program review report hickman county elementary school county...several examples of art/science,...

Program Review Report

Hickman County Elementary School

Hickman County

Mrs. Jan Johnson, Principal

416 Mcmorris St. Clinton, KY 42031

TABLE OF CONTENTS

Introduction 1 Program Review: Arts and Humanities 2

Curriculum and Instruction: Student Access 2

Curriculum and Instruction: Aligned and Rigorous Curriculum 4

Curriculum and Instruction: Instructional Strategies 6

Curriculum and Instruction: Student Performance 8

Formative and Summative Assessment: Variety of Assessment 10

Formative and Summative Assessment: Expectations for Student Learning 11

Formative and Summative Assessment: Response to Assessment 12

Professional Development: Planning 14

Professional Development: Participation 15

Professional Development: Teacher Leadership 16

Administrative/Leadership Support and Monitoring: Shared Vision 17

Administrative/Leadership Support and Monitoring: Time and Resources 18

Administrative/Leadership Support and Monitoring: Policies and Monitoring 21

Administrative/Leadership Support and Monitoring: Principal Leadership 23

Introduction 25 Program Review: Practical Living and Career Studies 26








Professional Development and Support Services: Planning 41

Professional Development and Support Services: Participation 43

Professional Development and Support Services: Teacher Leadership 45





Introduction 52 Program Review: Writing 53









Professional Development and Support Services: Planning 62

Professional Development and Support Services: Participation 63

Professional Development and Support Services: Teacher Leadership 64






Introduction This report contains Program Review results for Arts and Humanities. This program review is required as part of Kentucky's new

assessment and accountability model. Diagnostic tools to capture and report the results from these program reviews are contained in

the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain

better understanding of past successes and opportunities, and confidently build a solid, research-based improvement plan for the

future.


SY 2011-2012 Page 1© 2012 AdvancED www.advanc-ed.org

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Program Review: Arts and Humanities

Curriculum and Instruction: Student Access

All students should have equitable access to high quality curriculum and instruction.

Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale

in the narrative box below. Response:

Individual evaluation plan (IEP)/504 plans/Gifted Service Plan/Individual Learning Plan(ILP)/Limited English Proficient(LEP)

SBDM curriculum policy, meeting agendas and minutes

Authentic student products and performances from broad representation of students in all four arts disciplines, reflecting learning

of standards

Skills and standards documents

Digital, video, audio and/or photographic documentation of opportunities provided for all students to create, perform, and respond

in all four arts disciplines and of formal and informal performances, critiques, analysis, etc.

Statement or Question Response RatingQuestion A: To what extent does the school ensure that all

students have equitable access for instructionin all four arts disciplines?

Access is provided through intentionallyscheduling time within the school schedule forinstruction in all four arts disciplines (i.e.,dance, drama, music, visual arts).

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school ensure quality

instruction for diverse populations?Arts curriculum includes instruction forstudents from diverse populations (i.e.,special populations, gifted/talented, ethnicity,gender, socio-economics, etc.) and maintainshigh quality teaching and learning.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school provide

discipline-based arts instruction by acceptedstandards?

The arts curriculum provides discipline-basedinstruction in each art form containing its ownbody of knowledge, skills, and ways ofthinking as outlined in local, state andnational standards.* Elementary: Exploration of all fourdisciplines* Middle: Grounding in all four disciplines andthe beginning of specialization in one or moreart forms* High: Specialization in one or more artforms to achieve proficiency and mastery increating, performing, and responding to theirchosen form(s)

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school's

comprehensive arts program balancestudents creating, performing and respondingto the arts?

The arts program comprises a balancedprogram of creating, performing, andresponding to the arts in each of the four artsdisciplines (dance, drama, music, visual arts).

Proficient



•Curriculum committee agendas, meeting schedules, minutes, etc.*Documentation of artist residencies, guest artists or performing

groups

The SBDM Curriculum Policy, meeting agenda and minutes are stored in the principal's office. The examples of student work and

documentation of student opportunties in digital, video, audio, and photographic format are stored on the school's server. Skills and

standards are available to teachers through the computers and the KDE and CTE web sites. Copies of agendas, meetings, and

minutes are kept by each curriculum committee.

Recommendation for improvement include: more communication with gifted/talented teachers in development of GSP plan;

professional development on ILP's, more collaboration with special education teachers on IEP plans to ensure that student

opportuntities are included in indivdual IEP's.



Curriculum and Instruction: Aligned and Rigorous Curriculum

An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national

standards.



Statement or Question Response RatingQuestion A: To what extent does the school ensure that

an aligned arts curriculum is articulated andmeets accepted instructional standards in thearts?

The arts curriculum is not fully aligned withlocal, state or national standards. Additionalwork is needed in alignment, articulation, anddevelopment of guides/maps, grade levelalignment and/or development by artsdiscipline.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the school ensure that

students develop literacy skills specific to thearts disciplines? To what extent does theschool ensure cross-curricular arts integrationacross all academic content?

The arts curriculum provides for thedevelopment of arts literacy. (dance, drama,music, visual arts).

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school ensure

instruction addressing the interrelationships ofthe arts?

Arts cross-curricular integration is happeningbut it is not fully developed and intentionallybased on standards.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the school ensure

instruction addressing the interrelationships ofthe arts?

There is some effort to addressinterrelationships among the arts but not allarts disciplines are being addressed.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school ensure that

students are exposed to exemplary works ofthe arts disciplines?

The arts curriculum includes the study ofrepresentative and exemplary works ofdance, music, theatre and visual arts from avariety of artists, cultural traditions andhistorical periods.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the school ensure

revisions of the arts curriculum based onvarious indicators?

The school arts curriculum committeeevaluates monitors and recommendsrevisions to the arts curriculum based on asingle or limited indicator(s) of studentperformance. (e.g., school level artsperformances and products).

NeedsImprovement



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Digital, audio, photographic and video evidence of student performances and exhibits, etc.

(H) SBDM policy for arts specialization

(H) Listing of arts courses, including History and Appreciation of Visual and Performing Arts for minimum graduation requirements

The elementary school has a Christmas play each year that is a collaborative project between Arts and Humanities teachers and

classroom teachers. The teachers work together to ensure that vocabulary includes words that are specific to the arts. There are

several examples of art/science, art/social studies, art/writing and artwork as evidence. There are examples of dance being

incorporated into the physical education classes and videos of students performing a play about Johnny Appleseed and the Civil Rights

Movement during Black History Month.

There is a need for more collaboration between the teachers and a more unified,intentional collaboration to intergrate arts and

humanities into the curriculum. A member of the Arts Council is coming to conduct a PD on how to integrate the local arts council and

all it has to offer into the curriculum during our PD days this summer. The school district is involved in curriculum mapping to be able to

ensure that arts and humanities are being integrated across the grade levels and the curriculum.



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Curriculum and Instruction: Instructional Strategies

All teachers should implement instructional strategies that provide quality, variety, and access for all students.



Teacher documentation of modifications of activities/lessons for special needs students

Electronic/physical files of exemplary arts models

Lesson plans show instruction in peer review

Assessment models show use of peer review

Audio/video recordings of student performances and products


teachers engage students in creating,responding and performing to the arts?

Teachers systematically incorporate all threecomponents of arts study: creating,performing and responding to the arts.

Proficient


arts teachers provide students with exemplaryarts models through a variety of means?

Teachers provide limited models of artisticperformances and products to enhancestudent understanding but analysis of theexamples is limited and not applied todeveloping performance/production skills.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does the school ensure

teachers incorporate student/peer reviews ofstudents' products and performances?

Teachers are the sole reviewers of studentwork or incorporate minimal peer review ofproducts and performances.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the school ensure that

teachers responsible for arts instructiondifferentiate instruction and activities forstudents with special needs?

Arts teachers provide authentic activities forstudents with special needs (i.e., IEP, GTplan, 504 plan, etc.).

Proficient

Statement or Question Response RatingQuestion E: To what extent does the school ensure

instruction in and application of fundamentalartistic theory, skills and techniques instudents' products and performances?

Arts teachers provide for the development offundamental artistic theory, skills, andtechniques through the development ofstudent performances or products.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the school ensure the

utilization of outside resources forinstructional purposes in the arts?

The arts curriculum is enhanced andstrengthened through collaboration with guestartists, complementing discipline based artsinstruction.

Proficient



•Lesson plans and student exemplary products and performances show sound theory, skills, and techniques at a variety of levels

from recall/knowledge to evaluative/creative

Lesson plans show examples of evidence of instruction in peer review. Walk throughs show evidence of exemplary products and

performances.

All students attend arts and humanities classes and exemplary art models are displayed throughout the year by different teachers,

subjects, and grades on a table outside the library in the main lobby for all to see and examine as a learning tool for all students.

There is a need for more live performances for the elementary students and more collaboration among the staff to incorporate more

classroom arts and humanities activities.



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Curriculum and Instruction: Student Performance

When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and

inclusive, student performance should be at a consistently high level.



Electronic or physical student portfolio

Audio/video recordings of student performances and products

Student journals/writing samples/artist statements showing reflections and responses to their works and works of others

Student work samples show independent answers to assignments

Statement or Question Response RatingQuestion A: To what extent does the school ensure

student engagement in creating, performingand responding in the arts?

Students are actively engaged in creating,performing and responding to the arts.

Proficient


students create artworks for a variety ofpurposes?

Students routinely create rich and insightfulproducts and performances for a variety ofpurposes.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school ensure that

students utilize a variety of problem solvingskills in their products and performances?

