program review report crossroads elementary school reviews reports 13-14.pdfprogram review report...

Program Review Report

Crossroads Elementary School

Bath County

Jerry Thatcher, Principal

4755 E Hwy 60 Owingsville, KY 40360

Document Generated On October 13, 2014

TABLE OF CONTENTS

Introduction 1

Program Review: Writing

Introduction 3 Curriculum and Instruction: Student Access 4 Curriculum and Instruction: Aligned and Rigorous Curriculum 5 Curriculum and Instruction: Instructional Strategies 7 Curriculum and Instruction: Student Performance 9 Formative and Summative Assessment: Assessments 10 Formative and Summative Assessment: Expectations for Student Learning 12 Professional Learning: Opportunity 13 Professional Learning: Participation 14 Administrative/Leadership Support and Monitoring: Policies and Monitoring 16 Administrative/Leadership Support and Monitoring: Principal Leadership 17

Program Review: Arts and Humanities

Introduction 19 Curriculum and Instruction: Student Access 20 Curriculum and Instruction: Aligned and Rigorous Curriculum 23 Curriculum and Instruction: Instructional Strategies 26

Curriculum and Instruction: Student Performance 28 Formative and Summative Assessment: Assessments 31 Formative and Summative Assessment: Expectations for Student Learning 33 Formative and Summative Assessment: Assessment for Teaching 35 Professional Development: Opportunity 37 Professional Learning: Participation 39 Administrative/Leadership Support and Monitoring: Policies and Monitoring 41 Administrative/Leadership Support and Monitoring: Principal Leadership 43

Program Review: Practical Living/Career Studies

Introduction 46 Curriculum and Instruction: Health Education 47 Curriculum and Instruction: Physical Education 50 Curriculum and Instruction: Consumerism 52 Curriculum and Instruction: Career Education 54 Curriculum and Instruction: ILP 57 Formative and Summative Assessment: Assessments 59 Formative and Summative Assessment: Expectations for Student Learning 61 Professional Learning: Opportunities 63 Professional Development and Support Services: Participation 65 Administrative/Leadership Support and Monitoring: Policies and Monitoring 67 Administrative/Leadership Support and Monitoring: Principal Leadership 70

Program Review: K-3

Introduction 73 Curriculum and Instruction: Student Access 74 Curriculum and Instruction: Aligned and Rigorous Curriculum 75 Curriculum and Instruction: Instructional Strategies 76 Curriculum and Instruction: Kentucky Systems of Intervention (KSI) /Response to Intervention (RtI)78 Formative and Summative Assessment: Assessments 80 Formative and Summative Assessment: Expectations for Student Learning 81 Professional Learning: Opportunities 82 Professional Learning: Participation 83 Administrative/Leadership Support and Monitoring: Policies and Monitoring 84 Administrative/Leadership Support and Monitoring: Principal Leadership 86

Program Review Next Step Diagnostic

Introduction 88 In-Depth Review 89 Arts and Humanities Program Review 90 Practical Living/Career Studies Program Review 91 Writing Program Review 92 K-3 Program Review 93

Introduction

The submission of this report is required by the Kentucky Department of Education (KDE) as part of Unbridled Learning:

College/Career Readiness for All accountability system. Document each of your school's required Program Reviews under the

"Diagnostic" tab and then add each completed component to this document for submission. Each of the required Program

Review components is listed below. Work with your district and Site Based Decision Making Council (SBDM) to obtain

feedback and approval prior to clicking the submit button. Once submitted, this report will be made available to your district for

review and approval.

Program Review ReportCrossroads Elementary School

SY 2013-2014 Page 1© 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Program Review: Writing



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

accountability model. A Program Review is a systematic method of analyzing components of an instructional program, including instructional

practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional development and

support services, and administrative support and monitoring. (KRS 158.6453(l)(i))

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.



Curriculum and Instruction: Student Access

All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses

reading, speaking and listening opportunities.

Evidence is identified to support the school's analysis for each of the demonstrators. Program review evidence may be specific for

an area (Writing, Arts & Humanities, and Practical Living/Career Studies) or may be common across other reviews. Review teams

will likely find they need to search out additional evidence during the program review process in order to make judgments or to

support judgments. brochures, speaking performance, venn diagrams, science/social studies writing, literacy groups, character webs, teacher models,

differentiation in TAG The rationale Explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator.

It is evident that intentional modeling and the writing process are being taught in all grade levels and across content areas. More indepth

evidence is needed to show differentiation for all students in all grade levels. Curriculum units for writing needed to be developed to show

intentional planning of cross curricular connections.

Statement or Question Response Ratinga) To what extent do students participate in

intentionally planned literacy learningopportunities to explore ideas and designproducts across content areas?

Students participate in intentionally plannedliteracy learning opportunities to explore ideasand design products across content areas.

Proficient

Statement or Question Response Ratingb) To what extent do students have access and

use equipment and materials designed to meettheir individual needs as determined by data(e.g., formative assessments).

Students have access and use equipment andmaterials designed to meet their individualneeds as determined by data (e.g., formativeassessments).

Proficient

Statement or Question Response Ratingc) To what extent do teachers instruct the complex

processes, concepts and principles of literacyusing differentiated strategies that makeinstruction accessible to all students?

Teachers instruct the complex processes,concepts and principles of literacy usingdifferentiated strategies that make instructionaccessible to all students.

Proficient



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 standards.




support judgments. pacing planners, student samples (animal response, elapsed time, writing organizer, Constitutional Convention performance, TAG timeline,

writing to learn, Roanoke journals, writing to learn, inferencing, writing HOT questions, math problem solving journals ) The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator.

Statement or Question Response Ratinga) To what extent is the curriculum aligned

vertically and horizontally to the Kentucky CoreAcademic Standards for Language Arts?

Curriculum is aligned vertically and horizontallyto the Kentucky Core Academic Standards forLanguage Arts.

Proficient

Statement or Question Response Ratingb) To what extent does the curriculum integrate

the strands of literacy (reading, writing,speaking, listening and language use) acrosscontent areas to explicitly instruct and developcommunication skills?

Curriculum integrates the strands of literacy(reading, writing, speaking, listening, andlanguage use) across content areas to explicitlyinstruct and develop communication skills.

Proficient

Statement or Question Response Ratingc) To what extent does the curriculum provide

opportunities for students to apply technologyeffectively as a tool to research, organize,evaluate and communicate information?

Curriculum provides opportunities for studentsto utilize technology to communicateinformation.

NeedsImprovement

Statement or Question Response Ratingd) To what extent do the communication portfolios

demonstrate student interests and theintegration of writing and communication skillsacross the content areas and over time?

Communications portfolio demonstrates studentinterests and the integration of writing andcommunication skills across the content areasand over time.

Proficient

Statement or Question Response Ratinge) To what extent does the curriculum provide

opportunities for students to practice 21stcentury critical thinking, collaboration, creativity,problem-solving and communication skills andto connect these to real world experiences?

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

NeedsImprovement



Pacing planners and guides are in place, but are basic and rudimentary. They lack depth and specific teaching goals, standards and

objectives. Student writing journals and daily writing show student interest and progression over the course of the school year.



Curriculum and Instruction: Instructional Strategies

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




support judgments. anchor text and teacher models, inferencing (into the book), 4 square writing, letters to teacher, crocodile times, blogs, student emails

Statement or Question Response Ratinga) To what extent do teachers, students, and

others provide literacy instructional strategiesand models that assist in achieving specificlearning objectives?

Teachers, students, and others provide literacyinstructional strategies and models that assist inachieving specific learning objectives.

Proficient

Statement or Question Response Ratingb) To what extent do students research

information to seek a new or deeperunderstanding around a topic and demonstratenew understanding through products?

Students research only information around atopic chosen by the teacher.

Limited/NoImplementation

Statement or Question Response Ratingc) To what extent do students demonstrate media

literacy through regular use of technologicaltools, resources and applications in reading,writing, speaking, listening and language use tomeet specific communication goals?

Students access and use technological tools,resources and applications in reading, writing,speaking, listening and language use to meetgeneral communication goals.

NeedsImprovement

Statement or Question Response Ratingd) To what extent do students integrate what is

learned when using technology with what theylearn offline to develop understanding andcommunication?

Students integrate what is learned when usingtechnology with what they learn offline todevelop understanding and communication.

Proficient

Statement or Question Response Ratinge) To what extent do students use varying

strategies and demonstrate an understanding ofcommunicating to audiences in different formsand for various purposes?

Students use varying strategies anddemonstrate an understanding ofcommunicating to audiences in different formsand for various purposes.

Proficient

Statement or Question Response Ratingf) To what extent are students engaged in

discussion with teachers and peers to informthe writing process and provided a means topublish/share work?

Students are given opportunities to engage inconversations with the teacher during thewriting process.

NeedsImprovement



The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Teacher instruct students how to address the needs of different audiences and the purposes for various styles of writing. Models and anchor

text are used to guide students in the understanding and creation of products.



Curriculum and Instruction: Student Performance

All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in

student performance at a consistently high level.




support judgments. student samples (chip tasting jingles, animal adaptations, teacher letters, math problem solving, reality TV opinion pieces, science content

pieces, Mexico cultural comparisons) teacher models of work The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Students are frequently given exemplar models to work from and anchor text/charts to refer to as needed. Students work with teacher and

peers to problem solve (face to face). Students also receive specific instruction about constructing writing for a specific purpose.

Statement or Question Response Ratinga) To what extent do students craft communication

distinctive to specific disciplines and purposes?Students craft communications distinctive tospecific disciplines and purposes.

Proficient

Statement or Question Response Ratingb) To what extent do students respect cultural

differences and work effectively with peoplefrom a range of social and cultural backgrounds(face-to-face or virtually) to build on andarticulate their own ideas?

Students rarely have opportunities to build onthe ideas of others and are inarticulate in theirattempts.


Statement or Question Response Ratingc) To what extent do students learn and work

together with teachers, peers and others eitherface-to-face or virtually to problem-solve andgenerate products/outcomes tied to curriculumand learning goals?

Students learn and work together with teachers,peers and others either face-to-face or virtuallyto problem-solve and generateproducts/outcomes tied to curriculum andlearning goals.

Proficient

Statement or Question Response Ratingd) To what extent do students reference works of

quality and substance as models to inform theirwork?

Students refer to works of quality andsubstance as models to inform their work.

Proficient



Formative and Summative Assessment: Assessments

Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and

curriculum to enhance student learning and achievement.




support judgments. plan, policy, pacing guides, student samples with teacher feedback The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. The writing plan and policy states that writing is done for a variety of purposes at all grade levels, a revised plan needs to be created and

update to reflect changes as well as develop a plan for monitoring student progress. Several grade levels have also posted pacing guides for

their writing content. Students receive regular and consistent feedback on improving their writing and citing what they have done well.

Students are frequently given opportunities to revise work before it is graded.

Statement or Question Response Ratinga) To what extent do teachers engage regularly in

a collaborative approach to develop and/oralign writing and communication assessmentsacross grade levels and content areas?

Teachers occasionally participate in a limitedcollaborative approach to develop or alignwriting and communication assessments acrossgrade levels and content areas.

NeedsImprovement

Statement or Question Response Ratingb) To what extent do teachers develop and

implement a plan to monitor student progress inwriting and communication skills consistent withgrade-level writing standards and formativeassessments?

Teachers develop a plan to monitor studentprogress in writing and communication skillsconsistent with grade-level writing standardsand formative assessments.

NeedsImprovement

Statement or Question Response Ratingc) To what extent do teachers, peers and others

provide regular feedback on students' writingand communication products as part of aconstructive feedback process that issubsequently applied by students to improvetheir communications?

Teachers provide some feedback on student'swriting and communication products as part of aconstructive feedback process.

NeedsImprovement

Statement or Question Response Ratingd) To what extent do teachers provide regular

opportunities for students to revise and applynew learning before summative products areassessed?

Teachers provide regular opportunities forstudents to revise and apply new learningbefore summative products are assessed.

Proficient



Formative and Summative Assessment: Expectations for Student Learning

Teachers communicate consistently high expectations and use common standards for student learning in writing.




support judgments. teacher models and student samples The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Currently teachers are setting goals, not students. Some teachers are using self-assessments with students, but not all grade levels are

engaging in these. Most rubrics are general rubrics from the state level, not specific to content or grade. Students are not regularly engaged

in co-developing these rubrics.

Statement or Question Response Ratinga) To what extent do students know and

understand expectations for their work andreceive/provide feedback using standardsspecific language?

Students know and understand expectations fortheir work and receive/provide feedback usingstandards specific language.

Proficient

Statement or Question Response RatingTo what extent do teachers and studentscollaborate to set writing and communicationgoals that are standards-based and informed byfeedback and assessments?

Teachers set writing and communication goalsfor students that are standards-based.

Need Improvement

Statement or Question Response Ratingc) To what extent do teachers and students

engage in self-assessments to monitorprogress toward meeting writing andcommunication goals?

Teachers and students are beginning to engagein self-assessment to monitor progress towardmeeting writing and communication goals.

Need Improvement

Statement or Question Response Ratingd) To what extent do teachers and students use

models as exemplars and to co-develop scoringguides and rubrics to assess writing andcommunication?

Teachers and students use only externalscoring guides and rubrics to assess writingand communication.

Need Improvement



Professional Learning: Opportunity

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

and student learning.




support judgments. CSIP, technology and writing documents for teachers, writing PD agenda, SEEDS/KRP/Writing PD emails The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Writing professional development has been planned and will be implemented for all teachers to participate in. The school schedule allows for

collaborative planning time daily. The CSIP directly addresses needs in writing.

Statement or Question Response Ratinga) To what extent does the professional learning

action plan link to the Comprehensive SchoolImprovement Plan (CSIP) and support gradelevel appropriate instruction in writing?

The professional learning action plan links tothe Comprehensive School Improvement Plan(CSIP) and supports grade level appropriateinstruction in writing.

Proficient

Statement or Question Response Ratingb) To what extent are job-embedded writing

professional learning opportunities available toteachers to encourage continuous growth?

Job-embedded writing professional learningopportunities are available to teachers toencourage continuous growth.

Proficient

Statement or Question Response Ratingc) To what extent are writing professional learning

opportunities focused on research-based bestpractices and planned based on school andstudent data and teacher Professional GrowthPlans?

Writing professional learning opportunitiesfocus on research-based best practices and areplanned based on school and student data andteacher Professional Growth Plans.

