Fall, 2011 Get ready, Get set………..It’s

Here

PROGRAM REVIEWWide Lens View

Senate Bill 1-March 2009Arts & Humanities, Writing, and Practical Living Career Studies.

School WideAcross all Content areas

Program Review -Definition…a systematic method of analyzing components of an instructional program, including instructional practices, aligned to enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative monitoring KRS 158.6453 (1) (i)

PurposeImprove the quality of teaching and learning for

all students in the program.Allow equal access for all students to the skills

that will assist them in becoming productive citizens.

Allowing students demonstration of understanding beyond a paper-pencil test

Ensure school wide natural integration of the program skills across all content, beyond the program areas.

Where are we now….

What has happened since 2009 SB1 and what will happen this school year with Program Review?

Program Review16 technical assistance sessions provided

across the state by KDE.KVEC Regional Group formed and in process

of developing tools.State-wide work underway includes

Rubric refinement and feedbackImplementation TimelineImplementation for accountabilitySurvey (Would it make more sense to pilot PR in all

schools in 2011/2012 and include in accountability in 2012/2013)

Program Review UpdateProgram Reviews will be included in the 2011-12 accountability system through field testing and public reporting of results. Full accountability for Program Reviews will begin in the 2012-13 school year. Schools will implement Program Reviews in the upcoming school year to get a baseline measure of where they stand.

State Board Decisions: 703 KAR 5:220 2011-12 school year – field testing and public

reporting of Program Reviews in arts and humanities, practical living/career studies and writing

2012-13 school year – field testing and public reporting of Program Reviews in kindergarten through 3rd grade program evaluation and world language; inclusion of Program Reviews in arts and humanities, practical living/career studies and writing in accountability calculations

2013-14 school year – inclusion of Program Reviews in kindergarten through 3rd grade program evaluation and world language in accountability calculations

Program Review-AccountabilitySchool Accountability:

All Program Reviews will be weighted equally.

Update: Board Meeting August 3 & 4     Next-Generation Learners 70% (achievement, growth, gap, college/career readiness,

graduation rate) Next Generation Instructional Support             20% (Program Reviews) Next-Generation Professionals                         10% (effective teachers and leaders)

Timelines for Deployment of Program Reviews

Phase 1 (2009-10_Pilot

Phase 2 (2010-11)Voluntary Implementation

•48 Schools piloted.•Feedback collected.•Revisions made to tools and process

•School/districts were encouraged to use Program Reviews.•Additional data were collected.•Revisions made to tools and process.

Phase 3 (2011-12)Field Test

Phase 4 (2012-13)Implementation

•Mandatory implementation in all schools.•Professional development provided by KDE and partner organizations.•Feedback collected.•Rubrics revised to validate.•Results publicly reported for accountability

•Statewide implementation•Full accountability in spring 2013.

Habit 2

Begin With theEnd in Mind

Which Way Ought we to go from here?

KEY CONCEPTSON-GOINGYear-round Reflective Identification of strengths (shared with other programs in the building)

Identification of weakness and areas of growth.

All Students All Students (Every Content-Every Day)(Every Content-Every Day)

Program Reviews are not designed to single out certain students and their abilities, but are inclusive for ALL students.

Program Review StandardsProgram Review StandardsCurriculum & Instruction

Formative & Summative Assessments

Professional Development & Support Services

Administrative/Leadership Support & Monitoring

Arts & Humanities Arts & Humanities

Four Sub-Domains:MusicArtTheatre (Drama)Dance

Highlights for Arts & HumanitiesHighlights for Arts & HumanitiesStudents’ arts assessment is based on clearly-

defined standards that identify the skills and knowledge expected of students in each art form and for each arts course

Creating, performing and responding attainment levels are clearly communicated to the student, evidenced in classrooms, and observable in student work

Highlights for Arts & HumanitiesHighlights for Arts & HumanitiesA rigorous arts curriculum provides access to a

common academic core for all students as defined by state and national standards in the arts

Teachers examine and discuss student work and use this information to inform their practices

Practical Living and Career Studies Practical Living and Career Studies Four Sub-Domains:

HealthPhysical EducationConsumerism Career Studies

Highlights for PL/CSHighlights for PL/CSOpportunity to showcase innovative programming

utilizing technology, project-based instruction and promoting student leadership and achievements.

Emphasis on collaboration with community/business partners, parents and other academic teachers is a key component

Emphasis on school leadership to support high quality instructional PL/CS programs

Highlights for PL/CSHighlights for PL/CSImportance of program related professional

development is a key component of the professional development plan

Provides an opportunity to integrate non-traditional types of assessments (e.g. technology driven projects, electronic portfolios and performance/skill based test)

Health and Physical Education Health and Physical Education

Health and Physical Education includes content

specific information as related to the national

standards.

Consumerism Consumerism

Example Sub-Domain specifics:Financial Literacy Consumer DecisionCare of the Environment

Career Studies Career Studies

In career studies a broader perspective was taken due

to the content specific needs of a variety of careers.

What about Writing? When writing standards are applied to the program

review, they do not just apply to Language Arts classes; they apply to all content areas.

Promotes a whole school vision for developing students’ writing and communication skills to compete in the 21st century world

Moves expectations beyond simply writing on paper to communicating for a variety of purposes and audiences using a variety of technological modes

Highlights for WritingHighlights for WritingEmphasizes an assessment process which informs

instruction and allows students to take ownership of their learning

Sets the stage for whole school and on-going support through empowering teachers and administrators as instructional leaders, coaches, and collaborators

Internal Program Review: School Level

Internal Program Reviews for Writing, Arts & Humanities, and Practical Living/Career Studies should be conducted three times per year (beginning, mid-, and end of year).

