K-3 PROGRAM REVIEW EVIDENCE CURRICULUM AND INSTRUCTION:

1. Student Access: evidence: who: have:

a. teachers collaborate to plan instructional units, assessments..

*Planning day agenda showing time to plan*PLC meeting notes showing collab of teachers

*district grade level meetings with Judy

RobinBecky

Robin-email from Judy??

b. students have access to a variety of equipment and materials that are relevant to support their needs; instruction is revised and students are given feedback

* how to show access to materials??(websites to do research? Books…)*when are ipads used? Give some examples*how is the open lab time used?

Teachers

Sarah

2. Aligned and Rigorous Curriculum:

a. curriculum aligned to standards; includes pacing guides

*pacing guides*I can statement (have these)

Becky

b. adequate instructional time is provided for teachers to plan and fully enact the curriculum

*daily schedule for one primary and one intermediate teacher One intermedteacher

already have Melanie’s

3. Instructional Strategies:

a. student-centered/evidence-based instructional strategies that include class discussions, questioning, critical thinking skills; students work in flexible, collaborative groups based on st needs

*evid of class discussion that shows through learning tasks or questioning we promoted critical thinking*

HAVE THESE:*Amy’s N.Am unit with collab research groups*Daily schedule showing small group time or a list of students in the groups

Teachers

b. clear learning targets

* posted targets/I can statements teachers X have

c. cross-curricular instruction; hands-on, authentic and applied learning experiences (distinguished is “st are consistently engaged in a variety of cross-curricular instr activities that are deliberate, culturally responsive, and include hands-on, authentic learning experiences)

*Lesson or unit plan—description*project based learning (inquiry based)*

***more space on back

Teachers Already have:Amy’s N.Am; 4th bottle biog; 2nd gr units; kinder montly math hmwk

4. RTI evidence: who: have:

a. RTI decision making protocol established and used to make decisions based on st needs

PLC notes from a PLC meeting showing discussion of st needs Becky

b. universal screening to determine students for intervention and data used to determine interv services

*SNAP, MAP, DIBELS examples

*Brigance example

Becky

Karen c. tiered services/interventions; research based; accessible to all students

Ex of a TAT intervention log ???What else?

Becky

d. RTI team meets to discuss and address student needs

*PLC notes showing discussion of student needs (same as “a” above)*data day (something to show evidence*TAT meeting example

Robin Becky

BeckyKaren

e. progress monitoring data is used to make decisions about instruction and indiv student learning; instruction adjusted based upon data

*RIT groups (list of students in each group)*

Becky teachers

X have Melanie’s list of st in groups

f. school communicates services and progress with families of students identified for intervention

*Parent conference notes (one ex)*report card example*

Teachers

Becky

K-3 PROGRAM REVIEW EVIDENCE FORMATIVE AND SUMMATIVE ASSESSMENT:

1. Assessments:

a. teachers collaborate to consistently embed day-to-day/week-to-week informal assessments to monitor progress and guide instruction Distinguished

*a copy of an exit slip or an informal assessment or learning check

teachers May have an exit slip?? check

b. teachers use devel appropriate assessment methods to gather data about student learning and make adjustments to instruction

*examples of types of assessments used (have unit assessments and Rdg. Mastery) *SNAP, MAP, DIBELS, Lexia –same as K-3 curriculum 4b In rationale put that this data is analyzed/used in PLCs to make adjustments to instruction (weekly PLC mtgs)

teachers*Have rdg/math written assess* have Kinder Rdg Mastery fluency and word list assess

2. Expectations for Learning: evidence: who: have:

a. students and families are provided with clear models and descriptions of learning targets

*photo of learning targets*newsletter home showing the learning for the week

teachers May have these ?

b. teachers provide timely, learning target-focused feedback to st and provide guidance on how to apply feedback to enhance st work

teachers

K-3 PROFESSIONAL LEARNING

1. Opportunities: evidence: who: have?

a. PGP supports appropriate instruction and links to the CSIP

A copy of a PGP? Robinteachers

b. job embedded K-3 focused professional learning opportunities are available to teachers

Any trainings/info in staff meetings?What else?

