Kentucky Department of Education

KDE Program Review for K-3

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

Curriculum & Instruction

K-3: CURRICULU
Demon&trator '( #tudent !cce&& All students have equitable access to highly effective curriculum and instruction. Limited)"o imp*ementation a) Teachers rarely collabora e o! "la!!#!$ %or &ee #!$ he !ee's o% all s ('e! s) "eed& Improvement a) Teachers #!%or&ally share #'eas a!' s ra e$#es %or #!s r(c #o!)

!"D I"#$RUC$I%"

Proficient

Di&tingui&+ed

a) Teachers con&i&tent*y co**a,orate a) Teachers collabora e school *#'e wit+ ot+er& on t+eir team or o e!s(re each s ('e! has access o grade *eve* to p*an in&tructiona* lear!#!$ e+"er#e!ces ha are unit&- inc*uding common !ecessary a!' a""ro"r#a e %or a&&e&&ment& and &upp*ementa* a a#!#!$ a!' eve! "ro$ress#!$ activitie& to en&ure t+at eac+ beyo!' c(rr#c(lar s a!'ar's) &tudent +a& acce&& to t+e Pare! , co&&(!# y a!' h#$her curricu*um and acce&& to e'(ca #o! "ar !ers are re$(larly &upport& nece&&ary to attain t+e #!volve' #! hel"#!$ 'es#$! curricu*um( e!$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 he b) S ('e! s have so&e access o he b) S ('e! s +ave acce&& to a variety b) S ('e! s have access o a!' (se a e-(#"&e! a!' &a er#als hey !ee' e-(#"&e! a!' &a er#als hey !ee' of e.uipment and materia*& ha var#e y o% e-(#"&e! a!' &a er#als o a a#! he c(rr#c(l(&) There #s o a a#! he c(rr#c(l(&) .!s r(c #o! are re*evant and nece&&ary to 'es#$!e' o &ee he#r #!'#v#'(al #!co!s#s e!cy or #!e-(# y #s !o o% e! a'/(s e' base' o! &upport t+eir need&) .!s r(c #o! #s !ee's a!' e!ha!ce he#r lear!#!$ hro($ho( he b(#l'#!$) .!s r(c #o! !ee's a!'/or s ('e! s are !o $#ve! continua**y revi&ed a!' s ('e! s e+"er#e!ces) .!s r(c #o! #s #s !o rev#se' o &ee #!'#v#'(al o""or (!# #es or #!s r(c e' #! ho* are in&tructed in +ow to u&e t+e co! #!(ally rev#se' a!' s ('e! s are s ('e! !ee's) o (se he %ee'back #! a! e%%ec #ve feed,ack to improve t+eir work) #!s r(c e' #! ho* o (se he *ay #! or'er o #&"rove s ('e! %ee'back o #&"rove he#r *ork) *ork) Evidence: Rationa*e: "e/t #tep&:

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

Curriculum & Instruction Demon&trator 0( !*igned and Rigorou& Curricu*um An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state and national standards. Limited)"o imp*ementation a) 0(rr#c(l(& #s !o al#$!e' o s a e s a!'ar's) "eed& Improvement a) 0(rr#c(l(& #s o!ly o"#cally al#$!e' o s a e s a!'ar's a!'/or 'oes !o #!cl('e "ac#!$ reco&&e!'a #o!s) Proficient a) The c(rr#c(l(& #s vertica**y and +ori1onta**y a*igned o s a e s a!'ar's a!' fu**y addre&&e& t+e rigor)intent of t+e &tandard&( It inc*ude& &pecific pacing recommendation&) Di&tingui&+ed a) 1 r#$oro(s c(rr#c(l(& #s al#$!e', ver #cally a!' hor#2o! ally, o s a e a!' !a #o!al s a!'ar's *# h a %oc(s o! 21s 0e! (ry Sk#lls a($h #! he co! e+ o% core s(b/ec s a!' #! er'#sc#"l#!ary he&es) Pac#!$ $(#'es are "rese! a!' ("'a e' a!!(ally base' o! #&"le&e! a #o! 'a a a!' lesso!s lear!e') b) 1&"le #!s r(c #o!al #&e #s "rov#'e' a!' ( #l#2e' e%%ec #vely by all eachers o a''ress he c(rr#c(l(&) 5le+#b#l# y #s b(#l #! o he sche'(le o %(r her a''ress s ('e! &#sco!ce" #o!s as *ell as o "rov#'e e!r#ch&e! o""or (!# #es o e!s(re s ('e! s(ccess)

