Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Program Review Report
Hickman County Elementary School
Hickman County
Mrs. Jan Johnson, Principal
416 Mcmorris St. Clinton, KY 42031
TABLE OF CONTENTS
Introduction 1 Program Review: Arts and Humanities 2
Curriculum and Instruction: Student Access 2
Curriculum and Instruction: Aligned and Rigorous Curriculum 4
Curriculum and Instruction: Instructional Strategies 6
Curriculum and Instruction: Student Performance 8
Formative and Summative Assessment: Variety of Assessment 10
Formative and Summative Assessment: Expectations for Student Learning 11
Formative and Summative Assessment: Response to Assessment 12
Professional Development: Planning 14
Professional Development: Participation 15
Professional Development: Teacher Leadership 16
Administrative/Leadership Support and Monitoring: Shared Vision 17
Administrative/Leadership Support and Monitoring: Time and Resources 18
Administrative/Leadership Support and Monitoring: Policies and Monitoring 21
Administrative/Leadership Support and Monitoring: Principal Leadership 23
Introduction 25 Program Review: Practical Living and Career Studies 26
Curriculum and Instruction: Student Access 26
Curriculum and Instruction: Aligned and Rigorous Curriculum 27
Curriculum and Instruction: Instructional Strategies 32
Curriculum and Instruction: Student Performance 35
Formative and Summative Assessment: Variety of Assessment 37
Formative and Summative Assessment: Expectations for Student Learning 38
Formative and Summative Assessment: Response to Assessment 40
Professional Development and Support Services: Planning 41
Professional Development and Support Services: Participation 43
Professional Development and Support Services: Teacher Leadership 45
Administrative/Leadership Support and Monitoring: Shared Vision 46
Administrative/Leadership Support and Monitoring: Time and Resources 47
Administrative/Leadership Support and Monitoring: Policies and Monitoring 49
Administrative/Leadership Support and Monitoring: Principal Leadership 51
Introduction 52 Program Review: Writing 53
Hickman County Elementary School
Curriculum and Instruction: Student Access 53
Curriculum and Instruction: Aligned and Rigorous Curriculum 54
Curriculum and Instruction: Instructional Strategies 56
Curriculum and Instruction: Student Performance 58
Formative and Summative Assessment: Variety of Assessment 59
Formative and Summative Assessment: Expectations for Student Learning 60
Formative and Summative Assessment: Response to Assessment 61
Professional Development and Support Services: Planning 62
Professional Development and Support Services: Participation 63
Professional Development and Support Services: Teacher Leadership 64
Administrative/Leadership Support and Monitoring: Shared Vision 65
Administrative/Leadership Support and Monitoring: Time and Resources 66
Administrative/Leadership Support and Monitoring: Policies and Monitoring 67
Administrative/Leadership Support and Monitoring: Principal Leadership 68
Hickman County Elementary School
Introduction This report contains Program Review results for Arts and Humanities. This program review is required as part of Kentucky's new
assessment and accountability model. Diagnostic tools to capture and report the results from these program reviews are contained in
the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain
better understanding of past successes and opportunities, and confidently build a solid, research-based improvement plan for the
future.
Hickman County Elementary School
SY 2011-2012 Page 1© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
Program Review: Arts and Humanities
Curriculum and Instruction: Student Access
All students should have equitable access to high quality curriculum and instruction.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Individual evaluation plan (IEP)/504 plans/Gifted Service Plan/Individual Learning Plan(ILP)/Limited English Proficient(LEP)
SBDM curriculum policy, meeting agendas and minutes
Authentic student products and performances from broad representation of students in all four arts disciplines, reflecting learning
of standards
Skills and standards documents
Digital, video, audio and/or photographic documentation of opportunities provided for all students to create, perform, and respond
in all four arts disciplines and of formal and informal performances, critiques, analysis, etc.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that all
students have equitable access for instructionin all four arts disciplines?
Access is provided through intentionallyscheduling time within the school schedule forinstruction in all four arts disciplines (i.e.,dance, drama, music, visual arts).
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school ensure quality
instruction for diverse populations?Arts curriculum includes instruction forstudents from diverse populations (i.e.,special populations, gifted/talented, ethnicity,gender, socio-economics, etc.) and maintainshigh quality teaching and learning.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school provide
discipline-based arts instruction by acceptedstandards?
The arts curriculum provides discipline-basedinstruction in each art form containing its ownbody of knowledge, skills, and ways ofthinking as outlined in local, state andnational standards.* Elementary: Exploration of all fourdisciplines* Middle: Grounding in all four disciplines andthe beginning of specialization in one or moreart forms* High: Specialization in one or more artforms to achieve proficiency and mastery increating, performing, and responding to theirchosen form(s)
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school's
comprehensive arts program balancestudents creating, performing and respondingto the arts?
The arts program comprises a balancedprogram of creating, performing, andresponding to the arts in each of the four artsdisciplines (dance, drama, music, visual arts).
Proficient
Hickman County Elementary School
SY 2011-2012 Page 2© 2012 AdvancED www.advanc-ed.org
•Curriculum committee agendas, meeting schedules, minutes, etc.*Documentation of artist residencies, guest artists or performing
groups
The SBDM Curriculum Policy, meeting agenda and minutes are stored in the principal's office. The examples of student work and
documentation of student opportunties in digital, video, audio, and photographic format are stored on the school's server. Skills and
standards are available to teachers through the computers and the KDE and CTE web sites. Copies of agendas, meetings, and
minutes are kept by each curriculum committee.
Recommendation for improvement include: more communication with gifted/talented teachers in development of GSP plan;
professional development on ILP's, more collaboration with special education teachers on IEP plans to ensure that student
opportuntities are included in indivdual IEP's.
Hickman County Elementary School
SY 2011-2012 Page 3© 2012 AdvancED www.advanc-ed.org
Curriculum and Instruction: Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national
standards.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
an aligned arts curriculum is articulated andmeets accepted instructional standards in thearts?
The arts curriculum is not fully aligned withlocal, state or national standards. Additionalwork is needed in alignment, articulation, anddevelopment of guides/maps, grade levelalignment and/or development by artsdiscipline.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
students develop literacy skills specific to thearts disciplines? To what extent does theschool ensure cross-curricular arts integrationacross all academic content?
The arts curriculum provides for thedevelopment of arts literacy. (dance, drama,music, visual arts).
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school ensure
instruction addressing the interrelationships ofthe arts?
Arts cross-curricular integration is happeningbut it is not fully developed and intentionallybased on standards.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the school ensure
instruction addressing the interrelationships ofthe arts?
There is some effort to addressinterrelationships among the arts but not allarts disciplines are being addressed.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school ensure that
students are exposed to exemplary works ofthe arts disciplines?
The arts curriculum includes the study ofrepresentative and exemplary works ofdance, music, theatre and visual arts from avariety of artists, cultural traditions andhistorical periods.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the school ensure
revisions of the arts curriculum based onvarious indicators?
The school arts curriculum committeeevaluates monitors and recommendsrevisions to the arts curriculum based on asingle or limited indicator(s) of studentperformance. (e.g., school level artsperformances and products).
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 4© 2012 AdvancED www.advanc-ed.org
•
•
•
Digital, audio, photographic and video evidence of student performances and exhibits, etc.
(H) SBDM policy for arts specialization
(H) Listing of arts courses, including History and Appreciation of Visual and Performing Arts for minimum graduation requirements
The elementary school has a Christmas play each year that is a collaborative project between Arts and Humanities teachers and
classroom teachers. The teachers work together to ensure that vocabulary includes words that are specific to the arts. There are
several examples of art/science, art/social studies, art/writing and artwork as evidence. There are examples of dance being
incorporated into the physical education classes and videos of students performing a play about Johnny Appleseed and the Civil Rights
Movement during Black History Month.
There is a need for more collaboration between the teachers and a more unified,intentional collaboration to intergrate arts and
humanities into the curriculum. A member of the Arts Council is coming to conduct a PD on how to integrate the local arts council and
all it has to offer into the curriculum during our PD days this summer. The school district is involved in curriculum mapping to be able to
ensure that arts and humanities are being integrated across the grade levels and the curriculum.
Hickman County Elementary School
SY 2011-2012 Page 5© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
Curriculum and Instruction: Instructional Strategies
All teachers should implement instructional strategies that provide quality, variety, and access for all students.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Teacher documentation of modifications of activities/lessons for special needs students
Electronic/physical files of exemplary arts models
Lesson plans show instruction in peer review
Assessment models show use of peer review
Audio/video recordings of student performances and products
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
teachers engage students in creating,responding and performing to the arts?
Teachers systematically incorporate all threecomponents of arts study: creating,performing and responding to the arts.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
arts teachers provide students with exemplaryarts models through a variety of means?
Teachers provide limited models of artisticperformances and products to enhancestudent understanding but analysis of theexamples is limited and not applied todeveloping performance/production skills.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the school ensure
teachers incorporate student/peer reviews ofstudents' products and performances?
Teachers are the sole reviewers of studentwork or incorporate minimal peer review ofproducts and performances.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the school ensure that
teachers responsible for arts instructiondifferentiate instruction and activities forstudents with special needs?
Arts teachers provide authentic activities forstudents with special needs (i.e., IEP, GTplan, 504 plan, etc.).
Proficient
Statement or Question Response RatingQuestion E: To what extent does the school ensure
instruction in and application of fundamentalartistic theory, skills and techniques instudents' products and performances?
Arts teachers provide for the development offundamental artistic theory, skills, andtechniques through the development ofstudent performances or products.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the school ensure the
utilization of outside resources forinstructional purposes in the arts?
The arts curriculum is enhanced andstrengthened through collaboration with guestartists, complementing discipline based artsinstruction.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 6© 2012 AdvancED www.advanc-ed.org
•Lesson plans and student exemplary products and performances show sound theory, skills, and techniques at a variety of levels
from recall/knowledge to evaluative/creative
Lesson plans show examples of evidence of instruction in peer review. Walk throughs show evidence of exemplary products and
performances.
All students attend arts and humanities classes and exemplary art models are displayed throughout the year by different teachers,
subjects, and grades on a table outside the library in the main lobby for all to see and examine as a learning tool for all students.
There is a need for more live performances for the elementary students and more collaboration among the staff to incorporate more
classroom arts and humanities activities.