Robinteachers

2. Participation:

a. teachers and administrators actively participate as members of PLCs that focus on highly effective K-3 practices, planning of instruction, analysis of assessment data/student work and performance to impact K-3 program and indiv student needs

PLC agenda or notes from Becky (same as 4a RTI) Becky or Robin

b. K-3 teachers and administrators regularly collaborate with community, local business partners, and early learning communities and secondary partners (advisory councils, work exchange programs, commun groups

*Professor Popcorn evidence (handout, written in your plan book….)*garden and recycling project (photo or paperwork?)*

3rd gr

Elizabeth

K-3 ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING evidence

1. Policies and Monitoring: evidence: who: have:

a. SBDM monitors availability of resources to allocate sufficient blocks of instructional time and developmentally appropriate resources needed to support an effective K-3 program

Robin

b. SBDM establishes and enacts a process to annually analyze data related to implementation and impact of policies and practices specifically for K-3 program

Robin

c. SBDM communicates with parents and community frequently about K-3 program (proficient)SBDM uses a variety of sources (tech and media resources) to communicate info about the K-3 program with parents and community

SarahRobin

d. SBDM establishes and maintains policies that promote best practice in K-3 program (authentic assessment, positive parent involvement, continuous progress, develop approp educ practices…) **read the distinguished

Robin

2. Principal Leadership

a. principal works collaboratively with teachers to define, support, and continuously improve the K-3 program; principal regularly facilitates K-3 team meetings to monitor and support program efforts

*PLC meeting notes (same as above)What else?

Robin

b. principal participates fully in and facilitates research-based professional learning in relation to the K-3 program

Robin

c. principal makes decisions related to staff assignment based on student needs determined by student trend data

*hiring assistants for interventions**

Robin

ARTS AND HUMANITIES Program review evidence CURRICULUM AND INSTRUCTION1. Student Access: Evidence who have:

a. intentionally scheduled time during school day for a balanced program of creating, performing, and responding to arts in each of the 4 disciplines

*master schedule for specials

b. arts curriculum provides discipline-based instruction and protected time in each arts discipline containing its own body of knowledge, skills, and ways of thinking *elementary: all students have regularly scheduled discipline-based arts instruction in all 4 arts

* master schedule for specials (same as 1a)* class agendas showing regular discipline-based drama instruction* Act-up Lesson plans for drama with dates of implementation and curriculum map pacing guides or other instructional materials with dates

2. Aligned and Rigorous Curriculum:

a. arts curriculum encompasses creating, performing, and responding and is aligned to Ky standards

*refer to examp from reg ed teachers in PR tub*have Brent’s pacing guide*need evidence from John, Elaine, Maria (curriculum??)* Act-up lessons plans for drama or other teacher developed or other drama curriculum

John, Elaine, Maria

Have Brent’s pacing guide; need Elaine and John’s

b. arts curriculum provides for the development of arts literacy in all 4 arts disciplines and utilizes the ELA standards

* refer to examp from reg ed teachers in PR tub*Reader’s Theater; drama lessons (have)* need evidence from John, Elaine, Maria, Brent (dance)* use of Senora Tortuga Study Guides* use of UK Opera Outreach Study Guides for “Alice in Wonderland” 2 - 5

*email from Becky about integrating Rdg Wonders units and related arts curriculum

John, Elaine, Maria, Brent and reg ed teachers

Karen

Have evid in PR tub; Read theater, drama lessons

c. school curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content area

*have evidence in PR tub from reg ed*need evidence from arts teachers*oral and written critiquing in visual arts*cultural connections in music*Caribbean Arts and Cultural Day*Picasso lesson in Spanish

Arts and reg ed teachers

Have evid in PR tub from reg ed

d. arts curriculum includes the study of representative and exemplary

*oral and written critiquing in visual arts*cultural connections in music

Arts teachers

works of dance, music, theatre, and visual arts from a variety of artists, cultural traditions, historical periods

*Caribbean Arts and Cultural Day*Picasso lesson in Spanish and reg

ed

e. school arts curriculum is revised using multiple indicators such as formative and summative assessments, arts organization performance assessments from sanctioned events, or other student needs

*District Arts Faculty meetings – have taken an inventory of current curriculum and revisions in Dance (using SPARK curriculum). Visual Arts and Music have revised curriculum throughout based on student progress and additional resources (grant funding for percussion instruments). Through Professional Development sessions and Arts Faculty meetings visual art and music faculty have begun analyzing the new National Core Arts Standards including Model Cornerstone Assessments and will be revising curriculum based adoption of those standards. Music revises curriculum in anticipation of the annual Winter Program Event and Visual Art does the curriculum revision to meet student needs in authentic assessment for visual art contests and the Youth Art Fair.

