KDE Writing Program Review - butlerschools.net bcms … · Web viewStudents participate in intentionally planned literacy learning opportunities to explore ideas and design

WRITING: SCORING GUIDE 2015-2016 (SCORE – 9.04)CURRICULUM AND INSTRUCTION

Demonstrator 1. 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.

Needs Improvement Proficient Distinguished Evidencea) Students have access to

literacy opportunities, but connections among the literacy strands (reading, writing, speaking, listening and language use) are unclear.

a) Students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas.

a) Students engage in literacy learning opportunities and help create customized plans and instruction to match their learning needs.

Content Posters: C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT), M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

Math RAISE (Extended Responses) and CUBES (Word Problems)

A Fuller (6-8 Resource): Flocabulary – Reading story and identifying parts; Inferencing from picture

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): Compare and contrast The Diary of Anne Frank; Reader’s Theatre – The Diary of Anne Frank; Book Report; Career Presentation - rubric

A Smith-Thomas (8th Reading): Guest Speaker – KHEAA College Game (create college info on a poster)

B Frazier (7th Science) collab C Dockery (7th Special Ed): Identification Lab

B Frazier (7th Science): Conservation Writing Contest C Donaldson (8th Social Studies) collab M Crawford (6-

8 A&H): Students create name table using ancient cuneiform writing

C Donaldson (8th Social Studies): Roberts Rules of Order; Class Bill of Rights; Test Reflections; Gender Roles (Athens to Sparta)

C Flener (6-8 FMD): The King and the Oobleck story; Sing songs of the week in Spanish and using Sign Language

D McCrocklin (6th Math): Hands-on Equation; Ratio and Proportions; Anti-Bullying Day at Hot Rods Game reflection; Extended Response Math Symbols

E Clark (6th Reading): Compare and Contrast NBA & NFL; Compare and Contrast Aladdin and the Magic Lamp play

H Elmore (8th Writing): Composed and acted out scenes; Created memes; Career Research Project

Last modified: May 5, 2023 Writing Page 1

H McRae (6-8 World Lang): Interactive Notebook; Conversation Visual Art; Comic Scripts; 3 point paragraph on importance of learning different language; Career Personal Info; Fill in grammar; Target Language; Reading Interpreting Activity

J Evans (6-8 Band & Gen Music): National Anthem Reflection; Fall Festival Reflection; Instrument Assembly

J Martin (8th Science): Extended Response Question; Solar Motion Demonstrator writing response

J Scott (8th Special Ed): Product Creation; Culture Poster; Greek Words; Branches of the Government; Guest Speakers (Grant & Catie McKinney) Reflection

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): LaBamba (music, history, economics)

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Research Project (health); Flocabulary – Reviewing writing process, pronouns, prepositions, subject/predicate, plot elements, grammar review

K Hughson (6-8 PLCS) collab H McRae (6-8 World Lang): Picture with Spanish labels

K Hughson (6-8 PLCS) collab Michele Moore, RN Health Bulletin Board

K Hughson (6-8 PLCS): Foreign Country Flyers; 3 Rs Tagxedo; Animated Commercial; BCMS Flyer; Career Board Builder; Healthy Eating Flyer; Digital Citizenship Packet; Wants vs Needs Words Features activity; Digital Citizenship copyright original song; Electronic Waste; Journal Entries (Everfi reflection, guest speakers, making purchasing, consumer decision, and word features)

L Cardwell (6-8 Library Media) collab B Frazier (7th Science): Copper Mine Online Lab and Virtual Tour; Biomes Research

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research to display in an artful way

L Graham (8th Math): Population GDP; Exp. Growth (health); Zentangle (careers); Interpreting Data in Scatter Plots Pythagorean Theorem History; Careers in Science, Population in Russia and healthcare; Letter


Reflection Explanation L Smith (7th Reading): Book report and creative project -

rubric L Winters (7th Writing) collab C Dockery (7th Special

Ed): Columbus Day Activity; Students use rubrics to guide writing and evaluate

L Winters (7th Writing): Onomatopoeia Comic Strip; Alliteration Advertisement; Imagery Poetry (PE)

L Winters (7th Writing): collab L Cardwell (6-8 Library Media) Health Research Posters - KYVL

L Wood (6-8 GT): Population Connection Video; Research State and create own; Charlie Brown – 3 Life’s Lessons; SciFi Stories; Create Pioneer Rights; Refugee Pack Your Bags Activity; Utopia List; 8 Parts of Speech Writing Posters; Current Events; New ending to Interstellar Pig; Wrote next chapter to The Giver

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poem using Recycled Materials

M Crawford (6-8 A&H) collab L Smith (7th Reading): Literary Elements

M Crawford (6-8 A&H): Compare and Contrast Silent and Modern Movies; Primitive Cultures; School Breakfast Art Contest; Art Criticism; Art Critique Guided Questions; Celebrity Portraits using Values in Words; Character Creation in Drama; Daily Journal; Drama Critique; Principles of Art Cultural Studies; Greek Mythology Plays; Idioms to create literal paintings; Journal Entries; The Hero Story; Theatre Performance Critiques

M Taylor (8th Math): Notebook Check; Test Reflection; Flashback; Create a model using blocks – pair, questions; Order of Operation Catchphrase (PEMDAS) – poster; Reality Store Reflection

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaking K Harrison, Exemplar – teacher model, Reflection

P Bucklew (6th Science): Creative Writing and Art in Science; Design an Animal; Draw and Label Water Cycle; Observation writing; Reflection Beekman’s


World experiment; Science Notebook; Textbook Scavenger Hunt

P McKinney (7th Math): Percent Poems; Graphing picture of US and answering questions; Notes for review; Team Rally Coach Math; Bell Ringer Reflection; Extended Response Questions; Explain math Process; Frayer Model Vocab; Reflection on percent; Order of Operation PEMDAS; Percent of Change; Rally Coach; Short Answer How integer are used in real world; Short Answer on quiz; Test correction and reflections; Vocab crossword puzzle; Vocab organizer definitions

P Wallace (6th Math): Exponents Poems; Recording Sheet – Ratio and Proportion; Nutrients of Food reflection; Unit Review; Unit Rate to fine Population Densities of the Americas; Integer Notes coordinate plane; Self Reflection

R Johnson (7th Math): Bell Ringer Solving Problems; Rally Coach Literary Strategy; Daily Notes; Extended Response; Open-Ended Response; Order of Operations Restate PEMDAS; Parts of an Algebraic Expression Wrote Definitions; Percent Poems; Test Reflections; Vocab for integers; Self-Reflection Part I; Self-Reflection Common Formative Assessment

R Tyree (7th Science): Egg Drop Diagram description; Annotation of health articles

T Harper (6th Geography) collab K Doughty (6th Writing): 3.8 Paragraph Human Activities

T Harper (6th Geography): Climate Zone Travel Brochure; Identify and Describe Rights and Responsibilities in Democracy; Earth changes over time; Locate and identify Physical Features on US map; Important role of water in daily lives; Economic systems; Canadian climate zones natural resources; Compare and Contrast US and Canada; Forms of Government; 5 Themes of Geography; Geographic and Human Factors for Human Settlement; US History Be True to Yourself

T Lowe (6-8 Choir): Composition Arrangement; Veteran’s Day - Performance Reflection; Pre-Festival Reflection


To what extent do students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas?b) Students have some access

to equipment and materials.b) Students have access and

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

b) Students strategically plan for and use a variety of equipment/ technological tools and materials designed to meet and enhance their individual needs.

6th Grade Materials Used: Literature Book; Writer’s Choice grammar book; Scope magazine (Scholastic); Reading Street; Scholastic Action

7th Grade Materials Used: Coach workbooks; ReadWorks

8th Grade Materials Used: Literature Book; Writer’s Choice grammar book; Coach workbooks; Reading Strategy; The Common Core Companion

Computer and Library Usage Calendar (Office 365) Literacy Coaching Strategies (GRREC): E Clark (6th

Reading), C Dockery (7th Special Ed), T Harper (6th Geography), L Smith (7th Reading); T Lowe (6-8 Choir)

MAP Testing Schedule and Scores Math RAISE (Extended Responses) and CUBES (Word

Problems) PLC Minutes SBDM Policy: Cell Phone A Fuller (6-8 Resource): Flocabulary – Reading story

and identify parts A Smith-Thomas (8th Reading) collab J Scott (8th Special

Ed): Graphic Organizers Compare and Contrast The Diary of Anne Frank, Reciprocal Reading; Book Report - sources

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research, Presentation

B Frazier (7th Science): Conservation Writing Contest (Internet research)

E Clark (6th Reading) collab L Cardwell (6-8 Library Media): Online Search Tool

E Clark (6th Reading): Compare and contrast NBA and NFL (graphic organizer); Annotated A Graham Bell and Louis Braille texts

H Elmore (8th Writing) collab J Scott (8th Special Ed): Reciprocal Reading

H Elmore (8th Writing): Flocabulary – Figurative Language; Alex the Terror Reciprocal Reading

H McRae (6-8 World Lang): Interactive Notebook J Scott (8th Special Ed): Graphic Organizer – Branches

of the Government K Doughty (6th Writing) collab A Cardwell (6th Special


Ed): Literary Toolkit Modeling; Pompeii – Aniticipation Guide; Video Anticipation Guide The Snowman

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster (internet research)

K Doughty (6th Writing): KWL chart Images Video of Volcano eruption; Debates annotation; Peer assist Scrimmage; Flocabulary – Reviewing writing process, pronouns, prepositions, subject/predicate, plot elements, grammar review

K Hughson (6-8 PLCS): STLP - Projects (ePublishing, Storytelling, Technical Writing); 3 Rs Tagxedo; Animated Commercial; Career Board Builder

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research in artful way

L Cardwell (6-8 Library Media): guest speakers Public Library – Overdrive; Moby Reading; Storytelling (KSA) competition – rubric, exemplar

L Graham (8th Math): Zentangle (research) L Smith (7th Reading): Flocabulary – Point of View and

Theme, and What is Poetry; Book report and creative project- rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Opinion Paper – Graphic Organizer; Journal Entry – Graphic Organizer; Extended Response – Graphic Organizer

L Winters (7th Writing): collab L Cardwell (6-8 Library Media) Health Research topic - KYVL

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art (research)

M Crawford (6-8 A&H): Compare and Contrast Silent and Modern Movies – Graphic Organizer

M Taylor (8th Math): Create a model using blocks – pair, questions; Order of Operation Catchphrase (PEMDAS) – poster

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P McKinney (7th Math): Rally Coach math; Order of Operation PEMDAS; Vocab Organizer Definitions

R Johnson (7th Math): Rally Coach math; Order of Operation PEMDAS; Graphic Organizer ERQ


T Harper (6th Geography): 5 Themes of Geography – Graphic Organizer; Geographic and Human Factors for Human Settlement – Graphic Organizer

To what extent do students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments)?c) Teachers provide some

differentiated strategies in literacy instruction according to student need.

c) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students.

c) Students use differentiated strategies in self-directed learning demonstrating personalized learning of complex processes, concepts and principles of literacy.


