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PRACTICAL LIVING/CAREER STUDIES: SCORING GUIDE 2015-2016 (SCORE – 9.42)CURRICULUM AND INSTRUCTION

Demonstrator 1. Health Education: Students have equitable access to high quality, rigorous health education curriculum.Needs Improvement Proficient Distinguished Evidence

a) The health education curriculum is planned but not comprehensive and/or sequential.

a) A comprehensive health education curriculum is sequentially planned and aligns with the Kentucky Core Academic Standards for Practical Living.

a) The K-12 health education curriculum utilizes CDC’s Health Education Curriculum Analysis Tool (HECAT) to develop a K-12 (district and/or school cope and sequence as part of a comprehensive health education program that is aligned to the KCAS for Practical Living.

Health/PE Curriculum Map SBDM Policy: Wellness B Bivens (6-8 PE/Health): Collab YSC Personal

Hygiene B Bivens (6-8 PE/Health): Collab YSC and CDC

National Youth Tobacco Survey K Hughson (6-8 PLCS):Healthy Eating Flyer;

STLP Collab Michele Moore, RN Health Bulletin Board

L Winters (7th Writing) collab L Cardwell (6-8 Library Media): Health Research Posters - KYVL

T Harper (6th Geography): DARE Program (Guest Speaker); Jr. Beta Autism Awareness Proclamation

YSC: Red Ribbon Week (Guest Speaker)To what extent does the school ensure the health education curriculum is sequential and aligned with the Kentucky Core Academic Standards for PL/CS?b) Health education

curriculum provides limited opportunities for students to practice the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels.

b) Health education curriculum regularly provides opportunities for all students to become health literate by practicing the skills embedded in the National Health Education Standards (NHES) which establish, promote and support health-enhancing behaviors for students in all grade levels.

b) Health education curriculum regularly provides opportunities for all students to become health literate by demonstrating mastery of the skills embedded in the National Health Education Standards (NHES) that establish, promote and support health-enhancing behaviors for students in all grade levels.

Health/PE Curriculum Map Master Schedule Relay for Life Walk B Bivens (6-8 PE/Health): Collab YSC Personal

Hygiene B Bivens (6-8 PE/Health): Collab YSC and

CDC National Youth Tobacco Survey; Bronze National Healthy Schools Award

B Frazier (7th Science): Collab C Dockery (7th Special Ed) Identification Lab – Safety Procedures

C Flener (6-8 FMD): Jump Zone; Swimming K Doughty (6th Writing): The Eruption of Mt.

Vesuvius – class discussion Natural Disasters (Japan’s tsunami – Nuclear Power Plant, Radiation; Hurricane Katrina)

K Doughty (6th Writing): Collab L Cardwell (6-8 Library Media) Natural Disasters

K Hughson (6-8 PLCS): Healthy Eating Flyer;

Last modified: May 5, 2023 PL/CS

STLP collab Michele Moore, RN Health Bulletin Board; Guest Speaker YSC about services provides (dental screening, vision screening, Backpack program, etc)

L Winters (7th Writing) collab L Cardwell (6-8 Library Media): Health Research Posters

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P McKinney (7th Math): Calorie intake menu P Wallace (6th Math): Nutrients of Food R Tyree (7th Science): Health Article on Bacteria T Harper (6th Geography): DARE Program

(Guest Speaker); Jr. Beta Autism Awareness Proclamation

YSC: Red Ribbon Week (Guest Speaker); 6th Grade – Always Changing Program

To what extent does the school ensure regular opportunities are provided for all students become health literate by practicing the skills embedded in the National Health Education Standards?c) The health education

curriculum provides limited learning strategies and activities that ensure students receive instruction in some of the health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health, community/environmental health).

c) The health education curriculum provides learning strategies and activities that ensure students receive instruction in all health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health, community/environmental health).

c) The health education curriculum provides learning strategies and activities that ensure students receive annual instruction in all health education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health, community/environmental health).

6th, 7th & 8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dance interaction, career)

6th Grade: Anti-Bullying Day (Hot Rods); Hunter Safety

6th Grade: Health Break Exercise Access to IEP/504 Plans/Gifted and Talented

Service Plans in Infinite Campus Health/PE Curriculum Map A Fuller (6-8 Resource): Campus Clean-up A Smith-Thomas (8th Reading) collab J Scott (8th

Special Ed): Health Break Exercise B Bivens (6-8 PE/Health): Collab YSC Personal

Hygiene B Bivens (6-8 PE/Health): Collab YSC and

CDC National Youth Tobacco Survey; Archery Safety Tips; Personal Fitness Record

B Frazier (7th Science): Collab C Dockery (7th Special Ed) Identification Lab – Safety Procedures; Campus Clean-up

C Donaldson (8th Social Studies): Gender and Gender Roles – Journal Notes; Health during the


Ice Age C Flener (6-8 FMD): Jump Zone; Swimming;

Friday Cooking with Visual recipes D McCrocklin (6th Math): Converting Fractions

Basketball; Food Survival Guide J Evans (6-8 Band & General Music): Health

Benefits of Dancing K Doughty (6th Writing): The Eruption of Mt


K Doughty (6th Writing): Collab L Cardwell (6-8 Library Media) Natural Disasters; Marching around the room while singing Preposition Song

K Hughson (6-8 PLCS): Healthy Eating Flyer; 3 Rs Tagxedo; STLP Collab Michele Moore, RN Health Bulletin Board; Guest Speaker YSC about services provides (dental screening, vision screening, Backpack program, etc)

L Graham (8th Math): Dance Angles; Bacterial Growth WKST; Math Aerobics

L Graham (8th Math) Collab J Scott (8th Special Ed): Dance Transformation


M Crawford (6-8 A&H): Collab L Cardwell (6-8 Library Media) Visual Poems using Recycle Materials

M Crawford (6-8 A&H): Adopt a Highway Art Contest (litter and environment)

M Taylor (8th Math): Coordinate Graphing Live M Taylor (8th Math) collab H McRae (6-8 World

Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P McKinney (7th Math): Calorie intake menu; Walk it out Graphing Activity

P Wallace (6th Math): Barometer and Human Number Line; Nutrients of Food

R Tyree (7th Science): Health article about bacteria

T Harper (6th Geography): DARE Program


(Guest Speaker) YSC: STLP Collab Red Ribbon Week Kick-off

– Guest speakers, School Program; 6th Grade – Always Changing Program; Dental Screening (November 17-18, 2015), Vision Screening (January 13-14, 2016) and Backpack Program

To what extent does the school ensure the health education curriculum provides learning strategies and activities that ensure students receive instruction in all health education content areas?

Needs Improvement Proficient Distinguished Evidenced) A Coordinated School Health committee is in place but is not used to inform instructional practices.

d) A Coordinated School Health Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment.

d) A Coordinated School Health committee annually collects and analyzes data to create/review the school wellness policy and utilizes the policy to guide collaboration and integration of health education instruction throughout the school environment.

Collaboration Projects/Activities: YSC (Red Ribbon Week); YSC (Personal Hygiene); YSC and CDC (National Youth Tobacco Survey); Michele Moore, RN (Health Bulletin Board)

CSHC – Email Meeting Correspondence Guest Speakers: Krista Webster and Amy

Phelps (CCR Week); Melissa Glass (YSC – services provided); Trooper Smith (6th Grade – DARE)

SBDM Policy: Wellness YSC: Backpack Program; Dental Screenings;

Vision Screenings

To what extent does the school ensure a Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment?d) School has limited

opportunities to integrate the health education curriculum into other academic subjects.

e) School ensures the health education curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students

e) School ensures content of the health education curriculum is frequently integrated into all content areas to meet the health and safety needs of all students

A Fuller (6-8 Resource): Campus Clean-up B Frazier (7th Science): Collab C Dockery (7th

Special Ed) Identification Lab – Safety Procedures; Campus Clean-up

C Donaldson (8th Social Studies): Gender and Gender Roles – Journal Notes; Health during the Ice Age; China Cheer; Health during the Ice Age

C Flener (6-8 FMD): Jump Zone; Swimming D McCrocklin (6th Math): Converting Fractions

Basketball; Food Survival Guide J Evans (6-8 Band & General Music): Health

Benefits of Dancing K Doughty (6th Writing): The Eruption of Mt


K Doughty (6th Writing) Collab L Cardwell (6-8 Last modified: May 5, 2023 PL/CS

Library Media): Natural Disasters K Hughson (6-8 PLCS): Healthy Eating Flyer; 3

Rs Tagxedo; STLP Collab Michele Moore, RN Health Bulletin Board; Guest Speaker YSC (services provided)

L Graham (8th Math) Collab J Scott (8th Special Ed): Dance Angles; Graphing Exp. Growth; Dance Transformation; Bacterial Growth WKST; Math Aerobics; Graph Exponential Growth; Careers in Science, Population in Russia and Healthcare


L Wood (6-8 GT): How Population relates to various topics and future

M Crawford (6-8 A&H): School Breakfast Art Contest; Create Stages with their bodies

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycle Materials

M Taylor (8th Math): Coordinate Graphing Live M Taylor (8th Math) collab H McRae (6-8 World

Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P McKinney (7th Math): Calorie intake menu; Walk it out Graphing Activity

P Wallace (6th Math): Barometer and Human Number Line; Converting Recipes; Nutrients of Food

R Tyree (7th Science): Health article about bacteria

T Lowe (6-8 Choir): Collab J Scott (8th Special Ed) Practicing Sign Language for Veteran’s Program

To what extent does the school ensure the health education curriculum is integrated and includes frequent opportunities for cross-disciplinary connections to meet the health and safety needs of all students?Rationale:

Demonstrator 2. Physical Education: Students have equitable access to high quality, rigorous physical education curriculum.Needs Improvement Proficient Distinguished Evidence


a) The physical education curriculum is planned but not comprehensive and/or sequential.

a) A comprehensive physical education curriculum is sequential and aligned to the Kentucky Core Academic Standards for practical living.

a) The physical education curriculum utilizes CDC’s Physical Education Curriculum Analysis Tool (PECAT) to develop a K-12 (district and/or school) scope and sequence; as part of a comprehensive physical education program that is aligned to the KCAS for practical living.

