2. Session Objectives Begin to understand the goals, purpose and rationale for Program Reviews Learn about the components of implementing Program Reviews Become familiar with the Program Review Rubric Learn about how to access resources to support the implementation of Program Reviews

3. Program Review A systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative supports and monitoring KRS 158.6453 (1)(i)

4. KDE Resources KDE Program Review Guide Section 1: Overview KDE Program Review Guide Section 2: Program Review Process KDE Program Review Guide Section 3: Using the Program Review Rubric KDE Program Review Guide: Appendix KDE Program Review Guide for Arts & Humanities KDE Program Review Guide for Practical Living/Career Studies KDE Program Review Guide for Writing KDE link to resources:. http://www.education.ky.gov/KDE/Instructional+Resources/Program+Reviews/

5. The Purpose of the Program Review Process To provide for careful and systematic analysis of current programs and help identify the next steps that will make the most impact on student learning. To inform the schools programs in order to establish a process of on-going discussion, reflection and growth. To provide a basis for developing a plan for improvement which may become a component in the Comprehensive School Improvement Plan.

6. Goals of Program Reviews To improve the quality of teaching and learning for all students in all programs To allow equal access to all students to the skills that will assist them in being productive citizens To allow students to demonstrate their understanding beyond a paper-and-pencil test To ensure a school wide natural integration of the program skills across all contents, beyond the program areas

7. Program Reviews Timeline Phase 1: 2009-2010 – Pilot in 48 Kentucky schools Phase 2: 2010-2011 – Voluntary Implementation Phase 3: 2011-2012 - Field Test – Mandatory implementation in all schools, not part of accountability Phase 4: 2012-2013 – Full accountability in spring 2013 Next-Generation Learners (academic component) 70% Next-Generation Instructional Programs & Support (Program Reviews) 20% Next-Generation Professionals (multiple measures) 10% GradeA/HPL/CSWritingK-3World Language Year 2 + E20 100 M25 NA25100 H25 NA25100

8. Program Reviews A formative assessment tool for schools A summative assessment for the SBDM Council, district, & state Each Program assessed against four Standards Curriculum & Instruction Formative & Summative Assessment Professional Development & Support Services Administrative Leadership – Support & Montoring Each Standard has Demonstrators, Evidence, and Characteristics Internal Reviews occur three times a year: beginning of school year, mid-year, end of school year

9. Recommendations for Beginning the Program Review Process Share the program review documents/information with all school staff Establish a Review Team for each content area: Teachers: in-house Resource Teacher, one primary, one intermediate, one discipline specific, representation of ECE and/or ESL teachers Administrative staff: one Other school staff: FRYSC, media specialists, classified staff Parent, student, community member (optional) Each grade group/department identifies a representative who is responsible for collecting data or information related to the review

10. Role of Review Team Meet to develop a plan to address the Review and schedule three Review dates Collect and review program evidence Use the evidence to complete the program rubric Reflect on rubric assessment results, create a program report, and recommend actions for ongoing program improvement Share each review report with SBDM Council and appropriate stakeholders

11. Curriculum and Instruction Characteristics

12. Program Review Process Compose a Review Team (for each content area) Identify Evidence for each Characteristic Determine Performance Level for Characteristics Complete the rubric Determine Performance Level Points for each Demonstrators Identify areas of strength and areas of need for each Demonstrator Complete rationale with evidence & recommendations Complete the Internal Program Review Coversheet Share each review report with SBDM Council and appropriate stakeholders Make adjustments in program

13. External Program Review Annual District Review composed of superintendent representative, district specialists, university partners, others Study internal review report Conduct site visit Produce external review report Share report with school The method a district uses to complete the external review is a local decision. State Review: use Program Review Reports and Rubrics for a verification review process