program review: practical living/career studies london ... review plcs 2012... · living/career...

Program Review: Practical

Living/Career Studies

London Elementary School

Laurel County School District

Mrs. Mary B Bowling, Principal

600 North Main Street London, KY 40741

Document Generated On June 3, 2013

TABLE OF CONTENTS

Introduction 1 Curriculum and Instruction: Health Education 2 Curriculum and Instruction: Physical Education 5 Curriculum and Instruction: Consumerism 7 Curriculum and Instruction: Career Education 9 Curriculum and Instruction: ILP 11 Formative and Summative Assessment: Assessments 13 Formative and Summative Assessment: Expectations for Student Learning 15 Professional Development and Support Services: Opportunities 16 Professional Development and Support Services: Participation 18 Administrative/Leadership Support and Monitoring: Policies and Monitoring 20 Administrative/Leadership Support and Monitoring: Principal Leadership 22

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

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

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

professional development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) Diagnostic tools to capture

and report the results from these program reviews are contained in the AdvancED's Adaptive System of School Improvement Support Tools

(ASSIST). ASSIST allows schools and institutions to gain better understanding of past successes and opportunities, and confidently build a

solid, research-based improvement plan for the future.

Program Review: Practical Living/Career StudiesLondon Elementary School

Page 1© 2013 AdvancED www.advanc-ed.org

Curriculum and Instruction: Health Education

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

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

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

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

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

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

A comprehensive health education curriculum issequentially planned and aligns with theKentucky Core Academic Standards forPractical Living.

Proficient

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

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

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

Proficient

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

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

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

NeedsImprovement

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

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

There is no Coordinated SchoolHealth Committee.

No Implementation

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

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

School has limited opportunities tointegrate the health educationcurriculum into other academicsubjects.

NeedsImprovement



support judgments. Evidence:

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

Pacing guides/curriculum maps

Rubrics, skill assessments, lesson plans showing a variety of strategies for instruction and assessment

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

Professional Learning Communities (PLC) meeting notes and collaborative projects

Evidence of Reality Store activities on school schedule

Written curriculum



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

Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs)

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

demonstrator. Rationale:

The guidance counselors meet as a team to review and plan the K-5 Health Educational Curriculum for the district. The health education

curriculum map is followed for all grade levels through guidance class. All students have daily supervised PE/recess. Students are taught and

engage in problem solving strategies. They are given real life scenarios of conflict and demonstrate conflict resolution. Students discuss and

develop goals short and long term. They also create visual organizers to determine pro's/con's of upcoming decisions and how they will

benefit from their choices. Students also analyze nutritional labels, for serving sizes, calculating amounts of carbohydrates, sodium and other

ingredients. A curriculum map consistent with the Kentucky Core Content has been developed and utilized to monitor student progress.

Lesson plans are created using the curriculum map, core content, and program of studies to teach career studies. Students participate in

current events in the community such as annual food drives, as well as other service activities. Students create greeting cards for residence

in Senior Living Facilities. Although the school has a PLCS committee, there is no Coordinated School Health Committee to support health

education integration. The health education curriculum is taught mainly through guidance and PE class with limited integration in regular

classroom instruction.



Curriculum and Instruction: Physical Education

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




support judgments.


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

A comprehensive physical educationcurriculum is sequential and alignedto the Kentucky Core AcademicStandards for practical living.

Proficient

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

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

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

Proficient


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

The physical education curriculumprovides limited differentiatedlearning strategies and activities.

NeedsImprovement


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

A Coordinated School Healthcommittee is in place but is not usedto inform instructional practicesand/or increase physical activityopportunities within the schoolenvironment.

NeedsImprovement

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

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

School has limited integrationopportunities of the physicaleducation curriculum.

NeedsImprovement



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

Pacing guides/curriculum maps

Rubrics, skill assessments, lesson plans showing a variety of strategies for instruction and assessment

Development and implementation of an individual FITT plan

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

Classroom, club/student organization, and school wide projects

Newspaper articles and other media artifacts

Professional Learning Communities (PLC) meeting notes and collaborative projects

Written curriculum

Documentation of physical activity opportunity offerings

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

Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs)


demonstrator. The physical education teachers in the district meet as a team to review and plan the K-5 Health Educational Curriculum. The physical

education curriculum map is followed for all grade levels. All students have daily supervised PE/recess. A curriculum map consistent with the

Kentucky Core Content has been developed and utilized to monitor student progress. Lesson plans are created using the curriculum map,

core content, and program of studies to teach physical education. Students are taught loco motor/non-loco motor skills through various

activities such as bowling, baseball/softball, volleyball, basketball, and dance. The FITT principle is stressed and practiced through planned

exercise performed during P/E class. Students participate in the American Heart Association through the Jump Rope for Heart fundraiser.