School-wide: GRREC Literacy Initiative A Fuller (6-8 Resource): Inferencing from a picture A Smith-Thomas (8th Reading) collab J Scott (8th Special

Ed): Graphic Organizers Compare and Contrast The Diary of Anne Frank, Reciprocal Reading; Reader’s Theatre – The Diary of Anne Frank;): Book Report

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research, Presentation

B Frazier (7th Science): Conservation Writing Contest (Internet research)

E Clark (6th Reading) collab L Cardwell (6-8 Library Media): Online Search Tool

E Clark (6th Reading): Compare and contrast NBA and NFL (graphic organizer); Annotated A Graham Bell and Louis Braille texts; Mental Images (Hatchet, Old Yeller, Welcome to the Future)

H Elmore (8th Writing) collab J Scott (8th Special Ed): Reciprocal Reading

H Elmore (8th Writing) collab L Wood (6-8 GT): Narrative and Parts of Plat (GT differentiation)

H Elmore (8th Writing): Flocabulary – Figurative Language; Alex the Terror Reciprocal Reading

H McRae (6-8 World Lang): Interactive Notebook J Scott (8th Special Ed): Graphic Organizer – Branches

of the Government K Doughty (6th Writing) collab A Cardwell (6th Special

Ed): Literary Toolkit Modeling; Pompeii – Anticipation Guides; Video Anticipation Guide The Snowman; Peer Reviewers (leadership)

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster (internet research)

K Doughty (6th Writing): KWL chart Images Video of Volcano eruption; Debates annotation; Peer assist Scrimmage; Flocabulary – Reviewing writing process,


pronouns, prepositions, subject/predicate, plot elements, grammar review

K Hughson (6-8 PLCS): STLP - Projects (ePublishing, Storytelling, Technical Writing); 3 Rs Tagxedo; Animated Commercial; Career Board Builder


L Cardwell (6-8 Library Media): guest speakers Public Library – Overdrive; Moby Reading; Storytelling (KSA) competition – rubric, exemplar

L Graham (8th Math): Zentangle (research) L Smith (7th Reading): Flocabulary – Point of View and

Theme, and What is Poetry; I Have a Dream Save the Last Word (reading strategy); Book report and creative project – rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Opinion Paper – Graphic Organizer; Journal Entry – Graphic Organizer; Extended Response – Graphic Organizer; Imagery Analysis; Imagery Poetry; Alliteration Advertisement; Onomatopoeia Comic Strip

L Winters (7th Writing): collab L Cardwell (6-8 Library Media) Health Research Project - KYVL

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art (research)

M Crawford (6-8 A&H): Compare and Contrast Silent and Modern Movies – Graphic Organizer

M Taylor (8th Math): Create a model using blocks – pair, questions; Order of Operation Catchphrase (PEMDAS) - poster

P Bucklew (6th Science): Creative Writing and Art with Science Vocab; Draw and Label Water Cycle

P McKinney (7th Math): Rally Coach math; Order of Operation PEMDAS; Vocab Organizer Definitions

R Johnson (7th Math): Rally Coach math; Order of Operation PEMDAS; Graphic Organizer ERQ

T Harper (6th Geography): 5 Themes of Geography – Graphic Organizer; Geographic and Human Factors for Human Settlement – Graphic Organizer; Icons for Physical Features

To what extent do teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students?


Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.

Needs Improvement Proficient Distinguished Evidencea) Curriculum is partially

aligned vertically and horizontally to the Kentucky Academic Standards

a) Curriculum is aligned vertically and horizontally to the Kentucky Academic Standards for Language Arts.

a) Curriculum is aligned vertically and horizontally to the Kentucky Academic Standards and monitored to ensure effective implementation with a focus on 21st Century Skills taught in the context of core subjects and interdisciplinary themes.

BCMS CSIP LA/Writing Curriculum Maps (6th, 7th and 8th) SBDM Policy: Literacy and Writing Literacy Coaching Strategies (GRREC) BCMS Writing Rubric A Smith-Thomas (8th Reading): Book Report - sources E Clark (6th Reading) collab L Cardwell (6-8 Library

Media): Online Search Tool H Elmore (8th Writing): Flocabulary – Figurative

Language K Doughty (6th Writing) collab L Cardwell (6-8 Library

Media): Natural Disaster (internet research); Flocabulary – Reviewing writing process, pronouns, prepositions, subject/predicate, plot elements, grammar review


L Cardwell (6-8 Library Media): guest speakers Public Library – Overdrive

L Smith (7th Reading): Flocabulary – Point of View and Theme, and What is Poetry; Book Report and creative project - rubric

To what extent does the school ensure that the language arts curriculum is aligned vertically and horizontally to the Kentucky Academic Standards for Language Arts?b) Curriculum integrates the

strands of literacy (reading, writing, speaking, listening, and language use) to instruct and develop communication skills.

b) Curriculum integrates the strands of literacy (reading, writing, speaking, listening, and language use) across content areas to explicitly instruct and develop communication skills.

b) Curriculum integrates the strands of literacy (reading, writing, speaking, listening, and language use) to apply communication skills to meaningful work across content areas.

BCMS CSIP BCMS Writing Rubric Content Posters (reading, writing, speaking, listening,

language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing); L Graham (8th Math); L Wood (6-8 GT), M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

Literacy Coaching Strategies (GRREC) A Fuller (6-8 Resource): Flocabulary – Reading story

and identifying parts (listening); Inferencing from a picture (writing)

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): Compare and contrast The Diary of Anne Frank


(reading, listening); Reciprocal Reading (reading); Reader’s Theatre – The Diary of Anne Frank (reading, speaking); Book Report (reading, writing, speaking)

A Smith-Thomas (8th Reading): Positive Characteristics (language use); Guest Speaker (KHEAA) College Game (listening, speaking, writing)

B Frazier (7th Science) collab C Dockery (7th Special Ed): Identification Lab (writing/language use);

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research Presentation (writing, speaking)

B Frazier (7th Science): Conservation Writing Contest (writing); STEM Building a Cup activity (writing); Chemistry in a bag (writing, language arts)

C Donaldson (8th Social Studies) collab J Scott (8th Special Ed): Guest Speaker – Jewish holidays and achievements (listening)

C Donaldson (8th Social Studies) collab M Crawford (6-8 A&H): Create name table using ancient Cuneiform writing (writing)

C Donaldson (8th Social Studies): Using music to learn the content (listening); Parody Song about Greece (listening); Assessment Reflection (writing)

C Flener (6-8 FMD): The King and the Oobleck story (listening); Sing songs of the week in Spanish and using Sign Language (speaking)

D McCrocklin (6th Math): Hands-on Equation (speaking); Extended Response (writing)

E Clark (6th Reading): Compare and contrast Aladdin and the Magic Lamp (writing); Compare and contrast NBA and NFL (writing)

H Elmore (8th Writing): Career Research Project (reading, writing); Composed and acted out scenes (writing, speaking, listening); Flocabulary – Figurative Language (listening)

H McRae (6-8 World Lang): Interactive Notebook (writing); Greeting Role Play (speaking); Conversation Role Play (speaking); Reading Activity (reading); 3 Point paragraph of importance in learning different language (writing); Fill in Grammar (writing)

J Evans (6-8 Band & Gen Music): Fall Festival


Reflection (writing); National Anthem Reflection (writing); Instrument Assembly (writing)

J Martin (8th Science): Extended Response Question (writing); Solar Motion Demonstrator (writing)

J Scott (8th Special Ed): Graphic Organizer – Branches of the Government (writing, language use); Product Creation (writing); Reflection (writing)

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): LaBamba (listening, writing, reading); Flocabulary – Reviewing writing process, pronouns, prepositions, subject/predicate, plot elements, grammar review (listening); Flocabulary – Reviewing writing process, pronouns, prepositions, subject/predicate, plot elements, grammar review (listening)

K Doughty (6th Writing) collab L Cardwell (6-8 Library media): Natural Disasters (reading, writing, speaking)

K Hughson (6-8 PLCS) collab H McRae (6-8 World Lang): Picture with Spanish labels (writing)

K Hughson (6-8 PLCS): Country flyer (reading, writing); Consumer Decision Music Video (listening); 3 Rs Tagxedo (language use); Animated Commercial (writing); Healthy Eating Flyer (reading, writing); Career Board Builder (reading, writing, speaking, listening); BCMS Flyer (writing); Electronic Waste (writing); Journal Entries/Reflection (writing, language use)

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research in an artful way (reading, language)

L Cardwell (6-8 Library Media): Storytelling (KSA) competition – rubric, exemplar (writing, language use)

L Graham (8th Math): Zentangle (reading, speaking); Pi Day Song (listening); Population GDP (writing); Pythagorean Theorem History (writing); CUBES (writing)

L Smith (7th Reading): Book report and creative projects – rubric (reading, writing, speaking); Flocabulary – Point of View and Theme, and What is Poetry (listening)

L Winters (7th Writing) collab C Dockery (7th Special Ed): Alliteration Advertisement (writing)

L Winters (7th Writing) collab L Cardwell (6-8 Library Media): Health Research Posters - KYVL (reading,


writing, speaking) L Wood (6-8 GT): Research State and create own

(reading, writing); Charlie Brown 3 Lessons (reading, writing); Interstellar Pig – ending (reading, writing); Population Connection Video (listening, writing); SciFi Story (writing); Create Pioneer Right (writing); Debate Opposite view (writing, speaking, listening); Refugee Pack Your Bags activity (writing); Utopia list (writing)

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art (reading, writing)