Students, with teacher guidance, routinelyuse creative, evaluative, analytical andproblem solving skills in developing and/orreflecting on artistic performances andproducts.

Proficient


students communicate reflections bothverbally and in writing?

Students use written and verbalcommunication to reflect on exemplaryexhibits and live performances as classroomassignments.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the school ensure

students' creative self-sufficiency in theircreation of art works?

Students demonstrate the ability to be self-sufficient in creating performances and/orproducts with teacher guidance.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the school ensure that

students have the opportunity to participate injuried events, competitions, exhibitions andperformances outside of the schoolenvironment?

Students participate in juried events,exhibitions, contests and performancesoutside the school environment in all fourdisciplines.

Proficient



•Student works samples show self-guided exploration

Students have examples of storytelling, pursuasion pieces, reflective writing, journals, letters, and narratives.

Lesson plans reflect writing and performances.

Community flyers to encourage auditions in local drama and musical events.

Newspaper articles documenting different activities at the school that encourage student performances in music, drama, and art.



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Formative and Summative Assessment: Variety of Assessment

Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards



Student created products and performances with rubrics or assessments

Art exhibits or performance events on the school, community, state and/or national level with documented, standards-based

feedback

Teachers give pre and post tests on drama vocabulary. The music teacher gives a variety of assessments, both performance and pen

and paper as well as daily performance assessments. Artwork is graded on a rubric which covers several areas of assessments.

There is a need for more formal peer review and more solo and group performances and critiques.

Statement or Question Response RatingQuestion A: To what extent does the school ensure that all

assessments are aligned with accepted artsinstructional standards?

Formative and summative arts assessmentsshow some alignment with standards, butmay not be directly connected to instruction.

NeedsImprovement


summative assessments measure students'understanding of specific concepts based onaccepted arts instructional standards?

Summative assessments for individuals andperforming groups sometimes demonstratealignment with specific concepts,understandings, or skills established instandards.

NeedsImprovement


students effectively utilize peer reviews ofstudent work?

Students do not effectively use peer review toevaluate each other's work.

NeedsImprovement



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Formative and Summative Assessment: Expectations for Student Learning

Teachers should have common and high standards for student learning in Arts & Humanities.



Assessment tasks with rubrics and student products

Lesson plans showing samples of inclusion of exemplary models, documentation of guest artists/ performances, residencies, field

trips

Teachers use rubrics to assess student products, but do not always share them with the students. Teachers do use art examples,

music selections, and storytelling and dance clips in their lessons. Teachers do use a dance toolkit since dance is not a separate class

for our students. Exemplary models are used as examples in instruction.

There is a need to help students self-assess their work by using rubrics.


exemplar models of art works are used toguide student learning?

Exemplar/models are used to encouragestudents to demonstrate characteristics ofrigorous work in the appropriate art form inmost instructional lessons/units.

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school ensure

teachers utilize rubrics for creating,performing and responding in the arts?

Teachers use clearly defined rubrics/scoringguides among themselves but may notalways share them with students.

NeedsImprovement


students develop their own rubrics forcreating, performing and responding in thearts?

Teacher-created scoring guides are reviewedwith students prior to engaging in work.Students have the opportunity to provideinput into the scoring guide design.

NeedsImprovement



Formative and Summative Assessment: Response to Assessment

Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to

enhance student learning and achievement


students develop their own rubrics forcreating, performing and responding in thearts?

Multiple classroom assessments for the artsare applied. Teachers do not share andanalyze effectiveness or results across thearts department.

NeedsImprovement


teachers utilize appropriate assessment toidentify, monitor and track gifted and talentedstudents in the arts?

Gifted and Talented students identified in thearts or early primary pool is identified andattempts are made to individualize theirgrowth in the arts.

NeedsImprovement


students receive feedback on their productsand performances to inform future productsand performances?

Students regularly receive meaningfulfeedback from a variety of sources (e.g., staffmembers, arts adjudicators, peers, etc.) ontheir performances/products and use thefeedback to strengthen their futureperformance/products.

Proficient


students reflect, evaluate and critique theirown work and the works of others?

Students are engaged in critique andevaluation of artistic products but thoseprocesses are not formalized or students arenot yet capable of making strong evaluations.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school ensure that

students regularly receive a variety ofassessments to demonstrate their abilities forthe creation, performance and response ofthe arts?

Varied, authentic assessment tasks are usedin arts classrooms however they aresomewhat irregular and/or do not fully engagethe three arts processes of creating,performing, and responding to the arts.

NeedsImprovement

Statement or Question Response RatingQuestion F: To what extent does the school ensure that

teachers responsible for arts instruction utilizea variety of assessments andaccommodations for students with differentneeds?

A variety of assessment strategies areimplemented with consideration for studentdifferences (e.g., special learning needs,gifted and talented, multiple intelligences andstudents' learning styles), but somedifferences/needs are not yet beingaddressed.

NeedsImprovement

Statement or Question Response RatingQuestion G: To what extent does the school ensure that

student progress in the arts is communicatedto the community?

Student activities, progress and achievementin the arts are shared with the communitythrough various outlets.

Proficient



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Samples of assessment tasks with rubrics and student products

Art exhibits or performance events with documented standards-based feedback

There is a need to help students learn to reflect on their artistic work. The school exhibits art work and publicizes performances and

there is a great deal of parental support for performances, but there is very little evidence of reflection.

There is communication with the G/T teachers on identification in arts and collaboration with them to meet special needs of

gifted/talented students but it can be improved by the teachers working more closely with the G/T teacher.

The school uses the weekly classroom newsletters, the local newspaper, and the web site to publicize artwork and student

performances as well as any special events students are involved in at the school or in the community.



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Professional Development: Planning

Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about

teacher practice and student learning.



Description of professional development provided by the school and district attended by arts content teachers and other

classroom teachers (grade level appropriate)

Individual professional growth plans

Professional development plan includes PD for practical living, writing and arts and humanities.

Teachers include PD needs in the arts in their IGP.

The school gives release time for teachers to attend KMEA.

There is a need for more opportunities for arts teachers.


teachers responsible for instruction in the artsare provided professional development?

Teachers of the arts are provided someprofessional development in their contentarea but the options are limited.

NeedsImprovement


teachers responsible for instruction in the artsare provided leave time for professionaldevelopment?

The school provides some leave for artsteachers to attend content specificconferences or workshops but that leave islimited. Much of their professionaldevelopment may not be related to theirspecific content area or professionaldevelopment needs.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does the school ensure the

connection between professional growthopportunities in the arts and theComprehensive School Improvement Planand teachers' Individual Professional GrowthPlans?

There is no connection between professionaldevelopment for arts teachers and the CSIP,IGP, or school and district professionaldevelopment priorities.

NeedsImprovement


teachers responsible for instruction in the artscollaborate with guest artists?

Opportunities are available for school artseducators to plan and collaborate with guestartists.

Proficient



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Professional Development: Participation

Teachers participate in program-specific professional development designed to meet their needs. All teachers participate in

professional development focused on 21st century skills.



Individual professional growth plans

Teacher reflections/reports from PD

School professional development plan

Teachers are given time to attend professional development in the arts when they ask to go, but there is no definite plan for them to

attend research based training.

We have included a dance instructor, a grant writing, a KASC writing expert, and a former arts teacher who is active in the local arts

council in our professional development plan.


teachers responsible for arts instructionparticipate in professional developmentopportunities specific to research basedpractices and 21st Century skills in theirdiscipline?

Teachers have little or no access toprofessional development that supportsresearch based effective instructionalstrategies specific to their discipline.

NeedsImprovement


teachers responsible for arts instruction areprovided leave time and participate indiscipline-specific conferences, workshopsand seminars?

The school provides leave time for teachersto participate in discipline-specificconferences, workshops and seminars.

Proficient



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Professional Development: Teacher Leadership

Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the

professional learning community.



Professional development presentations

Teachers are given time to attend professional development in the arts when they ask to go, but there is no definite plan for them to

attend research based training.

We have included a dance instructor, a grant writing, a KASC writing expert, and a former arts teacher who is active in the local arts

council in our professional development plan. A copy of the plan is included in the evidence network folder.


teachers responsible for arts instruction leadprofessional growth opportunities for teachersin the arts disciplines and other academiccontent areas?

Job-embedded professional developmentopportunities are not provided for artsteachers.

NeedsImprovement



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Administrative/Leadership Support and Monitoring: Shared Vision

School Councils and administrators have developed a shared vision for insuring quality Arts & Humanities instructional programs



Displays of vision, mission, and belief statements that include the arts

Comprehensive School Improvement Plan includes the arts

There is a district wide philosophy that includes the arts in the DCIP.

Student achievement in the arts needs to be included in the school report card.

Plans for improvement in the arts and humanities is included in the CSIP.

Teachers are attending training on ILP development in order to have them include the arts in their ILP's.

The master schedule shows inclusion of the arts.

Statement or Question Response RatingQuestion A: To what extent does the school leadership

ensure that the arts are included in the schoolvision?

The vision of the school includes the arts andis developed in cooperation with the vision ofthe district and other schools of the district.

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school leadership

ensure that the school vision supportslearning to accepted arts instructionalstandards by all students?

The vision supports attainment of local, state,and national standards in the arts by allstudents.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school leadership

ensure that community stakeholders areinvolved in the development of the schoolvision?

School leadership does not involvecommunity stakeholders in the developmentof the school's vision for arts education.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the school leadership

ensure that the school vision is utilized toguide the decision making processconcerning arts instructional strategies?

The school vision for arts education is inprocess along with a plan to use the vision tosystematically guide decision-making aboutthe arts instructional program.

