| Curriculum & Instruction | Sample Evidence | Evidence Links |
|
Demonstrator 1. Student Access All students should have equitable access to high quality curriculum and instruction |
Individual Learning Plan (ILP) student interest reports * Pacing guides/curriculum maps * Master schedule *Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP) * Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines *Lesson plans document differentiation for students with special needs, ELL and gifted/talented *School-Based Decision Making (SBDM) council curriculum policy, meeting agendas and minutes |
ILP student interest report for 8th grade:
|
|
Demonstrator 2. Aligned and Rigorous Curriculum An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards |
Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments, and culminating events) * Pacing guides/curriculum maps *Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service announcements * Rubrics, skill assessments, lesson plans showing a variety of strategies for instruction and assessment *Development and implementation of an individual FITT plan * Fitness Testing (e.g. FITNESSGRAM, President’s Physical Fitness Challenge, Personal Best) *Local school wellness policy * Lesson plans document differentiation for students with special needs, ELL and gifted/talented * Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English Proficient(LEP) * Documentation of Guest Speakers * Serving Learning Projects * Classroom, club/student organization, and school wide projects * Newspaper articles and other media artifacts * Family Financial Literacy activities * Record of school-based / class-based enterprises * Professional Learning Communities (PLC) meeting notes and collaborative projects * List of advanced course offerings and related student participation data * Artifacts from Family Financial Literacy activities * Recognitions of student businesses * Artifacts from school-based/class-based enterprises * Student generated financial plans* Internet-based simulations with student generated work (e.g. stock market game, AAA Math, bank simulation) * Evidence of Reality Store activities on school schedule * Written curriculum * Physical Education Curriculum Analysis Tool (PECAT) improvement plan * Documentation of physical activity opportunity offerings * Artifacts from physical activity opportunities (e.g. pictures of parent nights, flyer for fun run) * Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs) |
|
|
Demonstrator 3. Instructional Strategies All teachers should implement instructional strategies that provide quality, variety, and access for all students. |
Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines * Guest speaker bios/information * Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments and culminating events) * Minutes of Advisory Committee Meetings * Artifacts from classroom, student team, club, and school-wide projects * Guest speaker logs, thank you letters, photos, videos, podcasts * Artifacts of school-wide projects/themes involving a variety of school personnel and community partners * Examples of innovative use and integration of technology (lesson plans and student products) * School or teacher web pages * Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists, and public service announcements * Video captured on digital tools * Artifacts of extra/co-curricular activities, publications, school web site, radio announcement, school club schedule, grade-level meeting agenda * Artifacts from school-wide programs in place to reduce conflicts and behavior issues * Presence of “take your child to work day” activities in school schedules * Systematic observation of the physical education teacher by the school administrator using the NASPE instructional strategies checklist | |
|
Demonstrator 4. Student Performance When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level. |
Artifacts from service learning projects * Student projects relating to consumer, health, nutrition, and environmental issues * Student generated media to inform school and community members about consumer rights, responsibilities, and issues * Number of students receiving First Aid, CPR, and babysitting certification * Number of students receiving Lifeguard, WSI, water and rescue training, CPR/First Aid certification * Student generated speeches and/or presentations for school or community groups * Industry certificates/credentials, KOSSA assessment scores * Artifacts of family/community wellness event organized and led by students * Artifacts of program activities that promote student leadership and the importance of being a leader * Newspaper articles and other media information about leadership and student organization activities * Student Career Studies Projects * Artifacts from field trips (traditional and/or virtual) * Work-based learning logs and student evaluations * Documented utilized Career Pathways using state templates (high school) * Reports from Individual Learning Plans tool * Course offering guide that reflects career majors and sequence of courses for students at the secondary and postsecondary level * Documentation from postsecondary partners showing college credit for courses taken in high school * High school course offerings catalog including examples of career major * Student assessments of physical education knowledge and skills, i.e. motor skills, physical fitness. |