Proficient

Statement or Question Response Ratingd) To what extent does the school schedule allow

for teachers to collaborate and exchange ideasabout literacy best practices?

The school schedule allows for teachers tocollaborate and exchange ideas about literacybest practices.

Proficient



Professional Learning: Participation

Teachers participate in writing specific professional learning designed to meet their needs. All teachers participate in professional learning

focused on 21st century skills.




support judgments. tentative calendar, writing PD agenda, SEEDS Writing, PLC, KRP emails, Mr. Thatcher literature circle, Amazing Book Race family literacy

KRP initiative

Statement or Question Response Ratinga) To what extent do teachers participate in writing

content-specific professional learning selectedbased on school, student and teacher dataanalysis?

Teachers participate in writing content-specificprofessional learning selected based on school,student and teacher data analysis.

Proficient

Statement or Question Response Ratingb) To what extent do teachers actively participate

in writing professional learning communitiesand address issues related to instructionalpractices, data analysis and improving studentachievement?

Teachers are members of writing professionallearning communities.

NeedsImprovement

Statement or Question Response Ratingc) To what extent are teachers writing leaders and

communicators in the school and professionalorganizations?

Teachers are writing leaders andcommunicators in the school and professionalorganizations.

Proficient

Statement or Question Response Ratingd) To what extent do teachers regularly

collaborate with community, business andpostsecondary partners through advisorycommittees, work exchange programs andcommunity groups with a focus on writing?

Some collaboration with external partnersspecifically related to writing occurs.

NeedsImprovement

Statement or Question Response Ratinge) To what extent do most teachers in the school

receive and implement professional learningrelated to the integration of literacy (reading,writing, speaking, listening and language)concepts?

Most teachers in the school receive andimplement professional learning related to theintegration of literacy concepts (reading, writing,speaking, listening and language).

Proficient




demonstrator. Teachers have participated in SEEDS writing program grants for the district. Two teachers are also currently participating with the Kentucky

Reading Project (from EKU). Writing PD has also been offered at the school level.



Administrative/Leadership Support and Monitoring: Policies and Monitoring

School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.




support judgments. SBDM minutes, classroom and master schedules, policy and plan, student placement cards with MAP data The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Policy and plan clearly outline types of writing for each grade level and equitable time is allotted in schedules to allow for writing instruction.

Teachers who are part of the SBDM council discuss allocations of the budget. There is a policy for student placement, students placement

cards are completed by teachers with MAP data and used per policy. Various data/certification and PD is looked at to determine teacher

placement.

Statement or Question Response Ratinga) To what extent does the school

council/leadership ensure that writing conceptsare taught throughout the school and across thecurriculum as established in policy?

School council/leadership ensures that writingconcepts are taught throughout the school andacross the curriculum as established in policy.

Proficient

Statement or Question Response Ratingb) To what extent does the school

council/leadership and teachers participate inthe planning of the annual school budget withclear consideration and allocation of resourcesfor writing?

School council/leadership and select teachersare included in the planning of the annualschool budget with some consideration ofallocation of resources for writing.

NeedsImprovement

Statement or Question Response Ratingc) To what extent does the school

council/leadership allocate equitable time andresources to implement the writing program?

School council/leadership allocates equitabletime and resources to implement the writingprogram.

Proficient

Statement or Question Response Ratingd) To what extent are decisions related to staff

assignment based on established policies thatinclude student literacy needs and teachercertification?

Decisions related to assignment of staff aremade based on needs of students, teachercertification and other data (e.g., ILP) andteacher professional development experience(e.g., participation in National Writing Project ).

Distinguished



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.




support judgments. principal's message, writing PD planning meeting notes, writing PD agenda The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Principal initiates and enlists help of staff to plan and implement PD for staff. The staff evaluates and reflects on the impact of the writing

instructional practices and achievement in the school.

Statement or Question Response Ratinga) To what extent does the principal enlists

teacher leaders to collaborate, evaluate andreflect on the impact of the writing instructionalpractices on overall student achievement in theschool?

The principal and staff collaboratively evaluateand reflect on the impact of the writinginstructional practices on overall studentachievement.

Distinguished

Statement or Question Response Ratingb) To what extent does the principal initiate and

participate in professional learning related tothe school's writing program?

The principal initiates and participates inprofessional learning related to the school'swriting program.

Proficient

Statement or Question Response Ratingc) To what extent and frequency does the

principal communicate with parents and thecommunity about the writing program?

The principal does not communicate withparents about the writing program.




Program Review: Arts and Humanities



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. A Program Review is a systematic method of analyzing components of an instructional program, including

instructional practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional

development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) 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.




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




support judgments. A Copy of the Arts & Humanities Schedule, Copy of the master school schedule, Sample lessons from the 4 art disciplines: dance, drama.

Art. music The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator.

Statement or Question Response Ratinga) To what extent does the school provide access

for all students through intentionally schedulingtime within the instructional day for a balancedprogram of creating, performing and respondingto the arts in each of the four arts disciplines?

Access is provided for all studentsthrough intentionally schedulingtime within the instructional dayfor a balanced program ofcreating, performing andresponding to the arts in each ofthe four arts disciplines (dance,drama, music, visual arts)

Proficient

Statement or Question Response Ratingb) To what extent does the school ensure that the

arts curriculum provides discipline-basedinstruction and protected time in each artsdiscipline as outlined in the Kentucky CoreAcademic Standards?

The arts curriculum provides discipline-basedinstruction and protected time in each artsdiscipline containing its own body of knowledge,skills, and ways of thinking as outlined in theKentucky Core Academic Standards.•Elementary: All students have regularlyscheduled discipline-based arts instructionproviding for exploration of each of the four artforms outlined in the KCAS.

•Middle School: All students have access toregularly scheduled discipline-based, artscourses in each of the four art forms whichprovide a firm grounding in basic creating,performing and responding to the arts. Studentswishing to begin a specialization in an artform(s) are provided regularly scheduledclasses.

•High School: Year-long (or equivalent)Discipline-based arts instruction throughmultiple, specialized arts courses in each artform is available for any student wishing tospecialize in an art form(s) as noted in students'Individual Learning Plans. Students wishing notto specialize have access to the History andAppreciation of Visual and Performing Artscourse or another arts course to meet the Artsand Humanities graduation requirement.

Proficient



The school schedule shows intentional scheduling time with the instructional day for a balanced program including the four art disciplines.

Students receive art instruction every four days as part of their activity rotation. While in the arts classroom they are exposed to various art,

music, drama, music and dance activities. They also do dance in their P.E. class. Lesson evidence and pictures show the four art

disciplines are being addressed as outlined in the KY Core Academic Standards can be found on our K drive. The following is a sample of

what you will find on our K drive.

Art- Students have opportunities to create a variety of art work through the year. They learn about the elements of art and then they apply

their knowledge to different art projects. They also have exposure to famous artists and recreate their work. For example fourth grade

recreated Vincent Van Gogh's The Starry Night. They also studied the different Eras of art and learned about famous artists found in each

era. During the Renaissance Era they recreated the Mona Lisa. But not just fourth grade are exposed to Famous Artists, Kindergarten

recreated a painting by American artist Jasper Johns, 1st grade created their version of Van Gogh's Sunflower picture, 2nd grade created a

picture using pointillism like George Seurat, 3rd grade studied Georgia O'Keefe and created their own chalk drawing of a flower and 5th

grade studied Andy Warhol and Pop art then created their own original pop art painting. They critique famous worked of art as well as their

peers and do self-reflections.

Music- When it comes to music all students learn about the elements of music. They learn how to identify notes their value and their name.

They use rhythm sticks and count the beats that they get. Fourth and Fifth grade learn how to identify the notes on the staff. Fourth grade

used that to write their own melody using the keyboards. Fifth grade uses their knowledge of recognizing notes on the staff to play the

recorder. All fifth grade students do a program called Recorder Karate where they work at their own pace to learn songs and as they learn

songs they earn belts for their recorder. First and fourth grade study different styles of music such as bluegrass, African Spirituals, work

songs, lullabies, folk songs, patriotic songs and folk songs. They use the music elements such as rhythm, tempo and dynamics to discuss

the music. Third grade studied the different eras of music where they learned about famous composers such as Mozart and Beethoven.

They listen to the music and reflected on what they heard. Students are also given opportunities throughout the year to perform music in

front of an audience. All students sing for the Veterans during our Veterans' Day program. All students also sing during our Jingle Jam. If

their parents brought them the night of our Winter Festival then they also performed Christmas carols for parents at that event. Kindergarten

and Second grade students performed in plays for the whole school and parents. Both plays include lots of singing.

Dance- Kindergarten through second grade students during our Native American study watched an Indian Pow Wow where they were

exposed to Traditional Native American dance. Fourth and Fifth grade students learned how to do a dance to Eight Tiny Reindeer and

performed it at our Jingle Jam and our Winter Festival. During our school wide Reading Fiesta students were taught how to do the Mexican

Hat Dance. All Kindergarten students have learned a dance that goes with their animal group for their E-I-E-I-Oops play. Second grade

students perform group dances in their Mickey Mouse play. In addition to these dances they have also been taught dances in their P.E.

class such as the Virginia Reel.

Drama- I teach Drama vocabulary through games to first and third grade. First grade students created their own masks and performed plays

for Kindergarten. During our study of drama the students also practiced using facial expressions and hand gestures to make their character

more interesting. Third grade created their own scenery and puppets for their plays. We talk about changing their voice to make the play

more interesting for their audience. They performed their plays for 1st grade students. But students are not just exposed to drama in the

Arts classroom. Throughout our school teachers use drama as part of their reading curriculum. For example Fourth Grade did a play about

the Ugly Duckling, Fifth grade did a play called How Coyote Stole Fire, first grade performed Boots for Beth and third grade performed Why

Mosquitos Buzz in People's Ears. In additional to the informal plays we have, Kindergarten has a big production each year, this year their

play was called E-I-E-I-Oops. Also second grade performs The Mickey Mouse Club each year. Both of these large scale productions are

performed twice. Once for their parents and once for the school.




An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state

standards.




support judgments. a)Kindergarten-Fifth Grade Line Projects, Rhythm Basketball, Musical Twister, Rhythm Sticks, Rhythm Sticks/San Francisco Orchestra,

Functional Art: Primary & Intermediate, 3rd grade vocabulary play, Kindergarten-Fifth Grade Winter Perspective Art Projects, 4th Grade Ugly

Duckling Play, Dance in P.E. (Virginia Reel), Original Melodies, 100 year old portraits, Did you see Chip? Play, Gingerbread Houses ,

Statement or Question Response Ratinga) To what extent does the school ensure that the

arts curriculum encompasses creating,performing and responding and is fully alignedwith the Kentucky Core Academic Standards?

The arts curriculum encompasses creating,performing and responding and is fully alignedwith the Kentucky Core Academic Standards.

Proficient

Statement or Question Response Ratingb) To what extent does the school ensure that the

arts curriculum provides for the development ofarts literacy in all four arts discipline and alsoutilizes the Common Core Standards forEnglish/Language Arts?

The arts curriculum provides for thedevelopment of arts literacy in all four artsdiscipline and also utilizes the Common CoreStandards for English/Language Arts.

Proficient

Statement or Question Response Ratingc) To what extent does the school ensure that the

school's curriculum provides opportunities forintegration as natural cross-curricularconnections are made between the arts andother content areas?

The school curriculum provides opportunitiesfor integration as natural cross-curricularconnections are made between the arts andother content areas.

Proficient

Statement or Question Response Ratingd) To what extent does the school ensure that the

arts curriculum includes the study ofrepresentative and exemplary works of dance,music, theater and visual arts from a variety ofartists, cultural traditions and historical periods?

The arts curriculum includes the study ofrepresentative and exemplary works of dance,music, theater and visual arts from a variety ofartists, cultural traditions and historical periods.

Proficient

Statement or Question Response Ratinge) To what extent does the school ensure that the

arts curriculum is revised using multipleindicators such as student formative andsummative assessments, arts organizationperformance assessments from sanctionedevents, or other student needs?

The school arts curriculum is revised usingmultiple indicators such as student formativeand summative assessments, arts organizationperformance assessments from sanctionedevents, or other student needs.

Proficient



School-based Decision Making Policy on curriculum, 5th grade color projects, 1st grade sound and instrument unit, 1st grade mini plays, first

grade study of color and their project, fourth grade color project, fourth grade spiritual songs, green eggs and ham pudding color activity,

Kindergarten study of color and their project, Thing 1 cupcakes, Third grade fairy tale plays, Why Mosquitos Buzz in People's Ears-3rd grade

play, First Grade's critique of Vincent Van Gogh's Sunflower picture and their own creation of this masterpiece, Fifth Grade's critique and

study of Andy Warhol

b)2nd Grade Readers' Theater-The Tale of the Enormous Turnip, 1st grade Readers' Theater-Boots for Beth, Kindergarten Letter Art, 3rd

grade Readers' Theater-Pop Poppity Pop, 5th Grade-Constitutional Play, Drama Posters, Journal entry on Functional art, Journal entry on

playing different instruments, third grade fairy tale plays, Why Mosquitos Buzz in People's Ears-3rd grade play, first grade mini plays, Fourth

grade wrote a constructed response for the Song Styles Unit, 4th Grade Ugly Duckling play

c)Symmetry Paintings, Lifecycle of a Butterfly Activity, 2nd grade Readers' Theater-The Enormous Turnip, 1st grade Readers' Theater-Boots

for Beth, 3rd grade Readers' Theater-Pop Poppity Pop, 5th grade Native American Projects, 5th grade-Dream catchers, 4th grade- Rhythm

Note and Note Value (fractions), Kindergarten Letter Art, 2nd grade Musical Name Collection Boxes (math name collection boxes), 4th grade

living things project, 5th grade elements of drama, 5th Grade-Constitutional Play, Shape Hokey Pokey, Volcano diagrams, Ugly Duckling

Play, Turkey symmetry, Heart Symmetry, 100th Day of school-Pizza, Color Activity-100th Day, Native American Unit: Kindergarten Drum, 1st

grade-Rain stick, 2nd grade-headpiece, 3rd grade-Totem Pole, 4th grade-Dream catcher, 5th grade-pottery, Kindergarten-2nd watched a

PowWow, Pattern Block Art, Grinch Masks, Did you see Chip? Play, video of students singing a song about skip counting, 4th grade African

Spiritual Songs, Reading Fiesta on Mexican Culture, Tortoise vs. Hare Exemplary Play performance, Caldecott Award

d)Kindergarten-2nd watched a PowWow, Kindergarten-fifth grade listened to traditional Native American music while working on their Native

American Projects, 4th and 5th grade watched "The Nutcracker" Tortoise vs. Hare Exemplary Play performance (performed by the Missoula

Play company), Fourth Grade learned about African Spiritual Songs and listened to Follow the drinking gourd, Second and Fourth grade

watched an orchestra perform Peter and the Wolf during their study of instrument families, 2nd grade went to Disney on Ice where they were

exposed to exemplary drama and music, 2nd grade also watched an original episode of the Mickey Mouse Club and compared this to the

play that they performed in, PTP field trip to UK Art Museum, Each grades level studied at least one artist. Kindergarten-Jasper Johns &

Piccasso, 1st grade-Vincent Van Gogh, 2nd grade-George Seurat, 3rd grade- Georgia O'Keefe, 4th grade Vincent Van Gogh and Leonardo

Da Vinci, 5th grade-Andy Warhol


demonstrator. The Arts & Humanities teacher uses the KY Core Academic Standards located on CITTS to plan her instruction. .