b) There #s !o "la!/"ol#cy o! he (se o% #!s r(c #o!al #&e/c(rr#c(l(& #&"le&e! a #o!)

b) .!a'e-(a e #!s r(c #o!al #&e #s b) !de.uate #!s r(c #o!al #&e #s "rov#'e' #! he sche'(le o "rov#'e' %or eachers o "la! a!' e%%ec #vely "la! a!' e!ac he fu**y enact t+e curricu*um( c(rr#c(l(&3 O4 #!s r(c #o!al #&e #s !o "r#or# #2e' a!' e%%ec #vely (se' %or a''ress#!$ he c(rr#c(l(&)

Evidence: Rationa*e: "e/t #tep&:

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

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

a) .!s r(c #o!al s ra e$#es hro($ho( a) .!s r(c #o!al s ra e$#es vary *#'ely a) Teachers routine*y u&e &tudenta) Teachers ro( #!ely (se h#$hly he school are "re'o&#!a! ly hro($ho( he school) S ('e! s centered and evidence-,a&ed e%%ec #ve, s ('e! 6ce! ere' a!' eacher6ce! ere' a!' #!volve *hole *ork #! s&all $ro("s, base' o! in&tructiona* &trategie& t+at ev#'e!ce6base' #!s r(c #o!al class or #!%le+#ble $ro("#!$s o% s ('e! !ee's) inc*ude c*a&&room di&cu&&ion&s ra e$#es ha #!cl('e classroo& s ('e! s) .ue&tioning- and *earning ta&k& '#sc(ss#o!s, -(es #o!#!$, a$e6 t+at promote critica* t+inking a""ro"r#a e #!-(#ry6base' ac #v# #es &ki**&( $eac+er& &caffo*d a!' lear!#!$ asks ha "ro&o e 21s in&truction( S ('e! s *ork #! 0e! (ry Sk#lls) S ('e! s *ork #! %le+#ble, collabora #ve $ro("s base' %le+#ble, collabora #ve $ro("s base' o! s ('e! !ee's a!' *earning o! s ('e! #! eres s, cho#ce, !ee's &ty*e&) a!' lear!#!$ s yles) b) Teachers rarely %oc(s lesso!s o! 'e%#!e'/s a!'ar's6base' lear!#!$ ar$e s) b) Teachers &ay share a lear!#!$ b) Teachers con&i&tent*y invo*ve b) Teachers a!' s ('e! s co6 ar$e b( 'o !o !ecessar#ly e!s(re &tudent& in defining and)or co!s r(c /rev#e* he lear!#!$ he ar$e #s co!!ec e' o #! e!'e' writing *earning target& 2u&ing ar$e s 'a#ly) S ('e! s ca! s a!'ar's a!'/or ha s(ccess c*ear and preci&e *anguage3 t+at ar #c(la e *ha hey are lear!#!$ o cr# er#a %or &ee #!$ he ar$e #s are e&&entia* to &tandard 'o a!' ho* hey *#ll k!o* hey are (!'ers oo' by all s ('e! s) attainment( #tudent& can s(ccess%(l) They re$(larly sel%6 de&cri,e w+at it take& to ac+ieve assess a!' e!$a$e #! "eer6 t+e target 2t+e &ucce&& criteria3( assess&e! s ra e$#es) S ('e! s also In&truction i& p*anned to direct*y rack he#r "ro$ress *# h lear!#!$ en&ure t+at &tudent& meet t+e ar$e s hro($ho( #!s r(c #o!al target& and u*timate*y +ave (!# s a!' have &(l #"le a!' var#e' opportunitie& to demon&trate o""or (!# #es o 'e&o!s ra e under&tanding of t+e &tandard a& lear!#!$) a w+o*e(