Hickman County Elementary School
SY 2011-2012 Page 7© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Curriculum and Instruction: Student Performance
When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and
inclusive, student performance should be at a consistently high level.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Electronic or physical student portfolio
Audio/video recordings of student performances and products
Student journals/writing samples/artist statements showing reflections and responses to their works and works of others
Student work samples show independent answers to assignments
Statement or Question Response RatingQuestion A: To what extent does the school ensure
student engagement in creating, performingand responding in the arts?
Students are actively engaged in creating,performing and responding to the arts.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
students create artworks for a variety ofpurposes?
Students routinely create rich and insightfulproducts and performances for a variety ofpurposes.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school ensure that
students utilize a variety of problem solvingskills in their products and performances?
Students, with teacher guidance, routinelyuse creative, evaluative, analytical andproblem solving skills in developing and/orreflecting on artistic performances andproducts.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school ensure that
students communicate reflections bothverbally and in writing?
Students use written and verbalcommunication to reflect on exemplaryexhibits and live performances as classroomassignments.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the school ensure
students' creative self-sufficiency in theircreation of art works?
Students demonstrate the ability to be self-sufficient in creating performances and/orproducts with teacher guidance.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the school ensure that
students have the opportunity to participate injuried events, competitions, exhibitions andperformances outside of the schoolenvironment?
Students participate in juried events,exhibitions, contests and performancesoutside the school environment in all fourdisciplines.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 8© 2012 AdvancED www.advanc-ed.org
•Student works samples show self-guided exploration
Students have examples of storytelling, pursuasion pieces, reflective writing, journals, letters, and narratives.
Lesson plans reflect writing and performances.
Community flyers to encourage auditions in local drama and musical events.
Newspaper articles documenting different activities at the school that encourage student performances in music, drama, and art.
Hickman County Elementary School
SY 2011-2012 Page 9© 2012 AdvancED www.advanc-ed.org
•
•
Formative and Summative Assessment: Variety of Assessment
Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Student created products and performances with rubrics or assessments
Art exhibits or performance events on the school, community, state and/or national level with documented, standards-based
feedback
Teachers give pre and post tests on drama vocabulary. The music teacher gives a variety of assessments, both performance and pen
and paper as well as daily performance assessments. Artwork is graded on a rubric which covers several areas of assessments.
There is a need for more formal peer review and more solo and group performances and critiques.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that all
assessments are aligned with accepted artsinstructional standards?
Formative and summative arts assessmentsshow some alignment with standards, butmay not be directly connected to instruction.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
summative assessments measure students'understanding of specific concepts based onaccepted arts instructional standards?
Summative assessments for individuals andperforming groups sometimes demonstratealignment with specific concepts,understandings, or skills established instandards.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the school ensure that
students effectively utilize peer reviews ofstudent work?
Students do not effectively use peer review toevaluate each other's work.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 10© 2012 AdvancED www.advanc-ed.org
•
•
Formative and Summative Assessment: Expectations for Student Learning
Teachers should have common and high standards for student learning in Arts & Humanities.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Assessment tasks with rubrics and student products
Lesson plans showing samples of inclusion of exemplary models, documentation of guest artists/ performances, residencies, field
trips
Teachers use rubrics to assess student products, but do not always share them with the students. Teachers do use art examples,
music selections, and storytelling and dance clips in their lessons. Teachers do use a dance toolkit since dance is not a separate class
for our students. Exemplary models are used as examples in instruction.
There is a need to help students self-assess their work by using rubrics.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
exemplar models of art works are used toguide student learning?
Exemplar/models are used to encouragestudents to demonstrate characteristics ofrigorous work in the appropriate art form inmost instructional lessons/units.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school ensure
teachers utilize rubrics for creating,performing and responding in the arts?
Teachers use clearly defined rubrics/scoringguides among themselves but may notalways share them with students.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the school ensure that
students develop their own rubrics forcreating, performing and responding in thearts?
Teacher-created scoring guides are reviewedwith students prior to engaging in work.Students have the opportunity to provideinput into the scoring guide design.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 11© 2012 AdvancED www.advanc-ed.org
Formative and Summative Assessment: Response to Assessment
Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to
enhance student learning and achievement
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
students develop their own rubrics forcreating, performing and responding in thearts?
Multiple classroom assessments for the artsare applied. Teachers do not share andanalyze effectiveness or results across thearts department.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
teachers utilize appropriate assessment toidentify, monitor and track gifted and talentedstudents in the arts?
Gifted and Talented students identified in thearts or early primary pool is identified andattempts are made to individualize theirgrowth in the arts.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the school ensure that
students receive feedback on their productsand performances to inform future productsand performances?
Students regularly receive meaningfulfeedback from a variety of sources (e.g., staffmembers, arts adjudicators, peers, etc.) ontheir performances/products and use thefeedback to strengthen their futureperformance/products.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school ensure that
students reflect, evaluate and critique theirown work and the works of others?
Students are engaged in critique andevaluation of artistic products but thoseprocesses are not formalized or students arenot yet capable of making strong evaluations.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school ensure that
students regularly receive a variety ofassessments to demonstrate their abilities forthe creation, performance and response ofthe arts?
Varied, authentic assessment tasks are usedin arts classrooms however they aresomewhat irregular and/or do not fully engagethe three arts processes of creating,performing, and responding to the arts.
NeedsImprovement
Statement or Question Response RatingQuestion F: To what extent does the school ensure that
teachers responsible for arts instruction utilizea variety of assessments andaccommodations for students with differentneeds?
A variety of assessment strategies areimplemented with consideration for studentdifferences (e.g., special learning needs,gifted and talented, multiple intelligences andstudents' learning styles), but somedifferences/needs are not yet beingaddressed.
NeedsImprovement
Statement or Question Response RatingQuestion G: To what extent does the school ensure that
student progress in the arts is communicatedto the community?
Student activities, progress and achievementin the arts are shared with the communitythrough various outlets.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 12© 2012 AdvancED www.advanc-ed.org
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Samples of assessment tasks with rubrics and student products
Art exhibits or performance events with documented standards-based feedback
There is a need to help students learn to reflect on their artistic work. The school exhibits art work and publicizes performances and
there is a great deal of parental support for performances, but there is very little evidence of reflection.
There is communication with the G/T teachers on identification in arts and collaboration with them to meet special needs of
gifted/talented students but it can be improved by the teachers working more closely with the G/T teacher.
The school uses the weekly classroom newsletters, the local newspaper, and the web site to publicize artwork and student
performances as well as any special events students are involved in at the school or in the community.
Hickman County Elementary School
SY 2011-2012 Page 13© 2012 AdvancED www.advanc-ed.org
•
•
Professional Development: Planning
Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about
teacher practice and student learning.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Description of professional development provided by the school and district attended by arts content teachers and other
classroom teachers (grade level appropriate)
Individual professional growth plans
Professional development plan includes PD for practical living, writing and arts and humanities.
Teachers include PD needs in the arts in their IGP.
The school gives release time for teachers to attend KMEA.
There is a need for more opportunities for arts teachers.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
teachers responsible for instruction in the artsare provided professional development?
Teachers of the arts are provided someprofessional development in their contentarea but the options are limited.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
teachers responsible for instruction in the artsare provided leave time for professionaldevelopment?
The school provides some leave for artsteachers to attend content specificconferences or workshops but that leave islimited. Much of their professionaldevelopment may not be related to theirspecific content area or professionaldevelopment needs.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the school ensure the
connection between professional growthopportunities in the arts and theComprehensive School Improvement Planand teachers' Individual Professional GrowthPlans?
There is no connection between professionaldevelopment for arts teachers and the CSIP,IGP, or school and district professionaldevelopment priorities.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the school ensure that
teachers responsible for instruction in the artscollaborate with guest artists?
Opportunities are available for school artseducators to plan and collaborate with guestartists.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 14© 2012 AdvancED www.advanc-ed.org
•
•
•
Professional Development: Participation
Teachers participate in program-specific professional development designed to meet their needs. All teachers participate in
professional development focused on 21st century skills.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Individual professional growth plans
Teacher reflections/reports from PD
School professional development plan
Teachers are given time to attend professional development in the arts when they ask to go, but there is no definite plan for them to
attend research based training.
We have included a dance instructor, a grant writing, a KASC writing expert, and a former arts teacher who is active in the local arts
council in our professional development plan.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
teachers responsible for arts instructionparticipate in professional developmentopportunities specific to research basedpractices and 21st Century skills in theirdiscipline?
Teachers have little or no access toprofessional development that supportsresearch based effective instructionalstrategies specific to their discipline.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
teachers responsible for arts instruction areprovided leave time and participate indiscipline-specific conferences, workshopsand seminars?
The school provides leave time for teachersto participate in discipline-specificconferences, workshops and seminars.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 15© 2012 AdvancED www.advanc-ed.org
•
Professional Development: Teacher Leadership
Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the
professional learning community.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Professional development presentations
Teachers are given time to attend professional development in the arts when they ask to go, but there is no definite plan for them to
attend research based training.
We have included a dance instructor, a grant writing, a KASC writing expert, and a former arts teacher who is active in the local arts
council in our professional development plan. A copy of the plan is included in the evidence network folder.
Statement or Question Response RatingQuestion A: To what extent does the school ensure that
teachers responsible for arts instruction leadprofessional growth opportunities for teachersin the arts disciplines and other academiccontent areas?
Job-embedded professional developmentopportunities are not provided for artsteachers.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 16© 2012 AdvancED www.advanc-ed.org
•
•
Administrative/Leadership Support and Monitoring: Shared Vision
School Councils and administrators have developed a shared vision for insuring quality Arts & Humanities instructional programs
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Displays of vision, mission, and belief statements that include the arts
Comprehensive School Improvement Plan includes the arts
There is a district wide philosophy that includes the arts in the DCIP.
Student achievement in the arts needs to be included in the school report card.
Plans for improvement in the arts and humanities is included in the CSIP.
Teachers are attending training on ILP development in order to have them include the arts in their ILP's.
The master schedule shows inclusion of the arts.
Statement or Question Response RatingQuestion A: To what extent does the school leadership
ensure that the arts are included in the schoolvision?
The vision of the school includes the arts andis developed in cooperation with the vision ofthe district and other schools of the district.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school leadership
ensure that the school vision supportslearning to accepted arts instructionalstandards by all students?
The vision supports attainment of local, state,and national standards in the arts by allstudents.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school leadership
ensure that community stakeholders areinvolved in the development of the schoolvision?
School leadership does not involvecommunity stakeholders in the developmentof the school's vision for arts education.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the school leadership
ensure that the school vision is utilized toguide the decision making processconcerning arts instructional strategies?
