PRACTICAL LIVING/CAREER STUDIES: SCORING GUIDE 2014-2015CURRICULUM AND INSTRUCTION

Demonstrator 1. Health Education: Students have equitable access to high quality, rigorous health education curriculum.Needs Improvement Proficient Distinguished Evidence

a) The health education curriculum is planned but not comprehensive and/or sequential.

a) A comprehensive health education curriculum is sequentially planned and aligns with the Kentucky Core Academic Standards for Practical Living.

a) The K-12 health education curriculum utilizes CDC’s Health Education Curriculum Analysis Tool (HECAT) to develop a K-12 (district and/or school) scope and sequence as part of a comprehensive health education program that is aligned to the KCAS for Practical Living.

6th Grade DARE Program: Guest speaker Trooper Smith and sample PowerPoint (Lesson 3)

Health/PE Curriculum Map Wellness Policy (potential new district) Health Speaker (6-8): Kathy Thweatt

(Logan County Health Dept.) Sample Health Lesson Plans

To what extent does the school ensure the health education curriculum is sequential and aligned with the Kentucky Core Academic Standards for PL/CS?b) Health education

curriculum provides limited opportunities for students to practice the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels.

b) Health education curriculum regularly provides opportunities for all students to become health literate by practicing the skills embedded in the National Health Education Standards (NHES) which establish, promote and support health-enhancing behaviors for students in all grade levels.

b) Health education curriculum regularly provides opportunities for all students to become health literate by demonstrating mastery of the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels.

6th Grade DARE Program: Guest speaker Trooper Smith and sample PowerPoint (Lesson 3)

Master Schedule Health Speaker (6-8): Kathy Thweatt

(Logan County Health Dept.) Sample Health Lesson Plans

To what extent does the school ensure regular opportunities are provided for all students become health literate by practicing the skills embedded in the National Health Education Standards?6c) The health education

curriculum provides limited learning strategies and activities that ensure students receive instruction in some of the health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity,

c) The health education curriculum provides learning strategies and activities that ensure students receive instruction in all health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health,

c) The health education curriculum provides learning strategies and activities that ensure students receive annual instruction in all health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health, community/environmental health).

6th Grade DARE Program: Guest speaker Trooper Smith and sample PowerPoint (Lesson 3)

Health/PE Curriculum Map Grade Level Gym Time: Monday (8th),

Wednesday (6th) and Friday (7th) Sample Health Lesson Plans STLP Showcase BC Lead Reporters

collab YSC and Butler County Drug Coalition for Safe Schools Week and Red Ribbon Week (Door Decorating)

YSC – Dental (9/4-5/2014),Vision Screenings (2/1-2/2015) and Backpack Program

personal/consumer health, community/environmental health).

community/environmental health).

One Man Volleyball – Discuss being Drug and Alcohol Free

Access to IEP/504 Plans/Gifted and Talented Service Plans in Infinite Campus

Health Speaker (6-8): Kathy Thweatt (Logan County Health Dept.)

L Crafton: Disease Outbreak and Personal Health Write-up

M Crawford: Mammoth Cave National Park – Art Exhibit and Recycled Items Inventions

P Fazel: Festival of Trees – decorations from recycled items

R Tyree: Marshmallow Genetics and Recycled tree decorations

S Bratcher: Red Ribbon Week Student Generated Animations

To what extent does the school ensure the health education curriculum provides learning strategies and activities that ensure students receive instruction in all health education content areas?d) A Coordinated School

Health committee is in place but is not used to inform instructional practices.

d) A Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment.

d) A Coordinated School Health committee annually collects and analyzes data to create/review the school wellness policy and utilizes the policy to guide collaboration and integration of health education instruction throughout the school environment.

CSHC Meeting Sign-in CSHC Meeting Minutes Wellness Policy YSC: Backpack Program

To what extent does the school ensure a Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment?e) School has limited

opportunities to integrate the health education curriculum into other academic subjects.

e) School ensures the health education curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students

e) School ensures content of the health education curriculum is frequently integrated into all content areas to meet the health and safety needs of all students

Health/PE Curriculum Map Sample Health Lesson Plans L Crafton: Disease Outbreak and

Personal Health Write-up M Crawford: Mammoth Cave National

Park – Art Exhibit and Recycled Items Inventions

P Fazel: Festival of Trees – decorations from recycled items

R Tyree: Marshmallow Genetics S Bratcher: Red Ribbon Week Student

Generated Animations

To what extent does the school ensure the health education curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students?

Demonstrator 2. Physical Education: Students have equitable access to high quality, rigorous physical education curriculum.Needs Improvement Proficient Distinguished Evidence

a) The physical education curriculum is planned but not comprehensive and/or sequential.

a) A comprehensive physical education curriculum is sequential and aligned to the Kentucky Core Academic Standards for practical living.

a) The physical education curriculum utilizes CDC’s Physical Education Curriculum Analysis Tool (PECAT) to develop a K-12 (district and/or school) scope and sequence; as part of a comprehensive physical education program that is aligned to the KCAS for practical living.