M Crawford (6-8 A&H): Compare and contrast Silent vs Modern Movies (writing, language use); Art/Drama/Theatre Criticism (writing, language use); Primitive Cultures (writing); Daily Journals (writing)

M Taylor (8th Math): Create a model using blocks – pair, questions (writing); Order of Operation Catchphrase (PEMDAS) poster (writing)

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P Bucklew (6th Science): Draw and label water cycle (writing); Creative writing and Art with Science vocab (writing); Science Notebook (writing)

P McKinney (7th Math): Adding Integers Song (listening); Flocabulary – Decimals and Decimals (listening); ERQ (writing); Construction Video (angles) (listening); CUBES (writing); Notes for review (writing); Short Answer How integer are used in real world (writing); Vocab Organizer Definitions (writing); Order of Operation PEMDAS (writing)

P Wallace (6th Math): Flocabulary – Factor Song (listening); Nutrients of Food Reflection (writing, language use): Student describing math process (speaking); Exponents Poems in Math (writing); Unit Review (writing)

R Johnson (7th Math) collab C Dockery (7th Special Ed): Orders of Operation Song (listening, speaking)

R Johnson (7th Math): Guest Speaker H Arnold (listening); Extended Response (writing, language use); Order of Operations PEMDAS (writing); Parts of an Alebraic expression – definitions and ex (writing,


language use); Percent Poems (writing) R Tyree (7th Science) collab C Dockery (7th Speical Ed):

Draw diagram of plan and animal cells (writing) R Tyree (7th Science): Health Articles annotation

(reading, language use) T Harper (6th Geography) collab K Doughty (6th Writing):

3.8 paragraph Human Activities (writing) T Harper (6th Geography): Posters Earth changes over

time (writing, speaking); Identify and describe Rights and Responsibilities (reading, writing); Climate Zone Travel Brochure (writing); Economic Systems (writing); Forms of Government (writing); 5 Themes of Geography (writing)Human Factors for Human Settlement (writing)

T Lowe (6-8 Choir): Veteran’s Day Performance Reflection (listening, writing); Composition Arranging (writing); Pre-Festival Reflection (writing)

To what extent does the curriculum integrate the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills?c) The school’s curriculum

provides opportunities for students to utilize technology to communicate information.

c) The school’s curriculum provides opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information.

c) The school’s curriculum provides opportunities for students to use technology as a tool to access, manage, integrate and create information.

BCMS Classrooms are setup with Interactive systems including Projector, Slate and Document Camera

BCMS CSIP Lesson Plans (Edmodo) Master Schedule Computer Lab: Downstairs, 4 Chromebook labs, a

Netbook lab, 3 Moby Tablet labs Students using Office 365 (Email/OneDrive/PowerPoint

Online); KET Board Builder Class Dojo: A. Cardwell (6th Special Ed), C. Dockery (7th

Special Ed) Content Posters – Research and Presentation: C

Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT), M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th


Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th Math), P. Wallace (6th

Math) Grade Cam: B Frazier (7th Science), C Donaldson (8th

Social Studies), D McCrocklin (6th Math), H McRae (6-8 World Lang), J. Embry (8th US History), K Hughson (6-8 PLCS), L Graham (8th Math), L Smith (7th Reading), M Taylor (8th Math), P McKinney (7th Math), P Wallace (6th Math), R Johnson (7th Math), T Harper (6th Geography)

Moby Math: A Cardwell (6th Special Ed), C Flener (6-8 FMD), D McCrocklin (6th Math), L Graham (8th Math), M Taylor (8th Math), P McKinney (7th Math), P Wallace (6th Math), R Johnson (7th Math)

Moby Reading: A Cardwell (6th Special Ed), C Flener (6-8 FMD), L Cardwell (6-8 Library Media), L Smith (7th Reading)

Remind 101: A. Cardwell (6th Special Ed), B. Frazier (7th Science), C. Dockery (7th Special Ed), C. Donaldson (8th Social Studies), E. Clark (6th Reading), H. Elmore (8th Writing), J. Embry (8th US History), J Evans (6-8 Band & Gen Music), J Scott (8th Special Ed), K. Doughty (6th Writing), K. Hughson (6-8 PLCS), L. Graham (8th Math), L. Smith (7th Reading), L. Winters (7th Writing), L Wood (6-8 GT), M Crawford (6-8 A&H), M. Taylor (8th Math), P. McKinney (7th Math), P. Wallace (6th Math), R. Johnson (7th Math), T. Freeman (Principal), T. Harper (6th

Geography) A Smith-Thomas (8th Reading): Book Report – Internet

sources B Frazier (7th Science): Guest Speaker L Hampton

(PowerPoint, Drone, GoPro Demos); Conservation Writing Contest (Internet research)

C Donaldson (8th Social Studies): Guest Speaker J Scott (PowerPoint); PowerPoints – Ancient India, Athens to Sparta

D McCrocklin (6th Math) and P Wallace (6th Math): PrimeTime Videos

D McCrocklin (6th Math) collab K Hughson (6-8 PLCS): Everfi Financial computer program

E Clark (6th Reading) collab L Cardwell (6-8 Library


Media): Online Search Tool E Clark (6th Reading): Guest Speaker Veteran’s Day

(PowerPoint) H Elmore (8th Writing): Created memes using

technology; EXPLORE results and salaries (Internet website); Career Research Project (Internet research)

J Embry (8th US History): Music (Cherokee and Hiawatha) (Internet websites); Portrait of Queen Elizabeth I (Internet websites); PowerPoint – How Land was Divided

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster (Internet research, Board Builder)

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Pompeii (Internet video); LaBamba (Internet videos)

K Hughson (6-8 PLCS): Everfi computer program; STLP Projects; Consumer Decision Music Video (Internet video); 3 Rs Tagxedo (Internet); Animated Commercial (GoAnimate Software); Health Eating Flyer (Internet research); Career Research (Internet research, Board Builder); Edmodo – submitting assignments (Internet)

L Cardwell (6-8 Library Media) collab B Frazier (7th Science): Biomes Research (Internet research, Board Builder); Copper Mine Online Lab and Virtual Tour (Internet)

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research (Internet)

L Cardwell (6-8 Library Media) collab M Crawford (6-8 A&H): Photos for Class tools (Internet)

L Cardwell (6-8 Library Media): Book Fair App, Online Tutorial; Guest Speaker Public Library (Overdrive); Citation (Internet websites)

L Graham (8th Math): PowerPoint – Dance Angles; Zentangle (Internet research)

L Winters (7th Writing) collab L Cardwell (6-8 Library Media): Health Research Posters – KYVL (Internet)

L Wood (6-8 GT): Research State (Internet) M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS):

Careers in Art (Internet research) M Crawford (6-8 A&H): PowerPoint Integration P McKinney (7th Math): Complementary/Supplementary


Angles (Internet Video); PowerPoints – Comparing and Ordering Integers, Percent of Change, Ratios, Slope in Real Life

P Wallace (6th Math): Combine Like Terms (QR Codes) R Johnson (7th Math): PowerPoints – Consumerism,

Percent Prop Problems, Word Problems T Harper (6th Geography): Elements of Hawaiian Culture

(Internet video) YSC: hosts 6th and 8th Career Day (PowerPoints, Drones)

To what extent does the school’s curriculum ensure opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information?d) Communications portfolio

reflects student interests and represents the development of writing and communication skills only across some content areas.

d) Communications portfolio demonstrates student interests and the integration of writing and communication skills across the content areas and over time.

d) Communications portfolio is used by students to demonstrate novel, new and worthwhile ideas while elaborating and refining those ideas to maximize creative efforts and effectively communicate both locally and globally.

Content Posters – Research and Presentation: C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US Embry), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT), M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

LA Writer’s Notebook/Binders (located in teacher’s classroom): A Cardwell (6th Special Ed), A Smith-Thomas (8th Reading), E Clark (6th Reading), H Elmore (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading)o 6th Grade LA: Narrative, Informative and

Argumentative o 7th Grade LA: Persuasive Essay, Poems,

Informational, Book Reporto 8th Grade LA: Narrative, Informative, Editorial,

Career Essay (editorial), Book Report (each 9 weeks) Math Notebooks/Journals (located in teacher’s

classroom): C Flener (6-8 FMD); D McCrocklin (6th); L Graham (8th), P McKinney (7th), P Wallace (6th); R Johnson (7th), M Taylor (8th)

Geography/Social Studies Notebooks/Journals (located in teacher’s classroom): C Donaldson (8th), J Embry (8th), T Harper (6th)

Science Notebook/Journals (located in teacher’s classroom): B Frazier (7th); J Martin (8th), L Smith (6th)o Conservation Writing Contest: B Frazier (7th

Science) Art Notebook/Journal: M Crawford (6-8 A&H)


Band Binders: J Evans (6-8 Band & Gen Music) World Language Notebook: H McRae (6-8 World Lang)

To what extent do communication portfolios demonstrate student interests and the integration of writing and communication skills across the content areas and over time?e) Curriculum provides

opportunities for students to practice 21st century critical thinking, problem-solving and communication skills.

e) Curriculum provides opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem- solving and communication skills and to connect these to real world experiences.

e) Curriculum provides opportunities for students to actively use knowledge as it is being learned through applying the skills of critical thinking, problem- solving and creativity to content knowledge and collaborating and communicating locally and/or globally.