c) S ('e! s are !o e!$a$e' #! cross6 c) S ('e! s are !o re$(larly e!$a$e' c) S ('e! s are engaged in cro&&c) S ('e! s are co!s#s e! ly e!$a$e' c(rr#c(lar #!s r(c #o!) .!s r(c #o! #! cross6c(rr#c(lar #!s r(c #o!) curricu*ar in&truction t+at i& #! a var#e y o% cross6c(rr#c(lar re&a#!s se$&e! e' by co! e! .! e$ra #o! ha""e!s occas#o!ally de*i,erate- cu*tura**y re&pon&ive#!s r(c #o!al ac #v# #es ha are areas *# ho( re$ar' o !a (ral a!' a!' 'oes!7 a""ear o be and inc*ude& +and&'el#bera e, c(l (rally res"o!s#ve, a( he! #c #! e$ra #o!) #! e! #o!al) on- aut+entic and app*ied a!' #!cl('e ha!'s6o! a( he! #c *earning e/perience&( lear!#!$ e+"er#e!ces)
KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13

Curriculum & Instruction

Evidence: Rationa*e: "e/t #tep&:

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

Curriculum & Instruction Demon&trator 4( Kentucky #y&tem& of Intervention 2K#I3 )Re&pon&e to Intervention 2RtI3 A school establishes and uses a systematic comprehensive system that addresses accelerated learning achievement gaps highly-effective instruction readiness to learn 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. Limited)"o imp*ementation a) 1 KS./ 4 . 'ec#s#o! &ak#!$ "ro ocol has !o bee! es abl#she') "eed& Improvement Proficient Di&tingui&+ed a) 1 KS./ 4 . 'ec#s#o! &ak#!$ a) 1 KS./ 4 . 'ec#s#o! &ak#!$ a) 1 KS./ 4 . 'ec#s#o! &ak#!$ "ro ocol has bee! es abl#she' b( #s "ro ocol has bee! es abl#she' a!' "ro ocol has bee! es abl#she' a!' #s #!e%%ec #ve a!' !o al*ays #s (se' o &ake 'ec#s#o!s base' o! al*ays (se' o &ake 'ec#s#o!s ha e-(# ably a""l#e') s ('e! !ee's) are base' o! #!'#v#'(al s ('e! !ee's) b) 8!#versal scree!#!$ #s (se' o b) 8!#versal scree!#!$ #s (se' o b) 8!#versal scree!#!$ #s (se' o 'e er&#!e s ('e! s %or #! erve! #o!, 'e er&#!e s ('e! s %or #! erve! #o! 'e er&#!e s ('e! s %or #! erve! #o! b( he 'a a #s !o (se' o a!' he 'a a #s (se' o 'e er&#!e serv#ces3 '#a$!os #c assess&e! 'e er&#!e #! erve! #o! serv#ces) #! erve! #o! serv#ces) a!'/or s(""le&e! al re"or 'a a #s (se' o %(r her #!%or& he #!'#v#'(al s ('e! 7s #! erve! #o! serv#ces) c) .!s r(c #o! #s !o al*ays research6 base', or #s !o al*ays access#ble o all s ('e! s) Serv#ces a e&" o "rov#'e #! erve! #o!s %or s ('e! ach#eve&e! b( are !o al*ays e%%ec #ve or are #!co!s#s e! ) c) 9#$hly e%%ec #ve #!s r(c #o! c) 9#$hly e%%ec #ve #!s r(c #o! #!cl('es #ere' serv#ces ha #!cl('es #ere' serv#ces ha "rov#'e #! erve! #o! o #!crease "rov#'e a co&"rehe!s#ve sys e& o% s ('e! ach#eve&e! , #s research6 #! erve! #o!s o &a+#&#2e s ('e! base', al#$!e' o s a!'ar's as *ell ach#eve&e! , #s research6base', as across #ers, a!' access#ble o all al#$!e' o s a!'ar' as *ell as s ('e! s) across #ers, a!' 'es#$!e' o &ee he #!'#v#'(al !ee's o% all s ('e! s ') .! erve! #o! ea& &e&bers &ee o ') .! erve! #o! ea& &e&bers '#sc(ss aca'e&#c a!' behav#oral ro( #!ely &ee o '#sc(ss he !ee's o% s ('e! s a!' a'e-(a ely aca'e&#c a!' behav#oral !ee's o% a''ress hose !ee's) each #! erve! #o! s ('e! a!' e%%ec #vely &ee he#r !ee's) Tea& &e&bers co&&(!#ca e #! erve! #o! "la!s a!' "ro$ress *# h s ('e! s a!' %a&#l#es) e) Pro$ress &o!# or#!$ 'a a :as re-(#re' #! S; 1 2<<9, #!cl('#!$ e) Pro$ress &o!# or#!$ occ(rs o! a ro( #!e sche'(le) Da a collec e' 6