Arts teachers

3. Instructional Strategies:a. teachers systematically incorporate all 3 components of arts study: creating, performing, and responding to the arts

*same as 2a ??*include dates

Arts and reg ed

b. teachers provide models of exemplary artistic performances and products to enhance students’ understanding of an arts discipline and to develop their performance/production skills

*some of this is same as 2d*need examples:*Senora Tortuga*UK Opera Outreach “Alice in Wonderland”*Picasso lesson during Spanish*All the specific artists during the Caribbean Arts and Cultural Day shared their artwork: Yolantha Pace, Poppa Stanley, Thomas Freese, not remembering the dance teacher, but will look it up*other examples used to develop those skills***more space on next pg

Arts teachers

c. arts teachers provide for the development or artistic theory, skills, techniques through the development of student performances or products that are relevant and devel approp for students

*In class performances especially for drama and dance*Details from Winter Program*Readers Theatre by Mrs. Stamps reading groups*Youth Art Fair (in May)*Visual arts contests*Hallway exhibits (including Mrs. Green’s class native American arts and culture)

Arts teachers and Brent (dance)Classroom teachers for drama

d. the arts curriculum is enhanced and strengthened through collaboration with guest artists, complementing discipline based arts instruction during the regular school day

*Arts Day (Karen)*other??*Jane in Tina Green’s classes*also regular visitor in visual art and music in 1st semester

Karen

Arts teachers

4. Student Performance

a. students are actively engaged in creating, performing, and responding to the arts

Same as 2a? Arts teachers and reg ed

ck evid in PR tub

b. students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance

More space on next pg

Arts teachers

c. students, with teacher guidance, routinely use creative, evaluative, analytical, and problem solving skills in developing and/or reflecting in their artistic performances and products

Arts teachers

d. students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments

Arts teachers

e. students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance

Arts teachers

ARTS AND HUMANITIES Program review evidence SUMMATIVE AND FORMATIVE ASSESSMENT1. Assessment

Evidence: who: have:a. formative and summative arts assessments for individual students and performing groups are aligned with standards and authentically measure a specific concept, understanding, and /or skill and lead to student growth

Arts teachers

b. teachers guide students to use developmentally or grade level appropriate peer review and critique

Arts teachers

to evaluate each other’s work

2. Expectations for Student Learning

a. exemplar/models are used to encourage students to demonstrate characteristics of rigorous work in the appropriate art form in most instructional lessons/units

*same as 2a? Arts and reg ed

b. teachers share clearly defined rubrics or scoring guides with students before creating performing, or responding assignments or assessments and students have the opportunity to provide input into the scoring guide

Arts and reg ed

c. teachers develop rigorous student learning and academic growth through objectives and SMART goals that are rigorous, attainable, and reflect acceptable growth during the year

Arts teachers

3. Assessment for Teaching evidence: who: have:

a. teachers regularly provide students with authentic, meaningful, documented feedback from a variety of sources (staff members, peers, art adjudicators…) so students may strengthen their future performance/products

Arts and reg ed

b. students regularly reflect on, critique, and evaluate the artistic products and performances of themselves and others

Arts

ARTS AND HUMANITIES PROFESSIONAL LEARNING 1. Opportunity:

Evidence: who: have:a. PGP supports appropriate instruction for arts and links to the CSIP

*copy of an arts teacher’s PGP Robin or arts teacher

b. A/H professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices and are planned based on student data and teacher PGPs

c. job embedded arts and humanities focused professional learning opportunities are available to teachers and they are encouraged to engage

*guest artists for “Arts Day” *any others?

Karen X

Others?

d. school allocates time for A/H teachers to *staff meetings??? Arts

collaborate and exchange ideas with academic core teachers

and reg ed

2. Participationa. A/H teachers participate in arts content-specific professional learning opportunities to address school needs (based on data); there is some evidence of implementation of the professional learning

*evidence of PD trainings attended arts

b. A/H teachers actively participate in PLCs to address issues related to instructional practices, data analysis, and improving student achievement.