6th Grade: Narrative, Informative and Argumentative 7th Grade: Persuasive Essay, Opinion, Poems,

Informational, Book Report 8th Grade LA: Narrative, Informative, Editorial, Career

Essay (editorial), Book Report (each 9 weeks) BCMS CSIP Content Posters – Research and Presentation: C

Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT), M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

Master Schedule Moby Math: A Cardwell (6th Special Ed), C Flener (6-8

FMD), D McCrocklin (6th Math), L Graham (8th Math), M Taylor (8th Math), P McKinney (7th Math), P Wallace (6th Math), R Johnson (7th Math)

Moby Reading: A Cardwell (6th Special Ed), C Flener (6-8 FMD), L Cardwell (6-8 Library Media), L Smith (7th Reading)

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): The Diary of Anne Frank – group work (reciprocal reading); Reader’s Theatre – The Diary of Anne Frank

A Smith-Thomas (8th Reading): Guest Speaker (KHEAA) College Game – Group work and presentation

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes – Group work, Board Builder presentation; Cooper Mine online lab and virtual tour

B Frazier (7th Science): Conservation Writing Contest; Chemistry in a Bag – group work

C Donaldson (8th Social Studies) and J Scott (8th Special Ed): Guest Speaker J Scott, Jewish culture – technology presentation; Technology Integration – PowerPoints: India, Athens to Sparta; Student created Class Bill of Rights

E Clark (6th Reading) collab L Cardwell (6-8 Library


Media): Online Search Tool E Clark (6th Reading): Book Talk – presentation H Elmore (8th Writing) collab J Scott (8th Special Ed):

Reciprocal reading – group H Elmore (8th Writing) collab L Wood (6-8 GT): Define

Narrative and parts of a plot (GT differentiation) H Elmore (8th Writing): Create memes using technology;

EXPLORE results and salaries (Internet site); Career Research Project (Internet research)

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Pompeii – KWL Chart on video of volcano eruption (technology); LaBamba – technology: videos

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Research Project – Internet research and Board Builder presentation

K Hughson (6-8 PLCS): Foreign Country Flyer – Internet research; Consumer Decision Music Video – Internet site; 3 Rs Tagxedo – Internet site; Animated Commercial – online program; Everfi computer programs; Health Eating Flyer – Internet research; Career Research Project – Internet research and Board Builder; STLP Projects

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career research in artful way – Internet research and site

L Cardwell (6-8 Library Media) collab M Crawford (6-8 A&H): Online photos site

L Cardwell (6-8 Library Media): Book Fair app, Register and Online Tutorial; Guest Speakers, Public Library – Overdrive

L Graham: Zentangle – Internet research and presentation

L Winters (7th Writing) collab C Dockery (7th Special Ed): Imagery Poetry – group; Onomatopoeia comic strip – Internet site (video)

L Winters (7th Writing) collab L Cardwell (6-8 Library Media): Health Research Posters – KYVL Internet research and presentation

L Wood (6-8 GT): Research state and create own – Internet research, group

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art Research – Internet


P Wallace (6th Math): Combining like Terms – QR Codes, group

T Harper (6th Geography) collab K Doughty (6th Writing): 3.8 paragraph Human Activities

To what extent does the curriculum provide opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem-solving and communication skills and to connect these skills -to real world experiences?

Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.

Needs Improvement Proficient Distinguished Evidencea) Teachers provide

instruction that results in achieving specific literacy learning objectives.

a) Teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives.

a) Teachers, students, and others provide instruction, models and demonstrations that address specific literacy learning objectives and provide time for students to apply this learning for further inquiry, design and interactive collaborative settings.

6th Grade: Narrative, Informative and Argumentative 7th Grade: Persuasive Essay, Opinion, Poems,

Informative, Book Report 8th Grade: Narrative, Informative, Editorial, Career

Essay (editorial), Book Report (each 9 weeks) LA/Writing Charts or Models: 3 Point Paragraph; On-

Demand; PQP markings; Look Fors; PQP method LA/Writing Curriculum Map LA Writer’s Notebook/Binders (located in teacher’s

classroom): A Cardwell (6th Special Ed), A Smith-Thomas (8th Reading), E Clark (6th Reading), H Elmore (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading)


School-wide: Literacy Coaching Strategies (GRREC) A Fuller (6-8 Resource): Inferencing from pictures A Smith-Thomas (8th Reading) collab J Scott (8th Special

Ed): The Diary of Anne Frank Graphic Organizer – Compare and contrast; Reciprocal Reading; Reader’s Theatre – The Diary of Anne Frank; Career Presentation - Rubric

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research – Internet research, Board Builder presentation, Project reflection and Rubric

D McCrocklin (6th Math): Hands-on Equations – student modeling

E Clark (6th Reading): Compare and contrast NBA and NFL – graphic organizer; Vocabulary Notebook, Textual Evidence Hatchet, Old Yeller, Welcome to the Future – Mental Images; Inferencing activity; Paired Text


activity; A Graham Bell and Louis Braille – compare text, annotation

H Elmore (8th Writing) collab L Wood (6-8 GT): Define Narrative and Parts of Plot – teacher modeling

H Elmore (8th Writing): Reciprocal Reading; Career Research Project

J Scott (8th Special Ed): Branches of the Government – graphic organizer

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): KWL Chart video on volcano eruption; Lit Toolkit – Modeling; Pompeii – Anticipation guide; The Snowman – video anticipation guide; Peer Reviewers; Debate – annotation

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster research project – group, student modeling Board Builder

K Hughson (6-8 PLCS): Career Research project – Board Builder, teacher modeling

L Cardwell (6-8 Library Media): Guest Speakers, Public Library – Extra Resources (Overdrive); Citations WKSTS – Internet site

L Smith (7th Reading): The Three Little Pigs – plot diagram; I Have a Dream - Save the Last Word reading strategy

L Winters (7th Writing) collab C Dockery (7th Special Ed): Imagery Poetry analysis; Elements of Poetry – graphic organizer; Opinion Paper – graphic organizer; Journal Entry – graphic organizer; Extended Response – annotation, graphic organizer

M Crawford (6-8 A&H): Compare and contrast Silent and Modern movies – graphic organizer; Art Critique – guided questions

P McKinney (7th Math): Percent Poems – teacher modeling; Vocab Definitions – Organizer; Rally Coach – Literary Strategy

P Wallace (6th Math): Self-Reflection – teacher modeling

R Johnson (7th Math): Percent Poems – teacher modeling; Rally Coach – Literary Strategy; ERQ – graphic organizer

T Harper (6th Geography): 5 Themes of Geography –


graphic organizer; Geographic and Human Factors for Human Settlement – graphic organizer

To what extent do teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives?b) Students research

information around a topic of personal interest and demonstrate understanding.

b) Students research information to seek a new or deeper understanding around a topic of personal choice and demonstrate new understanding through products.

b) Students research information to seek a new or deeper understanding based on inquiry around a topic of personal choice and demonstrate new understanding through products that may be used by others for further understanding of the topic.

Content Posters – Research and Presentation: C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT); M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research – Internet research, Board Builder presentation, Project reflection and Rubric

B Frazier (7th Science): Conservation Writing Contest - research

H Elmore (8th Writing): Career Research Project K Doughty (6th Writing) collab L Cardwell (6-8 Library

Media): Natural Disaster Research Project – student modeling, rubric, multimedia

K Hughson (6-8 PLCS): Foreign Countries Flyer - research; Healthy Eating Flyer – research; Career Research Project – multimedia project, rubric

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research in an artful way

L Graham (8th Writing); Zentangle Research L Winters (7th Writing) collab C Dockery (7th Special

Ed) and L Cardwell (6-8 Library Media): Health Research - KYVL

L Wood (6-8 GT): Research state and create own; Current Events

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art Research Project

To what extent do students research information to seek a new or deeper understanding around a topic and demonstrate new understanding through products?c) Students access and use

technological tools, resources and applications in reading, writing, speaking, listening and language use to meet general communication goals.

c) Students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language

c) Students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to evaluate or

Computer Lab: Downstairs, 4 Chromebook labs, a Netbook lab, 3 Moby Tablet labs

Content Posters – Research, Presentation (reading, writing, speaking, listening, language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 Wood), M Crawford (6-8 A&H); M Taylor


use to meet specific communication goals.

communicate using critical thinking skills.

(8th Math); P Wallace (6th Math), T Harper (6th Geography)

Literacy Coaching Strategies (GRREC) B Frazier (7th Science) collab L Cardwell (6-8 Library

Media): Biomes Research Presentation (writing, speaking)

B Frazier (7th Science): Conservation Writing Contest (writing)

H Elmore (8th Writing): Career Research Project (reading, writing); Create meme using technology (writing)

K Doughty (6th Writing) collab L Cardwell (6-8 Library media): Natural Disasters (reading, writing, speaking)

K Hughson (6-8 PLCS): Country flyer (reading, writing); Healthy Eating Flyer (reading, writing); Career Board Builder (reading, writing, speaking, listening)

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research in an artful way (reading, language)

L Graham (8th Math): Zentangle (reading, speaking) L Winters (7th Writing) collab C Dockery (7th Special

Ed) and L Cardwell (6-8 Library Media): Health Research - KYVL (reading, writing, speaking)

L Wood (6-8 GT): Research State and create own (reading, writing); Debate Opposite view (writing, speaking, listening)

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art (reading, writing)

M Taylor (8th Math): Students demonstrating how to work problems (speaking)

P Wallace (6th Math): Combing like terms – QR Codes (writing)

To what extent do students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to meet specific communication goals?d) Students seldom integrate

what is learned when using technology with what they learn offline to develop understanding and communication.

d) Students integrate what is learned when using technology with what they learn offline to develop understanding and communication.

d) Students demonstrate their media literacy by integrating what is learned when using technology with what they learn offline, making global connections,

BCMS Writing Rubric Content Posters – Research, Presentation (reading,

writing, speaking, listening, language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT); M Crawford (6-8 A&H); M Taylor (8th


creating and collaborating.

Math); P Wallace (6th Math), T Harper (6th Geography) B Frazier (7th Science) collab L Cardwell (6-8 Library

Media): Biomes Research Presentation B Frazier (7th Science): Conservation Writing Contest H Elmore (8th Writing): Career Research Project; Create

meme using technology K Doughty (6th Writing) collab L Cardwell (6-8 Library

media): Natural Disasters Research Project - presentation

K Hughson (6-8 PLCS): Country flyer; Healthy Eating Flyer; Career Board Builder Presentation

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research in an artful way

L Graham (8th Math): Zentangle – research and presentation

L Winters (7th Writing) collab C Dockery (7th Special Ed) and L Cardwell (6-8 Library Media): Health Research presentation - KYVL

L Wood (6-8 GT): Research State and create own; Debate Opposite view

M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS): Careers in Art

P Wallace (6th Math): Combing like terms – QR CodesTo what extent do students integrate what is learned when using technology with what they learn offline to develop understanding and communication?e) Students sometimes are

given opportunities to practice communicating using appropriate audience, form and purpose.

e) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.

e) Students communicate with various audiences in different forms and for different purposes both locally and globally.