Health/PE Curriculum Maps Grade Level Gym Time: Monday (8th),

Wednesday (6th) and Friday (7th) Wellness Policy (potential new district) B Bivens: Personal Fitness Record, Self-

Reflection Write-Up and Graphs Sample PE Lesson Plans

To what extent does the school ensure the physical education curriculum is sequential and aligned to the Kentucky Core Academic Standards for PL/CS?b) Physical education

curriculum provides limited opportunities for students to become physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education Standards.

b) Physical education curriculum regularly provides opportunities for all students to become physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education Standards

b) Physical education curriculum regularly provides opportunities for all students to become physically literate individuals who demonstrate mastery of psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education Standards

Master Schedule Health/PE Curriculum Map Grade Level Gym Time: Monday (8th),

Wednesday (6th) and Friday (7th) One Man Volleyball School-wide Video B Bivens: Personal Fitness Record, Self-

Reflection Write-up and Graphs B Frazier collab L Cardwell and M Crawford

Biomes Research Art Gallery Walk and Reflection

C Donaldson: China Cheer C Flener and J Scott: Swimming H Elmore: Acting Exploding Moments for

Narrative and Readers Theater Tell Tale Heart J Ausbrooks: Christmas Parade, BCHS Band

Show and National Anthem (Home Show) K Doughty: Brain Breaks M Crawford: Greek Art and Olympics P McKinney: Math Activity (Christmas), Living

Number Line, Multiply Integers Activity and Simon Says with Angles

P Wallace: Flash Mob Singing their 8s S Daugherty: Math Aerobics T Lowe: Choir Veteran’s Day Sign Language

Performance Sample PE Lesson Plans

To what extent does the school ensure regular opportunities are provided for all students to become physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education Standards?c) The physical education

curriculum provides limited differentiated learning strategies and activities.

c) The physical education curriculum frequently provides differentiated learning strategies and activities that ensure all students develop competency and confidence in motor skills that fosters the necessary knowledge for life-long physical activity.

c) The physical education curriculum provides differentiated learning strategies and activities for all lessons that ensure all students develop competency and confidence in motor skills that fosters the necessary knowledge for life-long physical activity.

Health/PE Curriculum Map Sample PE Lesson Plans Access to IEP/504 Plans/Gifted and Talented

Service Plans in Infinite Campus School-wide Video C Donaldson: China Cheer C Flener and J Scott: Swimming H Elmore: Acting Exploding Moments for

Narrative and Readers Theater Tell Tale Heart J Ausbrooks: Christmas Parade, BCHS Band

Show and National Anthem (Home Show) K Doughty: Brain Breaks and Decorating door for

Red Ribbon Week P McKinney: Living Number Line, Multiply

Integers Activity and Simon Says with Angles P Wallace: Flash Mob Singing their 8s S Daugherty: Math Aerobics T Lowe: Choir Veteran’s Day Sign Language

PerformanceTo what extent does the school ensure the physical education curriculum frequently provides differentiated learning strategies and activities that ensure all students develop competency and confidence in motor skills that fosters the necessary knowledge for life-long physical activity?d) A Coordinated School

Health committee is in place but is not used to inform instructional practices and/or increase physical activity opportunities within the school environment.

d) A Coordinated School Health committee utilizes a Comprehensive School Physical Activity Program (CSPAP) to increase the quality of the physical education instruction as well as increase physical activity opportunities throughout the school environment.

d) A Coordinated School Health committee annually collects and analyzes data to create/review the school wellness policy, including all components of CSPAP in the policy, to increase the quality of the physical education instruction as well as specific time allocated daily for physical activity opportunities throughout the school environment.

CSHC Meeting Sign-in Sheet CSHS Meeting Minutes Wellness Policy

To what extent does the school ensure a Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment?e) School has limited

integration opportunities of the physical education curriculum.

e) School ensures the physical education curriculum is integrated and includes regular

e) School ensures the physical education curriculum is frequently integrated into all content areas to meet the physical activity needs of all students

Health/PE Curriculum Map Sample PE Lesson Plans Grade Level Gym Time: Monday (8th),

Wednesday (6th) and Friday (7th) C Donaldson: China Cheer

opportunities for cross-disciplinary connections to meet the physical activity needs of all students.

H Elmore: Acting Exploding Moments for Narrative and Readers Theater Tell Tale Heart

J Ausbrooks: Christmas Parade, BCHS Band Show and National Anthem (Home Show)

L Cardwell: Book Club walk to Public Library M Crawford: Greek Art – Olympic throwing

discus and Paper Making/Bookmaking project P McKinney: Living Number Line, Multiply

Integers Activity and Simon Says with Angles P Wallace: Flash Mob Singing their 8s S Daugherty: Math Aerobics and Career T Lowe: Choir Veteran’s Day Sign Language

PerformanceTo what extent does the school ensure the physical education curriculum is integrated and includes regular opportunities for cross-disciplinary connections to meet the physical activity needs of all students?

Demonstrator 3. Consumerism: Students have equitable access to high quality, rigorous consumerism education curriculum.Needs Improvement Proficient Distinguished Evidence

a) Consumerism curriculum is aligned to state and national standards.

a) Consumerism curriculum is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge.

a) Consumerism curriculum is rigorous, aligned to state and national standards, meets the needs of diverse learners, and includes the integration of 21st Century Skills and Knowledge. Instruction is guided by research-based best practices, which includes authentic student-centered performance tasks.

