KDE K-3 Program Review 3-13.doc

8/12/2019 KDE K-3 Program Review 3-13.doc

1/15

Kentucky Department of Education

KDE Program Review

for K-3

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13


2/15

Curriculum & Instruction

K-3: CURRICULU!"DI"#$RUC$I%"

Demon&trator '( #tudent !cce&&

All students have equitable access to highly effective curriculum and instruction.

Limited)"o imp*ementation "eed& Improvement Proficient Di&tingui&+ed

a) Teachers rarely collaborae o!

"la!!#!$ %or &ee#!$ he !ee's o%all s('e!s

a) Teachers #!%or&ally share #'eas

a!' srae$#es %or #!sr(c#o!

a) Teachers con&i&tent*y co**a,orate

wit+ ot+er& on t+eir team orgrade *eve* to p*an in&tructiona*

unit& inc*uding common

a&&e&&ment& and &upp*ementa*

activitie& to en&ure t+at eac+

&tudent +a& acce&& to t+e

curricu*um and acce&& to

&upport& nece&&ary to attain t+e

curricu*um(

a) Teachers collaborae school *#'e

o e!s(re each s('e! has access olear!#!$ e+"er#e!ces ha are!ecessary a!' a""ro"r#ae %or

aa#!#!$ a!' eve! "ro$ress#!$beyo!' c(rr#c(lar sa!'ar's

Pare!, co&&(!#y a!' h#$here'(ca#o! "ar!ers are re$(larly#!volve' #! hel"#!$ 'es#$!e!$a$#!$ a!' releva! lear!#!$e+"er#e!ces ha &ay e+e!'

beyo!' he school *alls

b) S('e!s have l#e' access o hee-(#"&e! a!' &aer#als hey !ee'o aa#! he c(rr#c(l(& There #s#!co!s#se!cy or #!e-(#yhro($ho( he b(#l'#!$ .!sr(c#o!#s !o rev#se' o &ee #!'#v#'(als('e! !ee's

b) S('e!s have so&e access o hee-(#"&e! a!' &aer#als hey !ee'o aa#! he c(rr#c(l(& .!sr(c#o!#s !o o%e! a'(se' base' o!!ee's a!'/or s('e!s are !o $#ve!o""or(!##es or #!sr(ce' #! ho*o (se he %ee'back #! a! e%%ec#ve*ay #! or'er o #&"rove s('e!*ork

b) S('e!s +ave acce&& to a varietyof e.uipment and materia*&haare re*evant and nece&&ary to&upport t+eir need& .!sr(c#o! #scontinua**y revi&eda!' s('e!sare in&tructed in +ow to u&e t+efeed,ack to improve t+eir work

b) S('e!s have access o a!' (se avar#ey o% e-(#"&e! a!' &aer#als'es#$!e' o &ee he#r #!'#v#'(al!ee's a!' e!ha!ce he#r lear!#!$e+"er#e!ces .!sr(c#o! #sco!#!(ally rev#se' a!' s('e!s are#!sr(ce' #! ho* o (se he%ee'back o #&"rove he#r *ork

Evidence:

Rationa*e:

"e/t #tep&:

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13 2


3/15


Demon&trator 0( !*igned and Rigorou& Curricu*umAn aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state and national standards.


a) 0(rr#c(l(& #s !o al#$!e' o sae

sa!'ar's

a) 0(rr#c(l(& #s o!ly o"#cally

al#$!e' o sae sa!'ar's a!'/or'oes !o #!cl('e "ac#!$

reco&&e!'a#o!s

a) The c(rr#c(l(& #s vertica**y and

+ori1onta**y a*ignedo saesa!'ar's a!' fu**y addre&&e& t+e

rigor)intent of t+e &tandard&(Itinc*ude& &pecific pacing

recommendation&

a) r#$oro(s c(rr#c(l(& #s al#$!e',

ver#cally a!' hor#o!ally, o saea!' !a#o!al sa!'ar's *#h a %oc(s

o! 21s 0e!(ry Sk#lls a($h #! heco!e+ o% core s(becs a!'

