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K-3 Program Review

Kentucky Department of Education

2015-2016

K-3: CURRICULUM AND INSTRUCTION

Demonstrator 1. Student AccessAll students have equitable access to highly effective curriculum and instruction.

CHARACTERISTIC A

STEP 1: ANSWER THE FOLLOWING QUESTIONS

To what extent do 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?

What evidence can be triangulated?

Provide a rationale that clearly illustrates how the evidence communicates the status of the program and next steps for its improvement.

STEP 2: CHOOSE A CATEGORY OF IMPLEMENTATION ACCORDING TO YOUR ANSWERS

No Implementation Needs Improvement Proficient Distinguished

a) Teachers rarely collaborate on planning for meeting the needs of all students.

a) Teachers informally share ideas and strategies for instruction.

a) 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.

a) Teachers consistently collaborate school- wide to ensure each student has access to learning experiences that are necessary and appropriate for attaining and even progressing beyond curricular standards. Parent, community and higher education partners are regularly involved in helping design engaging and relevant learning experiences that may extend beyond the school walls.

KDE: ONGL: DPS: K-3 September 2015 Page 1

Demonstrator 1. Student AccessAll students have equitable access to highly effective curriculum and instruction.

CHARACTERISTIC B


To what extent do students have access to a variety of equipment and materials that are relevant and necessary to support their needs? To what extent is instruction continually revised and students are instructed in how to use the feedback to improve their work?





b) Students have limited access to the equipment and materials they need to attain the curriculum. There is inconsistency or inequity throughout the building. Instruction is not revised to meet individual student needs.

b) Students have some access to the equipment and materials they need to attain the curriculum. Instruction is not often adjusted based on needs and/or students are not given opportunities or instructed in how to use the feedback in an effective way in order to improve student work.

b) 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.

b) Students have access to and use a variety of equipment and materials designed to meet their individual needs and enhance their learning experiences. Instruction is continually revised and students are instructed in how to use the feedback to improve their work.


Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to Kentucky Academic Standards (KAS) for all students as defined by state and national standards.

CHARACTERISTIC A


To what extent is the curriculum vertically and horizontally aligned to state standards and fully addresses the rigor/intent of the standards including specific pacing recommendations?





a) Curriculum is not aligned to state standards.

a) Curriculum is only topically aligned to state standards and/or does not include pacing recommendations.

a) The curriculum is vertically and horizontally aligned to state standards and fully addresses the rigor/intent of the standards. It includes specific pacing recommendations.

a) A rigorous curriculum is aligned, vertically and horizontally, to state and national standards with a focus on 21st Century Skills taught in the context of core subjects and interdisciplinary themes. Pacing guides are present and updated annually based on implementation data and lessons learned.


Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to Kentucky Academic Standards (KAS) for all students as defined by state and national standards.

CHARACTERISTIC B


To what extent is adequate instructional time provided for teachers to plan and fully enact the curriculum?





b) There is no plan/policy on the use of instructional time/curriculum implementation.

b) Inadequate instructional time is provided in the schedule to effectively plan and enact the curriculum; OR instructional time is not prioritized and effectively used for addressing the curriculum.

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

b) 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.


Demonstrator 3. Instructional StrategiesAll teachers implement research-based instructional strategies that include characteristics of highly effective teaching and learning for all students.

CHARACTERISTIC A


To what extent do teachers routinely use student-centered and evidence-based instructional strategies that include classroom discussions, questioning, and learning tasks that promote critical thinking skills? To what extent does scaffolding of instruction occur? To what extent do students work in flexible, collaborative groups based on student needs and learning styles?





a) Instructional strategies throughout the school are predominantly teacher-centered and involve whole class or inflexible groupings of students.

a) Instructional strategies vary widely throughout the school. Students work in small groups, based on student needs.

a) Teachers routinely use student-centered and evidence-based instructional strategies that include classroom discussions, questioning, and learning tasks that promote critical thinking skills. Teachers scaffold instruction. Students work in flexible, collaborative groups based on student needs and learning styles.

a) Teachers routinely use highly effective, student-centered and evidence-based instructional strategies that include classroom discussions, questioning, age-appropriate inquiry-based activities and learning tasks that promote 21st Century Skills. Students work in flexible, collaborative groups based on student interests, choice, needs and learning styles.