NeedsImprovement



Administrative/Leadership Support and Monitoring: Time and Resources

School leadership will provide adequate resources, facilities, space and instructional time to support high quality Arts & Humanities

instructional programs.

Statement or Question Response RatingQuestion A: To what extent does the school leadership

ensure that arts instruction is delivered byhighly trained, qualified and certifiedteachers?

The arts instructional program is delivered bysome certified and highly qualified artteachers, but arts teachers may also beassigned to teach out of their area ofexpertise (e.g., music certified teacherteaching drama, etc.), or certified classroomteachers with little or no arts strength orbackground are used to deliver artsinstruction.

NeedsImprovement


ensure regularly scheduled instruction in thearts disciplines?

School leadership ensures Arts instruction ineach arts discipline is regularly scheduled forall students as appropriate for grade span(level during the regular school day):* Elementary: All students have regularly-scheduled discipline-based arts instruction ineach of the four art forms.* Middle School: Regularly- scheduled,discipline-based, specialized arts courses (ineach of the four art forms) are available forstudents wishing to specialize in an artform(s). Students wishing not to specializehave access to arts appreciation course(s)which provide a firm grounding in basiccreating, performing and responding to thearts.* High School: Discipline-based artsinstruction through multiple, specialized artscourse in each art form is available for anystudent wishing to specialize in and artform(s). Students wishing not to specializehave access to the History and Appreciationof Visual and Performing Arts Course.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school leadership

ensure adequate and protected time for artsinstruction?

School leadership adopts policy andprocedures that provide and protect adequatetime for students to be actively involved increating, performing and responding to thearts.* Elementary: A minimum average of 150minutes per week of discipline-based artsinstruction* Middle: Year-long instruction in specializedarts courses* High School: Year-long instruction inspecialized arts courses

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school leadership

ensure that arts equipment is maintained?The school provides for annual maintenanceand repair of equipment as needed.

Proficient





Statement or Question Response RatingQuestion E: To what extent does the school leadership

ensure that arts classrooms are adequate forthe specific arts disciplines?

Visual and performing arts classroom spacesare adequate to support the unique teachingand learning demands of each arts discipline.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the school leadership

ensure that arts programs have adequateinstructional resources?

The arts program has adequate materials,equipment and technology to teach thecurriculum.

Proficient

Statement or Question Response RatingQuestion G: To what extent does the school leadership

ensure additional learning opportunities in thearts to supplement and support classroominstruction?

School leadership supports and providesadditional learning opportunities in the arts(e.g., field trips, artist residences, in-schoolperformances) both within and beyond theschool day including adjusting theschool/student schedule as needed; and thatthese activities drive instruction.

Proficient

Statement or Question Response RatingQuestion H: To what extent does the school leadership

ensure arts courses are not scheduled inconflict with single-section required contentarea courses?

School leadership at the middle/high schoollevel, makes every effort to avoid schedulingsingle-section courses in the arts againstsingle-section courses in required subjects(e.g., the one band class scheduled againstthe one AP calculus class).

Proficient

Statement or Question Response RatingQuestion I: To what extent does the school leadership

ensure that arts teachers are included indeveloping the school's master schedule?

Arts teachers are part of planning the school'smaster schedule to ensure best practices inarts instruction (e.g., adequate instructionaltime, arts class offerings, provision fortransition between classes).

Proficient

Statement or Question Response RatingQuestion J: To what extent does the school leadership

ensure that the library/media center providesfor a variety of arts resources?

School provides a variety of arts books andother print materials, audio and videomaterials, and technology resources in theschool media center.

Proficient

Statement or Question Response RatingQuestion K: To what extent does school leadership ensure

utilization of cross-curricular instructionbetween the arts and other content areateachers?

School leaders attempt to support andfacilitate minimal cross-curricularcollaboration with school arts programs.

NeedsImprovement



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School council staffing policy

Local Educator Assignment Data (LEAD) data forms of arts teachers

Arts teacher certification documentation

Student performance data in the arts

Documentation that teachers of the arts have extensive knowledge, training and arts experiences (i.e., KET/KDE Arts Toolkits).

There is a school council policy on staffing in the policy manual.

The LEAD shows that all teachers are 100% highly qualified.

The teachers teaching art, music, and physical education in the master schedule are certified in their field.

Teachers use the Dance Toolkit.

The master schedule reflects that all students recieve instruction in the arts.

There is an equipment inventory that shows the amount of equipment that has been purchased for the arts.



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Administrative/Leadership Support and Monitoring: Policies and Monitoring

The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's Arts &

Humanities instructional program.



Master schedule with class load breakdown

Schedule of special events

School improvement plan*Data analysis summaries/reports

There is a master schedule with the class load breakdown.

Special events are announced in the emailed announcements each week and kept on a calendar and put on classroom newsletters.

The school is beginning to develop curriculum maps, but they are in the process of being developed.

The school is working on council policies to address the needs we have found in completing the rubrics.

Statement or Question Response RatingQuestion A: To what extent does school leadership ensure

that arts teachers' class loads are equitable inthe school?

All arts teachers are assigned class loads thatare equitable to the class loads of otherteachers in the building.

Proficient


ensure adequate planning and applicabletravel time for arts teachers?

All arts teachers have adequate dailyplanning time, time for cross-curricularplanning, and itinerant travel time.

Proficient

Statement or Question Response RatingQuestion C: To what extent does school leadership ensure

adequate instructional assistance to artsteachers?

School leadership considers the instructionaland safety issues for arts teachers assignedto classes with large numbers of students andattempts are made to accommodate the needfor assistance, but there is not a policy inplace to address such needs.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does school leadership ensure

the use of various data to inform decisions onarts instructional programs, class offeringsand staffing?

At the middle and high school levels, theSBDM council is developing a process forrevising policies on staffing/class offeringsbased on data connected with studentperformance (achievement) in the arts, andthe program review results.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school leadership

ensure differentiated learning opportunities forstudents identified as gifted and talented inthe arts?

School leadership is in process to develop apolicy to assure service options for studentsidentified as gifted and talented in the arts.

NeedsImprovement



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Administrative/Leadership Support and Monitoring: Principal Leadership

Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership

strategies and actions.



Map of school

School budget (5 year history)

Statement or Question Response RatingQuestion A: To what extent does the school ensure

collaboration between the principal andteachers responsible for arts instruction todevelop a professional development actionplan?

The principal individually evaluates andreflects on the impact of the Arts andHumanities instructional practices of theschool to inform the professional developmentaction plan, or evaluation and reflection isgenerally limited.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the principal work with

arts instructional staff to ensure collaborationwith arts programs to support instructionduring the school day?

The Principal supports and facilitatescollaboration for arts programs that occurduring instructional time.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the principal ensure that

arts teachers are involved in the school'sbudget planning?

Arts teachers have a limited voice in planningthe annual school budget.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the principal ensure

parental and community stakeholderinvolvement with arts instructional programs?

Leadership promotes parental involvement asa valuable resource in supporting the arts.This includes, but is not limited to, theresources of leadership, time, skills and/ormaterials.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the principal ensure

collaborative and self-reflective professionallearning for teachers responsible for artsinstruction?

The principal initiates professional learningamong staff through collaboration and self-reflection.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the principal participate

in professional learning within the arts andhumanities instructional program?

The principal does not participate fully inprofessional learning regarding the school'sArts and Humanities program.

NeedsImprovement



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Schedules of events

Resource and equipment inventory

Records of parental involvement in supporting arts programs

The principal supports performances in the arts both, classroom and school wide.

The principal emails a schedule of events each week to all faculty and staff.

There is an equipment inventory.

The school SBDM budget is a part of the council minutes.

There is a map of the school building.

There is strong parental support for the arts and involvement in the programs and activities.

The FRYSC Coordinator is involved in collaboration with the teachers of the arts and parental support.

There is a need for more involvement in the budgeting of needed items for the arts.



Introduction This report contains Program Review results for Practical Living and Career Studies. This program review is required as part of

Kentucky's new assessment and accountability model. Diagnostic tools to capture and report the results from these program reviews

are contained in the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and

institutions to gain better understanding of past successes and opportunities, and confidently build a solid, research-based

improvement plan for the future.



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Program Review: Practical Living and Career Studies





Individual Learning Plan (ILP) student interest reports

Master schedule

Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP)

Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines

Lesson plans document differentiation for students with special needs, ELL and gifted/talented

School-Based Decision Making (SBDM) council curriculum policy, meeting agendas and minutes

The Master Schedule provides evidence that all students have access to PL/CS.

There are special projects throughout the year for students to participate in a variety of events such as Healthy Hearts.

A 5th/6th grade Career Fair is sponsored each year by a local businessman each year and have a variety of businesses/careers.

Statement or Question Response RatingQuestion A: To what extent does the school ensure all

students, including those from diversepopulations, receive PL/CS instruction?

The PL/CS curriculum includes instruction forstudents from diverse populations (i.e.,special needs, gifted/talented, ethnicity,gender, socio-economics, etc.) and maintainshigh quality teaching and learning.

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school provide

advising programs that include components ofthe ILP?

An advising program is provided and includescomponents of the ILP as part of thecurriculum.

Proficient


PL/CS interdisciplinary and advancedcourses?

A minimum of two PL/CS interdisciplinary andadvanced courses are offered at thesecondary level for academic credit.

Proficient





standards

Statement or Question Response RatingQuestion A: To what extent does the school's PL/CS

curriculum develop core knowledge andskills?

PL/CS curriculum develops core knowledge,motor skills, confidence, life skills, and self-management abilities that are essential topersonal growth and development of allstudents.