*A/H PLC meeting agenda Karen X

c. A/H teachers are leaders in professional organizations and the school (“members in professional organ.” Is NI)

*proof of membership in a prof. organization *a list of the organizations

arts

d. A/H teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs, and/or community groups with a focus on the arts.

*Arts Day**

Karen

Arts teachers

X

e. most teachers in the school *Karen’s share time for drama in staff meeting (agenda, handouts..) Karen

receive and implement professional learning to enhance the integration of the arts and humanities content in school curricula (“some teachers” is “needs improvement”)

*others? Robin/ teachers

ARTS AND HUMANITIES: ADMINSTRATIVE /LEADERSHIP SUPPORT AND MONITORING

1. Policies and Monitoring: evidence: who: have:a. school council/leadership implement policies to ensure that disciplined based arts instruction is part of the school curriculum and the arts concepts are taught throughout the school and across the curriculum

*a note about which SBDM policy addresses this and where it can be found*staff meeting agenda where Karen and/or Jane discussed arts instruction in the classroom (forms given to teachers)

Robin

b. protected time is allocated in the schedule so that all students can receive instruction in the A/H disciplines

*specials schedule (same as curr/instr 1a) Sarah

c. arts teachers are invited to participate in planning the school budget

*SBDM meetings are open to anyone; how to show this? Robin?

d. arts teachers are assigned mangeable class loads

*evidence??

e. Arts teachers receive planning and travel time that is equitable with other content areas

*A/H teachers’ schedule showing Tolliver and JRE and open blocks for planning time (NOT a JRE specials schedule since we need to show their time at Tolliver)

Any arts teacher

f. the principal and A/H teacher leaders collaborate to allocate equitable time, appropriate facilities, and resources to implement the arts programs.

Robin

g. decisions related to arts program staffing are based upon student need

Robin

2. Principal Leadershipa. principal enlists A/H teacher leaders to collaborate, evaluate, and reflect on the impact of instructional practices on overall student achievement

Robin

b. principal initiates and participates in professional learning regarding school’s arts program

Robin

c. principal frequently provides communication with parents/community about arts/hum program

*email home that includes Arts Day, field trips related to arts/hum, winter concert

Robin

PL/CS EVIDENCE: CURRICULUM AND INSTRUCTION1. Health Education: evidence: who: have:

a. a comprehensive health ed curriculum is sequentially planned and aligns with Ky standards for PL

Brent’s pacing guide (Karen has)Brent: anything else? (health curriculum)

Brent

b. health curr regularly provides opportunities for all students to become health literate by practicing the skills embedded in national health standards

*Guidance lesson plans (safety, hygiene, nutrition…)*Professor Popcorn (third)*

Karen3rd gr

Brentc. health curr provides learning strategies/activities that ensure students receive instruction in all health content areas (ex. family life, alcohol/drugs, nutrition, mental/emotional health, injury…)

*KAREN: lesson plans and handouts from guidance (Karen –same as 1b); personal touch lesson for 2nd gr; KY. safe schools, bullying lessons, Red Ribbon (Anna)

*Brent: Jump Rope for Heart; Safe Side Safety videos; others:

Karen

Brent

*have kinder dental health visitor*personal touch lesson

d. a coordinated school health committee is used as a support and resource for collab and integration of health ed instruction throughout school environment

*something showing collab between Anna/Karen*Anna: pedometers (letter home)Anna: dental vanQuality Care screenings (Karen copy one)*create a “committee”

KarenBrent, Karen, Anna, Cherryl

e. school ensures the health ed curr is integrated and includes frequent opportunities for cross-disciplinary connections to meet health and safety of all students

Karen: lesson plansBrent: Brent

Karen

2. Physical Education:a. a comprehensive phy ed curriculum is sequential and aligned to standards for PL

*Brent: add PEP grant and SPARK wherever they apply*Karen has Brent’s pacing guideWhat curriculum do you use?