The school vision for arts education is inprocess along with a plan to use the vision tosystematically guide decision-making aboutthe arts instructional program.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 17© 2012 AdvancED www.advanc-ed.org
Administrative/Leadership Support and Monitoring: Time and Resources
School leadership will provide adequate resources, facilities, space and instructional time to support high quality Arts & Humanities
instructional programs.
Statement or Question Response RatingQuestion A: To what extent does the school leadership
ensure that arts instruction is delivered byhighly trained, qualified and certifiedteachers?
The arts instructional program is delivered bysome certified and highly qualified artteachers, but arts teachers may also beassigned to teach out of their area ofexpertise (e.g., music certified teacherteaching drama, etc.), or certified classroomteachers with little or no arts strength orbackground are used to deliver artsinstruction.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school leadership
ensure regularly scheduled instruction in thearts disciplines?
School leadership ensures Arts instruction ineach arts discipline is regularly scheduled forall students as appropriate for grade span(level during the regular school day):* Elementary: All students have regularly-scheduled discipline-based arts instruction ineach of the four art forms.* Middle School: Regularly- scheduled,discipline-based, specialized arts courses (ineach of the four art forms) are available forstudents wishing to specialize in an artform(s). Students wishing not to specializehave access to arts appreciation course(s)which provide a firm grounding in basiccreating, performing and responding to thearts.* High School: Discipline-based artsinstruction through multiple, specialized artscourse in each art form is available for anystudent wishing to specialize in and artform(s). Students wishing not to specializehave access to the History and Appreciationof Visual and Performing Arts Course.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school leadership
ensure adequate and protected time for artsinstruction?
School leadership adopts policy andprocedures that provide and protect adequatetime for students to be actively involved increating, performing and responding to thearts.* Elementary: A minimum average of 150minutes per week of discipline-based artsinstruction* Middle: Year-long instruction in specializedarts courses* High School: Year-long instruction inspecialized arts courses
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school leadership
ensure that arts equipment is maintained?The school provides for annual maintenanceand repair of equipment as needed.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 18© 2012 AdvancED www.advanc-ed.org
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Statement or Question Response RatingQuestion E: To what extent does the school leadership
ensure that arts classrooms are adequate forthe specific arts disciplines?
Visual and performing arts classroom spacesare adequate to support the unique teachingand learning demands of each arts discipline.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the school leadership
ensure that arts programs have adequateinstructional resources?
The arts program has adequate materials,equipment and technology to teach thecurriculum.
Proficient
Statement or Question Response RatingQuestion G: To what extent does the school leadership
ensure additional learning opportunities in thearts to supplement and support classroominstruction?
School leadership supports and providesadditional learning opportunities in the arts(e.g., field trips, artist residences, in-schoolperformances) both within and beyond theschool day including adjusting theschool/student schedule as needed; and thatthese activities drive instruction.
Proficient
Statement or Question Response RatingQuestion H: To what extent does the school leadership
ensure arts courses are not scheduled inconflict with single-section required contentarea courses?
School leadership at the middle/high schoollevel, makes every effort to avoid schedulingsingle-section courses in the arts againstsingle-section courses in required subjects(e.g., the one band class scheduled againstthe one AP calculus class).
Proficient
Statement or Question Response RatingQuestion I: To what extent does the school leadership
ensure that arts teachers are included indeveloping the school's master schedule?
Arts teachers are part of planning the school'smaster schedule to ensure best practices inarts instruction (e.g., adequate instructionaltime, arts class offerings, provision fortransition between classes).
Proficient
Statement or Question Response RatingQuestion J: To what extent does the school leadership
ensure that the library/media center providesfor a variety of arts resources?
School provides a variety of arts books andother print materials, audio and videomaterials, and technology resources in theschool media center.
Proficient
Statement or Question Response RatingQuestion K: To what extent does school leadership ensure
utilization of cross-curricular instructionbetween the arts and other content areateachers?
School leaders attempt to support andfacilitate minimal cross-curricularcollaboration with school arts programs.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 19© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
School council staffing policy
Local Educator Assignment Data (LEAD) data forms of arts teachers
Arts teacher certification documentation
Student performance data in the arts
Documentation that teachers of the arts have extensive knowledge, training and arts experiences (i.e., KET/KDE Arts Toolkits).
There is a school council policy on staffing in the policy manual.
The LEAD shows that all teachers are 100% highly qualified.
The teachers teaching art, music, and physical education in the master schedule are certified in their field.
Teachers use the Dance Toolkit.
The master schedule reflects that all students recieve instruction in the arts.
There is an equipment inventory that shows the amount of equipment that has been purchased for the arts.
Hickman County Elementary School
SY 2011-2012 Page 20© 2012 AdvancED www.advanc-ed.org
•
•
•
Administrative/Leadership Support and Monitoring: Policies and Monitoring
The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's Arts &
Humanities instructional program.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Master schedule with class load breakdown
Schedule of special events
School improvement plan*Data analysis summaries/reports
There is a master schedule with the class load breakdown.
Special events are announced in the emailed announcements each week and kept on a calendar and put on classroom newsletters.
The school is beginning to develop curriculum maps, but they are in the process of being developed.
The school is working on council policies to address the needs we have found in completing the rubrics.
Statement or Question Response RatingQuestion A: To what extent does school leadership ensure
that arts teachers' class loads are equitable inthe school?
All arts teachers are assigned class loads thatare equitable to the class loads of otherteachers in the building.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school leadership
ensure adequate planning and applicabletravel time for arts teachers?
All arts teachers have adequate dailyplanning time, time for cross-curricularplanning, and itinerant travel time.
Proficient
Statement or Question Response RatingQuestion C: To what extent does school leadership ensure
adequate instructional assistance to artsteachers?
School leadership considers the instructionaland safety issues for arts teachers assignedto classes with large numbers of students andattempts are made to accommodate the needfor assistance, but there is not a policy inplace to address such needs.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does school leadership ensure
the use of various data to inform decisions onarts instructional programs, class offeringsand staffing?
At the middle and high school levels, theSBDM council is developing a process forrevising policies on staffing/class offeringsbased on data connected with studentperformance (achievement) in the arts, andthe program review results.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school leadership
ensure differentiated learning opportunities forstudents identified as gifted and talented inthe arts?
School leadership is in process to develop apolicy to assure service options for studentsidentified as gifted and talented in the arts.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 21© 2012 AdvancED www.advanc-ed.org
Hickman County Elementary School
SY 2011-2012 Page 22© 2012 AdvancED www.advanc-ed.org
•
•
Administrative/Leadership Support and Monitoring: Principal Leadership
Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership
strategies and actions.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Map of school
School budget (5 year history)
Statement or Question Response RatingQuestion A: To what extent does the school ensure
collaboration between the principal andteachers responsible for arts instruction todevelop a professional development actionplan?
The principal individually evaluates andreflects on the impact of the Arts andHumanities instructional practices of theschool to inform the professional developmentaction plan, or evaluation and reflection isgenerally limited.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the principal work with
arts instructional staff to ensure collaborationwith arts programs to support instructionduring the school day?
The Principal supports and facilitatescollaboration for arts programs that occurduring instructional time.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the principal ensure that
arts teachers are involved in the school'sbudget planning?
Arts teachers have a limited voice in planningthe annual school budget.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the principal ensure
parental and community stakeholderinvolvement with arts instructional programs?
Leadership promotes parental involvement asa valuable resource in supporting the arts.This includes, but is not limited to, theresources of leadership, time, skills and/ormaterials.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the principal ensure
collaborative and self-reflective professionallearning for teachers responsible for artsinstruction?
The principal initiates professional learningamong staff through collaboration and self-reflection.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the principal participate
in professional learning within the arts andhumanities instructional program?
The principal does not participate fully inprofessional learning regarding the school'sArts and Humanities program.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 23© 2012 AdvancED www.advanc-ed.org
•
•
•
Schedules of events
Resource and equipment inventory
Records of parental involvement in supporting arts programs
The principal supports performances in the arts both, classroom and school wide.
The principal emails a schedule of events each week to all faculty and staff.
There is an equipment inventory.
The school SBDM budget is a part of the council minutes.
There is a map of the school building.
There is strong parental support for the arts and involvement in the programs and activities.
The FRYSC Coordinator is involved in collaboration with the teachers of the arts and parental support.
There is a need for more involvement in the budgeting of needed items for the arts.
Hickman County Elementary School
SY 2011-2012 Page 24© 2012 AdvancED www.advanc-ed.org
Introduction This report contains Program Review results for Practical Living and Career Studies. This program review is required as part of
Kentucky's new assessment and accountability model. Diagnostic tools to capture and report the results from these program reviews
are contained in the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and
institutions to gain better understanding of past successes and opportunities, and confidently build a solid, research-based
improvement plan for the future.
Hickman County Elementary School
SY 2011-2012 Page 25© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
•
Program Review: Practical Living and Career Studies
Curriculum and Instruction: Student Access
All students should have equitable access to high quality curriculum and instruction.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Individual Learning Plan (ILP) student interest reports
Master schedule
Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP)
Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines
Lesson plans document differentiation for students with special needs, ELL and gifted/talented
School-Based Decision Making (SBDM) council curriculum policy, meeting agendas and minutes
The Master Schedule provides evidence that all students have access to PL/CS.
There are special projects throughout the year for students to participate in a variety of events such as Healthy Hearts.
A 5th/6th grade Career Fair is sponsored each year by a local businessman each year and have a variety of businesses/careers.
Statement or Question Response RatingQuestion A: To what extent does the school ensure all
students, including those from diversepopulations, receive PL/CS instruction?
The PL/CS curriculum includes instruction forstudents from diverse populations (i.e.,special needs, gifted/talented, ethnicity,gender, socio-economics, etc.) and maintainshigh quality teaching and learning.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school provide
advising programs that include components ofthe ILP?
An advising program is provided and includescomponents of the ILP as part of thecurriculum.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school provide
PL/CS interdisciplinary and advancedcourses?
A minimum of two PL/CS interdisciplinary andadvanced courses are offered at thesecondary level for academic credit.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 26© 2012 AdvancED www.advanc-ed.org
Curriculum and Instruction: Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national
standards
Statement or Question Response RatingQuestion A: To what extent does the school's PL/CS
curriculum develop core knowledge andskills?
PL/CS curriculum develops core knowledge,motor skills, confidence, life skills, and self-management abilities that are essential topersonal growth and development of allstudents.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school's PL/CS
curriculum provide opportunities for studentsto develop decision-making skills?