6th Grade: Health Break Exercise Health/PE Curriculum Maps Relay for Life Walk SBDM Policy: Wellness A Smith-Thomas (8th Reading) collab J Scott (8th

Special Ed): Health Break Exercise B Bivens (6-8 PE/Health): Archery; Personal

Fitness Record L Graham (8th Math) Collab J Scott (8th Special

Ed): Dance Angles; Math Aerobics; Dance Transformation

M Taylor (8th Math): Coordinate Graphing Live P McKinney (7th Math): Simon Says Angles;

Walk it Out Graphing Activity T Harper (6th Geography): Jr. Beta Autism

Awareness ProclamationTo what extent does the school ensure the physical education curriculum is sequential and aligned to the Kentucky Core Academic Standards for PL/CS?b) Physical

education curriculum provides limited opportunities for students to become physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education

b) Physical education curriculum regularly provides opportunities 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 National Association for Sport and Physical Education (NASPE) National Physical Education Standards

b) Physical education curriculum regularly provides opportunities for all students to become physically literate individuals who demonstrate mastery of psychomotor, cognitive, and affective skills to adopt a physically active lifestyle as defined by the National Association for Sport and Physical Education (NASPE) National Physical Education Standards

6th, 7th, 8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interaction, career)

6th Grade: Health Break Exercise Dances: Welcome Back, Halloween, St.

Patrick’s Day Health/PE Curriculum Map Master Schedule Relay for Life Walk A Fuller (6-8 Resource): Campus Clean-up A Smith-Thomas (8th Reading) collab J Scott (8th


Fitness Record B Frazier (7th Science): Collab C Dockery (7th

Special Ed) Identification Lab; Campus Clean-up

C Donaldson (8th Social Studies): China Cheer C Flener (6-8 FMD): Jump Zone; Swimming; Sing

songs of the week in Spanish and using Sign Language

D McCrocklin (6th Math): Hands-on Equations; Converting Fractions Basketball

H McRae (6-8 World Lang): Greetings Role Play


Standards. J Evans (6-8 Band & General Music): National Anthem Performance

J Scott (8th Special Ed): Visual Graphs K Doughty (6th Writing): Brain Breaks; Marching

while singing Preposition Song K Hughson (6-8 PLCS): Bears Sports News

(STLP) L Cardwell (6-8 Library Media): Makerspace

Movement in the Library L Graham (8th Math) Collab J Scott (8 Special Ed):

Dance Angles; Zentangle Gallery Walk; Dance Transformation; Math Aerobics

L Wood (6-8 GT): Egg Drop; Human Rights Activity

M Crawford (6-8 A&H): Create Stages with bodies M Taylor (8th Math): Coordinate Graphing Live;

Create a model from blocks - pair P McKinney (7th Math): Brain Breaks; Christmas

Math Lab Activity; Demonstrate Properties; Walk it Out Graphing Activity; Expressions Activity; Integer War; Simon Says Angles

P Wallace (6th Math): Barometer and Human Number Line; Scavenger Hunt; Combining Like Terms QR Codes; Unit Review

R Johnson (7th Math): Coordinate Graphing; Integer War; Scavenger Hunt

T Harper (6th Geography) and L Winters (7th Writing): Jr. Beta Walking Kentucky Wesleyan College Campus; Jr. Beta Autism Awareness Proclamation

T Lowe (6-8 Choir): Collab J Scott (8th Special Ed) Veteran’s Day Sign Language Performance

YSC: Red Ribbon Week – Guest Speaker, School Program

To what extent does the school ensure regular opportunities are provided 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 National Association for Sport and Physical Education (NASPE) National Physical Education Standards?c) The physical

education curriculum provides limited differentiated

c) The physical education curriculum frequently provides differentiated learning strategies and activities that ensure all

c) The physical education curriculum provides differentiated learning strategies and activities for all lessons that ensure all students develop competency and confidence in motor

6th, 7th, 8th Grade: WKU Dance Education program (interactive lesson on various dance styles/genres)

6th Grade: Health Break Exercise Access to IEP/504 Plans/Gifted and Talented


learning strategies and activities.

students develop competency and confidence in motor skills that fosters the necessary knowledge for life-long physical activity.

skills that fosters the necessary knowledge for life-long physical activity.

Service Plans in Infinite Campus Health/PE Curriculum Map Relay for Life Walk A Smith-Thomas (8th Reading) collab J Scott (8th


Fitness Record B Eadens (6-8 HVAC): Hands-on Activities B Frazier (7th Science): Collab C Dockery (7th

Special Ed) Identification Lab C Donaldson (8th Social Studies): China Cheer C Flener (6-8 FMD): Jump Zone; Swimming; Sing



H McRae (6-8 World Lang): Greetings Role Play J Evans (6-8 Band & General Music): National

Anthem Performance J Scott (8th Special Ed): Visual Graphs K Doughty (6th Writing): Brain Breaks; Marching

while singing Preposition Song L Cardwell (6-8 Library Media): Makerspace

Movement in the Library L Graham (8th Math): Dance Angles; Zentangle

Gallery Walk; Collab J Scott (8 Special Ed) Dance Transformation; Math Aerobics

L Wood (6-8 GT): Egg Drop; Human Rights Activity

M Crawford (6-8 A&H): Create Stages with bodies

M Taylor (8th Math): Coordinate Graphing Live; Create a model from blocks - pair

P McKinney (7th Math): Brain Breaks; Christmas Math Lab Activity; Demonstrate Properties; Walk it Out Graphing Activity; Expressions Activity; Integer War; Simon Says Angles

P Wallace (6th Math): Barometer and Human Number Line; Scavenger Hunt; Combining Like Terms QR Codes; Unit Review


T Harper (6th Geography) and L Winters (7th Last modified: May 5, 2023 PL/CS

Writing): Jr. Beta Walking Kentucky Wesleyan College Campus; Jr. Beta Autism Awareness Proclamation

T Lowe (6-8 Choir): Collab J Scott (8th Special Ed) Veteran’s Day Sign Language Performance

To what extent does the school ensure the physical education curriculum 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?Needs Improvement Proficient Distinguished Evidence

d) A Coordinated School Health committee is in place but is not used to inform instructional practices and/or increase physical activity opportunities within the school environment.

d)A Coordinated School Health committee utilizes a Comprehensive School Physical Activity Program (CSPAP) to increase the quality of the physical education instruction as well as increase physical activity opportunities throughout the school environment.

d)A Coordinated School Health committee annually collects and analyzes data to create/review the school wellness policy, including all components of CSPAP in the policy, to increase the quality of the physical education instruction as well as specific time allocated daily for physical activity opportunities throughout the school environment.

CSHC – Email Meeting Correspondence SBDM Policy: Wellness

To what extent does the school ensure a Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment?d) School has limited

integration opportunities of the physical education curriculum.

e) School ensures the physical education curriculum is integrated and includes regular opportunities for cross-disciplinary connections to meet the physical activity needs of all students.

e) School ensures the physical education curriculum is frequently integrated into all content areas to meet the physical activity needs of all students

6th Grade: Health Break Exercise A Fuller (6-8 Resource): Campus Clean-up A Smith-Thomas (8th Reading) collab J Scott (8th

Special Ed): Health Break Exercise B Eadens (6-8 HVAC): Hands-on Activities B Frazier (7th Science): Collab C Dockery (7th

Special Ed) Identification Lab; Campus garbage pickup

C Donaldson (8th Social Studies): China Cheer C Flener (6-8 FMD): Jump Zone; Swimming; Sing



H McRae (6-8 World Lang): Greetings Role Play J Evans (6-8 Band & General Music): National

Anthem Performance J Scott (8th Special Ed): Visual Graphs K Doughty (6th Writing): Brain Breaks; Marching

while singing Preposition SongLast modified: May 5, 2023 PL/CS

L Cardwell (6-8 Library Media): Makerspace Movement in the library

L Graham (8th Math) Collab J Scott (8 Special Ed): Dance Angles; Zentangle Gallery Walk; Dance Transformation; Math Aerobics; collab B Bivens (6-8 PE/Health) Pythagorean Theorem Sports Reading Problems

L Smith (7th Reading): Mock Trial L Winters (7th Writing): Imagery Poetry L Wood (6-8 GT): Egg Drop; Human Rights

Activity M Crawford (6-8 A&H): Create Stages with bodies M Taylor (8th Math): Coordinate Graphing Live;

Create a model using blocks - pair P McKinney (7th Math): Brain Breaks; Christmas

Math Lab Activity; Demonstrate Properties; Walk it Out Graphing Activity; Expressions Activity; Integer War; Simon Says Angles

P Wallace (6th Math): Barometer and Human Number Line; Unit Review


T Harper (6th Geography) and L Winters (7th Writing): Jr. Beta Walking Kentucky Wesleyan College Campus

T Lowe (6-8 Choir): Veteran’s Day Sign Language Performance

To what extent does the school ensure the physical education curriculum is integrated and includes regular opportunities for cross-disciplinary connections to meet the physical activity needs of all students?Rationale:

Demonstrator 3. Consumerism: Students have equitable access to high quality, rigorous consumerism education curriculum.Needs Improvement Proficient Distinguished Evidence

a) Consumerism curriculum is aligned to state and national standards.

a) Consumerism curriculum is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st

a) Consumerism curriculum is rigorous, aligned to state and national standards, meets the needs of diverse learners, and includes the integration of 21st Century Skills and Knowledge. Instruction is guided by

PLCS/Technology Curriculum Map Access to IEP/504 Plans/Gifted and Talented Service

Plans in Infinite Campus Lesson Plans (Edmodo) B Eadens (6-8 HVAC): Different Countries

Electricity (Video) B Frazier (7th Science): Conservation Writing Contest


Century Skills and Knowledge.

research-based best practices, which includes authentic student-centered performance tasks.

