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 Sample PE Lesson Plans 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? The physical education curriculum provides limited differentiated learning strategies and activities. 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. The physical education curriculum provides differentiated learning strategies and activities for all lessons that ensure all students develop competency and confidence in motor skills that fosters the necessary knowledge for life-long physical activity. Health/PE Curriculum Map Sample PE Lesson Plans Access to IEP/504 Plans/Gifted and Talented Service Plans in Infinite Campus School-wide Video C Donaldson: China Cheer C Flener and J Scott: Swimming 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 and Decorating door for Red Ribbon Week P McKinney: 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 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? 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. 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 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 CSHC Meeting Sign-in Sheet CSHS Meeting Minutes Wellness Policy
S Bratcher: STLP Showcase setup booths at Harvest on the Square, Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate To what extent does the school ensure students routinely engage in grade level appropriate, career-related problem solving within the classroom? Students learn connections between core academic skills and career education. Students apply core academic skills such as math and reading to solve real world problems related to career education. 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. YSC hosts 8th grade Career Day PLCS/Technology Curriculum Map A Smith-Thomas: Career Researching with Technology, Student Generated Rubric and Presentation J Martin: Career Worksheets (Scientist, Lab Technician & Carpet Installer S Bratcher: Career Research Project Rubric, Lesson Plan, Prezi and PowerPoints M Crawford: Careers in Art (Research) P McKinney: PowerPoints including topics – Slopes in Real Life (Careers) P Wallace: Career Choice Simulation S Daugherty: Falling Bridges 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 career education? Information about careers is limited to specific classes and/or grade levels. Information about careers is routinely integrated into the total school curriculum. Information about careers is routinely integrated into the total school curriculum and cross-curricular teachers collectively create multiple interdisciplinary units of study and projects. YSC hosts 8th Grade Career Day and Reality KDE Guest Speaker – Internet Safety and Social Medias Impact on Employment A Smith-Thomas and H Elmore: Casco HR Guest Speaker Resume, Cover Letter and Interviewing A Smith-Thomas: Career Researching with Technology, Student Generated Rubric and Presentation C Donaldson: Egyptian Civilization Careers L Graham: Zentangle Art Careers L Wood: Gifted and Talented trip to Frankfort to witness the proclamation being signed M Crawford: Careers in Art (Research) P Bucklew: Scientific Careers via video P Fazel: Career Journal Entries P McKinney: PowerPoints including topics – Slopes in Real Life (Careers)
P Wallace: Group Work – Character of N. America, US Regions and Team Game Tournament Test Review S Daugherty: Falling Bridges Worksheet To what extent does the school ensure information about careers is routinely integrated into the total school curriculum? There is limited use of technology in the delivery of the career education curriculum. Technology is integrated into the delivery of the career education curriculum. 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. PLCS/Technology Curriculum Map (Videos, Online learning sites/tools) A Smith-Thomas: Career Researching with technology, Student generated rubric and Presentation D McCrocklin: Bridge Building with Technology M Crawford: Careers in Art (Research) P Bucklew: Scientific Careers via video P McKinney: PowerPoints including topics – Slopes in Real Life (Careers) S Bratcher: Jeremy Hack Guest Speaker (Photography and Videography)/PowerPoints/ Hands-on practice/Beechtree News Article, Career Art (Internet Research on “tools” used in career), Everfi Entrepreneur Program/Course Outline/Student Report/Student Certificate; Class Career Salary Spreadsheet; Career Research Project Rubric, Lesson Plan, Prezi and PowerPoints To what extent does the school ensure technology is integrated into the delivery of the career education curriculum? Students have limited opportunities to develop and practice career and leadership skills through service learning projects, organizations, and/or student organization activities. 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. 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 (Art, STLP, Bridge Building, Yearbook, Academic Team, Jr Beta, Young Leaders, Book Club) Student Recognition – Monday Messenger, School’s Social Media (Webpage, Facebook, Remind 101 and One-Call to Parents): Geography Bee and Spelling Bee B Frazier collab L Cardwell Wildlife Sanctuary Presentation and Collection M Crawford: Slogan Contest – entry Top 15 in state (Kentucky Office of Secretary of State) S Bratcher: Everfi Entrepreneur Computer Program, Edmodo, Career Interest Inventory, Career Research
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? Teachers have limited access to job embedded professional learning opportunities in PL/CS. Job embedded PL/CS focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities. 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. S Bratcher: PGP To what extent does the school ensure that job embedded practical living/career studies professional learning opportunities are available to teachers? The school encourages collaboration between PLCS and academic core teachers, but does not allocate time for collaboration to occur. The school allocates time for PLCS and academic core teachers to collaborate and exchange ideas. 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 Email Correspondence – Sharing Resources (C Dockery, C Donaldson, P Fazel, L Cardwell) To what extent does the school allocate time for PL/CS and academic core teachers to collaborate and exchange ideas?
programs, but are not equitable to other content areas. time and resources to implement the PLCS programs. time and resources to implement the PLCS programs, and acts upon the recommendations. To what extent do the principal and program teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs? School councils establish policies for the allocation of staff based on needs of students Decisions related to PLCS program staffing are based on student need. Decisions related to PLCS program staffing are made based on data from the ILP and/or community needs. SBDM Minutes To what extent does school leadership ensure that decisions related to PL/CS program staffing is based on student need and interests? Advisory Committees are implemented but do not collaborate to ensure quality PLCS programming policies. Committees (Coordinated School Health committees, CTE program advisory committees) meet a minimum of twice per school year to ensure quality PLCS programming policies. Advisory Committees (Coordinated School Health committees, CTE program advisory committees) meet at least quarterly throughout the school year to ensure quality PLCS programming policies. CSHC Advisory Committee Meetings PLCS/CTE Advisory Committee Meetings 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? A school-level wellness policy is developed but not reviewed annually. 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. 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. Wellness Policy 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? Demonstrator 2. Principal Leadership: Principals are the primary leaders of all PLCS program efforts and support teacher leadership through shared leadership strategies and actions.