Common Core Standards for English/LA are also utilized through our various writings in their Arts & Humanities Reflection Journal and

through critiques in writing class. Fourth grade wrote a constructed response where they had to write about their favorite song from our Song

Styles Unit tell the genre, describe the song using music terms like dynamics, rhythm and tempo then tell how the song made the feel.

Students also get to perform in readers' theatre for many of their reading stories. For example, first grade performed Boots for Beth and Did

you see Chip? and fourth grade made the scenery and performed the play The Ugly Duckling. Most of the plays that students perform in are

followed by a critique from their audience or sometimes they have to do a self-reflection on how they think they did.

The Arts & Humanities teacher collaborates with homeroom teachers to integrate what they're learning into the arts curriculum and the

homeroom teachers integrate the arts into their curriculum. You will find examples from both classrooms (Homeroom and Art class) where

the curriculum has been intertwined to enrich our program. Some examples of this are the Kindergarten letter art and big book, drama

lessons, children singing a song about skip counting and symmetry paintings. A lot of teachers use art as a cumulating project at the end of



their unit to apply what they learned. For example fourth grade students had to draw a diagram of a volcano to show what they learned

about volcanos.

All students studied something about Native American culture and made a project about what the learned. Kindergarten students learned

about what a Pow Wow was by watching one and then they got to make their own drum. First grade students learned about rain sticks and

their purpose then they got to make their own rain stick. Second grade students learned about the Indian headdress and how feathers are

earned and awarded to the Indians. They then got to make their own headdress. Third grade students learned about the purpose of a totem

pole, their size and how they were made. Then they created their own totem pole. Fourth grade students learned the legend of the dream

catcher and weaved their own dream catcher. Fifth grade learned about the history of Native American pottery and got to see Native

Americans sculpting pottery. They then made their own pottery bowl and painted it.

All students also learned about Mexican culture during our Read Across America celebration. They learned about mascaras and got to make

their own mascaras. They learned about piñatas and made their own piñata. They learned how to do the Mexican Hat Dance and got to

dance alongside the instructor. They learned about the history of the cascarones, got to help make them and then got to see how they break

over someone's head.

During first grades sound unit they learned about how sound was produced and made instruments. The teacher then related that to the

different instrument families and talked about how they can change the pitch and dynamics of their instrument.

Students have received some exposure to exemplary works of art. Our Primary Talent Pool students went on a field trip to the University of

Kentucky's Art Museum. Our second grade students got to see Disney on Ice where they heard different songs performed and different

dances. But also while they are at school they are exposed to exemplary art works. Fourth and Fifth grade students watched The

Nutcracker. During our study of Native Americans all students listened to traditional Native American music and watched a real Native

American Pow Wow which included dancing, singing and drums being played. Second and fourth grade watched an orchestra perform the

story of Peter and the Wolf. Fourth grade watched the Tortoise vs. the Hare on YouTube performed by the Missoula Theatre. Then they

compared that play to the story in their reading book. Second grade watched an episode of the original Mickey Mouse Club and compared it

to the play that they performed in.

Each grade level also spent time studying at least one artist. Kindergarten learned about Jasper Johns' during their color unit. They also

studied Pablo Picasso and recreated one of his pieces of artwork called Hand and Flower. First grade learned about Vincent Van Gogh and

recreated his picture titled Sunflowers. Second grade learned about George Seurat and used pointillism to make their own picture. Third

grade learned about Georgia O'Keefe and made their own chalk drawing of flowers. Fourth grade learned about Vincent Van Gogh and

made their own version of The Starry Night. Their version was called Starry Night over Owingsville. They also learned about Leonardo da

Vinci and made their own Mona Lisa using colored pencils. Fifth grade learned about Pop Art and Andy Warhol and made their own pop art

piece using their favorite kind of candy. In addition to recreating these famous pieces of artwork they also critiqued works done by these

artists. Each year the art teacher revises her curriculum/projects by keeping personal notes and reflecting on what worked well/what needs to

be rivised and adds new projects based on student interest.




Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students.




support judgments. a)2nd grade Readers' Theater-The Tale of the Enormous Turnip, Kindergarten-Peanut Butter and Jelly Play, 4th grade critiqued 5th grade's

Constitutional Readers' Theater Play, 3rd grade vocabulary play, 1st grade-Readers' Theater: Boots for Beth, 3rd grade Readers' Theater:

Pop Poppity Pop, 4th grade wrote their own original melody and then their classmates critiqued them, Poker Chip Critique, Winter

Perspective Projects; K-5, 3rd-5th grade critiqued their own project, 4th grade Ugly Duckling Play, Self-Reflection of Jingle Jam performance,

Did you see Chip? Play, 2nd grade Mickey Mouse auditions (created their own original talent act), Andy Warhol Pop Art Project, Mickey

Mouse Play, E-I-E-I Oops play, 1st grade mini plays, Veterans' Day Program

b)Veterans' Day songs (YouTube) Patriotic Projects PowerPoint, Line Project PowerPoint, Winter Perspective Project PowerPoint, Color

Project PowerPoint, Kindergarten watched a performance of another school performing their play, 2nd grade watched another school

performing the play that they will perform in

c)Line Unit, Rhythm Unit, Note Name Unit, Color Unit

Statement or Question Response Ratinga) To what extent do teachers systematically

incorporate all three components of arts study:creating, performing and responding into thearts?

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

Proficient

Statement or Question Response Ratingb) To what extent do teachers provide models of

exemplary artistic performances and productsto enhance students' understanding of an artsdiscipline and to develop theirperformance/production skills?

Teachers provide print, electronic media, virtualor live models of exemplary artisticperformances and products to enhancestudents' understanding of each arts disciplineand to develop their performance/productionskill.

Distinguished

Statement or Question Response Ratingc) To what extent do arts teachers provide for the

development of artistic theory, skills, andtechniques through the development of studentperformances or products that are relevant anddevelopmentally appropriate for students?

Arts teachers ensure that students are able tocreate original artworks by intentionally applyingartistic theory, skills and techniques that arerelevant and developmentally appropriate.

Distinguished

Statement or Question Response Ratingd) To what extent is the arts curriculum enhanced

and strengthened through collaboration withguest artists, complementing discipline basedarts instruction during the regular school day?

Guest and community artists, artist residencies,field trips, etc., are integrated into the schoolarts culture for all students and provideexperiences that are designed to promotelearning of Kentucky Core Academic Standardswithin the arts and other content areas.

Distinguished



d)Fiddle player The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. The pictures on the curriculum drive show a variety of examples where students are creating, performing and responding to different arts

disciplines. Students have the opportunity to create whether that be coming up with their own original melody on the keyboard, making their

own pop art creation using their favorite candy or auditioning for a part in the Mickey Mouse Play. Students have the opportunity to perform

whether that be in a reader's theater performance, singing in a school program such as Veteran's Day, Jingle Jam or a school play. We also

spend a lot of time responding to what we have done. We most always critique plays that are performed. They also critique their own art

work and the work of others. We sometimes use a rubric and poker chips to give feedback on artwork. Students took various field trips,

such as Disney on Ice and museums. Students also completed various original works of arts such as choosing own materials to make

Warhol productions, choice of line projects, entered various art contests and composed thier own productions for auditions.

Before students start a project they are given an example this gives them a visual about what I'm expecting them to do and encourages them

to work towards a goal. If it is an art project then I have an example of our project on a PowerPoint so students can see the end result. If we

are working on performing (singing or dancing) a song then we will watch other children perform it on YouTube.

Students are taught about the different art elements and principles of design and apply those concepts during different developmentally

appropriate activities ex: Line Unit. Students learned about different types of line then they used those to make a project. The project that

they applied their knowledge to depended on the grade level of the student. Students also learned about color. The depth of what they

learned was based on their grade level. For example Kindergarten only learned about the primary colors where the intermediate grades

learned about shades and tints. When it came to music Kindergarten and first grade only learned the note name and value of 2-3 notes but

the intermediate grades learned the value of all the notes and their names. They learned the letter name of the note and applied that to

either the keyboard or recorder.

First grade students were visited by a fiddle player. This went ago with their sound/instrument unit in their classroom.



Curriculum and Instruction: Student Performance

All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in

student performance at a consistently high level.




support judgments.

Statement or Question Response Ratinga) To what extent are students actively engaged in

creating, performing and responding to thearts?

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

Proficient

Statement or Question Response Ratingb) To what extent do students identify a purpose

and generate original and varied art works orperformances that are highly expressive withteacher guidance?

Students identify a purpose and generateoriginal and varied art works or performancesthat are highly expressive with teacherguidance.

Proficient

Statement or Question Response Ratingc) To what extent do students, with teacher

guidance, routinely use creative, evaluative,analytical and problem solving skills indeveloping and/or reflecting in their artisticperformances and products?

Students, with teacher guidance, routinely usecreative, evaluative, analytical and problemsolving skills in developing and/or reflecting intheir artistic performances and products.

Proficient

Statement or Question Response Ratingd) To what extent do students use written and

verbal communication to objectively reflect onexemplary exhibits and live or technologicallyprovided performances as classroomassignments?

Students use written and verbal communicationto objectively reflect on exemplary exhibits andlive or technologically provided performancesas classroom assignments.

Proficient

Statement or Question Response Ratinge) To what extent do students demonstrate the

ability to become self-sufficient in creatingperformances and/or products after teacherguidance?

Students demonstrate the ability to becomeself-sufficient in creating performances and/orproducts after teacher guidance.

Proficient

Statement or Question Response Ratingf) To what extent are students supported and

encouraged to participate in grade levelappropriate juried events, exhibitions, contestsand performances outside the schoolenvironment {at the middle and high schoollevels?}?

Not Applicable N/A



a)Rhythm Basketball, 2nd grade Readers' Theater-The Tale of the Enormous Turnip, 1st grade Readers' Theater-Boots for Beth, 3rd Grade

Readers' Theater- Pop Poppity Pop, 3rd grade Vocabulary Play, Mr. Tackett Art Contest, 2nd grade Mickey Mouse auditions (created their

own original talent act), Dream Out Loud Challenge Art Contest, Water Conservation poster contest, First Steps Calendar Contest, 4th grade

original melodies, Andy Warhol pop art project, Veterans' Day program, Jingle Jam, Kindergarten Play, Mickey Mouse Play

b)3rd grade line project, 5th grade line project, 3rd grade patriotic project, All About Me Quilt, Mr. Tackett Art Contest, 1st grade line projects,

Water Conservation poster contest, Dream Out Loud Challenge Art Contest, 2nd grade Mickey Mouse auditions (created their own original

talent act), First Steps Calendar Contest

c) Journal writing reflecting their singing (Veterans' Day song), Self-evaluation of Jingle Jam performance, 3rd grade: Self Evaluation on

Winter Perspective Art Project, 4th grade: Self Evaluation on Winter Perspective Art Project, 5th grade: Self Evaluation on Winter Perspective

Art Project, Third grade students reflected on their performance in the puppet play that they did for first grade

d) Venn diagram- second grade students compared their Mickey Mouse Play to the original version of the Mickey Mouse Club, fourth grade

watched the Missoula Theatre perform Tortoise vs. Hare then they compared this to their reading story, 2nd grade went to the Disney on Ice

show then reflected on the performances

e) 1st grade Sam and the Bag Puppet show, 1st grade-Boots for Beth, All Patriotic Projects (Veterans' Day) All Line Projects, All About Me

Quilt, K-5 Winter Perspective Art Projects, 1st Grade Mini plays, 4th grade original melodies, Jingle Jam Performances, Did you see Chip?

Color Projects, Mickey Mouse Play, E-I-E-I Oops Play, 4th grade Original Melodies

f) Mr. Tackett Art Contest, Dream out Loud Challenge Art Contest, Water Conservation Poster Contest, First steps Calendar Contest


demonstrator.

The pictures on the curriculum drive show a variety of examples where students are creating, performing and responding to different arts

disciplines. Students have the opportunity to create whether that be coming up with their own original melody on the keyboard, making their

own pop art creation using their favorite candy or auditioning for a part in the Mickey Mouse Play. Students have the opportunity to perform

whether that be in a reader's theater performance, singing in a school program such as Veteran's Day, Jingle Jam or a school play. We also

spend a lot of time responding to what we have done. We most always critique plays that are performed. They also critique their own art

work and the work of others. We sometimes use a rubric and poker chips to give feedback on artwork.

Students are given guidelines for projects whether that be dance, art, music or drama; and can use their own creativity to make it their own.

Some examples from the different art disciplines would be 3rd grade patriotic stars, 3rd grade line projects, 5th grade crazy hair line project,

their entry for Mr. Tackett's Art Contest or their entry for the Water Conservation Poster Contest. Students created their own play using their

teacher guidelines and the story from their reading book. For the Mickey Mouse play students made up their own talent act and auditioned

for special parts in the play.

Student routinely reflect on their own artwork and performances. When it comes to singing the grade students reflected in their Arts &

Humanities journal how they thought they were doing on their singing so far and wrote what they could do to make it better. They did the

same thing for their Jingle Jam/ Christmas carol performance. As far as art goes they have reflected on their art pieces such as their Winter

Perspective project and told what they liked about their piece and things that they would change about it if they were doing the project again.

When I came to drama third grade performed a puppet play for first grade students and they wrote several sentences telling what they think



they were good at in the play and things they needed to do to make their performance better.

