PL/CS Program Review

1. PL/CS Program Review

2. Reading Time • Read your content’s Program Review. • As you read, complete the Program Review Reading Guide.

4. Curriculum and Instruction • Emphasis on collaboration • Emphasis on skills • Focus on Career Clusters • Use of the Individualized Learning Plan (ILP) • Providing knowledge and opportunities for students to make healthy decisions

6. Formative & Summative Assessment • Incorporation of work-based learning • Use of the ILP • Application of skills • Teachers have access to data • Teachers provide consistent and timely feedback to student and parents

7. Professional Development and Support Services • Research based • Specific to PL/CS • Collaborative opportunities • Integrating 21st century skills

8. Administrative/Leadership Support and Monitoring • Shared vision for quality PL/CS programs • Support and provide resources for PL/CS programs • Involvement of SBDM and leadership in policies

9. Collecting and Documenting Evidence

10. Evidence for Demonstrators • Read the provided demonstrators. • As a group, brainstorm examples of evidence for the “fully-functioning characteristics.” • In the blank column, write down your examples of evidence. Note: In the Program Reviews, examples of evidence are provided, but try to create evidence based on what we are already doing.

11. What does evidence look like?

12. Evidence • Supports decisions on performance levels • Multiple areas • Multiple forms • Easily retrievable

13. Evidence

14. Common Evidence in All Program Reviews • Student led service projects • Extra/co-curricular publications • Leadership activities • Events are student led • Documentation of speakers • Recordings of student presentations • Documentation of innovative opportunities for students to demonstrate communication skills: podcasts, power point presentations, documentaries, oral histories • Examples of explicit instructional activities • Documentation of collaborative projects • Samples of rubrics • Self/peer student assessments • Samples of graded work with feedback • SBDM policies • Course syllabi • Teacher reflections • Digital recordings • PGP, CSIP, ILP, GT, IEP, PD records • Master schedule • Student displays, journals

15. PL/CS Specific Evidence • Family Financial Literacy activities • Fitness testing (e.g. FITNESSGRAM, President’s Physical Fitness Challenge, Personal Best) • SBDM Council Mission/Vision AdHoc Committee minutes showing membership with PL/CS representation • Wellness policy • Career pathways/course offering forms

16. Evidence Activity Practical Living/Career Studies Electronic documentation

17. Ideas for Activities and Projects • Brainstorm activities and projects to complete. • Think about different content areas or community partners to collaborate with. • Think about activities and projects already doing, and expand on them.

18. Performance Levels

19. Program Review Process • Compose team • Identify Evidence • Determine Performance Level for Characteristics • Determine Performance Level for Demonstrators, Standards and Program

20. Program Review Teams • Recommended that schools compose a team which includes teachers, from both within and outside the content specific review, and administrators to complete the program review process • Other possible team members could include: community partners, FRYSCs, etc. • Teams should complete the review process over the course of the year so there is time to truly reflect on and define the school’s program. It is not a “stop and review” process.

21. Program Review Process Strength of the Evidence Language of the Characteristic Is this happening SCHOOLWIDE?

22. “….apparent in the school culture” • NOT one project that lasts 6 weeks • NOT done completely by one department or one group of teachers • Collaboration and skills should be integrated throughout • Evidence should show that these things are on-going and embedded

23. Performance Level for Characteristics Planning is sustained with refinements (as necessary) and implementation is consistent. Planning is fully developed and implementation is consistent, but not universal. Planning is incomplete and implementation is isolated and inconsistent. Planning is beginning and there is no implementation. No plan has been developed for implementation at the content area or grade level

24. Performance Level at Demonstrator, Standard & Program Levels Students’ experiences demonstrate a strong, effective program, few areas require improvement to enhance student achievement. Strengths in program demonstrate positive impact on student success. Areas of growth are easily identified. More areas of strength can be identified than areas of weakness. Areas of growth must be addressed to ensure future student success. Few areas of student success identified through partial implementation; more areas of concern are identified. Students’ experiences diminished. The school’s program demonstrates major weaknesses that must be addressed to ensure student success.

26. Planning for Improvement • The review process should easily identify areas of strength and areas of need. • This data should inform further decision-making

27. Reporting Sequence

28. Program Review Improvement Contract A contract between schools & districts: • focuses on a Demonstrator of Power and a Demonstrator of Weakness • describes SBDM approved plan to address the Demonstrator of Weakness

30. Next Steps

31. What QUESTIONS do you have?