The PL/CS curriculum provides opportunitiesfor all students to develop decision-makingskills impacting their own health, nutrition andenvironment.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school's PL/CS
curriculum provide opportunities for allstudents to demonstrate life skills?
PL/CS curriculum provides opportunity for allstudents to practice life skills such as goal-setting, critical thinking, problem solving,coping, accessing information and resources,and decision-making.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school's curriculum
include integration of historical and currentleaders?
Studies of historical and current leaders areintegrated into the PL/CS curriculum.
Proficient
Statement or Question Response RatingQuestion E: To what extent are the students exposed to
guest speakers?Students regularly interact with guestspeakers and mentors from a variety ofleadership positions and career fields beyondclassroom experiences (e.g., virtual fieldtrips,mentoring programs, work-based learning,etc.).
Distinguished
Statement or Question Response RatingHeath Education- Question A:
To what extent is the school's healtheducation curriculum planned, sequential,integrated, and aligned?
The K-12 health education curriculum isplanned but not sequential and there is noevidence of integration among other contentareas.
NeedsImprovement
Statement or Question Response RatingHeath Education- Question B:
To what extent does the school's healtheducation curriculum address local, state, andnational standards?
The K-12 curriculum addresses all local, stateand national health education standardsappropriate to the applicable grade levels.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 27© 2012 AdvancED www.advanc-ed.org
Statement or Question Response RatingHeath Education- Question C:
To what extent does the school's healtheducation curriculum provide strategies andactivities for the National Health EducationStandards?
The health education curriculum providesactive learning strategies and activities ofmost of the National Health EducationStandards, and covers most of the healtheducation content areas.
Proficient
Statement or Question Response RatingHeath Education- Question D:
To what extent does the school's healtheducation curriculum life skills that influencehealthy relationships?
The health education curriculum includesopportunities for students to practice the lifeskills that influence healthy relationships, asrelated to family, peers, the community, andthe workplace.
Distinguished
Statement or Question Response RatingPhysicalEducation -Question A:
To what extent does the school's physicaleducation curriculum meet the expectations ofthe Physical Education Curriculum AnalysisTool (PECAT)?
A physical education curriculum exists, but isnot consistent with the majority ofexpectations delineated by the CDC'sPhysical Education Curriculum Analysis Tool.
NeedsImprovement
Statement or Question Response RatingPhysicalEducation -Question B:
To what extent do the students implementFrequency, Intensity, Type, Time (FITT)Plans?
Physical Education curriculum includes anintroduction to Frequency, Intensity, Type,Time (FITT) Plans.
NeedsImprovement
Statement or Question Response RatingPhysicalEducation -Question C:
To what extent do students participate in acomprehensive school-based physical activityprogram?
All students actively participate in twocomponents of a comprehensive school-based physical activity program (e.g.,classroom physical activity breaks,recess/activity breaks, out-of-school program,intramurals, activities including parents, andcommunity based programs, etc.).
NeedsImprovement
Statement or Question Response RatingConsumerism/Financial Literacy -Question A:
To what extent do all students learn aboutconsumer rights, responsibilities, and decisionmaking?
All students learn about consumer rights,responsibilities, and decision-making (e.g.wants, needs, values, comparingproducts/services, evaluating advertisingtechniques/media).
Proficient
Statement or Question Response RatingConsumerism/Financial Literacy -Question B:
To what extent are instruction andopportunities provided for students toevaluate the impact of consumer decisions onthe environment?
Instruction and opportunities are provided forall students to evaluate the impact ofconsumer decisions on the environment (e.g.reducing, reusing, recycling, green choices).
Proficient
Hickman County Elementary School
SY 2011-2012 Page 28© 2012 AdvancED www.advanc-ed.org
Statement or Question Response RatingConsumerism/Financial Literacy -Question C:
To what extent does curriculum includecurrent information on product safety andvalues?
Curriculum does not include instructionrelated to current information on productsafety and value (e.g. recalls, ratings,consumer reports).
NeedsImprovement
Statement or Question Response RatingConsumerism/Financial Literacy -Question D:
To what extent are instructional opportunitiesprovided for all students to evaluate theimpact of consumer decisions on nutrition andhealth?
Few instructional opportunities are providedfor all students to evaluate impact ofconsumer decisions on nutrition and health.
NeedsImprovement
Statement or Question Response RatingConsumerism/Financial Literacy -Question E:
To what extent do all students haveopportunities to learn about problem solvingand critical thinking regarding moneymanagement, financial planning, savings,investments, and consumer credit?
Problem-solving and critical thinkingregarding money management, financialplanning, savings, investments and consumercredit are neglected components of thefinancial literacy curriculum.
NeedsImprovement
Statement or Question Response RatingConsumerism/Financial Literacy -Question F:
To what extent does the PL/CS curriculuminclude content related to taxes and theirimpact on services provided by variousgovernmental agencies?
The PL/Cs curriculum includes contentrelated to taxes and its impact on servicesprovided by various government agencies.
Proficient
Statement or Question Response RatingConsumerism/Financial Literacy -Question G:
To what extent do students engage infinancial decision making or entrepreneurialexperiences?
Students engage in financial decision-makingor entrepreneurial experiences.
Proficient
Statement or Question Response RatingConsumerism/Financial Literacy -Question H:
To what extent do students haveopportunities to learn from outside expertsabout available resources of financialsystems?
Students have opportunities to learn fromoutside experts about available resources offinancial systems (e.g. guest speakers fromlocal banks, credit unions, financial planners).
Proficient
Statement or Question Response RatingCareer Studies -Question A:
To what extent are the career pathwaysimplemented in the state's 14 identifiedCareer Clusters for high school students?(HIGH SCHOOL)
In high school, career pathways areimplemented in 4-9 of the state's 14 identifiedCareer Clusters.
Proficient
Statement or Question Response RatingCareer Studies -Question B:
To what extend does the PL/CS curriculumincorporate connections to community,society, industry, and current events?
The PL/CS curriculum incorporatesconnections to community, society, industry,and current events.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 29© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
•
•
•
•
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments, and culminating events)
Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service
announcements
Local school wellness policy
Lesson plans document differentiation for students with special needs, ELL and gifted/talented
Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP)
Documentation of Guest Speakers
Serving Learning Projects
Classroom, club/student organization, and school wide projects
Newspaper articles and other media artifacts
Record of school-based / class-based enterprises
Internet-based simulations with student generated work (e.g. stock market game, AAA Math, bank simulation)
Evidence of Reality Store activities on school schedule
Artifacts from physical activity opportunities (e.g. pictures of parent nights, flyer for fun run)
The Food Service Director works with teachers to incorporate nutrition lessons. A Fresh Fruit and Vegetable grant has been written
that includes nutrition lessons.
The Family Youth Resource Coordinator works with the PL/CS teacher and the classroom teacher to promote Family Night, Spring
Fling, Career Day and LEAP.
Pictures of events are stored on the server for documentation.
I Love to Read Week has activities that incorporate careers and physical education.
Guest speakers are invited into the gym and classrooms to promote career development and wellness.
The extension agent works with the schools to bring in MyPyramid and other nutrition programs.
Statement or Question Response RatingCareer Studies -Question C:
To what extent are articulation agreementsand dual credit agreements a part of careerpathways at the high school level? (HIGHSCHOOL)
In high school, a variety of articulation anddual-credit agreements are part of the careerpathways and multiple students takeadvantage of these opportunities.
Distinguished
Statement or Question Response RatingCareer Studies -Question D:
To what extent are all students introduced tothe 14 career clusters at the elementarylevel? (ELEMENTARY)
All students are introduced to the 14 CareerClusters at the elementary level.
Proficient
Statement or Question Response RatingCareer Studies -Question E:
To what extent is a formalized plan forintroducing and using the ILP in place for the6th grade and beyond? (MIDDLE AND HIGHSCHOOL)
A formalized plan for introducing and using anILP is started in the 6th grade and ismonitored and revised to reflect studentneeds and interests over time.
Distinguished
Statement or Question Response RatingCareer Studies -Question F:
To what extent to all high school studentsselect and note in their ILP's at least fourcourse related to their career major and oneof the state's 14 Career Clusters?
All high school students select (and note intheir ILP) at least 4 courses related to theircareer major and one of the state's 14 CareerClusters.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 30© 2012 AdvancED www.advanc-ed.org
Hickman County Elementary School
SY 2011-2012 Page 31© 2012 AdvancED www.advanc-ed.org
Curriculum and Instruction: Instructional Strategies
All teachers should implement instructional strategies that provide quality, variety, and access for all students.
Statement or Question Response RatingQuestion A: To what extent does the school's PL/CS
curriculum engage students in higher orderthinking, creativity, and problem-solvingskills?
The PL/CS curriculum engages all students inhigher order thinking, creativity, and problem-solving skills through authentic studentproducts and performances.
Distinguished
Statement or Question Response RatingQuestion B: To what extent does the PL/CS curriculum
attend to multiple intelligences and abilities?The PL/CS curriculum attends to multipleintelligences and abilities (e.g., visual/spatial,interpersonal, intrapersonal,bodily/kinesthetic, musical/rhythmic,logical/mathematical, linguistic, andemotional).
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school integrate
relevant technology tools into classroomcontent?
Relevant technology tools (e.g., smart boards,keyboarding at elementary level, internetresearch, podcasting, pedometers, Wii) areintegrated into classroom content and utilizedby students and teachers.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school utilize
Advisory Committees?An Advisory Committee (e.g., CoordinatedSchool Heath Committee, Business &Industry Advisory Committee) is used as asupport or resource for student career andwellness instruction.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the school integrate
appropriate communication skills andpresentation techniques?
Appropriate communication skills (e.g.,verbal, non-verbal, written, listening, andinterview skills) and presentation techniquesare integrated across a variety of contentareas.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the school's academic
and PL/CS teachers collaborate to integratecore academic areas in the PL/CScurriculum?
There is minimal collaboration amongAcademic and PL/CS teachers to integratecore academic areas in PL/CS curriculum.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 32© 2012 AdvancED www.advanc-ed.org
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Statement or Question Response RatingQuestion G: To what extent do the school's students apply
technical mathematics, reading, and writingskills to support and demonstrate learning?
Students apply technical mathematics,reading and writing skills (e.g., comparisonshopping, resume writing, balancing achecking account, analyzing a stock chart,reading insurance forms, loan applications,rental agreements, FITT charting, andnutritional analysis) to support anddemonstrate learning.