#!er'#sc#"l#!ary he&es Pac#!$$(#'es are "rese! a!' ("'ae'

a!!(ally base' o! #&"le&e!a#o!'aa a!' lesso!s lear!e'

b) There #s !o "la!/"ol#cy o! he (seo% #!sr(c#o!al #&e/c(rr#c(l(&

#&"le&e!a#o!

b) .!a'e-(ae #!sr(c#o!al #&e #s"rov#'e' #! he sche'(le o

e%%ec#vely "la! a!' e!ac he

c(rr#c(l(& O4 #!sr(c#o!al #&e#s !o "r#or##e' a!' e%%ec#vely(se' %or a''ress#!$ he c(rr#c(l(&

b) !de.uate#!sr(c#o!al #&e #s"rov#'e' %or eachers o "la! a!'fu**y enact t+e curricu*um(

b) &"le #!sr(c#o!al #&e #s"rov#'e' a!' (#l#e' e%%ec#vely by

all eachers o a''ress he

c(rr#c(l(& 5le+#b#l#y #s b(#l #!ohe sche'(le o %(rher a''resss('e! sco!ce"#o!s as *ell aso "rov#'e e!r#ch&e! o""or(!##eso e!s(re s('e! s(ccess

Evidence:

Rationa*e:

"e/t #tep&:



4/15


Demon&trator 3( In&tructiona* #trategie&

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


a) .!sr(c#o!al srae$#es hro($ho(he school are "re'o!a!lyeacherce!ere' a!' #!volve *holeclass or #!%le+#ble $ro("#!$s o%s('e!s

a) .!sr(c#o!al srae$#es vary *#'elyhro($ho( he school S('e!s*ork #! s&all $ro("s, base' o!s('e! !ee's

a) Teachers routine*y u&e &tudent-centered and evidence-,a&ed

in&tructiona* &trategie&t+atinc*ude c*a&&room di&cu&&ion&

.ue&tioning and *earning ta&k&

t+at promote critica* t+inking

&ki**&( $eac+er& &caffo*d

in&truction(S('e!s *ork #!

%le+#ble, collabora#ve $ro("s base'o! s('e! !ee's a!' *earning

&ty*e&

a) Teachers ro(#!ely (se h#$hlye%%ec#ve, s('e!ce!ere' a!'ev#'e!cebase' #!sr(c#o!alsrae$#es ha #!cl('e classroo&'#sc(ss#o!s, -(es#o!#!$, a$ea""ro"r#ae #!-(#rybase' ac#v##esa!' lear!#!$ asks ha "ro&oe 21s

0e!(ry Sk#lls S('e!s *ork #!

%le+#ble, collabora#ve $ro("s base'o! s('e! #!eress, cho#ce, !ee's

a!' lear!#!$ syles

b) Teachers rarely %oc(s lesso!s o!'e%#!e'/sa!'ar'sbase' lear!#!$

ar$es

b) Teachers &ay share a lear!#!$ar$e b( 'o !o !ecessar#ly e!s(re

he ar$e #s co!!ece' o #!e!'e'sa!'ar's a!'/or ha s(ccess

cr#er#a %or &ee#!$ he ar$e #s(!'ersoo' by all s('e!s

b) Teachers con&i&tent*y invo*ve&tudent& in defining and)or

writing *earning target& 2u&ing

c*ear and preci&e *anguage t+at

are e&&entia* to &tandard

attainment( #tudent& can

de&cri,e w+at it take& to ac+ieve

t+e target 2t+e &ucce&& criteria(

In&truction i& p*anned to direct*y

en&ure t+at &tudent& meet t+e

target& and u*timate*y +aveopportunitie& to demon&trate

under&tanding of t+e &tandard a&

a w+o*e(

b) Teachers a!' s('e!s coco!sr(c/rev#e* he lear!#!$

ar$es 'a#ly S('e!s ca!ar#c(lae *ha hey are lear!#!$ o

'o a!' ho* hey *#ll k!o* hey ares(ccess%(l They re$(larly sel%

assess a!' e!$a$e #! "eerassess&e! srae$#es S('e!s alsorack he#r "ro$ress *#h lear!#!$ar$es hro($ho( #!sr(c#o!al