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school's PL/CS

curriculum provide opportunities for studentsto develop decision-making skills?

The PL/CS curriculum provides opportunitiesfor all students to develop decision-makingskills impacting their own health, nutrition andenvironment.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school's PL/CS

curriculum provide opportunities for allstudents to demonstrate life skills?

PL/CS curriculum provides opportunity for allstudents to practice life skills such as goal-setting, critical thinking, problem solving,coping, accessing information and resources,and decision-making.

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school's curriculum

include integration of historical and currentleaders?

Studies of historical and current leaders areintegrated into the PL/CS curriculum.

Proficient

Statement or Question Response RatingQuestion E: To what extent are the students exposed to

guest speakers?Students regularly interact with guestspeakers and mentors from a variety ofleadership positions and career fields beyondclassroom experiences (e.g., virtual fieldtrips,mentoring programs, work-based learning,etc.).

Distinguished

Statement or Question Response RatingHeath Education- Question A:

To what extent is the school's healtheducation curriculum planned, sequential,integrated, and aligned?

The K-12 health education curriculum isplanned but not sequential and there is noevidence of integration among other contentareas.

NeedsImprovement

Statement or Question Response RatingHeath Education- Question B:

To what extent does the school's healtheducation curriculum address local, state, andnational standards?

The K-12 curriculum addresses all local, stateand national health education standardsappropriate to the applicable grade levels.

Proficient



Statement or Question Response RatingHeath Education- Question C:

To what extent does the school's healtheducation curriculum provide strategies andactivities for the National Health EducationStandards?

The health education curriculum providesactive learning strategies and activities ofmost of the National Health EducationStandards, and covers most of the healtheducation content areas.

Proficient

Statement or Question Response RatingHeath Education- Question D:

To what extent does the school's healtheducation curriculum life skills that influencehealthy relationships?

The health education curriculum includesopportunities for students to practice the lifeskills that influence healthy relationships, asrelated to family, peers, the community, andthe workplace.

Distinguished

Statement or Question Response RatingPhysicalEducation -Question A:

To what extent does the school's physicaleducation curriculum meet the expectations ofthe Physical Education Curriculum AnalysisTool (PECAT)?

A physical education curriculum exists, but isnot consistent with the majority ofexpectations delineated by the CDC'sPhysical Education Curriculum Analysis Tool.

NeedsImprovement

Statement or Question Response RatingPhysicalEducation -Question B:

To what extent do the students implementFrequency, Intensity, Type, Time (FITT)Plans?

Physical Education curriculum includes anintroduction to Frequency, Intensity, Type,Time (FITT) Plans.

NeedsImprovement

Statement or Question Response RatingPhysicalEducation -Question C:

To what extent do students participate in acomprehensive school-based physical activityprogram?

All students actively participate in twocomponents of a comprehensive school-based physical activity program (e.g.,classroom physical activity breaks,recess/activity breaks, out-of-school program,intramurals, activities including parents, andcommunity based programs, etc.).

NeedsImprovement

Statement or Question Response RatingConsumerism/Financial Literacy -Question A:

To what extent do all students learn aboutconsumer rights, responsibilities, and decisionmaking?

All students learn about consumer rights,responsibilities, and decision-making (e.g.wants, needs, values, comparingproducts/services, evaluating advertisingtechniques/media).

Proficient

Statement or Question Response RatingConsumerism/Financial Literacy -Question B:

To what extent are instruction andopportunities provided for students toevaluate the impact of consumer decisions onthe environment?

Instruction and opportunities are provided forall students to evaluate the impact ofconsumer decisions on the environment (e.g.reducing, reusing, recycling, green choices).

Proficient



Statement or Question Response RatingConsumerism/Financial Literacy -Question C:

To what extent does curriculum includecurrent information on product safety andvalues?

Curriculum does not include instructionrelated to current information on productsafety and value (e.g. recalls, ratings,consumer reports).

NeedsImprovement

Statement or Question Response RatingConsumerism/Financial Literacy -Question D:

To what extent are instructional opportunitiesprovided for all students to evaluate theimpact of consumer decisions on nutrition andhealth?

Few instructional opportunities are providedfor all students to evaluate impact ofconsumer decisions on nutrition and health.

NeedsImprovement

Statement or Question Response RatingConsumerism/Financial Literacy -Question E:

To what extent do all students haveopportunities to learn about problem solvingand critical thinking regarding moneymanagement, financial planning, savings,investments, and consumer credit?

Problem-solving and critical thinkingregarding money management, financialplanning, savings, investments and consumercredit are neglected components of thefinancial literacy curriculum.

NeedsImprovement

Statement or Question Response RatingConsumerism/Financial Literacy -Question F:

To what extent does the PL/CS curriculuminclude content related to taxes and theirimpact on services provided by variousgovernmental agencies?

The PL/Cs curriculum includes contentrelated to taxes and its impact on servicesprovided by various government agencies.

Proficient

Statement or Question Response RatingConsumerism/Financial Literacy -Question G:

To what extent do students engage infinancial decision making or entrepreneurialexperiences?

Students engage in financial decision-makingor entrepreneurial experiences.

Proficient

Statement or Question Response RatingConsumerism/Financial Literacy -Question H:

To what extent do students haveopportunities to learn from outside expertsabout available resources of financialsystems?

Students have opportunities to learn fromoutside experts about available resources offinancial systems (e.g. guest speakers fromlocal banks, credit unions, financial planners).

Proficient

Statement or Question Response RatingCareer Studies -Question A:

To what extent are the career pathwaysimplemented in the state's 14 identifiedCareer Clusters for high school students?(HIGH SCHOOL)

In high school, career pathways areimplemented in 4-9 of the state's 14 identifiedCareer Clusters.

Proficient

Statement or Question Response RatingCareer Studies -Question B:

To what extend does the PL/CS curriculumincorporate connections to community,society, industry, and current events?

The PL/CS curriculum incorporatesconnections to community, society, industry,and current events.

Proficient



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Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments, and culminating events)

Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service

announcements

Local school wellness policy

Lesson plans document differentiation for students with special needs, ELL and gifted/talented

Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP)

Documentation of Guest Speakers

Serving Learning Projects

Classroom, club/student organization, and school wide projects

Newspaper articles and other media artifacts

Record of school-based / class-based enterprises

Internet-based simulations with student generated work (e.g. stock market game, AAA Math, bank simulation)

Evidence of Reality Store activities on school schedule

Artifacts from physical activity opportunities (e.g. pictures of parent nights, flyer for fun run)

The Food Service Director works with teachers to incorporate nutrition lessons. A Fresh Fruit and Vegetable grant has been written

that includes nutrition lessons.

The Family Youth Resource Coordinator works with the PL/CS teacher and the classroom teacher to promote Family Night, Spring

Fling, Career Day and LEAP.

Pictures of events are stored on the server for documentation.

I Love to Read Week has activities that incorporate careers and physical education.

Guest speakers are invited into the gym and classrooms to promote career development and wellness.

The extension agent works with the schools to bring in MyPyramid and other nutrition programs.

Statement or Question Response RatingCareer Studies -Question C:

To what extent are articulation agreementsand dual credit agreements a part of careerpathways at the high school level? (HIGHSCHOOL)

In high school, a variety of articulation anddual-credit agreements are part of the careerpathways and multiple students takeadvantage of these opportunities.

Distinguished

Statement or Question Response RatingCareer Studies -Question D:

To what extent are all students introduced tothe 14 career clusters at the elementarylevel? (ELEMENTARY)

All students are introduced to the 14 CareerClusters at the elementary level.

Proficient

Statement or Question Response RatingCareer Studies -Question E:

To what extent is a formalized plan forintroducing and using the ILP in place for the6th grade and beyond? (MIDDLE AND HIGHSCHOOL)

A formalized plan for introducing and using anILP is started in the 6th grade and ismonitored and revised to reflect studentneeds and interests over time.

Distinguished

Statement or Question Response RatingCareer Studies -Question F:

To what extent to all high school studentsselect and note in their ILP's at least fourcourse related to their career major and oneof the state's 14 Career Clusters?

All high school students select (and note intheir ILP) at least 4 courses related to theircareer major and one of the state's 14 CareerClusters.

Proficient






curriculum engage students in higher orderthinking, creativity, and problem-solvingskills?

The PL/CS curriculum engages all students inhigher order thinking, creativity, and problem-solving skills through authentic studentproducts and performances.

Distinguished

Statement or Question Response RatingQuestion B: To what extent does the PL/CS curriculum

attend to multiple intelligences and abilities?The PL/CS curriculum attends to multipleintelligences and abilities (e.g., visual/spatial,interpersonal, intrapersonal,bodily/kinesthetic, musical/rhythmic,logical/mathematical, linguistic, andemotional).

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school integrate

relevant technology tools into classroomcontent?

Relevant technology tools (e.g., smart boards,keyboarding at elementary level, internetresearch, podcasting, pedometers, Wii) areintegrated into classroom content and utilizedby students and teachers.

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school utilize

Advisory Committees?An Advisory Committee (e.g., CoordinatedSchool Heath Committee, Business &Industry Advisory Committee) is used as asupport or resource for student career andwellness instruction.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the school integrate

appropriate communication skills andpresentation techniques?

Appropriate communication skills (e.g.,verbal, non-verbal, written, listening, andinterview skills) and presentation techniquesare integrated across a variety of contentareas.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the school's academic

and PL/CS teachers collaborate to integratecore academic areas in the PL/CScurriculum?