PLCS/Technology Curriculum Map Access to IEP/504 Plans/Gifted and Talented

Service Plans in Infinite Campus 6th Grade: Bear Sightings received for positive

behavior and academic achievement to spend at Bear Auction

L Cardwell: Book fair – online training, App, and Cash register with credit card reader

P McKinney: PowerPoints including topics – Consumer Food Prices and Unit Rates

S Bratcher: 3 Rs Wordle Student Work and KET Pollution Video; Comparison Shopping Student Work and Lesson Plan; Everfi Financial Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan; Wants and Needs Word Feature Activity; Animated Commercials using GoAnimate

Evidence of 21st Century Skills (tech integration, communication skills)

Differentiation of products

To what extent does the school ensure the consumerism curriculum is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge?

b) Students acquire basic consumerism knowledge, but have limited opportunities to develop real world skills related to the topic.

b) Students develop real world skills related to consumerism including problem-solving, goal setting, critical thinking, decision making, and analyzing information.

b) Students demonstrate mastery through the regular practice of real world skills related to consumerism including problem-solving, goal setting, critical thinking, decision making, and analyzing information.

PLCS/Technology Curriculum Map D McCrocklin and P Wallace: PBI Bank Guest

Speakers (financial literacy – banking/checking) J Martin: Consumer Worksheets (Finding Miles

per Gallon and Where to Shop) K Doughty: Survival Activity M Crawford: Creating a Budget P McKinney: PowerPoints including topics –

Consumer Food Prices and Unit Rates P Wallace: Check Writing and The Story of

Checks & Electronic Payments Booklet S Bratcher: Comparison Shopping Student Work

and Lesson Plan; Guest speaker: Kathy Fugate (community service - YSC); Everfi Financial Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan; Wants and Needs Word Feature Activity; Consumer Decisions Worksheet; Typing Journal Entry

STLP: Showcase Projects; Selling at Harvest on the Square; Lead Food Drive for Morgantown Mission; Collab with YSC Toys for Tots

YSC hosts 8th grade Reality Store

To what extent does the school ensure students develop real world skills related to consumerism including problem-solving, goal setting, critical thinking, decision making, and analyzing information?c) Consumerism

curriculum has limited connection to local business and industry.

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

c) Consumerism curriculum is connected to business and industry and local business and industry partners are utilized both within and outside the school to provide educational opportunities beyond the classroom.

YSC hosts 8th grade Reality Store STLP: Lead Food Drive for Morgantown

Mission; YSC for Toys for Tots; Chamber of Commerce Harvest on the Square

Guest speaker: Kathy Fugate (community service - YSC)

D McCrocklin and P Wallace: PBI Bank Guest Speakers (financial literacy – banking/checking)

L Cardwell: Book Fair - online training, App, and Cash register with credit card reader

M Crawford: Mammoth Cave National Park – Art Exhibit and Slogan Contest for Kentucky Office of the Secretary of State

P Fazel: Festival of Trees – decorations from recycled items (Butler County NSDAR)

S Bratcher - Guest speaker: Kathy Fugate (community service – YSC), Everfi Financial

Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan (Part of the Calipari Foundation)

To what extent does the school ensure the consumerism curriculum is connected to business and industry and local business and industry partners are utilized as resources (i.e. guest speakers, judges, etc.)?d) Students have limited

opportunities to engage in financial decision making.

d) Students routinely engage in grade level appropriate financial decision making.

d) Students routinely engage in grade level appropriate financial decision making and apply these skills through real-world entrepreneurial experiences, school-based enterprises, and/or work based learning.

Master Schedule Family Night: Book Fair D McCrocklin & P Wallace: PBI Bank Guest

Speakers – Financial Literacy (banking & checking)

L Cardwell: Book Fair – online training, app, and cash register with credit card reader

S Bratcher: Everfi Financial Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan

STLP: Showcase groups setup booths in Harvest on the Square and Basketball Concessions

Young Leaders: Help with Valentine’s Dance hosted by PTO – leading dances, running photo booths and running concession stand

To what extent does the school ensure students routinely engage in grade level appropriate financial decision making?e) Students learn

connections between core academic skills and consumerism

e) Students apply core academic skills such as math and reading to solve real world problems related to consumerism.

e) Students apply core academic skills such as math and reading to solve real world problems related to consumerism. Technical math and reading are integrated across the school curriculum in all classrooms.

PLCS/Technology Curriculum Map D McCrocklin and P Wallace: PBI Bank Guest

Speakers – Financial Literacy (banking & checking)

J Martin: Consumer Worksheets (Finding Miles per Gallon and Where to Shop)

J Scott: Counting Money M Crawford: Creating a Budget P McKinney: PowerPoints including topics –

Consumer Food Prices and Unit Rates P Wallace: Check Writing and The Story of

Checks & Electronic Payments Booklet R Johnson: Consumerism Bellringer S Bratcher: Everfi Financial Literacy Program;

Consumer Decision Worksheet SS – Economic connections

To what extent does the school ensure students apply core academic skills such as math and reading to solve real world problems related to consumerism?f) Information about

consumerism is f) Information about

consumerism is f) Information about consumerism is

routinely integrated into the total PLCS/Technology Curriculum Map C Donaldson: Economic Vocabulary Posters and

limited to specific classes and/or grade levels.

routinely integrated into the total school curriculum.

school curriculum and cross-curricular teachers collectively create multiple collaborative interdisciplinary units of study and projects.

