Aligned Curriculum ACADEMIC PERFORMANCE Standard 1 – Curriculum: The school develops and implements a curriculum that is rigorous, intentional, and aligned to promote student learning success. Content area reading instruction in all academic areas (#3). Multiple Assessments Standard 2 – Classroom Evaluation/Assessment The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs, including assessments of and assessments for learning. Early diagnosis and evaluation with appropriate individual intervention for students who struggle with literacy at all levels (#2). Instruction and Intervention Standard 3 – Instruction and Intervention The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. Engaging instruction in a supportive environment that will motivate students to achieve and to value education (#6). Literate Environment LEARNING ENVIRONMENT Standard 4 – School Culture: The school/district functions as a literacy learning community and supports a climate conducive to performance excellence. Acknowledgement & ownership by communities of the importance of high literacy attainment as a means to improve quality of life (#4). Partnerships Standard 5 – Partnerships The school/district works with families and community to remove barriers to learning and encourage attainment of literacy goals and meet the intellectual, social, career, and developmental needs of students. Supportive, participating families and community that value literacy (#1). Professional Learning Standard 6 – Professional Growth, Learning, & Evaluation The school/district provides research-based, results-driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning Well prepared and supported teachers at all levels who have a deep understanding & knowledge of the latest research & processes needed to facilitate & promote student learning in all content areas (#7).
1.12 is aligned and articulated horizontally and vertically within the school and vertically with other schools in the district to provide a fluid transition from class-to-class, grade-to-grade, and school-to- school. 1.13 is assessed both formally (e.g., tests, on demand writing, writing portfolio) and informally (e.g., dialog journal entry, reading response, journal, retellings, running records, checklists, anecdotal records, conferencing). . 1.14 is challenging and develops students’ abilities to think critically at high levels. 1.15 is student-centered and allows for opportunities to extend the curriculum through inquiry-based projects (e.g., web quests, projects). DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
1.16 is systematically monitored, evaluated, and reviewed. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
2.12 results of multiple assessments guide instructional decisions and selection of appropriate strategies. 2.13 students have multiple opportunities in different modalities (e.g. oral, written, performance, visual) to demonstrate their abilities before any reading difficulty is diagnosed or intervention is determined. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
Literacy PERKS: Instruction & Intervention INSTRUCTION AND INTERVENTION Indicators Provide data that indicate the extent to which… SCHOOL DATA SOURCES RESOURCES 3.1 teachers allow for continuous progress for all students and meet the students’ individual needs through differentiated instruction (e.g., learning styles, developmental variations, culturally-responsive teaching) and materials. 3.2 teachers include reading, writing, speaking, listening, and language activities in class on a regular basis. 3.3 teachers collaborate across grade levels to focus on targeted literacy strategies. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
3.12 teachers provide opportunities for students to use a variety of technology tools to extend their learning. 3.13 teachers revise their instruction based on analysis of student work. 3.14 teachers use various forms of grouping (e.g., whole group, small group, paired, partner) to meet individual students’ diverse needs. 3.15 teachers’ classrooms are adequately equipped for literacy instruction. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
Aligned Curriculum ACADEMIC PERFORMANCE Standard 1 – Curriculum: The school develops and implements a curriculum that is rigorous, intentional, and aligned to promote student learning success. Content area reading instruction in all academic areas (#3). Multiple Assessments Standard 2 – Classroom Evaluation/Assessment The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs, including assessments of and assessments for learning. Early diagnosis and evaluation with appropriate individual intervention for students who struggle with literacy at all levels (#2). Instruction and Intervention Standard 3 – Instruction and Intervention The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. Engaging instruction in a supportive environment that will motivate students to achieve and to value education (#6). Literate Environment LEARNING ENVIRONMENT Standard 4 – School Culture: The school/district functions as a literacy learning community and supports a climate conducive to performance excellence. Acknowledgement & ownership by communities of the importance of high literacy attainment as a means to improve quality of life (#4). Partnerships Standard 5 – Partnerships The school/district works with families and community to remove barriers to learning and encourage attainment of literacy goals and meet the intellectual, social, career, and developmental needs of students. Supportive, participating families and community that value literacy (#1). Professional Learning Standard 6 – Professional Growth, Learning, & Evaluation The school/district provides research-based, results-driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning Well prepared and supported teachers at all levels who have a deep understanding & knowledge of the latest research & processes needed to facilitate & promote student learning in all content areas (#7).
