1. T WO FOR O NE P ROGRAM R EVIEWS Beth Sumner Assistant Superintendent Trigg County Public Schools Kentucky Association of Assessment Coordinators October 21, 2013

2. T WO FOR O NE D EALS 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.

3. S CHOOL L EVEL R EVIEWS Lead person for each area of Program Review A&H PLCS Writing K-3 Committees that work to collect evidence

4. E VIDENCE C OLLECTION 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/foldervie w?id=0BzOPuFX9jRZRT1RFQ2t0RzNuMHc&usp=sh aring https://drive.google.com/a/trigg.kyschools.us/foldervie w?id=0BzOPuFX9jRZRT1RFQ2t0RzNuMHc&usp=sh aring 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

5. D ISTRICT S UPPORT 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

6. 1 ST M EETING 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

7. R UBRIC D ISCUSSION - W RITING Demonstrator 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 ImplementationNeeds ImprovementProficientDistinguished a)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 21 st century critical thinking, problem solving and communication skills. c)Curriculum provides opportunities for students to practice 21 st century critical thinking, problem solving and communication skills. Curriculum provides opportunities for students to practice 21 st 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.

8. E VIDENCE S AMPLING DemonstratorSchool ScoreEvidence NotesAgree/Disagree – Comments 2 A 2 C Standard 1: Curriculum and Instruction

9. S TORY B OARD What Went Well?Where Did We Struggle? What Do We Need to Remember?What are Our Next Steps?

10. 2 ND M EETING 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

11. 3 RD M EETING 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

12. Q UICK S CORE T OOL KDE Cut Scores for 2012-13 Released 10/18/13 0-7Needs Improvement 8 – 10.7Proficient 10.8+Distinguished