(Internet Research) C Donaldson (8th Social Studies): collab J Scott (8th

Special Ed) Economic Vocabulary Posters (Internet Research)

D McCrocklin (6th Math): Collab K Hughson (6-8 PLCS) Everfi Financial Literacy Program

K Hughson (6-8 PLCS): Animated Commercial; 3 Rs Tagxedo; Product Comparison Student Work, Music Video and Lesson Plan; Everfi Financial Literacy Program; Everfi Entrepreneur Program; Wants and Needs Activity

L Cardwell (6-8 Library Media) Collab B Frazier (7th Science): Copper Mine Pennies (Virtual Tour); Book Fair App, Register, Online Tutorial

L Wood (6-8 GT): Research state and create own; Research State Economy

P McKinney (7th Math): PowerPoints - Percent of Change, Ratios, Comparing and Ordering Integers

P Wallace (6th Math): Flocabulary Financial Literacy R Johnson (7th Math): PowerPoints – Consumerism,

Percent Prop. Problems, and Word Problems

To what extent does the school ensure the consumerism curriculum is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge?b) Students acquire basic

consumerism knowledge, but have limited opportunities to develop real world skills related to the topic.

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

b) Students demonstrate mastery through the regular practice of real world skills related to consumerism including problem-solving, goal setting, critical thinking, decision making, and analyzing information.

6th Grade: Selling Water for Bear Auction Health Break Concession: Students selling items PLCS/Technology Curriculum Map A Cardwell (6th Special Ed): Checking Account B Eadens (6-8 HVAC): Different Countries

Electricity (Video – Discussion) B Frazier (7th Science): Conservation Writing Contest

(Internet Research) C Donaldson (8th Social Studies): Roberts Rules of

Order C Flener (6-8 FMD): Which costs more? Activity;

December – Purchasing gifts field trip D McCrocklin (6th Math) and P Wallace (6th Math):

PBI Bank Guest Speakers (financial literacy – banking/checking)

D McCrocklin (6th Math) and K Hughson (6-8


PLCS): Everfi Financial Literacy Program H McRae (6-8 World Lang): Currency Conversion J Scott (8th Special Ed): Consumer Exit Slips; collab

A Smith-Thomas (8th Reading) Reciprocal Reading K Doughty (6th Writing): collab A Cardwell (6th

Special Ed) Peer Reviewers and Identify Parts of a Letter; Group Annotations; Peer Assistance

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disasters (group)

K Hughson (6-8 PLCS) and E Clark (6th Reading) KySTE Conference Session Social Media

K Hughson (6-8 PLCS): Animated Commercial; Product Comparison Student Work; Everfi Financial Literacy Program; Electronic Waste; Everfi Entrepreneur Program; Wants and Needs Activity; Typing Journal Entries; STLP collab Chamber of Commerce Harvest on the Square; STLP selling t-shirts at Family Night for program fundraiser; STLP collab Animal Shelter Coin Drive; STLP collab Morgantown Mission Naked Turkey; Community Service Guest Speakers (YSC, Police and Fire); collab YSC Toys for Tots; Guest Speaker D McKee, Morgantown Bank & Trust Budget, Checking, etc

K Hughson (6-8 PLCS) and T Harper (6th Geography): STLP, Jr Beta and YSC collab Operation Gratitude Candy Grams and Solider Supplies

L Cardwell (6-8 Library Media): Read Across America (pay to wear hats); Book Fair App, Register and Online Tutorial

L Cardwell (6-8 Library Media): Collab B Frazier (7th Science) Copper Mine Pennies and Everyday use, and Biome

L Graham (8th Math) collab J Scott (8th Special Ed): Population GDP; Financial Literacy Lesson; Fuel Mileage (Reading for Meaning Activity); Giant Bubbles; Guest Speaker D McKee Morgantown Bank and Trust; Luck of the Irish Dice Game

L Graham (8th Math) Collab B Eadens (6-8 HVAC) Throwing a Breaker relating to Inequalities

L Graham (8th Math) Collab K Hughson (6-8 PLCS)


Check Writing and Money L Smith (7th Reading): Fairy Tale; Mock Trial L Winters (7th Writing): Alliteration Advertisement;

Elements of Poetry; collab C Dockery (7th Special Ed) Opinion Paper

L Wood (6-8 GT): Research state and create own; Debate Opposite View

M Crawford (6-8 A&H): Adopt a Highway (KY Transportation) Art Contest (Litter, Environment)

M Crawford (6-8 A&H): Collab L Cardwell (6-8 Library Media) Visual Poems from Recycle Materials from the library

M Taylor (8th Math): Reality Store Reflection P Bucklew (6th Science): Design and Conduct

experiment on seed sprouting; Group Observation Activity

P McKinney (7th Math): Create a menu and select a meal; Movie Production Company Profits and Loss; Calculating Best Buy; Bellringer; Percent Poems (group); Adding Integers on Number Line; Group – Setting up solving percent proportions, Subtracting fractions, Integer War, Identify Parts of an Expression, Simplifying Algebraic Expressions, Multiplying Mixed Numbers

P Wallace (6th Math): Consumer WKST; Currency Writing Checks; Supply and Demand Conversion of Currency; Group – Convert Percent Fractions Decimals, Coordinate Points

R Johnson (7th Math): Checking Accounts; McDonald’s menu prices (real life problem solving); Bellringer; Guest Speaker H. Arnold College Expenses and Planning Future; Group – Integer War; Critical Thinking, Rally Coach

T Harper (6th Geography): Economic Systems YSC: hosts 8th grade Reality Store; Red Ribbon

Week – Guest Speakers, School Program

To what extent does the school ensure students develop real world skills related to consumerism including problem-solving, goal setting, critical thinking, decision making, and analyzing information?c) Consumerism

curriculum has limited c) Consumerism curriculum

is connected to business c) Consumerism curriculum is

connected to business and 8th Grade: Guest Speakers (Grant and Catie


connection to local business and industry.

and industry and local business and industry partners are utilized as resources (i.e. guest speakers, judges, etc.)

industry and local business and industry partners are utilized both within and outside the school to provide educational opportunities beyond the classroom.

McKinney) B Frazier (7th Science): Conservation Writing Contest C Flener (6-8 FMD): Recycled items for Christmas

tree D McCrocklin (6th Math) and P Wallace (6th Math):

PBI Bank Guest Speakers (financial literacy – banking/checking)

D McCrocklin (6th Math): Collab K Hughson (6-8 PLCS) Everfi Financial Literacy Program – Part of the Calipari Foundation

K Hughson (6-8 PLCS): Everfi Financial Literacy Program – Part of the Calipari Foundation; STLP collab Chamber of Commerce Harvest on the Square; STLP collab Animal Shelter Coin Drive; Community Service Guest Speakers (YSC, Police and Fire); collab Morgantown Mission Food Drive and Naked Turkey Contest; collab YSC Toys for Tweens; Guest Speaker D McKee Morgantown Bank and Trust

K Hughson (6-8 PLCS) and T Harper (6th Geography): collab Operation Gratitude Candy Grams and Solider Supplies

L Cardwell (6-8 Library Media): collab Scholastic Book Fair Book Fair App, Register, and Online Tutorial

M Crawford (6-8 A&H): Mammoth Cave National Park – Art Exhibit; Festival of Trees – Butler County Education Preservation Society); KY Transportation Adopt a Highway – Art Contest; Kentucky School Nutrition Association School Breakfast Art Contest

R Johnson (7th Math): Heston Arnold (Finance of college)

YSC: hosts 8th grade Reality Store

To what extent does the school ensure the consumerism curriculum is connected to business and industry and local business and industry partners are utilized as resources (i.e. guest speakers, judges, etc.)?d) Students have limited

opportunities to engage in financial decision making.

d) Students routinely engage in grade level appropriate financial decision making.

d) Students routinely engage in grade level appropriate financial decision making and apply these skills through real-world entrepreneurial experiences, school-based enterprises, and/or

6th Grade Selling Water for Bear Auction Health Break Concession: Students selling items A Cardwell (6th Special Ed): Checking Account C Flener (6-8 FMD): Which costs more? Activity;

December – purchasing gifts field trip D McCrocklin (6th Math) & K Hughson (6-8 PLCS):


work based learning. Everfi Financial Program D McCrocklin (6th Math) & P Wallace (6th Math):

PBI Bank Guest Speakers – Financial Literacy (banking & checking)

H McRae (6-8 World Lang): Currency Conversion K Hughson (6-8 PLCS): Everfi Financial Literacy

Program; Everfi Entrepreneurial Program; STLP collab Chamber of Commerce Harvest on the Square; Family Fun Night; Product Comparison; Animated Commercial; Wants and Needs Activity; collab Animal Shelter; collab Morgantown Mission; collab YSC; Guest Speaker D McKee Morgantown Bank & Trust

K Hughson (6-8 PLCS) & T Harper (6th Geography) & YSC: Operation Gratitude

L Cardwell (6-8 Library Media): Book Fair; Read Across America

L Graham (8th Math): Financial Literacy lesson; Guest Speaker D McKee; Fuel Mileage; Giant Bubbles

L Graham (8th Math) collab B Eadens (6-8 HVAC): Throwing a Breaker related to Inequalities

L Graham (8th Math) collab K Hughson (6-8 PLCS): Check Writing

M Taylor (8th Math): Reality Store Reflection P McKinney (7th Math): Financial Literacy lesson;

Movie Production Company Profit and Loss; Calculating best buy

P Wallace (6th Math): Flocabulary Financial Literature; Writing Checks; Conversion of Currency

R Johnson (7th Math): Checking Accounts; Guest Speaker H Arnold

YSC: 8th Grade Reality Store

To what extent does the school ensure students routinely engage in grade level appropriate financial decision making?e) Students learn

connections between core academic skills and consumerism

e) Students apply core academic skills such as math and reading to solve real world problems related to consumerism.

e) Students apply core academic skills such as math and reading to solve real world problems related to consumerism. Technical math and reading are integrated across the school