Presentations D McCrocklin and P Wallace: PBI Bank Guest

Speakers – Financial Literacy (banking & checking)

J Martin: Consumer Worksheets (Finding Miles per Gallon and Where to Shop)

L Winters and P McKinney: Advertising Alliteration

M Crawford: Mammoth Cave National Park – Art Exhibit, Jingles for Ads, Recycled Items Inventions, Student Performance Commercials, Creating a Budget and Slogan Contest for Kentucky Office of Secretary of State

P Fazel: Festival of Trees – decorations from recycled items and Leaf Art Activity

P McKinney: PowerPoints including topics – Consumer Food Prices and Unit Rates

P Wallace: Check Writing and The Story of Checks & Electronic Payments Booklets

R Tyree: Recycled tree decorationsTo what extent does the school ensure information about consumerism is routinely integrated into the total school curriculum?g) There is limited use of

technology in the delivery of the consumerism curriculum.

g) Technology is integrated into the delivery of the consumerism curriculum.

g) A variety of technology tools are integrated into the delivery of the consumerism curriculum and are routinely used by students and teachers to demonstrate media literacy.

PLCS/Technology Curriculum Map BCMS Classrooms are setup with Interactive

systems including Projector, Slate and Document Camera

Computer Labs: Downstairs, 2 Chromebook labs, a Netbook lab, Moby Tablet lab

A Smith-Thomas with L Cardwell: Book Fair App

L Cardwell: Book Fair - online training, App, and Cash register with credit card reader

M Crawford: Jingles for Ads and Student Performance Commercials

P McKinney: PowerPoints including topics – Consumer Food Prices and Unit Rates

S Bratcher: Edmodo; Letter and Syllabi; 3 Rs Wordle Student Examples and KET Pollution Video; Comparison Shopping Student Work and Lesson Plan; Everfi Financial Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan; Wants and Needs Word Feature Activity; Animated Commercials (GoAnimate)

To what extent does the school ensure technology is integrated into the delivery of the consumerism curriculum?

Demonstrator 4. Career Education: Students have equitable access to high quality, rigorous career education curriculum.Needs Improvement Proficient Distinguished Evidencea) Career education

is aligned to state and national standards.

a) Career education is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge.

a) Career education is rigorous, aligned to state and national standards, meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge. Instruction is guided by research-based best practices, which includes authentic student-centered performance tasks.

PLCS/Technology Curriculum Map Access to IEP/504 Plans/Gifted and Talented Plans in

Infinite Campus 8th Grade: EXPLORE Results A Smith-Thomas: Career Researching with

Technology, Student Generated Rubric and Presentation

H Elmore: Education Level and Pay Comparison Chart and Lesson using Website

L Graham: Zentangle Art Careers P McKinney: PowerPoints including topics – Slopes

in Real Life (Careers) S Bratcher: Career Research Project Rubric, Lesson

Plan, Prezi and PowerPoints; Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate; Class Career Salary Spreadsheet

To what extent does the school ensure the career education is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge?b) Students acquire

basic career education knowledge, but have limited opportunities to develop real world skills related to the topic.

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

b) Students demonstrate mastery through the regular practice of real world skills related to careers including problem solving, goal setting, critical thinking, decision making, and analyzing information.

8th Grade: EXPLORE Results and My College Options Survey

YSC host 8th grade Reality Store and Career Day B Eadens: Hands-on Electrical Activity C Donaldson: Student Leadership Roberts Rules and

Class Bill of Rights D McCrocklin: Bridge Building with Technology H Elmore: Education Level and Pay Comparison

Chart and Lesson using Website P McKinney: PowerPoints including topics – Slopes

in Real Life (Careers) P Wallace: Group Work – Character of N. America,

US Regions and Team Game Tournament Test Review

R Harpe: Career Interest and Teamwork Skills Write-up

S Bratcher: Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate; Team Creation of Product and Video/Print Advertisement

S Daugherty: Falling Bridges Worksheet STLP Field Trip: Corvette Plant & Museum, and

WBKO Television Station Young Leaders: Meeting Minutes, Helping with MES,

and Presenting and collab with BCMS PTOTo what extent does the school ensure students develop and practice real world skills related to careers including problem solving, goal setting, critical thinking, decision making, and analyzing information?c) Students have

limited opportunities to engage in career-related problem solving.

c) Students routinely engage in grade level appropriate, career-related problem solving within the classroom.

c) Students routinely engage in grade level appropriate, career-related problem solving and apply these concepts through real-world entrepreneurial experiences, school based enterprises, and/or work based learning.

PLCS/Technology Curriculum Map YSC hosts 8th grade Career Day College and Career Readiness – Operation

Preparation KDE Guest Speaker – Internet Safety and Social

Media A Smith-Thomas and H Elmore: Casco HR Guest

Speaker Resume, Cover Letter and Interviewing B Eadens: Hands-on Electrical Activity D McCrocklin: Bridge Building with Technology P Fazel: Career Journal Entries S Bratcher: STLP Showcase setup booths at Harvest

on the Square, Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate

To what extent does the school ensure students routinely engage in grade level appropriate, career-related problem solving within the classroom?d) Students learn

connections between core academic skills and career education.

d) Students apply core academic skills such as math and reading to solve real world problems related to career education.

d) Students apply core academic skills such as math and reading to solving real world problems related to career education. Technical math and reading are integrated across the school curriculum in all classrooms.