Each grade level also spent time studying at least one artist. Kindergarten learned about Jasper Johns' during their color unit. They also

studied Pablo Picasso and recreated one of his pieces of artwork called Hand and Flower. First grade learned about Vincent Van Gogh and

recreated his picture titled Sunflowers. Second grade learned about George Seurat and used pointillism to make their own picture. Third

grade learned about Georgia O'Keefe and made their own chalk drawing of flowers. Fourth grade learned about Vincent Van Gogh and

made their own version of The Starry Night. Their version was called Starry Night over Owingsville. They also learned about Leonardo da

Vinci and made their own Mona Lisa using colored pencils. Fifth grade learned about Pop Art and Andy Warhol and made their own pop art

piece using their favorite kind of candy. In addition to recreating these famous pieces of artwork they also critiqued works done by these

artists. Fourth grade watched the Tortoise vs. the Hare on YouTube performed by the Missoula Theatre. Then they compared that play to

the story in their reading book. Second grade watched an episode of the original Mickey Mouse Club and compared it to the play that they

performed in.

I am very proud how our students at Crossroads once given direction in completing a project and seeing an example they can carry out the

completion on their own. Once we have learned a new concept such as line, color or maybe we are studying a particular artist we always

have a project that follows to apply what they have learned to their project. I always make a PowerPoint that shows all the projects for each

grade level and they can look at the end product and follow through the steps to completing it. This is true whether they are learning a dance

for a play, doing on art project, writing their own original melody or using expression when acting out their part in play.

Even though it is not expected at the Elementary level that we participate in sanctioned events we still have participated in several throughout

the year. Students participate in the Mr. Tackett Art Show where they competed at the school level for their art work to be picked to hang in

our superintendent's office. We participated in the Water Conservation poster contest. We had 12 students that went onto the county level to

compete and 1 of our students won county wide for the best art entry. We also had students that participated in the Dream Out Loud

Challenge and the First Steps Calendar Contest. We had 8 students that were chosen in the county wide contest to have their artwork put

on the First Steps Calendar. Recently we had our May Day Art show where we had lots of entries and 8 students that placed either first,

second, or third. They were awarded ribbons.




Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance

to student learning and achievement.




support judgments. a)Rhythm Quiz, Note Name Quiz, Recorder Karate Checklist, Song and Styles constructed response

b)Veterans Day four square writing critique, 4th grade students critique the original melodies written by their classmates, students use a

rubric and poker chips to critique 5th grade line projects, 1st grade Instrument Project (classmates use a rubric to critique the instruments

created), Kindergarten critiqued the 2nd grade play, Kindergarten critiqued the 1st grade mini plays, 2nd grade critiqued the Kindergarten

play


demonstrator. After different units are taught students are assessed to see what they learned from the unit and this is used to see what things might need to

be retaught and what concepts may need to be taught again the following year. Students also are given the opportunity to evaluate their own

performances/artwork and the work of others.

Throughout the year students are assessed on their knowledge of different Arts & Humanities concepts. They are assessed on the Name of

Notes and fifth grade students have to apply this skill throughout the year when they are playing their recorder. Fifth Grade students are also

assessed on how well they play the recorder and must be able to play the song correctly before they can move onto the next level and

receive their next Recorder Karate Belt. All students were assessed on note value and the type of note. The amount of notes that they were

expected to know was based on their grade level. Third grade students completed a drama quiz after their drama unit where they were

expected to know different drama vocabulary and be able to illustrate what the word means. Fourth grade students were assessed at the

end of their song and styles unit by writing a constructed response about their favorite song. They had to tell the genre, describe the song

Statement or Question Response Ratinga) To what extent do teachers utilize formative and

summative arts assessments for individualstudents and performing groups that are clearlyaligned with the components of the KentuckyCore Academic Standards; and authenticallymeasure a specific concept, understandingand/or skill and lead to student growth?

Formative and summative arts assessments forindividual students and performing groups areclearly aligned with the components of theKentucky Core Academic Standards andauthentically measure a specific concept,understanding and/or skill and lead to studentgrowth.

Proficient

Statement or Question Response Ratingb) To what extent do teachers guide students to

use developmentally or grade level appropriatepeer review and critique to evaluate eachother's work?

Teachers guide students to usedevelopmentally or grade level appropriate peerreview and critique to evaluate each other'swork.

Proficient



using music vocabulary such as pitch, dynamics, and rhythm. Then they had to tell how the song made them feel or what it reminded them

of. A lot of assessments are done through my observation of projects and their ability to complete those projects.

We are always giving feedback to students' performances and products. Throughout the year we have had various play performances done

in the classroom and two on a much larger scale and performed to parents in the gym. Students in first grade performed mini plays for

Kindergarten and Kindergarten critiqued their performance. First grade critiqued the third grade puppet play. 2nd grade critiqued the

Kindergarten's E-I-E-I Oops play and Kindergarten critiqued 2nd grade's Mickey Mouse Club play. As far as art work we have used a rubric

and poker chips to pick out different art pieces that did better showing color or line. Then we orally discussed the "winners" and why they

chose that piece. Fourth grade students wrote their own original melodies and played them on the keyboard for their classmates. Their

classmates rated their melody and told why they gave them that score then we orally discussed their answers.




Teachers communicate consistently high expectations and use common standards for student learning in Arts & Humanities.




support judgments a)Veterans' Day songs (YouTube) Patriotic Projects PowerPoint, Line Project PowerPoint, Winter Perspective Art Project PowerPoint, Color

Project PowerPoint, Kindergarten watched another school perform the play they will be performing in the Spring, 2nd grade watched another

school perform the play they will be performing in the Spring, Prior to 1st grade performing their mini plays I model how to project their voice,

use different tones and hand gestures

b)Lifecycle of a Butterfly Project, Symmetry Paintings, Living Things Project, 1st grade-Rubric for Boots for Beth Performance, 1st grade

Instrument Project (classmates use a rubric to critique the instruments created) 1st Grade Mini Play-Scoring Guide, 3rd grade mini play-

scoring guide, 4th grade Melody Critiques, Constructed response on Song and Styles


demonstrator. Students are provided with exemplary models prior to starting an art project or performing a song/play. They are given examples before

starting all Line, color and Patriotic (Veterans' Day) Projects. They watch other students/people perform their songs for Veterans' Day prior

Statement or Question Response Ratinga) To what extent do teachers utilize

exemplar/models to encourage students todemonstrate characteristics of rigorous work inthe appropriate art form in most instructionallessons/units.

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 Ratingb) To what extent do teachers share clearly

defined rubrics or scoring guides with studentsbefore creating, performing, or respondingassignments or other assessments; andstudents have the opportunity to provide inputinto the scoring guide?

Teachers share clearly defined rubrics orscoring guides with students before creating,performing, or responding assignments orassessments appropriate to the age and gradelevel and students have the opportunity toprovide input into the scoring guide.

Proficient

Statement or Question Response Ratingc) To what extent do teachers develop rigorous

student learning and academic growth throughstudent learning objectives and refined SMART(specific, measurable, appropriate, realistic andtime bound) goals that are rigorous, attainableand reflect acceptable growth during the courseor school year?

Teachers develop rigorous student learning andacademic growth goals that are attainable,reflect acceptable growth and are related toidentified student needs, but the SMART(specific, measurable, appropriate, realistic andtime bound) goals process needs refining.

NeedsImprovement



to starting to perform the song. They watched students perform their songs prior to starting to learn their Jingle Jam songs. Both

Kindergarten and second grade students watched other schools perform their play prior to learning their dances and learning their lines.

Students are also provided with rubrics that set guidelines prior to beginning a project. An example of that would be the lifecycle of a butterfly

project, symmetry paintings and living things project. Fourth grade students also were given a constructed response where they had to write

about their favorite song and its genre. The rubric showed everything they had to include to make their answer complete.



Formative and Summative Assessment: Assessment for Teaching

Multiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and

achievement.




support judgments. a)Lifecycle of a Butterfly Activity, 1st grade Boots for Beth performance rubric, Post-its on Line Projects, Note Name Quiz, Constructed

response on Songs and Styles

b)Self-Evaluations of Veterans' Day Song, 3rd grade Self Evaluation of Winter Perspective Art Project, 4th grade Self Evaluation of Winter

Perspective Art Project, 5th grade Self Evaluation of Winter Perspective Art Project, Jingle Jam Self Evaluation, Veterans Day four square

writing critique, 4th grade students critique the original melodies written by their classmates, students use a rubric and poker chips to critique

5th grade line projects, 1st grade Instrument Project (classmates use a rubric to critique the instruments created)


demonstrator. Students receive feedback on their rubric about their project (example: Butterfly project). Students also receive written feedback on the work

that is hanging in the Crocodile Art Gallery.

Students routinely evaluate themselves and others. This is on both performance and projects. Throughout the year we have had various

play performances done in the classroom and two on a much larger scale that were performed for parents in the gym. Students in first grade

performed mini plays for Kindergarten and Kindergarten critiqued their performance. First grade critiqued the third grade puppet play. 2nd

grade critiqued the Kindergarten's E-I-E-I Oops play and Kindergarten critiqued 2nd grade's Mickey Mouse Club play. As far as art work we

have used a rubric and poker chips to pick out different art pieces that were better showing color or line. Then we orally discussed the

"winners" and why they chose that piece. Fourth grade students wrote their own original melodies and played them on the keyboard for their

classmates. Their classmates rated their melody and told why they gave them that score then we orally discussed their answers.

Statement or Question Response Ratinga) To what extent do teachers regularly provide

students with authentic, meaningful anddocumented feedback from a variety of sourceson their performances/products so studentsmay strengthen their futureperformance/products?

Teachers provide limited documented feedbackto students on performances/products.

NeedsImprovement

Statement or Question Response Ratingb) To what extent do students regularly reflect on,

critique and evaluate the artistic products andperformances of others and themselves as isgrade level and age appropriate?

Students regularly reflect on, critique andevaluate the artistic products and performancesof others and themselves as is grade level andage appropriate.

Proficient



Student also reflect on their own artwork and performances. When it comes to singing the grade students reflected in their Arts & Humanities

journal how they thought they were doing on their singing so far and wrote what they could do to make it better. They did the same thing for

their Jingle Jam/ Christmas carol performance. As far as art goes they have reflected on their art pieces such as their Winter Perspective

project and told what they liked about their piece and things that they would change about it if they were doing the project again. When I

came to drama third grade performed a puppet play for first grade students and they wrote several sentences telling what they think they

were good at in the play and things they needed to do to make their performance better. All of this helps them to see how they can do better

and what they need to do to achieve their goal.



Professional Development: Opportunity


and student learning




support judgments. a) Berea PD, Throughout the year Arts & Humanities teacher meets with other Arts & Humanities teachers to discuss the Program Review,

Arts & Humanities teacher researches activities and projects on Pinterest and other arts blogs

b) PGP Plan

c) Kindergarten Letter Art, collaboration with 5th grade teachers on the Veterans' Day program, Arts & Humanities teacher led PD on Arts &

Humanities Program review, 5th grade Collaboration on Conservation poster contest, Program Review Committee Timesheet, collaboration

with second grade teachers for the 2nd grade play (audition letter), I collaborated with teachers and FRC to organize the Winter Festival, I

collaborated with Kindergarten Teachers for the Kindergarten play


professional learning action plan is linked to theComprehensive School Improvement Plan(CSIP) and supports grade level appropriateinstruction in the Arts and Humanities?

The professional learning action plan is linkedto the Comprehensive School ImprovementPlan (CSIP) and supports grade levelappropriate instruction in the Arts andHumanities.

Proficient

Statement or Question Response Ratingb) To what extent does the school ensure that Job

embedded professional learning opportunitiesare available to Arts and Humanities teachersto encourage continuous growth?

Job embedded professionallearning opportunities are available to Arts andHumanities teachers to encourage continuousgrowth.

Proficient

Statement or Question Response Ratingc) To what extent does the school ensure that Arts

and Humanities professional learningopportunities focus on research based bestpractices and are planned based on school andstudent data and teacher Professional GrowthPlans?

Arts and Humanities professional learningopportunities focus on research based bestpractices and are planned based on school andstudent data and teacher Professional GrowthPlans.

Proficient


schedule allows for Arts and Humanities andacademic core teachers to collaborate andexchange ideas?

The school schedule allows for Arts andHumanities and academic core teachers tocollaborate and exchange ideas.

Proficient




demonstrator. There is a Professional Development Action Plan for the school, it is connected to the school CSIP (which is found on the school webpage)

which addresses Arts/Humanities.

The Arts & Humanities teacher went to a 2 day training in Berea that taught a variety of music and art concepts. It also gave information on

the Program Review. Also throughout the year the Arts and Humanities teachers throughout the district have met to discuss activities and to

work on the Arts & Humanities Program Review.

The Arts & Humanities teacher's PGP focuses on improving her knowledge of the music portion of the arts curriculum. When she was in

Berea she attended a 3 hour PD that focused just on integrating music into the classroom.

The Arts & Humanities teacher also had the opportunity to share what she learned in her training with her coworkers. This PD gave them an

opportunity to collaborate on what evidence they needed for the program review as well as activities that they could incorporate into their

classroom. She collaborates with Kindergarten teachers to integrate the letters they are learning into the Arts & Humanities curriculum. The

Arts & Humanities teacher works with Kindergarten and Second Grade teachers in the planning of their Spring plays.




Teachers participate in Arts and Humanities-specific professional learning designed to meet their needs. Arts and Humanities teachers

participate in professional learning focused on 21st Century Skills.




support judgments. a) Berea PD (2 full days on art and music)

b) Arts & Humanities teacher meets with other Arts teachers in the District to discuss the Arts & Humanities Program Review

c) chairman of the Arts & Humanities Program Review Committee, Winter Festival (in charge of organizing it), KEA, Organized the

Kindergarten-Going Buggy Play (2012-2013 school year), Organized the Mickey Mouse play for the last 2 years, Organized the

Kindergarten-E-I-E-I Oops Play (2013-2014 school year) member of the Autism Awareness Committee

Statement or Question Response Ratinga) To what extent do Arts and Humanities

teachers participate in arts content-specificprofessional learning selected based on school,student and teacher data analysis?

Arts and Humanities teachers participate in artscontent-specific professional learning selectedbased on school, student and teacher dataanalysis.

Proficient

Statement or Question Response Ratingb) To what extent do Arts and Humanities

teachers actively participate in professionallearning communities to address issues relatedto instructional practices, data analysis, andimproving student achievement?

Arts and Humanities teachers activelyparticipate in professional learning communitiesto address issues related to instructionalpractices, data analysis, and improving studentachievement.