Conducting a program review at the beginning of the school year ensures that school programs are fully prepared for quality implementation.

Conducting a program review mid-year ensures that programs are being implemented as planned and that any rising programmatic issues are being addressed.

Conducting a program review at the end of the school year provides an annual check-up for each program, and allows schools to reflect on the impact of programmatic decisions and implementation strategies made throughout the year.

Let’s look at the PR Process1. Initial program review= setting up

processes for gathering data and completing baseline assessment and reporting. Revisiting existing evidence

2. Examining new evidence3. Revisiting rubric results to adjust

assessments, update reports, and provide new recommendations for program improvement where necessary.

Who should be involved in Internal Reviews???

Who are your Stakeholders?

How can you involve these stakeholders in your PR Process?

At you tables discuss this important element of PR Review. How can you make it happen at your school.

External Program Review: DistrictExternal Program Reviews are the responsibility of individual school districts. As schools complete periodic review processes, they will compile evidence, complete rubrics, and reports into sets of information that will be provided to their districts for review and feedback.

In addition, district leaders should complete a process for visiting schools to ensure that the evidence, reports, and recommendations provided by schools provide an accurate and complete representation of program status and improvement efforts.

State Review The Kentucky Department of Education will use the Program Review reports, including their rubrics and supporting evidence for a verification process.

Step 1: Creating Review Committees

Review committees for each program area should be determined, as sub-committees of the SBDM Council, including the following stakeholders:

Teacher representatives who work in the discipline

Teacher representatives from across content area

School leaders

The team may also includeParent representativesStudent representative (when possible)Other relevant community stakeholdersClassified school staff (FRYSC coordinators,

custodians, secretaries)School media specialists and other certified

staff

Step 2: Identifying EvidenceEvidence is identified to support the school’s analysis.

Evidence identification tasks should be assigned based on the respective roles and responsibilities of each stakeholder.

Identifying the Evidence Identifying the Evidence The program review allows schools to think

“outside the box” when determining evidence to document their progress.

It is left up to each individual school to determine what the evidence will look like.

The evidence will provide schools an

opportunity to showcase the “good works” they are doing.

Identifying the EvidenceIdentifying the Evidence Team Evidence must support team decisions

Evidence will come from multiple sources:1) naturally occurring throughout the course of

regular classroom work 2) easily attainable (i.e. data)

Professional Judgment

It is not intended that schools collect boxes of materials used as evidence. (The current thinking is that schools would not submit actual evidence to either the state or district.)

Step 3: Convene for Rubric Assessment Process After reviewing evidence, the PR Committee

should convene to complete program review rubrics.

Process:• Review and discuss demonstrators and

associated characteristics• Have copies of rubrics for each committee

member, and complete each row of characteristics under demonstrator in the rubric with consensus on the performance level.

• After the rubric is complete, compose a rationale that details the evidence that supports and justifies the level of performance determined by the team.

Step 4: Identify Next StepsEngage the review committee in discussion of

characteristics that are noted as “Needs Improvement”

Draw on the ideas/suggestions of the review committee to determine next steps for ongoing program improvement (moving from “needs improvement” to “proficient.”)

Examine characteristics that are noted as “Proficient”. Ask, “How can we move these to “Distinguished.”

Complete the recommendations for Program Improvement section of each demonstrator.

Step 5: Share the Internal Program Review Report

After all program review processes are complete, the entire review set should be prepared for distribution and discussion.

Review set:o Program Review Coversheeto Program Review Report and

Recommendationso Detailed list of identified evidence artifacts,

by demonstrator

Share with StakeholdersSBDM CouncilsDistrict Leadership Personnel (including

Superintendent & School Board Members)ParentsFacultyCommunityETC.

Ongoing Internal Program Review Program Review processes should be

completed at least three times per year, with ongoing data identification throughout the year. After the initial program review is completed, schools should subsequently follow the process outlined in the program review guide for both mid-year and at the end of the year reviews. During these review the committee revisit the program status.

Planning for Improvement Planning for Improvement Areas of strength and of need should be

easily identified Guiding questions may help focus planning

for improvement, such as: 1) What areas of strength did the team notice that should be further enhanced? 2) What areas of need were identified? 3) How will the school plan to enhance areas of strength and address areas of need?

District Annual External ReviewDistrict leaders conduct the annual external

reviewMethod is a local decision (a process is

outlined in the guide but districts may design their own process)

The process is completed after the school’s internal program review at the end of each year.

Recognition of GrowthSchools’ progress toward meeting their improvement goals-should happen on a local level. Districts can encourage continued progress by recognizing their growth.

Using the Program Review RubricBreak into groups (The three areas of

Program Review)Refer to Section 3 of the guide.Do a quick read.With your group read and discuss the process

for completing and analyzing rubric (mid second page)

Practice: Complete the process for one descriptor of the rubric.

Discuss the reporting process at your table.

Program reviews are overarching. They are not class or content specific, but, instead a COMPLETE SCHOOL-WIDE program.

Program reviews are an on-going process. Designed as a reflective tool that will allow schools to see where their program is at the current time and where they can go.

On-Going Growth Model On-Going Growth Model

The method by which schools get to the goal, however, can be different from school to school.

Program Review ProcessProgram Review Process

Not This But This