• Curriculum and Instruction


Demonstrator 1. Student Access: All students have equitable access to highly effective curriculum and instruction.

a)
  • minutes from grade level meetings
  • meeting agendas
Ruggles 3rd Grade GLM Agenda (9-18-12)


evidence of team collaboration


b)
  • access to variety of equipment

IMG_3245.jpg
Christy/Kegley 12-3-12
Use Computer, Camera, and Printer with Teacher facilitating to create Book about President's day.

Demonstrator 2. Aligned and Rigours Curriculum: An aligned and rigourus curriculum provides acess to Kentucky Core Academic Standards for all students as defined by state and national standards.

a) School writing policy and/or plan

b) class schedules as evidence for adequate instructional time

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


a) evidence of researched based practice

b) evidence of grouping students based on needs and learning styles


c) Student involvement of writing learning targets

d) evidence of instruction being planned to directly ensure all students meet targets.

e) Cross-curricular instruction (lesson plans and activities)

IMG_3345[1] Students connected the number dots to create a pilgrim after reading and discussing Thanksgiving. Christy/Kegley 11-29-12

Students read story about George Washington and created list of facts. Christy/Kegley 1-14-13
programreview.JPG


Christy/Kegley Kindergarten Students learn nonstandard measurement by measuring each other with objects such as paper clip 2-14-13 Nonstandard Measurement


Demonstrator 4. Kentucky Systems of Intervention/Response to Intervention: A school establishes and uses a sytematic, comprehensive system that addresses accelerated learning, achievement gaps, highly-effective instruction, readiness to learnin 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.


a)
  • KSI/RtI protocol
    • RtI
b)
c)
d)
  • Intervention team members
    • See RTI groups/assignments above



f)
  • Communication of intervention services with family and community
  • evidence of how communication is focusing on student learning

Formative and Summative Assessment


Demonstrator 1. Assessment: Teachers should use multiple assessment processes to inform, guide, develop and revise instructinal strategies and curriculium to enhance studnet learning and achievement.


a)
b)

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


a)
  • rubrics and models that show descriptions of intended targets that need to be masteredicanboard.JPG I can board stating learning targets that need to be mastered Christy/Kegley 1-14-12
  • Teachers use a monthly checklist for mastery of standards

b)

Professional Development



Demonstrator 1. Opportunities: Professional development opportunities are planned with teacher learning needs in mind and in response to data available about school needs, teacher practice and student learning.


a)
  • PD action plan is linked to CSIP for K-3
    • Available upon request
b)
  • job-embedded PD that is researched based
    • Douglas/Admin/TiffanyLavoie/WikispacesOperation/10-25-12 Teachers met with Tiffany Lavoie from KEDC to help with tech issues. Items discussed were the slow operation of our computers when working with Wikispaces and how to create and upload documents into CIITS when creating a lesson plan.
    • Professional Development Lexia Training with Suzanna Smith.
      SAM_3164.JPG
      SAM_3164.JPG
      SAM_3165.JPG
      SAM_3165.JPG
Program Review Lexia Reading.doc
Program Review Lexia Reading.doc
Program Review Lexia Reading.docDetailsDownload30 KB
McGowan - Douglas Tiffaney Lavoie Technology Training Teacher N.pdf
McGowan - Douglas Tiffaney Lavoie Technology Training Teacher N.pdf
McGowan - Douglas Tiffaney Lavoie Technology Training Teacher N.pdfDetailsDownload567 KB
McGowan-Douglas Professional Development Reading Street.pdf
McGowan-Douglas Professional Development Reading Street.pdf
McGowan-Douglas Professional Development Reading Street.pdfDetailsDownload1 MB
McGowan PD Teacher.jpg
McGowan PD Teacher.jpg


Demonstrator 3. Participation: Teachers are leaders in their professional community, and guide/lead professinal development that meets the needs of the professional learning community.


a)
b)
  • community collaboration evidence

Administrative/Leadership Support and Monitoring


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


a)
  • evidence of monitoring the availability of resources
b)
  • SBDM enacts a process to annually analyze data


c)
  • evidence of communication efforts being made to parents and community about the K-3 program
d)
  • policies that establish and maintains best practice

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all K-3 program efforts and support teacher leadership through shared leadership straegies and actions.


a)
b)
  • evidence of principal participation in research-based professional learning.
c)
  • staff assignments based on student needs determined by trend data.