6th Grade: Students selling water for Bear Auction items

Health Break Concession: Students working/selling items

B Frazier (7th Science): Conservation Writing Contest


curriculum in all classrooms. (research) C Donaldson (8th Social Studies): collab J Scott (8th

Special Ed) Economic Vocabulary Posters and Presentation

C Flener (6-8 FMD): Which costs more? Activity; December – purchasing gifts field trip

D McCrocklin (6th Math) and P Wallace (6th Math): PBI Bank Guest Speakers – Financial Literacy (banking & checking)

D McCrocklin (6th Math) and K Hughson (6-8 PLCS): Everfi Financial Program

E Clark (6th Reading): Consumerism Lesson Plan (life in the 1800s)

H McRae (6-8 World Lang): Currency Conversion K Doughty (6th Writing): Collab A Cardwell (6th

Special Ed) LaBamba (life in the 50-60’s); The Eruption of Mt. Vesuvius – class discussion Natural Disasters (Japan’s tsunami – Nuclear Power Plant, Radiation; Hurricane Katrina)

K Hughson (6-8 PLCS): Everfi Financial Literacy; Everfi Entrepreneurship; Guest Speaker D McKee Morgantown Bank & Trust; Product Comparison

L Graham (8th Math): Financial Literature Lesson; Population GDP; Fuel Mileage (Reading for Meaning Acct); Giant Bubbles

L Graham (8th Math) collab B Eadens (6-8 HVAC): Throwing a breaker relating to inequalities

L Graham (8th Math) collab K Hughson (6-8 PLCS): Check Writing and Money

L Winters (7th Writing): Alliteration Advertisement L Wood (6-8 GT): The Giving Tree P McKinney (7th Math): Create a menu and select a

meal; Financial Literature Lesson; Movie Production Company Profit and Loss; Calculating best buy; CUBES Reading Strategy Financial Literacy; Notes for Review (Financial Literacy); PowerPoint - Percent of Change

P Wallace (6th Math): Writing Checks; Consumer WKST; Supply and Demand Conversion of Currency; Recording Sheet Ratio and Proportion

R Johnson (7th Math): Checking Accounts;


McDonalds menu price; PowerPoints – Consumerism, Percent Proportion Problems, Word Problems; Guest Speaker H Arnold

T Harper (6th Geography): Economic History Posters

To what extent does the school ensure students apply core academic skills such as math and reading to solve real world problems related to consumerism?f) Information about

consumerism is limited to specific classes and/or grade levels.

f) Information about consumerism is routinely integrated into the total school curriculum.

f) Information about consumerism is routinely integrated into the total school curriculum and cross-curricular teachers collectively create multiple collaborative interdisciplinary units of study and projects.

Curriculum Maps A Cardwell (6th Special Ed): Checking Account A Smith-Thomas (8th Reading): Guest Speaker

KHEAA A Fuller (6-8 Resource): Financial Lit. Flocabulary;

Campus clean-up B Frazier (7th Science): Conservation Writing

Contest; Campus Clean-up C Donaldson (8th Social Studies): collab J Scott (8th

Special Ed) Economic Vocabulary Posters and Presentation; Achievements of Ancient India; Roberts Rules of Order

C Flener (6-8 FMD): Recycled items for Christmas tree; Which costs more? Activity; December – purchasing gifts field trip

D McCrocklin (6th Math) collab K Hughson (6-8 PLCS): Everfi Financial Program

D McCrocklin (6th Math) and P Wallace (6th Math): PBI Bank Guest Speakers – Financial Literacy (banking & checking)

E Clark (6th Reading): Consumerism Lesson Plan H McRae (6-8 World Lang): Currency Conversion J Scott (8th Special Ed): Consumerism Exit Slips K Doughty (6th Writing) Collab A Cardwell (6th

Special Ed): The Eruption of Mt Vesuvius; LaBamba (life in the 50-60’s)

L Cardwell (6-8 Library Media): Read Across America (Hat Day); Book Fair App, Register and Online Tutorial

L Cardwell (6-8 Library Media) Collab B Frazier (7th Science): Copper Mining Pennies and Everyday Use

L Graham (8th Math): Population GDP; Financial Literature Lesson; Giant Bubbles

L Graham (8th Math) collab B Eadens (6-8 HVAC) Throwing a Breaker relating to Inequalities


L Graham (8th Math) collab K Hughson (6-8 PLCS): Check Writing; Fuel Mileage (reading for meaning)

L Winters (7th Writing): Alliteration Advertisement L Wood (6-8 GT): Research State create own state;

Utopia List; Population Connection (How population relates to various topics); The Giving Tree; Create Pioneer Right; State Research Economic Law

M Crawford (6-8 A&H): Collab L Cardwell (6-8 Library Media) Visual Poem from Recycled Materials from Library

M Crawford (6-8 A&H): Adopt a Highway – KY Transportation – Art Contest; Quilt Panels for Mammoth Cave Exhibit; School Breakfast Art Contest; Calligraphy Checks

M Taylor (8th Math): Reality Store Reflection P McKinney (7th Math): Designing Menu and

Selecting meal; Financial Literacy Lesson; Movie Production Company Profit and Loss; Financial Literacy Lesson Plan; Calculating best buy; PowerPoint – Percent of Change, Ratios; CUBES Reading Strategy (Financial Lit); Writing Notes for Review

P Wallace (6th Math): Flocabulary Financial Literature; Consumer WKST; Writing Checks; Currency Conversion; Recording Sheet Ratio and Proportions

R Johnson (7th Math): Checking Accounts; McDonalds Menu Prices; Bellringer Solving Problems; Guest Speaker Heston Arnold; PowerPoints – Consumerism, Percent Proportion Problems, and Word Problems; Consumerism Bell Ringer Solving Problems

T Harper (6th Geography): Culture and History of Mexico; Economic Poster Boards; Native Canadian European Culture; Climate Zone Travel Brochure; Guest Speaker T Thornton

T Harper (6th Geography) Collab K Hughson (6-8 PLCS): Beta Conference Service Project and Ronald McDonald House tour

YSC: 8th Grade Reality Store; Stuff the Van To what extent does the school ensure information about consumerism is routinely integrated into the total school curriculum?


g) There is limited use of technology in the delivery of the consumerism curriculum.

g) Technology is integrated into the delivery of the consumerism curriculum.

g) A variety of technology tools are integrated into the delivery of the consumerism curriculum and are routinely used by students and teachers to demonstrate media literacy.

BCMS Classrooms are setup with Interactive systems including Projector, Slate and Document Camera

Computer Labs: Downstairs, 4 Chromebook labs, a Netbook lab, 3 Moby Tablet labs

PLCS/Technology Curriculum Map A Fuller (6-8 Resource): Financial Lit Flocabulary B Eadens (6-8 HVAC): Different Countries

Electricity (video) B Frazier (7th Science): Conservation Writing Contest

(Internet Research) C Donaldson (8th Social Studies): collab J Scott (8th

Special Ed) Economic Vocabulary Posters (Internet Research)

D McCrocklin (6th Math) collab K Hughson (6-8 PLCS): Everfi Financial Literacy Program

K Hughson (6-8 PLCS): Animated Commercial (TV Commercials); 3 Rs Tagxedo; Everfi Financial Literacy Program; Product Comparison (Comparison Shopping Music Video); Wants and Needs Activity (Wants vs Needs Video)

L Cardwell (6-8 Library Media): Collab B Frazier (7th Science) Copper Mining Pennies and Everyday Use (Virtual Tour)

L Cardwell (6-8 Library Media): Book Fair App, Register and Online Tutorial

L Wood (6-8 GT): Research own state and then create one (Internet research)

P McKinney (7th Math): PowerPoints – Percent of Change and Ratios

P Wallace (6th Math): Financial Literacy Flocabulary R Johnson (7th Math): PowerPoints – Consumerism,

Percent Prop Problems, and Word Problems T Harper (6th Geography): Vocabulary Posters

(Internet Research)To what extent does the school ensure technology is integrated into the delivery of the consumerism curriculum?Rationale:

Demonstrator 4. Career Education: Students have equitable access to high quality, rigorous career education curriculum.


Needs Improvement Proficient Distinguished Evidencea) Career education

is aligned to state and national standards.

a) Career education is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge.

a) Career education is rigorous, aligned to state and national standards, meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge. Instruction is guided by research-based best practices, which includes authentic student-centered performance tasks.

6th and 8th Grade: Career Day (hosted by Youth Service Center)

6th, 7th and 8th Grade: WKU Dance Education Program – discussion about Dance careers

8th Grade: EXPLORE Results 8th Grade: Guest Speakers (Grant and Catie

McKinney Access to IEP/504 Plans/Gifted and Talented Plans in

Infinite Campus Lesson Plans (Edmodo) PLCS/Technology Curriculum Map B Frazier (7th Science): Guest Speaker L Hampton

Weather Presentation (Drone, GoPro, Demos) C Donaldson (8th Social Studies): Examine Early

Cave Paintings; Guest Speaker J Scott Jewish Holidays and Achievements

D McCrocklin (6th Math): collab K Hughson (6-8 PLCS) Everfi Finance computer program – financial careers

E Clark (6th Reading): Veteran’s Day Solider Guest Speaker (PowerPoint); Career Day

E Clark (6th Reading) collab L Cardwell (6-8 Library Media) Online Search Tool

H Elmore (8th Writing): EXPLORE College Ed Pay Graph and Lesson Plan; Flocabulary Careers; Career Research Project

J Scott (8th Special Ed): Focabulary – Goal Setting Quiz

K Doughty (6th Writing): LaBamba (Video & Discussion)

K Hughson (6-8 PLCS): Guest Speakers Police Dept. and YSC; Everfi Entrepreneur Program; Career Research and Presentation; Resume

K Hughson (6-8 PLCS) and A Smith-Thomas (8th Reading): STLP WBKO Field Trip

L Cardwell (6-8 Library Media) and H Elmore (8th Writing): Career Research Project

L Graham (8th Math): Zentangle Art Careers M Crawford (6-8 A&H): collab K Hughson (6-8

PLCS) Careers in Art (Internet Research)


P McKinney (7th Math): Construction Video (angles); PowerPoints – Slope in Real Life

To what extent does the school ensure the career education is rigorous, aligned to state and national standards, and meets the needs of diverse learners and includes the integration of 21st Century Skills and Knowledge?b) Students acquire

basic career education knowledge, but have limited opportunities to develop real world skills related to the topic.

b) Students develop and practice real world skills related to careers including problem solving, goal setting, critical thinking, decision making, and analyzing information.

b) Students demonstrate mastery through the regular practice of real world skills related to careers including problem solving, goal setting, critical thinking, decision making, and analyzing information.