(!#s a!' have &(l#"le a!' var#e'o""or(!##es o 'e&o!sraelear!#!$

c) S('e!s are !o e!$a$e' #! crossc(rr#c(lar #!sr(c#o! .!sr(c#o!re&a#!s se$&e!e' by co!e!areas *#ho( re$ar' o !a(ral a!'a(he!#c #!e$ra#o!

c) S('e!s are !o re$(larly e!$a$e'#! crossc(rr#c(lar #!sr(c#o!.!e$ra#o! ha""e!s occas#o!allya!' 'oes!7 a""ear o be#!e!#o!al

c) S('e!s are engaged in cro&&-curricu*ar in&truction t+at i&

de*i,erate cu*tura**y re&pon&ive

and inc*ude& +and&-

on aut+entic and app*ied

*earning e/perience&(

c) S('e!s are co!s#se!ly e!$a$e'#! a var#ey o% crossc(rr#c(lar#!sr(c#o!al ac#v##es ha are'el#berae, c(l(rally res"o!s#ve,a!' #!cl('e ha!'so! a(he!#clear!#!$ e+"er#e!ces



5/15


Evidence:

Rationa*e:

"e/t #tep&:



6/15


Demon&trator 4( Kentucky #y&tem& of Intervention 2K#I )Re&pon&e to Intervention 2RtI

A school establishes and uses a systematic comprehensive system that addresses accelerated learning achievement gaps highly-effective instruction readiness tolearn and student transitions. A school provides a seamless frame!ork using state and federal funding that addresses academic and behavioral needs that is

accessible to all students.


a) KS./ 4. 'ec#s#o! &ak#!$"roocol has !o bee! esabl#she'

a) KS./ 4. 'ec#s#o! &ak#!$"roocol has bee! esabl#she' b( #s

#!e%%ec#ve a!' !o al*ayse-(#ably a""l#e'

a) KS./ 4. 'ec#s#o! &ak#!$"roocol has bee! esabl#she' a!'

#s (se' o &ake 'ec#s#o!s base' o!s('e! !ee's

a) KS./ 4. 'ec#s#o! &ak#!$"roocol has bee! esabl#she' a!' #s

al*ays (se' o &ake 'ec#s#o!s haare base' o! #!'#v#'(al s('e!

!ee's

b) 8!#versal scree!#!$ #s !o (#l#e'

o "oe!#ally #'e!#%y s('e!s %or#!erve!#o!

b) 8!#versal scree!#!$ #s (se' o

'eer!e s('e!s %or #!erve!#o!,b( he 'aa #s !o (se' o

'eer!e #!erve!#o! serv#ces


'eer!e s('e!s %or #!erve!#o!a!' he 'aa #s (se' o 'eer!e

#!erve!#o! serv#ces


'eer!e s('e!s %or #!erve!#o!serv#ces '#a$!os#c assess&e!

a!'/or s(""le&e!al re"or 'aa #s(se' o %(rher #!%or& he

#!'#v#'(al s('e!7s #!erve!#o!serv#ces

c) .!sr(c#o! #s !o researchbase' c) .!sr(c#o! #s !o al*ays researchbase', or #s !o al*ays access#ble

o all s('e!s Serv#ces ae&" o"rov#'e #!erve!#o!s %or s('e!ach#eve&e! b( are !o al*ayse%%ec#ve or are #!co!s#se!

c) #$hly e%%ec#ve #!sr(c#o!#!cl('es #ere' serv#ces ha

"rov#'e #!erve!#o! o #!creases('e! ach#eve&e!, #s research

base', al#$!e' o sa!'ar's as *ellas across #ers, a!' access#ble o alls('e!s

c) #$hly e%%ec#ve #!sr(c#o!#!cl('es #ere' serv#ces ha

"rov#'e a co&"rehe!s#ve syse& o%#!erve!#o!s o &a+#e s('e!ach#eve&e!, #s researchbase',al#$!e' o sa!'ar' as *ell asacross #ers, a!' 'es#$!e' o &eehe #!'#v#'(al !ee's o% all s('e!s

') .!erve!#o! ea&s are !oesabl#she', or &e&bers 'o !ore$(larly &ee o '#sc(ss s('e!!ee's ca'ec a!' behav#oral#!erve!#o! serv#ces are #!e%%ec#vea!' #!co!s#se!

