121 East Second Street  Morehead,KY  40351   Phone:(606)784-8928  Fax:(606)783-1011
 
 

Primary Program Review

Primary Program Review
Aug. – Nov. 2012
 
Standard One- Curr. and Instruction
Demonstrator 1- Student Access:
*All students have equitable access to highly effective curriculum and instruction
Where Are We?
 (A)- Proficient- Teachers consistently collaborate with others on their team or
grade level to plan instructional units, including common assessments and supplemental
activities to ensure that each student has access to the curriculum and access to
supports necessary to attain the curriculum.
Evidence:
PLC meeting notes (principal data notebook),
Lesson Plans/Unit Plans ( On Course Lesson Planner site),
Faculty Meeting Agendas/Notes ( principal data notebook),
Field Trip information (teacher newsletters/PLC notes)
 
Next Steps:
1. Teachers meet in vertical teams as well as grade level teams to ensure that the curriculumn is being taught within grade levels without gaps.
2. Ensure that Title 1, GT, Special Ed, aides, and ESS teachers are given time to meet with grade level teachers to allow discussions concerning student achievment levels and gaps in learning.
3. Provide time for common assesment development  and common scoring within grade level partners.
 
 
Where Are We?
 
(B) Proficient- Students have access to a variety of equipment and materials that are relevant and necessary to support their needs. Instruction is continually revised and students are instructed in how to use the feedback to improve their work.
  
Evidence: Teacher Lesson Plans (On Course Lesson Planner Site)
Teacher Resource Room in Library,
Classroom Pics or technology available ( smart board, teacher and student computers, document camera, listening centers, IPADS),
Flexible group schedules (RTI master schedule)
 
Next Steps:
 
1. Provide information on how effective feedback can support all types of learners in gaining achievment.
2. Provide a list of resources that are located throughout the building ( teachers classrooms, Title 1 room, Library resource room, Title 1 CO Resource Room)  in the area of manipulatives, videos, multiple sets of books, etc. that teachers have access to that will help support classroom instruction.
3. Provide time during PLC's to discuss student mastery of skills on like assessments to determine need for reteaching of skills in small groups.
 
 Demonstrator 2- Aligned and Rigorous Curr.
*An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state and national standards.
 Where are We?
(a) Needs Improvement- Curriculum is only topically aligned to state standards and/or does not include pacing recommendations.
 
Evidence: Vertical School Curriculum guides in LA and Math for 1st 9 weeks completed in June 2012
District pacing guide in Math

Next Steps:
1. Teachers and administrators will spend time with instructional personnel from an outside agency to preview core instruction and strategies to help determine gap areas in classroom instruction.
2. Teachers will be provided time to build on the 1st 9 weeks documents to allow an extension of these maps and guides for the continuation of the reading and math curriculumns. 
3.Teachers will meet vertically with grade level teams to discuss how the curriculumn moves from grade level to grade level in depth of standards and expectations.
 
 Where are We?
 
(b) Distinguised : Ample instructional time is provided and utilized effectively by all teachers to address the curriculum. Flexibility is built into the schedule to further address student misconceptions as well as to provide enrichment opportunities to ensure student success.
 
Evidence: Master schedule
RTI Schedule - Grades K-5  30 min reading and math intervention blocks( Principal office),
Classroom Teacher schedules (principal data notebook, teacher websites)
Special Ed. ( resource and collaboration)
Title 1 Teacher Schedules/ Paraprofessional schedules assigned to students 
Lesson Plans/Differentiation ( OnCourse Site)
Grades 3-5 Gifted Pullout program schedule- Genny Jenkins
 
Next Steps:
1. Data will be looked at and discussed during PLC meetings to ensure that every minute of every day that an adult is free to work with a student in reading and math that they are reassigned to those students in any deficit area.
2. Students who lack confidence in the area of reading, math and writing will be assigned a mentor ( parent, community member, HS student, upperclass man) to promote self esteem in these curr. areas.
3. Walk to Groups will be continued to meet each individual students needs ( GT or RTI) in the area or reading and math to promote growth in achievment. Discussions in PLC will ensure that each students specific growth goal is discussed to make sure that they are moving forward.
 
 
 
Demonstrator 3- Instructional Strategies
*All teachers implement research-based instructional strategies that include characteristics of highly effective teaching and learning for all students.
Where Are We?
(a) Needs Improvement- Instructional strategies vary widely throughout the school work in small groups, based on student needs.. Students
 
 Evidence: Teacher lesson plans (On Course lesson planner)
 Teacher evaluations and walkthroughs (principals data notebook)
RTI and Core student group lists ( data notebooks)
Next Steps:
1.  
 
 
 
 
Where are We?
(b)Needs Improvement:  Teachers may share a learning target but do not necessarily ensure the target is connected to intended standards and/or that success criteria for meeting the target is understood by all students.
 
(b)Proficient -Teachers consistently involve students in defining and/or writing learning targets (using clear and precise language) that are essential to standard attainment. Students can describe what it takes to achieve the target (the success criteria). Instruction is planned to directly ensure that students meet the targets and ultimately have opportunities to demonstrate understanding of the standard as a whole.
 
(b) Distinguished Teachers and students co construct/ review the learning targets daily.. Students can articulate what they are learning to do and how they will know they are successful. They regularly self assess and engage in peer assessment strategies. Students also track their progress with learning targets throughout instructional units and have multiple and varied opportunities to demonstrate learning
 
Evidence- Lesson Plans (show target for lessons)
 walkthroughs (principals and teachers data notebook- data shows targets posted but lack of evidence that students can articulation what they are learning)
 evidence of some peer and self assessments ( teacher data box)- not regularly across grade and school
 
Next Steps:
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Where are we?
 
(c) needs improvement- students are not regularly engaged in cross-curricular instruction.
Integration happens occasionally and doesn’t appear to be intentional.
 
c) proficient- Students are engaged in cross curricular instruction that is deliberate, culturally responsive, and includes hands on, authentic and applied learning experiences.
 
c) distinguished- Students are consistently engaged in a variety of cross-curricular instructional activities that are deliberate, culturally responsive, and include hands-on authentic learning experiences.
 
Evidence:
 
 
 
 
 
Next steps:
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Demonstrator 4- System of RTI
*uses a systematic, comprehensive system that addresses accelerated learning, achievement gaps, highly-effective instruction, readiness to learn and student transitions. A school provides a seamless framework, using state and federal funding, that addresses academic and behavioral needs, that is accessible to all students.
 
 
 
 
 
 
Where are We?
 
(a)proficient-  A KSI/ RtI decision making protocol has been established and is used to make decisions based on student needs.
 
(a)Distinguished- A KSI/ RtI decision making protocol has been established and is always used to make decisions that are based on individual student needs.
 
Evidence: RTI procedures- faculty meeting agenda and notes ( principal data notebook), RTI folders of evidence in following protocol (RTI classroom)
Next Steps:
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2.
 
 
3.
 
 
Where are we?
(b) proficient- Universal screening is used to determine students for intervention and the data is used to determine intervention services.
 
b) distinguished- Universal screening is used to determine students for intervention services; diagnostic assessment and/or supplemental report data is used to further inform the individual student’s intervention services
 
Evidence: MAP data, Bringance data, DIBELS data, DNK/SNAP data, ( teacher and principal data notebook) PLC minutes- intervention discussions and plans ( data notebooks)
 
Next Steps:
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3.
 
 
Where are We?
(c) Needs Improvement- Instruction is not always research based, or is not always accessible
to all students. Services attempt to provide interventions for student achievement but are not always effective or are inconsistent.
 
(c) proficient- Highly effective instruction includes tiered services that provide intervention to increase student achievement, is research based, aligned to standards as well as across tiers, and accessible to all students.
 
c) Distinguished- Highly effective instruction includes tiered services that provide a comprehensive system of interventions to maximize student achievement, is research-based, aligned to standard as well as across tiers, and designed to meet the individual needs of all students
 
Evidence: Teacher Lesson Plans, (on course lesson plan site), tier data sheets (data notebook and Resource Classroom files) RTI Service Plans (data notebooks)
 
 
Next Steps:
 
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3.
 
 
 
4.
 
 
 
 
 
 
Where Are we?
(d)Needs Improvement-  Intervention team members meet and discuss programmatic and behavioral needs, but the follow through is ineffective or inconsistent.
 
d) proficient- Intervention team members meet to discuss academic and behavioral needs of students and adequately address those needs.
 
d) Distinguished- Intervention team members routinely meet to discuss the academic and behavioral needs of each intervention student and effectively meet their needs. Team
members communicateintervention plans and progress with students and families.
 
 
Evidence: RTI Plans ( data notebooks, resource classroom files,) copies of letters mailed home (RTI folders) PLC meeting notes (principal data notebook)
 
Next Steps:
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2.
 
Where Are We?
 
e) Proficient- Progress monitoring data (as required in SB 1 2009, including specifically diagnostic data) informs decisions about instruction and individual student learning. Instruction is adjusted based on the progress monitoring data.
 
e) Distinguished- Progress monitoring occurs on a routine schedule. Data collected informs decisions about instruction and individual student learning. Instruction is adjusted based on the
progress monitoring data.
 
Evidence: Monthly Calendars ( Progress monitoring schedule), RTI Data Sheets ( evidence of progress monitoring), Lesson plans/PLC notes- (evidence of conversations that instruction is adjusted based on progress monitoring).
 
Next Steps:
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2.
 
 
3.
 
 
 
 
 
Where are We?
 
(f) Needs Improvement- The school has very limited communication regarding interventions with the families of those students identified for intervention. The family is only notified of intervention services.
 
f) Proficient- The school regularly communicates intervention services and progress with the families of those students identified for intervention. Family communication is focused on improving student learning.
 
f) Distinguished- The school consistently communicates intervention services and progress with the families of those students identified for intervention. Family communication is focused on improving student learning. Families provide regular input and reflection into the student’s intervention plan, services, and/or progress.
 
Evidence: Samples of letters sent home to parents concerning Tier II and Tier III services( RTI folders in resource room), Meeting notes for RTI services Tier II and Tier III ( RTI folders)
 
Next Steps:
1.     Include all parents in conferences during Tier II and Tier III meetings ( very little evidence)
2.     All staff keep phone logs when discussions occur concerning students in interventions. (some evidence)
3.     Home – school plans written to help communicate the need of family support in working on needed skills.
 
 
 
Standard Two- Formative and Summative Assessment
Demonstrator 1.  Assessments
*Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.
Proficient
a) Teachers embed day-to-day/week to- week/informal assessments to monitor progress and guide instruction (aligned to the school’s systemic plan/policy).
 
Distinguished
 
a) Teachers collaborate to consistently embed day-today/ week-to-week/informal
assessments to monitor progress and guide instruction (aligned to the school’s systemic plan/policy).
 
 
Where are we?
 
Evidence:
 
Next Steps:
1.
 
2.
 
Proficient
b) Teachers use multiple and developmentally appropriate assessment methods (e.g.,
formative, screening, diagnostic, interim, benchmark, summative) to systematically gather data about student understanding of learning targets, reflect on instruction, and make adjustments to instruction.
 
Distinguished
b) Teachers collaborate and analyze multiple and developmentally appropriate assessment methods (e.g., formative, screening, diagnostic, interim, benchmark, summative) to systematically gather data about student understanding of learning targets, reflect on instruction, and make adjustments to support each student’s learning.
 
Where are we?
 
Evidence:
 
Next Steps:
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2.
 
 
 
Demonstrator 2: Expectations for Student Learning
*Teachers communicate consistently high expectations and use common standards for student learning in K-3.
 
Proficient
a) Students and families are provided with clear models and descriptions of the intended
targets to be mastered.
 
Distinguished
a) Students and families are provided guidance with descriptive and clear models of the intended targets to be mastered to enable students to define the clear criteria for their success.
 
Where are we?
 
Evidence:
 
Next Steps:
1.
 
2.
 
Proficient
b) Teachers provide timely, learning target-focused descriptive feedback to students and provide guidance on how to apply the feedback to enhance student work.
 
Distinguished
b) Teachers provide timely, learning target-focused descriptive feedback to students and provide guidance on how to apply the feedback. Sufficient time is given regularly to
students to refine their thinking, enhance their learning, and improve their work based on the
intended learning targets.
 
 
 
 
 
 
 
 
 
 
Standard Three- Professional Development
*Demonstrator 1. Opportunities
Professional development opportunities are planned with teacher learning needs in mind and in response to data available about school needs, teacher practice and student learning.
Where are we?
Proficient
a) The professional development action plan is linked to the Comprehensive School
Improvement Plan (CSIP) and is appropriate for K-3 instruction.
 
 
 
 
 
 
Distinguished
 
a) The professional development action plan is linked to the Comprehensive School
Improvement Plan (CSIP), is appropriate for K-3 instruction, and is revisited throughout the year to assess the implementation and fidelity and to make needed changes.
 
 
Evidence:
 
Next Steps:
1.
 
 
2.
 
Proficient
b) Teachers have access to and participate in job-embedded professional development (e.g., distance learning, conferences, and workshops) that supports research-based K-3 practices.)
 
Distinguished
 
b) Teachers base their job-embedded professional development choices on research, self-reflection and review of student outcome data.
 
*Demonstrator 2. Participation
*Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community.
Where are we?
Proficient
(a)  Teachers and administrators actively participate as members of professional learning
communities that focus on research-based K-3 practices, planning of instruction, analysis of assessment data/student work and student performance.
 
Distinguished
a) Teachers and administrators actively participate as members and leaders of professional learning communities that focus on highly effective and researched-based K-3 practices, planning of instruction, analysis of assessment data/student work and student performance to impact both the K-3 program, as well as individual student needs.
 
 
Evidence:
 
Next Steps:
1.
 
 
 
2.
 
Proficient
b) K-3 teachers and administrators regularly collaborate with the community, local business
partners, as well as early learning communities and secondary partners.
 
Distinguished
 
b) K-3 teachers and administrators are provided time in the school schedule, a stipend and/or
Professional development credit for collaboration with community, business, early learning and
postsecondary partners.
 
 
 
Evidence:
 
Next Steps:
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Standard Four- 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 K-3 instructional programs. 
Proficient
a) School leadership/SBDM committee continually monitors the availability of resources in
effort to thoughtfully allocate sufficient blocks of instructional time and developmentally
appropriate resources needed to support an effective K-3program.
 
Distinguished
a) School leadership/SBDM committee continually utilizes input from stakeholders to organize
and monitor the availability of outside resources in effort to effectively and equitably allocate
the necessary time and resources needed to support a highly effective K-3 program.
 
 
Where are we?
 
Evidence:
 
Next Steps:
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3.
 
 
Proficient
b.)  SBDM committee establishes and enacts a process to at least annually analyze data related to the implementation and impact of policies and practices specifically for the K-3 program.
 
Distinguished
b) SBDM committee involves teachers, parents and community stakeholders annually in the
analysis of data to make recommendations for continuous improvement in the K-3 program.
Policies and practices for a highly effective K-3 program are revisited and revised annually based on multiple sources of impact data.
 
Where are we?
 
Evidence:
 
Next Steps:
1.
 
2.
 
3.
 
Proficient
 
c) School council/leadership communicates with parents and community frequently about the K-3 program.
 
Distinguished
 
c) A variety of sources, including technology and media resources, are regularly used to communicate current information about the K-3 program with parents and community.
 
 
Where are we?
 
Evidence:
 
Next Steps:
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3.
 
 
Proficient
d) School leadership/SBDM establishes and maintains policies that promote best practice in the K-3 program (e.g., critical attributes: continuous progress, developmentally appropriate
educational practices, multiage and multiability classrooms, authentic assessment, qualitative reporting methods, professional teamwork, and positive parent
involvement)
 
Distinguished
d) School leadership/SBDM maintains and stabilizes policies that promote best practice in the K-3 program (e.g., critical attributes: continuous progress, developmentally appropriate
educational practices, multiage and multiability classrooms, authentic assessment, qualitative reporting methods, professional teamwork, and positive parent involvement)
 
Where are we?
 
Evidence:
 
Next Steps:
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*Demonstrator 2. Principal Leadership
*Principals are the primary leaders of all K-3 program efforts and support teacher leadership through shared leadership strategies and actions.
Proficient
a) The principal works collaboratively with teachers to define, support, and continuously
improve the K-3 program. The principal regularly facilitates K-3 team meetings in order to monitor and support all K-3 program efforts.
 
Distinguished
a) The principal intentionally creates a structure to promote and empower teacher leaders to define and continuously improve the K-3 program. The principal collaborates with the teachers/teacher leaders regularly to analyze program and student data, providing feedback
and support for ongoing improvements that promote the success of every K-3 student and
all K-3 program efforts.
 
Where are we?
 
Evidence:
 
Next Steps:
1.
 
2.
 
3.
 
 
Proficient
 
b) The principal participates fully in and facilitates research-based professional learning in relationto the K-3 program.
 
Distinguished
b) The principal participates fully in, facilitates and leads research-based, on-going professional learning in relation to the K-3 program.
 
 
Where are we?
 
Evidence:
 
Next Steps:
1.
 
2.
 
3.
 
 
 
 
 
Proficient
c) The principal makes decisions related to staff assignment based on student needs determined by student trend data.
 
Distinguised
c) The principal makes decisions related to staff assignment based on student needs determined by trend data around student performance and staff abilities.
Where are we?
 
Evidence:
 
Next Steps:
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