There is minimal collaboration amongAcademic and PL/CS teachers to integratecore academic areas in PL/CS curriculum.

NeedsImprovement





Statement or Question Response RatingQuestion G: To what extent do the school's students apply

technical mathematics, reading, and writingskills to support and demonstrate learning?

Students apply technical mathematics,reading and writing skills (e.g., comparisonshopping, resume writing, balancing achecking account, analyzing a stock chart,reading insurance forms, loan applications,rental agreements, FITT charting, andnutritional analysis) to support anddemonstrate learning.

Proficient

Statement or Question Response RatingQuestion H: To what extent are the students provided

opportunities to utilize social and life skills in acooperative learning and/or teamworkenvironment?

Students are regularly provided opportunitiesto utilize social and life skills (e.g., problem-solving, goal setting, decision-making) in acooperative learning and/or teamworkenvironment.

Proficient

Statement or Question Response RatingQuestion I: To what extent do students use problem-

solving and critical thinking skills to interpretand analyze data as related to specific PL/CScontent?

Students rarely use problem-solving andcritical thinking skills to interpret and analyzedata as related to specific PL/CS content.

NeedsImprovement

Statement or Question Response RatingQuestion J: To what extent does the school's PL/CS

curriculum connect to the community, society,and current events?

The PL/CS curriculum incorporatesconnections to community, society andcurrent events.

Proficient


To what extent does the school integratetechniques and strategies to effectivelyresolve conflict in the PL/CS curriculum?

Techniques and strategies to effectivelyresolve conflicts (e.g., bullying, stress, refusalskills and anger management) are integratedschool wide.

Distinguished


To what extent does the school's physicaleducation instructional strategies demonstrateteaching strategies that are consistent withnational expectations as defined by NASPE?

The physical education instructionalstrategies usually demonstrate teachingstrategies that are consistent with nationalexpectations as defined by NASPE.

Proficient


To what extent does the school integrate theILP in some course to use as a research toolfor career choices?

The ILP is used only in the PL/CS classroom. NeedsImprovement



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Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines

Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments and culminating events)

Artifacts from classroom, student team, club, and school-wide projects

Guest speaker logs, thank you letters, photos, videos, podcasts

Examples of innovative use and integration of technology (lesson plans and student products)

School or teacher web pages

Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service

announcements

Artifacts of extra/co-curricular activities, publications, school web site, radio announcement, school club schedule, grade-level

meeting agenda

Artifacts from school-wide programs in place to reduce conflicts and behavior issues

Pictures of guest speakers throughout the year.

Student projects in career studies and in special physical education projects.

Students participate in dance competitions.

Students broadcast announcements each morning.

Students participate in sport events.

There is a wellness committee that monitors nutrution lessons.

Students use the computer lab, fusion, smart boards and ipads.

Students give 4-H speeches, particpate in plays and collaborative projects in the classrooms.

The students are given guidance lessons from the guidance counselors.

Students participate in the Chicken Festival, Red Ribbon Week, and Parent Night.






Statement or Question Response RatingQuestion A: To what extent does the school provide

service learning/community service activitiesthrough all PL/CS courses?

Two or more service learning/communityservice activities are available through allPL/CS courses and extra/co-curricularactivities.

Distinguished

Statement or Question Response RatingQuestion B: To what extent are students provided

opportunities to develop leadership skills inextra-curricular/co-curricular activities?

All students are provided opportunities todevelop and be recognized for theirleadership skills during classroomexperiences and in extra-curricular/co-curricular activities.

Distinguished


student organizations or clubs?Few student organizations or clubs areavailable.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent do students participate in

extra/co-curriculum activities related to thePL/CS curriculum?

A variety of extra/co-curricular activitiesrelated to PL/CS curriculum is available andmany students participate in at least oneextra/co-curriculum activity per year.

Proficient


To what extent are students providedopportunities to earn health relatedcertificates?

Students are not provided opportunities toearn health related certificates.

NeedsImprovement


To what extent are students providedopportunities to earn physical educationrelated certificates?

Students are not provided opportunities toearn physical education related certificates.

NeedsImprovement

Statement or Question Response RatingPhysicalEducation -Question B:

To what extent do students demonstrate theknowledge and skills associated with theNational Standards for Physical Education?

Students demonstrate the knowledge andskills associated with 3-4 of the NationalStandards for Physical Education.

Proficient


To what extent do teachers and studentswork together using formative andassessment data to formulate student ILP's?

Individual Learning Plan (ILP) is constructedwith little or no collaboration among studentsand teachers and limited or no data.

NeedsImprovement



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Artifacts from service learning projects

Number of students receiving First Aid, CPR, and babysitting certification

Student generated speeches and/or presentations for school or community groups

Reports from Individual Learning Plans tool

Student assessments of physical education knowledge and skills, i.e. motor skills, physical fitness

Students participate in the Falcon Fit Club.

Student participate in the Falcon Friends, Red Ribbon, Career Fair, 4-H Speech Contest, WYSE Guys, Peppettes, Boy Scouts, Girl

Scouts, Ambassadors, and News Broadcasters.

Students develop their ILP under the direction of the guidance counselor.

Students participate in activities like Jumprope for Heart and other activities that promote wellness and raising funds for health related

causes.

Teachers in the middle school will be trained on ILP development, Career Pathways and EXPLORE testing.

Statement or Question Response RatingCareer Studies -Question B:

To what extent are a variety of work basedlearning opportunities provided across CareerPathways and majors?

In high school, a variety of work-basedlearning opportunities (e.g., co-op, jobshadowing, entrepreneurship, andinternships) across multiple career majors areavailable for all students.

Proficient

Statement or Question Response RatingCareer Studies -Question C:

To what extent is the ILP development for all6th grade students?

ILP development, coupled with careercounseling, begins at 6th grade for allstudents.

Distinguished



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Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.



Individual Learning Plan usage tools

Statement or Question Response RatingQuestion A: To what extent are state standards used in

the development of formative and summativeassessments?

State standards are inconsistently used in thedevelopment of formative and summativeassessments.

Proficient

Statement or Question Response RatingQuestion B: To what extent do PL/CS assessment

measures respond to a variety of learningstyles and abilities?

This characteristic refers to a specific gradelevel(s) that is not a part of our school.

Not Applicable

Statement or Question Response RatingQuestion C: To what extent are formalized plans in place

to monitor the completion of the students'ILP?

A formalized plan is in place to monitor thecompletion of students' ILP.

Proficient




Teachers should have common and high standards for student learning in the content area.


curriculum include high expectations for allstudents to demonstrate progress andachievement?

The PL/CS curriculum maintains highexpectations for all students to demonstrateindividual progress and achievement, andrequires both formative and summativedemonstration evidence for all students.

Distinguished

Statement or Question Response RatingQuestion B: To what extent are middle and high school

students required to successfully pass ahealth education course?


Not Applicable

Statement or Question Response RatingQuestion C: To what extent can students demonstrate the

knowledge and skills addressed in local,state, and national PL/CS standards?

Students can demonstrate the knowledge andskills addressed in a majority of the local,state, and national PL/CS standards.

Proficient

Statement or Question Response RatingQuestion D: To what extent are students active during

physical education lesson time?Students are active for 75% or more of thephysical education lesson time.

Distinguished

Statement or Question Response RatingQuestion E: To what extent do students participate in

physical education and/or physical activity?All students participate daily in physicaleducation and/or physical activity.

Proficient

Statement or Question Response RatingQuestion F: To what extent are middle and high school

students required to pass a physicaleducation course?


Not Applicable

Statement or Question Response RatingQuestion G: To what extent do PL/CS teachers develop

scoring guides and/or rubrics?To create clear expectations for qualityperformance, the teacher develops scoringguides and/or rubrics to share with students.

Proficient

Statement or Question Response RatingQuestion H: To what extent do PL/CS teachers model and

guide students to apply rubrics to assessoverall performance?

The teacher guides students to apply rubricsto assess overall performance.

NeedsImprovement



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Authentic assessment tools

Number of students who participate in health related programs and organizations

Fitness Testing (e.g. FITNESSGRAM, President's Physical Fitness Challenge, Personal Best)

Scoring guides and rubrics

Documentation of student performance feedback

Students and teachers participate in the "Take 10" program.

Statement or Question Response RatingQuestion I: To what extent do PL/CS teachers provide

feedback to parents and students onstudent's performance?

Teacher provides consistent and timelyfeedback to student and parents on student'sperformance (e.g., grades, weekly, monthlyand mid-term reports).

Proficient



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enhance student learning and achievement.



Master schedule

Observational data

Recommendation: More formative assessment. More differentiated instruction documentation.

Statement or Question Response RatingQuestion A: To what extent do PL/CS teachers use

sources to reflect on and improve instructionalpractice?

The PL/CS teacher uses only summativeassessment data to reflect on and improveinstructional practice.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the school's leadership

provide access to teachers for data to use inimproving student learning and achievement?

The school provides time in the school day forteachers to analyze data with the intent ofimproving student learning and achievement.

Distinguished

Statement or Question Response RatingQuestion C: To what extent does the school have a

system in place to assist teachers ingathering data to assess student learning anddevelop an intervention plan?

No system is in place to assist teachers ingathering data to assess student learning anddevelop an intervention plan to supportindividual student growth in PL/CS programs.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent do teachers monitor and

assess the needs of diverse studentpopulations?

Teachers use informal means to monitor andaddress the needs of a diverse studentpopulation including those with special needs,English language learners (ELL) and giftedstudents.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school monitor

student progress in the PL/CS disciplines?Schools monitor student progress in all PL/CSdisciplines.

