education program that is aligned to the KCAS for practical living. To what extent does the school ensure the physical education curriculum is sequential and aligned to the Kentucky Core Academic Standards for PL/CS? 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 Standards. 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 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 Master Schedule Health/PE Curriculum Map Grade Level Gym Time: Monday (8th), Wednesday (6th) and Friday (7th) One Man Volleyball School-wide Video Red Ribbon & Safe Schools Week – Guest Speaker, School Program, Handout 6th, 7th & 8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interaction, career) B Bivens: Personal Fitness Record, Write-up and Graphs B Frazier collab L Cardwell and M Crawford Biomes Research Art Gallery Walk and C Donaldson: China Cheer C Flener and J Scott: Swimming E Clark: Sports Persuasive Essay H Elmore: Acting Exploding Moments for Narrative and Readers Theater Tell Tale Heart J Ausbrooks: Christmas Parade, BCHS Band Show and National Anthem (Home Show) K Doughty: Brain Breaks M Crawford: Greek Art and Olympics; School Improvement P McKinney: Math Activity (Christmas), Living Number Line, Multiply Integers Activity and Simon Says with Angles P Wallace: Flash Mob Singing their 8s S Daugherty: Math Aerobics T Lowe: Choir Veteran’s Day Sign Language Performance Young Leaders: Helping with MES 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?
H Elmore: Acting Exploding Moments for Narrative and Readers Theater Tell Tale Heart J Ausbrooks: Christmas Parade, BCHS Band Show and National Anthem (Home Show) L Cardwell: Book Club walk to Public Library M Crawford: Greek Art – Olympic throwing discus; Paper Making/Bookmaking project; School Improvement P McKinney: Living Number Line, Multiply Integers Activity and Simon Says with Angles P Wallace: Flash Mob Singing their 8s S Daugherty: Math Aerobics and Career T Lowe: Choir Veteran’s Day Sign Language Performance STLP: Walk around school grounds to take pictures with professional photographer Jeremy Hack 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? Demonstrator 3. Consumerism: Students have equitable access to high quality, rigorous consumerism education curriculum. Needs Improvement Proficient Distinguished Evidence Consumerism curriculum is aligned to state and national standards. 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. 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 research-based best practices, which includes authentic student-centered performance tasks. PLCS/Technology Curriculum Map Access to IEP/504 Plans/Gifted and Talented Service Plans in Infinite Campus L Cardwell: Book fair – online training, App, and Cash register with credit card reader P McKinney: PowerPoints including topics – Consumer Food Prices and Unit Rates R Johnson: Flocabulary Financial Literacy Lessons S Bratcher: 3 Rs Wordle Student Work and KET Pollution Video; Comparison Shopping Student Work and Lesson Plan; Everfi Financial Literacy Program Curriculum Guide, Student Report, Certificates and Lesson Plan; Wants and Needs Word Feature Activity; Animated Commercials using GoAnimate; 3 Rs Comic Strip
STLP: Showcase groups setup booths in Harvest on the Square and Basketball Concessions Young Leaders: Help with Valentine’s Dance hosted by PTO – leading dances, running photo booths and running concession stand To what extent does the school ensure students routinely engage in grade level appropriate financial decision making? Students learn connections between core academic skills and consumerism Students apply core academic skills such as math and reading to solve real world problems related to consumerism. 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 curriculum in all classrooms. PLCS/Technology Curriculum Map C Donaldson: Economic Vocabulary Posters & Presentations D McCrocklin and P Wallace: PBI Bank Guest Speakers – Financial Literacy (banking & checking) J Martin: Consumer Worksheets (Finding Miles per Gallon and Where to Shop) J Scott: Counting Money M Crawford: Creating a Budget P McKinney: PowerPoints including topics – Consumer Food Prices and Unit Rates; Consumer Proportional Reasoning; Consumerism Rates Ratios Bargain Shopping; Consumerism Extended Response; Consumerism Word Problems P Wallace: Check Writing and The Story of Checks & Electronic Payments Booklet R Johnson: Consumerism Bellringer; Flocabulary Financial Literacy lessons S Bratcher: Everfi Financial Literacy Program; Consumer Decision Worksheet 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? Information about consumerism is limited to specific classes and/or grade levels. Information about consumerism is routinely integrated into the total school curriculum. 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. PLCS/Technology Curriculum Map C Donaldson: Economic Vocabulary Posters and Presentations D McCrocklin and P Wallace: PBI Bank Guest Speakers – Financial Literacy (banking & checking) J Martin: Consumer Worksheets (Finding Miles per Gallon and Where to Shop) L Graham: Radio Contest Consumerism WKST L Winters and P McKinney: Advertising Alliteration M Crawford: Mammoth Cave National Park – Art Exhibit, Jingles for Ads, Recycled Items Inventions,
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 PLCS teachers are provided opportunities for content-specific professional learning, but do not participate. PLCS teachers participate in professional learning. PLCS teachers participate in content-specific professional learning that is selected based on school, student, and teacher data analysis. B Bivens: Safe Crisis Management Staff Recertification Training; NASP (archery); Medical Symposium; Football Clinic; Rules & Safety (KHSAA) and First Aid S Bratcher: Middle School Conference, Mental Health First Aid Training, Suicide and Self-Injury Workshop; Glogster Skype training, Counselor Connections sessions (College & Career Readiness) R Harpe: Promoting Positive Behavior in Schools I and II, Operation Preparation, Formative Assessment/Overview, Elementary and Secondary, ILP Webinars, and ACCESS Test Prep To what extent do PL/CS teachers participate in and implement content-specific professional learning? PLCS teachers are members of professional learning communities but are minimally active participants. PLCS teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement. PLCS teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement and share this information school wide. RA PLC meeting minutes and sign-in sheets B Bivens: Lead CSHC Advisory Committee S Bratcher: Co-Lead PLCS/CTE Advisory Committee, SBDM Member PLCS teachers are members of professional organizations. PLCS teachers are leaders in professional organizations and the school. PLCS teachers are leaders in professional organizations, the school and the community. B Bivens: Asst BCHS Football Coach and Head BCHS Girls Basketball Coach S Bratcher: KEA member, SBDM member, STLP Coordinator, A&H/PLCS/Writing Program Reviews Manager, District Infinite Campus Contact, Student
regarding the school’s PLCS programs. collaboration with staff and shared self-reflection. To what extent does the principal initiate and participate in professional learning regarding the school’s PL/CS programs? The principal rarely provides communication with parents and community about PLCS programs. The principal frequently provides communication with parents and community about PLCS programs. The principal regularly provides a variety of sources, including technology and media resources, when communicating with parents and community about PLCS programs. R Tuck: K-Prep PowerPoint Monday Messenger To what extent does the principal provide frequent communication with parents and community about PL/CS programs?