b) 8!#versal scree!#!$ #s !o ( #l#2e' o "o e! #ally #'e! #%y s ('e! s %or #! erve! #o!)

c) .!s r(c #o! #s !o research6base')

') .! erve! #o! ea&s are !o ') .! erve! #o! ea& &e&bers &ee es abl#she', or &e&bers 'o !o a!' '#sc(ss "ro$ra&&a #c a!' re$(larly &ee o '#sc(ss s ('e! behav#oral !ee's, b( he %ollo* !ee's) 1ca'e&#c a!' behav#oral hro($h #s #!e%%ec #ve or #! erve! #o! serv#ces are #!e%%ec #ve #!co!s#s e! ) a!' #!co!s#s e! )

e) Pro$ress &o!# or#!$ #s !o (se')

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

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

Curriculum & Instruction #!%or& 'ec#s#o!s abo( #!s r(c #o!) s"ec#%#cally '#a$!os #c 'a a) #!%or&s 'ec#s#o!s abo( #!s r(c #o! a!' #!'#v#'(al s ('e! lear!#!$) .!s r(c #o! #s a'/(s e' base' o! he "ro$ress &o!# or#!$ 'a a) #!%or&s 'ec#s#o!s abo( #!s r(c #o! a!' #!'#v#'(al s ('e! lear!#!$) .!s r(c #o! #s a'/(s e' base' o! he "ro$ress &o!# or#!$ 'a a)

%) The school has !o co&&(!#ca #o! %) The school has very l#&# e' re$ar'#!$ #! erve! #o!s *# h he co&&(!#ca #o! re$ar'#!$ %a&#l#es o% hose s ('e! s #'e! #%#e' #! erve! #o!s *# h he %a&#l#es o% %or #! erve! #o!) hose s ('e! s #'e! #%#e' %or #! erve! #o!) The %a&#ly #s o!ly !o #%#e' o% #! erve! #o! serv#ces)

%) The school re$(larly co&&(!#ca es %) The school co!s#s e! ly #! erve! #o! serv#ces a!' "ro$ress co&&(!#ca es #! erve! #o! serv#ces *# h he %a&#l#es o% hose s ('e! s a!' "ro$ress *# h he %a&#l#es o% #'e! #%#e' %or #! erve! #o!) 5a&#ly hose s ('e! s #'e! #%#e' %or co&&(!#ca #o! #s %oc(se' o! #! erve! #o!) 5a&#ly #&"rov#!$ s ('e! lear!#!$) co&&(!#ca #o! #s %oc(se' o! #&"rov#!$ s ('e! lear!#!$) 5a&#l#es "rov#'e re$(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&:

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

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 and achievement. Limited)"o imp*ementation "eed& Improvement Proficient Di&tingui&+ed a) Teachers 'o !o (se assess&e! a) Teachers #!co!s#s e! ly a!'/or 'a a o &o!# or s ('e! "ro$ress or #rre$(larly (se #!%or&al $(#'e #!s r(c #o!) assess&e! s o &o!# or "ro$ress a!'/or $(#'e #!s r(c #o!) a) Teachers em,ed day-toa) Teachers collabora e o co!s#s e! ly day)week-to-week)informa* e&be' 'ay6 o6'ay/*eek6 o6 a&&e&&ment& to monitor progre&& *eek/#!%or&al assess&e! s o and guide in&truction 2a*igned to &o!# or "ro$ress a!' $(#'e t+e &c+oo*7& &y&temic #!s r(c #o! :al#$!e' o he school7s p*an)po*icy3( sys e&#c "la!/"ol#cy))

b) Teachers rarely (se assess&e! &e ho's o $a her 'a a abo( s ('e! (!'ers a!'#!$) Teachers rarely re%lec o! #!s r(c #o!, !or &ake a'/(s &e! s o s(""or each s ('e! 7s lear!#!$)

b) Teachers (se l#&# e' assess&e! b) Teachers (se mu*tip*e and b) Teachers collabora e a!' a!aly2e &e ho's o sys e&a #cally $a her deve*opmenta**y appropriate &(l #"le a!' 'evelo"&e! ally 'a a abo( s ('e! (!'ers a!'#!$ o% a&&e&&ment met+od& :e)$), a""ro"r#a e assess&e! &e ho's lear!#!$ ar$e s, re%lec o! %or&a #ve, scree!#!$, '#a$!os #c, :e)$), %or&a #ve, scree!#!$, #!s r(c #o!, a!' &ake a'/(s &e! s #! er#&, be!ch&ark, s(&&a #ve) o '#a$!os #c, #! er#&, be!ch&ark, o #!s r(c #o!) sys e&a #cally $a her 'a a abo( s(&&a #ve) o sys e&a #cally s ('e! (!'ers a!'#!$ o% lear!#!$ $a her 'a a abo( s ('e! ar$e s, re%lec o! #!s r(c #o!, a!' (!'ers a!'#!$ o% lear!#!$ ar$e s, &ake a'/(s &e! s o #!s r(c #o!) re%lec o! #!s r(c #o!, a!' &ake a'/(s &e! s o s(""or each s ('e! 7s lear!#!$)

Evidence: Rationa*e: "e/t #tep&:

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

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-$. Limited)"o imp*ementation a) S ('e! s a!' %a&#l#es are !o "rov#'e' &o'els a!'/or 'escr#" #o!s o% #! e!'e' lear!#!$ ar$e s) "eed Improvement Proficient Di&tingui&+ed a) S ('e! s a!' %a&#l#es are "rov#'e' $(#'a!ce *# h 'escr#" #ve a!' clear &o'els o% he #! e!'e' ar$e s o be &as ere' o e!able s ('e! s o 'e%#!e he clear cr# er#a %or he#r s(ccess) a) S ('e! s a!' %a&#l#es are rarely a) S ('e! s a!' %a&#l#es are $#ve! &o'els a!' 'escr#" #o!s o% provided wit+ c*ear mode*& and #! e!'e' lear!#!$ ar$e s) de&cription& of t+e intended Descr#" #o!s &ay be (!clear a!'/or target& to ,e ma&tered( #!co&"le e)

b) Teachers rarely "rov#'e %ee'back)