6th Grade LA: Narrative, Informative and Argumentative 7th Grade LA: Persuasive Essay, Opinion, Poems,


Essay (editorial), Book Report (each 9 weeks) Content Posters – Research, Presentation (reading,

writing, speaking, listening, language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT); M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

A Smith-Thomas (8th Reading): Guest Speaker, KHEAA – College Game, group, presentation

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research, Presentation, Product reflection, Rubric


B Frazier (7th Science) collab C Dockery (7th Special Ed): Conservation Writing Contest – research; Volcano Eruption Experiment – student demonstration

C Donaldson (8th Social Studies): Roberts Rules of Order – Student lead

D McCrocklin (6th Math): Hands-on Equation – student lead

E Clark (6th Reading): Student Book Talks; Operation Gratitude – student letters to troops

H Elmore (8th Writing): Composed and acted out scenes; Career Research Project

H McRae (6-8 World Lang): Conversation Role Play; Greetings Role Play; Conversation Visual Art; Reading Interpreting Activity

J Evans (6-8 Band & Gen Music): Student Lead Rehearsals; Student Modeling; Instrument Assembly writing piece

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Peer Reviewers

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Multimedia Research project and presentation

K Hughson (6-8 PLCS): STLP Showcase and Projects; Guest speaker Michele Moore, RN Health Bulletin Board; Career Research Multimedia project and presentation; Typing Journal Entries


L Cardwell (6-8 Library Media): Storytelling (KSA) competition – rubric, exemplar

L Graham (8th Math): Zentangle research project and presentation; Hologram – student presentation

L Smith (7th Reading): Mock Trial – role play, student generated rubric

L Winters (7th Winters) collab C Dockery (7th Special Ed): Operation Gratitude – letters to troops

L Winters (7th Winters) collab L Cardwell (6-8 Library Media): Health Research topics - KYVL

L Wood (6-8 GT): Research state and create own – presentation; Debate opposite view

M Crawford (6-8 A&H) collab A Cardwell (6th Special


Ed): Poppy presentation M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS):

Careers in Art Research project M Crawford (6-8 A&H): Adopt a Highway Art Content

(Kentucky Transportation); Daily Journal entries; Critiques – Art/Drama

P McKinney (7th Math): Percent Poems; Extended Response Question

P Wallace (6th Math): Students describing math process to class

R Johnson (7th Math): Percent Poems; Extended Response Questions

To what extent do students use varying strategies and demonstrate an understanding of communicating to audiences in different forms for various purposes?f) Students are given

opportunities to engage in conversations with the teacher during the writing process.

f) Students engage in discussion with teachers and peers to inform the writing process and are provided with a means to publish/share work.

f) Students take part in sustained engagement and collaboration with teachers, peers, and outside experts to design literacy projects, ask questions and refine literacy products.

Content Posters – Research, Presentation (reading, writing, speaking, listening, language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT); M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

A Smith-Thomas (8th Reading): Guest Speaker, KHEAA – College Game, group, presentation


B Frazier (7th Science) collab C Dockery (7th Special Ed): Conservation Writing Contest

C Donaldson (8th Social Studies): Roberts Rules of Order; Class Bill of Rights

H Elmore (8th Writing): Career Research project K Doughty (6th Writing) collab L Cardwell (6-8 Library

Media): Natural Disaster Multimedia Research project and presentation

K Hughson (6-8 PLCS): STLP Showcase and Projects; Career Research Multimedia project and presentation

L Graham (8th Math): Zentangle research project and presentation; Hologram – student presentation

L Winters (7th Winters) collab C Dockery (7th Special Ed) and L Cardwell (6-8 Library Media): Health Research topics

L Wood (6-8 GT): Research state and create own –


presentation; Debate opposite view M Crawford (6-8 A&H) collab A Cardwell (6th Special

Ed): Poppy presentation M Crawford (6-8 A&H) collab K Hughson (6-8 PLCS):

Careers in Art Research project P McKinney (7th Math): Percent Poems; Extended

Response Question R Johnson (7th Math): Percent Poems; Extended

Response QuestionsTo what extent do students engage in discussion with teachers and peers to inform the writing process and publish/share their work?

Demonstrator 4. 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.

Needs Improvement Proficient Distinguished Evidencea) Students demonstrate an

understanding of communication structures for specific disciplines and purposes.

a) Students craft communications distinctive to specific disciplines and purposes.

a) Students go beyond mastery of skills and/or curriculum to explore and expand their own learning and opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and problems experts in that field tackle.

6th Grade LA: Narrative, Informative and Argumentative 7th Grade LA: Persuasive Essay, Opinion, Poems,


Essay (editorial), Book Report (each 9 weeks) Content Posters – Research, Presentation (reading,

writing, speaking, listening, language use): C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); L Wood (6-8 GT); M Crawford (6-8 A&H); M Taylor (8th Math); P Wallace (6th Math), T Harper (6th Geography)

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): The Diary of Anne Frank Compare and Contrast; Reader’s Theatre – The Diary of Anne Frank; Book Report

B Frazier (7th Science) collab C Dockery (7th Special Ed): State of Matter Comic Story Booklet; Conservation Writing Contest


C Donaldson (8th Social Studies): Class Bill of Rights (student created)

D McCrocklin (6th Math): Extended Response Question E Clark (6th Reading): Student Book Talks; Compare and

Contrast Essay Aladdin and the Magic LampLast modified: May 5, 2023 Writing Page 26

H Elmore (8th Writing): Narrative – real or imagined experiences; Composed and acted out scenes; Differences between active and passive voice

H McRae (6-8 World Lang): Conversation Role Play; Greetings Role Play; 3 point paragraph on importance of learning a different language

J Evans (6-8 Band & Gen Music): National Anthem performance reflection; Fall Festival performance reflection; Instrument Assembly writing piece

J Martin (8th Science): Extended Response Question; Solar Motion Demonstrator

J Scott (8th Special Ed): Branches of Government K Doughty (6th Writing) collab A Cardwell (6th Special

Ed): 5 Paragraph Essay; Ugly Sweater Narrative; Identify Parts of a Letter

K Hughson (6-8 PLCS): 3 Rs Tagxedo; Animated Commercial; Career Research Project, Presentation; STLP Projects; Wants vs Needs Words Features activity; Typing Journal Reflection entries

L Graham (8th Math): Zentangle Research Project, Presentation; Letter Reflection

L Smith (7th Reading): The Three Little Pigs Plot Diagram; Book Report and creative project - rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Alliteration Advertisement; Elements of Poetry – graphic organizer; Extended Response

M Crawford (6-8 A&H): Compare and Contrast Silent and Modern movies; Critiques – Art/Drama

P Bucklew (6th Science): Draw and label water cycle P McKinney (7th Math): Notes for review; Explain Math

Process; Short Answer – How are integers used in the real world?; Extended Response Question

P Wallace (6th Math): Integer and Coordinate Plane Notes R Johnson (7th Math): Daily Notes; Extended Response

Question; Open Response R Tyree (7th Science) collab C Dockery (7th Special Ed):

Plant and animal cell diagrams T Harper (6th Geography): Climate Zone Travel

Brochure; Identify and Describe Rights and Responsibilities in Democracy; Forms of Government; 5 Themes of Geography – graphic organizer; Geographic


and Human Factors for Human Settlement – graphic organizer

T Lowe (6-8 Choir): Veteran’s Day Performance self-reflection; Pre-Festival Reflection

To what extent do students craft communications distinctive to specific disciplines and purposes?b) Students respect cultural

differences and attempt to build on ideas of others and articulate their own ideas.

b) Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face or virtually) to build on and articulate their own ideas through the strands of literacy.

b) Students, in both face-to-face and virtual collaborations, create new ideas and increase innovation and quality of work by building on ideas of others and articulating their own ideas, with depth and complexity through the strands of literacy.

8th Grade: Guest Speakers – Grant and Catie McKinney – Korean culture, customs etc.

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): Reciprocal Reading; Guest Speaker, KHEAA, College Game – group; The Diary of Anne Frank Reader’s Theatre

B Eadens (6-8 HVAC): Different Countries Electricity B Frazier (7th Science) collab C Dockery (7th Special Ed):

Chemistry in a bag – group B Frazier (7th Science) collab L Cardwell (6-8 Library

Media): Biomes Research, Presentation, Reflection, Rubric

C Donaldson (8th Social Studies): Student generated Class Bill of Rights; Cultures: India, Africa, Greece, China, Rome, Judaism, Macedonia; World Religions: Judaism, Hinduism, Christianity, Judaism, Islam, and mythology

C Flener (6-8 FMD): The King and the Oobleck story – group work making gloop with student mentors

E Clark (6th Reading): Veteran’s Day Guest Speaker – Middle East cultures – PowerPoint presentation; Paired Text – group

H Elmore (8th Writing): Reciprocal Reading; Narrative Target Checklist, Rubric (peer assessment)

H McRae (6-8 World Lang): Conversation Role Play; Greeting Role Play

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Pompeii – culture

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Research and Presentation

K Hughson (6-8 PLCS): Research Foreign Country – Flyer; Business Meeting Customs in Foreign Countries

L Smith (7th Smith): Narrative - cultures L Winters (7th Winters) collab C Dockery (7th Special

Ed): Halloween Customs in different cultures M Crawford (6-8 A&H): Create Batik style – Tibetan


sand painting; Egyptian Hieroglyphs; England Culture; Primitive Cultures

R Johnson (7th Math): Renaissance Period T Harper (6th Geography): Cultures – Mexico W Lin (6-8 Chinese Mandarin): Culture - China

To what extent do students demonstrate through the strands of literacy (speaking, listening, writing, language use and reading) a respect for cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face or virtually) to build on and articulate their own ideas?c) Students learn and work

together with teachers and peers to problem-solve and generate products.

c) Students learn and work together with teachers, peers and others either face-to-face or virtually to problem-solve and generate products/outcomes tied to curriculum and learning goals.

c) Students learn and work together with teachers, peers, and others either face-to face or through the use of a wide variety of online communication tools and environments to problem-solve and generate products, events or presentations with a local and/or global purpose.