6th-8th: WKU Dance Education Program – discussion about dance related careers

8th Grade: EXPLORE Results 8th Grade: Guest Speaker (Grant and Catie McKinney)

Korean Customs and Careers 8th Grade: WKU ETS College and Career Options College and Career Readiness Week Theme and

Activities YSC host 8th grade Reality Store YSC host 6th and 8th Career Day YSC: BCMS Arts Fair A Smith-Thomas (8th Reading): Guest Speaker

KHEAA; Writing Positive Characteristics (Group); Reciprocal Reading (Group)

B Eadens (6-8 HVAC): Hands-on Activities; Electrical Safety

B Frazier (7th Science) collab C Dockery (7th Special Ed): STEM Building a Cup Activity; Chemistry in a Bag; Identification Lab; Chemical Reactions; Guest Speaker L Hampton Weather Presentation

C Donaldson (8th Social Studies): Student Leadership Roberts Rules of Order; Class Bill of Rights; Athens to Sparts Gender Roles; Careers during the Ice Age

C Flener (6-8 FMD): Making Gloop to go along with The King of the Oobleck story – group; Discussion – importance of schedules; Friday Cooking with Visual recipes

D McCrocklin (6th Math): Bridge Building; Hands-on Equations; Vocab Poster Presentations

D McCrocklin (6th Math) and P Wallace (6th Math): Guest Speakers PBI Bank

E Clark (6th Reading): Career Day Review; Guest Speaker Veteran; Book Talks; Paired Texts

H Elmore (8th Writing): EXPLORE College Ed Pay Graph and Lesson Plan;

H Elmore (8th Writing) collab L Cardwell (6-8 Library Media) Career Research displayed in an artful way


H Elmore (8th Writing) collab J Scott (8th Special Ed) Reciprocal Reading

J Evans (6-8 Band & General Music): Careers in Dance

J Scott (8th Special Ed): ILP K Hughson (6-8 PLCS): Guest Speakers Police Dept.

and YSC; Everfi Entrepreneur Program; Career Research; ILP; Career Interest Inventory; Guest Speaker D McKee Morgantown Bank & Trust; Resume writing


L Graham (8th Math) collab J Scott (8th Special Ed): Zentangle Careers; Post-Secondary Planning Survey; Guest Speaker D McKee Morgantown Bank & Trust; Pythagorean Theorem (group)

M Crawford (6-8 A&H): collab K Hughson (6-8 PLCS) Careers in Art

M Taylor (8th Math): Create a model using blocks – pair; Reality Store Reflection

P McKinney (7th Math): PowerPoints – Slopes in Real Life

R Johnson (7th Math): Farm Careers; Guest Speaker H Arnold

S Bratcher (6-8 Guidance Counselor): BG Aviation Camp Info Packet

T Harper (6th Geography): Jr Beta meeting – Guest Speaker T Thornton, Etiquette Professional Behavior, Job Application

To what extent does the school ensure students develop and practice real world skills related to careers including problem solving, goal setting, critical thinking, decision making, and analyzing information?c) Not applicable

d) Students have limited opportunities to engage in career-related problem solving.

d) Students routinely engage in grade level appropriate, career-related problem solving within the classroom.

d) Students routinely engage in grade level appropriate, career-related problem solving and apply these concepts through real-world entrepreneurial experiences, school based enterprises, and/or work based learning.

College and Career Readiness – Operation Preparation

6th & 8th Grade: Career Day (hosted by Youth Service Center)

6th Grade Selling Water for Bear Auction Health Break Concession: Students selling items B Eadens (6-8 HVAC): Hands-on Activity B Frazier (7th Science): STEM Building a Cup Activity


C Flener (6-8 FMD): Making Gloop to go along with The King and the Oobleck story – group; Discussion – importance of schedules

D McCrocklin (6th Math) & K Hughson (6-8 PLCS): Everfi Financial Program

D McCrocklin (6th Math) & P Wallace (6th Math): PBI Bank Guest Speakers – Financial Literacy (banking & checking)

D McCrocklin (6th Math): Bridge Building K Hughson (6-8 PLCS): Everfi Financial Literacy

Program; Everfi Entrepreneurial Program; STLP collab Chamber of Commerce Harvest on the Square; Family Fun Night; Product Comparison; Animated Commercial; Wants and Needs Activity; collab Animal Shelter; collab Morgantown Mission; collab YSC; Guest Speaker D McKee Morgantown Bank & Trust; Career Interest Inventory; Resume

K Hughson (6-8 PLCS) & T Harper (6th Geography) & YSC: Operation Gratitude

L Cardwell (6-8 Library Media): Book Fair; Read Across America

L Cardwell (6-8 Library Media): Collab H Elmore (8th Writing) Career Research

L Graham (8th Math): Guest Speaker D McKee R Johnson (7th Math): Guest Speaker H Arnold YSC: 8th Grade Reality Store

To what extent does the school ensure students routinely engage in grade level appropriate, career-related problem solving within the classroom?e) Students learn

connections between core academic skills and career education.

e) Students apply core academic skills such as math and reading to solve real world problems related to career education.

e) Students apply core academic skills such as math and reading to solving real world problems related to career education. Technical math and reading are integrated across the school curriculum in all classrooms.

6th-8th Grade: YSC hosts Career Day 8th Grade: EXPLORE Results D McCrocklin (6th Math) and P Wallace (6th Math):

Guest Speakers PBI Bank – Careers D McCrocklin (6th Math): collab K Hughson (6-8

PLCS): Everfi Financial Program (careers) E Clark (6th Reading): Compare and Contrast NBA

and NFL Article H Elmore (8th Writing): EXPLORE Results; Career

Research Project K Doughty (6th Writing): The Eruption of Mt.

Vesuvius (discussion – careers); LaBamba K Hughson (6-8 PLCS): Everfi Entrepreneur


Program; Career Research and Presentation; Career Interest Inventory; Reading Strategy – Work Ethics/Habits and Team Skills

L Cardwell (6-8 Library Media): collab B Frazier (7th

Science) Copper Mine Online Lab and Virtual Tour L Cardwell (6-8 Library Media) collab H Elmore (8th

Writing) Career Research L Graham (8th Math): Science Careers (word

problems); Careers in Science (word problems); Zentangle Careers

L Smith (7th Reading): Mock Trial Drama M Crawford (6-8 A&H): collab K Hughson (6-8

PLCS) Careers in Art (Research) P McKinney (7th Math): PowerPoint – Slopes in Real

Life; Construction Video R Johnson (7th Math): Farm Careers; Guest Speaker

H Arnold

To what extent does the school ensure students apply core academic skills such as math and reading to solve real world problems related to career education?f) Information about

careers is limited to specific classes and/or grade levels.

f) Information about careers is routinely integrated into the total school curriculum.

f) Information about careers is routinely integrated into the total school curriculum and cross-curricular teachers collectively create multiple interdisciplinary units of study and projects.

8th Grade: Reality Store (hosted by Youth Service Center)

College and Career Readiness Theme and Activities: 6th and 8th Grade: Career Day (hosted by Youth

Service Center) 6th-8th WKU Dance Education Team – discussion

about dance related careers 8th Grade: Guest Speakers (Grant and Catie

McKinney) BCMS Arts Fair hosted by YSC A Smith-Thomas (8th Reading): Positive Characters of

Classmates; Guest Speaker (KHEAA – College Game)

B Frazier (7th Science): STEM Building a Cup Activity; Chemistry in a Bag; collab C Dockery (7th Special Ed) Identification Lab; Guest Speaker L Hampton Weather Presentation

C Donaldson (8th Social Studies): Gender Roles Athens to Sparts; Guest Speaker (Josh Scott) Jewish; Roberts Rules of Order; Class Bill of Rights

C Flener (6-8 FMD): Making Gloop to go along with


The King and the Oobleck story - group D McCrocklin (6th Math): collab K Hughson (6-8

PLCS) Everfi Financial computer program – Finance careers

D McCrocklin (6th Math) and P Wallace (6th Math): Guest Speaker PBI Bank; PrimeTime Videos

E Clark (6th Reading): Group – Paired Text Comparison; Group Inference Activity; Compare and Contrast NBA and NFL article

H Elmore (8th Writing): EXPLORE Education Level and Pay Comparison Chart; Group – Allusion Alex the Terror; Group Collab J Scott (8th Special Ed) – Reciprocal Reading; Career Research Project

H McRae (6-8 W Lang): Learning different language important for job market; Career Personal Info

J Evans (6-8 Band & General Music): Elements of Dance and Careers

J Martin (8th Science): Career WKSTS J Scott (8th Special Ed): ILP K Doughty (6th Writing) Collab A Cardwell (6th

Special Ed): The Eruption of Mt Vesuvius (career discussion); Leadership Peer Reviewer; Collab a Cardwell (6th Special Ed) Group – Identify Parts of Letter

L Cardwell (6-8 Library Media): collab B Frazier (7th Science) Copper Mine online lab and virtual tour

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research displayed in an art

L Graham (8th Math): Zentangle Art Careers; Learning Styles; Post-Secondary Planning Survey; Science Careers; Careers in Science (word problems)

L Smith (7th Reading): Group – Fairy Tale (Theme and Evidence); Mock Trial; Group – The Three Little Pigs – Plot Diagram; Career Ed Group Work; The Fun They Had – Group