Although the school has a PLCS committee, there is no Coordinated School Health Committee to increase the quality of the physical

education program. All students have access to physical education opportunities however, more could be done to plan for differentiated

instruction for the varied needs of students.



Curriculum and Instruction: Consumerism

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


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

Consumerism curriculum is aligned tostate and national standards.

NeedsImprovement

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

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

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

Proficient


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

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

Proficient

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

routinely engage in grade level appropriatefinancial decision making?

Students routinely engage in grade levelappropriate financial decision making.

Proficient

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

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

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

Proficient

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

information about consumerism is routinelyintegrated into the total school curriculum?

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

NeedsImprovement

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

technology is integrated into the delivery of theconsumerism curriculum?

Technology is integrated into the delivery of theconsumerism curriculum.

Proficient






support judgments. Pacing Guides and Curriculum Maps, Documentation of Guest Speakers, Evidence of Reality Store Activities such as Book Fair Schedule,

lesson plans, pictures of students engaging in financial decision making at the Sweet Heart Dance using math to solve real world problems,

pictures of guest speaker teaching consumerism and financial literacy, this picture also documents evidence of technology being used in the

classroom, copy of activity sheet of "Money in the Bank", Junior Achievement Literature from guest speaker teaching about entrepreneurship,

free enterprise, work sample of lesson of "How to Order from a Menu. The rationale explains how the identified evidence supports the school’s reported level of program implementation for the

demonstrator. Rationale: The guidance counselors meet as a team to review and plan the K-5 Health Educational Curriculum for the district. A curriculum

map consistent with the Kentucky Core Standard has been developed and utilized to monitor student progress. Students are taught how to

and engage in problem solving strategies. Students use mathematical skills as they develop budgets, do comparative shopping as they

determine how much money they can spend on their needs and wants. In guidance class lesson are taught about financial institutions and

concepts such as banks, federal credit unions, stocks and bonds, savings, interest, mortgage, loans, credit cards and money management.

United Streaming provides opportunities for students to learn about services and goods, purchases and sales. Local business owner comes

to the guidance classroom as a guest speaker and sets up a store and allows students to make purchases providing mock real life

experiences for students as they learn financial literacy and how to manage a budget. They also learn about the 6% sales tax. Students can

then use the knowledge that they have learned to make financial choices on a daily basis. They can make choices at lunch and afternoon

snacks are also available for purchase. Other opportunities are made available at our Scholastic Book Fair. At the fair they use money

management as they chose items that are within their budget. They have to use decision making skills as they shop and compare different

products. Other opportunities are made available through our school dances, basketball games and other community projects where

student's engage in financial decision making. Students also make financial decisions when they go on field trip to various locations

throughout the school year. As consumers students also learn about recycling as they participate in our school wide recycling program.

Consumerism curriculum is aligned with state standards but integration of 21st Century Skills and Knowledge is limited across all grade

levels.



Curriculum and Instruction: Career Education

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


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

Career education is aligned to state andnational standards.

NeedsImprovement


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

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

Proficient

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

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

Not Applicable N/A

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

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

Students have limited opportunities to engagein career-related problem solving.

NeedsImprovement

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

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

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

Proficient

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

information about careers is routinely integratedinto the total school curriculum?

Information about careers is routinely integratedinto the total school curriculum.

Proficient






support judgments. Evidence: A, B. Research of education, salary, and job description of future careers. B. Career dress-up; friendly letter to famous person,

create a display on poster, create a Power Point presentation. B. Life Skills game in P.E. class. D, E, F. Instruction on consumer

decisions. Mock purchasing with instruction about taxes, budget, choices, needs, etc. Instruction from guest speaker about savings and

investments, educational preparation and business management. E. Reading project including research of historical or current leaders and

their careers. F. Career Fair. Students were encouraged to ask questions about skills needed, education needed, and other related

information about occupation. F. Visit to college campus in the astronomy department with discussion about future career. F. Guess

speaker for Veteran's Day discussed job and responsibilities in Kuwait. F,H. Career/Job dress-up and performance skills. Students are

recognized for accomplishments. G. Guest speaker at Career Fair uses technology to do job and create items. G. Junior Achievement

program: students use technology to make advertisements designing logos and slogans offering products and/or services. H. 4-H program:

