TWO FOR ONE PROGRAM REVIEWSBeth Sumner

Assistant Superintendent

Trigg County Public Schools

Kentucky Association of Assessment Coordinators

October 21, 2013

TWO FOR ONE DEALS External Program Review:

District Level An annual external program

review is the responsibility of individual school districts to conduct at the end of the school year.

Method is the decision of the district

School Level Review: The Kentucky Department of

Education recommends that schools use a systematic, on-going process to review their programs, reflect on the evidence and use that formative information to improve their Writing, Arts & Humanities, and Practical Living/Career Studies programs.

SCHOOL LEVEL REVIEWS

Lead person for each area of Program Review A&H PLCS Writing K-3

Committees that work to collect evidence

EVIDENCE COLLECTION

Paper Copies May be a few samples given to PR Lead Could be multiple documents in a specific

location in the school building Electronic Copies

Photos/Video clips Documents stored on network folders

Google Form for Cover sheet https://drive.google.com/a/trigg.kyschools.us/fold

erview?id=0BzOPuFX9jRZRT1RFQ2t0RzNuMHc&usp=sharing

Shared among PR Lead and Administrative staff At a glance, a school can see what evidence has

been collected and from specific staff/grade/content areas

DISTRICT SUPPORT

K-12 meeting of Program Review Lead for each area – 3 times per year for ½ day each time (Ideally in Sept/Oct, Dec/Jan, and March)

Purpose is to built consistency across all schools with interpretation of rubrics

Creates collaboration among schools Team can include teachers, instructional

supervisors, G/T Coordinator, Community Educator, College & Career Planner, and principals/assistant principals

1ST MEETING

Review of 2011-12 Scores Examine areas of strength Identify areas of growth

Rubric Discussion Creates similar interpretation of characteristics

and vocabulary Evidence Sampling

Pull same Standard/Demonstrator/Characteristic for all schools and “cross-score” for feedback

Identify Next Steps – StoryBoard Possible activities/professional development

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

Limited/No Implementation Needs Improvement Proficient Distinguisheda) Curriculum lacks vertical and

horizontal alignment to the Kentucky Core Academic Standards.

  

  

a) Curriculum is partially aligned vertically and horizontally to the Kentucky Core Academic Standards

    

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

 

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

 Curriculum lacks integration of the strands

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

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

 

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

 

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

 Curriculum provides limited opportunities

for students to use technology.  

Curriculum provides opportunities for students to utilize technology to communicate information.

c) Curriculum provides opportunities for students to apply technology effectively as a tool to research, organize, evaluate and communicate information.

 

b) Curriculum provides opportunities for students to use technology as a tool to access, manage, integrate and create information.

 

d) Communications portfolio demonstrates limited student development of writing and communication skills.

 

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

 

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

 

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

 e) Curriculum provides limited

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

 

c) Curriculum provides opportunities for students to practice 21st century critical thinking, problem solving and communication skills.

 

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

 

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

EVIDENCE SAMPLING

Demonstrator School Score Evidence Notes Agree/Disagree – Comments

2 A

2 C

Standard 1: Curriculum and Instruction

STORY BOARDWhat Went Well? Where Did We Struggle?

What Do We Need to Remember?

What are Our Next Steps?

2ND MEETING Evidence Sampling

As a team (cross-schools), determine the standard/demonstrators/characteristics to review Look at areas with either low performance or areas of high

performance Discuss rubric for common understanding Review the evidence provided by school Determine score and provide feedback Share results with school representative (verbal

sharing) Team shares with no questions/comments from school School representative asks questions of team

Identify Common Dilemmas and Solutions

3RD MEETING

Prior to meeting, each school team will Have a draft of the Program Review from ASSIST

Evidence sampling repeated Teams will consider the Next Steps diagnostic

and offer recommendations This meeting will be held in March to provide

time for final revisions/changes

QUICK SCORE TOOL

KDE Cut Scores for 2012-13 Released 10/18/130-7 Needs Improvement8 – 10.7 Proficient10.8+ Distinguished