CHARACTERISTIC B


To what extent do teachers consistently involve students in defining and/or writing learning targets (using clear and precise language) that are essential to standard attainment? To what extent can students describe what it takes to achieve the target (the success criteria)? To what extent is instruction planned to directly ensure that students meet the targets and ultimately have opportunities to demonstrate understanding of the standard as a whole?





b) Teachers rarely focus lessons on defined/standards-based learning targets.

b) 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) 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) 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.



CHARACTERISTIC C


To what extent are students engaged in cross-curricular instruction that is deliberate, culturally responsive, and includes hands-on, authentic and applied learning experiences?





c) Students are not engaged in cross-curricular instruction. Instruction remains segmented by content areas without regard to natural and authentic integration.

Students are not regularly engaged in cross-curricular instruction. Integration happens occasionally but doesn’t appear to be intentional.

c) Students are engaged in cross-curricular instruction that is deliberate, culturally responsive, and includes hands-on, authentic and applied learning experiences.

c) Students are consistently engaged in a variety of cross-curricular instructional activities that are deliberate, culturally responsive, and include hands-on authentic learning experiences.


Demonstrator 4. Kentucky Systems of Intervention (KSI) /Response to Intervention (RtI)A school establishes and 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.

CHARACTERISTIC A


To what extent is a KSI/RtI decision making protocol established and used to make decisions based on student needs?





a) A KSI/ RtI decision making protocol has not been established.

a) A KSI/ RtI decision making protocol has been established but is ineffective and not always equitably applied.

a) A KSI/ RtI decision making protocol has been established and is used to make decisions based on student needs.

a) A KSI/ RtI decision making protocol has been established and is always used to make decisions that are based on individual student needs.



CHARACTERISTIC B


To what extent is universal screening used to determine students for intervention and the data is used to determine intervention services?





b) Universal screening is not utilized to potentially identify students for intervention.

b) Universal screening is used to determine students for intervention, but the data is not used to determine intervention services.

b) Universal screening is used to determine students for intervention and the data is used to determine intervention services.

b) 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.



CHARACTERISTIC C


To what extent does highly effective instruction include tiered services that provide research-based intervention to increase student achievement, is research-based, aligned to standards as well as across tiers, and accessible to all students?





c) Instruction is not research-based.

c) 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) 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) 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



CHARACTERISTIC D


To what extent do intervention team members meet to discuss academic and behavioral needs of students and adequately address those needs?





d) Intervention teams are not established, or members do not regularly meet to discuss student needs. Academic and behavioral intervention services are ineffective and inconsistent.

d) Intervention team members meet and discuss programmatic and behavioral needs, but the follow through is ineffective or inconsistent.

d) Intervention team members meet to discuss academic and behavioral needs of students and adequately address those needs.

d) Intervention team members routinely meet to discuss the academic and behavioral needs of each intervention student and effectively meet their needs. Team members communicate intervention plans and progress with students and families.



CHARACTERISTIC E


To what extent does progress monitoring data (as required in SB 1 2009, including specifically diagnostic data) inform decisions about instruction and individual student learning? To what extent is instruction adjusted based on the progress monitoring data?





e) Progress monitoring is not used.

e) Progress monitoring is used infrequently, or is not used to inform decisions about instruction.

e) 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) 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.



CHARACTERISTIC F


To what extent does the school regularly communicate intervention services and progress with the families of those students identified for intervention? To what extent is family communication focused on improving student learning?





f) The school has no communication regarding interventions with the families of those students identified for intervention.

f) 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) 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) 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.


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.

CHARACTERISTIC A


To what extent do teachers embed day-to-day/week-to-week/informal assessments to monitor progress and guide instruction (aligned to the school’s systemic plan/policy)?





a) Teachers do not use assessment data to monitor student progress or guide instruction.

a) Teachers inconsistently use informal assessments to monitor progress and/or guide instruction.

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).

a) Teachers collaborate to consistently embed day-to-day/week-to-week/informal assessments to monitor progress and guide instruction (aligned to the school’s systemic plan/policy).

K-3: 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.

CHARACTERISTIC B


To what extent do 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?





b) Teachers rarely use assessment methods to gather data about student understanding. Teachers rarely reflect on instruction, nor make adjustments to support each student’s learning.

b) Teachers use limited assessment methods to systematically gather data about student understanding of learning targets, reflect on instruction, and make adjustments to instruction.

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.

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.


Demonstrator 2: Expectations for Student Learning Teachers communicate consistently high expectations and use common standards for student learning in K-3.