Proficient

Statement or Question Response Ratingc) To what extent are Arts and Humanities

teachers leaders in professional organizationsand the school?

Arts and Humanities teachers are members ofprofessional organizations.

NeedsImprovement

Statement or Question Response Ratingd) To what extent do Arts and Humanities

teachers regularly collaborate with community,business, and postsecondary partners throughadvisory committees, work exchange programsand/or community groups with a focus on thearts?

Arts and Humanities teachers have limitedcontact with external partners.

NeedsImprovement


receive and implement professional learning toenhance the integration of the Arts andHumanities content into school curricula?

Most teachers in the school receive andimplement professional learning to enhance theintegration of the Arts and Humanities contentinto school curricula.

Proficient



d) Collaboration with the Extension Office about Conservation Poster Contest (phone call on 10/21/13), made Christmas cards for the

veterans at the Thomson-Hood Veterans Center, worked with other Arts Teachers to organize the May Day Art Show

e) Lead summer PD to educate teachers on the Arts & Humanities Program Review-email, Emailed them Key Terms from each of the Arts to

use as references when intergrading them into their classroom


demonstrator. The Arts and Humanities teacher participated in the 2 day Berea PD. She has used her information gained from this PD to make Modular

Stars with Fifth Grade Students for the Veterans Day Program. As well as used information about music and the Program Review to fulfill her

duties.

The Art & Humanities teacher meets with other arts teachers in the district to collaborate on the program review and art shows.

The Art & Humanities teacher is a leader in the school. She worked to organize the Winter Festival. At the Winter Festival students and

families came to eat, shop in Santa's Workshop, had their picture made with Santa and performed Christmas Carols for their families. She

also has organized all the plays at the school for the last 2 years. She is a member of KEA and the Autism Awareness Committee. This year

she worked with local businesses to encourage them to decorate their store fronts. She also hung signs, banners and ribbons to decorate

the town for the Autism Awareness Walk. The Arts & Humanities teacher collaborates with outside sources to involve her students in various

art shows. She worked with the Arts teachers in the district to organize the May Day Art Show. She also communicated with the Bath

County Conservation Office about the Water Conservation Poster Contest.

She led a PD to educate her colleagues on the Arts & Humanities Program review and has sent emails regarding the 4 art disciplines "key

terms" to include in their lessons.




School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time

to support highly effective arts and humanities instructional programs.

Statement or Question Response Ratinga) To what extent does the school

councils/leadership implement policies toensure that disciplined based arts instruction isa part of the school curriculum and artsconcepts are taught throughout the school andacross the curriculum?

School councils/leadershipimplement policies to ensurethat disciplined based artsinstruction is a part of theschool curriculum and artsconcepts are taughtthroughout the school andacross the curriculum.

Proficient

Statement or Question Response Ratingb) To what extent does school leadership ensure

that protected time is allocated in the scheduleso that all students can receive instruction inthe Arts and Humanities disciplines?

Protected time is allocated in the schedule sothat all students can receive instruction in theArts and Humanities disciplines.

Proficient

Statement or Question Response Ratingc) To what extent does school leadership ensure

that arts teachers are invited to participate inplanning the annual school budget?

Arts teachers are invited to participate inplanning the annual school budget.

Proficient

Statement or Question Response Ratingd) To what extent does school leadership ensure

that arts teachers are assigned manageableclass loads based on course and facilities?

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

Distinguished

Statement or Question Response Ratinge) To what extent does school leadership ensure

that arts teachers receive planning and traveltime that is equitable with other content areas?

Arts teachers receive planning and travel timethat is equitable with other content areas.

Proficient

Statement or Question Response Ratingf) To what extent does the principal and Arts and

Humanities teacher leaders collaborate toallocate equitable time, appropriate facilitiesand resources to implement the arts programs?

The principal and Arts and Humanities teacherleaders collaborate to allocate equitable time,appropriate facilities and resources toimplement the arts programs.

Proficient

Statement or Question Response Ratingg) To what extent does school leadership ensure

that decisions related to arts program staffingare based on student need and interests?

Decisions related to arts program staffing arebased on student need and interests.

Proficient






support judgments. a) school schedule, Arts & Humanities Schedule

b) school schedule, Arts & Humanities Schedule

c) Site Base Council Meeting Minutes

d) Class size/Crocodile Addends

e) Arts & Humanities schedule

f) picture of classroom, schedule, principal gave money to the arts program so that all grade levels got to make a Christmas ornament,

money was given to the Winter Festival so that students could come and perform their Christmas songs for their parents, we also were given

money to perform a play for Kindergarten and money for props


demonstrator. Arts & Humanities is one of the 4 activity rotations at Crossroads Elementary. Students come to Art every four days. Students are not

scheduled for any other activity such as speech, special education, etc. at this time so all students participate in the Arts program.

Everyone is invited to participate in the SBDM meetings. So the Art teacher has the opportunity to attend and participate in the planning of

the budget.

The class load is smaller than the regular class load of the regular classroom teacher due to the fact that students from each grade level are

divided up to make a fourth group of students for our 4th activity class.

The Art & Humanities teacher is given the same planning time as the regular classroom teacher.

The Arts & Humanities teacher is provided with a large classroom that includes a sink and lots of storage to use for her arts classes.

She is given the same amount of classroom money to spend on her classroom as regular classroom teachers.

The school has a student placement policy and staffing allocation is based on this policy and the needs of the students. There is a policy in

place for curriculum and that includes Arts/Humanities.




Principals are the primary leaders of all arts and humanities program efforts and support teacher leadership through shared leadership

strategies and actions.




support judgments. a)The principal incorporates time into the school meeting schedule and enlists the Arts/Humanities teacher leader to collaborate, evaluate

and reflect on the impact of the arts instructional practices and achievement of th program.

b) Email from Mr. Thatcher about Program Review PD (Arts Teacher led a PD to educate the teachers on the Arts & Humanities Program

Review and activities they could be doing in their classroom, the principal circulated while the meeting was being held)

c) One call about Veterans' Day Program, School Marquee, Letter about Winter Festival, Contact with Mr. Belcher about Christmas cards for

Veterans, webpage is updated with events going on at school, also a daily email is sent to stakeholders regarding activities going on at

school


demonstrator. Rationale: The Principal supports the Arts Program and encourages collaboration between classroom teachers and Arts & Humanities

teacher. The Principal has provided funding for various art related events this year including: Christmas Ornaments, Winter Festival

(students performed Christmas songs for their parents) and plays. The Principal also arranged for with a local Veteran to have our Christmas

cards we made delivered to a Veterans' Nursing Home. The Principal keeps parents and the community informed about arts related events

Statement or Question Response Ratinga) To what extent does the principal enlist Arts

and Humanities teacher leaders to collaborate,evaluate and reflect on the impact of the artsinstructional practices on overall studentachievement in the school?

The principal enlists Arts and Humanitiesteacher leaders to collaborate, evaluate andreflect on the impact of the arts instructionalpractices on overall student achievement in theschool.

Proficient


participate in professional learning regardingthe school's arts programs?

The principal initiates and participates inprofessional learning regarding the school's artsprograms.

Proficient

Statement or Question Response Ratingc) To what extent does the principal provide

frequent communication with parents andcommunity about arts and humanitiesprograms?

The principal frequently providescommunication with parents and communityabout arts and humanities programs.

Proficient



and other school events through one calls, the school marquee, daily emails sent out to stakeholders and the school webpage.



Program Review: Practical Living/Career Studies



Introduction This report contains Program Review results for Practical Living/Career Studies. This program review is required as part of Kentucky's new

assessment and accountability model. A Program Review is a systematic method of analyzing components of an instructional program,

including instructional practices, aligned and enacted curriculum, student works samples, formative and summative assessments,

professional development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) 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.



Curriculum and Instruction: Health Education

Students have equitable access to high quality, rigorous health education curriculum.

Statement or Question Response Ratinga) To what extent does the school ensure the

health education curriculum is sequential andaligned with the Kentucky Core AcademicStandards for PL/CS?

The health education curriculum is planned butnot comprehensive and/or sequential.

NeedsImprovement

Statement or Question Response Ratingb) To what extent does the school ensure regular

opportunities are provided for all studentsbecome health literate by practicing the skillsembedded in the National Health EducationStandards?

Health education curriculumregularly provides opportunitiesfor all students to become healthliterate by practicing the skillsembedded in the National HealthEducation Standards (NHES)which establish, promote andsupport health-enhancing behaviorsfor students in all grade levels.

Proficient

Statement or Question Response Ratingc) To what extent does the school ensure the

health education curriculum provides learningstrategies and activities that ensure studentsreceive instruction in all health educationcontent areas?

The health education curriculumprovides learning strategies andactivities that ensure studentsreceive instruction in all healtheducation content areas (e.g.family life and human sexuality,alcohol and other drugs, tobacco,nutrition, mental and emotionalhealth, injury and violenceprevention, diseases and disorders,physical activity, personal/consumerhealth, community/environmentalhealth).

Proficient

Statement or Question Response Ratingd) To what extent does the school ensure a

Coordinated School Heath Committee is usedas a support and resource for collaboration andintegration of health education instructionthroughout the school environment?

A Coordinated School HeathCommittee is used as a supportand resource for collaborationand integration of health educationinstruction throughout the schoolenvironment.

Proficient

Statement or Question Response Ratinge) To what extent does the school ensure the

health education curriculum is integrated andincludes frequent opportunities for cross-disciplinary connections to meet the health andsafety needs of all students?

School ensures the healtheducation curriculum isintegrated and includesfrequent opportunities forcross-disciplinary connectionsto meet the health and safetyneeds of all students

Proficient






support judgments. Evidence:

-Too Good For Drugs

-Getting to Know You

-Drug Health Powerpoint

-Healthy Food Writing

-1st Grade Procedures (1st and 2nd day)

-Nutrition with dance

-Lesson on Nutrition (5th grade)

-Red Ribbon Week

-Social/Emotional Health Powerpoint

-Fire Safety Tips

-Playground Rules

-Bus Safety

-Ultimate Frisbee Lesson

New Evidence for Second Round of Program Review:

-Bully Awareness Material

-Cardio and Food Pyramind Activities

-Standards for Guidance Counselor to use in planning instruction

-Adventure to Fitness

-Community Helpers

-Corn Activity

-Differentiation in Lessons

-Fitness

-Halloweeen Safety PowerPoint

-Health Newsletter

-Healthy Eating

-Healthy Foods

-Healthy Writing

-Internet Safety

-Master Schedule

-MSU Basketball Players (Healthy Living)

-Thanksgiving Manners

-Tobacco Prevention

-Wellness Policy

-Safety First Aid

-Health Lesson Plans

-HECAT document for lessons

-Too Good for Drugs - Counselor utilized in Classroom Guidance Activities



New Evidence for Third Round of Program Review:

-National Breakfast Week

-Drugs and Nutrition

-Healthy Eating

-Fire and Tornado Safety

-Variety of Health Lessons that focus on topics related to standards

-Healthy Habits

-Citizenship

-Differentiation

-Health Committee Minutes

-Principal provided information about National Breakfast Week


demonstrator. The PLCS Committee believes these documents fit under Demonstrator 1-Health Ed. because our guidance counselor, teachers, and

P.E./Health teacher have focused a great amount of time educating students in many different areas that fit health education. A major

emphasis has been placed on providing health lessons and assessments as well through lessons, guest speakers, etc. The HECAT

document is continuing to be used for health lessons as well. The physical education teacher is working on a health curriculum to utilize next

year. The health curriculum is in the working stages but will be completed by the 2014-2015 school year. Our school worked in collaboration

with our nutritionist to incorporate National Breakfast Week. During this week students participated in activities and lessons that focused on

healthy eating.



Curriculum and Instruction: Physical Education

All students have equitable access to high quality, rigorous physical education curriculum.




physical education curriculum is sequential andaligned to the Kentucky Core AcademicStandards for PL/CS?

The physical education curriculum isplanned but not comprehensiveand/or sequential.

NeedsImprovement

Statement or Question Response Ratingb) To what extent does the school ensure regular

opportunities are provided for all students tobecome physically literate individuals who havethe psychomotor, cognitive, and affective skillsto adopt a physically active lifestyle as definedby the National Association for Sport andPhysical Education (NASPE) National PhysicalEducation Standards?

Physical education curriculumregularly provides opportunities forall students to become physicallyliterate individuals who have thepsychomotor, cognitive, andaffective skills to adopt a physicallyactive lifestyle as defined by theNational Association for Sport andPhysical Education (NASPE)National Physical EducationStandards.

Proficient


physical education curriculum frequentlyprovides differentiated learning strategies andactivities that ensure all students developcompetency and confidence in motor skills thatfosters the necessary knowledge for life-longphysical activity?

The physical education curriculumfrequently provides differentiatedlearning strategies and activitiesthat ensure all students developcompetency and confidence inmotor skills that fosters the necessaryknowledge for life-long physicalactivity.

Proficient


Coordinated School Heath Committee utilize aComprehensive School Physical ActivityProgram (CSPAP) to increase the quality ofphysical education instruction as well asincrease physical activity opportunitiesthroughout the school environment?

A Coordinated School Healthcommittee utilizes a ComprehensiveSchool Physical Activity Program(CSPAP) to increase the quality of thephysical education instruction as wellas increase physical activityopportunities throughout the schoolenvironment.

Proficient

Statement or Question Response Ratinge) To what extent does the school ensure the

physical education curriculum is integrated andincludes regular opportunities for cross-disciplinary connections to meet the physicalactivity needs of all students?

School ensures the physicaleducation curriculum isintegrated and includes regularopportunities for cross-disciplinaryconnections to meetthe physical activity needs of allstudents.

Proficient





-Health and Balance Lesson

-Exercising Numbers

-Exercising the Alphabet

-Basketball

-Hopscotch

-Ultimate Frisbee

-Good behavior Party

-Nature Walk

-Adventure to Fitness

-Folk Dance


-Cardio and Food Pyramid Activities

-Indoor Fitness

-Physical Education Lesson Plans and Assessments

-Health and PE Newsletters

-Master Schedule

-Wellness Policy

-Jump Rope Contest and Winners

-Lesson Plans with Differentiation for Students

-CES Health Committee


-Physical Education Curriculum (working document, not completed fully)

-Physical Education Lessons and Assessments


demonstrator. The PLCS Committee believes the above documents fit under Demonstrator 2-Physical Ed. because our teachers and P.E. teacher have

continued to follow their curriculum on content taught and used a variety of ways to incorporate Physical Ed. into lessons taught. The

physical education teacher has incorporated lesson plans into PE class that meets content requirements. Master schedule is included to

show time allotted for physical education instruction. The Health Committee is established at CES and Wellness Policy reviewed and

incorporated. The Health Committee has met 2X this year and reviewed the policy and developed ways to incorporate healthy lifestyles into

daily living. Health Committee Minutes are in health section (Demonstrator 1)



Curriculum and Instruction: Consumerism

All students have equitable access to high quality, rigorous consumerism education curriculum.


consumerism curriculum is rigorous, aligned tostate and national standards, and meets theneeds of diverse learners and includes theintegration of 21st Century Skills andKnowledge?