LA Writer’s Notebook/Binders (located in teacher’s classroom): A Cardwell (6th Special Ed), A Smith-Thomas (8th Reading), E Clark (6th Reading), H Elmore (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading)

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): Reciprocal Reading; Reader’s Theatre – The Diary of Anne Frank

A Smith-Thomas (8th Reading): Guest Speaker, KHEAA, College Game – group

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research, Presentation, Reflection, Rubric

C Donaldson (8th Social Studies): Class Bill of Rights E Clark (6th Reading): Inference activity – group; Paired

text – group H Elmore (8th Writing) collab J Scott (8th Special Ed):

Reciprocal Reading H McRae (6-8 World Lang): 3 pt paragraph The

importance of learning a different language – teacher reflection; Conversation Role Play; Greetings Role Play

J Evans (6-8 Band & Gen Music): National Anthem Performance and Reflection

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Identify Parts of a Letter – group; Debate Annotation - group

K Doughty (6th Writing) collab L Cardwell (6-8 Librrary Media): Natural Disaster Project and Presentation

K Hughson (6-8 PLCS): STLP Projects - group L Smith (7th Reading): Mock Trial – group, student

generated rubric L Winters (7th Writing) collab C Dockery (7th Special

Ed): Imagery Poetry – group; Elements of Poetry – Last modified: May 5, 2023 Writing Page 29

group; Opinion Paper – peer reflection L Wood (6-8 GT): Research state and create own – group M Crawford (6-8 A&H): Art Critique – evaluating and

interpreting – group P McKinney (7th Math): Percent Poems – group; Rally

Coach P Wallace (6th Math): Recording Sheet – Ratio and

Proportion – group R Johnson (7th Math): Rally Coach R Tyree (7th Science): Egg Drop Diagram and

Description – group T Lowe (6-8 Choir): Veteran’s Day Performance and

reflection; Pre-Festival ReflectionTo what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals?d) Students are indiscriminate

in their reference of others’ work as models to inform their work.

d) Students refer to works of quality and substance as models to inform their work.

d) Students create works of quality and substance that are used as models to inform others’ work.


LA/Writing Charts or Models: 3 Point Paragraph; On-Demand; PQP markings; Look Fors; PQP method

Models of Proficient/Distinguished responses K-PREP Like Assessment (KDE)

C Donaldson (8th Social Studies) collab M Crawford (6-8 A&H): Student create name table using Ancient Cuneiform writing

H Elmore (8th Writing) collab L Wood (6-8 GT): Define Narrative and Parts of a Plot (GT Differentiation) Teacher Modeling

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Project and Presentation – student modeling (Board Builder)

K Hughson (6-8 PLCS): STLP Projects – exemplar – past winners; Wants vs Needs Word Features – exemplar

L Cardwell (6-8 Library Media): Storytelling KSA competition - exemplar

L Graham (8th Math): Zentangle – exemplar M Crawford (6-8 A&H) collab L Cardwell (6-8 Library

Media): Visual Poems using Recycled Materials – exemplar


P McKinney (7th Math): Designing Menu – exemplar; Percent Poem – exemplar, Teacher Modeling; Extended Response Question – exemplar; Percent of Change – exemplar

P Wallace (6th Math): Self Reflection – exemplar, Teacher Modeling

To what extent do students refer to works of quality and substance as models to inform their work?

WRITING: FORMATIVE AND SUMMATIVE ASSESSMENT

Demonstrator 1. 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.

Needs Improvement Proficient Distinguished Evidencea) Teachers occasionally

participate in a limited collaborative approach to develop or align writing and communication assessments across grade levels and content areas.

a) Teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas.

a) Teachers engage in a systemic school-wide collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas, and monitor the impact on student learning over time.

BCMS PD List BCMS Writing Rubric Data Day: T Freeman (Principal) Communication about

MAP/K-PREP testing scores K-PREP Look Fors (Faculty Meeting) LA Pacing Guides Literacy Coaching Strategies (GRREC) PLC Meeting Agenda/Minutes SBDM Policy: Literacy & Writing Writing Rubrics –Book Talks, Extended Response

Question, Opinion Paper, Book Reports, Career Presentation, Narrative, Informative, Editorial

To what extent do teachers engage regularly in a collaborative approach to develop and/or align writing and communication assessments across grade levels and content areas?b) Teachers develop a plan to

monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments.

b) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments.

b) Teachers consistently implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards, formative assessments, and respond to evidence through revised instruction.

BCMS Writing Rubric Lesson Plans – Reflections (Edmodo) Math RAISE (Extended Responses) and CUBES (Word

Problems) Notebook/Binders: Language Arts (Writing and

Reading), Math, Geography/Social Studies, Science, Art, Band

PLC Meeting Agenda/Minutes – Discussing writing progress/assessments

Narrative Target Checklist Reading Process Checklist Writing Process Checklist


A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): The Diary of Anne Frank Compare and Contrast – graphic organizer; Book Report – rubric; Career Presentation – student generated rubric

B Frazier (7th Science) collab L Cardwell (6-8 Library Media): Biomes Research Project, Presentation, Reflection, Rubric

C Donaldson (8th Social Studies) collab J Scott (8th Special Ed): Content Poster Presentation – rubric

E Clark (6th Reading): Compare and Contrast NBA and NFL – graphic organizer; Student Book Talk – rubric

H Elmore (8th Writing): Extended Response Question – student generated rubric; Narrative Target Checklist, Rubric (peer assessment)

J Evans (6-8 Band & Gen Music): Instrument Assembly writing piece – student generated rubric; National Anthem Reflection; Fall Festival Reflection

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Pompeii – video of volcano eruption, KWL Chart; Pompeii – Anticipation Guide; The Snowman – Video anticipation guide; Peer Reviewers

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Project and Presentation – rubric

K Hughson (6-8 PLCS): BCMS Flyer – rubric; Career Presentation – Rubric; Healthy Eating Flyer – rubric; Typing Journal Reflection

L Graham (8th Math): Zentangle – reflection, rubric; Student generated Writing Rubric

L Smith (7th Reading): Mock Trial – student generated rubric; Book Report and creative project - rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Elements of Poetry – graphic organizer; Opinion Paper – graphic organizer, rubric; Journal Entry – graphic organizer; Extended Response Questions – graphic organizer

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poem using Recycled Materials - rubric

M Crawford (6-8 A&H): Compare and Contrast Silent and Modern movies – graphic organizer; Critiques – Art/Drama


P McKinney (7th Math): Reflections – Bell Ringer, Test Corrections

P Wallace (6th Math): Nutrients of Food – Reflection R Johnson (7th Math): Reflection – Test Correction T Harper (6th Geography): 5 Themes of Geography –

graphic organizer; Geographic and Human Factors for Human Settlement – graphic organizer

T Lowe (6-8 Choir): Veteran’s Day Performance reflection

To what extent do teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments?c) Teachers provide some

feedback on students’ writing and communication products as part of a constructive feedback process.

c) Teachers, peers, and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications.

c) Teachers, peers, and others provide regular, specific feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning.


PLC Meeting Agendas/Minutes B Frazier (7th Science) collab L Cardwell (6-8 Library

Media): Biomes Research Project, Presentation, Reflection, Rubric

H Elmore (8th Writing): Narrative Target Checklist, Rubric (peer assessment)

H McRae (6-8 World Lang): 3 Point paragraph on Importance of learning a different language – teacher reflection

J Evans (6-8 Band & Gen Music): National Anthem Reflection; Fall Festival Reflection; Instrument Assembly – teacher reflection

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Peer Reviewers

K Hughson (6-8 PLCS): Typing Journal Reflection L Graham (8th Math): Zentangle – reflection; Population

GDP M Crawford (6-8 A&H): Critiques – Art/Drama P McKinney (7th Math): Reflections – Bell Ringer, Test

Corrections P Wallace (6th Math): Nutrients of Food – Reflection R Johnson (7th Math): Reflection – Test Correction T Lowe (6-8 Choir): Veteran’s Day Performance

reflection; Pre-Festival Reflection


To what extent do teachers, peers and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications?

d) Teachers provide some opportunities for students to revise and apply new learning before summative products are assessed.

d) Teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed.

d) Teachers provide ongoing opportunities for students to reflect, revise and apply new learning before summative products are assessed.

BCMS Writing Rubric LA Writer’s Notebook/Binders (located in teacher’s

classroom): A Cardwell (6th Special Ed), A Smith-Thomas (8th Reading), E Clark (6th Reading), H Elmore (8th Writing), J Scott (8th Special Ed), K Doughty (6th Writing), L Smith (7th Reading)

LA/Writing Rubrics - Book Talks, Extended Response Question, Opinion Paper, Book Reports; Career Presentation, Narrative, Informative, Editorial

C Donaldson (8th Social Studies): Test Reflections H McRae (6-8 World Lang): 3 pt paragraph on

Importance of learning a different language – teacher feedback

J Evans (6-8 Band & Gen Music): Instrument Assembly – teacher feedback

M Taylor (8th Math): Notebook Check; Test Reflection; Flashback; Reality Store Reflection

P McKinney (7th Math): Test Corrections and Reflections R Johnson (7th Math) Test Reflections; Self-Reflection

Part I; Self-Reflection Common Formative AssessmentTo what extent do teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed?Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

Needs Improvement Proficient Distinguished Evidencea) Students have some

awareness of expectations for their work and/or receive minimal feedback.

a) Students know and understand expectations for their work and receive/provide feedback using standards specific language.

a) Students use expectations for their work to guide the development of their personalized learning plan and receive/ provide feedback using standard specific language.


A Smith-Thomas (8th Reading): Book Reports – rubric; Career Presentation – student generated rubric


C Donaldson (8th Social Studies) collab J Scott (8th Special Ed): Content Poster Presentation – rubric

E Clark (6th Reading): Student Book Talk – rubric H Elmore (8th Writing): Extended Response Question –


student generated rubric; Narrative Target Checklist, Rubric

J Evans (6-8 Band & Gen Music): Instrument Assembly writing piece – student generated rubric

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Project and Presentation – rubric

K Hughson (6-8 PLCS): BCMS Flyer – rubric; Career Presentation – Rubric; Healthy Eating Flyer – rubric

L Graham (8th Math): Zentangle – reflection, rubric; Student Generated Writing Rubric

L Smith (7th Reading): Mock Trial – student generated rubric; Book Report and creative project - rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Opinion Paper – rubric

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poem using Recycled Materials - rubric

To what extent do students know and understand expectations for their work and receive/provide feedback using standards specific language?b) Teachers set writing and

communication goals for students that are standards-based.

b) Teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments.

b) Students regularly set standards-based writing and communication goals that are informed by self-reflection, teacher and peer feedback, and assessment evidence.


