Program Reviews: An Introduction

1. Program Reviews: An Introduction

2. Goals of This Session • Provide background for program review development • Describe document make-up

3. Goals and Overview

4. Program Review A systematic method of analyzing components of an instructional program, including instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative supports and monitoring KRS 158.6453 (1)(i)

5. Goals of Program Reviews • To improve teaching and learning for all students in all programs • To allow equal access to all students the skills that will assist them in being productive citizens • To allow students to demonstrate their understanding beyond a paper-and-pencil test

8. Guiding Framework

9. Parameters

10. Other Considerations • Doable • Allows for diversity between schools • Encourages Innovation • Measureable

11. Standards • Curriculum & Instruction • Formative & Summative Assessments • Professional Development & Support Services • Administrative/Leadership Support & Monitoring

12. Guidelines • Number of Demonstrators • Learning Climate/Environment • Administrative Support • Identify Weaknesses • Characteristics

13. Draft Development

14. The Process • Establish Teams • School Visits by content teams • Writing Days • Virtual Writing and Revisions

15. Program Review Document

16. Arrangement • Standard • Demonstrator • Characteristics

18. Highlights for Writing • Promotes a whole school vision for developing students’ writing and communication skills to compete in the 21st century world • Moves expectations beyond simply writing on paper to communicating for a variety of purposes and audiences using a variety of technological modes

19. Highlights for Writing • Emphasizes an assessment process which informs instruction and allows students to take ownership of their learning • Sets the stage for whole school and on-going support through empowering teachers and administrators as instructional leaders, coaches, and collaborators

20. Highlights for Arts & Humanities • A rigorous arts curriculum provides access to a common academic core for all students as defined by state and national standards in the arts • Teachers examine and discuss student work and use this information to inform their practices

21. Highlights for Arts & Humanities • Students’ arts assessment is based on clearly-defined standards that identify the skills and knowledge expected of students in each art form and for each arts course • Creating, performing and responding attainment levels are clearly communicated to the student, evidenced in classrooms, and observable in student work

22. Highlights for PL/CS • Opportunity to showcase innovative programming utilizing technology, project-based instruction and promoting student leadership and achievements. • Emphasis on collaboration with community/business partners, parents and other academic teachers is a key component • Emphasis on school leadership to support high quality instructional PL/CS programs

23. Highlights for PL/CS • Importance of program related professional development is a key component of the professional development plan • Provides an opportunity to integrate non-traditional types of assessments (e.g. technology driven projects, electronic portfolios and performance/skill based test)

24. Evidence • Suggested, partial list

25. Pilot Schools

26. How were schools chosen? • 48 schools, 34 districts • Districts volunteered • Some suggested schools and programs • Remaining schools randomly selected • Equal distribution of: • Geography • Grade level • Locale • Achievement • (Demographics & Size)

27. Resources

28. Web Page • Located under “Instructional Resources” • Find drafts of the Program Review documents • Dedicated email address for general inquiries • Will continue to be updated throughout the next few months • Check back for feedback survey

29. Questions?????