CHARACTERISTIC A


To what extent are students and families provided with clear models and descriptions of the intended targets to be mastered?





a) Students and families are not provided models and/or descriptions of intended learning targets.

a) Students and families are rarely given models and descriptions of intended learning targets. Descriptions may be unclear and/or incomplete.

a) Students and families are provided with clear models and descriptions of the intended targets to be mastered.

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.


Demonstrator 2: Expectations for Student Learning Teachers communicate consistently high expectations and use common standards for student learning in K-3.

CHARACTERISTIC B


To what extent do teachers provide timely, learning target-focused descriptive feedback to students and provide guidance on how to apply the feedback to enhance student work?





b) Teachers rarely provide feedback.

b) Teachers provide primarily evaluative feedback (e.g., grades, scores, generic comments such as ‘well done’ or ‘try harder’) rather than descriptive and focused feedback that can actually assist the student in improving their work.

b) Teachers provide timely, learning target-focused descriptive feedback to students and provide guidance on how to apply the feedback to enhance student work.

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.


K-3: PROFESSIONAL LEARNING

Demonstrator 1. OpportunityProfessional learning opportunities are planned according to the Standards for Professional Learning, with teacher learning needs in mind, and in response to data available about current teacher practice and student learning in the context of the components and indicators of effectiveness in The Framework for Teaching.

CHARACTERISTIC A


To what extent do teachers develop, implement and assess relevant and purposeful professional growth plans (PGPs) in response to the teacher self-reflection?





a) There are no teachers’ Professional Growth Plans (PGPs) in place.

a) PGPs are developed, but do not reflect individual teacher need(s).

a) PGP implementation results in changes in current practice and supports appropriate instruction.

a) Ongoing assessment of the implementation of the PGP results in necessary adjustments that result in increased teacher effectiveness and student learning.



CHARACTERISTIC B


To what extent does the school support teachers’ pursuit of professional learning opportunities focused on research/evidence-based best practices and based on teacher Professional Growth Plans, school and student data?





b) There is no evidence to support opportunities based on data.

b) Professional learning opportunities are limited, do not focus on research/evidence-based practices that support teacher PGPs.

b) Professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence-based practices, research/evidence-based practices are planned, implemented and evaluated based on teacher Professional Growth Plans (PGPs) and school and student data

b) Professional learning supports individual learning focus (PGP), fosters team collaboration for school improvement and benefits from alignment and coordination with school, district, regional, and state improvement goals for more systemic professional learning experiences.



CHARACTERISTIC C


To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is school or classroom based and integrated in the workday) are available?





c) The school does not provide access to job embedded professional learning opportunities to teachers.

c) The school provides limited access to job embedded professional learning opportunities to only a few teachers.

c) The school offers job embedded professional learning opportunities that are integrated in the work day to all teachers.

c) The school provides a variety of job embedded professional learning opportunities (tailored to meet teachers’ individual needs) to all teachers.



CHARACTERISTIC D


To what extent does the school provide opportunities and allocate time for teacher to collaborate and exchange ideas?





d) The school does not provide opportunities or allocate time for teachers to collaborate with each other.

d) The school provides limited opportunities, but does encourage collaboration for teachers; however, no time is allocated for collaboration to occur.

d) The school provides opportunities and allocates time for teachers to collaborate and exchange idea.

d) The school provides a variety of opportunities and allocates time for teachers to collaborate and exchange ideas, especially during the school day, in professional learning communities and through professional learning opportunities.


Demonstrator 2. Participation

Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.

CHARACTERISTIC A


To what extent do teachers participate and implement content-specific professional learning based on school, student and teacher data?





a) Teachers do not participate in content-specific professional learning opportunities based on analysis of school and student needs.

a) Teachers participate in content-specific professional learning opportunities based on analysis of school and student data; but there is no evidence of implementation or a change in practice as a result of the professional learning.

a) Implementation of content-specific professional learning based on school, student and teacher data results in change in current practice and supports appropriate instruction.

a) Teachers consistently participate in on-going content-specific professional learning opportunities based on analysis of school and student data. Necessary adjustments to the professional learning result in increased teacher effectiveness and student learning.




CHARACTERISTIC B


To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and increased student learning?





b) Teachers are not members of professional learning communities.

b) Teachers are members of professional learning communities but do not actively participate to address issues related to instructional practices, data analysis and improving student achievement.

b) Teachers are members of professional learning communities within the school/district and participate actively to address issues related to instructional practices, data analysis and increased student learning.

b) Teachers are members and leaders within their professional learning organizations, actively participate to address issues related to instructional practices, data analysis and improving student achievement and as a result contribute to school and community life.