Students are encouraged to develop and practice career and leadership skills through extra-curricular activities such as clubs, organizations,

etc. (cheerleading, sports teams, clubs). H. Students are recognized for their accomplishments in 4-H program. The rationale explains how the identified evidence supports the school’s reported level of program implementation for the

demonstrator. Rationale: Students learn the importance and benefits of education and how that relates to a future career. Students learn how to 'dress the

part' of a career. They are taught how to develop short and long term goals for a career. Students use mathematical skills as they develop

budgets, do comparative shopping as they determine how much money they can spend depending on the their needs/wants and financial

resources. Students learn by researching current and historical leaders and what those leaders' careers involved as far as education and

skills and what it took to get to their leadership position. Students were able to learn about different jobs/careers at the career fair as they

asked questions of several community workers and business owners. Students were also able to see the importance of computer literacy as

they designed a project with Junior Achievement. They also understood that in the 21st century, computer skills are a prerequisite to any job.

Students learned the importance of having leadership skills. The career education curriculum is taught mainly through guidance class with

limited integration across all grade levels and content areas.

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

technology is integrated into the delivery of thecareer education curriculum?

Technology is integrated into the delivery of thecareer education curriculum.

Proficient

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

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

Students have limited opportunities to developand practice career and leadership skillsthrough service learning projects, extra/co-curricular organizations, and/or studentorganization activities.

NeedsImprovement



Curriculum and Instruction: ILP

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

progress throughout their secondary school experience.




support judgments. Our Elementary students do not create ILP's in the 5th grade.

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

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

Not Applicable N/A


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

Not Applicable N/A

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

advising program is in place and includescomponents of the ILP?

Not Applicable N/A


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

Not Applicable N/A

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

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

Not Applicable N/A




demonstrator. In guidane class the elementary students are introduced to the ILP concept in the 5th grade. They are informed that they will create an ILP in

the 6th grade.



Formative and Summative Assessment: Assessments

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

enhance student learning and achievement.




support judgments. Evidence:

Evidence is present through pacing guides/curriculum maps, lesson plans, and assessments.


demonstrator. State standards are always used to develop formative and summative assessments however, the development of PLCS assesments has not

been the focus since the content is not formally assessed at the state level. Student achievements are measured through a variety of

evaluation criteria such as observations, oral and written as well as practical application and student projects, student academic fairs, and

student presentations. Use of 21st Century Skills and Knowledge are used throughout grade levels.

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

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

Kentucky Core Academic Standards areinconsistently used in the development offormative and summative assessments relatedto PLCS.

NeedsImprovement

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

assessment measures responsive to a varietyof learning styles and abilities?

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

Proficient

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

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

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

NeedsImprovement

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

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

Proficient



Formative and Summative Assessment: Expectations for Student Learning

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




support judgments. Evidence is present through scoring guides and rubrics to assess student performance.


demonstrator. Rubrics are developed and student learning is to assess in a variety of ways. Verbal, written, observation of hands on interactions, as well as

student and group projects.

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

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

PLCS teachers use rubrics to assess studentperformance.

NeedsImprovement

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

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

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

Proficient



Professional Development and Support Services: Opportunities

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

practice and student learning.




support judgments. Master schedule, professional development agendas and sign-in sheets, minutes and membership list of professional learning communities,

individual teacher growth plans The rationale explains how the identified evidence supports the school’s reported level of program implementation for the

demonstrator. Professional development opportunities are planned based on a review of school and student data. Feedback given following professional

development sessions is used to determine the need for follow-up training. Opportunities for professional development are aligned with

Professional Growth Plans; however, limited opportunities are available to target PL/CS content. Unfortunately, because of the size of our

school population, it is not possible for a common planning for core subject and PL/CS teachers. However, the guidance teacher and the

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

professional development action plan is linkedto the Comprehensive School ImprovementPlan (CSIP) and supports grade levelappropriate instruction in the PL/CS disciplines?

The professional development action plan islinked to the Comprehensive SchoolImprovement Plan (CSIP) and supports qualityinstruction in PLCS disciplines.

Proficient

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

embedded professional developmentopportunities are available to PL/CS teachers toencourage continuous growth?

Teachers have access to professionaldevelopment opportunities.

NeedsImprovement

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

PL/CS professional development opportunitiesfocus on research based best practices and areplanned based on school and student data andteacher Professional Growth Plans?

PLCS professional development opportunitiesfocus on research-based best practices thatsupport teacher Professional Growth Plans.

Proficient

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

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

The school encourages collaboration betweenPLCS and academic core teachers, but doesnot allocate time for collaboration to occur.

NeedsImprovement



physical education teacher do have common planning.



Professional Development and Support Services: Participation

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

development focused on 21st Century Skills.




support judgments. Master schedule, documentation of intentional collaboration (e.g. collaboration plan with external partners, agendas, minutes, sign-in sheets),

list of professional development sessions, minutes and membership list of professional learning communities

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

content-specific professional developmentselected based on school, student and teacherdata analysis?