Proficient



Professional Development and Support Services: Planning



Statement or Question Response RatingQuestion A: To what extent is feedback at the end of

professional development sessions gatheredand used in the development of follow-uptraining?

Feedback at the end of professionaldevelopment sessions is gathered but rarelyused in the development of follow-up training.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent is school and student data

used in planning professional developmentsessions?

School and student data is reviewed andanalyzed in planning professionaldevelopment sessions.

Distinguished

Statement or Question Response RatingQuestion C: To what extent are the school's professional

development opportunities aligned withIndividual Professional Growth Plans?

There is no alignment between IndividualProfessional Growth Plans and the school'sprofessional development offerings for PL/CSteachers.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the school schedule

allow PL/CS and core subject teachers tocollaborate?

The school schedule does not accommodatePL/CS and core subject teacherscollaboration.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school provide

professional development specific to PL/CSteachers?

Professional development is provided, notspecific to PL/CS teachers.

NeedsImprovement

Statement or Question Response RatingQuestion F: To what extent does the school provide

professional development for 21st centuryskills?

Professional development is provided tointegrate 21st century skills (e.g., problemsolving, critical thinking, analyzing, and healthliteracy), not specific to PL/CS teachers.

Proficient

Statement or Question Response RatingQuestion G: To what extent does the school provide

professional development in technology?Professional development in technology isprovided for teachers.

Proficient



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Evaluation forms

Professional development plan for all teachers

Professional development agendas and sign-in sheets for PL/CS teachers

Master schedule

List of professional development opportunities/participation related to 21st Century Skills (e.g. technology, health literacy, problem

solving)

Approved travel budgets for staff to attend professional conference or workshops

Need more PD opportunities specific to PLCS teachers. Need time for common planning.

Statement or Question Response RatingQuestion H: To what extent does the school provide

teachers with access to professionaldevelopment that supports research basedeffective instructional strategies specific totheir discipline?

Teachers have access to professionaldevelopment that supports research basedeffective instructional strategies specific totheir discipline.

Proficient



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Professional Development and Support Services: Participation





Minutes of Advisory Committee Meetings

Master schedule

Approved travel budgets for staff to attend professional conference or workshops

Statement or Question Response RatingQuestion A: To what extent do PL/CS teachers collaborate

with community partners to participate invarious Advisory Committees?

Teacher representatives have limitedinteractions with community partners toparticipate on various Advisory Committees.

NeedsImprovement


training to staff regarding the use of the ILP tohelp students select course offerings anddevelop career goals?


Not Applicable


PL/CS teachers with opportunities toparticipate in content-specific dialogue withtheir colleagues?

PL/CS teachers have opportunities toparticipate in content-specific professionaldialogue with their colleagues.

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school provide

opportunities in the master schedule forPL/CS teachers to plan and collaborate withexternal partners?

There are no opportunities within the masterschedule for PL/CS teachers to plan andcollaborate with external partners (e.g.,postsecondary education partners, businessand industry personnel, civic/communityorganizations and area technology centerstaff).

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does the school provide

professional development opportunities towork with postsecondary partners?


Not Applicable

Statement or Question Response RatingQuestion F: To what extent do PL/CS teachers collaborate

with community/business partners?There is limited or no collaboration betweenPL/CS teachers and community/businesspartners.

NeedsImprovement



Need to use community resources in a more consistent manner.



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Professional Development and Support Services: Teacher Leadership





PD log/sign-in

Documentation of teacher-led professional development experiences

Certificate of participation

PD agenda


opportunities for job-embedded professionaldevelopment for PL/CS teachers?

Job-embedded professional developmentopportunities are provided for PL/CS teachersto encourage continuous learning and growth.

Proficient


leadership opportunities for all teachers?Leadership development opportunities areavailable to all teachers.

Proficient



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School Councils and administrators have developed a shared vision for insuring quality Writing instructional programs.



School Vision/Mission Statement

SBDM policies and minutes

Artifacts of projects and activities

Meeting minutes

Class projects; career fairs; faculty emails.

Statement or Question Response RatingQuestion A: To what extent does the school involve school

leadership, department staff, and communitystakeholders in shaping and refining thevision statement?

Leadership involves representation of alldepartments in shaping and refining the visionstatement.

Proficient

Statement or Question Response RatingQuestion B: To what extent does the school use the vision

to guide decision-making and allocation ofresources?

Leadership systematically communicates anduses the vision to guide decision-making.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school's

collaborative vision address staterequirements, 21st century skills, and nationalstandards?

Collaborative vision addresses appropriatestate requirements and 21st century skills.

Proficient

Statement or Question Response RatingQuestion D: To what extent do the school's activities and

projects for most program areas and gradelevel(s) align with the vision?

Activities and projects for most program areasand grade level(s) are aligned with the vision.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the school's vision reflect

a commitment to the inclusion of PL/CSthroughout the curriculum and the student'sacademic experience?

The school's vision reflects a commitment tothe inclusion of PL/CS throughout thecurriculum and throughout the student'sacademic experience (K-12).

Proficient




School leadership will provide adequate resources, facilities, space and instructional time to support high quality writing instructional

programs


PL/CS programs with quality materials,equipment, and technology to teach thecurriculum?

The PL/CS programs have abundant qualitymaterials, equipment and technology to teachthe curriculum.

Distinguished

Statement or Question Response RatingQuestion B: To what extent does the school invite

teachers to participate in planning the annualschool budget?

Teachers of all departments are invited toparticipate in planning the annual schoolbudget.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school have access

to external resource that benefit PL/CSinstruction?

The school has access to external resourcesthat benefit PL/CS instruction (e.g., industrypartnerships, hospitals, health and fitnessclubs, sponsorships and grants).

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school's space meet

KDE adequacy requirements to supportappropriate teaching and learning?

School space meets KDE adequacyrequirements to support appropriate teachingand learning.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the high school utilize

the Career & Technical Education andKentucky Schools Facility Planning Manualsfor program planning?


Not Applicable

Statement or Question Response RatingQuestion F: To what extent do the school's PL/CS

facilities meet industry and classroomstandards for size, safety, and accessibility?

All PL/CS facilities are safe, accessible, andmeet industry and classroom standards,including appropriate for class size(s).

Proficient

Statement or Question Response RatingQuestion G: To what extent does school leadership

provide instructional planning time for PL/CSteachers?

School leadership provides for and protectsadequate instructional and planning time forPL/CS teachers.

Distinguished

Statement or Question Response RatingQuestion H: To what extent does the school assign PL/CS

teachers with manageable class loads basedon course and facilities?

PL/CS teachers are assigned equitable classloads based on course and facilities ascompared to other teachers in the building.

Distinguished



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SBDM policies and minutes

Artifacts of use of technology

Master schedule

Class attendance rosters

Highly qualified teachers. Handicap accessible building. Web pages and IC are used to communicate with parents/community.

Statement or Question Response RatingQuestion I: To what extent does the school schedule

allocate time for all students to receiveinstruction in all four PL/CS disciplines?

Time in the school schedule is allocated sothat all students receive instruction in all fourPL/CS disciplines (i.e., health education,physical education, consumerism, careerstudies).

Proficient

Statement or Question Response RatingQuestion J: To what extent does the school base staff

allocation on student need?School councils establish policies for theallocation of staff based on the needs ofstudents.

Distinguished

Statement or Question Response RatingQuestion K: To what extent does the school provide

instruction by appropriately certified teachersin all PL/CS courses?

All Instruction is provided by appropriatelycertified teachers in all specific PL/CScourses.

Proficient

Statement or Question Response RatingQuestion L: To what extent does the school use

technology and media resources tocommunity with students and parents?

Technology and media resources are used tocommunicate with students and parents.

Proficient




The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's writing

instructional program.

Statement or Question Response RatingQuestion A: To what extent does the middle and high

school use data from ILP reports to determinePL/CS course offerings?


Not Applicable

Statement or Question Response RatingQuestion B: To what extent does the school use Advisory

Committees to ensure quality PL/CSprogramming and policies?

Advisory Committees (e.g., CoordinatedSchool Health committees, CTE programadvisory committees) meet a minimum oftwice per school year to ensure quality PL/CSprogramming and policies.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school offer PL/CS

courses?A variety of PL/CS related offerings areevidenced in the master schedule.

Proficient

Statement or Question Response RatingQuestion D: To what extent does the school have a

system in place for PL/CS program review?The school uses standardized system forPL/CS program review.

Proficient

Statement or Question Response RatingQuestion E: To what extent does the school have

consistency between career information in theILP and the Individualized Education Plan(IEP) for students with disabilities?


Not Applicable

Statement or Question Response RatingQuestion F: To what extent does the high school have

measures in place to check for and preventduplication of coursework between secondaryand postsecondary levels?


Not Applicable

Statement or Question Response RatingQuestion G: To what extent is the school's wellness policy

developed and reviewed annually, andincluded in the CSIP?

A school wellness policy is developed,reviewed annually and is included in the CSIP(and where applicable includes BMI percentilereporting from the physical exam form forKindergarten and 6th grade students into theInfinite Campus database).

Proficient



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Master schedule

SBDM minutes

Wellness policy

Documentation of BMI data

Program Review data; minutes from Wellness Committee meetings; school nurse records.

Statement or Question Response RatingQuestion H: To what extent is the school implementing the

district wellness policy via a local wellnesspolicy?

School is implementing the district wellnesspolicy via a local wellness policy.

Proficient



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Observational data

Meeting minutes

Approved travel budgets for staff to attend professional conferences or workshops

Master schedule

Minutes of Advisory Committee Meetings

Faculty meeting agendas.