b) Teachers "rov#'e "r#&ar#ly b) Teachers provide time*y- *earning b) Teachers "rov#'e #&ely, lear!#!$ eval(a #ve %ee'back :e)$), $ra'es, target-focu&ed de&criptive ar$e 6%oc(se' 'escr#" #ve %ee'back scores, $e!er#c co&&e! s s(ch as feed,ack to &tudent& and provide o s ('e! s a!' "rov#'e $(#'a!ce =*ell 'o!e7 or = ry har'er7) ra her guidance on +ow to app*y t+e o! ho* o a""ly he %ee'back) ha! 'escr#" #ve a!' %oc(se' feed,ack to en+ance &tudent S(%%#c#e! #&e #s $#ve! re$(larly o %ee'back ha ca! ac (ally ass#s he work( s ('e! s o re%#!e he#r h#!k#!$, s ('e! #! #&"rov#!$ he#r *ork) e!ha!ce he#r lear!#!$, a!' #&"rove he#r *ork base' o! he #! e!'e' lear!#!$ ar$e s)

Evidence: Rationa*e: "e/t #tep&:

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

Professional Develo ment

K-3: PR%5E##I%"!L DE6EL%P

E"$

'( %pportunitie& %rofessional development opportunities are planned !ith teacher learning needs in mind and in response to data available about school needs teacher practice and student learning. Limited)"o imp*ementation a) There #s !o "ro%ess#o!al 'evelo"&e! ac #o! "la!) "eed& Improvement Proficient Di&tingui&+ed a) 1 "ro%ess#o!al 'evelo"&e! ac #o! a) The profe&&iona* deve*opment a) The "ro%ess#o!al 'evelo"&e! "la! #s 'evelo"e' b( !o %(lly action p*an i& *inked to t+e ac #o! "la! #s l#!ke' o he #&"le&e! e' a!'/or a""ro"r#a e %or Compre+en&ive #c+oo* 0o&"rehe!s#ve School K63 #!s r(c #o!) Improvement P*an 2C#IP3 and i& .&"rove&e! Pla! :0S.P), #s appropriate for K-3 in&truction) a""ro"r#a e %or K63 #!s r(c #o!, a!' #s rev#s# e' hro($ho( he year o assess he #&"le&e! a #o! a!' %#'el# y a!' o &ake !ee'e' cha!$es) b) Teachers have a'e-(a e access o /ob6e&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&3 t+at &upport& re&earc+-,a&ed K-3 practice&( b) Teachers base he#r /ob6e&be''e' "ro%ess#o!al 'evelo"&e! cho#ces o! research, sel%6re%lec #o! a!' rev#e* o% s ('e! o( co&e 'a a)

b) Teachers have l#&# e' access o /ob6e&be''e' "ro%ess#o!al 'evelo"&e! )

Evidence: Rationa*e: "e/t #tep&:

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

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Professional Develo ment 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 a) Teachers a!' a'&#!#s ra ors active*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( Di&tingui&+ed a) Teachers a!' a'&#!#s ra ors ac #vely "ar #c#"a e as &e&bers a!' lea'ers o% "ro%ess#o!al lear!#!$ co&&(!# #es ha %oc(s o! h#$hly e%%ec #ve a!' researche'6base' K63 "rac #ces, "la!!#!$ o% #!s r(c #o!, a!alys#s o% assess&e! 'a a/s ('e! *ork a!' s ('e! "er%or&a!ce o #&"ac bo h he K63 "ro$ra&, as *ell as #!'#v#'(al s ('e! !ee's) b) K63 eachers a!' a'&#!#s ra ors are "rov#'e' #&e #! he school sche'(le, a s #"e!' a!'/or "ro%ess#o!al 'evelo"&e! cre'# %or collabora #o! *# h co&&(!# y, b(s#!ess, early lear!#!$ a!' "os seco!'ary "ar !ers)

a) Teachers a!' a'&#!#s ra ors 'o !o a) Teachers a!' a'&#!#s ra ors are "ar #c#"a e #! "ro%ess#o!al lear!#!$ "ass#ve &e&bers o% "ro%ess#o!al co&&(!# #es) lear!#!$ co&&(!# #es)

b) K63 eachers a!' a'&#!#s ra ors have !o co! ac *# h e+ er!al "ar !ers)

b) K63 eachers a!' a'&#!#s ra ors have l#&# e' co! ac *# h e+ er!al "ar !ers)

b) K63 eachers a!' a'&#!#s ra ors re$(larly collabora e *# h he co&&(!# y, local b(s#!ess "ar !ers, as *ell as early lear!#!$ co&&(!# #es a!' seco!'ary "ar !ers)