Proficient
Statement or Question Response RatingQuestion H: To what extent are the students provided
opportunities to utilize social and life skills in acooperative learning and/or teamworkenvironment?
Students are regularly provided opportunitiesto utilize social and life skills (e.g., problem-solving, goal setting, decision-making) in acooperative learning and/or teamworkenvironment.
Proficient
Statement or Question Response RatingQuestion I: To what extent do students use problem-
solving and critical thinking skills to interpretand analyze data as related to specific PL/CScontent?
Students rarely use problem-solving andcritical thinking skills to interpret and analyzedata as related to specific PL/CS content.
NeedsImprovement
Statement or Question Response RatingQuestion J: To what extent does the school's PL/CS
curriculum connect to the community, society,and current events?
The PL/CS curriculum incorporatesconnections to community, society andcurrent events.
Proficient
Statement or Question Response RatingHeath Education- Question A:
To what extent does the school integratetechniques and strategies to effectivelyresolve conflict in the PL/CS curriculum?
Techniques and strategies to effectivelyresolve conflicts (e.g., bullying, stress, refusalskills and anger management) are integratedschool wide.
Distinguished
Statement or Question Response RatingPhysicalEducation -Question A:
To what extent does the school's physicaleducation instructional strategies demonstrateteaching strategies that are consistent withnational expectations as defined by NASPE?
The physical education instructionalstrategies usually demonstrate teachingstrategies that are consistent with nationalexpectations as defined by NASPE.
Proficient
Statement or Question Response RatingCareer Studies -Question A:
To what extent does the school integrate theILP in some course to use as a research toolfor career choices?
The ILP is used only in the PL/CS classroom. NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 33© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
•
•
•
•
Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines
Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments and culminating events)
Artifacts from classroom, student team, club, and school-wide projects
Guest speaker logs, thank you letters, photos, videos, podcasts
Examples of innovative use and integration of technology (lesson plans and student products)
School or teacher web pages
Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service
announcements
Artifacts of extra/co-curricular activities, publications, school web site, radio announcement, school club schedule, grade-level
meeting agenda
Artifacts from school-wide programs in place to reduce conflicts and behavior issues
Pictures of guest speakers throughout the year.
Student projects in career studies and in special physical education projects.
Students participate in dance competitions.
Students broadcast announcements each morning.
Students participate in sport events.
There is a wellness committee that monitors nutrution lessons.
Students use the computer lab, fusion, smart boards and ipads.
Students give 4-H speeches, particpate in plays and collaborative projects in the classrooms.
The students are given guidance lessons from the guidance counselors.
Students participate in the Chicken Festival, Red Ribbon Week, and Parent Night.
Hickman County Elementary School
SY 2011-2012 Page 34© 2012 AdvancED www.advanc-ed.org
Curriculum and Instruction: Student Performance
When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and
inclusive, student performance should be at a consistently high level.
Statement or Question Response RatingQuestion A: To what extent does the school provide
service learning/community service activitiesthrough all PL/CS courses?
Two or more service learning/communityservice activities are available through allPL/CS courses and extra/co-curricularactivities.
Distinguished
Statement or Question Response RatingQuestion B: To what extent are students provided
opportunities to develop leadership skills inextra-curricular/co-curricular activities?
All students are provided opportunities todevelop and be recognized for theirleadership skills during classroomexperiences and in extra-curricular/co-curricular activities.
Distinguished
Statement or Question Response RatingQuestion C: To what extent does the school provide
student organizations or clubs?Few student organizations or clubs areavailable.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent do students participate in
extra/co-curriculum activities related to thePL/CS curriculum?
A variety of extra/co-curricular activitiesrelated to PL/CS curriculum is available andmany students participate in at least oneextra/co-curriculum activity per year.
Proficient
Statement or Question Response RatingHeath Education- Question A:
To what extent are students providedopportunities to earn health relatedcertificates?
Students are not provided opportunities toearn health related certificates.
NeedsImprovement
Statement or Question Response RatingPhysicalEducation -Question A:
To what extent are students providedopportunities to earn physical educationrelated certificates?
Students are not provided opportunities toearn physical education related certificates.
NeedsImprovement
Statement or Question Response RatingPhysicalEducation -Question B:
To what extent do students demonstrate theknowledge and skills associated with theNational Standards for Physical Education?
Students demonstrate the knowledge andskills associated with 3-4 of the NationalStandards for Physical Education.
Proficient
Statement or Question Response RatingCareer Studies -Question A:
To what extent do teachers and studentswork together using formative andassessment data to formulate student ILP's?
Individual Learning Plan (ILP) is constructedwith little or no collaboration among studentsand teachers and limited or no data.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 35© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Artifacts from service learning projects
Number of students receiving First Aid, CPR, and babysitting certification
Student generated speeches and/or presentations for school or community groups
Reports from Individual Learning Plans tool
Student assessments of physical education knowledge and skills, i.e. motor skills, physical fitness
Students participate in the Falcon Fit Club.
Student participate in the Falcon Friends, Red Ribbon, Career Fair, 4-H Speech Contest, WYSE Guys, Peppettes, Boy Scouts, Girl
Scouts, Ambassadors, and News Broadcasters.
Students develop their ILP under the direction of the guidance counselor.
Students participate in activities like Jumprope for Heart and other activities that promote wellness and raising funds for health related
causes.
Teachers in the middle school will be trained on ILP development, Career Pathways and EXPLORE testing.
Statement or Question Response RatingCareer Studies -Question B:
To what extent are a variety of work basedlearning opportunities provided across CareerPathways and majors?
In high school, a variety of work-basedlearning opportunities (e.g., co-op, jobshadowing, entrepreneurship, andinternships) across multiple career majors areavailable for all students.
Proficient
Statement or Question Response RatingCareer Studies -Question C:
To what extent is the ILP development for all6th grade students?
ILP development, coupled with careercounseling, begins at 6th grade for allstudents.
Distinguished
Hickman County Elementary School
SY 2011-2012 Page 36© 2012 AdvancED www.advanc-ed.org
•
Formative and Summative Assessment: Variety of Assessment
Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Individual Learning Plan usage tools
Statement or Question Response RatingQuestion A: To what extent are state standards used in
the development of formative and summativeassessments?
State standards are inconsistently used in thedevelopment of formative and summativeassessments.
Proficient
Statement or Question Response RatingQuestion B: To what extent do PL/CS assessment
measures respond to a variety of learningstyles and abilities?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion C: To what extent are formalized plans in place
to monitor the completion of the students'ILP?
A formalized plan is in place to monitor thecompletion of students' ILP.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 37© 2012 AdvancED www.advanc-ed.org
Formative and Summative Assessment: Expectations for Student Learning
Teachers should have common and high standards for student learning in the content area.
Statement or Question Response RatingQuestion A: To what extent does the school's PL/CS
curriculum include high expectations for allstudents to demonstrate progress andachievement?
The PL/CS curriculum maintains highexpectations for all students to demonstrateindividual progress and achievement, andrequires both formative and summativedemonstration evidence for all students.
Distinguished
Statement or Question Response RatingQuestion B: To what extent are middle and high school
students required to successfully pass ahealth education course?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion C: To what extent can students demonstrate the
knowledge and skills addressed in local,state, and national PL/CS standards?
Students can demonstrate the knowledge andskills addressed in a majority of the local,state, and national PL/CS standards.
Proficient
Statement or Question Response RatingQuestion D: To what extent are students active during
physical education lesson time?Students are active for 75% or more of thephysical education lesson time.
Distinguished
Statement or Question Response RatingQuestion E: To what extent do students participate in
physical education and/or physical activity?All students participate daily in physicaleducation and/or physical activity.
Proficient
Statement or Question Response RatingQuestion F: To what extent are middle and high school
students required to pass a physicaleducation course?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion G: To what extent do PL/CS teachers develop
scoring guides and/or rubrics?To create clear expectations for qualityperformance, the teacher develops scoringguides and/or rubrics to share with students.
Proficient
Statement or Question Response RatingQuestion H: To what extent do PL/CS teachers model and
guide students to apply rubrics to assessoverall performance?
The teacher guides students to apply rubricsto assess overall performance.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 38© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Authentic assessment tools
Number of students who participate in health related programs and organizations
Fitness Testing (e.g. FITNESSGRAM, President's Physical Fitness Challenge, Personal Best)
Scoring guides and rubrics
Documentation of student performance feedback
Students and teachers participate in the "Take 10" program.
Statement or Question Response RatingQuestion I: To what extent do PL/CS teachers provide
feedback to parents and students onstudent's performance?
Teacher provides consistent and timelyfeedback to student and parents on student'sperformance (e.g., grades, weekly, monthlyand mid-term reports).
Proficient
Hickman County Elementary School
SY 2011-2012 Page 39© 2012 AdvancED www.advanc-ed.org
•
•
Formative and Summative Assessment: Response to Assessment
Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to
enhance student learning and achievement.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Master schedule
Observational data
Recommendation: More formative assessment. More differentiated instruction documentation.
Statement or Question Response RatingQuestion A: To what extent do PL/CS teachers use
sources to reflect on and improve instructionalpractice?
The PL/CS teacher uses only summativeassessment data to reflect on and improveinstructional practice.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school's leadership
provide access to teachers for data to use inimproving student learning and achievement?
The school provides time in the school day forteachers to analyze data with the intent ofimproving student learning and achievement.
Distinguished
Statement or Question Response RatingQuestion C: To what extent does the school have a
system in place to assist teachers ingathering data to assess student learning anddevelop an intervention plan?
No system is in place to assist teachers ingathering data to assess student learning anddevelop an intervention plan to supportindividual student growth in PL/CS programs.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent do teachers monitor and
assess the needs of diverse studentpopulations?
Teachers use informal means to monitor andaddress the needs of a diverse studentpopulation including those with special needs,English language learners (ELL) and giftedstudents.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school monitor
student progress in the PL/CS disciplines?Schools monitor student progress in all PL/CSdisciplines.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 40© 2012 AdvancED www.advanc-ed.org
Professional Development and Support Services: Planning
Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about
teacher practice and student learning.
Statement or Question Response RatingQuestion A: To what extent is feedback at the end of
professional development sessions gatheredand used in the development of follow-uptraining?
Feedback at the end of professionaldevelopment sessions is gathered but rarelyused in the development of follow-up training.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent is school and student data
used in planning professional developmentsessions?
School and student data is reviewed andanalyzed in planning professionaldevelopment sessions.