Wellness committee minutes.

Statement or Question Response RatingQuestion A: To what extent do the school's principal and

staff collaborate to evaluate and reflect on theimpact of the PL/CS instructional practices ofthe school to inform the professionaldevelopment action plan?

The principal individually evaluates andreflects on the impact of the PL/CSinstructional practices of the school to informthe professional development action plan, orevaluation and reflection is generally limited.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the school allocate time

and resources to implementation of theprofessional development action plan?

The principal allocates equitable time andresources to implement the professionaldevelopment action plan.

Proficient

Statement or Question Response RatingQuestion C: To what extent does the school's principal

initiate professional learning among staffthrough collaboration and self-reflection?

The principal initiates professional learningamong staff through collaboration and self-reflection.

Proficient

Statement or Question Response RatingQuestion D: To what extent does the principal support and

participate on various PL/CS AdvisoryCommittees?

The principal actively participates in variousPL/CS Advisory Committees.

Distinguished

Statement or Question Response RatingQuestion E: To what extent does the principal participate

in professional learning regarding the school'sPL/CS program?

The principal participates fully in professionallearning regarding the school's PL/CSprogram.

Proficient



Introduction This report contains Program Review results for Writing. This program review is required as part of Kentucky's new assessment and

accountability model. Diagnostic tools to capture and report the results from these program reviews are contained in the AdvancED's

Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain better understanding

of past successes and opportunities, and confidently build a solid, research-based improvement plan for the future.



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Program Review: Writing





School writing policy/plan

Student journals/learning logs

Curriculum documents with student samples of integrated literacy instruction across content areas

The school is updating their writing plan to include constructed response and on-demand requirements.

Students keep on-going portfolios.

Teachers use bell ringers as writing prompts in the mornings.

Student work is displayed in the rooms and halls throughout the school building.

There is a need to form a writing committee that oversees the writing policy, goals, and plans throughout the school.

Statement or Question Response RatingQuestion A: To what extent does the school ensure all

students have access to comprehensivewriting instruction?

All students have access to comprehensivewriting instruction.

Proficient


students engage in literacy learningopportunities?

Students engage in daily literacy learningopportunities across content areas.

Proficient



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standards.



Curriculum documents

School writing policy and/or plan

Curriculum planning documents, with student samples, that demonstrate students critical thinking, problem-solving

Lesson plans show evidence of student writing and reflection.

Council has approved a writing policy.

Statement or Question Response RatingQuestion A: To what extent is the curriculum vertically and

horizontally aligned to the Kentucky CoreAcademic Standards?

Curriculum is not aligned vertically andhorizontally to the Kentucky Core AcademicStandards.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the curriculum integrate

literacy strands across content areas toexplicitly instruct and develop communicationskills?

Curriculum integrates the strands of literacy(reading, writing, speaking, listening, andlanguage use) across content areas toexplicitly instruct and develop communicationskills.

Proficient

Statement or Question Response RatingQuestion C: To what extent is technology used for

instruction?Curriculum demands competent use of avariety of technologies.

Proficient

Statement or Question Response RatingQuestion D: To what extent are students provided

opportunities for using technology forcommunication purposes?

Curriculum provides inconsistentopportunities for students to utilize technologyto communicate with appropriate audiences.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent do students' communication

portfolios demonstrate student interest anddevelop communication skills across contentareas?

Curriculum integrates building acommunications portfolio that demonstratesstudent interest, and the development ofwriting and communication skills across thecontent areas and over time.

Proficient

Statement or Question Response RatingQuestion F: To what extent does the curriculum provide

student opportunities for demonstrating 21stcentury skills?

Curriculum provides opportunities for studentsto practice 21st century critical thinking,problem solving, and communication skills.

Proficient



Committee is being formed to revise the writing plan.

Evidence of student work has been scanned and saved to server.

Students participate in academic and 4-H speech competitions.

Students participate in morning news broadcasts.

Students create and present mathematical word problems.

Students have access and use the computer labs throughout the day.

KASC is providing professional development to entire faculty on teaching students to write constructed responses and on-demand

writing.

Primary teachers are in the process of implementing writing standards.





Statement or Question Response RatingQuestion A: To what extent do direct instruction and

models connect to specific learningobjectives?

Teachers, students, and others provide directinstruction, models, demonstrations, andThink Alouds that demonstrate specificlearning objectives and provide time forstudents to apply this learning.

Distinguished

Statement or Question Response RatingQuestion B: To what extent do students' research

opportunities result in deeper understandingof a topic of personal interest?

Students research information around a topicof personal interest.

Proficient

Statement or Question Response RatingQuestion C: To what extent is the use of technological

tools by students meets an audience'sneeds?

Students identify and use the technologicaltools, resources, and applications necessaryto attain the communication goals.

Proficient

Statement or Question Response RatingQuestion D: To what extent do students integrate online

and offline learning?Students integrate what is learned whenusing technology with what they learn offline.

Proficient

Statement or Question Response RatingQuestion E: To what extent do students use technology to

develop their literacy skills?Students utilize technology to develop theirreading, writing, speaking, listening andlanguage use.

Proficient

Statement or Question Response RatingQuestion F: To what extent do students' communication

strategies demonstrate their understanding ofappropriate audience, form and purpose?

Students communicate using an appropriateaudience, form, and purpose.

Proficient

Statement or Question Response RatingQuestion G: To what extent do students engage in

collaborative discussions to inform the writingprocess?

Students engage in discussion with self,teacher, and peers to inform the writingprocess.

Proficient

Statement or Question Response RatingQuestion H: To what extent does writing instruction

connect to student need?Students receive deliberate whole-classwriting instruction based on determined need.

Proficient



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Student journals/writer's notebooks

Student products from clubs (journalism), writing and speech contests, publications

Master schedule of courses, events, avenues for advanced learning opportunities and interventions

Recordings of student presentations or student-led events

Students participate in 4-H speeches, conservation writing contests, G/T writing events, and other classrooms projects that are

displayed throughout the school.

Students use the computer lab weekly as seen by the Master Schedule. Students use software such as Brain Pop and Study Island for

intervention.

The library promotes writing assignments and research projects.

Plays and skits are done throughout various classes throughout the year where students write reflective pieces about what they learned

as seen in teacher lesson plans.

Statement or Question Response RatingQuestion I: To what extent does the school provide

means for student to publish/share theirwork?

The school provides access to a limitedmeans by which students can publish/sharetheir work.

Proficient

Statement or Question Response RatingQuestion J: To what extent does the school's system of

interventions develop student writing andcommunication skills?

The school implements a system ofinterventions to meet individual student needsin developing writing and communicationskills.

Proficient

Statement or Question Response RatingQuestion K: To what extent does the school offer

advanced/accelerated learning opportunitiesthat enhance writing and communicationskills?

The school offers advanced (or accelerated)learning or enrichment opportunities thatenhance writing and communication.

Proficient



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Student writing and communication products appropriate for content areas

Student developed models

Unit/planning documents that reflect characteristics

Students develop writing products that are informational, narrative, and/or reflective, but more work is needed to develop problem

solving skills.

Students rarely reference works of quality and models. Students normally write directly from a prompt or writing lesson.

Students do create brochures, speeches and research projects.

There is a need to align writing curriculum across the grade levels so that we can consistently implement our plan and ensure

consistency in student work.

Statement or Question Response RatingQuestion A: To what extent do students craft an

appropriate communication for a specificdiscipline and purpose?

Students craft a communications structuredistinctive to a specific discipline andpurpose.

Proficient

Statement or Question Response RatingQuestion B: To what extent do students build on ideas in

their writing and articulate their own ideaswhen writing?

Students attempt to build on ideas but areinarticulate in their attempts.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent do students work with others

to problem-solve?Students rarely learn and work together toproblem-solve and generate products.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent are works of quality and

substance referenced by students?Students disregard works of quality andsubstance as models to inform their work.

NeedsImprovement



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Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.



Unit plans/planning documents that show alignment of assessments and instruction to standards

Teachers develop and use short answer, on-demand writing, and constructed response questions as part of the formative and

summative assessments, but there is not a systematic method for doing this.

There is a need for professional development on deconstructing the standards.

Training is being provided this summer on how to use writing as an assessment tool.

A writing committee is being formed and the writing plan is being revised in the coming year.

Statement or Question Response RatingQuestion A: To what extent do teachers deconstruct

standards and align learning objectives withinstruction and assessments?

Select teachers deconstruct standards todetermine specific learning objectives andalign both instruction and assessments withthose objectives.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent do teachers across grade

levels and content areas collaborate to alignwriting assessments?

Teachers do not engage in a systematicschool-wide collaborative approach todevelop or align writing and communicationassessments across grade levels and contentareas.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent do teachers across grade

levels and content areas collaborate ondetermining alignment of writing assessmentsto the standards?

Select teachers meet to review writing andcommunication assessments for alignmentwith standards and other teachers complywith the alignment.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent do teachers across grade

levels and content areas embed informalwriting to formatively assess communicationskills?

Teachers embed informal writing andcommunication skills to formatively assesscontent area learning across the curriculum.

Proficient

Statement or Question Response RatingQuestion E: To what extent do teachers formatively

assess both students' writing process andproducts?

Teachers are beginning to use writing andcommunication skills to formatively assesscontent area learning across the curriculum.

NeedsImprovement



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Teachers should have common and high standards for student learning in the content area.



Student assessment results that reflect students' reflection on learning*Students' goal-setting samples

Lesson plans that describe strategies for involving students in identifying learning strengths and needs and goals for learning

Samples of co-developed scoring guides/rubrics

Teachers have students write out "I can" statements.