PLCS teachers are provided opportunities forcontent-specific professional development, butdo not participate.

NeedsImprovement

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

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

PLCS teachers are members of professionallearning communities.

NeedsImprovement

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

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

Proficient

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

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

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

Proficient

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

receive and implement professionaldevelopment to enhance the integration of thePL/CS content into school curricula?

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

NeedsImprovement




demonstrator. All faculty members are required to complete 24 hours of professional development each academic year which is planned based on needs

indicated through student assessments. At present, PLCS skills are not formally assessed at the state level, so data necessary to indicate

training needed is not available. Staff members may have content-specific professional dialogue with their colleagues at staff and committee

meetings.All teachers are involved in data analysis, program review, self-assessment and revisions to the CSIP. PLCS teachers are able to

converse via telephone with community partners to schedule Career Fairs and guest speakers. PLCS teacher takes transitioning student

records to the middle schools at the end of the academic year. Information about student concerns are also provided to the middle school as

well. PLCS teachers have limited participation in professional learning communities however the focus is on instruction with limited

discussion of data and student progress.



Administrative/Leadership Support and Monitoring: Policies and Monitoring

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

to support highly effective PLCS instructional programs.

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

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

School Council/Leadership establish policies toensure that PLCS concepts are taughtthroughout the school and across thecurriculum.

NeedsImprovement

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

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

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

Proficient

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

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

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

Proficient

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

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

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

Proficient

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

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

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

Proficient

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

teacher leaders collaborate to allocate equitabletime, appropriate facilities and resources toimplement the PL/CS programs?

School leadership allocates time and resourcesto implement the PLCS programs, but are notequitable to other content areas

NeedsImprovement

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

that decisions related to PL/CS program staffingis based on student need and interests?

Decisions related to PLCS program staffing arebased on student need.

Proficient






support judgments. Evidence: SBDM policies and minutes, artifacts of health/wellness checks, master schedule, physical education curriculum plan, copies of

school and district wellness policies


demonstrator. Rationale: The school has a program review committee in place to review and assess the effectiveness of or needs for improvement of our

PLCS curriculum however, school policies do not ensure the committee meets regularly. Our schedule allows all students access to our

PLCS instruction, however, the integration of PL/CS content in core subjects is needed. Master schedule allows time for common planning

for PL/CS teachers. Not all teachers are involved in the planning of the budget at this time. Community resources (e.g. Cooperative

Extension, PRIDE, DARE) are accessed to meet the needs of all students, along with additional community resources based on individual or

grade level student needs.

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

that Committees (Coordinated School Healthcommittees, CTE program advisorycommittees) meet a minimum of twice perschool year to ensure quality PL/CSprogramming policies?

Advisory Committees are implemented but donot collaborate to ensure quality PLCSprogramming policies.

NeedsImprovement

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

that the school is implementing the district-levelwellness policy via a school-level wellnesspolicy that is reviewed annually; and goals forschool wellness are included in the CSIP?

School is implementing the district-levelwellness policy via a school-level wellnesspolicy that is reviewed annually; and goals forschool wellness are included in the CSIP.

Proficient



Administrative/Leadership Support and Monitoring: Principal Leadership

Principals are the primary leaders of all PL/CS program efforts and support teacher leadership through shared leadership strategies and

actions.




support judgments. Evidence: PD/staff meeting agendas, school/teacher websites, newsletters The rationale explains how the identified evidence supports the school’s reported level of program implementation for the

demonstrator Principal communicates with staff and has assigned staff members to a Program Review Committee to assess the effectiveness of our PLCS

Curriculum. Principal participates in professional learning communities, addressing staff concerns/suggestions for increasing the

effectiveness of the PL/CS program. The school uses progress reports, parent teacher conferences, school and teacher web pages, an

electronic school sign, newspaper, newsletters, as well as telephone calls to communicate with students, parents, and the community.

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

program area teacher leaders to collaborate,evaluate and reflect on the impact of PL/CSinstructional practices on overall studentachievement in the school?

The principal enlists program area teacherleaders to collaborate, evaluate and reflect onthe impact of the PLCS, Arts and Writinginstructional practices on overall studentachievement in the school.

Proficient

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

participate in professional learning regardingthe school’s PL/CS programs?

The principal initiates and participates inprofessional learningregarding the school’s PLCS programs.

Proficient

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

frequent communication with parents andcommunity about PL/CS programs?

The principal rarely provides communicationwith parents and community about PLCSprograms.

NeedsImprovement



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