Consumerism curriculum is notaligned state and national standards.

No Implementation

Statement or Question Response Ratingb) To what extent does the school ensure students

develop real world skills related to consumerismincluding problem-solving, goal setting, criticalthinking, decision making, and analyzinginformation?

Students develop real world skills related toconsumerism including problem-solving, goalsetting, critical thinking, decision making, andanalyzing information.

Proficient


consumerism curriculum is connected tobusiness and industry and local business andindustry partners are utilized as resources (i.e.guest speakers, judges, etc.)?

Consumerism curriculum has limited connectionto local business and industry.

NeedsImprovement

Statement or Question Response Ratingd) To what extent does the school ensure students

routinely engage in grade level appropriatefinancial decision making?

Students routinely engage in grade levelappropriate financial decision making.

Proficient

Statement or Question Response Ratinge) To what extent does the school ensure students

apply core academic skills such as math andreading to solve real world problems related toconsumerism?

Students apply core academic skills such asmath and reading to solve real world problemsrelated to consumerism.

Proficient

Statement or Question Response Ratingf) To what extent does the school ensure

information about consumerism is routinelyintegrated into the total school curriculum?

Information about consumerism is limited tospecific classes and/or grade levels.

NeedsImprovement

Statement or Question Response Ratingg) To what extent does the school ensure

technology is integrated into the delivery of theconsumerism curriculum?

Technology is integrated into the delivery of theconsumerism curriculum.

Proficient






support judgments. 5th Grade Lesson on Consumerism (Chips)


-Crocodile Cash for Behavior

-Needs/Wants for Kindergarten

-President's Day Consumerism

-CES 100 Day of School - Consumerism

-Santa's Workshop - Christmas shopping

-Admission to Winter Festival using juice boxes and snacks

-Door Contest - Penny Vote

-Book Fair - Purchasing Books of Choice

-IPAD checkout for classroom use in instruction

-Standards


-School wide Economics lessons across grade levels

-Field Trip

-Guest Speakers

-Consumerism Writing

-Proclamation The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. The PLCS committee believes this fits in Demonstrator 3 - Consumerism as it details information about consumerism in the real world.

Students had many opportunities to use consumerism in many daily aspects of learning at CES. School wide lessons were continued to be

taught in different grade levels that covered many aspects of consumerism and economics. Teachers utilized field trips and guest speakers

to further the education of students in this area.

This demonstrator has grown tremendously as teachers in all grade levels have incorporated components of economics into instruction



Curriculum and Instruction: Career Education

Students have equitable access to high quality, rigorous career education curriculum.


career education is rigorous, aligned to stateand national standards, and meets the needs ofdiverse learners and includes the integration of21st Century Skills and Knowledge?

Career education is rigorous, aligned to stateand national standards, and meets the needs ofdiverse learners and includes the integration of21st Century Skills and Knowledge.

Proficient


develop and practice real world skills related tocareers including problem solving, goal setting,critical thinking, decision making, and analyzinginformation?

Students develop and practice real world skillsrelated to careers including problem solving,goal setting, critical thinking, decision making,and analyzing information.

Proficient

Statement or Question Response Ratingc) To what extent does the school ensure career

education curriculum is designed to meet theneeds of business and industry, which includesthe employment needs of the local workforce,as well as job outlook and/or sector strategydata. At the high school level, business andindustry partners serve on advisory committeesfor career education programs?

Not Applicable N/A

Statement or Question Response Ratingd) To what extent does the school ensure students

routinely engage in grade level appropriate,career-related problem solving within theclassroom?

Students routinely engage in grade levelappropriate, career-related problem solvingwithin the classroom.

Proficient

Statement or Question Response Ratinge) To what extent does the school ensure students

apply core academic skills such as math andreading to solve real world problems related tocareer education?

Students apply core academic skills such asmath and reading to solve real world problemsrelated to career education.

Proficient

Statement or Question Response Ratingf) To what extent does the school ensure

information about careers is routinely integratedinto the total school curriculum?

Information about careers is routinely integratedinto the total school curriculum.

Proficient







-Adopt a College

-Bulletin Boards

-Careers for Me

-Career Day

-Dream Out Loud Challenge

-Guidance Newsletters

-Standards for Counselors

-Guest Speakers

-Careers - What I Want to Be….

-Classroom Guidance

-Weather Report (Career)

-Daily Jumpstart Lessons

-Energy Team

Evidence for Third Round of Program Review:

-Adopt a College: Leters, Activities, Emails

-Career Day: Invitations, Emails, Guest Speakers, Career Day Breakfast, Career Day Inventories

-Guidance Lesson on Friendships ( Decision Making)

-Powerpoint on Social and Emotional Health


demonstrator. Rationale:

The PLCS Committee believes this evidence fits under Demonstrator 4 - Career Education because:

Statement or Question Response Ratingg) To what extent does the school ensure

technology is integrated into the delivery of thecareer education curriculum?

Technology is integrated into the delivery of thecareer education curriculum.

Proficient

Statement or Question Response Ratingh) To what extent does the school ensure students

are encouraged to develop and practice careerand leadership skills through service learningprojects, extra/co-curricular organizations,and/or student organization activities.Recognition is provided to students for theirefforts and accomplishments?

Students are encouraged to develop andpractice career and leadership skills throughservice learning projects, extra/co-curricularorganizations, and/or student organizationactivities. Recognition is provided to studentsfor their efforts and accomplishments.

Proficient



-CES grade levels adopted a college and are doing various activities, lessons, bulletin boards, etc on the college they adopted.

-The Guidance Counselor developed bulletin boards on College and Career Readiness

-Careers for Me - A new career is introduced daily to students

-Career Day - Career Day Breakfast with Students (April)

-Dream Out Loud Challenge - How students will change the world when whey graduate college - writing poems, essays, or videos

-Guidance Newsletter - sent home to parents monthly to detail Guidance News

-Primary Practical Living Kentucky Core Academic Standard Aligned to National Health Educational Standards (Used for Guidance

Instruction)

-Guest Speakers (Talking with students about goal setting, being best you can be, etc.)

-Career Activities - What I Want To Be… (Students thought about their future and what their future goals detailed)

-Classroom Guidance Lessons (Grade level Career Activities)

-Weather Report (CES Meteorologist researches and reports daily weather

-Daily Jumpstart Lessons (Students participate in daily lessons with counselor about goals, careers, lifestyle, choices, etc)

-Energy Team Members (Panel of students representing an energy team for CES)

The PLCS believes the evidence fits Demonstrator 4 - Career Education because we were able to utilize Career Day activities in classroom

guidance and held a Career Day Breakfast that enabled students to listen to guest speakers talk about their career, give information about

their career path, provide students with career specific items, etc. Students completed inventories to help teachers and counselor better

understand their career path.

The Adopt a College Program was continued across grade levels with students participating in activities that provided them with information

and knowledge about the adopted college in their classroom.

Classroom guidance that focuses on being College and Career Ready

Classroom activities that focus on being College and Career Ready

Guidance lessons that focus on goal setting, decision making, etc.



Curriculum and Instruction: ILP

Schools containing grades 6-12 implement the ILP as an effective tool for career planning and continue using the tool to track a student’s

progress throughout their secondary school experience.




support judgments. N/A

Statement or Question Response Ratinga) To what extent does the school ensure ILP

development for all students begins in 6thgrade and continues throughout middle andhigh school, with input from students, teachers,and parents. A process is in place to ensurethat parents have received access informationfor the ILP?

Not Applicable N/A


and teachers use formative and summativeassessment data, including benchmarkperformance from K-PREP and EPAS, toconstruct, revise, and update the ILP?

Not Applicable N/A

Statement or Question Response Ratingc) To what extent does the school ensure an

advising program is in place and includescomponents of the ILP?

Not Applicable N/A


formalized plan is in place to monitor thecompletion of the ILP?

Not Applicable N/A

Statement or Question Response Ratinge) To what extent does the school ensure at the

high school level, all students select and note intheir ILP at least 4 courses related to theircareer major and one of the state's 14 CareerClusters?

Not Applicable N/A




demonstrator. N/A




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

enhance student learning and achievement.





Too Good For Drugs Assessment (K and 2nd)

Evidence for Second Round of Program Review:

-Health and PE Assessments

-Engineering model to go with Careers for Me (Engineer)

-Too Good For Drugs Summative Assessment (Classroom Guidance)

-Internet Safety Assessment

-Healthy Writing

-Parent Portal (Feedback to parents on student performance)

-Scoring Guides

Statement or Question Response Ratinga) To what extent are Kentucky Core Academic

Standards, 21st Century Skills and Knowledge,and other applicable content standards used inthe development of formative and summativeassessments related to PL/CS

Kentucky Core Academic Standards, 21stCentury Skills and Knowledge, and otherapplicable content standards are used in thedevelopment of formative and summativeassessments related to PLCS.

Proficient

Statement or Question Response Ratingb) To what extent are traditional PL/CS

assessment measures responsive to a varietyof learning styles and abilities?

Traditional PLCS assessment measures areresponsive to a variety of learning styles andabilities.

Proficient

Statement or Question Response Ratingc) To what extent do PL/CS teachers use data

from formative and summative assessments,student ILPs, and other sources to guideinstruction, develop intervention plans, andimprove instructional practices?

PLCS teachers use data from summativeassessments to guide instruction and developintervention plans.

NeedsImprovement

Statement or Question Response Ratingd) To what extent do PL/CS assessments support

individual growth of all PL/CS students?PLCS assessments support individual growth ofall PLCS students.

Proficient




-Assessments

-Scoring Guides

-Career Inventory



The PLCS Committee feels the above information fits under this demonstrator because:

-Assessments and Rubrics were developed and utilized for Health and PE lessons

-Classroom teachers incorporated a hands-on assessment with Engineering that goes with our Careers for Me

-Guidance assessment was utilized for Drug Curriculum

-Internet Safety was taught and assessments given for students knowledge and understanding

-Assessments were given for and scoring guides developed for healthy living

-Parent Portal established and utilized at CES for parents to receive feedback on student performance

New Rationale for Third Round of Review:

The PLCS continued to work on assessments and scoring guides for instruction. Parents continue to utilize parent portal as a means of

feedback for student progress.

Parent Conferences were used as a means of providing parents with feedback on student performance.

Inventories given to students to access career paths for future goals




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






-Health and PE Assessments and Scoring Guides

-Too Good For Drugs Summative Assessment (Classroom Guidance)

-Healthy Writing

-Parent Portal (Feedback to parents on student performance)


-Assessments

-Scoring Guides The rationale explains how the identified evidence supports the school's reported level of program implementation for the


The PLCS Committee feels the above information fits under this demonstrator because:

-Assessments and Rubrics were developed and utilized for Health and PE lessons as well as classroom instruction

-Guidance assessment was utilized for Drug Curriculum

-Assessments were given for and scoring guides developed for healthy living

-Parent Portal established and utilized at CES for parents to receive feedback on student performance

The PLCS Committee feels the added information fits this demonstrator as teachers continue to prepare assessments and scoring guides for

instruction taught. Parents continue to utilize parent portal as a means of feedback for students performance. Assessments provide feedback

for student knowledge and learning.

Statement or Question Response Ratinga) To what extent do PL/CS teachers develop

scoring guides, models and rubrics, and applythese to assess student performance?

PLCS teachers develop scoring guides, modelsand rubrics, and apply these to assess studentperformance.

Proficient

Statement or Question Response Ratingb) To what extent do PL/CS teachers provide

consistent and timely feedback to students andparents on student's performance?

PLCS teachers provide consistent and timelyfeedback to students and parents on student'sperformance.

Proficient



Professional Learning: Opportunities

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

practice and student learning.






-Counseling Conference

-PLCS Meetings

-Monthly Meetings with PLCS teachers

-Round Table - PLCS collaborate with teachers during faculty meetings

-Health and PE News (supports instruction)

-CSIP (see CES website for copy)


-Professional Development - College and Career Readiness

-Professional Growth Plan Sample


professional learning action plan is linked to theComprehensive School Improvement Plan(CSIP) and supports grade level appropriateinstruction in the PL/CS disciplines?

The professional learning action plan is linkedto the Comprehensive School ImprovementPlan (CSIP) and supports quality instruction inPLCS disciplines.

Proficient

Statement or Question Response Ratingb) To what extent does the school ensure that job

embedded professional learning opportunitiesare available to PL/CS teachers to encouragecontinuous growth?

Job embedded professional learningopportunities are available to PLCS teachers toencourage continuous growth.

Proficient

Statement or Question Response Ratingc) To what extent does the school ensure that

PL/CS professional learning opportunities focuson research based best practices and areplanned based on school and student data andteacher Professional Growth Plans?

PLCS professional learning opportunities focuson research-based best practices that supportteacher Professional Growth Plans.

Proficient


schedule allows for PL/CS and academic coreteachers to collaborate and exchange ideas?

The school allocates time for PLCS andacademic core teachers to collaborate andexchange ideas.

Proficient



-Evidence of PLCS Meetings/Minutes

-Professional Development opportunities The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. The PLCS Committee believes the above evidence fits under this demonstrator because:

-The Guidance Counselor attends conferences that are specific to her job

-PLCS committee meets to share ideas and collaborate

-Health and PE News provides evidence of instruction incorporated

-Round Table is utilized during monthly faculty meetings to share ideas, collaborate with all stakeholders and PLCS teachers

-Job specific PD is offered for College and Career Readiness

-Professional Growth Plans show areas in which PD opportunities would be needed and utilized.

-PLCS teachers meet monthly to share ideas, collaborate and plan instruction

-PLCS minutes and meeting information provided to show collaboration.

-CSIP details Professional Development that will be provided for teachers



Professional Development and Support Services: Participation

Teachers participate in program-specific professional learning designed to meet their needs. PLCS teachers participate in professional

development focused on 21st Century Skills.