Lesson Plans identify standards and expectation for lesson.

Teachers use scoring guides and rubrics that are created by teachers and students.

Teachers have been asked to have their students set goals at the beginning of next year by the superintendent.

The principal and SBDM are going to use their writing committee to revise the writing plan.

The professional development plan includes more focus on teaching writing.

Statement or Question Response RatingQuestion A: To what extent are students aware of work

expectations and review and providefeedback?

Students are aware of the expectations fortheir work and receive and provide feedback.

Proficient

Statement or Question Response RatingQuestion B: To what extent is feedback and assessment

information used to by teachers and studentsto inform goals?

Teachers and students collaborate to setwriting and communication goals that are notstandards-based or well-informed.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent do students and teachers

engage in self-assessment to monitorprogress towards goals?

Teachers and students are beginning toengage in ongoing self-assessment tomonitor progress toward meeting writing andcommunications goals.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent do teachers and students

collaborate and use models in developingscoring guides?

Teachers and students use models asexemplars and to co-develop scoring guidesand rubrics to assess writing andcommunication.

Proficient



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enhance student learning and achievement.



Professional learning community/team meeting notes/documents that reflect discussions and work around formative/summative

assessment, including identification of next steps in instruction.

Unit/lesson plans that reflect instructional decisions based on formative assessment results

Student work samples that include teacher and peer feedback and reflection

Unit/lesson plans show that teachers reflect on asssessment and adjust plans accordingly.

Samples of student work are posted in the classroom and hallways and have been scanned and saved to the server for documentation.

Teachers work together to analyze MAP data three times a year to be able to provide RTI services to students.

Teachers have team meetings to discuss the curriculum and how to best meet the needs of the students.

Statement or Question Response RatingQuestion A: To what extent do teachers across disciplines

collaborate about communicationsassessments?

Teachers across the curriculum engage inprofessional dialogue about writing andcommunications assessments acrossdisciplines.

Proficient

Statement or Question Response RatingQuestion B: To what extent is a plan to monitor student

progress developed consistent with gradelevel writing standards?

Teachers are in the developing stages ofdesigning a plan to monitor student progressin developing writing and communicationskills consistent with grade-level writingstandards.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent is feedback provided to, and

used by, students?Teachers provide feedback on students'communication products as part of anineffective feedback process.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent are students provided learning

opportunities to revise before summativeproducts are assessed?

Teachers provide opportunities for students torevise and apply new learning beforesummative products are assessed.

Proficient



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Professional Development and Support Services: Planning





Professional development action plan aligned with school vision for literacy

There is a need for more professional development in how to teach writing across the curriculum.

The professional development plan for the coming year addresses writing and has been shared with the staff.

Statement or Question Response RatingQuestion A: To what extent does the professional

development plan support the school'sliteracy vision?

The professional development action plandoes not support the school's writing visionfor literacy (reading, writing, speaking,listening and language).

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the professional

development plan meet the needs of theschool and the long-term communicationsprogram vision?

The professional develop action plan is notdesigned to meet the needs of the school andthe criteria of the district, or the long-termvision for the school's writing andcommunications program.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does are stakeholders

involved in the professional developmentplan?

The professional development action plan isnot communicated to all investedstakeholders.

NeedsImprovement



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Professional Development and Support Services: Participation





Relative Professional Growth Plans

School writing policy or plan that communicates participation of all teachers in the writing program

The teachers have recommeded a planned professional development plan which has been developed and includes CIITS activities and

has been emailed to the entire faculty and staff. Writing sessions have been included in the plan.

The writing plan needs to be revised and developed with alignment across the curriculum.

Statement or Question Response RatingQuestion A: To what extent are teachers engaged in

professional learning in support of studentlearning in communication skills?

Teachers receive limited professionaldevelopment opportunities to developunderstandings of students learning in writingand communication skills.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent are teachers engaged in

professional learning opportunities toenhance 21st century communicationinstruction?

Teachers are not participants in targetedprofessional learning opportunities thatenhance their ability to deliver effective,appropriate instruction that improves studentcommunication skills for a 21st century globalsociety.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent are teachers engaged in a

school-wide communications initiative?Teachers are not participants in a systematicschool-wide writing and communicationsinitiative.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent are teachers engaged in

professional learning to enhance their use offormative and summative assessmentlearning to improve student' communicationskills?

Teachers engage in no professional learningto enhance their ability to use formative andsummative assessment to improve student'swriting and communication skills.

NeedsImprovement



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Professional Development and Support Services: Teacher Leadership





Documentation of professional learning opportunities facilitated by teacher/teacher leaders

Professional development action plan with record of implementation

Documentation of professional development opportunities that support instructional practices regarding writing and

communication skills

Teachers will have an opportunity to share presentations in the new Professional Development Plan.

A copy of the plan has been mailed to all teachers.

The concerns of this area has been addressed.

Statement or Question Response RatingQuestion A: To what extent are teachers engaged as

leaders?Leadership is neither shared nor distributive,nor does it specifically address a systematicapproach to supporting writing andcommunications development.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent are teacher leaders used in

the development of school-wide writinggoals?

Writing and communication goals are notdeveloped, or if developed, are non-specific,or rarely addressed.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent are teacher leaders supporting

the professional development plan for writingand communication?

Teacher leaders are not utilized within theschool to support the professionaldevelopment action plan or the writingprogram.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent are teacher leaders involved

in the decision making the school'scommunication plan?

Leadership and teacher leaders do notengage in collaborative decision-makingregarding the writing program or theprofessional develop action plan.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent are outside experts and

resources used to support the professionaldevelopment action plan?

Schools rarely utilize internal or externalexperts and/or resources to support theprofessional development action plan.

NeedsImprovement



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School Councils and administrators have developed a shared vision for insuring quality Writing instructional programs.



School's vision/mission regarding the writing program with record of staff involvement

This is an area that needs to be addressed. The SBDM has discussed the work of a writing committee and the revision of the writing

plan. This plan will include teachers and will also give ideas for professional development.

Statement or Question Response RatingQuestion A: To what extent does school leadership

communicate expectations to staff forimplementing the school's writing program?

School leadership (e.g., principal, assistantprincipal, curriculum coordinators) does notcommunicate expectations with staff forimplementing the school writing andcommunication program, or expectations areunclear or without rigor.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does school leadership

support teachers in the school's vision forliteracy?

School leadership does not support teachersand staff in developing, implementing, andmonitoring a long-term vision for literacy(reading, writing, speaking, listening andlanguage), or support efforts are misalignedand/or insufficient.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does the culture of student

success promote critical thinking, problemsolving and effective communication?

School leadership does not promote abuilding wide culture that fosters studentsuccess as critical thinkers, problem solversand effective communicators.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent is the culture of student and

staff participation in communicationpromoted?

School leadership does not promote a culturewhere staff, teachers and students alikeparticipate in writing and communicating inthe school community.

NeedsImprovement

Statement or Question Response RatingQuestion E: To what extent does school leadership

provide support to new staff for implementingthe school's writing and communicationsprogram?


Not Applicable



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School leadership will provide adequate resources, facilities, space and instructional time to support high quality writing instructional

programs.



Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic

The supervisor of instruction has presented the writing rubric to the SBDM council and discussed the needs with them. There is a need

for additional writing materials for teachers that align with the common core standards.

Statement or Question Response RatingQuestion A: To what extent are time and resources

equitably allocated?Time and resources allocated toimplementation of the professionaldevelopment action plan is limited orinequitable.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the SBDM monitor

staffing allocations?The SBDM council is made aware of thestaffing allocation decisions for supporting theschool's program.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does the SBDM monitor the

availability of resources?The SBDM council is made aware of theavailability of resources for supporting theschool's program.

NeedsImprovement

Statement or Question Response RatingQuestion D: To what extent does the SBDM monitor the

use of efficient instructional time?The SBDM council is made aware of the useof instructional time for supporting theschool's program.

NeedsImprovement



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The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's writing

instructional program.



Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic

The SBDM has discussed the writing committee with the principal and the principal and supervisor of instruction have begun the

process of revising the writing plan.

Statement or Question Response RatingQuestion A: To what extent does the SBDM use data

analysis to facilitate improvement in theschool's writing and communicationsprogram?

The SBDM council collects data regarding theimplementation of the school's writing andcommunications program.

NeedsImprovement



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Principal communications with staff

Revised professional development action plan

The principal has addressed the need for a revised writing plan with the SBDM.

The staff meeting times have not centered around writing and this needs to be done.

There is a revised professional development plan that includes teaching about teaching writing.

There is a need for an action plan that can be monitored and implemented by the principal and other administrators.

Statement or Question Response RatingQuestion A: To what extent do the principal and staff

collaboratively evaluate and reflect on thewriting and communications programinstructional practices?

The principal individually evaluates andreflects on the impact of the writing andcommunication instructional practices of theschool to inform the professional developmentaction plan, or evaluation and reflection isgenerally limited.

NeedsImprovement

Statement or Question Response RatingQuestion B: To what extent does the principal initiate

professional learning among staff throughcollaboration and self-reflection?

The principal does not initiate professionallearning among staff through collaborationand self-reflection.

NeedsImprovement

Statement or Question Response RatingQuestion C: To what extent does professional learning

regarding the school's writing andcommunication program?

The principal does not participate fully inprofessional learning regarding the school'swriting and communication program.

NeedsImprovement



program review report hickman county elementary school county...several examples of art/science,...

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