A Smith-Thomas (8th Reading): Career Presentation – student generated rubric

H Elmore (8th Writing): Extended Response Questions – student generated rubric


K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Student generated list for writing expectations

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Multimedia Presentation – student generated rubric

L Graham (8th Math): Zentangle – student generated rubric; Student Generated Writing Rubric

L Smith (7th Reading): Mock Trial – student generated rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Opinion Paper – student generated rubric

T Lowe (6-8 Choir): Veteran’s Day Performance Reflection – student generated rubric


To what extent do teachers and students collaborate to set writing and communication goals that are standards-based and informed by feedback and assessments?c) Teachers and students are

beginning to engage in self-assessment to monitor progress toward meeting writing and communication goals.

c) Teachers and students engage in self-assessmentto monitor progress toward meeting writing and communication goals.

c) Teachers and students engage in ongoing self-assessment, using a variety of methods designed to support different learning styles, to monitor progress toward meeting writing and communication goals.


A Smith-Thomas (8th Reading): Book Reports – rubrics; Career Presentation - rubric


C Donaldson (8th Social Studies): Test reflection J Evans (6-8 Band & Gen Music): National Anthem

Reflection; Fall Festival Reflection K Hughson (6-8 PLCS): Typing Journal Reflection L Graham (8th Math): Zentangle – reflection L Winters (7th Writing) collab C Dockery (7th Special Ed):

Opinion Paper – Self-assessment M Crawford (6-8 A&H): Critiques – Art/Drama M Taylor (8th Math): Test Reflection; Flashback; Reality

Store Reflection P McKinney (7th Math): Reflections – Test Corrections P Wallace (6th Math): Nutrients of Food – Reflection R Johnson (7th Math): Reflection – Test Correction T Lowe (6-8 Choir): Veteran’s Day Performance

reflectionTo what extent do teachers and students engage in self-assessment to monitor progress toward meeting writing and communication goals?d) Teachers and students use

only external scoring guides and rubrics to assess writing and communication.

d) Teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication.

d) Students develop models as exemplars, scoring guides and rubrics to assess writing and communication.

On Demand Rubric A Smith-Thomas (8th Reading): Career Presentation –

student generated rubric H Elmore (8th Writing) collab L Wood (6-8 GT): Define

Narrative and Parts of Plot – Teacher Modeling; Extended Response Questions – student generated rubric


K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Student generated list for writing expectations

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disaster Multimedia Presentation – student generated rubric


K Hughson (6-8 PLCS): STLP Projects – exemplar – past winners; Wants vs Needs Word Features – exemplar

L Cardwell (6-8 Library Media): Storytelling (KSA) competition – rubric, exemplar

L Graham (8th Math): Zentangle – student generated rubric, exemplar

L Smith (7th Reading): Mock Trial – student generated rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Opinion Paper – student generated rubric

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Materials – exemplar

P McKinney (7th Math): Designing Menu – exemplar; Percent Poem – exemplar, Teacher Modeling; Extended Response Question – exemplar; Percent of Change – exemplar

P Wallace (6th Math): Self Reflection – exemplar, Teacher ModelingT Lowe (6-8 Choir): Veteran’s Day Performance Reflection – student generated

To what extent do teachers and students use models as exemplars and to co-develop scoring guides and rubrics to assess writing and communication?

WRITING: AREA OF PROFESSIONAL LEARNING

Demonstrator 1. Opportunity: Professional learning opportunities are planned according to the Standards for Professional Learning with the teachers’ learning needs in mind in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness in The Framework for Teaching.

Needs Improvement Proficient Distinguished Evidencea) PGPs are developed, but do

not reflect individual teacher need (s).

a) PGP implementation results in change in current practice and supports appropriate instruction.

a) Ongoing assessment of the implementation of the PGP results in necessary adjustments that result in increased teacher effectiveness and student learning.

BCMS CSIP PGP (CIITS) Literacy Coaching Strategies (GRREC)

To what extent do teachers develop, implement and assess relevant and purposeful professional growth plans (PGPs) in response to the teacher self-reflection about current practice and student learning?b) Professional learning

opportunities are limited, do not focus on

b) Professional learning opportunities incorporate the Standards for

b) Professional learning supports individual learning focus (PGP)

BCMS CSIP BCMS PD List


research/evidence- based practices that support teacher PGPs.

Professional Learning, focus on research/evidence-based practices are planned, implemented and evaluated based on teacher Professional Growth Plans (PGPs) and school and student data.

fosters team collaboration for school improvement and benefits from alignment and coordination with school, district, regional, and state improvement goals for more systemic professional learning experiences.

BCMS PD Plan Confucius Institute (Writing) PD: W Lin (6-8 Chinese

Mandarin) Data Day: S Bratcher and M Crawford (Program

Review), T Freeman (K-PREP testing results) KET Program Review (Writing) PD: L Cardwell (6-8

Library Media) KY Reading Association Conference: E Clark (6th

Reading) and L Smith (7th Reading) Literacy training: E Clark (6th Reading), C Dockery (7th

Special Ed), T Harper (6th Geography), L Smith (7th Reading); T Lowe (6-8 Choir)

On-Demand PD: L Winters (7th Writing) and L Wood (6-8 GT)

PLC Meeting Agenda/Minutes B Frazier (7th Science) and C Dockery (7th Special Ed):

GRREC Science Standards J Embry (8th US History): GRREC Social Studies

Standards L Cardwell (6-8 Library Media): KASL Conference

To what extent does the school support teachers’ pursuits of professional learning opportunities focused on research/evidence- based best practices and based on teacher Professional Growth Plans, school and student data?

c) The school provides limited access to job embedded professional learning opportunities to only a few teachers.

c) The school offers job embedded professional learning opportunities that are integrated in the work day to all teachers.

c) The school provides a variety of job embedded professional learning opportunities (tailored to meet teachers’ individual needs) all teachers.

BCMS CSIP BCMS PD Lists BCMS PD Plans KySTE Conference Writing Session (Differentiation

and Coding): E Clark (6th Reading) and K Hughson (6-8 PLCS)

Literacy Coaching Strategies PD: E Clark (6th Reading), C Dockery (7th Special Ed), T Harper (6th Geography), L Smith (7th Reading); T Lowe (6-8 Choir)

PLC Meeting Agenda/Minutes

To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is school or classroom based and integrated in the workday) are available?d) The school provides limited

opportunities, but does d) The school provides

opportunities and d) The school provides a

variety of opportunities Master Schedule Team and PLC Meeting Agenda/Minutes


encourage collaboration for teachers; however, no time is allocated for collaboration to occur.

allocates time for teachers to collaborate and exchange ideas.

and allocates time for teachers to collaborate and exchange ideas, especially during the school day, in professional learning communities and through professional learning opportunities.

Library Media Calendar (Office 365) L Smith (6th Science): Cumberland Supervisor –

professional support L Winters (7th Writing): Mentors (K Doughty – 6th grade

Writing and H Elmore – 8th grade Writing)

To what extent does the school allocate time for teachers to collaborate and exchange ideas?

Demonstrator 2. Participation: Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.

Needs Improvement Proficient Distinguished Evidence

a) Teachers participate in content-specific professional learning opportunities based on analysis of school and student data; but there is no evidence of implementation or a change in practice as a result of the professional learning.

a) Implementation of content-specific professional learning based on school, student and teacher data results in change in current practice and supports appropriate instruction.

a) Teachers consistently participate in on-going content-specific professional learning opportunities based on analysis of school and student data. Necessary adjustment to the professional learning result in increased teacher effectiveness and student learning.

BCMS CSIP BCMS PD Plan Formative Assessment Academy: E Clark (6th Reading);

J Evans (6-8 Band & Gen Music); H McRae (6-8 World Lang); L Smith (7th Reading)

GRREC Science Network: B Frazier (7th Science) and C Dockery (7th Science)

iTeach Digital Seminar: A Smith-Thomas (8th Reading), E Clark (6th Reading) and L Cardwell (6-8 Library Media)

Kentucky Reading Association Conference: E Clark (6th Reading) and L Smith (7th Reading)

KMEA Conference: J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir)

KySTE Conference: E Clark (6th Reading) and K Hughson (6-8 PLCS)

Literacy Coaching Strategies Training (GRREC) PBIS Faculty Training (Admin and Faculty Lead) PLC and Team Meetings Social Studies Collaboration: C Donaldson (8th Social

Studies) and T Harper (6th Geography) H McRae (6-8 World Lang): World Language Global

Competency Network GRREC Meeting; World Language/Global Competency Institute

J Scott (8th Special Ed): IEP/Progress Monitoring; Seminar


for Exceptional Children; ILP Training K Hughson (6-8 PLCS): TeachMeet; Business Advisory

Committee L Cardwell (6-8 Library Media): Program Reviews PD

(KET) L Graham (8th Math): “Strengthening Algebraic Thinking –

Instructional Strategies for Middle School Students” (Day 5)

L Winters (7th Writing): On-Demand Writing- Part 1 M Crawford (6-8 A&H): Five-Day Kentucky Center Arts

Academy; Five-Day Kentucky Center Academy for Integration of the Arts and World Languages; PowerPoint Integration (presented to faculty)

S Bratcher (6-8 Counselor): GRREC Counselor Connections

W Lin (6-7 Chinese Mandarin): Confucius Institute

To what extent do teachers participate and implement content-specific professional learning based on school, student and teacher data?

b) Teachers are members of professional learning communities but do not actively participate to address issues related to instructional practices, data analysis and improving student achievement.

b) Teachers are members of professional learning communities within the school/district and participate actively to address issues related to instructional practices, data analysis and increased student learning.

b) Teachers are members and leaders within their professional learning organizations, actively participate to address issues related to instructional practices, data analysis and improving student achievement As a result contribute to school and community life.