-Monthly Meetings

-Health/PE News

-PLCS Meetings

-Advisory Council

Statement or Question Response Ratinga) To what extent do PL/CS teachers participate in

content-specific professional learning selectedbased on school, student and teacher dataanalysis?

PLCS teachers participate in content-specificprofessional learning.

Proficient

Statement or Question Response Ratingb) To what extent do PL/CS teachers actively

participate in professional learning communitiesto address issues related to instructionalpractices, data analysis, and improving studentachievement?

PLCS teachers actively participate inprofessional learning communities to addressissues related to instructional practices, dataanalysis, and improving student achievement.

Proficient

Statement or Question Response Ratingc) To what extent are PL/CS teachers leaders in

professional organizations and the school?PLCS teachers are leaders in professionalorganizations and the school.

Proficient

Statement or Question Response Ratingd) To what extent do PL/CS teachers regularly

collaborate with community, business, andpostsecondary partners through advisorycommittees, work exchange programs and/orcommunity groups with a focus on the arts?

PLCS teachers regularly collaborate withcommunity, business, and postsecondarypartners through advisory committees, workexchange programs, and community groups.

Proficient


receive and implement professional learning toenhance the integration of the PL/CS contentinto school curricula?

Some teachers in the school receiveprofessional learning opportunities to enhancethe integration of PLCS concepts (physicaleducation, health, consumerism and careers).

NeedsImprovement



-Health Committee

-KEA, KCA, KHSAA Memberships

-Round Table

-Careers


-Professional Development opportunities - specific

-Professional Growth Plans to show areas of professional development growth needed

-PLCS meetings/minutes to show collaboration among individuals.


demonstrator. The PLCS committee believes the above information fits under this demonstrator because:

-Monthly meetings occur between PLCS teachers to plan, collaborate and improve student instruction and achievement

-Health and PE News supports instructional practices and student achievement

-PLCS meetings occur to collaborate, share ideas, plan and help improve student instruction and achievement school wide

-Guidance Counselor is part of Advisory Council at CES which meets monthly

-Health Committee meets to review policy, collaborate, share ideas and improve the overall student achievement and our overall school

-Faculty participate in professional organizations such as KEA, KCA, KHSAA, etc.

-Round Table sessions occur at faculty meetings to collaborate, share ideas, plan, develop next steps for overall student achievement in all

aspects of instruction at CES

-Career information is shared and stakeholder input is valued as a tool to improve student achievement in this content area.

-Professional Development opportunities content specific

-Professional Growth Plans to show areas of growth and professional development needs

-PLCS meetings/minutes to show collaboration and participation





to support highly effective PLCS instructional programs.

Statement or Question Response Ratinga) To what extent does the School

Council/Leadership ensure that PL/CSconcepts are taught throughout the school andacross the curriculum?

School Council/Leadership ensures that PLCSconcepts are taught throughout the school andacross the curriculum.

Proficient

Statement or Question Response Ratingb) To what extent does school leadership ensure

that protected time is allocated in the scheduleso that all students can receive all PL/CSdisciplines and instruction?

Protected time is allocated in the schedule sothat all students can receive instruction in allPLCS disciplines and instruction.

Proficient

Statement or Question Response Ratingc) To what extent does school leadership ensure

that all departments are invited to participate inplanning the annual school budget?

School leadership and teachers of alldepartments are invited to participate inplanning the annual school budget.

Proficient

Statement or Question Response Ratingd) To what extent does school leadership ensure

that PL/CS teachers are assigned manageableclass loads based on course and facilities?

PLCS teachers are assigned manageable classloads based on course and facilities.

Proficient

Statement or Question Response Ratinge) To what extent does school leadership ensure

that PL/CS teachers receive planning and traveltime that is equitable with other content areas?

PLCS teachers receive planning time that isequitable with other content areas.

Proficient

Statement or Question Response Ratingf) To what extent do the principal and program

teacher leaders collaborate to allocate equitabletime, appropriate facilities and resources toimplement the PL/CS programs?

School leadership and program teacher leaderscollaborate to allocate time and resources toimplement the PLCS programs.

Proficient

Statement or Question Response Ratingg) To what extent does school leadership ensure

that decisions related to PL/CS program staffingis based on student need and interests?

Decisions related to PLCS program staffing arebased on student need.

Proficient







-Master Schedule

-PLC Planning Form

-PLC Meetings

-PLC Agenda

-PLC Members

-SBDM Agenda

-SBDM Community Meeting

Evidence of Second and Third Round of Program Review:

Health/PE News

SBDM Policies

Wellness Policy

Master Schedule

Breakfast Week

CSIP (See school website for copy)

Health Committee

Evidence of case loads - rosters

Allocated budget



Statement or Question Response Ratingh) To what extent does school leadership ensure

that Committees (Coordinated School Healthcommittees, CTE program advisorycommittees) meet a minimum of twice perschool year to ensure quality PL/CSprogramming policies?

Committees (Coordinated School Healthcommittees, CTE program advisorycommittees) meet a minimum of twice perschool year to ensure quality PLCSprogramming policies.

Proficient

Statement or Question Response Ratingi) To what extent does school leadership ensure

that the school is implementing the district-levelwellness policy via a school-level wellnesspolicy that is reviewed annually; and goals forschool wellness are included in the CSIP?

School is implementing the district-levelwellness policy via a school-level wellnesspolicy that is reviewed annually; and goals forschool wellness are included in the CSIP.

Proficient



The PLCS Committee believes the above evidence fits into Demonstrator 1-Policies and Monitoring as the schedules, planning documents,

meeting agendas, minutes, etc. are provided as evidence for the demonstrator.

Health and PE News, Guidance News provides evidence that concepts are taught schoolwide

Wellness Policy is attached as reviewed by Health Committee

Master schedule ensures that PLCS are being taught and protects that time

SBDM Policies are included and incorporated

Breakfast Week information is provided as administration ensures content is being provided

CSIP

Health Committee meets minimum of 2X per year

New Rationale for Third Round:

Schedules, planning documents, meeting agendas, minutes are continued to be used and monitored as evidence for this demonstrator.

Newsletters continue to be used schoolwide to show evidence of concepts taught.

Wellness Policy was reviewed a second time

Master schedules documented continue to ensure that PLCS are being taught and time is protected

SBDM policies are monitored and monthly meetings held to ensure all areas are followed

Administration monitored Breakfast Week and information attached

CSIP continues to be utilized and monitored by administration

Evidence of manageable case loads by rosters

Allocated budget attached

Evidence emails by building principal ensure that PLCS material is being shared with appropriate individuals and content covered.




Principals are the primary leaders of all PL/CS program efforts and support teacher leadership through shared leadership strategies and

actions.





-PLC Meetings

-PLC Members

-PLC Planning Form

-Updated Calendars for Stakeholders

-SBDM Letter to Stakeholders

-Welcome Meeting

-SBDM Agenda for Stakeholders

-


-Academic Team

-Careers for Me

-Jumpstart Lessons

-Energy Team

-Health/PE News

-Breakfast Week

-Monthly Meetings

Statement or Question Response Ratinga) To what extent does the principal enlist

program area teacher leaders to collaborate,evaluate and reflect on the impact of PL/CSinstructional practices on overall studentachievement in the school?

The principal enlists program area teacherleaders to collaborate, evaluate and reflect onthe impact of the PLCS, Arts and Writinginstructional practices on overall studentachievement in the school.

Proficient


participate in professional learning regardingthe school's PL/CS programs?

The principal initiates professional learningregarding the school's PLCSprograms.

NeedsImprovement

Statement or Question Response Ratingc) To what extent does the principal provide

frequent communication with parents andcommunity about PL/CS programs?

The principal frequently providescommunication with parents and communityabout PLCS programs.

Proficient



-Round Table

-SBDM Information for PLCS Programs


-PLCS meetings

-Jumpstart Lessons

-Careers for Me

-Monthly Meetings

-Continuation with Academic Team, Energy Team

ALL THIS DOCUMENTATION IS IN EVIDENCE SECTION AND CONTINUES TO BE MONITORED.

-Evidence emails by building principal The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator Rationale:

The PLCS Committee feel the above evidence fits this demonstrator as the principal continues to collaborate in all areas, meetings, as well

as continually collaborates and shares information with parents, community, and stakeholders.

The principal ensures that leadership is developed schoolwide as Academic Teams, Energy Teams, etc. are established and utilized

throughout the school.

The principal ensures that PLCS teachers meet monthly on PLCS programs and continue to work on increasing student achievement in

those areas.

The principal ensures that instruction is continued and targeted towards PLCS curriculum (Careers for Me, Jumpstart, Breakfast Week)

The principal ensures that PLCS teachers collaborate and reflect with grade levels on PLCS curriculum and content (Round Table)

The principal ensures parents receive feedback on PLCS through newsletters, bulletin boards, pictures, etc.

The principal provides information to faculty/staff about appropriate components of PLCS programs and incorporation of those components.



Program Review: K-3



Introduction This report contains Program Review results for K-3. This program review is required as part of Kentucky's new assessment and

accountability model. A Program Review is a systematic method of analyzing components of an instructional program, including instructional

practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional development and

support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) 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.




All students have equitable access to highly effective curriculum and instruction.




support judgments. Common assessments, Pacing Planners, PLC minutes, CES Action Plan 2013-14, IEP modifications, pictures of students using technology,

equipment and/or materials, SBDM agenda, classroom activities, student work samples The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based on provided evidence, (common assessments for reading and math, pacing guides and lesson plans) our teachers consistently

collaborate with members of their own grade level to provide instructional activities and common assessments that support the curriculum.

Our students at CES have access to even more technology, equipment and materials that at the beginning of this school year since the

teachers received I-Pads for their classroom and with the addition of laptops to the library, we now a second complete computer lab. This

helps them to plan for more individualized instruction using these tools. The instruction is also adjusted based upon student need shown in

our differentiated lesson plans and student work samples. Students are given feedback shown in the student work samples (provided in our

evidence) to improve their work and are instructed on how to use this feedback to improve their work.

Statement or Question Response Ratinga) To what extent do teachers consistently

collaborate with others on their team or gradelevel to plan instructional units, includingcommon assessments and supplementalactivities to ensure that each student hasaccess to the curriculum and access tosupports necessary to attain the curriculum?

Teachers consistently collaboratewith others on their team orgrade level to plan instructionalunits, including commonassessments and supplementalactivities to ensure that eachstudent has access to thecurriculum and access tosupports necessary to attain thecurriculum.

Proficient

Statement or Question Response Ratingb) To what extent do students have access to a

variety of equipment and materials that arerelevant and necessary to support their needs?To what extent is instruction continually revisedand students are guided in how to use thefeedback to improve their work?

Students have access to a varietyof equipment and materials thatare relevant and necessary tosupport their needs. Instruction iscontinually revised and studentsare instructed in how to use thefeedback to improve their work.

Proficient




An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state and

national standards.




support judgments CES Standards Policy, Pacing Planners/Guides for all grade levels, CES 2013-14 Action Plan, PLC minutes, Class Schedules, School

Schedule and Classroom instructional activities, grade level and special educatin curriculum checklists, CES curriculum policy CES schedule

policy, lesson plans. The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. According to the pacing planners, CES curriculum and standards policies and curriculum checklists in the evidence submitted, at CES the

curriculum is vertically and horizontally aligned to state standards. An adequate amount of instructional time is provided for teachers to plan

and fully enact the curriculum according to lesson plans, CES schedule policy as well as the actual 2013-14 class schedules.

Statement or Question Response Ratinga) To what extent is the curriculum vertically and

horizontally aligned to state standards and fullyaddresses the rigor/intent of the standards. Itincludes specific pacing recommendations?

The curriculum is vertically andhorizontally aligned to statestandards and fully addresses therigor/intent of the standards. Itincludes specific pacingrecommendations.

Proficient

Statement or Question Response Ratingb) To what extent is instructional time adequately

provided for teachers to plan and fully enact thecurriculum?

Adequate instructional time isprovided for teachers to plan andfully enact the curriculum.

Proficient




All teachers implement research-based instructional strategies that include characteristics of highly effective teaching and learning for all

students.




support judgments. Differentiated instructional activities, pictures of kinesthetic learning, higher order thinking activities, RTI lesson plans, small group instruction

activities, authentic learning experiences, cross curricular activities, I Can targets, Prove -its, self-assessments and students using

technology for learning.

Statement or Question Response Ratinga) To what extent do teachers routinely use

student-centered and evidence-basedinstructional strategies that include classroomdiscussions, questioning, and learning tasksthat promote critical thinking skills? To whatextent does scaffolding of instruction occur? Towhat extent do students work in flexible,collaborative groups based on student needsand learning styles?

Teachers routinely use studentcenteredand evidence-basedinstructional strategies thatinclude classroom discussions,questioning, and learning tasksthat promote critical thinkingskills. Teachers scaffoldinstruction. Students work inflexible, collaborative groups basedon student needs and learningstyles.

Proficient

Statement or Question Response Ratingb) To what extent do teachers consistently involve

students in defining and/or writing learningtargets (using clear and precise language) thatare essential to standard attainment? To whatextent can students describe what it takes toachieve the target (the success criteria)? Towhat extent is instruction planned to directlyensure that students meet the targets andultimately have opportunities to demonstrateunderstanding of the standard as a whole?

Teachers consistently involvestudents in defining and/orwriting learning targets (usingclear and precise language) thatare essential to standardattainment. Students candescribe what it takes to achievethe target (the success criteria).Instruction is planned to directlyensure that students meet thetargets and ultimately haveopportunities to demonstrateunderstanding of the standard asa whole.

Proficient

Statement or Question Response Ratingc) To what extent are students engaged in cross-

curricular instruction that is deliberate, culturallyresponsive, and includes hands-on, authenticand applied learning experiences?

Students are engaged in cross-curricularinstruction that isdeliberate, culturally responsive,and includes hands on,authentic and appliedlearning experiences.

Proficient




demonstrator. Based on the pictures, student work samples, lesson plans, assessments, activities and CES Instructional Practice Policy in our submitted

evidence, we are routinely providing instructional strategies for our K-3 students which promote critical thinking, higher order learning, and

questioning techniques. Based on the student work samples showing students demonstrating their knowledge of their I Can targets.

Students are offered authentic learning experiences, hand-on activities and are being given more opportunities for cross-curricular learning

experiences as apparent in the pictures, lesson plans, student work samples and assessments in our evidence.