Brent

b. phys ed curr regularly provides opportunites 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 NASPE standards

Brent

c. phys ed curr 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

*activities for Karen T’s students and/or students with physical impairments*Other:

Brent

d. school health committee uses a *health committee Health

comprehensive school physical activity program (CSPAP) to increase quality of phys ed instruct as well as increase phys activity opportunities

*grant?? committee and Brent

e. school ensures the phys ed curriculum is integrated and includes regular opportunities for cross-disciplinary connections to meet phys activity needs of all students

*collab with p.e. and music? Brent with reg ed

3. Consumerism:a. consum curriculum is rigorous, aligned to standards, and meets needs of diverse leaners and includes integration of 21st century skills (this is Prof; see needs impr)

PLCS standards (Karen has)

Karen

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

*4th/5th career event (Karen)**any economics lessons/projects? Bracelet project/3rd; Vault/Sarah; fundraisers, *classroom beh system with money (ck book?)

Karen

teachers

c. consum. curr is connected to business and industry and local industry partners are used as resources

*Career Day at school; Career field trip (4th/5th) Karen/Anna

d. students routinely engage in grade level appropriate financial decision making

Reg ed teachers

e. students apply core academic skills such as math and rdg to solve real world problems related to consumerism

Career trip for 4th/5th

Reg ed?Karen,Anna

f. info about consumerism is routinely integrated in total school curr (needs improvement is “info is limited to specific classes or gr levels)

g. technology is integrated into the delivery of consumerism curriculum

*guidance lesson plans*Career event 4th/5th; researched careers onlineOther:

Karen

4. Career Education evidence: who: have:a. career ed is rigorous, aligned to standards, and meets needs of diverse learners and includes integration of 21st skills

*copy of PL/CS standards section for career; career lesson plan Karen

b. students develop and practice real world skills related to careers including prob solving, critical thinking, decision making, analyzing info

*career lesson plans*Career event for 4th/5th *anything in SS, Rdg Wonders, or other areas that relate to careers

KarenKaren and Anna

teachers

d. students routinely engage in gr level appropr career related prob solving within the classroom

teachers

e. st apply core academic skills such as math and rdg to solve real world probs related to career ed.

*evidence from 4th/5th career event (write on the PLCS form the skills included *other:

Karen and Anna

f. info about careers is routinely integrated into total school curriculm

Reg

g. technology is integrated into delivery of career ed curriculum

*career lesson plans including technology (web address)

*Sarah—anything done in lab??*teachers??

Karen

h. students are encouraged to develop and practice career and leadership through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition

*PBL’s ????*what else?

PL/CS EVIDENCE: FORMATIVE/SUMMATIVE ASSESSMENTS1. Assessments

Evidence: who: have:a. Standards are used in the development of form/summ assessments related to PLCS

*copy of assessment with standards identified BrentKarenteachers

b. traditional PLCS assessment measures are responsive to a variety of learning styles and abilities

Brent Karen

c. PLCS teachers use data from assessments and other sources to guide instruction, develop intervention plans, and improve instructional strategies

*evidence from Karen’s 3rd gr assessments; other sources: my observations, input from teachers, results of guid lessons, *Brent’s assessments (examples)Performance tasks, Pres Fitness data,

Karen

Brent

d. PLCS assessments support indiv growth of all PLCS students

Karen: perform. assess. are indiv KarenBrentTeachers?

2. Expectations for Student Learning

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

*Karen’s rubric for 3rd gr performance assessment*Brent?

Karen

Brent

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

*a sample of a report card for P.E. grades Brent or Sarah print out

PL/CS EVIDENCE PROFESSIONAL LEARNING1. Opportunities

Evidence: who: have:a. The PGP plan supports appropriate instruction for PL/CS and links to CSIP

PGP plans Karen Brent

b. PL/CS prof learning opportunities incorporate the standards for professional learning, focus on research/evidence based practices and are planned based on school and student data and teacher PGP.