') .!erve!#o! ea& &e&bers &eea!' '#sc(ss "ro$ra&&a#c a!'

behav#oral !ee's, b( he %ollo*hro($h #s #!e%%ec#ve or#!co!s#se!

') .!erve!#o! ea& &e&bers &ee o'#sc(ss aca'ec a!' behav#oral!ee's o% s('e!s a!' a'e-(aelya''ress hose !ee's

') .!erve!#o! ea& &e&bersro(#!ely &ee o '#sc(ss heaca'ec a!' behav#oral !ee's o%each #!erve!#o! s('e! a!'e%%ec#vely &ee he#r !ee's Tea&&e&bers co&&(!#cae#!erve!#o! "la!s a!' "ro$ress*#h s('e!s a!' %al#es

e) Pro$ress &o!#or#!$ #s !o (se' e) Pro$ress &o!#or#!$ #s (se'#!%re-(e!ly, or #s !o (se' o

e) Pro$ress &o!#or#!$ 'aa asre-(#re' #! S; 1 2


7/15


#!%or& 'ec#s#o!s abo( #!sr(c#o! s"ec#%#cally '#a$!os#c 'aa)#!%or&s 'ec#s#o!s abo( #!sr(c#o!a!' #!'#v#'(al s('e! lear!#!$.!sr(c#o! #s a'(se' base' o! he

"ro$ress &o!#or#!$ 'aa

#!%or&s 'ec#s#o!s abo( #!sr(c#o!a!' #!'#v#'(al s('e! lear!#!$.!sr(c#o! #s a'(se' base' o! he

"ro$ress &o!#or#!$ 'aa

%) The school has !o co&&(!#ca#o!

re$ar'#!$ #!erve!#o!s *#h he%al#es o% hose s('e!s #'e!#%#e'%or #!erve!#o!

%) The school has very l#e'

co&&(!#ca#o! re$ar'#!$#!erve!#o!s *#h he %al#es o%hose s('e!s #'e!#%#e' %or#!erve!#o! The %aly #s o!ly!o#%#e' o% #!erve!#o! serv#ces

%) The school re$(larly co&&(!#caes

#!erve!#o! serv#ces a!' "ro$ress*#h he %al#es o% hose s('e!s#'e!#%#e' %or #!erve!#o! 5alyco&&(!#ca#o! #s %oc(se' o!#&"rov#!$ s('e! lear!#!$

%) The school co!s#se!ly

co&&(!#caes #!erve!#o! serv#cesa!' "ro$ress *#h he %al#es o%hose s('e!s #'e!#%#e' %or#!erve!#o! 5alyco&&(!#ca#o! #s %oc(se' o!#&"rov#!$ s('e! lear!#!$5al#es "rov#'e re$(lar #!"( a!'re%lec#o! #!o he s('e!7s#!erve!#o! "la!, serv#ces, a!'/or

"ro$ress

Evidence:

Rationa*e:

"e/t #tep&:



8/15

Formative & Summative Assessment

K-3: 5%R!$I6E!"D#U!$I6E!##E##E"$

Demon&trator '( !&&e&&ment&

"eachers should use multiple assessment processes to inform guide develop and revise instructional strategies and curriculum to enhance to student learning andachievement.


a) Teachers 'o !o (se assess&e!'aa o &o!#or s('e! "ro$ress or$(#'e #!sr(c#o!

a) Teachers #!co!s#se!ly a!'/or#rre$(larly (se #!%or&alassess&e!s o &o!#or "ro$ress

a!'/or $(#'e #!sr(c#o!

a) Teachers em,ed day-to-day)week-to-week)informa*

a&&e&&ment& to monitor progre&&

and guide in&truction 2a*igned to

t+e &c+oo*7& &y&temic

p*an)po*icy(

a) Teachers collaborae o co!s#se!lye&be' 'ayo'ay/*eeko*eek/#!%or&al assess&e!s o

&o!#or "ro$ress a!' $(#'e#!sr(c#o! al#$!e' o he school7s

sysec "la!/"ol#cy)

b) Teachers rarely (se assess&e!