Curriculum and Instruction: Kentucky Systems of Intervention (KSI) /Response to Intervention

(RtI)

A school establishes and uses a systematic, comprehensive system that addresses accelerated learning, achievement gaps, highly-effective

instruction, readiness to learn and student transitions. A school provides a seamless framework, using state and federal funding, that

addresses academic and behavioral needs, that is accessible to all students.

Statement or Question Response Ratinga) To what extent is a KSI/RtI decision making

protocol established and used to makedecisions based on student needs (as requiredin HB 69)? What specific interventions or typesof interventions are implemented for readingand writing, mathematics, and behaviorsupports within the school's KSI/RtI model?

A KSI/ RtI decision makingprotocol has been established andis always used to make decisionsthat are based on individual studentneeds.

Distinguished

Statement or Question Response Ratingb) To what extent is universal screening used to

determine students for intervention and the datais used to determine intervention services?

Universal screening is used todetermine students for interventionservices; diagnostic assessmentand/or supplemental report data isused to further inform theindividual student's interventionservices.

Distinguished

Statement or Question Response Ratingc) To what extent does highly effective instruction

include tiered services/supports that provideintervention to increase student achievement, isresearch-based, aligned to standards as well asacross tiers, and accessible to all students?

Highly effective instructionincludes tiered services thatprovide intervention to increasestudent achievement, is research based,aligned to standards as wellas across tiers, and accessible to allstudents.

Proficient

Statement or Question Response Ratingd) To what extent do intervention team members

meet to discuss academic and behavioralneeds of students and adequately addressthose needs?

Intervention team membersroutinely meet to discuss theacademic and behavioral needs ofeach intervention student andeffectively meet their needs. Teammembers communicate intervention plans andprogresswith students and families.

Distinguished

Statement or Question Response Ratinge) To what extent does progress monitoring data

(as required in SB 1 2009, including specificallydiagnostic data) inform decisions aboutinstruction and individual student learning? Towhat extent is instruction adjusted based on theprogress monitoring data?

Progress monitoring occurs on aroutine schedule. Data collectedinforms decisions about instructionand individual student learning.Instruction is adjusted based on theprogress monitoring data.

Distinguished






support judgments. RtI district plan, CES RtI Flow Chart, CES student proficiency plans, PLC minutes reflecting RtI, Parent letters, Parent Invitations to RtI focus

team meetings, CES Action Plan 2013-14, RtI groups based on MAP, RtI schedules, RtI differentiated lesson plans, RtI technology use,

Progress monitoring for RtI using technology (Lexia or Moby Max), Lexia and Moby goals and incentives, and BCSI Focus Team minutes. The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. CES is following the Bath County Response to Intervention Plan that was adopted for the 2014-14 school year. MAP is our universal

screener which determines placement in RtI along with classroom assessments and documentation. Moby and Lexia are on-line standard

based intervention programs that are used for progress monitoring as well. According to the lesson plans submitted, highly effective tiered

instruction that is aligned with standards is being delivered and routine progress monitoring is occurring to adjust instruction as needed. CES

focus teams meet regularly, after each MAP test, to communicate RtI services and progress with families to focus on improving student

learning. All students receive RTI services. Based on the Focus team meeting minutes, these meetings give parents specific suggestions of

ideas that they can do at home in order to help their child become successful in either reading or math.

Statement or Question Response Ratingf) To what extent does the school revisit and

modify KSI/RtI programmatic protocols andimprovements based on assessment data?

The school regularly communicatesintervention services and progresswith the families of those studentsidentified for intervention. Familycommunication is focused onimproving student learning.

Proficient




Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance

to student learning and achievement




support judgments. Formative assessments, summative assessments, self-assessments, common assessments, PLC minutes, Lesson plans changed based

on analysis of student work. The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based on common assessments, lesson plans, PLC minutes and reflections it is evident that CES teachers collaborate regularly to create

common assessments and to monitor student progress used to guide instruction. Based on formative and summative assessments as well

as PLC minutes and lesson plans we know that teachers also collaborate and analyze a variety of assessments including formative,

summative, and universal screeners to gather data and adjust instruction.

Statement or Question Response Ratinga) To what extent do teachers embed day-to-

day/week-to-week/informal assessments tomonitor progress and guide instruction (alignedto the school's SBDM policies and practices)?

Teachers inconsistently and/orirregularly use informalassessments to monitor progressand/or guide instruction.

NeedsImprovement

Statement or Question Response Ratingb) To what extent do teachers use multiple and

developmentally appropriate assessmentmethods (e.g., formative, screening, diagnostic,interim, benchmark, summative) tosystematically gather data about studentunderstanding of learning targets, reflect oninstruction, and make adjustments toinstruction?

Teachers use limited assessmentmethods to systematically gatherdata about student understanding oflearning targets, reflect oninstruction, and make adjustmentsto instruction.

NeedsImprovement




Teachers communicate consistently high expectations and use common standards for student learning in K-3.




support judgments. Rubrics, Descriptive Feedback on formative, summative and self- assessments with student changes, teacher web pages, and newsletters The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based upon the newsletters and teacher web pages that were submitted it is clear that our students and families are not often provided with

clear models and/or descriptions of intended learning targets prior to teaching. Looking at the feedback submitted we can see that teachers

are providing some descriptive feedback but adequate planning time is not provided for teachers to be able to make this happen on a timely

and regular basis, therefore generic comments are more frequently given.

Statement or Question Response Ratinga) To what extent are students and families

provided with clear models and descriptions ofthe intended targets to be mastered?

Students and families are rarelygiven models and descriptions ofintended learning targets.Descriptions may be unclear and/orincomplete.

Need Improvement

Statement or Question Response Ratingb) To what extent are teachers providing timely,

learning target-focused descriptive feedback tostudents and provide guidance on how to applythe feedback to enhance student work?

Teachers provide primarilyevaluative feedback (e.g., grades,scores, generic comments such as‘well done' or ‘try harder') ratherthan descriptive and focusedfeedback that can actually assist thestudent in improving their work.

Need Improvement



Professional Learning: Opportunities


and student learning.




support judgments. 2013-14 calendar (to show planned PD), 2013-14 Professional Development Action Plan and PD hours earned thus far for faculty and staff

members The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based upon the PLC minutes that was submitted, CES has limited access to job-embedded professional development opportunities. The

CES professional development action plan did not address embedded PD learning during the school day. All PD on the action plan was

planned for out of regular school day hours. Many of the teachers went above and beyond the 24 paid PD hours so that they could further

their knowledge and provide the best education possible for their students. The Professioal development action plan is linked to the CSIP

(found on web page) and is designed to improve early learning and outcomes for instruction in all programs-including K-3.

Statement or Question Response Ratinga) To what extent does the school ensure that

professional learning is linked to theComprehensive School Improvement Plan(CSIP), teacher professional growth plans andis designed for improving early learningoutcomes for instruction in the K-3 program?

The professional learning action plan is linkedto the Comprehensive SchoolImprovement Plan (CSIP), is appropriate for K-3 instruction, and is revisited throughout theyear to assess the implementation and fidelityand to make neededchanges.

Distinguished

Statement or Question Response Ratingb) To what extent does the school ensure that

teachers have access to and participate in job-embedded professional learning that supportsresearch-based K-3 practices?

Teachers have limited access tojob-embedded professionallearning.

Limited/Noimplementation




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

community.




support judgments. PLC minutes with administrators participating and/or facilitating, classroom newsletters, pictures, CES announcement emails. The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based on the PLC minutes submitted it is evident that our teachers and administrators actively participate as members of professional

learning communities that focus on research based K-3 practices and analyzing student work. There is some evidence submitted through

pictures, and announcements that reflect contact with external partners, community members and local businesses for professional learning,

however it is not an area of strength.

Statement or Question Response Ratinga) To what extent do teachers and administrators

actively participate as members of professionallearning communities that focus on research-based K-3 practices, planning of instruction,analysis of assessment data/student work andstudent performance?

Teachers and administratorsactively participate as membersof professional learningcommunities that focus onresearch-based K-3 practices,planning of instruction, analysisof assessment data/student workand student performance.

Proficient

Statement or Question Response Ratingb) To what extent do K-3 teachers and

administrators regularly collaborate with thecommunity, local business partners, as well asearly learning communities and secondarypartners?

K-3 teachers and administratorsregularly collaborate with thecommunity, local businesspartners, as well as early learningcommunities and secondarypartners.

Proficient





to support highly effective K-3 instructional programs.




support judgments. SBDM Instructional Practices Policy, SBDM Radio announcements, SBDM Agenda/Minutes, Newsletters The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator.

Statement or Question Response Ratinga) To what extent does the School

leadership/SBDM committee continuallymonitor the availability of resources in effort tothoughtfully allocate sufficient blocks ofinstructional time and developmentallyappropriate resources needed to support aneffective K-3 program?

School leadership/SBDMcommittee monitors and/orallocates time and resourceswithout consideration of specificneeds for an effective K-3 program.

NeedsImprovement

Statement or Question Response Ratingb) To what extent does the SBDM committee

establish and enact a process to at leastannually analyze data related to theimplementation and impact of policies andpractices specifically for the K-3 program?

SBDM committee establishespolicies for the K-3 program,however the policies are not data drivenand are not routinelymonitored or reassessed.

NeedsImprovement

Statement or Question Response Ratingc) To what extent does the school

council/leadership communicate with parentsand community frequently about the K-3program?

School council/leadershipcommunicates with parents aboutthe K-3 program.

NeedsImprovement

Statement or Question Response Ratingd) To what extent does School leadership/SBDM

establish and maintain policies that promotebest practice in the K-3 program (e.g., criticalattributes: continuous progress,developmentally appropriate educationalpractices, multiage and multiability classrooms,authentic assessment, qualitative reportingmethods, professional teamwork, and positiveparent involvement)?

School leadership/SBDMestablishes policies that promotebest practice in the K-3 program.Implementation is inconsistent ormay not be fully functioning.

NeedsImprovement



Based upon the evidence submitted, CES administration does monitor the K-3 program's availability of resources although not continuously

in effort to thoughtfully allocate sufficient blocks of instructional time and developmentally appropriate resources needed to support an

effective K-3 program. There are no SBDM policies specific to the K-3 program and communication with parents about the K-3 program is

occasional.




Principals are the primary leaders of all K-3 program efforts and support teacher leadership through shared leadership strategies and actions.




support judgments. PLC minutes, SBDM minutes, Staff and student assignment policies The rationale explains how the identified evidence supports the school's reported level of program implementation for the

demonstrator. Based upon the PLC minutes, SBDM minutes submitted, the principal leadership at CES supports the K-3 program but isn't effectively

monitoring its specific elements. There is a lack of evidence to support that the principal leaders are attending and/or facilitating PLC's in

relation to the K-3 program on a very regular basis. The principal leaders do effectively collect student trend data to make decisions related

to staff assignments as per the submitted staff and student assignment policies.

Statement or Question Response Ratinga) To what extent does the principal work

collaboratively with teachers to define, support,and continuously improve the K-3 program? Towhat extent does the principal regularlyfacilitates K-3 team meetings in order to monitorand support all K-3 program efforts?

The principal supports the K-3program but does not effectivelymonitor the implementation andimpact on student learning andaccess to appropriate learningexperiences and supports.

NeedsImprovement

Statement or Question Response Ratingb) To what extent does the principal participate

fully in and facilitate research-basedprofessional learning in relation to the K-3program?

The principal facilitatesprofessional learning regarding theK-3 program.

NeedsImprovement

Statement or Question Response Ratingc) To what extent does the principal make

decisions related to staff assignment based onstudent needs determined by student trenddata?

The principal makes decisionsrelated to staff assignment basedon student needs determined bystudent trend data.

Proficient



Program Review Next Step Diagnostic



Introduction The program reviews are intended to guide schools to systematically analyze their comprehensive school programs in the areas of Arts and

Humanities, Practical Living/Career Studies, Writing, and the K-3.

This final step is to analyze the findings from each program review to determine how the school will make recommendations to improve and

sustain each program.



•

•

•

•

In-Depth Review

Statement or Question:Identify the programs given an in-depth review during the current school year. You may select more than one. Response:

Arts and Humanities

Practical Living/Career Studies

Writing

K-3



Arts and Humanities Program Review

What areas have been identified as strengths in the Arts & Humanities Program? What is being done to sustain these strengths?

Strengths: Student critiques of various works, student productions, adequate time, routine self evaluations by students, art,drama. Teachers

continually collaborate to evaluate the Arts/Humanities programs. What areas have been identified that need to be improved in the Arts & Humanities Program? Art teacher becoming active in organization and more communtiy invovement. What steps need to be taken to improve the Arts & Humanities program? Provide money in the budget to allow the art teacher to be involved in orgainizaitons. Work to find community partners and community events

in which to incorporate into our program.



Practical Living/Career Studies Program Review

What areas have been identified as strengths in the Practical Living/Career Studies Program? What is being done to sustain these

strengths? Improvement in the area of health and the Career portion of the program. What areas have been identified that need to be improved in the Practical Living/Career Studies Program? Work on aligning a sequential curriculm in heath, pe and consumerism. What steps need to be taken to improve the Practical Living/Career Studies program? Complete a consumerism curriculum in the 14-15 school year. Focus communication on PLCS program.



Writing Program Review

What areas have been identified as strengths in the Writing program? What is being done to sustain these strengths? Teachers participate in writing PD's, collaborate and exchange ideas, student's write and recieve feedback What areas have been identified that need to be improved in the Writing program? Unit Planning and Monitoring, Leadership communication with Stakeholders What steps need to be taken to improve the Writing program? Teachers will keep individual student folders with various forms of information (log of conferences, student interests, progress) to monitor.

Pacing guide developed for monitoring as well. Unit plans for each grade will be developed.



K-3 Program Review

What areas have been identified as strengths in the K-3 program? What is being done to sustain these strengths?

RTI, Progress Monitoring Data, team collaboration What areas have been identified that need to be improved in the K-3 program? Formative and Summative Assessments: Formative and summative assesments need to be analyzed and used to guide instruction, and

teachers need to provide evidence of refection on instruction to make adjustments. Policiess and monitoring also need to be addressed. What steps need to be taken to improve the K-3 program? Teachers will be asked to provide evidence that formativea and summative assessments have been analyzed and used to guide instruciton

in K-3. Leadership and SBDM will look at establishing policies that promote best practice in the K-3 program and communicate with

stakeholders regarding the K-3 Program.



program review report crossroads elementary school reviews reports 13-14.pdfprogram review report...

Documents