L Winters (7th Writing): Alliteration Advertisement; Group – Imagery Poetry; collab C Dockery (7th Special Ed) Opinion Paper – group

L Wood (6-8 GT): collab K Hughson (6-8 PLCS) BC News Show; Group – Human Rights/Violation Newspaper Posters and Pioneer Rights; Debate


Opposite View; Group Refugee Pack Your Bags M Crawford (6-8 A&H): collab K Hughson (6-8

PLCS) Careers in Art (Research); Group – art critique, Mammoth Cave Art Exhibit; Career Lesson Plan

M Taylor (8th Math): Create a model using blocks - pair

P Bucklew (6th Science): Group – Design and conduct experiment on seed sprouting

P McKinney (7th Math): Group – Percent Poems, Adding Integer on Number Line, Subtracting fractions, Adding and subtracting mixed numbers, Integer War, Round Robin Math, Demonstrate Properties, Identifying Parts of an Expression, Simplifying Algebraic Expression, Calculating best buy, Graphing Ordered Pairs, Multiplying Mixed Numbers, Order of Operations, Solving and Graphing Inequalities, Rally Coach math, Setting up solving percent proportions; Guest Speakers (Public Library – success in school); Construction Video

P Wallace (6th Math): Group – Locate Coordinate Points on Grid, PrimeTime Video, Scavenger Hunt, Unit Review

R Johnson (7th Math): Farm Careers; Group – Integer War, Critical Thinking, Add integers on number line, Rally Coach; Guest Speaker Heston Arnold

R Tyree (7th Science): Group – Egg Drop Diagram and Written Description

T Harper (6th Geography): Map Maker Careers T Harper (6th Geography) and L Winters (7th Writing):

Jr Beta field trip to Kentucky Wesleyan T Harper (6th Geography): Jr Beta meeting – Guest

Speaker T Thornton, Etiquette Professional Behavior, Job Application

To what extent does the school ensure information about careers is routinely integrated into the total school curriculum?g) There is limited

use of technology in the delivery of the career education curriculum.

g) Technology is integrated into the delivery of the career education curriculum.

g) A variety of technology tools are integrated into the delivery of the career education curriculum and are routinely used by students and teachers to demonstrate media literacy.

6th and 8th Grade: Career Day (hosted by Youth Service Center)

8th Grade: EXPLORE Results B Frazier (7th Science): Guest Speaker L Hampton

Weather Presentation (Drone, GoPro, Demos) C Donaldson (8th Social Studies): Examine Early

Cave Paintings (PowerPoint); Guest Speaker J Scott Last modified: May 5, 2023 PL/CS

Jewish Holidays and Achievements (PowerPoint) D McCrocklin (6th Math): collab K Hughson (6-8

PLCS) Everfi Financial computer program – Finance careers

E Clark (6th Reading): Veteran’s Day Solider Guest Speaker (PowerPoint); collab L Cardwell (6-8 Library Media) Online Search Tool

H Elmore (8th Writing): EXPLORE College Ed Pay Graph and Lesson Plan; Flocabulary Careers; Career Research Project

J Scott (8th Special Ed): Focabulary – Goal Setting Quiz; ILP

K Doughty (6th Writing): LaBamba (Video & Discussion)

K Hughson (6-8 PLCS): Guest Speakers Police Dept. and YSC; Everfi Entrepreneur Program; Career Research and Presentation; Resume; ILP


L Cardwell (6-8 Library Media) and H Elmore (8th Writing): Career Research Project

L Graham (8th Math): Zentangle Art Careers L Wood (6-8 GT): collab K Hughson (6-8 PLCS) BC

News Show M Crawford (6-8 A&H): collab K Hughson (6-8

PLCS) Careers in Art (Internet Research) P McKinney (7th Math): Construction Video (angles);

PowerPoints – Slope in Real LifeTo what extent does the school ensure technology is integrated into the delivery of the career education curriculum?

h) Students have limited opportunities to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations,

h) Students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.

h) All students develop and practice career and leadership skills through school wide service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.

Operation Preparation – College and Career Readiness Week Activities

Extra/Co-curricular (STLP, Bridge Building, Yearbook, Academic Team, Jr Beta, Book Club, Band, Choir)

Student Recognition – Monday Messenger, School’s Social Media (Webpage, Facebook, Remind 101 and One-Call to Parents): Geography Bee, Spelling Bee, WKU History Test, Bridge Building, STLP, Jr. Beta Induction, Conservation Writing Contest, K-Prep Awards


and/or student organization activities.

K Hughson (6-8 PLCS): STLP Collab Chamber of Commerce Harvest on the Square

Service Learning Projects: Morgantown Mission (food drive); Animal Shelter (coin drive); Operation Gratitude (supply drive); YSC (Toys for Tweens)

To what extent does the school ensure students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular

Rationale:

Demonstrator 5. ILP: Schools containing grades 6-12 implement the ILP as an effective tool for career planning and continue using the tool to track a student’s progress throughout their secondary school experience.Needs Improvement Proficient Distinguished Evidencea) ILP development

begins in 6th grade and continues throughout middle and high school.

a) ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. A process is in place to ensure that parents have received access information for the ILP.

a) ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. Parents receive access information for the ILP, while school and community trainings are also provided for teachers and parents regarding the integration of the ILP tool.

S Bratcher (6-8 Counselor): Family Night – Parent ILP Training; Email to teachers regarding ILP tutorial

Letter with ID cards sent home to parents ILP Monitoring Program J Scott: ILP training

To what extent does the school ensure ILP development for all students begins in 6th grade and continues throughout middle and high school, with input from students, teachers, and parents. A process is in place to ensure that parents have received access information for the ILP?

b) Students and teachers use summative assessment data to construct and update the ILP.

b) Students and teachers use formative and summative assessment data, including benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP.

b) Students and teachers use formative and summative assessment data, including benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP to inform student career and educational decisions. The intervention planning tool within the ILP is also utilized for students not meeting these

J Scott (8th Special Ed): ILP K Hughson (6-8 PLCS): ILP Lessons


benchmarks. To what extent does the school ensure students and teachers use formative and summative assessment data, including benchmark performance from K-PREP and EPAS, to construct, revise, and update the ILP?c) An advising

program is in place, but is not tied to the ILP.

c) An advising program is in place and includes components of the ILP.

c) Multiple advising programs are in place and include components of the ILP, as well as regular meetings between students and college/career advisers.

S Bratcher (6-8 Counselor): Guidance Advising Program – Welcome Packet and Counseling Booklet; Title I Meeting Presentation to Parents; 6th Grade Jump Start; Collab L Smith (7th Reading) and A Smith-Thomas (8th Reading) Present to classes about program; WKU ETS; Student Visit Log

WKU ETS: Academic Advisor (Brian Brausch)To what extent does the school ensure an advising program is in place and includes components of the ILP?

d) Monitoring of ILP completion is informal and irregular.

d) A formalized plan is in place to monitor the completion of the ILP.

d) A formalized plan is in place and included in the CSIP to monitor the completion of the ILP at both the school and district levels and includes at least bi-annual check points.

ILP Plan created and included in CSIP

To what extent does the school ensure a formalized plan is in place to monitor the completion of the ILP?Rationale:

PRACTICAL LIVING/CAREER STUDIES: FORMATIVE AND SUMMATIVE ASSESSMENT

Demonstrator 1. Assessments: Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement

Needs Improvement Proficient Distinguished Evidencea) Kentucky Core

Academic Standards are inconsistently used in the development of formative and summative

a) Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards are used in the development of formative and summative assessments

a) Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards are used across disciplines in the development of common

PLCS/Technology Curriculum Map B Bivens (6-8 PE/Health): Personal Fitness Record B Eadens (6-8 HVAC): Electrical Safety Quiz B Frazier (7th Science): STEM Building a Cup Activity C Donaldson (8th Social Studies): collab J Scott (8th

Special Ed) Economic Posters Presentation Rubric D McCrocklin (6th Math): collab K Hughson (6-8


assessments related to PLCS.

related to PLCS. formative and summative assessments related to PLCS.

PLCS) Everfi Financial Computer Program; Bridge Building

E Clark (6th Reading): I Have a Dream Group Decorative Diamante Poems Rubric; Book Talks (rubric)

J Scott (8th Special Ed): Flocabulary Career Test; Flocabulary Goal Setting Quiz

K Doughty (6th Writing): collab L Cardwell (6-8 Library Media) Natural Disaster (rubric)

K Hughson (6-8 PLCS): Everfi Computer Programs; Career Presentation (Rubric); Technology Assessment; Health Eating Flyer (rubric); STLP Projects (rubrics); 3 Rs Tagxedo

L Cardwell (6-8 Library Media): collab H Elmore (8th Writing) Career Research Project

L Cardwell (6-8 Library Media): collab B Frazier (7th Science) Biomes Research

L Graham (8th Math): Zentangle Art Careers (Rubric); Dance Angles (PowerPoint)

M Crawford (6-8 A&H): collab L Cardwell (6-8 Library Media) Visual Poem using Recycle Materials (Rubric)

P McKinney (7th Math): Simon Says Angles P Wallace (6th Math): Combining Like Terms (QR

Codes) R Johnson (7th Math): McDonalds menu prices

To what extent are Kentucky Core Academic Standards, 21st Century Skills and Knowledge, and other applicable content standards used in the development of formative and summative assessments related to PL/CS?b) PLCS assessment

measures have limited response to diverse learning styles.

b) Traditional PLCS assessment measures are responsive to a variety of learning styles and abilities

b) PLCS assessment measures are responsive to a variety of learning styles and abilities and include performance and project-based measures.