BCMS CSIP BCMS PD BCMS SBDM Member: J Embry (8th US History); L

Cardwell (6-8 Library Media); S Bratcher (6-8 Counselor)

GRREC Science Network: B Frazier (7th Science) and C Dockery (7th Science)

KMEA Member: J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir)

Literacy Coaching Strategies Training (GRREC) PBIS Committee: A Fuller (6-8 Resource); A Smith-

Thomas (8th Reading); C Dockery (7th Special Ed); L Smith (7th Reading); P McKinney (7th Math); S Bratcher (6-8 Counselor); T Freeman (6-8 Principal); T Harper (6th Geography)

PLC and Team Meetings Social Studies Collaboration: C Donaldson (8th Social

Studies) and T Harper (6th Geography) H Elmore (8th Writing): Consultant for Abell &

Atherton for Middle Schools H McRae (6-8 World Lang): KWLA member K Doughty (6th Writing): Vice-President BCEA K Hughson (6-8 PLCS): KySTE member; ListServs –


STLP, KySTE, PBS Learning Media, Common Sense Media; Business Advisory Committee

L Cardwell (6-8 Library Media): BCEA President; Serve on TDEA Board; Southern KY Association of School Librarians President (Fall Conference Exhibit Chair); SKASL member

L Wood (6-8 GT): ListServ – Gifted and Talented M Crawford (6-8 A&H): NAEA membership; A&H Co-

Program Review Manager M Taylor (8th Math): Kentucky Council of Teachers of

Mathematics P McKinney (7th Math): Email Group - Math S Bratcher (6-8 Counselor): GRREC Counselor

Connections; Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrators

T Lowe (6-8 Choir): KMEA Conference (Room Coordinator)

To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and increased student learning?

c) Teachers are members of professional organizations but do not participate in them.

c) Teachers are members of professional

organizations and actively participate in them.

c) Teachers are members and leaders within their

professional learning organizations, actively participate in them and as

a result contribute to school and community life.

GRREC Content Literacy PLC Meeting – Minutes KEA Membership KMEA Member: J Evans (6-8 Band & Gen Music) and T

Lowe (6-8 Choir) PBIS Committee: A Fuller (6-8 Resource); A Smith-

Thomas (8th Reading); C Dockery (7th Special Ed); L Smith (7th Reading); P McKinney (7th Math); S Bratcher (6-8 Counselor); T Freeman (6-8 Principal); T Harper (6th

Geography) PLC & Team Meetings SBDM Member: J Embry (8th US History); L Cardwell

(6-8 Library Media); S Bratcher (6-8 Counselor) K Doughty (6th Writing): BCEA, NBCT; DAR member

(help with DAR Good Citizen Award) K Hughson (6-8 PLCS): KySTE member; ListServs –

STLP, KySTE, PBS Learning Media, Common Sense Media; Business Advisory Committee

L Cardwell (6-8 Library Media): BCEA President, Serve


on TDEA Board; Southern KY Association of School Librarians President (Fall Conference Exhibit Chair); SKASL member

L Wood (6-8 GT): ListServ – Gifted and Talented M Crawford (6-8 A&H) Jr. National Young Leaders

Nominations; BCMS Academic Team M Taylor (8th Math): Kentucky Council of Teachers of

Mathematics; NCTM P McKinney (7th Math): Church – Elementary class;

Email Group - Math P Wallace (6th Math): First Baptist Church – Sunday

School teacher, Children’s Choir leader, Adult Choir Member

S Bratcher (6-8 Counselor): GRREC Counselor Connections; Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrator

T Lowe (6-8 Choir): BCHS SUPA

To what extent are teachers participating members of professional organizations?

d) Teachers have limited contact with external partners.

d) Teachers have contact and collaborate with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups.

d) Teachers contact and collaborate consistently with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups. Opportunities within the school schedule are provided for this collaboration, with a stipend or professional development credit, for engagement in such practices.

GRREC Content Literacy KMEA Member: J Evans (6-8 Band & Gen Music) and T

Lowe (6-8 Choir) PBIS Committee: A Fuller (6-8 Resource); A Smith-

Thomas (8th Reading); C Dockery (7th Special Ed); L Smith (7th Reading); P McKinney (7th Math); S Bratcher (6-8 Counselor); T Freeman (6-8 Principal); T Harper (6th

Geography) PLC and Team Meetings School Assembly – Poppy BCMS Arts Fair Social Studies Collaboration: C Donaldson (8th Social

Studies) and T Harper (6th Geography) A Smith-Thomas (8th Reading), E Clark (6th Reading) and L

Winters (7th Writing): Operation Gratitude (letters) B Frazier (7th Science): Conservation Writing Contest;

Guest Speaker – Landon Hampton C Dockery (7th Special Ed): GRREC Science Network E Clark (6th Reading) and M Crawford (6-8 A&H):

Academic Team Coaches


H Elmore (8th Writing): Guest Speaker – Osei Thomas H Elmore (8th Writing) and L Smith (7th Reading):

Baker/Gardner K Doughty (6th Writing): DAR – Good Citizen Award K Hughson (6-8 PLCS): ListServs – STLP, KySTE, PBS

Learning Media, Common Sense Media; Business Advisory Committee; STLP Co-Sponsors collaboration (L Cardwell 6-8 Library Media)

L Cardwell (6-8 Library Media): Kentucky Storytelling class; Collab with Public Library

L Smith (6th Science): Cumberlands Supervisor – professional support

L Wood (6-8 GT): Gifted and Talented M Crawford (6-8 A&H): Jr. National Young Leaders

Nominations M Taylor (8th Math): Kentucky Council of Teachers of

Mathematics P McKinney (7th Math): Email group - Math S Bratcher (6-8 Counselor): GRREC Counselor

Connections; Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrator

To what extent do teachers have contact and collaborate with community, business and postsecondary partners?

WRITING: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING

Demonstrator 1. Policies and Monitoring: School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.

Needs Improvement Proficient/Meets Expectations Distinguished Evidence

a) School council/leadership establishes policies to ensure that writing concepts are taught throughout the school and across the curriculum.

a) School council/leadership ensures that writing concepts are taught throughout the school and across the curriculum as established in policy.

a) School council/leadership monitors and evaluates the teaching of writing concepts throughout the school and across the curriculum as established in policy.

BCMS CSIP SBDM Policy: Literacy & Writing BCMS Writing Rubric Master Schedule SBDM Minutes Literacy Strategies (GRREC) Data Day Agenda & PowerPoint Lesson Plans (Edmodo) Program Review Scoring Guide


Narrative Target Checklist Reading Process Checklist Writing Process Checklist

To what extent does the school council/leadership ensure that writing concepts are taught throughout the school and across the curriculum as established in policy?

b) School council/leadership and select teachers are included in the planning of the annual school budget with some consideration of allocation of resources for writing.

b) School council/leadership and teachers participate in the planning of the annual school budget with clear consideration of allocation of resources for writing.

b) School council/leadership and teachers across contents actively participate in the planning of the annual school budget to ensure adequate and quality materials, equipment, space and technology are available to implement school wide writing program.

BCMS CSIP BC CDIP Literacy Coaching Strategies (GRREC) PLC and Team Meeting Agenda/Minutes SBDM Minutes Map of BCMS Computer Lab Calendar Purchase Orders for writing supplies/resources 6th Grade Materials Used: Literature Book;

Writer’s Choice grammar book; Scope magazine (Scholastic); Reading Street; Scholastic Action

7th Grade Materials Used: Coach workbooks; ReadWorks; Literature Book/ Writer’s Choice grammar book

8th Grade Materials Used: Literature Book; Writer’s Choice grammar book; Coach workbooks; Reading Strategy; The Common Core Companion

To what extent does the school council/leadership and teachers participate in the planning of the annual school budget with clear consideration and allocation of resources for writing?

c) School council/leadership allocates time and resources to implement the writing program, but these are not equitable to other content areas.

c) School council/leadership allocates equitable time and resources to implement the writing program.

c) The school council/leadership meets with teacher leaders when planning for the allocation of time and resources to implement the writing program.

BCMS CSIP Master Schedule BCMS PD Plan SBDM Minutes Purchase orders for writing supplies/resources

(include Chromebooks and Moby Max tablets)

To what extent does the school council/leadership allocate equitable time and resources to implement the writing program?

d) School councils establish policies for the assignment of staff.

d) Decisions related to staff assignment are based on the established policies that include student literacy needs and teacher certification.

d) Decisions related to assignment of staff are made based on needs of students, teacher certification and other data (e.g., ILP) and teacher

BCMS CSIP Master Schedule ILP Report SBDM Policy: Literacy & Writing School Report Card (all teachers are Highly


professional development experience (e.g., participation in National Writing Project ).

Qualified) SBDM Policy: Staff Assignment Test Results: K-PREP; MAP H Elmore (8th Writing) and K Doughty (6th

Writing): National Writing Fellows

To what extent are decisions related to staff assignment based on the established policies that include student literacy needs and teacher certification?

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and actions.

Needs Improvement Proficient Distinguished Evidence

a) The principal individually evaluates and reflects on the impact of writing instructional practices on overall student achievement in the school.

a) The principal enlists teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on overall student achievement in the school.

a) The principal and staff collaboratively evaluate and reflect on the impact of the writing instructional practices on overall student achievement.

BCMS CSIP BCMS PD Plan PLC Meeting Agenda/Minutes Master Schedule Reading Process Checklist Writing Purchase Orders K-PREP Like Assessments

To what extent does the principal enlist teacher leaders to collaborate, evaluate and reflect on the impact of the writing instructional practices on overall student achievement in the school?

b) The principal initiates professional learning regarding the school’s writing program.

b) The principal initiates and participates in professional learning related to the school’s writing program.

b) The principal participates in, models and leads professional learning regarding the school’s writing program through collaboration with staff and shared self-reflection.

BCMS CSIP BC CDIP PLC Meeting Agendas/Minutes Literacy Coaching Strategies PD

(GRREC) BCMS PD plan Data Day – Agenda (Program Reviews)

To what extent does the principal initiate and participate in professional learning related to the school’s writing program?

c) The principal communicates with parents about the writing program.

c) The principal communicates with parents and the community frequently about the writing program.

c) A variety of sources, including technology and media resources, are regularly used to communicate current information about writing programs with parents and community.

BCMS CSIP SBDM Policy: Literacy & Writing Data Day – K-PREP testing results

PowerPoint (shared at SBDM meeting and on school’s website)

School Report Card SBDM Minutes BCMS Messenger Program Reviews Scoring Guide on


school’s website

To what extent does the principal communicate with parents and the community about the writing program?


Documents

KDE Writing Program Review - butlerschools.net bcms … · Web viewStudents participate in intentionally planned literacy learning opportunities to explore ideas and design