Distinguished
Statement or Question Response RatingQuestion C: To what extent are the school's professional
development opportunities aligned withIndividual Professional Growth Plans?
There is no alignment between IndividualProfessional Growth Plans and the school'sprofessional development offerings for PL/CSteachers.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the school schedule
allow PL/CS and core subject teachers tocollaborate?
The school schedule does not accommodatePL/CS and core subject teacherscollaboration.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school provide
professional development specific to PL/CSteachers?
Professional development is provided, notspecific to PL/CS teachers.
NeedsImprovement
Statement or Question Response RatingQuestion F: To what extent does the school provide
professional development for 21st centuryskills?
Professional development is provided tointegrate 21st century skills (e.g., problemsolving, critical thinking, analyzing, and healthliteracy), not specific to PL/CS teachers.
Proficient
Statement or Question Response RatingQuestion G: To what extent does the school provide
professional development in technology?Professional development in technology isprovided for teachers.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 41© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Evaluation forms
Professional development plan for all teachers
Professional development agendas and sign-in sheets for PL/CS teachers
Master schedule
List of professional development opportunities/participation related to 21st Century Skills (e.g. technology, health literacy, problem
solving)
Approved travel budgets for staff to attend professional conference or workshops
Need more PD opportunities specific to PLCS teachers. Need time for common planning.
Statement or Question Response RatingQuestion H: To what extent does the school provide
teachers with access to professionaldevelopment that supports research basedeffective instructional strategies specific totheir discipline?
Teachers have access to professionaldevelopment that supports research basedeffective instructional strategies specific totheir discipline.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 42© 2012 AdvancED www.advanc-ed.org
•
•
•
Professional Development and Support Services: Participation
Teachers participate in program-specific professional development designed to meet their needs. All teachers participate in
professional development focused on 21st century skills.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Minutes of Advisory Committee Meetings
Master schedule
Approved travel budgets for staff to attend professional conference or workshops
Statement or Question Response RatingQuestion A: To what extent do PL/CS teachers collaborate
with community partners to participate invarious Advisory Committees?
Teacher representatives have limitedinteractions with community partners toparticipate on various Advisory Committees.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school provide
training to staff regarding the use of the ILP tohelp students select course offerings anddevelop career goals?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion C: To what extent does the school provide
PL/CS teachers with opportunities toparticipate in content-specific dialogue withtheir colleagues?
PL/CS teachers have opportunities toparticipate in content-specific professionaldialogue with their colleagues.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school provide
opportunities in the master schedule forPL/CS teachers to plan and collaborate withexternal partners?
There are no opportunities within the masterschedule for PL/CS teachers to plan andcollaborate with external partners (e.g.,postsecondary education partners, businessand industry personnel, civic/communityorganizations and area technology centerstaff).
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does the school provide
professional development opportunities towork with postsecondary partners?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion F: To what extent do PL/CS teachers collaborate
with community/business partners?There is limited or no collaboration betweenPL/CS teachers and community/businesspartners.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 43© 2012 AdvancED www.advanc-ed.org
Need to use community resources in a more consistent manner.
Hickman County Elementary School
SY 2011-2012 Page 44© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Professional Development and Support Services: Teacher Leadership
Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the
professional learning community.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
PD log/sign-in
Documentation of teacher-led professional development experiences
Certificate of participation
PD agenda
Statement or Question Response RatingQuestion A: To what extent does the school provide
opportunities for job-embedded professionaldevelopment for PL/CS teachers?
Job-embedded professional developmentopportunities are provided for PL/CS teachersto encourage continuous learning and growth.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school provide
leadership opportunities for all teachers?Leadership development opportunities areavailable to all teachers.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 45© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Administrative/Leadership Support and Monitoring: Shared Vision
School Councils and administrators have developed a shared vision for insuring quality Writing instructional programs.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
School Vision/Mission Statement
SBDM policies and minutes
Artifacts of projects and activities
Meeting minutes
Class projects; career fairs; faculty emails.
Statement or Question Response RatingQuestion A: To what extent does the school involve school
leadership, department staff, and communitystakeholders in shaping and refining thevision statement?
Leadership involves representation of alldepartments in shaping and refining the visionstatement.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school use the vision
to guide decision-making and allocation ofresources?
Leadership systematically communicates anduses the vision to guide decision-making.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school's
collaborative vision address staterequirements, 21st century skills, and nationalstandards?
Collaborative vision addresses appropriatestate requirements and 21st century skills.
Proficient
Statement or Question Response RatingQuestion D: To what extent do the school's activities and
projects for most program areas and gradelevel(s) align with the vision?
Activities and projects for most program areasand grade level(s) are aligned with the vision.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the school's vision reflect
a commitment to the inclusion of PL/CSthroughout the curriculum and the student'sacademic experience?
The school's vision reflects a commitment tothe inclusion of PL/CS throughout thecurriculum and throughout the student'sacademic experience (K-12).
Proficient
Hickman County Elementary School
SY 2011-2012 Page 46© 2012 AdvancED www.advanc-ed.org
Administrative/Leadership Support and Monitoring: Time and Resources
School leadership will provide adequate resources, facilities, space and instructional time to support high quality writing instructional
programs
Statement or Question Response RatingQuestion A: To what extent does the school provide
PL/CS programs with quality materials,equipment, and technology to teach thecurriculum?
The PL/CS programs have abundant qualitymaterials, equipment and technology to teachthe curriculum.
Distinguished
Statement or Question Response RatingQuestion B: To what extent does the school invite
teachers to participate in planning the annualschool budget?
Teachers of all departments are invited toparticipate in planning the annual schoolbudget.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school have access
to external resource that benefit PL/CSinstruction?
The school has access to external resourcesthat benefit PL/CS instruction (e.g., industrypartnerships, hospitals, health and fitnessclubs, sponsorships and grants).
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school's space meet
KDE adequacy requirements to supportappropriate teaching and learning?
School space meets KDE adequacyrequirements to support appropriate teachingand learning.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the high school utilize
the Career & Technical Education andKentucky Schools Facility Planning Manualsfor program planning?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion F: To what extent do the school's PL/CS
facilities meet industry and classroomstandards for size, safety, and accessibility?
All PL/CS facilities are safe, accessible, andmeet industry and classroom standards,including appropriate for class size(s).
Proficient
Statement or Question Response RatingQuestion G: To what extent does school leadership
provide instructional planning time for PL/CSteachers?
School leadership provides for and protectsadequate instructional and planning time forPL/CS teachers.
Distinguished
Statement or Question Response RatingQuestion H: To what extent does the school assign PL/CS
teachers with manageable class loads basedon course and facilities?
PL/CS teachers are assigned equitable classloads based on course and facilities ascompared to other teachers in the building.
Distinguished
Hickman County Elementary School
SY 2011-2012 Page 47© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
SBDM policies and minutes
Artifacts of use of technology
Master schedule
Class attendance rosters
Highly qualified teachers. Handicap accessible building. Web pages and IC are used to communicate with parents/community.
Statement or Question Response RatingQuestion I: To what extent does the school schedule
allocate time for all students to receiveinstruction in all four PL/CS disciplines?
Time in the school schedule is allocated sothat all students receive instruction in all fourPL/CS disciplines (i.e., health education,physical education, consumerism, careerstudies).
Proficient
Statement or Question Response RatingQuestion J: To what extent does the school base staff
allocation on student need?School councils establish policies for theallocation of staff based on the needs ofstudents.
Distinguished
Statement or Question Response RatingQuestion K: To what extent does the school provide
instruction by appropriately certified teachersin all PL/CS courses?
All Instruction is provided by appropriatelycertified teachers in all specific PL/CScourses.
Proficient
Statement or Question Response RatingQuestion L: To what extent does the school use
technology and media resources tocommunity with students and parents?
Technology and media resources are used tocommunicate with students and parents.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 48© 2012 AdvancED www.advanc-ed.org
Administrative/Leadership Support and Monitoring: Policies and Monitoring
The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's writing
instructional program.
Statement or Question Response RatingQuestion A: To what extent does the middle and high
school use data from ILP reports to determinePL/CS course offerings?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion B: To what extent does the school use Advisory
Committees to ensure quality PL/CSprogramming and policies?
Advisory Committees (e.g., CoordinatedSchool Health committees, CTE programadvisory committees) meet a minimum oftwice per school year to ensure quality PL/CSprogramming and policies.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school offer PL/CS
courses?A variety of PL/CS related offerings areevidenced in the master schedule.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the school have a
system in place for PL/CS program review?The school uses standardized system forPL/CS program review.
Proficient
Statement or Question Response RatingQuestion E: To what extent does the school have
consistency between career information in theILP and the Individualized Education Plan(IEP) for students with disabilities?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion F: To what extent does the high school have
measures in place to check for and preventduplication of coursework between secondaryand postsecondary levels?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Statement or Question Response RatingQuestion G: To what extent is the school's wellness policy
developed and reviewed annually, andincluded in the CSIP?
A school wellness policy is developed,reviewed annually and is included in the CSIP(and where applicable includes BMI percentilereporting from the physical exam form forKindergarten and 6th grade students into theInfinite Campus database).
Proficient
Hickman County Elementary School
SY 2011-2012 Page 49© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Master schedule
SBDM minutes
Wellness policy
Documentation of BMI data
Program Review data; minutes from Wellness Committee meetings; school nurse records.
Statement or Question Response RatingQuestion H: To what extent is the school implementing the
district wellness policy via a local wellnesspolicy?
School is implementing the district wellnesspolicy via a local wellness policy.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 50© 2012 AdvancED www.advanc-ed.org
•
•
•
•
•
Administrative/Leadership Support and Monitoring: Principal Leadership
Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership
strategies and actions.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Observational data
Meeting minutes
Approved travel budgets for staff to attend professional conferences or workshops
Master schedule
Minutes of Advisory Committee Meetings
Faculty meeting agendas.
Wellness committee minutes.
Statement or Question Response RatingQuestion A: To what extent do the school's principal and
staff collaborate to evaluate and reflect on theimpact of the PL/CS instructional practices ofthe school to inform the professionaldevelopment action plan?
The principal individually evaluates andreflects on the impact of the PL/CSinstructional practices of the school to informthe professional development action plan, orevaluation and reflection is generally limited.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the school allocate time
and resources to implementation of theprofessional development action plan?
The principal allocates equitable time andresources to implement the professionaldevelopment action plan.
Proficient
Statement or Question Response RatingQuestion C: To what extent does the school's principal
initiate professional learning among staffthrough collaboration and self-reflection?