A Fuller (6-8 Resource): Multiple Intelligence Learning Styles

A Smith-Thomas (8th Reading): collab C Hinton (District Psychologist) Multiple Intelligence Survey

B Bivens (6-8 PE/Health): Personal Fitness Record; Archery

B Eadens (6-8 HVAC): Electrical Safety Quiz; Hands-on Activity

B Frazier (7th Science): STEM Build a Cup Activity; Chemistry in a Bag; collab C Dockery (7th Special Ed) Identification Lab

C Donaldson (8th Social Studies): collab J Scott (8th Special Ed) Economic Posters, Presentations and rubric;


WKU Social Studies Test D McCrocklin (6th Math): Bridge Building; Hands-on

Equations D McCrocklin (6th Math): collab K Hughson (6-8

PLCS) Everfi Financial Computer Program E Clark (6th Reading): Book Talks (rubric) H Elmore (8th Writing): collab L Cardwell (6-8 Library

Media) Career Research Project H McRae (6-8 World Lang): Interactive Notebook;

Greetings Role Play J Evans (6-8 Band/Gen Music): National Anthem

Performance J Scott (8th Special Ed): Flocabulary Career and Goal

Setting Quiz; Individual Self-Assessment Learning Styles

K Doughty (6th Writing): collab L Cardwell (6-8 Library Media) Natural Disaster

K Hughson (6-8 PLCS) and J Scott (8th Special Ed): Learning Styles Assessments through ILP program

K Hughson (6-8 PLCS): Everfi Computer Programs; Technology Assessment; 3 Rs Tagxedo; Healthy Eating Fyler (Rubric); Wants vs Needs; STLP Projects; Career Interest Inventory and Learning Styles Inventory

L Cardwell (6-8 Library Media): collab B Frazier (7th Science) Biomes

L Graham (8th Math): Dance Angles; Zentangles L Winters (7th Writing): Alliteration Advertisement M Crawford (6-8 AH): collab K Hughson (6-8 PLCS)

Careers in Art M Crawford (6-8 A&H) collab L Cardwell (6-8 Library

Media) Visual Poems using Recycle Materials from library

P McKinney (7th Math): Create a menu P Wallace (6th Math): Barometer and Human Number

Line T Lowe (6-8 Choir): Veteran’s Day Sign Language

To what extent are traditional PL/CS assessment measures responsive to a variety of learning styles and abilities?c) PLCS teachers use

data from summative

c) PLCS teachers use data from formative and summative assessments,

c) PLCS teachers use data from formative and summative assessments,

B Bivens (6-8 PE/Health): Personal Fitness Record; Archery

B Eadens (6-8 HVAC): Electrical Safety Quiz; Hands-


assessments to guide instruction and develop intervention plans.

student ILPs, and other sources to guide instruction, develop intervention plans, and improve instructional practices.

student ILPs, and other sources to individualize instruction to motivate and challenge all students.

on Activity K Hughson (6-8 PLCS): Technology Assessment; Everfi

Computer Programs; ILP; 3 Rs Tagxedo; Animated Commercial; Healthy Eating Flyer; Career Research Project; Wants vs Needs

To what extent do PL/CS teachers use data from formative and summative assessments, student ILPs, and other sources to guide instruction, develop intervention plans, and improve instructional practices?d) PLCS assessments

support individual growth of some students.

d) PLCS assessments support individual growth of all PLCS students.

d) PLCS assessment data is shared with students and parents and is used to set targets for growth.

B Bivens (6-8 PE/Health): Personal Fitness Record B Eadens (6-8 HVAC): Electrical Safety Quiz D McCrocklin (6th Math): collab K Hughson (6-8 PLCS)

Everfi Financial Computer Program H Elmore (8th Writing): collab L Cardwell (6-8 Library

Media) Career Research Project J Scott (8th Special Ed): Flocabulary Goal Setting Quiz J Scott (8th Special Ed) and K Hughson (6-8 PLCS):

Learning Styles Assessment through ILP program K Doughty (6th Writing): collab L Cardwell (6-8 Library

Media) Natural Disaster K Hughson (6-8 PLCS): Everfi Computer Programs;

Technology Assessment

To what extent do PL/CS assessments support individual growth of all PL/CS students?Rationale:

Demonstrator 2. Expectations for Student Learning: Teachers should have common and high standards for student learning in the content area.Needs Improvement Proficient Distinguished Evidence

a) PLCS teachers use rubrics to assess student performance.

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

a) PLCS teachers work with students to develop scoring guides, models and rubrics which are used to assess student performance.

B Eadens (6-8 HVAC): Electrical Safety Quiz K Hughson (6-8 PLCS): Everfi Computer Programs;

Career Research Project (rubric); Healthy Eating Flyer (rubric); Letter and Syllabus with Typing Grading Scale; Student exemplar/model pieces of work

To what extent do PL/CS teachers develop scoring guides, models and rubrics, and apply these to assess student performance?b) PLCS teachers

provide consistent and timely feedback to students.

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

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

Family Night: Handout mid-term grades and tests results Infinite Campus: Parent Portal, Mid-term and Term

grade reports SBDM Policy: Wellness


performance. Feedback is used to plan the student’s future educational and career goals.

B Bivens (6-8 PE/Health): Personal Fitness Record B Eadens (6-8 HVAC): Electrical Safety Quiz K Hughson (6-8 PLCS): Everfi Computer Programs;

Parent Communication – Letter and Syllabus with Typing Grading Scale

To what extent do PL/CS teachers provide consistent and timely feedback to students and parents on student’s performance?Rationale:

PRACTICAL LIVING/CAREER STUDIES: PROFESSIONAL LEARNING

Demonstrator 1. Opportunities: Professional 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.The language for Professional Learning in the KDE PLCS Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidencea) A professional growth

plan is developed, but it is not individualized to PL/CS teacher needs.

a) The professional growth plan (PGP) supports appropriate instruction for PL/CS and links to the Comprehensive School Improvement Plan (CSIP).

a) Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in PLCS. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).

PLCS PGP (CIITS) CSIP

To what extent are professional growth plans (PGPs) linked to the Comprehensive School Improvement Plan (CSIP) and designed to support appropriate instruction in arts and humanities?b) Teacher professional

learning opportunities are limited and do not focus on research/evidence based practices that will support teacher Professional Growth Plans in PL/CS.

b) PL/CS professional 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

b) Job embedded professional learning opportunities are available to PLCS teachers to encourage continuous growth and are tailored to meet the individual needs of teachers and students.

PLCS PGP (CIITS) PLC Agenda/Minutes PD Report School-wide: Suicide Training and Quiz; Program

Review and Implementation Training A Cardwell (6th Special Ed), B Bivens (6-8

PE/Health), C Dockery (7th Special Ed), C Donaldson (8th Social Studies), and T Harper (6th Geography):


Professional Growth Plans (PGPs).

Safe Crisis Management Staff Certification Training E Clark (6th Reading) and K Hughson (6-8 PLCS):

KySTE Conference E Clark (6th Reading) and L Cardwell (6-8 Library

Media): iTeach Digital Seminar E Clark (6th Reading): CPR J Scott (8th Special Ed): ILP Training K Hughson (6-8 PLCS): TeachMeet L Cardwell (6-8 Library Media): Program Reviews

(A&H, PLCS & Writing) – KDE L Smith (6th Science): Bed Bugs in Schools S Bratcher (6-8 Counselor): GRREC Counselor

Connections; Program Review Audit Training; ILP School Tool – Admin training; Overview of the ILP from the Student Perspective; ACCESS Test Prep

To what extent does the school provide PL/CS professional learning opportunities focused on research/evidence based best practices and based on school and student data and teacher Professional Growth Plans?

c) Teachers have limited access to job embedded professional learning opportunities in PL/CS.

c) Job embedded PL/CS focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities.

c) A variety of job embedded PL/CS professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers.

PLCS PGP (CIITS) PLC Agenda/Minutes PD Report E Clark (6th Reading) and K Hughson (6-8 PLCS):

KySTE Conference E Clark (6th Reading) and L Cardwell (6-8 Library

Media): iTeach Digital Seminar J Scott (8th Special Ed): ILP Training S Bratcher (6-8 Counselor): GRREC Counselor


To what extent does the school ensure that job embedded practical living/career studies professional learning opportunities are available to teachers?d) The school

encourages collaboration between PLCS and academic core teachers, but does not allocate time for collaboration to occur.

d) The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas.

d) The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional development trainings.

Master Schedule PLC Agenda/Minutes Email Correspondences – Sharing Resources (K

Hughson, L Cardwell, P Wallace) B Eadens (6-8 HVAC) collab M Crawford (6-8

A&H): WRECC Art Contest D McCrocklin (6th Math) collab K Hughson (6-8

PLCS): Everfi Financial computer program L Graham (8th Math) collab B Bivens (6-8


PE/Health): Pythagorean Theorem Sports Reading Problems

L Graham (8th Math) collab B Eadens (6-8 HVAC): Throwing a breaker relating to Inequalities lesson

L Graham (8th Math) collab K Hughson (6-8 PLCS): Check Writing and Money

L Wood (6-8 GT) collab K Hughson (6-8 PLCS): BC News Show

M Crawford (6-8 AH) collab K Hughson (6-8 PLCS): Careers in Art

To what extent does the school allocate time for PL/CS and academic core teachers to collaborate and exchange ideas?

Rationale:

Demonstrator 2. Participation: Teachers participate in program-specific professional learning designed to meet their needs. PLCS teachers participate in professional development focused on 21st Century Skills.

The language for Professional Learning in the KDE PLCS Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement Proficient Distinguished Evidence

a) PLCS teachers are provided opportunities for content-specific professional learning, but do not participate.

a) PLCS teachers participate in content-specific professional learning.

a) PLCS teachers participate in content-specific professional learning that is selected based on school, student, and teacher data analysis.

PLC Meetings B Bivens (6-8 PE/Health): Safe Crisis Management

Staff Recertification Training K Hughson (6-8 PLCS): KySTE PLCS sessions,

TeachMeet S Bratcher (6-8 Counselor): GRREC Counselor


To what extent do PL/CS teachers participate in and implement content-specific professional learning?

b) PLCS teachers are members of professional learning communities but are

b) PLCS teachers actively participate in professional learning communities to address

b) PLCS teachers take on a leadership role in professional learning communities to address

RA PLC meeting minutes B Bivens: CSHC member K Hughson: Co-Lead PLCS/CTE Advisory

Committee; Co-School Technology Coordinator;


minimally active participants.

issues related to instructional practices, data analysis, and improving student achievement.

issues related to instructional practices, data analysis, and improving student achievement and share this information school wide.