Literacy PERKS: LITERATE ENVIRONMENT LITERATE ENVIRONMENT Indicators Provide data that indicate the extent to which . . . SCHOOL DATA SOURCES RESOURCES 4.1 all teachers value reading and writing as tools to help students understand the content. 4.2 all teachers demonstrate how their work supports the schoolwide program. 4.3 all stakeholders take responsibility for improving the literacy performance of students. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
Literacy Team EFFICIENCY Standard 7 – Leadership: School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. Leadership and policy direction at all levels that support reading and lead to high literacy attainment for all Kentuckians (#8). Valuable Resources Standard 8 – Organizational Structure and Resources: The organization of the school/district maximizes use of time, all available space, and other resources to maximize teaching and learning and support high student and staff performance. Adequate time devoted directly to student reading, writing, speaking, and listening (#5). Literacy Plan Standard 9 – Comprehensive and Effective Planning: The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning.
Literacy Team EFFICIENCY Standard 7 – Leadership: School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. Leadership and policy direction at all levels that support reading and lead to high literacy attainment for all Kentuckians (#8). Valuable Resources Standard 8 – Organizational Structure and Resources: The organization of the school/district maximizes use of time, all available space, and other resources to maximize teaching and learning and support high student and staff performance. Adequate time devoted directly to student reading, writing, speaking, and listening (#5). Literacy Plan Standard 9 – Comprehensive and Effective Planning: The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning. Continue
7.6 the Literacy Team’s objective is to develop a unified, balanced approach to literacy and to facilitate the school’s goal of increasing the number of proficient readers and writers. 7.7 the Literacy Team meets regularly to plan. The Team advertises meeting dates in advance, records and collects minutes, and makes minutes accessible for public review. 7.8 the Literacy Team continues throughout the duration of school need. DATA SOURCES I&I -Implementation & Impact Check Plans CI - Curriculum and Instruction Documents OB - Classroom &/or Laboratory Observation PO -Supply Requisitions & Purchase Orders CP-Sch./Dist. Comprehensive Improvement Plan TI - Textbook and Other Instructional Materials DATA SOURCES INT- PR, T, P, S, C, O - Principal, Teacher, Parent, Student, Classified Staff, Other Stakeholder Interview and/or Survey DPT - Departmental Meeting Notes, Minutes, Agendas IEP, 504, ESS, G/T - Individual Education Programs, 504 Plans, Extended School Service Plans, Gifted and Talented Service Plans SE - Student Perception surveys/feedback of Teachers, Courses, Programs, Facilities DATA SOURCES PORT - Portfolio Analysis KPREP - Assessment Results SW - Student Work SYL - Course Syllabi WEB - School Websites LP - Lesson Plans PSP - Program Service Plan
Literacy Team EFFICIENCY Standard 7 – Leadership School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. Leadership and policy direction at all levels that support reading and lead to high literacy attainment for all Kentuckians (#8). Valuable Resources Standard 8 – Organizational Structure and Resources The organization of the school/district maximizes use of time, all available space, and other resources to maximize teaching and learning and support high student and staff performance. Adequate time devoted directly to student reading, writing, speaking, and listening (#5). Literacy Plan Standard 9 – Comprehensive and Effective Planning The school/district develops, implements, and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction, and action plan focused on teaching and learning. Continue
Aligned Curriculum ACADEMIC PERFORMANCE Standard 1 – Curriculum: The school develops and implements a curriculum that is rigorous, intentional, and aligned to promote student learning success. Content area reading instruction in all academic areas (#3). Multiple Assessments Standard 2 – Classroom Evaluation/Assessment The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs, including assessments of and assessments for learning. Early diagnosis and evaluation with appropriate individual intervention for students who struggle with literacy at all levels (#2). Instruction and Intervention Standard 3 – Instruction and Intervention The school’s instructional program actively engages all students by using effective, varied, and research-based practices to improve student academic performance. Engaging instruction in a supportive environment that will motivate students to achieve and to value education (#6). Literate Environment LEARNING ENVIRONMENT Standard 4 – School Culture: The school/district functions as a literacy learning community and supports a climate conducive to performance excellence. Acknowledgement & ownership by communities of the importance of high literacy attainment as a means to improve quality of life (#4). Partnerships Standard 5 – Partnerships The school/district works with families and community to remove barriers to learning and encourage attainment of literacy goals and meet the intellectual, social, career, and developmental needs of students. Supportive, participating families and community that value literacy (#1). Professional Learning Standard 6 – Professional Growth, Learning, & Evaluation The school/district provides research-based, results-driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning Well prepared and supported teachers at all levels who have a deep understanding & knowledge of the latest research & processes needed to facilitate & promote student learning in all content areas (#7).