Program Review Report Bullitt Central High School

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Program Review Report

Bullitt Central High School

Bullitt County

Andrew Joseph Pohlman, Principal 1330 Highway 44 East Shepherdsville, KY 40165

Document Generated On September 15, 2014 TABLE OF CONTENTS

Introduction 1

Program Review: Writing

Introduction 3

Curriculum and Instruction: Student Access 4

Curriculum and Instruction: Aligned and Rigorous Curriculum 6

Curriculum and Instruction: Instructional Strategies 8

Curriculum and Instruction: Student Performance 11

Formative and Summative Assessment: Assessments 13

Formative and Summative Assessment: Expectations for Student Learning 15

Professional Learning: Opportunity 17

Professional Learning: Participation 19

Administrative/Leadership Support and Monitoring: Policies and Monitoring 21

Administrative/Leadership Support and Monitoring: Principal Leadership 23

Program Review: Arts and Humanities

Introduction 26

Curriculum and Instruction: Student Access 27

Curriculum and Instruction: Aligned and Rigorous Curriculum 29

Curriculum and Instruction: Instructional Strategies 31

Curriculum and Instruction: Student Performance 33

Formative and Summative Assessment: Assessments 36

Formative and Summative Assessment: Expectations for Student Learning 37

Formative and Summative Assessment: Assessment for Teaching 39

Professional Development: Opportunity 40

Professional Learning: Participation 42

Administrative/Leadership Support and Monitoring: Policies and Monitoring 44

Administrative/Leadership Support and Monitoring: Principal Leadership 46

Program Review: Practical Living/Career Studies

Introduction 49

Curriculum and Instruction: Health Education 50

Curriculum and Instruction: Physical Education 52

Curriculum and Instruction: Consumerism 54

Curriculum and Instruction: Career Education 57

Curriculum and Instruction: ILP 60

Formative and Summative Assessment: Assessments 62

Formative and Summative Assessment: Expectations for Student Learning 64

Professional Learning: Opportunities 66

Professional Development and Support Services: Participation 68

Administrative/Leadership Support and Monitoring: Policies and Monitoring 70

Administrative/Leadership Support and Monitoring: Principal Leadership 73

Program Review Next Step Diagnostic

Introduction 76

In-Depth Review 77

Arts and Humanities Program Review 78

Practical Living/Career Studies Program Review 79

Writing Program Review 80

K-3 Program Review 81

Career Advising Diagnostic

Introduction 83

Advising Program 84

Program Review Report Bullitt Central High School

Introduction

The submission of this report is required by the Kentucky Department of Education (KDE) as part of Unbridled Learning: College/Career Readiness for All accountability system. Document each of your school's required Program Reviews under the "Diagnostic" tab and then add each completed component to this document for submission. Each of the required Program Review components is listed below. Work with your district and Site Based Decision Making Council (SBDM) to obtain feedback and approval prior to clicking the submit button. Once submitted, this report will be made available to your district for review and approval.

Program Review: Writing

Introduction

This report contains Program Review results for Writing. This program review is required as part of Kentucky's new assessment and accountability model. A Program Review is a systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i))

Diagnostic tools to capture and report the results from these program reviews are contained in the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain better understanding of past successes and opportunities, and confidently build a solid, research-based improvement plan for the future.

Curriculum and Instruction: Student Access

All students have equitable access to high quality curriculum and instruction. Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities.

Statement or Question Response Rating a) To what extent do students participate in Students engage in literacy learning Distinguished intentionally planned literacy learning opportunities and help create customized plans opportunities to explore ideas and design and instruction to match their learning needs. products across content areas?

Statement or Question Response Rating b) To what extent do students have access and Students strategically plan for and use a variety Distinguished use equipment and materials designed to meet of equipment/technological tools and materials their individual needs as determined by data designed to meet and enhance their individual (e.g., formative assessments). needs.

Statement or Question Response Rating c) To what extent do teachers instruct the complex Students use differentiated strategies in self- Distinguished processes, concepts and principles of literacy directed learning demonstrating personalized using differentiated strategies that make learning of complex processes, concepts and instruction accessible to all students? principles of literacy.

Evidence is identified to support the school's analysis for each of the demonstrators. Program review evidence may be specific for an area (Writing, Arts & Humanities, and Practical Living/Career Studies) or may be common across other reviews. Review teams will likely find they need to search out additional evidence during the program review process in order to make judgments or to support judgments.

Schoolwide Scoring Cross Curricular Essays Live Blogging Monologues Digital Stories ACT passage marking with Smary Board technology Prezi for book presentaions Read 180/Compas Work Keys Practice Plays - written and performed Speech Class collaborations

The rationale Explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

All areas have improved from Proficienct to Distinguished.

At BCHS content PLCs work collaboratively to create products. The English and Social Studies Departments complete yearly research papers. Research techniques and the format of a research paper is taught by English. The thesis and research strategies are taught in Social Studies. Copies of research paper are given to both contents.

ILP's are created and updates across all contents. They are initiated in middle school and revised throughout high school. A career seminar class helps guide the way for all contents.

The BCHS writing plan incorporates each content area, and writing pieces are placed in a writing folder for review. Data drives instruction at BCHS. Students are given many opportunities to display their technical abilities. READ 180 is used for students with a targeted skill set to allow for individual growth. This interactive program allows teachers and students to manipulate the reading levels of students. College Entry Tutorials are used to improved ACT Scores (COMPASS). Students focus on an area of need and take practice assessments after completing tutorials based on the data from the Pre-Assessments.

Literacy focused technologies are a constant source of instruction for BCHS. Students and teachers alike are constantly on the cutting edge when using technology to create and report projects.

Live blogging is used in many classes especially our ECE classes. Digital stores are created and presented. Monologues are written and performed. Students working on increasing their ACT scores practice marking ACT passages using Smart Board technology. Students make presentations using Prezi as opposed to doing standard Power Point.

Formative Assessments are used in every content. READ 180 is used for students below grade level in reading. Students take a diagnostic test, and this adapts their reading level. Studnets progress rapidly through benchmarks.

Compass tutorials are used for RTI for students who have not met ACT benchmarks. School wide writing days and school wide scoring of that writing prepare students for On Demand Writing. Career readiness is provided as students pracitce for Work Keys.

Curriculum and Instruction: Aligned and Rigorous Curriculum

An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.

Statement or Question Response Rating a) To what extent is the curriculum aligned Curriculum is aligned vertically and horizontally Proficient vertically and horizontally to the Kentucky Core to the Kentucky Core Academic Standards for Academic Standards for Language Arts? Language Arts.

Statement or Question Response Rating b) To what extent does the curriculum integrate Curriculum integrates the strands of literacy Distinguished the strands of literacy (reading, writing, (reading, writing, speaking, listening, and speaking, listening and language use) across language use) to apply communication skills to content areas to explicitly instruct and develop meaningful work across content areas. communication skills?

Statement or Question Response Rating c) To what extent does the curriculum provide Curriculum provides opportunities for students Distinguished opportunities for students to apply technology to use technology as a tool to access, manage, effectively as a tool to research, organize, integrate and create information. evaluate and communicate information?

Statement or Question Response Rating d) To what extent do the communication portfolios Communications portfolio demonstrates student Proficient demonstrate student interests and the interests and the integration of writing and integration of writing and communication skills communication skills across the content areas across the content areas and over time? and over time.

Statement or Question Response Rating e) To what extent does the curriculum provide Curriculum provides opportunities for students Distinguished opportunities for students to practice 21st to actively use knowledge as it is being learned century critical thinking, collaboration, creativity, through applying the skills of critical thinking, problem-solving and communication skills and problem solving and creativity to content to connect these to real world experiences? knowledge and collaborating and communicating locally and/or globally.

Job Shadowing List Social Studies using Livebinders.com for research for collaborative paper with English Book Reports Teacher Blogs Prezi Vocational Career Pathway Students SY 2013-2014 Page 6 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

An aligned and rigorous curriculum is essential to the success of BCHS.

Vertical alignment takes place with 8th grade transition activities that help students become familiar with content areas and classes available at BCHS. Reading and Math Scores from KPREP and EXPLORE are reviewed by 8th grade teachers and BCHS teachers to discuss the best placement for students. Curriculum of middle and high school content areas are shared for gaps and overlaps. Literacy Strands are taught across the curriculum. The writing plan is shared with staff and writing activities are conducted at each grade level. Teachers are trained on literacy strategies and there impact on BCHS students . Students at BCHS work with the latest technology tools to facilitate learning. Prezi is used as a preentation tool along with other tools. Teachers instruct students to use livebinder.com as a tool to keep their research and classwork. Classwork is assigned through EDMODO and students submit assignments through online sources. Teacher used Smart Boards, Clicker Systems, and other forms of technology to facilitate student learning.

Writing Folders are kept for each student throughout their 4 years of high school. They begin in the middle school and revised each year. Students review and replace writing pieces as they grow in complexity. Students have choices of the media of their writing. Livebinders.com is used along with folders of student work online. Writing across curriculum areas continues to grow with collegial talks during PLC's and committee meetings.

General guidelines are given for projects, but freedom is given to students on how they conduct and present them. Most of our upper classmen are students that are part of our workforce. They work in our communities ganing real world experiences at law offices, factories, restaurants our board of education, doctor/dental offices, daycares, automotive shops and other businesses. This exposure requries students to use critical thinking and collaboration to solve problems and communicate with their peers and the community. Students also take complex classes in nursing, robotics, welding and automotive repair. These career path courses require critical thinking and collaboratation to problem solve.

Curriculum and Instruction: Instructional Strategies

All teachers implement instructional strategies that provide quality experiences, variety of activities and access for all students.

Statement or Question Response Rating a) To what extent do teachers, students, and Teachers, students, and others provide Distinguished others provide literacy instructional strategies instruction, models and demonstrations that and models that assist in achieving specific address specific literacy learning objectives and learning objectives? provide time for students to apply this learning for further inquiry, design and interactive collaborative settings.

Statement or Question Response Rating b) To what extent do students research Students research information to seek a new or Distinguished information to seek a new or deeper deeper understanding based on inquiry around understanding around a topic and demonstrate a topic and demonstrate new understanding new understanding through products? through products that may be used by others for further understanding of the topic.

Statement or Question Response Rating c) To what extent do students demonstrate media Students demonstrate media literacy through Proficient literacy through regular use of technological regular use of technological tools, resources tools, resources and applications in reading, and applications in reading, writing, speaking, writing, speaking, listening and language use to listening and language use to meet specific meet specific communication goals? communication goals.

Statement or Question Response Rating d) To what extent do students integrate what is Students integrate what is learned when using Proficient learned when using technology with what they technology with what they learn offline to learn offline to develop understanding and develop understanding and communication. communication?

Statement or Question Response Rating e) To what extent do students use varying Students communicate with various audiences Distinguished strategies and demonstrate an understanding of in different forms and for different purposes communicating to audiences in different forms both locally and globally. and for various purposes?

Statement or Question Response Rating f) To what extent are students engaged in Students take part in sustained engagement Distinguished discussion with teachers and peers to inform and collaboration with teachers, peers, and the writing process and provided a means to outside experts to design literacy projects, ask publish/share work? questions and refine literacy products.

ACT Reading Strategy Sessions READ 180 Grade level classes for readers not meeting benchmarks Livebinder.com Prezi book presentations Career Seminar Speech classes Monologues Digital Stories College Videos in Move Maker School Newspaper Class Websites Shakespeare Seminar Guest Speakers Town Hall Meetings for incoming Freshman Competitions for FFA and FBLA

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

A collective knowledge base has evolved from the sustainability of a Reading Initiative that has phased out. The strategies learned from that grant have spread throughout content areas due to the constant push from administration and department chairs. Literacy strategy workshops are held throughout the school year and teachers work to implement them weekly in their lessons.

Students are exposed to PLAN/ACT practice questions through formative assessments to increase the knowledge of our students in order to be college ready. Teachers teach strategies such as marking text for reading fluency/comprehension to improve reading scores.

Technology has allowed our students to increase proficiency. Teachers and students embrace the knowledge they learn about cutting edge technology that can be used to enhance learning.

Many projects assigned allow students to have the freedom to use technology or other media to share their proficiency towards meeting standards. Students are given written guidelines along with rubrics that allow them to select from a variety of topics. Students are constantly using the Internet and print for research and real world applications.

Speech class has allowed students opportunities to make presentations that are real life and meaningful. Technology is incorporated in this class which allows students to communicate through written, oral, and technology.

Career Seminar is a class taken by all students. This class explores careers, Work Keys curriculum, and ILPs. Literacy is incorporated into every content at each grade level. Understanding the audience is vital. Students speak and write for different audiences which gives them real world practice for the On Demand portions of assessments Students present in front of a variety of

SY 2013-2014 Page 9 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School audiences including incoming freshman, their peers, their teachers, and the community. Close the Deal provides students with experiences in front of Community and state officials. All of this has led to a sustained focus on College and Career Readiness. The budget and Professional Development have been reviewed to find the best possible resources to provide teachers with the tools they need to prepare the students at BCHS.

Curriculum and Instruction: Student Performance

All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

Statement or Question Response Rating a) To what extent do students craft communication Students go beyond mastery of skills and/or Distinguished distinctive to specific disciplines and purposes? curriculum to explore and expand their own learning and opportunities to gain expertise and write as content experts applying that knowledge to the kinds of questions and problems experts in that field tackle.

Statement or Question Response Rating b) To what extent do students respect cultural Students respect cultural differences and work Proficient differences and work effectively with people effectively with people from a range of social from a range of social and cultural backgrounds and cultural backgrounds (face-to-face and (face-to-face or virtually) to build on and virtually) to build on and articulate their own articulate their own ideas? ideas.

Statement or Question Response Rating c) To what extent do students learn and work Students learn and work together with teachers, Distinguished together with teachers, peers and others either peers, and others either face-to face or through face-to-face or virtually to problem-solve and the use of a wide variety of online generate products/outcomes tied to curriculum communication tools and environments to and learning goals? problem-solve and generate products, events or presentations with a local and/or global purpose.

Statement or Question Response Rating d) To what extent do students reference works of Students create works of quality and substance Distinguished quality and substance as models to inform their that are used as models to inform others' work. work?

Student work is used as models for others Students meet with community leades as part of career readiness Students complete community service Students are co-oping in various businesses in and around our community Students are blogging, emailing, writing resumes and cover letter, and completing various assignmetns that require changing their tone in writing.

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Students are provided a variety of experiences that allow them to craft communications in different genres. In Sciences, students complete lab reports and write in journals to explain the process. In Social Studies, students create a research paper and create shorter response papers to current events. In Business, Family and Consumer Sciences, Agriculture, and JROTC students compete at regional and state competitions that include speaking, scrapbooking, mock trials, game design and Town Hall Meetings.

Students meet with business and community leaders many different times throughout their careers at BCHS. They job shadow at employers that meet their ILP and Career interests. They meet and interview a wide range of people in order to build on and articultate their own ideas and lessons learned.

Students are also able to problem solve and generate products to share with their peers, teachers, and community members. Students create works of quality and substance that are used as models to inform others' work. The models are used frequently by teachers in the classroom. Teachers post student work which allows peers to see an assignemnt done correctly. Samples of student work is used to help students understand how to complete assignments correctly.

On Demand Scoring is done by all staff. Profecient work is shared with students. This is a frequent practice, and one that has given students the ability to understand expectations and follow them.

Curriculum alignment has taken place and is continually reviewed for gaps and overlaps. Multiple modes of writing are incorporated into this currciuclum that includes the use of Internet, Primary and Secondary Sources, cover letters, resumes, research papers, compariative analysis papers, and other opporutnities for students to demonstate their literacy skills.

Formative and Summative Assessment: Assessments

Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

Statement or Question Response Rating a) To what extent do teachers engage regularly in Teachers engage in a systemic school-wide Distinguished a collaborative approach to develop and/or collaborative approach to develop and/or align align writing and communication assessments writing and communication assessments across across grade levels and content areas? grade levels and content areas, and monitor the impact on student learning over time.

Statement or Question Response Rating b) To what extent do teachers develop and Teachers consistently implement plan to Distinguished implement a plan to monitor student progress in monitor student progress in writing and writing and communication skills consistent with communication skills consistent with grade-level grade-level writing standards and formative writing standards, formative assessments, and assessments? respond to evidence through revised instruction.

Statement or Question Response Rating c) To what extent do teachers, peers and others Teachers, peers, and others provide regular, Distinguished provide regular feedback on students' writing specific feedback on student's writing and and communication products as part of a communication products as part of a constructive feedback process that is constructive feedback process that is subsequently applied by students to improve subsequently applied by students to improve their communications? their communications and initiate student- directed learning.

Statement or Question Response Rating d) To what extent do teachers provide regular Teachers provide ongoing opportunities for Distinguished opportunities for students to revise and apply students to reflect, revise and apply new new learning before summative products are learning before summative products are assessed? assessed.

Comparitive Essays Reflective Essays Writing Plan for BCHS PLC Work Individaul Performance Records from KTIPS Units built by PLC groups with multiple formative assessments

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Common Planning is the norm at BCHS. Teachers from contents meet in Professional Learning Communities to discuss alignment of writing, formative assessments, analysis of student work, and common assessments. Contents often meet together to create multi-content common assignments based on assessments. The English and Social Studies departments have met multiple times to discuss the process for the research paper they do together. Writing pieces are discussed often.

Plans are consistently implemented to monitor student progress in writing and communciations skills that are consistent with wrting standards, formative assessments, and response to evidence through revised instruction.

Formative Assessments are used to measure student performance and mastery of standards. Teachers give timely and meaningful feedback. That feedback is used to help students to revise their own work. This enables students to score higher on summative assessments. This allows them to demonstrate the writing process for real world writing Teachers are continually providing opporutnities for students to reflect, revise, and apply new learning before summative products are assessed. Our teachers have students write essays discussing what they have learned and what they still need to be proficient. Students are encouraged to assess his/her performance and suggest a grade for the course.

Multiple formative and summative assesemnts are used to help students become college and career ready. Students must meet specific benchmarks on the ACT exam or KOSSA assessments in their career pathways. Remediation is given to help students with their individual needs.

The writing folders are kept current and are a true measure of the growth of their writing throughout the school year and high school years. Students are encouraged to purge their writing pieces for the best possible examples of this growth.

The KTIP evaluation tool has two different sections that deal with assessments and all new teachers are encouraged to review this to include multiple formative and summative assessments.

Formative and Summative Assessment: Expectations for Student Learning

Teachers communicate consistently high expectations and use common standards for student learning in writing.

Statement or Question Response Rating a) To what extent do students know and Students use expectations for their work to Distinguished understand expectations for their work and guide the development of their personalized receive/provide feedback using standards learning plan and receive/ provide feedback specific language? using standard specific language.

Statement or Question Response Rating To what extent do teachers and students Students regularly set standards-based writing Distinguished collaborate to set writing and communication and communication goals that are informed by goals that are standards-based and informed by self-reflection, teacher and peer feedback, and feedback and assessments? assessment evidence.

Statement or Question Response Rating c) To what extent do teachers and students Teachers and students engage in ongoing self- Distinguished engage in self-assessments to monitor assessment, using a variety of methods progress toward meeting writing and designed to support different learning styles, to communication goals? monitor progress toward meeting writing and communication goals.

Statement or Question Response Rating d) To what extent do teachers and students use Students develop models as exemplars, scoring Distinguished models as exemplars and to co-develop scoring guides and rubrics to assess writing and guides and rubrics to assess writing and communication. communication?

Ky Writing Scoring Guide - 4 Point Scale Self-Assessments by students and teachers School wide writng assignments and scoring Various rubrics Student models used as exemplars

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Students are given multiple opportunities to evalute their own work using rubrics specific to the task given. Students set goals for themselves SY 2013-2014 Page 15 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School and evaluate their progress during their on going pathway to college/career readiness.

PLC's meet to set writiing and communication goals. These are shared with students. Students then decide what level they will work towards to meet these goals. Students are given specific, timely feedback and then revise their writing. This ongoing self-assessment has led to more of our students understanding the benefits of being college and career ready. This also allows them to have control over their own progress.

BCHS follows the four point scoring rubric for wiriting pieces. That rubric has been introduced to the faculty along with training and scoring practices. Students are also exposed to this continually and are aware of the expectations. Other rubrics for specific projects are created by teachers and students. This allows students to have a more vested interest in their learning.

Professional Learning: Opportunity

Professional learning opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.

Statement or Question Response Rating a) To what extent does the professional learning The professional learning action plan links to Distinguished action plan link to the Comprehensive School the Comprehensive School Improvement Plan Improvement Plan (CSIP) and support grade (CSIP), supports quality instruction in Writing level appropriate instruction in writing? and is revisited throughout the year to assess the implementation, program fidelity and to make necessary revisions.

Statement or Question Response Rating b) To what extent are job-embedded writing A variety of job-embedded writing professional Distinguished professional learning opportunities available to learning opportunities are available to teachers teachers to encourage continuous growth? to encourage continuous growth and are tailored to meet individual needs of teachers and students.

Statement or Question Response Rating c) To what extent are writing professional learning Writing professional learning opportunities are Distinguished opportunities focused on research-based best planned based on school and student data and practices and planned based on school and teacher Professional Growth Plans focusing on student data and teacher Professional Growth research-based best practices and 21st century Plans? skills.

Statement or Question Response Rating d) To what extent does the school schedule allow The school schedule allows for teachers to Distinguished for teachers to collaborate and exchange ideas collaborate and exchange ideas about literacy about literacy best practices? best practices within and outside the school and district.

Master Schedule allowing for common planning Meeting minutes from Professional Development Committee CSIP SBDM presentation from PD Committee Lists of who is attending PD AdvanceKy Grant AP Training & Pre-AP Training

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

The CSIP and the Professional Development Action Plan outline and support grade level appropriate instruction in writing. Advanced KY has increased our PD funds and provides teachers with high level specific professional development opportunities.

Job-embedded professional development is ongoing at BCHS. Teachers are provided opportunities that encourage continuous growth. They are tailored to meed the inidvidual needs of teachers and students. Training has also been provided to teachers on On Demand Prompts and the scoring of writing pieces.

21st Centruy Skills are a focal point of the teachers' professional growth plans and drive professional development based on individaul needs. Teachers attend, implement and revisit strategies learned at PD. The PLC process allows reflection of skills learned and how to best implement them into their classes. Early Release Days have allowed for continual job embedded practice.

Professional Learning: Participation

Teachers participate in writing specific professional learning designed to meet their needs. All teachers participate in professional learning focused on 21st century skills.

Statement or Question Response Rating a) To what extent do teachers participate in writing Teachers participate in writing content-specific Distinguished content-specific professional learning selected professional learning that is selected based on based on school, student and teacher data school, student and teacher data analysis and analysis? impact is evident.

Statement or Question Response Rating b) To what extent do teachers actively participate Teachers lead writing professional learning Distinguished in writing professional learning communities communities and address issues related to and address issues related to instructional instructional practices, data analysis and practices, data analysis and improving student improving student achievement and share this achievement? information school wide.

Statement or Question Response Rating c) To what extent are teachers writing leaders and Teachers are writing leaders and Distinguished communicators in the school and professional communicators in regional/state and/or national organizations? professional organizations.

Statement or Question Response Rating d) To what extent do teachers regularly Teachers are provided with time in the school Distinguished collaborate with community, business and schedule, a stipend and/or professional learning postsecondary partners through advisory credit for collaboration with community, committees, work exchange programs and business and postsecondary partners through community groups with a focus on writing? advisory committees, work exchange programs and community groups with a focus on writing.

Statement or Question Response Rating e) To what extent do most teachers in the school All teachers in the school receive and Distinguished receive and implement professional learning implement professional learning related to the related to the integration of literacy (reading, integration of writing/literacy concepts (reading, writing, speaking, listening and language) writing, speaking, listening and language use). concepts?

PD Plan CSIP Lists of participants ar PD Enrollment in Jefferson Community and Technical College and Dual Credit at U of L and others

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Many teachers have been to AP or Pre-AP training with more scheduled for this summer. This training gives content specific strategies with a writing component. It allow teachers the knowledge needed to ramp up literacy in their classrooms to increase college and career readiness. Teachers lead writing professional learning communities and address issues related to instructional practices, data, analysis and improving student acheivement. This is shared school wide. The Professional Development Committee develops a listing of teachers and the PD they will attend. A list is also provided of PD that is content and CSIP speciffic to improve student achievement. Teachers regularly communitcate with the community, businesses, and postsecondary partners through advisory committees, work exchange programs, and community groups with a focus on writing. Dual credit classes are available on campus and at the college sites. Reading, writing, speaking, listening, and language skills are taught thoughout contents. Multiple colleges visit BCHS and meet with students before, during, and after school. Community partnerships have led to work based learning for many students. Students are able to speak, write, and listen fluently leading to their success.

Administrative/Leadership Support and Monitoring: Policies and Monitoring

School leadership provides adequate resources, facilities, space and instructional time to support high quality writing instructional programs.

Statement or Question Response Rating a) To what extent does the school School council/leadership ensures that writing Proficient council/leadership ensure that writing concepts concepts are taught throughout the school and are taught throughout the school and across the across the curriculum as established in policy. curriculum as established in policy?

Statement or Question Response Rating b) To what extent does the school School council/leadership and teachers Proficient council/leadership and teachers participate in participate in the planning of the annual school the planning of the annual school budget with budget with clear consideration of allocation of clear consideration and allocation of resources resources for writing. for writing?

Statement or Question Response Rating c) To what extent does the school School council/leadership allocates equitable Proficient council/leadership allocate equitable time and time and resources to implement the writing resources to implement the writing program? program.

Statement or Question Response Rating d) To what extent are decisions related to staff Decisions related to staff assignment are based Proficient assignment based on established policies that on the established policies that include student include student literacy needs and teacher literacy needs and teacher certification. certification?

SBDM Policy on Writing Plan Budget request Ond Demand diagnostic scores and rubrics Student work Samples Training requests Workshop Sign In sheets Rubrics Writing samples across currciulum ACT Scores PLAN scores READ 180 Data MAP Scores

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

BCHS follows a schoolwide writing pland that accomodates writing across the curriculum Each PLC collaboarates and identifies needs based on the request of the PLC. These are submitted to the building level budget committee for approval. AP training is encouraged and offered to all teachers. Training for On Demand Writing has been given during PLC time Cross-curriculuar projets for seniors takes place between English and Social Studies. Teachers with lteracy backgrounds and certification are involved in a collaborative and PLC process planning to implement intervention classes for students identified with a literacy need.

Administrative/Leadership Support and Monitoring: Principal Leadership

Principals are the primary leaders of all program efforts and support teacher leadership through shared and distributed leadership strategies and actions.

Statement or Question Response Rating a) To what extent does the principal enlists The principal enlists teacher leaders to Proficient teacher leaders to collaborate, evaluate and collaborate, evaluate and reflect on the impact reflect on the impact of the writing instructional of the writing instructional practices on overall practices on overall student achievement in the student achievement in the school. school?

Statement or Question Response Rating b) To what extent does the principal initiate and The principal initiates and participates in Proficient participate in professional learning related to professional learning related to the school's the school's writing program? writing program.

Statement or Question Response Rating c) To what extent and frequency does the The principal communicates with parents and Proficient principal communicate with parents and the the community frequently about the writing community about the writing program? program.

PD Sign In Sheeets On Demand prompts/rubrics for diagnostic school wide push Wring samples Literacy strategies from PPT at Faculty Meetings and PD Writing prompts/rubric Student acheieements Assessment Scores Teacher Achievement and certifications

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Teachers lead PD sessions based on best practice writing strategies and literacy strategies. The administrative team through building level leaders and lead teachers assess the schoolwide writing plan and make decision for each students writing folder to build every year. English teachers collect writing samples and pieces from other content areas to keep in the writing folder. On Demand writing sessions were available. Teachers learned to calibrate to score accurately.

Early Release days are devoted to PLC work with a constant focus writing to improve college and career readiness. Writing, speaking, communication, listening, and good work ethic are important to this success. Data reports are made available and shared with teachers. This analysis helps to drive student acheivement at high levels.

Program Review: Arts and Humanities

Introduction

This report contains Program Review results for Arts and Humanities. This program review is required as part of Kentucky's new assessment and accountability model. A Program Review is a systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) Diagnostic tools to capture and report the results from these program reviews are contained in the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain better understanding of past successes and opportunities, and confidently build a solid, research-based improvement plan for the future.

Curriculum and Instruction: Student Access

All students should have equitable access to high quality curriculum and instruction.

Statement or Question Response Rating a) To what extent does the school provide access Access is provided for all students Proficient for all students through intentionally scheduling through intentionally scheduling time within the instructional day for a balanced time within the instructional day program of creating, performing and responding for a balanced program of to the arts in each of the four arts disciplines? creating, performing and responding to the arts in each of the four arts disciplines (dance, drama, music, visual arts)

Statement or Question Response Rating b) To what extent does the school ensure that the Arts teachers collaborate (K-12) to ensure that Distinguished arts curriculum provides discipline-based curriculum is vertically aligned for discipline- instruction and protected time in each arts based instructional program in each arts discipline as outlined in the Kentucky Core discipline. Academic Standards? •Elementary: All students have an average of 150 minutes per week of regularly scheduled discipline-based arts instruction providing for exploration of each of the four art forms outlined in the KCAS.

•Middle School: All students have regularly scheduled discipline-based, arts courses in each of the four art forms yearly which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to begin a specialization in an art form(s) are provided regularly scheduled classes.

•High School: Year-long (or equivalent) Discipline-based arts instruction through multiple, specialized and scaffolded arts course in each art form is available for any student wishing to specialize in an art form(s) as noted in students' Individual Learning Plans. Students wishing not to specialize have access to the History and Appreciation of Visual and Performing Arts course or another arts course to meet the Arts and Humanities graduation requirement.

Lesson plans from Visual and Performing Arts Classes, Spanish, Social Studies outlining dance inclusion IEP's SBDM Curriculum Policy PLC meeting Agendas and minutes Authentic student products and performances from broad representaition of students in all four art disciplines Skills documents Digital, video, audio and/or photgraphic documentation of opportunities provided for all students to create perform and respond to all foru art

SY 2013-2014 Page 27 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School disciplines. Master Schedule Authentic student projects in each art dicipline Foraml and Informal performances.

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Collaboration with special education teachers IEPs and 504 Plans that include the arts curriculum Elements and principles of dance are included in Visual and Performing Arts Curriculum Baskic movement skills are introduced and used by dance and cheerleaders Social Studies, PE, and Spanish implement styles of dance in course curriculum

Curriculum and Instruction: Aligned and Rigorous Curriculum

An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards.

Statement or Question Response Rating a) To what extent does the school ensure that the Teachers responsible for teaching the arts Distinguished arts curriculum encompasses creating, regularly collaborate to ensure that curriculum performing and responding and is fully aligned is aligned vertically and horizontally with the with the Kentucky Core Academic Standards? Kentucky Core Academic Standards.

Statement or Question Response Rating b) To what extent does the school ensure that the The curriculum goes beyond basic literacy in Distinguished arts curriculum provides for the development of the arts to include communication through the arts literacy in all four arts discipline and also students' arts products and performance as a utilizes the Common Core Standards for distinctive literacy in itself as well as written and English/Language Arts? verbal communication utilizing the Common Core Standards for E/LA.

Statement or Question Response Rating c) To what extent does the school ensure that the The school curriculum provides intentional and Distinguished school's curriculum provides opportunities for meaningful integration of the arts and other integration as natural cross-curricular content areas with natural cross-curricular connections are made between the arts and connections. other content areas?

Statement or Question Response Rating d) To what extent does the school ensure that the The school-wide curriculum includes the study Distinguished arts curriculum includes the study of of representative exemplary works, artists, representative and exemplary works of dance, cultural traditions, and historical periods for music, theater and visual arts from a variety of each arts discipline to show natural artists, cultural traditions and historical periods? connections.

Statement or Question Response Rating e) To what extent does the school ensure that the The school arts curriculum is revised by using Distinguished arts curriculum is revised using multiple multiple indicators by a committee comprised of indicators such as student formative and arts and cross-content area teachers. summative assessments, arts organization performance assessments from sanctioned events, or other student needs?

Cross curricular planning between Arts, Spanish, English,Math and World History Extended Services for Gifted and Talented

Curriculum Guide includes requirements for graduation Art collaboration with Set design and Visual and Performing Arts Art collaboration with Writing classes. Field Trips Art classroom volunteers Athentic Student Products AP Course Offerings in curriculum guide Lesson plans KMEA Events PLC agendas and minutes Exhibits Performances - formal and informal

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Rigor increases as students accelerate through courses each semester. Students taking AP Studio Art has increased Students develop basic arts literacy skills in music, fine arts, dance, and drama Dance skills are enhanced through cross curricular or extracurricular instruction Fine arts used in World History and AP English Music is used in U. S. History and English - changing themes and ideologies of cultures and writers PLC works to integrate instruction between Arts and Humanities Classes Drama and Science Departments collaborated on dioramas and character studies for Forensics Class Specific collaboration btween Art and Writing classes to create children novels Set design for all productions is a collaborative effort Discovery tool created to identify strengths and weaknesses of the use of arts in classrooms PLC works together to strengthen ties ideologically and thematically Core group of students cross between the disciplines identified Extracurricular scheduling facilitated to provide exposure for students Class schedule conflicts between arts classes is minimized due to collaboration Counseling is provided for students interested in a career in the Arts Artists and artwork is used to demonstrate elements and functions of fine art YouTube videos and DVDs featuring progressional actors and directors are shared Guest Artists are invited to school

Curriculum and Instruction: Instructional Strategies

Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students.

Statement or Question Response Rating a) To what extent do teachers systematically Teachers engage students in high-level creative Distinguished incorporate all three components of arts study: activities and problem solving in the arts creating, performing and responding into the through creating and performing. Students arts? apply analytical skills at a high level while responding to the arts.

Statement or Question Response Rating b) To what extent do teachers provide models of Teachers provide print, electronic media, virtual Distinguished exemplary artistic performances and products or live models of exemplary artistic to enhance students' understanding of an arts performances and products to enhance discipline and to develop their students' understanding of each arts discipline performance/production skills? and to develop their performance/production skill.

Statement or Question Response Rating c) To what extent do arts teachers provide for the Arts teachers ensure that students are able to Distinguished development of artistic theory, skills, and create original artworks by intentionally applying techniques through the development of student artistic theory, skills and techniques that are performances or products that are relevant and relevant and developmentally appropriate. developmentally appropriate for students?

Statement or Question Response Rating d) To what extent is the arts curriculum enhanced The arts curriculum is enhanced and Proficient and strengthened through collaboration with strengthened through collaboration with guest guest artists, complementing discipline based artists, complementing discipline based arts arts instruction during the regular school day? instruction during the regular school day.

Lesson Plans Extra-curricluar instruction/performances Rubrics and self-evaluations Examples of exmplars Critiques Anectodal student notes Teacher reflections assessments

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Musical and Drama productions - student audition, practice, build sets, perform, and critique performances Productions for school and community including parents. Students complete actor's notebooks, self-reflections, evaluations on their own performance and the interpretations of the play. Students reflect on inclass monologues, scenes and short plays Community events are shared with staff and students Art curriculum is infused in units through culminating projects. Critques are similar to college critiques or thesis defenses Critiques are done during and at the end of each instructional unit Instructional units culminate in projects focusing on specific skills Drama class perform a short play that they have written, designed, directed and acted as a performance event demonstrating mastery of basic production skills. Guest artists, insruction videos, contests, and competitions are used by fine arts classes to focus students towards a deadline, theme or mediuim.

Curriculum and Instruction: Student Performance

All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

Statement or Question Response Rating a) To what extent are students actively engaged in Students demonstrate mastery of skills and Distinguished creating, performing and responding to the theoretical understanding with high levels of arts? creativity, performing, and responding to the arts appropriate to the age and grade level.

Statement or Question Response Rating b) To what extent do students identify a purpose Students independently create rich and Distinguished and generate original and varied art works or insightful products and performances with performances that are highly expressive with variety, scope and purposes. teacher guidance?

Statement or Question Response Rating c) To what extent do students, with teacher Students independently apply creative, Distinguished guidance, routinely use creative, evaluative, evaluative, analytical and problem solving skills analytical and problem solving skills in in developing and/or reflecting in their artistic developing and/or reflecting in their artistic performances and products. performances and products?

Statement or Question Response Rating d) To what extent do students use written and Students use written and verbal communication Proficient verbal communication to objectively reflect on to objectively reflect on exemplary exhibits and exemplary exhibits and live or technologically live or technologically provided performances provided performances as classroom as classroom assignments. assignments?

Statement or Question Response Rating e) To what extent do students demonstrate the Students initiate and produce their own creative Distinguished ability to become self-sufficient in creating projects. performances and/or products after teacher guidance?

Statement or Question Response Rating f) To what extent are students supported and School arts programs and individual students Distinguished encouraged to participate in grade level routinely participate in grade level appropriate appropriate juried events, exhibitions, contests juried events, exhibitions, contests, and performances outside the school performances. Performance assessment environment {at the middle and high school events are used as tools for reflection and levels?}? review, and used adjust and improve the school instructional program.

SY 2013-2014 Page 33 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School will likely find they need to search out additional evidence during the program review process in order to make judgments or to support judgments.

Performance Events Products College and professional auditions Student portfolios Examples of offerings of events for students Student Exhibits Student displays Student writing samples Peer reviews Examples of student self-guided exploration

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Students demonstrate skills learned in instructional units through perforamnce events Students reflect in groups and infdividually about their products and the students' products Drama classess demonstrate the ability to tackle youth issuess like bullying, school violence, and depression through socially conscious plays. Students request plays to perform that have a "message" for their peers Class performance projects are according to interests and purposes. Students discuss the function of art daily in communication: logos, advertisements, and fine art Students use techniques from graphic arts, sequential arts, and fine arts to explore different purposes and styles. Summative performance events include students grouped together to create a show. They are given a complete series of tasks ending in a final performance. Students write a 15 to 20 page script following three units of drama, design costumes, design a set, block actors, create a rehearsal schedule, follow it, perform the show, write a reflectoon and evaluate their group members Students create an artists' statement and reflect on each project. Formal critiques are written Reflections are written about their performance and that of others Debriefing takes place after each show Upper level drama classes present a play at Drama Club Banquet Students locate an appropriate script, auditioning actors, casting the actors, designing and building the set, publicity and designing the program. All students are encouraged to apply for GSA and enter art contests. Congressional Art Competition, Educational Foundation Competition, St. James Art show, Scholastic Arts, etc. Students are encouraged to audition for Bullitt County Theatre Company, Greatest Halloween Party at Louisville Zoo and other local events and theatre auditions, they perform at their church drama teams and skits Band students are encouraged to audition for U of L, etc.

Formative and Summative Assessment: Assessments

Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and achievement.

Statement or Question Response Rating a) To what extent do teachers utilize formative and Formative and summative arts assessments for Distinguished summative arts assessments for individual individual students and performing groups are students and performing groups that are clearly clearly aligned with the components of the aligned with the components of the Kentucky KCAS and inform instruction in the classroom Core Academic Standards; and authentically leading to student improvement. measure a specific concept, understanding and/or skill and lead to student growth?

Statement or Question Response Rating b) To what extent do teachers guide students to Students independently and objectively utilize Distinguished use developmentally or grade level appropriate developmentally or grade level appropriate oral peer review and critique to evaluate each and written peer reviews and critiques to other's work? evaluate each other's work.

AP Portfolio reviews Classroom Critiques Formally adjudicated performance and art exhibits, evaluation sheets, audio, video Sample assessments Student products Lesson Plans End of semester assessments Self reflections

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Students respond to their own work and work of peers in classroom critiques GT students identified in the Arts are encouarged to individualize their growth in the arts Students are supplied a list of ongoing activities and summer opportunities Identified GT students are provided many opportuntities to individualize instruction based on their strength

Formative and Summative Assessment: Expectations for Student Learning

Teachers communicate consistently high expectations and use common standards for student learning in Arts & Humanities.

Statement or Question Response Rating a) To what extent do teachers utilize Exemplars/models are used with every Distinguished exemplar/models to encourage students to instructional lesson/unit (e.g. historical demonstrate characteristics of rigorous work in masterpieces, current works, performances by the appropriate art form in most instructional exemplary artists, or exemplary student work). lessons/units.

Statement or Question Response Rating b) To what extent do teachers share clearly Teachers share clearly defined rubrics or Proficient defined rubrics or scoring guides with students scoring guides with students before creating, before creating, performing, or responding performing, or responding assignments or assignments or other assessments; and assessments appropriate to the age and grade students have the opportunity to provide input level and students have the opportunity to into the scoring guide? provide input into the scoring guide.

Statement or Question Response Rating c) To what extent do teachers develop rigorous Teachers develop rigorous student learning and Proficient student learning and academic growth through academic growth through student learning student learning objectives and refined SMART objectives and refined SMART (specific, (specific, measurable, appropriate, realistic and measurable, appropriate, realistic and time time bound) goals that are rigorous, attainable bound) goals that are rigorous, attainable and and reflect acceptable growth during the course reflect acceptable growth during the course or or school year? school year.

AP Art Syllabus Performance events with rubrics and self-assessments lesson plans with exemplar models Student products Self-assessment and evaluations Assessments Rubrics

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Rehearsals for performances occur during class Formative assessment takes place during the rehearsal process Final dress rehearsals are performed in front of entrie class SY 2013-2014 Page 37 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School

Students conference with each other about successes and challenges of the performance Performance rubrics are presented to students and displayed at the public library AP Art uses National Standards VPA and Drama classes are given rubrics based on quantifiable skill growth Conferences takes place that allow students to make new acting choices or refine their performances

Formative and Summative Assessment: Assessment for Teaching

Multiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

Statement or Question Response Rating a) To what extent do teachers regularly provide Students are very clear on their progress and Distinguished students with authentic, meaningful and capabilities in the arts, and are carefully guided documented feedback from a variety of sources by documented individual plans based on on their performances/products so students feedback (from staff, professional, peers, etc.) may strengthen their future as to next steps in their progress. performance/products?

Statement or Question Response Rating b) To what extent do students regularly reflect on, Students purposely use the language of the arts Distinguished critique and evaluate the artistic products and in critiquing and evaluating performances. They performances of others and themselves as is further make recommendation on how those grade level and age appropriate? products or performances can be more effective as is grade level and age appropriate.

Students samples with rubrics Artist statements Student performance level descriptors, examples of written responses to artistic stimuli Art exhibits or performance events with documented feedback Student self-reflection Examples of writing

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Portolios are used in drawing and painting class - self-portraits, landscape drawings, interior scene, imagination drawing, still-life drawing, artist statement in art class Students reflect on their writing, drawing, and improve their skills through the direction of their instructor. Rubrics, feedback forms, and performance/drawings provide feedback to students

Professional Development: Opportunity

Professional learning opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning

Statement or Question Response Rating a) To what extent does the school ensure that the The professional learning action plan is linked Distinguished professional learning action plan is linked to the to the Comprehensive School Improvement Comprehensive School Improvement Plan Plan (CSIP), supports quality instruction in the (CSIP) and supports grade level appropriate Arts and Humanities and is revisited throughout instruction in the Arts and Humanities? the year to assess the implementation, program fidelity and to make necessary revisions.

Statement or Question Response Rating b) To what extent does the school ensure that Job Job embedded professional Proficient embedded professional learning opportunities learning opportunities are available to Arts and are available to Arts and Humanities teachers Humanities teachers to encourage continuous to encourage continuous growth? growth.

Statement or Question Response Rating c) To what extent does the school ensure that Arts Arts and Humanities professional learning Proficient and Humanities professional learning opportunities focus on research based best opportunities focus on research based best practices and are planned based on school and practices and are planned based on school and student data and teacher Professional Growth student data and teacher Professional Growth Plans. Plans?

Statement or Question Response Rating d) To what extent does the school ensure that the The school schedule allows for Arts and Proficient schedule allows for Arts and Humanities and Humanities and academic core teachers to academic core teachers to collaborate and collaborate and exchange ideas. exchange ideas?

All District Musical Performance Central Area Musical Performance Louisville Winds Particpation PLC's and planning Spanish/Art Workshop - Danville, Kentucky Program Review Workshop Academy Sign in Sheets KMEA

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Arts opportunities are encouraged by Administration and District KMEA progessional enhancement opportunities Clinic sessions yearly for in-service and pre-service teachers Opportunities to participate in performing groups for educators and parents Southeastern Theater Conference AP Art Training Early Release Days and Faculty meetings provide time for teachers to collaborate and enhance their professional development.

Professional Learning: Participation

Teachers participate in Arts and Humanities-specific professional learning designed to meet their needs. Arts and Humanities teachers participate in professional learning focused on 21st Century Skills.

Statement or Question Response Rating a) To what extent do Arts and Humanities Arts and Humanities teachers participate in arts Proficient teachers participate in arts content-specific content-specific professional learning selected professional learning selected based on school, based on school, student and teacher data student and teacher data analysis? analysis.

Statement or Question Response Rating b) To what extent do Arts and Humanities Arts and Humanities teachers actively Proficient teachers actively participate in professional participate in professional learning communities learning communities to address issues related to address issues related to instructional to instructional practices, data analysis, and practices, data analysis, and improving student improving student achievement? achievement.

Statement or Question Response Rating c) To what extent are Arts and Humanities Arts and Humanities teachers are leaders in Proficient teachers leaders in professional organizations professional organizations and the school. and the school?

Statement or Question Response Rating d) To what extent do Arts and Humanities Arts and Humanities teachers regularly Proficient teachers regularly collaborate with community, collaborate with community, business, and business, and postsecondary partners through postsecondary partners through advisory advisory committees, work exchange programs committees, work exchange programs and/or and/or community groups with a focus on the community groups with a focus on the arts. arts?

Statement or Question Response Rating e) To what extent do most teachers in the school Most teachers in the school receive and Proficient receive and implement professional learning to implement professional learning to enhance the enhance the integration of the Arts and integration of the Arts and Humanities content Humanities content into school curricula? into school curricula.

Guerilla Shakespeare workshops for special effects and choreography PLC meetings

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Collaboration with English department to incorporate Actor's Theater of Louisville into Arts Content. Library collaboration with Kentucky Shakespeare to develop classroom instruction. Common planning time to collaborate and integrate arts into curriculum with English, Spanish, and History Classes Teachers participate in teacher leadership within the school and district Teachers particpate in community events and organizations

Administrative/Leadership Support and Monitoring: Policies and Monitoring

School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective arts and humanities instructional programs.

Statement or Question Response Rating a) To what extent does the school School councils/leadership Distinguished councils/leadership implement policies to monitors and evaluates the ensure that disciplined based arts instruction is teaching of arts concepts a part of the school curriculum and arts throughout the school and concepts are taught throughout the school and across the curriculum. across the curriculum?

Statement or Question Response Rating b) To what extent does school leadership ensure Time allocated extends beyond usual Distinguished that protected time is allocated in the schedule implementation, demonstrating a strong school so that all students can receive instruction in commitment to the needs of students in the the Arts and Humanities disciplines? arts.

Statement or Question Response Rating c) To what extent does school leadership ensure Arts teachers participate in and provide input Distinguished that arts teachers are invited to participate in into the school budget to ensure adequate and planning the annual school budget? quality materials, equipment, space and technology are available to offer the curriculum.

Statement or Question Response Rating d) To what extent does school leadership ensure Arts teachers are assigned equitable class Distinguished that arts teachers are assigned manageable loads based on course and facilities as class loads based on course and facilities? compared to other teachers in the building.

Statement or Question Response Rating e) To what extent does school leadership ensure Arts teachers receive equitable planning time Distinguished that arts teachers receive planning and travel and participate in cross-curricular planning. time that is equitable with other content areas?

Statement or Question Response Rating f) To what extent does the principal and Arts and The principal and Arts and Humanities teacher Proficient Humanities teacher leaders collaborate to leaders collaborate to allocate equitable time, allocate equitable time, appropriate facilities appropriate facilities and resources to and resources to implement the arts programs? implement the arts programs.

Statement or Question Response Rating g) To what extent does school leadership ensure Decisions related to arts program staffing are Proficient that decisions related to arts program staffing based on student need and interests. are based on student need and interests?

BCHS Curriculum Guide Master Schedule Schedule requests from students CSIP Program Review Meeting minutes PLC budget requests Arts Schedules

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Arts and Humanities credit required for graduation from school, district, and state Course syllabus - "History of Visual and Performing Arts" Opportunities to take arts and humanities classes offered all 6 periods of the day Specialized courses offered in theatre, music, art, band, set design Arts and Humanities content PLC has 3 teachers Budget from PLC is given and reviewed One on one counseling takes place to schedule students - Master Schedule is derived from the scheduling selections from students. Professional Development opportunities are individualized to the teacher Title I and Grant money help with allowing all teachers opportunity to attend workshops based on their growth plan Early Release and Department Meetings are used for planning

Administrative/Leadership Support and Monitoring: Principal Leadership

Principals are the primary leaders of all arts and humanities program efforts and support teacher leadership through shared leadership strategies and actions.

Statement or Question Response Rating a) To what extent does the principal enlist Arts The principal enlists Arts and Humanities Proficient and Humanities teacher leaders to collaborate, teacher leaders to collaborate, evaluate and evaluate and reflect on the impact of the arts reflect on the impact of the arts instructional instructional practices on overall student practices on overall student achievement in the achievement in the school? school.

Statement or Question Response Rating b) To what extent does the principal initiate and The principal initiates and participates in Proficient participate in professional learning regarding professional learning regarding the school's arts the school's arts programs? programs.

Statement or Question Response Rating c) To what extent does the principal provide The principal frequently provides Proficient frequent communication with parents and communication with parents and community community about arts and humanities about arts and humanities programs. programs?

School FACEBOOK E-News Infinite Campus Messenger School Newspaper Community Newspaper Arts and Humanities Teacher Survey Dance Films in Spanish classes implementing dance Shakespeare Theatre Principal Communication with staff Resource and equipment inventories School Budget History PD Plan

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Arts and Humanities Survey Teachers using Arts and Humanities in core curriculum Professional Development requests given to principal and approved for teachers Staff and administrators support the community theatre events Plays throughout the year are communicated through Enews, FACEBOOK, District Newsparper, Community Newspaper,

Program Review: Practical Living/Career Studies

Introduction

This report contains Program Review results for Practical Living/Career Studies. This program review is required as part of Kentucky's new assessment and accountability model. A Program Review is a systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student works samples, formative and summative assessments, professional development and support services, and administrative support and monitoring. (KRS 158.6453(l)(i)) Diagnostic tools to capture and report the results from these program reviews are contained in the AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). ASSIST allows schools and institutions to gain better understanding of past successes and opportunities, and confidently build a solid, research-based improvement plan for the future.

Curriculum and Instruction: Health Education

Students have equitable access to high quality, rigorous health education curriculum.

Statement or Question Response Rating a) To what extent does the school ensure the A comprehensive health education curriculum is Proficient health education curriculum is sequential and sequentially planned and aligns with the aligned with the Kentucky Core Academic Kentucky Core Academic Standards for Standards for PL/CS? Practical Living.

Statement or Question Response Rating b) To what extent does the school ensure regular Health education curriculum Proficient opportunities are provided for all students regularly provides opportunities become health literate by practicing the skills for all students to become health embedded in the National Health Education literate by practicing the skills Standards? embedded in the National Health Education Standards (NHES) which establish, promote and support health-enhancing behaviors for students in all grade levels.

Statement or Question Response Rating c) To what extent does the school ensure the The health education curriculum Distinguished health education curriculum provides learning provides learning strategies and strategies and activities that ensure students activities that ensure students receive receive instruction in all health education annual instruction in all health content areas? education content areas (e.g. family life and human sexuality, alcohol and other drugs, tobacco, nutrition, mental and emotional health, injury and violence prevention, diseases and disorders, physical activity, personal/consumer health, community/environmental health).

Statement or Question Response Rating d) To what extent does the school ensure a Not Applicable N/A Coordinated School Heath Committee is used as a support and resource for collaboration and integration of health education instruction throughout the school environment?

Statement or Question Response Rating e) To what extent does the school ensure the School ensures content of the health Distinguished health education curriculum is integrated and education curriculum is frequently includes frequent opportunities for cross- integrated into all content areas to disciplinary connections to meet the health and meet the health and safety needs of all safety needs of all students? students

Lesson Plans Pacing Guide Student Work (spanish) Guest speakers in parenting classes for Fetal Alcohol Syndrome Nutritional analysis for children, diabetics, defferent medical needs etc. Dating and domestic violence seminars Seminars on good communication skills, relationship skills Student produced videos about anti-bullying

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

The Practical Living/Career Studies Health Curriculum is aligned. Core Content Standards are introduced, implemented and mastery is sought. Pacing guides are used to assess that lessons follow a sequential order Curriculum allows students to be health literate National Health Education Standards are embeded in each lesson Health Credit is required for graduation Master Schedule ensures the availability of health certified teachers to teach each health class There is not a Coordindated School Health Committee but our school workds closedly with community partners to ensure health advocacy (Health Department Speakers, Partners in Prevention, Longest Day of Play, Bullitt County Health Department) All of the above community partners provide seminars and classes on different aspects of health education Health curriculum is frequently integrated into other areas (Spanish-MyPlate, Science-Disease Prevntion, FCS nutrition, foods and parent course Venn Diagrams are used to compare and contrast former American My Pyramid and the Latin-American MyPyramid .

Curriculum and Instruction: Physical Education

All students have equitable access to high quality, rigorous physical education curriculum.

Statement or Question Response Rating a) To what extent does the school ensure the A comprehensive physical education Proficient physical education curriculum is sequential and curriculum is sequential and aligned aligned to the Kentucky Core Academic to the Kentucky Core Academic Standards for PL/CS? Standards for practical living.

Statement or Question Response Rating b) To what extent does the school ensure regular Physical education curriculum Proficient opportunities are provided for all students to regularly provides opportunities for become physically literate individuals who have all students to become physically the psychomotor, cognitive, and affective skills literate individuals who have the to adopt a physically active lifestyle as defined psychomotor, cognitive, and by the National Association for Sport and affective skills to adopt a physically Physical Education (NASPE) National Physical active lifestyle as defined by the Education Standards? National Association for Sport and Physical Education (NASPE) National Physical Education Standards.

Statement or Question Response Rating c) To what extent does the school ensure the The physical education curriculum Distinguished physical education curriculum frequently provides differentiated learning provides differentiated learning strategies and strategies and activities for all lessons activities that ensure all students develop that ensure all students develop competency and confidence in motor skills that competency and confidence in motor fosters the necessary knowledge for life-long skills that fosters the necessary physical activity? knowledge for life-long physical activity.

Statement or Question Response Rating d) To what extent does the school ensure a There is no Coordinated School No Implementation Coordinated School Heath Committee utilize a Health Committee. Comprehensive School Physical Activity Program (CSPAP) to increase the quality of physical education instruction as well as increase physical activity opportunities throughout the school environment?

Statement or Question Response Rating e) To what extent does the school ensure the School ensures the physical Proficient physical education curriculum is integrated and education curriculum is includes regular opportunities for cross- integrated and includes regular disciplinary connections to meet the physical opportunities for cross-disciplinary activity needs of all students? connections to meet the physical activity needs of all students.

SY 2013-2014 Page 52 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School will likely find they need to search out additional evidence during the program review process in order to make judgments or to support judgments.

Lesson Plans Pictures JROTC (Presidential Fitness Results)

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Physical Education Curriculum is aligned according to the Ky Core Academic Standards Regular opportunities for students to become physically literate in the skills and lifestyles that are defined by the NASPE standards Lessons are aligned with the skills and lifestyle outlined in the NASPE Physical Education is a required credit for graduation The Master Schedule ensures availability of physical education certified teachers to teach each physical education class. School does not have a Coordinated School Health Committee but works closely with the community to ensure physical activity for life

Curriculum and Instruction: Consumerism

All students have equitable access to high quality, rigorous consumerism education curriculum.

Statement or Question Response Rating a) To what extent does the school ensure the Consumerism curriculum is Proficient consumerism curriculum is rigorous, aligned to rigorous, aligned to state and state and national standards, and meets the national standards, and meets the needs of diverse learners and includes the needs of diverse learners and integration of 21st Century Skills and includes the integration of 21st Knowledge? Century Skills and Knowledge.

Statement or Question Response Rating b) To what extent does the school ensure students Students develop real world skills related to Proficient develop real world skills related to consumerism consumerism including problem-solving, goal including problem-solving, goal setting, critical setting, critical thinking, decision making, and thinking, decision making, and analyzing analyzing information. information?

Statement or Question Response Rating c) To what extent does the school ensure the Consumerism curriculum is connected to Distinguished consumerism curriculum is connected to business and industry and local business and business and industry and local business and industry partners are utilized both within and industry partners are utilized as resources (i.e. outside the school to provide educational guest speakers, judges, etc.)? opportunities beyond the classroom.

Statement or Question Response Rating d) To what extent does the school ensure students Students routinely engage in grade level Distinguished routinely engage in grade level appropriate appropriate financial decision making and financial decision making? demonstrate these skills through real-world entrepreneurial experiences, school-based enterprises, and/or work based learning.

Statement or Question Response Rating e) To what extent does the school ensure students Students apply core academic skills such as Distinguished apply core academic skills such as math and math and reading and demonstrate mastery by reading to solve real world problems related to solving real world problems related to consumerism? consumerism through the regular practice of goal setting, critical thinking, decision making, and analyzing information.

Statement or Question Response Rating f) To what extent does the school ensure Information about consumerism is routinely Proficient information about consumerism is routinely integrated into the total school curriculum. integrated into the total school curriculum?

Statement or Question Response Rating g) To what extent does the school ensure A variety of technology tools are integrated into Distinguished technology is integrated into the delivery of the the delivery of the consumerism curriculum and consumerism curriculum? are routinely used by students and teachers to demonstrate media literacy.

Catering events Parenting budgeting activities Pricing activities Guest speakers B abysitting services recipe converstion activities Project in buildng literacy in childhood education plans Lesson Plans, Unit Plans, and student projects Updated KOSSA Standards Guest speakers Outside Judges Co-op opportunities Young Professionals Panel of Business Leaders Pacing Guides Senior Job Shadowing Clubs Work Based Learning Plant sales Floral work in community Geek Squad, Junior Achievement Veterinary Visits

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Students are engaged in mastering real world skills needed to enter the work force Curriculum is rigorous and aligned to state and national standards correlating it to the 21st Century Skills Cougar Shoppe, Central Savings & Loan and Green Paw Greenhouse are student based enterprises Students set goals, problem solve and analyze data on a day to day basis to keep each business up and running efficiently Guest speakers frequently come to BCHS to speak about their local businesses and industries Co-op program and Young Professionals are used to connect with local businesses and industries

Math, reading and history are incorporated into each PL/CS content. Math is seen daily with a focus on critical thinking Student research and study the history of different companies Consumerism is incorportated in other content areas Technology is incorporated through research, problem solving, and analyzing data

Curriculum and Instruction: Career Education

Students have equitable access to high quality, rigorous career education curriculum.

Statement or Question Response Rating a) To what extent does the school ensure the Career education is rigorous, aligned to state Proficient career education is rigorous, aligned to state and national standards, and meets the needs of and national standards, and meets the needs of diverse learners and includes the integration of diverse learners and includes the integration of 21st Century Skills and Knowledge. 21st Century Skills and Knowledge?

Statement or Question Response Rating b) To what extent does the school ensure students Students demonstrate mastery through the Distinguished develop and practice real world skills related to regular practice of real world skills related to careers including problem solving, goal setting, careers including problem solving, goal setting, critical thinking, decision making, and analyzing critical thinking, decision making, and analyzing information? information.

Statement or Question Response Rating c) To what extent does the school ensure career Career education curriculum is designed to Distinguished education curriculum is designed to meet the meet the needs of business and industry, which needs of business and industry, which includes includes the employment needs of the local the employment needs of the local workforce, workforce, as well as job outlook and/or sector as well as job outlook and/or sector strategy strategy data. At the high school level, data. At the high school level, business and business and industry partners serve on industry partners serve on advisory committees advisory committees for career education for career education programs? programs and are also utilized as resources (i.e. guest speakers, judges, etc.) both within and outside the school and classroom.

Statement or Question Response Rating d) To what extent does the school ensure students Students routinely engage in grade level Distinguished routinely engage in grade level appropriate, appropriate, career-related problem solving and career-related problem solving within the apply these concepts through real-world classroom? entrepreneurial experiences, school based enterprises, and/or work based learning.

Statement or Question Response Rating e) To what extent does the school ensure students Students apply core academic skills such as Proficient apply core academic skills such as math and math and reading to solve real world problems reading to solve real world problems related to related to career education. career education?

Statement or Question Response Rating f) To what extent does the school ensure Information about careers is routinely integrated Proficient information about careers is routinely integrated into the total school curriculum. into the total school curriculum?

Statement or Question Response Rating g) To what extent does the school ensure A variety of technology tools are integrated into Distinguished technology is integrated into the delivery of the the delivery of the career education curriculum career education curriculum? and are routinely used by students and teachers to demonstrate media literacy.

Statement or Question Response Rating h) To what extent does the school ensure students Students are encouraged to develop and Proficient are encouraged to develop and practice career practice career and leadership skills through and leadership skills through service learning service learning projects, extra/co-curricular projects, extra/co-curricular organizations, organizations, and/or student organization and/or student organization activities. activities. Recognition is provided to students Recognition is provided to students for their for their efforts and accomplishments. efforts and accomplishments?

Membership, participation and competition in local, state, and national FCCLA, FFA, and FBLA events Child Care Nights Catering Events Lesson Plans KOSSA Standards, ILP Completion, Career Readiness 101 Curriculum Job Shadowing, Young Professionals Panel Case Studies Occupational Handbook provided by the Department of Labor - students analyze local workforce as well as job outlook Students serve on advisory committees for career education programs Entrepreneurial experiences - Central Saving & Loan, Cougar Shoppe, Cogar News Now, Green Paw Greenhouse Interior Design Guest Speakers Field Trips to Universities

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Curriculum engages all students in higher order thinking, creativity and problem solving skills aligned to state and national standards ILP's are reviewed and updated on an ongoing basis in vocational and content classes Career Readiness 101 curriculum is implemented as a supplement to the ILP Multiple intelligences and abilities are used to motivate the individual student Technology is used through Internet, projectors, airliners, teacher websites and blogs, Rainbird Irrigation, etc. Communication skills are utilized (verbal, non-verbal, written, listening and interview skills) are integrated across all content areas

Advisory committees are used to keep up to date and make use of real life industry standards and to assess program needs Job shadowing and Co-op opportunities are available for students Students apply technical mathematics, reading, and writing skills (comparison shopping, resume writing, balancing a checking account, analyzing a stock chart, loan applicaitons, rental agreements, FITT charting, and nutritional analysis) to support and demonstrate learning Students use problem solving and critical thnking skills to interpret and analyze data Students practice and apply real world skills related to specific career clusters through the student enterprises (Central Saving & Loan, Cougar Shoppe, Cogar News Now, Cougar Cafe, and Green Paw Greenhouse) Central Savings & Loan - fully functional bank,promoting financial literacy, importance of opening a bank account and reconciling it, basics of credit and principles of loans, etc. Cougar Shoppe - school spirit store, student can purchase school merchandise, and supplies Cougar News Now - school newspaper, highlighs Cougar achievements in academics and sports as well as upcoming events Cougar Paws Greenhouse - management of a nursery and sell products Panel of business advisors meet with students on several occasions to discuss employment needs, what workforce skills are lacking, how to align curriculum to ensure students are ready to enter the workforce, job outlook for our community, etc. Students co-op with some of these advisors and the part time jobs become full time. Real world applications are taught each day; basic to complex finances, how to prepare meals iin a safe and nutritional way Math and reading skills are used throughout the curriculum, students become career ready and are able to practice these skills each day in the real world Focus in curriculum remains core standards and ACT in order to help students become college and career ready Technology is used daily GoogleSketch is used in ladscaping class to design layouts Child care clases used real like babies that record data about the care of them outside the classroom for analysis Greenhouse classes utilize technology to water and feed plants properly In Business classes, students participate in simulations on the Internet along with web-based learning Career Readiness 101 Curriculum is technology based CNN classes used MAC computers to develop school-wide television broadcasts Cougar Cafe classes cook for the faculty/staff as well as caters the Hall of Fame Banquet (200 people) Child care classes offer babysitting duriing school functions Greenhouse classes work with food service to provide fresh produce to cafeteria Banking classes woprk with local banks and offers services of savings and borrowing

Curriculum and Instruction: ILP

Schools containing grades 6-12 implement the ILP as an effective tool for career planning and continue using the tool to track a student’s progress throughout their secondary school experience.

Statement or Question Response Rating a) To what extent does the school ensure ILP ILP development for all students begins in 6th Proficient development for all students begins in 6th grade and continues throughout middle and grade and continues throughout middle and high school, with input from students, teachers, high school, with input from students, teachers, and parents. A process is in place to ensure and parents. A process is in place to ensure that parents have received access information that parents have received access information for the ILP. for the ILP?

Statement or Question Response Rating b) To what extent does the school ensure students Students and teachers use formative and Proficient and teachers use formative and summative summative assessment data, including assessment data, including benchmark benchmark performance from K-PREP and performance from K-PREP and EPAS, to EPAS, to construct, revise, and update the ILP. construct, revise, and update the ILP?

Statement or Question Response Rating c) To what extent does the school ensure an Multiple advising programs are in place and Distinguished advising program is in place and includes include components of the ILP, as well as components of the ILP? regular meetings between students and college / career advisers.

Statement or Question Response Rating d) To what extent does the school ensure a A formalized plan is in place and included in the Distinguished formalized plan is in place to monitor the CSIP to monitor the completion of the ILP at completion of the ILP? both the school and district levels and includes at least bi-annual check points.

Statement or Question Response Rating e) To what extent does the school ensure at the At the high school level, all students select and Distinguished high school level, all students select and note in note in their ILP at least 4 courses related to their ILP at least 4 courses related to their their career major and one of the state's 14 career major and one of the state's 14 Career Career Clusters, with opportunities to earn AP, Clusters? dual and articulated credit, as well as industry- recognized certifications.

Professional Development is given on how to access and use ILPs in classes Enews and newsletters are provided to parents on how to access, review and assist students with ILPs

College/Career Coach meets with students/seniors regularly Senior English teachers review and monitor completion of ILPs Spreadsheets are used to track student preparedness for College and Career Readiness and shared with faculty Prep classes are incorporated to assist students with KOSSA assessments and Industry Certification College/Career Coaches assist and facilitate preparedness Bullitt Central Curriculum Guide

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

ILPs are initiated in middle school Enews and newsletters are used to encourage parents to login, access and provide input on ILPs Career Seminar class is required and students complete a rigorous ILP unit in this class Senior English classes incorporate ILPs as a requirement Teachers and Counselor review individual ILPs Benchmark performance data is tracked on a CCR spreadsheet and visited by staff to discuss plans for College/Career Readiness Spreadsheet includes Explore, Plan, ACT, Work Keys, Compass, KYOTE and is referenced when meeting with students Monitoring students takes place each year of their high school career College/Career Coach assists with this monitoring Twelve Career Cluster pathways are available as career readiness and part of requirements to graduate Bullitt Central Curriculum Guide lists all Career Pathways and requirement classes for them.

Formative and Summative Assessment: Assessments

Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

Statement or Question Response Rating a) To what extent are Kentucky Core Academic Kentucky Core Academic Standards, 21st Proficient Standards, 21st Century Skills and Knowledge, Century Skills and Knowledge, and other and other applicable content standards used in applicable content standards are used in the the development of formative and summative development of formative and summative assessments related to PL/CS assessments related to PLCS.

Statement or Question Response Rating b) To what extent are traditional PL/CS Traditional PLCS assessment measures are Proficient assessment measures responsive to a variety responsive to a variety of learning styles and of learning styles and abilities? abilities.

Statement or Question Response Rating c) To what extent do PL/CS teachers use data PLCS teachers use data from formative and Distinguished from formative and summative assessments, summative assessments, student ILPs, and student ILPs, and other sources to guide other sources to individualize instruction to instruction, develop intervention plans, and motivate and challenge all students. improve instructional practices?

Statement or Question Response Rating d) To what extent do PL/CS assessments support PLCS assessment data is shared with students Distinguished individual growth of all PL/CS students? and parents and is used to set targets for growth.

Assessment analysis Lesson Plans Formative and Summative Assessment samples Rubrics Self Assessments and performance based assessments KOSSA Standards Unit on Employability Skills Career Seminar Study Guides

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Assessments and rubrics are based on KOSSA and national standards Curriculum in Business is based on specific career certifications and KOSSA standards FACS classes are based on State, KOSSA and National standards for certification Agriculture classes are based on KOSSA standards Health curriculum meets the national health standards Physical Education uses the President's Physical Fitness assessment and the National Physical Fitness test which is performance based Practical Living/Career Studies assessments measure a variety of learning styles and abilities Assessments are adapted to fit the individual needs of the students: self-assessments performance evaluations, projects, written assessments, work-based learning Data is used from formative and summative assessments, student ILPs and other sources to guide instruction, develop intervention plans, and improve instructional practices Failure intervention and behavior plans are used to monitor and help students succeed Assessments support individual growth by using pre and post assessments to gain understanding of student growth during instruction A variety of teaching strategies are used to meet different learning styles (auditory, visual and kinisthetic) Tutoring is offered to students not meeting standards

Formative and Summative Assessment: Expectations for Student Learning

Teachers should have common and high standards for student learning in the content area.

Statement or Question Response Rating a) To what extent do PL/CS teachers develop PLCS teachers develop scoring guides, models Proficient scoring guides, models and rubrics, and apply and rubrics, and apply these to assess student these to assess student performance? performance.

Statement or Question Response Rating b) To what extent do PL/CS teachers provide PLCS teachers provide consistent, timely and Distinguished consistent and timely feedback to students and effective feedback to students and parents on parents on student's performance? student's performance. Feedback is used to plan the student's future educational and career goals.

Online Parent Portal Student Portal Access IC weekly usage reports Day to Day Student Interactions Feedback and descriptive information to students Scoring guides and rubrics consistent and timely feedback to students and parents Parent Teacher conferences BCHS Showcase Teacher work days

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Scoring guides, models and rubrics are developed by teachers to assess student performance HIgh Expectations are the norm for all students as verified by rubrics and scoring guides Clear expectations are shared for quality performance Rubrics and scoring guides are shared with students Students create rubrics and scoring guides Students are given opportunity to enter and compete at local, regional, and state levels based on their achievements on given standards Feedback is consistent and timely to students and parents Technology is used to provide feedback. (Infinite Campus Messenger, Email, Teacher Websites, Blogs, Phone Calls, Parent Teacher and

Student Teacher Conferences) After assessments work is graded and students have the opportunity to debrief with teacher about performance Curriculum maintains high expectations for all students to demonstrate individual progress and achievement. Health class is a requirement and incorporates all dimensions of health and wellness

Professional Learning: Opportunities

Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.

Statement or Question Response Rating a) To what extent does the school ensure that the The professional learning action plan is linked Proficient professional learning action plan is linked to the to the Comprehensive School Improvement Comprehensive School Improvement Plan Plan (CSIP) and supports quality instruction in (CSIP) and supports grade level appropriate PLCS disciplines. instruction in the PL/CS disciplines?

Statement or Question Response Rating b) To what extent does the school ensure that job Job embedded professional learning Distinguished embedded professional learning opportunities opportunities are available to PLCS teachers to are available to PL/CS teachers to encourage encourage continuous growth and are tailored continuous growth? to meet the individual needs of teachers and students.

Statement or Question Response Rating c) To what extent does the school ensure that PLCS professional learning opportunities focus Proficient PL/CS professional learning opportunities focus on research-based best practices that support on research based best practices and are teacher Professional Growth Plans. planned based on school and student data and teacher Professional Growth Plans?

Statement or Question Response Rating d) To what extent does the school ensure that the The school allocates time for PLCS and Proficient schedule allows for PL/CS and academic core academic core teachers to collaborate and teachers to collaborate and exchange ideas? exchange ideas.

CSIP School Committees Professional Develpment focus and support continuous growt - CASE, Flight, Franklin Simpson Visit, research based best practic, support techer growth plans, lesson plan development, differentiation, and technology Teacher work days KOSSA Layout New KOSSA standards

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Data from the CSIP and School Report Card is used This helps by incorporating school wide practices in order to raise the bar in disciplines across content Tardy slips to students late to class Opportunities are given to improve and build rgor within each department Agriculture teacher is able to proctor Engine and Equipment Training Council which allows them to teach and assess students for Industry Certificates Business teachers attend training. Microsoft Office Certified and CISCO Networking Certified KOSSA and Industry Certificate Professional Developments are available and opportunities to attend are given Three teachers are certified proctors for Industry Certificates (EETC, Microsooft Office, and CISCO) Needs assessment given to teachers to identify weaknesses and growth areas Teacher led professional development sessions are provided throughout the year Common planning within the school day is given PLCs enable teachers to research, revisit, question, and evaluate curriculum Core content and vocational teachers have common planning

Professional Development and Support Services: Participation

Teachers participate in program-specific professional learning designed to meet their needs. PLCS teachers participate in professional development focused on 21st Century Skills.

Statement or Question Response Rating a) To what extent do PL/CS teachers participate in PLCS teachers participate in content-specific Proficient content-specific professional learning selected professional learning. based on school, student and teacher data analysis?

Statement or Question Response Rating b) To what extent do PL/CS teachers actively PLCS teachers actively participate in Proficient participate in professional learning communities professional learning communities to address to address issues related to instructional issues related to instructional practices, data practices, data analysis, and improving student analysis, and improving student achievement. achievement?

Statement or Question Response Rating c) To what extent are PL/CS teachers leaders in PLCS teachers are leaders in professional Proficient professional organizations and the school? organizations and the school.

Statement or Question Response Rating d) To what extent do PL/CS teachers regularly PLCS teachers are provided with time in the Distinguished collaborate with community, business, and school schedule, a stipend and/or professional postsecondary partners through advisory learning credit for collaboration with community, committees, work exchange programs and/or business, and postsecondary partners through community groups with a focus on the arts? advisory committees, work exchange programs, and community groups.

Statement or Question Response Rating e) To what extent do most teachers in the school All teachers in the school receive professional Proficient receive and implement professional learning to learning opportunities to enhance the enhance the integration of the PL/CS content integration of PLCS concepts (physical into school curricula? education, health, consumerism and careers) into school curricula.

Tour of other facilities CASE - Curriculum for Agriculture Science Education Professional Development Vocational summer conference attended school committees Young professionals' advisory board SY 2013-2014 Page 68 © 2014 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Program Review Report Bullitt Central High School

JROTC programs EETC Certificates CCCC Certificates Servsafe Certificates

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Program specific professional development attended Teacher and student representatives collaborate with community partners to participate on various advisory committees Teachers are leaders in professional organizations (FFA, FBLA, Alumni Committee, Bullitt County Chamber of Commerce, Bullitt County Extension Office, and Farm Bureau among others ) Teachers collaborate wtih community and business partners

Administrative/Leadership Support and Monitoring: Policies and Monitoring

School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective PLCS instructional programs.

Statement or Question Response Rating a) To what extent does the School School Council/Leadership ensures that PLCS Proficient Council/Leadership ensure that PL/CS concepts are taught throughout the school and concepts are taught throughout the school and across the curriculum. across the curriculum?

Statement or Question Response Rating b) To what extent does school leadership ensure Time allocated extends beyond usual Distinguished that protected time is allocated in the schedule implementation, demonstrating a strong school so that all students can receive all PL/CS commitment to the PLCS and needs of disciplines and instruction? students.

Statement or Question Response Rating c) To what extent does school leadership ensure School leadership and teachers of all Proficient that all departments are invited to participate in departments are invited to participate in planning the annual school budget? planning the annual school budget.

Statement or Question Response Rating d) To what extent does school leadership ensure PLCS teachers are assigned manageable class Proficient that PL/CS teachers are assigned manageable loads based on course and facilities. class loads based on course and facilities?

Statement or Question Response Rating e) To what extent does school leadership ensure PLCS teachers receive planning time that is Proficient that PL/CS teachers receive planning and travel equitable with other content areas. time that is equitable with other content areas?

Statement or Question Response Rating f) To what extent do the principal and program School leadership and program teacher leaders Proficient teacher leaders collaborate to allocate equitable collaborate to allocate time and resources to time, appropriate facilities and resources to implement the PLCS programs. implement the PL/CS programs?

Statement or Question Response Rating g) To what extent does school leadership ensure Decisions related to PLCS program staffing are Proficient that decisions related to PL/CS program staffing based on student need. is based on student need and interests?

Statement or Question Response Rating h) To what extent does school leadership ensure Committees (Coordinated School Health Proficient that Committees (Coordinated School Health committees, CTE program advisory committees, CTE program advisory committees) meet a minimum of twice per committees) meet a minimum of twice per school year to ensure quality PLCS school year to ensure quality PL/CS programming policies. programming policies?

Statement or Question Response Rating i) To what extent does school leadership ensure Not Applicable N/A 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?

Master Schedule One on one scheduling sheets for each grade level Curriculum Guide County and school policies for college and career readiness for graduation Budget requests PLC minutes

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator.

Practical living/vocations studies work co-curricular with the math department Accountability is measured by college and career readiness reports Bullitt County School policy states that all students will be College or Career ready as determined by the state requirements by 2015 Career pathways are determined by students and classes are taken to assure completion according to one on one scheduling that takes place in March/April. Special attention is taken to review transcripts and pathway classes needed to be ready to take the KOSSA Assessment or be Certificiate certified in the area of student choice. Vocational department submits needs to the budget committee and principal Perkins' money is distributed based on the needs of each division of the department Teachers have a specific specialty in their area of certification and area of expertise Case loads and availability are determined by individual scheduling Funds are allocated to departments based on need Young Professionals' advisory council meets at least 2 times a year to discuss needs of community Monitoring of lesson plans enables department chairs and administrators the ability to assure that concepts are taught throughout the school and across the curriculum Time is allotted monthly to meet with departments, committees, and PLCs

Early Release Days allow time for collaboration and alignment of curriculum, lesson plan development, analysis of assessments, etc. District Wellness policy is in place and all schools follow the policy through monitoring from central office.

Administrative/Leadership Support and Monitoring: Principal Leadership

Principals are the primary leaders of all PL/CS program efforts and support teacher leadership through shared leadership strategies and actions.

Statement or Question Response Rating a) To what extent does the principal enlist The principal enlists program area teacher Proficient program area teacher leaders to collaborate, leaders to collaborate, evaluate and reflect on evaluate and reflect on the impact of PL/CS the impact of the PLCS, Arts and Writing instructional practices on overall student instructional practices on overall student achievement in the school? achievement in the school.

Statement or Question Response Rating b) To what extent does the principal initiate and The principal initiates and participates in Proficient participate in professional learning regarding professional learning the school's PL/CS programs? regarding the school's PLCS programs.

ENews Social Media Communications almost daily College and Career Readiness Reports Master Data File CCR Reports KOSSA Test Results Work Keys Results ACT Data Infinite Campus student data information Early Release and Faculty Meeting Agendas

The rationale explains how the identified evidence supports the school's reported level of program implementation for the demonstrator

Teachers meet every Early Release and at Faculty Meetings to discuss CCR reports and current standings of students in career readiness, KOSSA and Work Keys results

Student data is tracked and goal setting takes place every month to target specific students to meet benchmarks Teachers participate in trainings related to Work Keys, KOSSA and content related curriculum development Funds will be available in the next year to help accomodate curriculum and content development with department teachers ENews, social media outlets, and district level personnel are notified to report a percentage of completion for career and college readiness throuhgou the year Leadership initiates and participates in PLCs and workshops that will enhance Practical Living/Career Studies Department Chairs along with PLCs work with the Arts and Writing contents to ensure instructional practices are available to all students

Program Review Next Step Diagnostic

Introduction

The program reviews are intended to guide schools to systematically analyze their comprehensive school programs in the areas of Arts and Humanities, Practical Living/Career Studies, Writing, and the K-3.

This final step is to analyze the findings from each program review to determine how the school will make recommendations to improve and sustain each program.

In-Depth Review

Statement or Question:Identify the programs given an in-depth review during the current school year. You may select more than one. Response:

•Arts and Humanities •Practical Living/Career Studies •Writing

Arts and Humanities Program Review

What areas have been identified as strengths in the Arts & Humanities Program? What is being done to sustain these strengths?

The curriculum is aligned to the standards. Teachers work on instrucitonal strategies that generate original and varied art that are expressive with teacher and student feedback and guidance. Students are encouraged to participate in juried events, exhibitions, contets, and performances outside of school. Students that do participate are celebrated.

What areas have been identified that need to be improved in the Arts & Humanities Program?

Professional Development that is content specific is always a priority. BC has been able to encourage and allow teachers to participate in KMEA and other Arts related Professional Development. This will continue tobe a priority as teachers complete reflections in CIITS and build their growth plans.

What steps need to be taken to improve the Arts & Humanities program?

Continue the support for drama, history of performing arts and funding to support the department's endeavors in order to meet the needs of the students that select this career path.

Practical Living/Career Studies Program Review

What areas have been identified as strengths in the Practical Living/Career Studies Program? What is being done to sustain these strengths?

Career Readiness is an increasing accountability area that focuses on curriculum development, state assement accountability and data analysis for improvement of the program has focused attention on PL/CS. County wide graduation requirements for all students to be college or career ready enables students to become accountable for career or college readiness. Collaborations between vocational and administration to ensure KOSSA ready remedial classses are in place to help students become career ready.

What areas have been identified that need to be improved in the Practical Living/Career Studies Program?

The need to increase KOSSA and Work Keys Scores and the amount of Industry Certificates attained The need to realign lesson plans with standards.

What steps need to be taken to improve the Practical Living/Career Studies program?

Integration about career and colege readiness into all curriculum Communicatioon of career pathways during parent teacher conferences, 8th grade transition, and open houses Collaboration with state staff and KOSSA assessment alignment

Writing Program Review

What areas have been identified as strengths in the Writing program? What is being done to sustain these strengths?

Students create works of quality and substance that are used as models to inform others' work Students models are used frequently by teachers in classrooms Teachers give specific feedback and post student work. On Demand scoring is completed by teachers of different contents Teacher implemented plans to monitor student progress in writing and communication skills consistent with grade level writing standards, formative assessments, and responding to evidence through revised instruction.

What areas have been identified that need to be improved in the Writing program?

Veritical and horizontal alignment continue to be an area of need.

What steps need to be taken to improve the Writing program?

Professional Learning Communities meeting to discuss, revise and implement vertical alignment in order to prepare students to be college and career ready.

K-3 Program Review

What areas have been identified as strengths in the K-3 program? What is being done to sustain these strengths?

Bullitt Central is a High School and does not have a K-3 Program Review

What areas have been identified that need to be improved in the K-3 program?

Bullitt Central is a High School and does not have a K-3 Program Review

What steps need to be taken to improve the K-3 program?

Bullitt Central is a high school and does not have a K-3 Program Review

Career Advising Diagnostic

Introduction

Kentucky is committed to ensuring that every student reaches proficiency and graduates from high school ready for college and/or career. A strategy for comprehensive college and career advising, connecting students to adults that may advise them on college and career options is integral to reaching this goal. This diagnostic can be used by schools to determine the level of implementation of a Comprehensive College and Career Advising Program and can be used in conjunction with Program Review for Practical Living/Career Studies.

A Comprehensive College and Career Advising Program should: 1.Be School-Wide; 2.Implement or Employ the Individual Learning Plan (ILP) as the core component of college and career advising and exploration; 3.Unite students, staff, parents, the community, businesses, and higher education; and 4.Aim to reduce dropout rates, raises graduation rates, and helps pave the way for students to seek post-secondary pursuits after high school (Hodges, 2010; Schanfield, 2010).

To be most effective schools should create a School Counseling Program Advisory Council, as recommended by the American School Counselor Association National Model (3rd ed.) (ASCA, 2012). In order to effectively meet the needs of all students the Advisory Council should be diverse and consist of representatives from school staff, students, parents, and the community. The involvement of many stakeholders ensures program continuity and broadens the scope of content knowledge, skill development, and the formation of habits necessary for students to be successful in adulthood.

Role and Responsibilities of a School Counsel Program Advisory Council The Advisory Council helps develop the Comprehensive College and Career Advising plan, which includes interventions that target the unique academic, career and personal/social needs of students as identified through needs assessments, grades, ILP reporting, EPAS scores, Student Gallup Poll results, and other school related data. (3rd ed.) (ASCA, 2012).

Evidence-based monitoring is the responsibility of the school counseling program advisory council to ensure that relevant objectives are met and reached. Revisions of the program are intentional, timely and responsive to student and school needs. Data analysis is used to set priorities for services to address academics, behavior, attendance, retention, and acceleration needs. Further, as described by ASCA (http://www.ascanationalmodel.org/content.asp?contentid=21), data are used “to measure the results of the program as well as to promote systemic changes within the school system so every student graduates college- and career-ready” (2012).The School Counseling Program Advisory Council should prioritize services that address the school’s Comprehensive Improvement Plan concerning college and career readiness, proficiency for all students and eliminating achievement gaps.

In addition to including ALL students, the advising program must be scheduled to occur at regular intervals throughout the school year and be structured to include frequent updating of student ILPs. Imbedding the ILP into the advising system is critical to: supporting students to set and meet goals, helping teachers building relationships with students, and empowering schools to meet the needs of all students.

References: American School Counselor Association National Model (3 ed.). (2012). Alexandria, VA: American School Counseling Association.

Advising Program

Statement or Question Response Rating 1. Advising program is guided by a team Team includes school staff, students, parents, Distinguished comprised of a variety of stakeholders. business/community and higher education.

Statement or Question Response Rating 2. Advising occurs at regularly scheduled intervals Every student participates in advising one time Proficient throughout the school year. per month.

Statement or Question Response Rating 3. Every student has a regular and on-going Targeted students are assigned to an advisor Proficient advising relationship with at least one adult in who has regular contact and is familiar with the the school building. student's grades, co-curricular activities and career goals.

Statement or Question Response Rating 4. Advising program promotes systemic changes The advising program is designed to address Proficient within the school. the academic needs of all students and provide guidance to students who self-identify a personal/social need.

Statement or Question Response Rating 5. The ILP is effectively implemented with input Leadership supports the ILP by including Distinguished from administrators, counselors, advisors, advisors, counselors, teachers and students. teachers, students and parents. ILP guidance is provided to parents at least twice each year through newsletters, meetings, emails and phone calls.

School integrates the ILP across 3-5 content areas as a teaching tool.

School-Based Decision Making Council adopts a policy for ILP implementation including ongoing communication with parents regarding student progress and annual ILP review.

Data with clearly defined criteria on student feedback and parent access to the ILP is collected and analyzed to inform improvement plans. Data is used to design and implement the master schedule.

Statement or Question Response Rating 6. Each student has goals that incorporate School & staff have established an advising Distinguished identified interests and career-path goals for program that ensures every student has a postsecondary or workforce readiness identified meaningful relationship with at least one adult within the ILP. who serves as a resource as the student completes the ILP.

Every student has access to accelerated learning opportunities that are aligned with their ILP.

Statement or Question Response Rating 7. Advising is related to academics, career, and Every student participates in on-going advising Distinguished personal/social needs. focused on academics, careers and personal/social needs.

Statement or Question Response Rating 8. Advising program sets goals and implements The school implements school-wide efforts to Proficient strategies to address achievement gaps. encourage all students to reach proficiency.

Statement or Question Response Rating 9. Advising program uses data to measure the Evidence-based monitoring is the responsibility Distinguished results and ensure that every student graduates of the advising council. Data use includes but college and career ready and work towards is not limited to grades, attendance, behavior, decreasing achievement gaps. EPAS scores, EOC scores, AP scores and ILP reports. Revisions to the program are linked to data and are intentional, timely and responsive to student and school needs.