KySTE member; ListServs – STLP, KySTE, PBS Learning Media, Common Sense Media

c) PLCS teachers are members of professional organizations.

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

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

B Bivens (6-8 PE/Health): Asst BCHS Football Coach; Head BCHS Girls Basketball Coach

B Eadens (6-8 HVAC): KACTE; Elder and Preacher; Kentucky Master and Journeyman HVAC Technician; EPA Section 608 Refrigerant License; BPI Certified Building Analyst Progressional

K Hughson (6-8 PLCS): STLP Coordinator; Co-School Technology Coordinator; KySTE member; ListServs – STLP, KySTE, PBS Learning Media, Common Sense Media; Business Advisory Committee – Co-Lead

S Bratcher (6-8 Counselor): KASA member; SBDM member; Co-STLP Coordinator; Program Reviews Manager; Co-School Technology Coordinator; Co-BAC; Student Voice Administrator; District Infinite Campus Contact

To what extent do PL/CS teachers exhibit leadership in professional organizations and the school?

d) PLCS teachers have limited contact with external partners.

d) PLCS teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs, and community groups.

d) PLCS teachers are provided with time in the school schedule, a stipend and/or professional learning credit for collaboration with community, business, and postsecondary partners through advisory committees, work exchange programs, and community groups.

B Bivens (6-8 PE/Health): collab YSC (Personal Hygiene lesson); collab YSC and CDC (National Youth Tobacco Survey)

K Hughson: Co-lead PLCS/CTE Advisory Committee (committee members include community business leaders, District Instructional Coordinator, Counselors, Administrators, and teachers); WBKO site visit; collab Michelle Moore, RN (Health); Morgantown Mission (STLP Food Drive); Operation Gratitude (Supply Drive); YSC (Toys for Tweens); Animal Shelter (Coin Drive); Chamber of Commerce (Harvest on the Square); ListServs – STLP, KySTE, PBS Learning Media, Common Sense Media

College and Career Readiness Week: Career Day participants; WKU Dance Education Group

Red Ribbon Week: Sheriff Ward, YSC


To what extent do the PL/CS teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on arts and humanities?

e) Some teachers in the school receive professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers).

e) All teachers in the school receive professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers) into school curricula.

e) All teachers in the school receive and are required to implement professional learning opportunities to enhance the integration of PLCS concepts (physical education, health, consumerism and careers) into school curricula.

Data Day Agenda PLC Agenda/Minutes PD Report Program Review Scoring PD SBDM Minutes (approval of PD travel budget) School-wide: Suicide Training and Quiz; Program

Review and Implementation Training A Cardwell (6th Special Ed), B Bivens (6-8

PE/Health), C Dockery (7th Special Ed), C Donaldson (8th Social Studies), and T Harper (6th Geography): Safe Crisis Management Staff Certification Training

E Clark (6th Reading) and K Hughson (6-8 PLCS): KySTE Conference

A Smith-Thomas (8th Reading), E Clark (6th Reading) and L Cardwell (6-8 Library Media): iTeach Digital Seminar

E Clark (6th Reading): CPR J Scott (8th Special Ed): ILP Training K Hughson (6-8 PLCS): TeachMeet L Cardwell (6-8 Library Media): Program Reviews

(A&H, PLCS & Writing) – KET L Smith (6th Science): Bed Bugs in Schools S Bratcher (6-8 Counselor): GRREC Counselor


W Lin (6-7 Chinese Mandarin): Confucius Institute (PLCS focus session)

To what extent do teachers (beyond PL/CS) engage in professional learning to integrate PL/CS content into their teaching?

Rationale:

PRACTICAL LIVING/CAREER STUDIES: 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 PLCS instructional programs.


a) School councils/leadership establishes policies to ensure that PLCS concepts are taught throughout the school and across the curriculum.

a) School councils/leadership ensures that PLCS concepts are taught throughout the school and across the curriculum.

a) School councils/ leadership monitors and evaluates the teaching of PLCS concepts throughout the school and across the curriculum.

SBDM Minutes Master Schedule Lesson Plans (Edmodo) BCMS CSIP Data Day Agenda & PowerPoint PLC Agendas and Minutes Program Review and Implementation

Training Program Review Scoring Guide and Scores

To what extent does the school councils/leadership ensure that PL/CS concepts are taught throughout the school and across the curriculum?

b) Time in the school schedule is not adequately allocated for all students to receive instruction in all PLCS disciplines and instruction.

b) Protected time is allocated in the schedule so that all students can receive instruction in all PLCS disciplines and instruction.

b) Time allocated extends beyond usual implementation, demonstrating a strong school commitment to the PLCS and needs of students.

Master Schedule ILP Report

To what extent does school leadership ensure that protected time is allocated in the schedule so that all students can receive all PL/CS disciplines and instruction?

c) School leadership and select teachers plan the annual school budget.

c) School leadership and teachers of all departments are invited to participate in planning the annual school budget.

c) PLCS teachers actively participate in and provide input in planning the annual school budget to ensure adequate and quality materials, equipment, space and technology are available to offer the curriculum.

SBDM Meeting Minutes and Policies B Bivens: PLCS Teacher K Hughson: PLCS Teacher; STLP

Coordinator; Co-STC GoAnimate School Subscription Map of BCMS

To what extent does school leadership ensure that all departments are invited to participate in planning the annual school budget?

d) PLCS teachers are assigned adequate and appropriate facilities with unmanageable class loads.

d) PLCS teachers are assigned manageable class loads based on course and facilities.

d) PLCS teachers are assigned equitable class loads based on course and facilities as compared to other teachers in the building.

Master Schedule SBDM Minutes: Schedule Approval SBDM – Class Loads Policy Map of BCMS IC Report: Teacher Load

To what extent does school leadership ensure that PL/CS teachers are assigned manageable class loads based on course and facilities?

e) PLCS teachers receive planning time, but this is not

e) PLCS teachers receive planning time that is

e) PLCS teachers receive equitable planning time and participate in

Master Schedule PLC Meeting Minutes


equitable to other content areas.

equitable with other content areas.

cross-curricular planning. SBDM Policy (Staff Assignment)

To what extent does school leadership ensure that PL/CS teachers receive planning and travel time that is equitable with other content areas?

f) School leadership allocates time and resources to implement the PLCS programs, but are not equitable to other content areas.

f) School leadership and program teacher leaders collaborate to allocate time and resources to implement the PLCS programs.

f) School leadership collaborates with program teachers when planning for the allocation of time and resources to implement the PLCS programs, and acts upon the recommendations.

Master Schedule RA PLC Meeting SBDM Policy – Space Use, Staff Assignment

and Instructional Practices Purchase Orders – PLCS GoAnimate School Subscription

To what extent do the principal and program teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs?

g) School councils establish policies for the allocation of staff based on needs of students

g) Decisions related to PLCS program staffing are based on student need.

g) Decisions related to PLCS program staffing are made based on data from the ILP and/or community needs.

SBDM Minutes & Policies (Staffing, Student Assignment & Instructional Practices)

ILP Report

To what extent does school leadership ensure that decisions related to PL/CS program staffing is based on student need and interests?

h) Advisory Committees are implemented but do not collaborate to ensure quality PLCS programming policies.

h) Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PLCS programming policies.

h) Advisory Committees (Coordinated School Health committees, CTE program advisory committees) meet at least quarterly throughout the school year to ensure quality PLCS programming policies.

PLCS/CTE Advisory Committee Meetings (Fall and Spring)

To what extent does school leadership ensure that Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PL/CS programming policies?

i) A school-level wellness policy is developed but not reviewed annually.

i) School is implementing the district-level wellness policy via a school-level wellness policy that is reviewed annually; and goals for school wellness are included in the CSIP.

i) School is implementing the district-level wellness policy via a school-level wellness policy that is reviewed annually; the school utilizes collection of BMI percentile data in their annual wellness policy review process; and goals for school wellness are included in the CSIP and CDIP.

SBDM Policy: Wellness BCMS CSIP

To what extent does school leadership ensure that the school is implementing the district-level wellness policy via a school-level wellness policy that is


reviewed annually; and goals for school wellness are included in the CSIP?

Rationale:

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all PLCS program efforts and support teacher leadership through shared leadership strategies and actions.


a) The principal is the only evaluator of the impact of PLCS, Arts and Writing instructional practices on overall student achievement in the school.

a) The principal enlists program area teacher leaders to collaborate, evaluate and reflect on the impact of the PLCS, Arts and Writing instructional practices on overall student achievement in the school.

a) The principal and program area teachers collaboratively evaluate, reflect on the impact of, and provide support for the PLCS, Arts and Writing instructional practices on overall student achievement.

Data Day Agenda & PowerPoint Program Review & Implementation Training Program Review Scoring PD Master Schedule PLCS Purchase Orders

To what extent does the principal enlist program area teacher leaders to collaborate, evaluate and reflect on the impact of PL/CS instructional practices on overall student achievement in the school?

b) The principal initiates professional learning regarding the school’s PLCS programs.

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

b) The principal participates in, models and leads professional learning regarding the school’s PLCS programs through collaboration with staff and shared self-reflection.

T Freeman (Principal): Program Review PD; Program Review Scoring PD

To what extent does the principal initiate and participate in professional learning regarding the school’s PL/CS programs?

c) The principal rarely provides communication with parents and community about PLCS programs.

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

c) The principal regularly provides a variety of sources, including technology and media resources, when communicating with parents and community about PLCS programs.

BCMS Messenger Program Reviews Scoring Guide on school’s

website Remind 101; One-Call T Freeman (Principal): K-PREP PowerPoint

shared at SBDM meeting and on school’s website

To what extent does the principal provide frequent communication with parents and community about PL/CS programs?

Rationale:


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