Karen: Counselor Cadre sessions; summer PD; mental health PLCs, KSCA sessions

*Brent: KHERD (email or flyer; something to show you attended); other:

Karen Brent

c. job embedded PL/CS focused prof learning opportunities are available

*guest artists for “Arts Day” : Brent/dance visitor*Career Day guests

Karen

d. school allocates time for PLCS and academic core teachers to collaborate

Karen and Anna’s meeting with 4th/5th gr teachers about career event;

*

Karen;Brent

2. Participation

a. PLCS teachers participate in content-specific professional learning

**PD trainings attended (certificate of participation, handouts/agenda…(see 1b)

Brent and Karen

b. PLCS teachers actively participate in PLCs to address issues related to instructional

*PLC meeting agenda for related arts Karen

practices, data analysis…

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

KSCA; Counselor’s Cadre

*organizations for Brent:

Karen

Brent

d. PLCS teachers regularly collaborate with commun, business..partners through advisory committees…

*Karen: Career Day, Southland mentors, Impact, Impact Plus, DCBS,

*

*Brent?

Karen

Brent

e. all teachers receive prof learning opport to enhance the integration of PLCS concepts (p.e., health, consumerism, careers) into school curricula (“some teachers” is “needs improvement”)

Karen: CKEC training for career ed

PL/CS EVIDENCE: ADMINISTRATIVE/LEADERSHIP

1. Policies and Monitoring evidence: who: have:

a. school council/leadership ensures PLCS concepts are taught throughout school

Schedules for Karen/Brent?? (see 1b) Robin

b. protected time is allocated in the schedule so that all students can receive instruction in PLCS

*Brent’s schedule (show planning time also)

*Karen’s guidance schedule

Sarah

Karenc. school leadership and teachers are invited to partic in planning the budget

*SBDM meetings are open X

d. PLCS teachers are assigned to equitable class loads compared to other teachers (distinguished)

RobinSarah?

e. PLCS equitable planning time Brent’s schedule showing planning time for Brent (same as 1b)

Sarah or Brent

f. leadership and teachers collaborate to allocate time and resources to implement PLCS program

*Karen and Robin collaborate about guidance*Brent:

Karen

g. decisions related to program staffing are based on student need

Robin

h. committees meet twice per year to ensure quality PLCS… (health committee…)

Meeting agenda Karen, Brent

i. school implements district and school wellness policy that is reviewed annually; goals for school wellness included in CSIP

Robin

2. Principal Leadership

a. principal enlists prog area teachers to collab, eval, and reflect on impact of PLCS instructional

practices on overall student achievement Robin

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

Robin

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

(ex: email home about Career Day) Robin

WRITING EVIDENCE: CURRICULUM AND INSTRUCTION

1. Student Access evidence: who: have:

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

*4th: need copy of a student’s haiku poem (or the directions); *5th: need a copy of TPOL/Gateway at end of year; Williamsburg scrapbook (photo)*reflections for Arts Day (KAREN)*fall festival literacy activities??

Reg ed teachers

*have 4th biography*have 2nd gr N.Amer

b. students have access to equipment and materials designed to meet their indiv needs

*use of ipads… when and why?*use of lab (publishing writing or researching)??Other “materials”

Reg ed and arts teachers

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

Reg ed teachers

2. Aligned and Rigorous Curriculum:

a. curriculum is aligned to standards for L.Arts

*show curr is aligned Becky

b. curriculum integrates the strands of *is there a literacy pacing guide??? Becky

literacy (rdg, writing, speaking, listen and lang use) across content areas to explicitly instruct and develop communication skills

*presentations/shows commun skills*Reader’s theater activities*rdg reflection entry*rdg homework (writing about what was read)

All teachers

c. curriculum provides opportunities for st to apply technology effectively as a tool to research, organize, evaluate, communicate information

*same as curr/instruction 1b*

Becky, Sarah

and reg ed

d. communications portfolio demonstrates student interests and integration of writing and commun skills across content areas

Student writing samples*

Becky and reg ed

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

*PBLs incorporating writing*

Becky and reg ed

3. Instructional Strategies evidence: who: have:

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

*teacher/student modeling for literacy/ writing*st writing samples shown on ELMO to share with class as a model*whole class conferencing for writing and/or student sharing*graphic organizers (ex. 4 square)*st writing sample (any genre)*writing mini lesson (copy of lesson plan?)