The principal initiates professional learningamong staff through collaboration and self-reflection.
Proficient
Statement or Question Response RatingQuestion D: To what extent does the principal support and
participate on various PL/CS AdvisoryCommittees?
The principal actively participates in variousPL/CS Advisory Committees.
Distinguished
Statement or Question Response RatingQuestion E: To what extent does the principal participate
in professional learning regarding the school'sPL/CS program?
The principal participates fully in professionallearning regarding the school's PL/CSprogram.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 51© 2012 AdvancED www.advanc-ed.org
Introduction This report contains Program Review results for Writing. This program review is required as part of Kentucky's new assessment and
accountability model. Diagnostic tools to capture and report the results from these program reviews are contained in the AdvancED's
Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain better understanding
of past successes and opportunities, and confidently build a solid, research-based improvement plan for the future.
Hickman County Elementary School
SY 2011-2012 Page 52© 2012 AdvancED www.advanc-ed.org
•
•
•
Program Review: Writing
Curriculum and Instruction: Student Access
All students should have equitable access to high quality curriculum and instruction.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
School writing policy/plan
Student journals/learning logs
Curriculum documents with student samples of integrated literacy instruction across content areas
The school is updating their writing plan to include constructed response and on-demand requirements.
Students keep on-going portfolios.
Teachers use bell ringers as writing prompts in the mornings.
Student work is displayed in the rooms and halls throughout the school building.
There is a need to form a writing committee that oversees the writing policy, goals, and plans throughout the school.
Statement or Question Response RatingQuestion A: To what extent does the school ensure all
students have access to comprehensivewriting instruction?
All students have access to comprehensivewriting instruction.
Proficient
Statement or Question Response RatingQuestion B: To what extent does the school ensure that
students engage in literacy learningopportunities?
Students engage in daily literacy learningopportunities across content areas.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 53© 2012 AdvancED www.advanc-ed.org
•
•
•
Curriculum and Instruction: Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national
standards.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Curriculum documents
School writing policy and/or plan
Curriculum planning documents, with student samples, that demonstrate students critical thinking, problem-solving
Lesson plans show evidence of student writing and reflection.
Council has approved a writing policy.
Statement or Question Response RatingQuestion A: To what extent is the curriculum vertically and
horizontally aligned to the Kentucky CoreAcademic Standards?
Curriculum is not aligned vertically andhorizontally to the Kentucky Core AcademicStandards.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the curriculum integrate
literacy strands across content areas toexplicitly instruct and develop communicationskills?
Curriculum integrates the strands of literacy(reading, writing, speaking, listening, andlanguage use) across content areas toexplicitly instruct and develop communicationskills.
Proficient
Statement or Question Response RatingQuestion C: To what extent is technology used for
instruction?Curriculum demands competent use of avariety of technologies.
Proficient
Statement or Question Response RatingQuestion D: To what extent are students provided
opportunities for using technology forcommunication purposes?
Curriculum provides inconsistentopportunities for students to utilize technologyto communicate with appropriate audiences.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent do students' communication
portfolios demonstrate student interest anddevelop communication skills across contentareas?
Curriculum integrates building acommunications portfolio that demonstratesstudent interest, and the development ofwriting and communication skills across thecontent areas and over time.
Proficient
Statement or Question Response RatingQuestion F: To what extent does the curriculum provide
student opportunities for demonstrating 21stcentury skills?
Curriculum provides opportunities for studentsto practice 21st century critical thinking,problem solving, and communication skills.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 54© 2012 AdvancED www.advanc-ed.org
Committee is being formed to revise the writing plan.
Evidence of student work has been scanned and saved to server.
Students participate in academic and 4-H speech competitions.
Students participate in morning news broadcasts.
Students create and present mathematical word problems.
Students have access and use the computer labs throughout the day.
KASC is providing professional development to entire faculty on teaching students to write constructed responses and on-demand
writing.
Primary teachers are in the process of implementing writing standards.
Hickman County Elementary School
SY 2011-2012 Page 55© 2012 AdvancED www.advanc-ed.org
Curriculum and Instruction: Instructional Strategies
All teachers should implement instructional strategies that provide quality, variety, and access for all students.
Statement or Question Response RatingQuestion A: To what extent do direct instruction and
models connect to specific learningobjectives?
Teachers, students, and others provide directinstruction, models, demonstrations, andThink Alouds that demonstrate specificlearning objectives and provide time forstudents to apply this learning.
Distinguished
Statement or Question Response RatingQuestion B: To what extent do students' research
opportunities result in deeper understandingof a topic of personal interest?
Students research information around a topicof personal interest.
Proficient
Statement or Question Response RatingQuestion C: To what extent is the use of technological
tools by students meets an audience'sneeds?
Students identify and use the technologicaltools, resources, and applications necessaryto attain the communication goals.
Proficient
Statement or Question Response RatingQuestion D: To what extent do students integrate online
and offline learning?Students integrate what is learned whenusing technology with what they learn offline.
Proficient
Statement or Question Response RatingQuestion E: To what extent do students use technology to
develop their literacy skills?Students utilize technology to develop theirreading, writing, speaking, listening andlanguage use.
Proficient
Statement or Question Response RatingQuestion F: To what extent do students' communication
strategies demonstrate their understanding ofappropriate audience, form and purpose?
Students communicate using an appropriateaudience, form, and purpose.
Proficient
Statement or Question Response RatingQuestion G: To what extent do students engage in
collaborative discussions to inform the writingprocess?
Students engage in discussion with self,teacher, and peers to inform the writingprocess.
Proficient
Statement or Question Response RatingQuestion H: To what extent does writing instruction
connect to student need?Students receive deliberate whole-classwriting instruction based on determined need.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 56© 2012 AdvancED www.advanc-ed.org
•
•
•
•
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Student journals/writer's notebooks
Student products from clubs (journalism), writing and speech contests, publications
Master schedule of courses, events, avenues for advanced learning opportunities and interventions
Recordings of student presentations or student-led events
Students participate in 4-H speeches, conservation writing contests, G/T writing events, and other classrooms projects that are
displayed throughout the school.
Students use the computer lab weekly as seen by the Master Schedule. Students use software such as Brain Pop and Study Island for
intervention.
The library promotes writing assignments and research projects.
Plays and skits are done throughout various classes throughout the year where students write reflective pieces about what they learned
as seen in teacher lesson plans.
Statement or Question Response RatingQuestion I: To what extent does the school provide
means for student to publish/share theirwork?
The school provides access to a limitedmeans by which students can publish/sharetheir work.
Proficient
Statement or Question Response RatingQuestion J: To what extent does the school's system of
interventions develop student writing andcommunication skills?
The school implements a system ofinterventions to meet individual student needsin developing writing and communicationskills.
Proficient
Statement or Question Response RatingQuestion K: To what extent does the school offer
advanced/accelerated learning opportunitiesthat enhance writing and communicationskills?
The school offers advanced (or accelerated)learning or enrichment opportunities thatenhance writing and communication.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 57© 2012 AdvancED www.advanc-ed.org
•
•
•
Curriculum and Instruction: Student Performance
When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and
inclusive, student performance should be at a consistently high level.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Student writing and communication products appropriate for content areas
Student developed models
Unit/planning documents that reflect characteristics
Students develop writing products that are informational, narrative, and/or reflective, but more work is needed to develop problem
solving skills.
Students rarely reference works of quality and models. Students normally write directly from a prompt or writing lesson.
Students do create brochures, speeches and research projects.
There is a need to align writing curriculum across the grade levels so that we can consistently implement our plan and ensure
consistency in student work.
Statement or Question Response RatingQuestion A: To what extent do students craft an
appropriate communication for a specificdiscipline and purpose?
Students craft a communications structuredistinctive to a specific discipline andpurpose.
Proficient
Statement or Question Response RatingQuestion B: To what extent do students build on ideas in
their writing and articulate their own ideaswhen writing?
Students attempt to build on ideas but areinarticulate in their attempts.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent do students work with others
to problem-solve?Students rarely learn and work together toproblem-solve and generate products.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent are works of quality and
substance referenced by students?Students disregard works of quality andsubstance as models to inform their work.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 58© 2012 AdvancED www.advanc-ed.org
•
Formative and Summative Assessment: Variety of Assessment
Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Unit plans/planning documents that show alignment of assessments and instruction to standards
Teachers develop and use short answer, on-demand writing, and constructed response questions as part of the formative and
summative assessments, but there is not a systematic method for doing this.
There is a need for professional development on deconstructing the standards.
Training is being provided this summer on how to use writing as an assessment tool.
A writing committee is being formed and the writing plan is being revised in the coming year.
Statement or Question Response RatingQuestion A: To what extent do teachers deconstruct
standards and align learning objectives withinstruction and assessments?
Select teachers deconstruct standards todetermine specific learning objectives andalign both instruction and assessments withthose objectives.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent do teachers across grade
levels and content areas collaborate to alignwriting assessments?
Teachers do not engage in a systematicschool-wide collaborative approach todevelop or align writing and communicationassessments across grade levels and contentareas.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent do teachers across grade
levels and content areas collaborate ondetermining alignment of writing assessmentsto the standards?
Select teachers meet to review writing andcommunication assessments for alignmentwith standards and other teachers complywith the alignment.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent do teachers across grade
levels and content areas embed informalwriting to formatively assess communicationskills?
Teachers embed informal writing andcommunication skills to formatively assesscontent area learning across the curriculum.
Proficient
Statement or Question Response RatingQuestion E: To what extent do teachers formatively
assess both students' writing process andproducts?
Teachers are beginning to use writing andcommunication skills to formatively assesscontent area learning across the curriculum.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 59© 2012 AdvancED www.advanc-ed.org
•
•
•
Formative and Summative Assessment: Expectations for Student Learning
Teachers should have common and high standards for student learning in the content area.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Student assessment results that reflect students' reflection on learning*Students' goal-setting samples
Lesson plans that describe strategies for involving students in identifying learning strengths and needs and goals for learning
Samples of co-developed scoring guides/rubrics
Teachers have students write out "I can" statements.
Lesson Plans identify standards and expectation for lesson.
Teachers use scoring guides and rubrics that are created by teachers and students.
Teachers have been asked to have their students set goals at the beginning of next year by the superintendent.
The principal and SBDM are going to use their writing committee to revise the writing plan.
The professional development plan includes more focus on teaching writing.