&eho's o $aher 'aa abo(s('e! (!'ersa!'#!$ Teachers

rarely re%lec o! #!sr(c#o!, !or&ake a'(s&e!s o s(""or eachs('e!7s lear!#!$

b) Teachers (se l#e' assess&e!

&eho's o syse&a#cally $aher'aa abo( s('e! (!'ersa!'#!$ o%

lear!#!$ ar$es, re%lec o!#!sr(c#o!, a!' &ake a'(s&e!so #!sr(c#o!

b) Teachers (se mu*tip*e and

deve*opmenta**y appropriate

a&&e&&ment met+od&e$,

%or&a#ve, scree!#!$, '#a$!os#c,#!er#&, be!ch&ark, s(&&a#ve) osyse&a#cally $aher 'aa abo(s('e! (!'ersa!'#!$ o% lear!#!$ar$es, re%lec o! #!sr(c#o!, a!'&ake a'(s&e!s o #!sr(c#o!

b) Teachers collaborae a!' a!alye

&(l#"le a!' 'evelo"&e!allya""ro"r#ae assess&e! &eho's

e$, %or&a#ve, scree!#!$,'#a$!os#c, #!er#&, be!ch&ark,s(&&a#ve) o syse&a#cally$aher 'aa abo( s('e!(!'ersa!'#!$ o% lear!#!$ ar$es,re%lec o! #!sr(c#o!, a!' &akea'(s&e!s o s(""or eachs('e!7s lear!#!$

Evidence:

Rationa*e:

"e/t #tep&:



9/15

Formative & Summative Assessment

Demon&trator 0: E/pectation& for #tudent Learning

"eachers communicate consistently high e#pectations and use common standards for student learning in K-$.

Limited)"o imp*ementation "eed Improvement Proficient Di&tingui&+ed

a) S('e!s a!' %al#es are !o

"rov#'e' &o'els a!'/or'escr#"#o!s o% #!e!'e' lear!#!$ar$es

a) S('e!s a!' %al#es are rarely

$#ve! &o'els a!' 'escr#"#o!s o%#!e!'e' lear!#!$ ar$esDescr#"#o!s &ay be (!clear a!'/or#!co&"lee

a) S('e!s a!' %al#es are

provided wit+ c*ear mode*& andde&cription& of t+e intended

target& to ,e ma&tered(

a) S('e!s a!' %al#es are "rov#'e'

$(#'a!ce *#h 'escr#"#ve a!' clear&o'els o% he #!e!'e' ar$es o be&asere' o e!able s('e!s o'e%#!e he clear cr#er#a %or he#rs(ccess

b) Teachers rarely "rov#'e %ee'back b) Teachers "rov#'e "r#&ar#lyeval(a#ve %ee'back e$, $ra'es,scores, $e!er#c co&&e!s s(ch as=*ell 'o!e7 or =ry har'er7) raherha! 'escr#"#ve a!' %oc(se'%ee'back ha ca! ac(ally ass#s he

s('e! #! #&"rov#!$ he#r *ork

b) Teachers provide time*y *earningtarget-focu&ed de&criptive

feed,ack to &tudent& and provide

guidance on +ow to app*y t+e

feed,ack to en+ance &tudent

work(

b) Teachers "rov#'e #&ely, lear!#!$ar$e%oc(se' 'escr#"#ve %ee'backo s('e!s a!' "rov#'e $(#'a!ceo! ho* o a""ly he %ee'backS(%%#c#e! #&e #s $#ve! re$(larly os('e!s o re%#!e he#r h#!k#!$,

e!ha!ce he#r lear!#!$, a!'#&"rove he#r *ork base' o! he#!e!'e' lear!#!$ ar$es

Evidence:

Rationa*e:

"e/t #tep&:



10/15

Professional Develoment

K-3: PR%5E##I%"!LDE6EL%PE"$

'( %pportunitie&

%rofessional development opportunities are planned !ith teacher learning needs in mind and in response to data available about school needs teacher practiceand student learning.


a) There #s !o "ro%ess#o!al'evelo"&e! ac#o! "la!

a) "ro%ess#o!al 'evelo"&e! ac#o!"la! #s 'evelo"e' b( !o %(lly#&"le&e!e' a!'/or a""ro"r#ae %or

K3 #!sr(c#o!

a) The profe&&iona* deve*opmentaction p*an i& *inked to t+e

Compre+en&ive #c+oo*

Improvement P*an 2C#IP and i&

appropriate for K-3 in&truction

a) The "ro%ess#o!al 'evelo"&e!ac#o! "la! #s l#!ke' o he0o&"rehe!s#ve School

.&"rove&e! Pla! 0S.P), #sa""ro"r#ae %or K3 #!sr(c#o!, a!'

#s rev#s#e' hro($ho( he year oassess he #&"le&e!a#o! a!'%#'el#y a!' o &ake !ee'e'cha!$es

b) Teachers have l#e' access oobe&be''e' "ro%ess#o!al'evelo"&e!

b) Teachers have a'e-(ae access oobe&be''e' "ro%ess#o!al'evelo"&e!

b) Teachers have access o a!'participate in 8o,-em,edded

profe&&iona* deve*opment 2e(g(

di&tance *earning conference&

work&+op& t+at &upport&

re&earc+-,a&ed K-3 practice&(

b) Teachers base he#r obe&be''e'"ro%ess#o!al 'evelo"&e! cho#ceso! research, sel%re%lec#o! a!'rev#e* o% s('e! o(co&e 'aa

Evidence:

Rationa*e:

"e/t #tep&:

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13 !"


11/15

Professional Develoment

0( Participation

"eachers are leaders in their professional community and guide&lead professional development that meets the needs of the professional learning community.

"o imp*ementation "eed& Improvement Proficient Di&tingui&+ed

a) Teachers a!' a'!#sraors 'o !o

"ar#c#"ae #! "ro%ess#o!al lear!#!$co&&(!##es

a) Teachers a!' a'!#sraors are

"ass#ve &e&bers o% "ro%ess#o!allear!#!$ co&&(!##es

a) Teachers a!' a'!#sraorsactive*y participate a& mem,er&

of profe&&iona* *earning

communitie& t+at focu& on

re&earc+-,a&ed K-3 practice&

p*anning of in&truction ana*y&i&

of a&&e&&ment data)&tudent work

and &tudent performance(

a) Teachers a!' a'!#sraors

ac#vely "ar#c#"ae as &e&bers a!'lea'ers o% "ro%ess#o!al lear!#!$co&&(!##es ha %oc(s o! h#$hlye%%ec#ve a!' researche'base' K3

"rac#ces, "la!!#!$ o% #!sr(c#o!,a!alys#s o% assess&e! 'aa/s('e!*ork a!' s('e! "er%or&a!ce o#&"ac boh he K3 "ro$ra&, as*ell as #!'#v#'(al s('e! !ee's

b) K3 eachers a!' a'!#sraors

have !o co!ac *#h e+er!al"ar!ers


have l#e' co!ac *#h e+er!al"ar!ers


re$(larly collaborae *#h heco&&(!#y, local b(s#!ess

"ar!ers, as *ell as early lear!#!$co&&(!##es a!' seco!'ary

"ar!ers

b) K3 eachers a!' a'!#sraors are

"rov#'e' #&e #! he schoolsche'(le, a s#"e!' a!'/or

"ro%ess#o!al 'evelo"&e! cre'# %orcollabora#o! *#h co&&(!#y,

b(s#!ess, early lear!#!$ a!'"osseco!'ary "ar!ers

Evidence:

Rationa*e:

"e/t #tep&:

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13 !!


12/15

A#ministrative$%ea#ersi Suort & 'onitorin(

K-3: !DI"I#$R!$I6E)LE!DER#9IP#UPP%R$!"D%"I$%RI"

Demon&trator '( Po*icie& and onitoring

School leadership establishes and monitors implementation of policies provides adequate resources facilities space and instructional time tosupport highly effective K-$ instructional programs.

"o imp*ementation "eed& Improvement Proficient Di&tingui&+eda) School lea'ersh#"/S;D>

co&ee !e#her &o!#ors !orallocaes s(%%#c#e! #&e a!'reso(rces ha are !ecessary os(""or a! e%%ec#ve K3 "ro$ra&

a) School lea'ersh#"/S;D>co&ee &o!#ors a!'/orallocaes #&e a!' reso(rces*#ho( co!s#'era#o! o% s"ec#%#c!ee's %or a! e%%ec#ve K3

"ro$ra&

a) School lea'ersh#"/S;D>co&ee continua**y monitor&t+e avai*a,i*ity of re&ources #!e%%or o ho($h%(lly allocaes(%%#c#e! blocks o% #!sr(c#o!al#&e a!' 'evelo"&e!allya""ro"r#ae reso(rces needed to

&upport an effective K-3

program(

a) School lea'ersh#"/S;D>co&ee co!#!(ally (#l#es#!"( %ro& sakehol'ers o or$a!#ea!' &o!#or he ava#lab#l#y o%o(s#'e reso(rces #! e%%or oe%%ec#vely a!' e-(#ably allocaehe !ecessary #&e a!' reso(rces

!ee'e' o s(""or a h#$hly e%%ec#veK3 "ro$ra&

b) S;D> co&ee 'oes !oesabl#sh %or&al "ol#c#es b) S;D> co&ee esabl#shes"ol#c#es %or he K3 "ro$ra&,

ho*ever he "ol#c#es are !o 'aa'r#ve! a!' are !o ro(#!ely

&o!#ore' or reassesse'

b) S;D> co&ee esabl#shes a!'enact& a proce&& toat *ea&t

annua**y ana*y1edatarelae' ohe #&"le&e!a#o! a!' #&"ac o%

"ol#c#es a!' "rac#ces &pecifica**yfor t+e K-3 program(

b) S;D> co&ee #!volveseachers, "are!s a!' co&&(!#y

sakehol'ers a!!(ally #! hea!alys#s o% 'aa o &ake

reco&&e!'a#o!s %or co!#!(o(s#&"rove&e! #! he K3 "ro$ra&

Pol#c#es a!' "rac#ces %or a h#$hlye%%ec#ve K3 "ro$ra& are rev#s#e'

a!' rev#se' a!!(ally base' o!&(l#"le so(rces o% #&"ac 'aa

c) School co(!c#l/lea'ersh#" !ever or

rarely co&&(!#caes *#h "are!sabo( he K3 "ro$ra&

c) School co(!c#l/lea'ersh#"

co&&(!#caes *#h "are!s abo(he K3 "ro$ra&

c) School co(!c#l/lea'ersh#"

communicate& wit+ parent& andcommunity fre.uent*yabo( heK3 "ro$ra&

c) var#ey o% so(rces, #!cl('#!$

ech!olo$y a!' &e'#a reso(rces,are re$(larly (se' o co&&(!#caec(rre! #!%or&a#o! abo( he K3

"ro$ra& *#h "are!s a!'co&&(!#y

') School lea'ersh#"/S;D> 'oes !oesabl#sh "ol#c#es ha "ro&oe bes

"rac#ce #! he K3 "ro$ra&

') School lea'ersh#"/S;D>esabl#shes "ol#c#es ha "ro&oe

bes "rac#ce #! he K3 "ro$ra&.&"le&e!a#o! #s #!co!s#se! or

') School lea'ersh#"/S;D>esabl#shes a!' &a#!a#!s "ol#c#esha "ro&oe bes "rac#ce #! he K3 "ro$ra& 2e(g( critica*

') School lea'ersh#"/S;D>&a#!a#!s a!' sab#l#es "ol#c#esha "ro&oe bes "rac#ce #! he K3 "ro$ra& e$, cr##cal ar#b(es:

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13 !2


13/15

A#ministrative$%ea#ersi Suort & 'onitorin(

&ay !o be %(lly %(!c#o!#!$ attri,ute&: continuou& progre&&deve*opmenta**y appropriate

educationa* practice& mu*tiage

and mu*tia,i*ity c*a&&room&

aut+entic a&&e&&ment .ua*itative

reporting met+od& profe&&iona*

teamwork and po&itive parent

invo*vement

co!#!(o(s "ro$ress,'evelo"&e!ally a""ro"r#aee'(ca#o!al "rac#ces, &(l#a$e a!'&(l#ab#l#y classroo&s, a(he!#cassess&e!, -(al#a#ve re"or#!$&eho's, "ro%ess#o!al ea&*ork,a!' "os##ve "are! #!volve&e!)

Evidence:

Rationa*e:

"e/t #tep&:

KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13 !3


14/15

Demon&trator 0( Principa* Leader&+ip

%rincipals are the primary leaders of all K-$ program efforts and support teacher leadership through shared leadership strategies and actions.

"o imp*ementation "eed& Improvement Proficient Di&tingui&+ed

a) The "r#!c#"al lacks (!'ersa!'#!$o% he s"ec#%#c ele&e!s a!'ar#b(es ha co!r#b(e o a!e%%ec#ve K3 "ro$ra&

a) The "r#!c#"al s(""ors he K3"ro$ra& b( 'oes !o e%%ec#vely&o!#or he #&"le&e!a#o! a!'#&"ac o! s('e! lear!#!$ a!'access o a""ro"r#ae lear!#!$e+"er#e!ces a!' s(""ors

a) The "r#!c#"al work&co**a,orative*ywit+ teac+er& todefine &upport and continuou&*y

improvet+e K-3 program The"r#!c#"al re$(larly %ac#l#aes K3ea& &ee#!$s in order to monitorand &upport a** K-3 program

effort&

a) The "r#!c#"al #!e!#o!ally creaesa sr(c(re o "ro&oe a!'e&"o*er eacher lea'ers o 'e%#!ea!' co!#!(o(sly #&"rove he K3

"ro$ra& The "r#!c#"al collaboraes*#h he eachers/eacher lea'ersre$(larly o a!alye "ro$ra& a!'s('e! 'aa, "rov#'#!$ %ee'backa!' s(""or %or o!$o#!$#&"rove&e!s ha "ro&oe hes(ccess o% every K3 s('e! a!'

all K3 "ro$ra& e%%ors

b) The "r#!c#"al 'oes !o "ro&oe a!e!v#ro!&e! ha s(""ors a

"ro%ess#o!al lear!#!$ co&&(!#y

b) The "r#!c#"al %ac#l#aes"ro%ess#o!al lear!#!$ re$ar'#!$ heK3 "ro$ra&

b) The "r#!c#"al participate& fu**y inand faci*itate& re&earc+-,a&ed

profe&&iona* *earning#! rela#o!o he K3 "ro$ra&

b) The "r#!c#"al "ar#c#"aes %(lly #!,%ac#l#aes a!' lea's researchbase',o!$o#!$ "ro%ess#o!al lear!#!$ #!rela#o! o he K3 "ro$ra&

c) There are !o "ol#c#es #! "lace oassess ass#$!&e! o% sa%% o &ees('e! !ee's

c) The "r#!c#"al esabl#shes "ol#c#es%or he ass#$!&e! o% sa%% base' o!!ee's o% s('e!s

c) The "r#!c#"al &akes 'ec#s#o!srelae' o sa%% ass#$!&e! ,a&edon &tudent need& determined ,y

&tudent trend data(

c) The "r#!c#"al &akes 'ec#s#o!srelae' o sa%% ass#$!&e! base' o!s('e! !ee's 'eer!e' by re!''aa aro(!' s('e! "er%or&a!cea!' sa%% ab#l##es

Evidence:

Rationa*e:

"e/t #tep&:


15/15

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KDE K-3 Program Review 3-13.doc

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