Reg ed

b. students research info to seek a new or deeper understanding around a topic and demonstrate new understanding through products

*ex of research (picture of poster, st writing..)*Mars Rover research—this year? SARAH

Reg ed Have:*Amy’s N.Amer project; 4th biog project

c. students demonstrate media literacy through reg use of technology tools, resources, and applications in rdg, writing, speaking, listening and lang use to meet specific comm goals

STLP “bullying project” Sarah

Reg ed

d. students integrate what is learned when using tech with what they learned offline to develop understanding and communication

Reg ed *Amy’s N.Amer project*4th biogr

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

*drama presentations*Reader’s theater presentations*can be same as 2b

Stamps 2nd gr

All teachers

Have XHave X

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

*teacher or peer conferencing (also applies to assessment 1c)*photo of student writing displayed in hall or other published/shared writing*author’s chair (photo)

Reg ed

4. Student Performance evidence: who: have:

a. students craft communications distinctive to specific disciplines and purposes

Reg ed

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

c. students learn and work together with teachers, peers and others to problem solve and generate products/outcomes tied to curriculum and learning goals

*examples of collaboration

Reg ed

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

Reg ed

WRITING EVIDENCE: FORMATIVE/SUMMATIVE ASSESSMENT

1. Assessments evidence: who: have:

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

*teacher collab to develop assessments? Reg ed

b. teachers develop and implement a plan to monitor st progress in writing and communication skills consistent with gr level writing standards and formative assessments

Reg ed

c. teachers, peers, others provide reg feedback on students’ writing and commun products as part of constructive feedback process that is subsequently applied by students to improve their communications

(see Instr Strats 3f)*

Reg ed

d. teachers provide reg opportunities for students to revise and apply new learning before summative products are assessed

2. Expectations for Student Learning: evidence: who: have:

a. students know and understand expectations for their work and receive feedback using standard specific language

Reg ed *photos of “I can”

b. teachers and students collaborate to set writing and comm goals that are standards- based and informed by feedback and assessments

Reg ed

c. teachers and students engage in ongoing self assessment to monitor progress toward meeting writing and comm goals

Reg ed

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

Reg ed

WRITING: PROFESSIONAL LEARNING

1. Opportunity evidence: who: have:

a.PGP supports appropriate instruction for writing and links to the CSIPb. writing PD opportunities incorporate the standards for professional lrng, focus on research based strategies and are planned based on school/student data and PGPs

*5th gr 2 day on-demand training (evidence?)

*what writing trainings have been offered?(district?)

5th grade

c. job embedded writing focused prof training opportunities are available to teachers

*could this be “on-demand” discussions in PLCs and planning days??

d. school allocates time for writing teachers to collaborate and exchange ideas with academic core teachers

*don’t think we need evidence for this ??Writing teachers ARE core teachers

2. Participation evidence: who: have:

a. writing teachers participate in content-specific prof learning opportunities to address school needs; some evidence of implementation of prof learning

*5th gr on-demand training (same as 1b);Show implementation (lesson plan or sample of an on demand prompt; student work sample)*other trainings??

5th gr

Reg ed

b. writing teachers actively participate in PLCs to address issues related to instructional practices, data analysis, improving st achievement

*are there any PLC mtg notes that include writing? Becky

c. writing teachers are members of prof organizations (this is “needs improvement”; “proficient is “leaders in prof organ”)

d. writing teachers regularly collaborate with community, business...with a focus on writing

*author visits ? Thomas Freed event?? Was that this yr?

e. most teachers receive and implement prof learning to enhance integration of literacy concepts (rdg, writing, speaking, listening, language) (“needs improvement” is ‘some teachers’)

WRITING: ADMINISTRATIVE/LEADERSHIP SUPPORT

1. Policies and monitoring evidence: who: have:

a. school council/leadership ensure writing concepts are being taught throughout school and across curriculum as established by policy

*do we have a SBDM writing policy? Robin

b. school council and teachers participate in planning of budget with clear consideration of allocation for writing resources

Robin

c. school council allocates equitable time/resources to implement writing program

*a teacher’s daily schedule showing writing block??? Robin

d. decisions related to staff assignment are based on established policies that include

Robin

literacy needs and teacher certification

2. Principal Leadership

a. principal enlists teacher leaders to collaborate, evaluate, reflect on impact of writing instructional practices on overall st achievement

*analyzed language and on-demand writing scores for KPREP in a staff meeting; determined needs, etc.*notes from PLCs

Robin

b. principal initiates and participates in prof learning related to school’s writing program

Robin

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

Robin