Evidence: Rationa*e: "e/t #tep&:

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

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A#ministrative$%ea#ers&i Su

ort & 'onitorin( K-3: !D I"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 to support highly effective K-$ instructional programs.
"o imp*ementation a) School lea'ersh#"/S;D> co&&# ee !e# her &o!# ors !or alloca es s(%%#c#e! #&e a!' reso(rces ha are !ecessary o s(""or a! e%%ec #ve K63 "ro$ra&) "eed& Improvement a) School lea'ersh#"/S;D> co&&# ee &o!# ors a!'/or alloca es #&e a!' reso(rces *# ho( co!s#'era #o! o% s"ec#%#c !ee's %or a! e%%ec #ve K63 "ro$ra&) Proficient a) School lea'ersh#"/S;D> co&&# ee continua**y monitor& t+e avai*a,i*ity of re&ources #! e%%or o ho($h %(lly alloca e s(%%#c#e! blocks o% #!s r(c #o!al #&e a!' 'evelo"&e! ally a""ro"r#a e reso(rces needed to &upport an effective K-3 program( b) S;D> co&&# ee es abl#shes a!' enact& a proce&& to at *ea&t annua**y ana*y1e data rela e' o he #&"le&e! a #o! a!' #&"ac o% "ol#c#es a!' "rac #ces &pecifica**y for t+e K-3 program( Di&tingui&+ed a) School lea'ersh#"/S;D> co&&# ee co! #!(ally ( #l#2es #!"( %ro& s akehol'ers o or$a!#2e a!' &o!# or he ava#lab#l# y o% o( s#'e reso(rces #! e%%or o e%%ec #vely a!' e-(# ably alloca e he !ecessary #&e a!' reso(rces !ee'e' o s(""or a h#$hly e%%ec #ve K63 "ro$ra&) b) S;D> co&&# ee #!volves eachers, "are! s a!' co&&(!# y s akehol'ers a!!(ally #! he a!alys#s o% 'a a o &ake reco&&e!'a #o!s %or co! #!(o(s #&"rove&e! #! he K63 "ro$ra&) Pol#c#es a!' "rac #ces %or a h#$hly e%%ec #ve K63 "ro$ra& are rev#s# e' a!' rev#se' a!!(ally base' o! &(l #"le so(rces o% #&"ac 'a a) c) 1 var#e y o% so(rces, #!cl('#!$ ech!olo$y a!' &e'#a reso(rces, are re$(larly (se' o co&&(!#ca e c(rre! #!%or&a #o! abo( he K63 "ro$ra& *# h "are! s a!' co&&(!# y)

b) S;D> co&&# ee 'oes !o es abl#sh %or&al "ol#c#es)

b) S;D> co&&# ee es abl#shes "ol#c#es %or he K63 "ro$ra&, ho*ever he "ol#c#es are !o 'a a6 'r#ve! a!' are !o ro( #!ely &o!# ore' or reassesse')

c) School co(!c#l/lea'ersh#" !ever or c) School co(!c#l/lea'ersh#" rarely co&&(!#ca es *# h "are! s co&&(!#ca es *# h "are! s abo( abo( he K63 "ro$ra&) he K63 "ro$ra&)

c) School co(!c#l/lea'ersh#" communicate& wit+ parent& and community fre.uent*y abo( he K63 "ro$ra&)