Statement or Question Response RatingQuestion A: To what extent are students aware of work
expectations and review and providefeedback?
Students are aware of the expectations fortheir work and receive and provide feedback.
Proficient
Statement or Question Response RatingQuestion B: To what extent is feedback and assessment
information used to by teachers and studentsto inform goals?
Teachers and students collaborate to setwriting and communication goals that are notstandards-based or well-informed.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent do students and teachers
engage in self-assessment to monitorprogress towards goals?
Teachers and students are beginning toengage in ongoing self-assessment tomonitor progress toward meeting writing andcommunications goals.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent do teachers and students
collaborate and use models in developingscoring guides?
Teachers and students use models asexemplars and to co-develop scoring guidesand rubrics to assess writing andcommunication.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 60© 2012 AdvancED www.advanc-ed.org
•
•
•
Formative and Summative Assessment: Response to Assessment
Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to
enhance student learning and achievement.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Professional learning community/team meeting notes/documents that reflect discussions and work around formative/summative
assessment, including identification of next steps in instruction.
Unit/lesson plans that reflect instructional decisions based on formative assessment results
Student work samples that include teacher and peer feedback and reflection
Unit/lesson plans show that teachers reflect on asssessment and adjust plans accordingly.
Samples of student work are posted in the classroom and hallways and have been scanned and saved to the server for documentation.
Teachers work together to analyze MAP data three times a year to be able to provide RTI services to students.
Teachers have team meetings to discuss the curriculum and how to best meet the needs of the students.
Statement or Question Response RatingQuestion A: To what extent do teachers across disciplines
collaborate about communicationsassessments?
Teachers across the curriculum engage inprofessional dialogue about writing andcommunications assessments acrossdisciplines.
Proficient
Statement or Question Response RatingQuestion B: To what extent is a plan to monitor student
progress developed consistent with gradelevel writing standards?
Teachers are in the developing stages ofdesigning a plan to monitor student progressin developing writing and communicationskills consistent with grade-level writingstandards.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent is feedback provided to, and
used by, students?Teachers provide feedback on students'communication products as part of anineffective feedback process.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent are students provided learning
opportunities to revise before summativeproducts are assessed?
Teachers provide opportunities for students torevise and apply new learning beforesummative products are assessed.
Proficient
Hickman County Elementary School
SY 2011-2012 Page 61© 2012 AdvancED www.advanc-ed.org
•
Professional Development and Support Services: Planning
Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about
teacher practice and student learning.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Professional development action plan aligned with school vision for literacy
There is a need for more professional development in how to teach writing across the curriculum.
The professional development plan for the coming year addresses writing and has been shared with the staff.
Statement or Question Response RatingQuestion A: To what extent does the professional
development plan support the school'sliteracy vision?
The professional development action plandoes not support the school's writing visionfor literacy (reading, writing, speaking,listening and language).
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the professional
development plan meet the needs of theschool and the long-term communicationsprogram vision?
The professional develop action plan is notdesigned to meet the needs of the school andthe criteria of the district, or the long-termvision for the school's writing andcommunications program.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does are stakeholders
involved in the professional developmentplan?
The professional development action plan isnot communicated to all investedstakeholders.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 62© 2012 AdvancED www.advanc-ed.org
•
•
Professional Development and Support Services: Participation
Teachers participate in program-specific professional development designed to meet their needs. All teachers participate in
professional development focused on 21st century skills.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Relative Professional Growth Plans
School writing policy or plan that communicates participation of all teachers in the writing program
The teachers have recommeded a planned professional development plan which has been developed and includes CIITS activities and
has been emailed to the entire faculty and staff. Writing sessions have been included in the plan.
The writing plan needs to be revised and developed with alignment across the curriculum.
Statement or Question Response RatingQuestion A: To what extent are teachers engaged in
professional learning in support of studentlearning in communication skills?
Teachers receive limited professionaldevelopment opportunities to developunderstandings of students learning in writingand communication skills.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent are teachers engaged in
professional learning opportunities toenhance 21st century communicationinstruction?
Teachers are not participants in targetedprofessional learning opportunities thatenhance their ability to deliver effective,appropriate instruction that improves studentcommunication skills for a 21st century globalsociety.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent are teachers engaged in a
school-wide communications initiative?Teachers are not participants in a systematicschool-wide writing and communicationsinitiative.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent are teachers engaged in
professional learning to enhance their use offormative and summative assessmentlearning to improve student' communicationskills?
Teachers engage in no professional learningto enhance their ability to use formative andsummative assessment to improve student'swriting and communication skills.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 63© 2012 AdvancED www.advanc-ed.org
•
•
•
Professional Development and Support Services: Teacher Leadership
Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the
professional learning community.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Documentation of professional learning opportunities facilitated by teacher/teacher leaders
Professional development action plan with record of implementation
Documentation of professional development opportunities that support instructional practices regarding writing and
communication skills
Teachers will have an opportunity to share presentations in the new Professional Development Plan.
A copy of the plan has been mailed to all teachers.
The concerns of this area has been addressed.
Statement or Question Response RatingQuestion A: To what extent are teachers engaged as
leaders?Leadership is neither shared nor distributive,nor does it specifically address a systematicapproach to supporting writing andcommunications development.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent are teacher leaders used in
the development of school-wide writinggoals?
Writing and communication goals are notdeveloped, or if developed, are non-specific,or rarely addressed.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent are teacher leaders supporting
the professional development plan for writingand communication?
Teacher leaders are not utilized within theschool to support the professionaldevelopment action plan or the writingprogram.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent are teacher leaders involved
in the decision making the school'scommunication plan?
Leadership and teacher leaders do notengage in collaborative decision-makingregarding the writing program or theprofessional develop action plan.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent are outside experts and
resources used to support the professionaldevelopment action plan?
Schools rarely utilize internal or externalexperts and/or resources to support theprofessional development action plan.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 64© 2012 AdvancED www.advanc-ed.org
•
Administrative/Leadership Support and Monitoring: Shared Vision
School Councils and administrators have developed a shared vision for insuring quality Writing instructional programs.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
School's vision/mission regarding the writing program with record of staff involvement
This is an area that needs to be addressed. The SBDM has discussed the work of a writing committee and the revision of the writing
plan. This plan will include teachers and will also give ideas for professional development.
Statement or Question Response RatingQuestion A: To what extent does school leadership
communicate expectations to staff forimplementing the school's writing program?
School leadership (e.g., principal, assistantprincipal, curriculum coordinators) does notcommunicate expectations with staff forimplementing the school writing andcommunication program, or expectations areunclear or without rigor.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does school leadership
support teachers in the school's vision forliteracy?
School leadership does not support teachersand staff in developing, implementing, andmonitoring a long-term vision for literacy(reading, writing, speaking, listening andlanguage), or support efforts are misalignedand/or insufficient.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the culture of student
success promote critical thinking, problemsolving and effective communication?
School leadership does not promote abuilding wide culture that fosters studentsuccess as critical thinkers, problem solversand effective communicators.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent is the culture of student and
staff participation in communicationpromoted?
School leadership does not promote a culturewhere staff, teachers and students alikeparticipate in writing and communicating inthe school community.
NeedsImprovement
Statement or Question Response RatingQuestion E: To what extent does school leadership
provide support to new staff for implementingthe school's writing and communicationsprogram?
This characteristic refers to a specific gradelevel(s) that is not a part of our school.
Not Applicable
Hickman County Elementary School
SY 2011-2012 Page 65© 2012 AdvancED www.advanc-ed.org
•
Administrative/Leadership Support and Monitoring: Time and Resources
School leadership will provide adequate resources, facilities, space and instructional time to support high quality writing instructional
programs.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic
The supervisor of instruction has presented the writing rubric to the SBDM council and discussed the needs with them. There is a need
for additional writing materials for teachers that align with the common core standards.
Statement or Question Response RatingQuestion A: To what extent are time and resources
equitably allocated?Time and resources allocated toimplementation of the professionaldevelopment action plan is limited orinequitable.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the SBDM monitor
staffing allocations?The SBDM council is made aware of thestaffing allocation decisions for supporting theschool's program.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does the SBDM monitor the
availability of resources?The SBDM council is made aware of theavailability of resources for supporting theschool's program.
NeedsImprovement
Statement or Question Response RatingQuestion D: To what extent does the SBDM monitor the
use of efficient instructional time?The SBDM council is made aware of the useof instructional time for supporting theschool's program.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 66© 2012 AdvancED www.advanc-ed.org
•
Administrative/Leadership Support and Monitoring: Policies and Monitoring
The SBDM Council and School Leadership shall establish and monitor implementation of policies concerning a school's writing
instructional program.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Relative SBDM minutes and/or supporting documents descriptive enough to support the characteristic
The SBDM has discussed the writing committee with the principal and the principal and supervisor of instruction have begun the
process of revising the writing plan.
Statement or Question Response RatingQuestion A: To what extent does the SBDM use data
analysis to facilitate improvement in theschool's writing and communicationsprogram?
The SBDM council collects data regarding theimplementation of the school's writing andcommunications program.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 67© 2012 AdvancED www.advanc-ed.org
•
•
Administrative/Leadership Support and Monitoring: Principal Leadership
Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership
strategies and actions.
Statement or Question:Identify the evidence your school has to support this demonstrator. Provide additional evidence and rationale
in the narrative box below. Response:
Principal communications with staff
Revised professional development action plan
The principal has addressed the need for a revised writing plan with the SBDM.
The staff meeting times have not centered around writing and this needs to be done.
There is a revised professional development plan that includes teaching about teaching writing.
There is a need for an action plan that can be monitored and implemented by the principal and other administrators.
Statement or Question Response RatingQuestion A: To what extent do the principal and staff
collaboratively evaluate and reflect on thewriting and communications programinstructional practices?
The principal individually evaluates andreflects on the impact of the writing andcommunication instructional practices of theschool to inform the professional developmentaction plan, or evaluation and reflection isgenerally limited.
NeedsImprovement
Statement or Question Response RatingQuestion B: To what extent does the principal initiate
professional learning among staff throughcollaboration and self-reflection?
The principal does not initiate professionallearning among staff through collaborationand self-reflection.
NeedsImprovement
Statement or Question Response RatingQuestion C: To what extent does professional learning
regarding the school's writing andcommunication program?
The principal does not participate fully inprofessional learning regarding the school'swriting and communication program.
NeedsImprovement
Hickman County Elementary School
SY 2011-2012 Page 68© 2012 AdvancED www.advanc-ed.org