|
|
FORMATIVE AND SUMMATIVEASSESSMENT |
||
|
Demonstrator 1. Variety of Assessment Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards |
Individual Learning Plan usage tools * Parent signature verification on annual review of Individual Learning Plans * Advising program curriculum * Pacing guides/curriculum maps * Lesson plans * Authentic assessment tools * Formal plan outlining how ILPs are implemented |
|
|
Demonstrator 2. Expectations for Student Learning Teachers should have common and high standards for student learning in the content area |
Authentic assessment tools * Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs) * Health Education Curriculum Analysis Tool (HECAT) * School Health Index (SHI) modules or Healthy Schools Framework documents* Number of students who participate in health related programs and organizations * Artifacts from use of national assessment tools (e.g. CDC, NASPE, PECAT) * Fitness Testing (e.g. FITNESSGRAM, President’s Physical Fitness Challenge, Personal Best) * Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs) * Scoring guides and rubrics * Documentation of student performance feedback * Alignment of National Standards for Family & Consumer Sciences *Alignment of Jump$tart National Standards for K-12 Personal Finance Education |
|
|
Demonstrator 3. Response to Assessment Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement |
Meeting minutes * Professional Learning Communities (PLC) documentation * Master schedule * Minutes of program area meetings showing analysis of data * SBDM policies and minutes * Observational data * Artifacts from cross-curricular planning * School data analyzed inPLC (e.g. dropout, transition data, Career & Technical Education Completer Data) | |
|
PROFESSIONAL DEVELOPMENTAND SUPPORT SERVICES |
||
|
Demonstrator 1. Planning Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning |
Evaluation forms * Professional development plan for all teachers * Professional development agendas and sign-in sheets for PL/CS teachers * Master schedule * Minutes and membership list of professional learning communities * List of professional development opportunities/participation related to 21st Century Skills (e.g. technology, health literacy, problem solving) * Approved travel budgets for staff to attend professional conference or workshops * Individual Teacher Professional Growth Plans | |
|
Demonstrator 2. Participation Teachers participate in program-specific professional development designed to meet their needs. PL/CS teachers participate in professional development focused on 21st Century Skills |
Minutes of Advisory Committee Meetings * Training agenda sign-in sheets for parents on use of ILP * Reports from ILP tool * ILP usage logs * Master schedule * Documentation of intentional collaboration (e.g. collaboration plan with external partners, agendas, minutes, sign-in sheets) * List of professional development * Opportunities/participation related to 21st Century Skills (e.g. technology, health literacy, problem solving) * Approved travel budgets for staff to attend professional conference or workshops * Minutes and membership list of professional learning communities * Course offering guide that reflects career majors and sequence of courses for students at the secondary and postsecondary level * Documentation from postsecondary partners showing college credit for courses taken in high school * Artifacts from Response to Intervention training * Documentation of industry and community partnerships * Artifacts of mentoring or peer coaching program for staff * Documentation of staff exchange program (i.e. internship in program area) |
|
|
Demonstrator 3. Teacher Leadership Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community |
PD log/sign-in * Documentation of teacher-led professional development experiences * Certificate of participation * PD agenda | |
|
ADMINISTRATIVE/LEADERSHIPSUPPORT AND MONITORING |
||
|
Demonstrator 1. Shared Vision School councils and administrators have developed a shared vision for insuring quality PL/CS instructional programs |
School Vision/Mission Statement * SBDM policies and minutes * Artifacts of projects and activities * Meeting minutes | Valley Elementary School Powerpoint |
|
Demonstrator 2. Time and Resources School leadership will provide adequate resources, facilities, space and instructional time to support high quality PL/CS programs |
Safety logs * SBDM policies and minutes * Artifacts of use of technology * Master schedule * Class attendance rosters |
|
|
Demonstrator 3. Policies and Monitoring The SBDM Council and school leadership shall establish and monitor implementation of policies concerning a school’s PL/CS program |
Master schedule * ILP reports * Minutes from Advisory Committee Meetings * SBDM minutes * Career pathways/course offering forms * Wellness policy * Documentation of BMI data * Student, Parent, and Staff surveys | |
|
Demonstrator 4. Principal Leadership Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership strategies and actions |
Professional development action plan * Observational data * Student, Parent, and Staff surveys * Meeting minutes * Approved travel budgets for staff to attend professional conferences or workshops * Master schedule * Minutes and membership list of professional learning communities * Minutes of Advisory Committee Meetings |