CHARACTERISTIC C


To what extent are teachers participating members of professional organizations?





c) Teachers are not members of professional organizations.

c) Teachers are members of professional organizations but do not participate in them.

c) Teachers are members of professional organizations and actively participate in them.

c) Teachers are members and leaders within their professional learning organizations, actively participate in them and as a result contribute to school and community life.




CHARACTERISTIC D


To what extent do teachers have contact and collaborate with community, business and postsecondary partners?





d) Teachers have no contact with external partners.

d) Teachers have limited contact with external partners.

d) Teachers have contact and collaborate with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups.

d) Teachers contact and collaborate consistently with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups. Opportunities within the school schedule are provided for this collaboration, with a stipend or professional development credit, for engagement in such practice.


K-3: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING

Demonstrator 1. Policies and MonitoringSchool leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective K-3 instructional programs.

CHARACTERISTIC A


To what extent does the School leadership/SBDM committee continually monitor the availability of resources in an effort to thoughtfully allocate sufficient blocks of instructional time and developmentally appropriate resources needed to support an effective K-3 program?





a) School leadership/SBDM committee neither monitors nor allocates sufficient time and resources that are necessary to support an effective K-3 program.

a) School leadership/SBDM committee monitors and/or allocates time and resources without consideration of specific needs for an effective K-3 program.

a) School leadership/SBDM committee continually monitors the availability of resources in an effort to thoughtfully allocate sufficient blocks of instructional time and developmentally appropriate resources needed to support an effective K-3 program.

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.

Demonstrator 1. Policies and MonitoringSchool leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and


instructional time to support highly effective K-3 instructional programs.

CHARACTERISTIC B


To what extent does the SBDM committee establish and enact a process to at least annually analyze data related to the implementation and impact of policies and practices specifically for the K-3 program?





b) SBDM committee does not establish formal policies.

b) SBDM committee establishes policies for the K-3 program; however the policies are not data-driven and are not routinely monitored or reassessed.

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.

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.

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.

CHARACTERISTIC C


To what extent does the school council/leadership communicate with parents and community about the K-3 program?





c) School council/leadership never or rarely communicates with parents about the K-3 program.

c) School council/leadership communicates with parents about the K-3 program.

c) School council/leadership communicates with parents and community frequently about the K-3 program.

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.

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.

CHARACTERISTIC D


To what extent does School leadership/SBDM establish and maintain policies that promote best practice in the K-3 program (e.g., critical attributes: continuous progress, developmentally appropriate educational practices, multi-age and multi-ability classrooms, authentic assessment, qualitative reporting methods, professional teamwork, and positive parent involvement)?





d) School leadership/SBDM does not establish policies that promote best practice in the K-3 program.

d) School leadership/SBDM establishes policies that promote best practice in the K-3 program. Implementation is inconsistent or may not be fully functioning.

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)

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)


Demonstrator 2. Principal LeadershipPrincipals are the primary leaders of all K-3 program efforts and support teacher leadership through shared leadership strategies and actions.

CHARACTERISTIC A


To what extent does the principal work collaboratively with teachers to define, support, and continuously improve the K-3 program? To what extent does the principal regularly facilitates K-3 team meetings in order to monitor and support all K-3 program efforts?





a) The principal lacks understanding of the specific elements and attributes that contribute to an effective K-3 program.

a) The principal supports the K-3 program but does not effectively monitor the implementation and impact on student learning and access to appropriate learning experiences and supports.

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.

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.



CHARACTERISTIC B


To what extent does the principal participate fully in and facilitate research-based professional learning in relation to the K-3 program?





b) The principal does not promote an environment that supports a professional learning community.

b) The principal facilitates professional learning regarding the K-3 program.

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

b) The principal participates fully in, facilitates and leads research-based, on-going professional learning in relation to the K-3 program.



CHARACTERISTIC C


To what extent does the principal make decisions related to staff assignment based on student needs determined by student trend data?





c) There are no policies in place to assess assignment of staff to meet student needs.

c) The principal establishes policies for the assignment of staff based on needs of students.

c) The principal makes decisions related to staff assignments based on SBDM policy which has been determined by student needs and student trend data.

c) The principal makes decisions related to staff assignments based on SBDM policy which has been determined by student needs and student trend data as well as student performance and staff abilities.


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