YSC hosts 8th grade Career Day PLCS/Technology Curriculum Map A Smith-Thomas: Career Researching with

Technology, Student Generated Rubric and Presentation

J Martin: Career Worksheets (Scientist, Lab Technician & Carpet Installer

S Bratcher: Career Research Project Rubric, Lesson Plan, Prezi and PowerPoints

M Crawford: Careers in Art (Research) P McKinney: PowerPoints including topics – Slopes

in Real Life (Careers) P Wallace: Career Choice Simulation S Daugherty: Falling Bridges Worksheet

To what extent does the school ensure students apply core academic skills such as math and reading to solve real world problems related to career education?e) Information about

careers is limited e) Information about careers

is routinely integrated into e) Information about careers is

routinely integrated into the YSC hosts 8th Grade Career Day and Reality KDE Guest Speaker – Internet Safety and Social

to specific classes and/or grade levels.

the total school curriculum. total school curriculum and cross-curricular teachers collectively create multiple interdisciplinary units of study and projects.

Medias Impact on Employment A Smith-Thomas and H Elmore: Casco HR Guest

Speaker Resume, Cover Letter and Interviewing A Smith-Thomas: Career Researching with

Technology, Student Generated Rubric and Presentation

C Donaldson: Egyptian Civilization Careers L Graham: Zentangle Art Careers L Wood: Gifted and Talented trip to Frankfort to

witness the proclamation being signed M Crawford: Careers in Art (Research) P Bucklew: Scientific Careers via video P Fazel: Career Journal Entries P McKinney: PowerPoints including topics – Slopes

in Real Life (Careers) P Wallace: Group Work – Character of N. America,

US Regions and Team Game Tournament Test Review

S Daugherty: Falling Bridges Worksheet

To what extent does the school ensure information about careers is routinely integrated into the total school curriculum?f) There is limited

use of technology in the delivery of the career education curriculum.

f) Technology is integrated into the delivery of the career education curriculum.

f) A variety of technology tools are integrated into the delivery of the career education curriculum and are routinely used by students and teachers to demonstrate media literacy.

PLCS/Technology Curriculum Map (Videos, Online learning sites/tools) A Smith-Thomas: Career Researching with

technology, Student generated rubric and Presentation D McCrocklin: Bridge Building with Technology M Crawford: Careers in Art (Research) P Bucklew: Scientific Careers via video P McKinney: PowerPoints including topics – Slopes

in Real Life (Careers) S Bratcher: Jeremy Hack Guest Speaker

(Photography and Videography)/PowerPoints/ Hands-on practice/Beechtree News Article, Career Art (Internet Research on “tools” used in career), Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate; Class Career Salary Spreadsheet; Career Research Project Rubric, Lesson Plan, Prezi and PowerPoints

To what extent does the school ensure technology is integrated into the delivery of the career education curriculum?

g) Students have g) Students are encouraged to g) All students develop and Operation Preparation – College and Career

limited opportunities to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities.

develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.

practice career and leadership skills through school wide service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.

Readiness Week Activities Extra/Co-curricular (Art, STLP, Bridge Building,

Yearbook, Academic Team, Jr Beta, Young Leaders, Book Club)

Student Recognition – Monday Messenger, School’s Social Media (Webpage, Facebook, Remind 101 and One-Call to Parents): Geography Bee and Spelling Bee

B Frazier collab L Cardwell Wildlife Sanctuary Presentation and Collection

M Crawford: Slogan Contest – entry Top 15 in state (Kentucky Office of Secretary of State)

S Bratcher: Everfi Entrepreneur Computer Program, Edmodo, Career Interest Inventory, Career Research Project, Jeremy Hack Guest Speaker (Photography and Videography)/PowerPoints/Hands-on practice/Beechtree News Article

To what extent does the school ensure students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular

Demonstrator 5. 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.Needs Improvement Proficient Distinguished Evidencea) ILP development

begins in 6th grade and continues throughout middle and high school.

a) ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. A process is in place to ensure that parents have received access information for the ILP.

a) ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. Parents receive access information for the ILP, while school and community trainings are also provided for teachers and parents regarding the integration of the ILP tool.

R Harpe: Family Night – Parent ILP Training (Oct. 23, 2014)

Letter with ID cards sent home to parents ILP Monitoring Program: completed at the end of each

quarter

To what extent does the school ensure ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. A process is in place to ensure that parents have received access information for the ILP?

b) Students and teachers use formative and summative assessment data, including

b) Students and teachers use formative and summative assessment data, including

benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP.

benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP to inform student career and educational decisions. The intervention planning tool within the ILP is also utilized for students not meeting these benchmarks.

To what extent does the school ensure students and teachers use formative and summative assessment data, including benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP?c) An advising

program is in place, but is not tied to the ILP.

c) An advising program is in place and includes components of the ILP.

c) Multiple advising programs are in place and include components of the ILP, as well as regular meetings between students and college/career advisers.

To what extent does the school ensure an advising program is in place and includes components of the ILP?

d) Monitoring of ILP completion is informal and irregular.

d) A formalized plan is in place to monitor the completion of the ILP.

d) A formalized plan is in place and included in the CSIP to monitor the completion of the ILP at both the school and district levels and includes at least bi-annual check points.

ILP Plan created and included in CSIP

To what extent does the school ensure a formalized plan is in place to monitor the completion of the ILP?

PRACTICAL LIVING/CAREER STUDIES: FORMATIVE AND SUMMATIVE ASSESSMENT

Demonstrator 1. Assessments: Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement

Needs Improvement Proficient Distinguished Evidencea) Kentucky Core

Academic Standards are inconsistently used in the development of formative and summative assessments related to PLCS.

a) Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards are used in the development of formative and summative assessments related to PLCS.

a) Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards are used across disciplines in the development of common formative and summative assessments related to

PLCS/Technology Curriculum Map A Smith-Thomas: Career researching with technology,

Student generated rubric and Presenting B Bivens: Personal Fitness Record, Self-Reflection

Write-up and Graph, Health Poem, BCMS Safety Issues Letter, and Quiz

B Eadens: Electrical Safety and Fire Extinguishers Quizzes

PLCS. S Bratcher: Technology Assessment Lesson Plan, PowerPoint Review, Review Worksheets, and Test

To what extent are Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards used in the development of formative and summative assessments related to PL/CS?b) PLCS assessment

measures have limited response to diverse learning styles.

b) Traditional PLCS assessment measures are responsive to a variety of learning styles and abilities

b) PLCS assessment measures are responsive to a variety of learning styles and abilities and include performance and project-based measures.

B Bivens: Personal Fitness Record, Self-Reflection Write-up and Graph, Health Poem, BCMS Safety Issues Letter, and Quiz

S Bratcher: Technology Assessment Lesson Plan, PowerPoint Review, Review Worksheets, and Test

R Harpe: Learning Styles Assessments through ILPs

To what extent are traditional PL/CS assessment measures responsive to a variety of learning styles and abilities?c) PLCS teachers use

data from summative assessments to guide instruction and develop intervention plans.

c) PLCS teachers use data from formative and summative assessments, student ILPs, and other sources to guide instruction, develop intervention plans, and improve instructional practices.

c) PLCS teachers use data from formative and summative assessments, student ILPs, and other sources to individualize instruction to motivate and challenge all students.

B Bivens: Personal Fitness Record, Self-Reflection Write-up and Graph, Health Poem, BCMS Safety Issues Letter, and Quiz

B Eadens: Electrical Safety and Fire Extinguishers Quizzes

S Bratcher: Technology Assessment Lesson Plan, PowerPoint Review, Review Worksheets, and Pre- and Post-Test

S Bratcher: PLCS 6th Grade Pre-test – determine instruction

To what extent do PL/CS teachers use data from formative and summative assessments, student ILPs, and other sources to guide instruction, develop intervention plans, and improve instructional practices?d) PLCS assessments

support individual growth of some students.

d) PLCS assessments support individual growth of all PLCS students.

d) PLCS assessment data is shared with students and parents and is used to set targets for growth.

B Bivens: Personal Fitness Record B Eadens: Electronic Safety Quiz S Bratcher: Edmodo – responses about assessment

retake and feedback

To what extent do PL/CS assessments support individual growth of all PL/CS students?

Demonstrator 2. Expectations for Student Learning: Teachers should have common and high standards for student learning in the content area.Needs Improvement Proficient Distinguished Evidence

a) PLCS teachers use rubrics to assess student performance.

a) PLCS teachers develop scoring guides, models and rubrics, and apply these to assess student performance.

a) PLCS teachers work with students to develop scoring guides, models and rubrics which are used to assess student performance.

S Bratcher: Career Research Project and Rubric, Feedback shown on rubrics/scoring guides

To what extent do PL/CS teachers develop scoring guides, models and rubrics, and apply these to assess student performance?

b) PLCS teachers provide consistent and timely feedback to students.

b) PLCS teachers provide consistent and timely feedback to students and parents on student’s performance.

b) PLCS teachers provide consistent, timely and effective feedback to students and parents on student’s performance. Feedback is used to plan the student’s future educational and career goals.

Family Night: Handout mid-term grades and tests results Infinite Campus: Parent Portal, Mid-term and Term

grade reports B Bivens: Fitness Gram (Personal Fitness Record) B Eadens: Electrical Safety and Fire Extinguishers

Quizzes S Bratcher: Parent communications, Edmodo (feedback,

correspondence, communication with students about work), Letter and Syllabi (1st Day handout)

Wellness Policy

To what extent do PL/CS teachers provide consistent and timely feedback to students and parents on student’s performance?

PRACTICAL LIVING/CAREER STUDIES: PROFESSIONAL LEARNING

Demonstrator 1. Opportunities: Professional learning opportunities are planned according to the Standards for Professional Learning, with teacher learning needs in mind, and in response to data available about current teacher practice and student learning.The language for Professional Learning in the KDE PLCS Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidencea) A professional growth

plan is developed, but it is not individualized to PL/CS teacher needs.

a) The professional growth plan (PGP) supports appropriate instruction for PL/CS and links to the Comprehensive School Improvement Plan (CSIP).

a) Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).

PLCS PGP (CIITS)

To what extent are professional growth plans (PGPs) linked to the Comprehensive School Improvement Plan (CSIP) and designed to support appropriate instruction in arts and humanities?b) Teacher professional

learning opportunities are limited and do not focus on research/evidence based practices that will support teacher

b) PL/CS professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices and are planned

b) Job embedded professional learning opportunities are available to PLCS teachers to encourage continuous growth and are tailored to meet the individual needs of

PLCS PGP (CIITS) PD Report (certificates with P Fazel) District-wide: Suicide Training and Quiz S Bratcher: Mental Health First Aid training P Fazel and S Bratcher: Brickmeyer Middle School

Conference A Smith-Thomas, C Donaldson, P Fazel, R Johnson,

Professional Growth Plans in PL/CS.

based on school and student data and teacher Professional Growth Plans (PGPs).

teachers and students. S Bratcher, R Tuck: Brickmery – Middle School Conference

R Harpe: ILP Webinars and ACCESS Test Prep

To what extent does the school provide PL/CS professional learning opportunities focused on research/evidence based best practices and based on school and student data and teacher Professional Growth Plans?

c) Teachers have limited access to job embedded professional learning opportunities in PL/CS.

c) Job embedded PL/CS focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities.

c) A variety of job embedded PL/CS professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers.

S Bratcher: PGP

To what extent does the school ensure that job embedded practical living/career studies professional learning opportunities are available to teachers?d) The school

encourages collaboration between PLCS and academic core teachers, but does not allocate time for collaboration to occur.

d) The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas.

d) The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional development trainings.

Master Schedule Email Correspondence – Sharing Resources (C

Dockery, C Donaldson, P Fazel, L Cardwell)

To what extent does the school allocate time for PL/CS and academic core teachers to collaborate and exchange ideas?

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

The language for Professional Learning in the KDE PLCS Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidence

a) PLCS teachers are provided opportunities for content-specific professional learning, but do not participate.

a) PLCS teachers participate in content-specific professional learning.

a) PLCS teachers participate in content-specific professional learning that is selected based on school, student, and teacher data analysis.

S Bratcher: Middle School Conference, Mental Health First Aid Training, KySTE Conference, Glogster Skype training, Counselor Connections sessions

R Harpe: Promoting Positive Behavior in Schools I and II, Operation Preparation, Formative Assessment/Overview, Elementary and Secondary, ILP Webinars, and ACCESS Test Prep

To what extent do PL/CS teachers participate in and implement content-specific professional learning?

b) PLCS teachers are members of professional learning communities but are minimally active participants.

b) PLCS teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement.

b) PLCS teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement and share this information school wide.

RA PLC meeting minutes and sign-in sheets B Bivens: Lead CSHC Advisory Committee S Bratcher: Co-Lead PLCS/CTE Advisory Committee,

SBDM Member

c) PLCS teachers are members of professional organizations.

c) PLCS teachers are leaders in professional organizations and the school.

c) PLCS teachers are leaders in professional organizations, the school and the community.

B Bivens: Asst BCHS Football Coach and Head BCHS Girls Basketball Coach

S Bratcher: KEA member, SBDM member, STLP Coordinator, A&H/PLCS/Writing Program Reviews Manager, District Infinite Campus Contact, Student Voice Survey Administrator, School Technology Coordinator

R Harpe: BCMS Counselor, KEA Member B Eadens: KACTE, Elder and Preacher, Kentucky

Master and Journeyman HVAC Technician, EPA Section 608 Refrigerant License, BPI Certified

Building Analyst Progressional

To what extent do PL/CS teachers exhibit leadership in professional organizations and the school?

d) PLCS teachers have limited contact with external partners.

d) PLCS teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs, and community groups.

d) PLCS teachers are provided with time in the school schedule, a stipend and/or professional learning credit for collaboration with community, business, and postsecondary partners through advisory committees, work exchange programs, and community groups.

S Bratcher: collab with Jeremy Hack, Professional Photography and Videography

Red Ribbon Week & Safe Schools Week Kick-off: Sheriff Ward, YSC and Butler County Drug Coalition

Kathy Thweatt: Logan Co Health Dept 6th Grade DARE program: Trooper Jeremy Smith STLP (S Bratcher): Food Drive for Morgantown

Mission STLP field trip: Corvette Plant and WBKO Television

Station

To what extent do the arts and humanities teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on arts and humanities?

e) Some teachers in the school receive professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers).

e) All teachers in the school receive professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers) into school curricula.

e) All teachers in the school receive and are required to implement professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers) into school curricula.

SBDM Minutes (approval of PD travel budget) B Bivens: NASP (Archery), Football Clinic, Rules and

Safety (KHSAA), Safe Crisis Management Training S Bratcher: Middle School Conference, KySTE

Conference, Mental Health First Aid, Glogster Skype training, Counselor Connection sessions

R Harpe: Promoting Positive Behavior in Schools I and II, Operation Preparation, Formative Assessment/Overview, Elementary and Secondary, ILP Webinars, and ACCESS Test Prep

To what extent do teachers (beyond PL/CS) engage in professional learning to integrate PL/CS content into their teaching?

PRACTICAL LIVING/CAREER STUDIES: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING

Demonstrator 1. 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.

Needs Improvement Proficient Distinguished Evidence

a) School councils/leadership establishes policies to ensure

a) School councils/leadership ensures that PLCS

a) School councils/ leadership monitors and evaluates the

SBDM Minutes Master Schedule

that PLCS concepts are taught throughout the school and across the curriculum.

concepts are taught throughout the school and across the curriculum.

teaching of PLCS concepts throughout the school and across the curriculum.

To what extent does the school councils/leadership ensure that PL/CS concepts are taught throughout the school and across the curriculum?

b) Time in the school schedule is not adequately allocated for all students to receive instruction in all PLCS disciplines and instruction. 

b) Protected time is allocated in the schedule so that all students can receive instruction in all PLCS disciplines and instruction.

b) Time allocated extends beyond usual implementation, demonstrating a strong school commitment to the PLCS and needs of students.

Master Schedule

To what extent does school leadership ensure that protected time is allocated in the schedule so that all students can receive all PL/CS disciplines and instruction?

c) School leadership and select teachers plan the annual school budget.

c) School leadership and teachers of all departments are invited to participate in planning the annual school budget.

c) PLCS teachers actively participate in and provide input in planning the annual school budget to ensure adequate and quality materials, equipment, space and technology are available to offer the curriculum.

SBDM Meeting, Agenda and Minutes S Bratcher: PLCS Teacher and SBDM

Member

To what extent does school leadership ensure that all departments are invited to participate in planning the annual school budget?

d) PLCS teachers are assigned adequate and appropriate facilities with unmanageable class loads.

d) PLCS teachers are assigned manageable class loads based on course and facilities.

d) PLCS teachers are assigned equitable class loads based on course and facilities as compared to other teachers in the building.

Master Schedule SBDM Minutes: Schedule Approval Class Loads Report – Infinite Campus

To what extent does school leadership ensure that PL/CS teachers are assigned manageable class loads based on course and facilities?

e) PLCS teachers receive planning time, but this is not equitable to other content areas.

e) PLCS teachers receive planning time that is equitable with other content areas.

e) PLCS teachers receive equitable planning time and participate in cross-curricular planning.

Master Schedule

To what extent does school leadership ensure that PL/CS teachers receive planning and travel time that is equitable with other content areas?

f) School leadership allocates time and resources to implement the PLCS programs, but are not equitable to other content areas.

f) School leadership and program teacher leaders collaborate to allocate time and resources to implement the PLCS programs.

f) School leadership collaborates with program teachers when planning for the allocation of time and resources to implement the PLCS programs, and acts upon the recommendations.

Master Schedule RA PLC Meeting

To what extent do the principal and program teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs?

g) School councils establish policies for the allocation of staff based on needs of students

g) Decisions related to PLCS program staffing are based on student need.

g) Decisions related to PLCS program staffing are made based on data from the ILP and/or community needs.

SBDM Minutes

To what extent does school leadership ensure that decisions related to PL/CS program staffing is based on student need and interests?

h) Advisory Committees are implemented but do not collaborate to ensure quality PLCS programming policies.

h) Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PLCS programming policies.

h) Advisory Committees (Coordinated School Health committees, CTE program advisory committees) meet at least quarterly throughout the school year to ensure quality PLCS programming policies.

CSHC Advisory Committee Meetings PLCS/CTE Advisory Committee Meetings

To what extent does school leadership ensure that Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PL/CS programming policies?

i) A school-level wellness policy is developed but not reviewed annually.

i) School is implementing the district-level wellness policy via a school-level wellness policy that is reviewed annually; and goals for school wellness are included in the CSIP.

i) School is implementing the district-level wellness policy via a school-level wellness policy that is reviewed annually; the school utilizes collection of BMI percentile data in their annual wellness policy review process; and goals for school wellness are included in the CSIP and CDIP.

Wellness Policy

To what extent does school leadership ensure that the school is implementing the district-level wellness policy via a school-level wellness policy that is reviewed annually; and goals for school wellness are included in the CSIP?

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

Needs Improvement Proficient Distinguished Evidence

a) The principal is the only evaluator of the impact of PLCS, Arts and Writing

a) The principal enlists program area teacher leaders to collaborate,

a) The principal and program area teachers collaboratively evaluate, reflect on the impact

instructional practices on overall student achievement in the school.

evaluate and reflect on the impact of the PLCS, Arts and Writing instructional practices on overall student achievement in the school.

of, and provide support for the PLCS, Arts and Writing instructional practices on overall student achievement.

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

b) The principal initiates professional learning regarding the school’s PLCS programs.

b) The principal initiates and participates in professional learning regarding the school’s PLCS programs.

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

R Tuck: Leadership Agenda, Board Meeting Minutes,

To what extent does the principal initiate and participate in professional learning regarding the school’s PL/CS programs?

c) The principal rarely provides communication with parents and community about PLCS programs.

c) The principal frequently provides communication with parents and community about PLCS programs.

c) The principal regularly provides a variety of sources, including technology and media resources, when communicating with parents and community about PLCS programs.

To what extent does the principal provide frequent communication with parents and community about PL/CS programs?