') School lea'ersh#"/S;D> 'oes !o es abl#sh "ol#c#es ha "ro&o e bes "rac #ce #! he K63 "ro$ra&)

') School lea'ersh#"/S;D> es abl#shes "ol#c#es ha "ro&o e bes "rac #ce #! he K63 "ro$ra&) .&"le&e! a #o! #s #!co!s#s e! or

') School lea'ersh#"/S;D> ') School lea'ersh#"/S;D> es abl#shes a!' &a#! a#!s "ol#c#es &a#! a#!s a!' s ab#l#2es "ol#c#es ha "ro&o e bes "rac #ce #! he K6 ha "ro&o e bes "rac #ce #! he K6 3 "ro$ra& 2e(g(- critica* 3 "ro$ra& :e)$), cr# #cal a r#b( es: !2

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

A#ministrative$%ea#ers&i Su

ort & '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*vement3

co! #!(o(s "ro$ress, 'evelo"&e! ally a""ro"r#a e e'(ca #o!al "rac #ces, &(l #a$e a!' &(l #ab#l# y classroo&s, a( he! #c assess&e! , -(al# a #ve re"or #!$ &e ho'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

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 a) The "r#!c#"al lacks (!'ers a!'#!$ o% he s"ec#%#c ele&e! s a!' a r#b( es ha co! r#b( e o a! e%%ec #ve K63 "ro$ra&) "eed& Improvement a) The "r#!c#"al s(""or s he K63 "ro$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#a e lear!#!$ e+"er#e!ces a!' s(""or s) Proficient Di&tingui&+ed

a) The "r#!c#"al work& a) The "r#!c#"al #! e! #o!ally crea es co**a,orative*y wit+ teac+er& to a s r(c (re o "ro&o e a!' define- &upport- and continuou&*y e&"o*er eacher lea'ers o 'e%#!e improve t+e K-3 program) The a!' co! #!(o(sly #&"rove he K63 "r#!c#"al re$(larly %ac#l# a es K63 "ro$ra&) The "r#!c#"al collabora es ea& &ee #!$s in order to monitor *# h he eachers/ eacher lea'ers and &upport a** K-3 program re$(larly o a!aly2e "ro$ra& a!' effort&) s ('e! 'a a, "rov#'#!$ %ee'back a!' s(""or %or o!$o#!$ #&"rove&e! s ha "ro&o e he s(ccess o% every K63 s ('e! a!' all K63 "ro$ra& e%%or s)

b) The "r#!c#"al 'oes !o "ro&o e a! e!v#ro!&e! ha s(""or s a "ro%ess#o!al lear!#!$ co&&(!# y) c) There are !o "ol#c#es #! "lace o assess ass#$!&e! o% s a%% o &ee s ('e! !ee's)

b) The "r#!c#"al %ac#l# a es b) The "r#!c#"al participate& fu**y in b) The "r#!c#"al "ar #c#"a es %(lly #!, "ro%ess#o!al lear!#!$ re$ar'#!$ he and faci*itate& re&earc+-,a&ed %ac#l# a es a!' lea's research6base', K63 "ro$ra&) profe&&iona* *earning #! rela #o! o!6$o#!$ "ro%ess#o!al lear!#!$ #! o he K63 "ro$ra&) rela #o! o he K63 "ro$ra&) c) The "r#!c#"al es abl#shes "ol#c#es c) The "r#!c#"al &akes 'ec#s#o!s %or he ass#$!&e! o% s a%% base' o! rela e' o s a%% ass#$!&e! ,a&ed !ee's o% s ('e! s) on &tudent need& determined ,y &tudent trend data( c) The "r#!c#"al &akes 'ec#s#o!s rela e' o s a%% ass#$!&e! base' o! s ('e! !ee's 'e er&#!e' by re!' 'a a aro(!' s ('e! "er%or&a!ce a!' s a%% ab#l# #es)

Evidence: Rationa*e: "e/t #tep&: