Kentucky Department of Education
KDE Program Review
for K-3
KDE:ONGL:DPS:k3 9/1/12 rev 3/6/13
Curriculum & Instruction
K-3: CURRICULUM AND INSTRUCTION
Demonstrator 1. Student Access
All students have equitable access to highly effective curriculum and instruction.
Limited/No implementation
a) Teachers rarely collaborate on
planning for meeting the needs of
all students.
Needs Improvement
a) Teachers informally share ideas
and strategies for instruction.
Proficient
Distinguished
a) Teachers consistently collaborate a) Teachers collaborate school wide
to ensure each student has access to
with others on their team or
learning experiences that are
grade level to plan instructional
necessary and appropriate for
units, including common
attaining and even progressing
assessments and supplemental
beyond curricular standards.
activities to ensure that each
Parent, community and higher
student has access to the
education partners are regularly
curriculum and access to
involved in helping design
supports necessary to attain the
engaging and relevant learning
curriculum.
experiences that may extend
beyond the school walls.
b) Students have limited access to the b) Students have some access to the
b) Students have access to a variety b) Students have access to and use a
equipment and materials they need
equipment and materials they need
of equipment and materials that
variety of equipment and materials
to attain the curriculum. There is
to attain the curriculum. Instruction
are relevant and necessary to
designed to meet their individual
inconsistency or inequity
is not often adjusted based on
support their needs. Instruction is
needs and enhance their learning
throughout the building. Instruction
needs and/or students are not given
continually revised and students
experiences. Instruction is
is not revised to meet individual
opportunities or instructed in how
are instructed in how to use the
continually revised and students are
student needs.
to use the feedback in an effective
feedback to improve their work.
instructed in how to use the
way in order to improve student
feedback to improve their work.
work.
Evidence:
Rationale:
Next Steps:
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Curriculum & Instruction
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Curriculum & Instruction
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state and national standards.
Limited/No implementation
Needs Improvement
Proficient
a) Curriculum is not aligned to state
standards.
a) Curriculum is only topically
aligned to state standards and/or
does not include pacing
recommendations.
a) The curriculum is vertically and
horizontally aligned to state
standards and fully addresses the
rigor/intent of the standards. It
includes specific pacing
recommendations.
b) There is no plan/policy on the use
of instructional time/curriculum
implementation.
b) Inadequate instructional time is
b) Adequate instructional time is
provided in the schedule to
provided for teachers to plan and
effectively plan and enact the
fully enact the curriculum.
curriculum; OR instructional time
is not prioritized and effectively
used for addressing the curriculum.
Distinguished
a) A rigorous curriculum is aligned,
vertically and horizontally, to state
and national standards with a focus
on 21st Century Skills taught in the
context of core subjects and
interdisciplinary themes. Pacing
guides are present and updated
annually based on implementation
data and lessons learned.
b) Ample instructional time is
provided and utilized effectively by
all teachers to address the
curriculum. Flexibility is built into
the schedule to further address
student misconceptions as well as
to provide enrichment
opportunities to ensure student
success.
Evidence:
Rationale:
Next Steps:
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Curriculum & Instruction
Demonstrator 3. Instructional Strategies
All teachers implement research-based instructional strategies that include characteristics of highly effective teaching and learning for all students.
Limited/No implementation
Needs Improvement
Proficient
Distinguished
a) Instructional strategies throughout a) Instructional strategies vary widely a) Teachers routinely use studenta) Teachers routinely use highly
the school are predominantly
throughout the school. Students
effective, student-centered and
centered and evidence-based
teacher-centered and involve whole
work in small groups, based on
evidence-based instructional
instructional strategies that
class or inflexible groupings of
student needs.
strategies that include classroom
include classroom discussions,
students.
discussions, questioning, agequestioning, and learning tasks
appropriate inquiry-based activities
that promote critical thinking
and learning tasks that promote 21st
skills. Teachers scaffold
instruction. Students work in
Century Skills. Students work in
flexible, collaborative groups based
flexible, collaborative groups based
on student needs and learning
on student interests, choice, needs
styles.
and learning styles.
b) Teachers rarely focus lessons on
defined/standards-based learning
targets.
b) Teachers may share a learning
b) Teachers consistently involve
b) Teachers and students cotarget but do not necessarily ensure
construct/review the learning
students in defining and/or
the target is connected to intended
targets daily. Students can
writing learning targets (using
standards and/or that success
articulate what they are learning to
clear and precise language) that
criteria for meeting the target is
do and how they will know they
are essential to standard
understood by all students.
are successful. They regularly selfattainment. Students can
assess and engage in peerdescribe what it takes to achieve
assessment strategies. Students also
the target (the success criteria).
track their progress with learning
Instruction is planned to directly
targets throughout instructional
ensure that students meet the
units and have multiple and varied
targets and ultimately have
opportunities to demonstrate
opportunities to demonstrate
learning.
understanding of the standard as
a whole.
c) Students are not engaged in cross- c) Students are not regularly engaged c) Students are engaged in crossc) Students are consistently engaged
curricular instruction. Instruction
in cross-curricular instruction.
in a variety of cross-curricular
curricular instruction that is
remains segmented by content
Integration happens occasionally
instructional activities that are
deliberate, culturally responsive,
areas without regard to natural and
and doesn’t appear to be
deliberate, culturally responsive,
and includes handsKDE:ONGL:DPS:k3 9/1/12 rev 3/6/13
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Curriculum & Instruction
authentic integration.
intentional.
on, authentic and applied
learning experiences.
and include hands-on authentic
learning experiences.
Evidence:
Rationale:
Next Steps:
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Curriculum & Instruction
Demonstrator 4. Kentucky Systems of Intervention (KSI) /Response to Intervention (RtI)
A school establishes and uses a systematic, comprehensive system that addresses accelerated learning, achievement gaps, highly-effective instruction, readiness to
learn and student transitions. A school provides a seamless framework, using state and federal funding, that addresses academic and behavioral needs, that is
accessible to all students.
Limited/No implementation
Needs Improvement
Proficient
Distinguished
a) A KSI/ RtI decision making
protocol has not been established.
a) A KSI/ RtI decision making
a) A KSI/ RtI decision making
a) A KSI/ RtI decision making
protocol has been established but is
protocol has been established and
protocol has been established and
ineffective and not always
is used to make decisions based on
is always used to make decisions
equitably applied.
student needs.
that are based on individual student
needs.
b) Universal screening is not utilized
to potentially identify students for
intervention.
b) Universal screening is used to
b) Universal screening is used to
b) Universal screening is used to
determine students for intervention,
determine students for intervention
determine students for intervention
but the data is not used to
and the data is used to determine
services; diagnostic assessment
determine intervention services.
intervention services.
and/or supplemental report data is
used to further inform the
individual student’s intervention
services.
c) Instruction is not research-based.
c) Instruction is not always researchbased, or is not always accessible
to all students. Services attempt to
provide interventions for student
achievement but are not always
effective or are inconsistent.
d) Intervention teams are not
d) Intervention team members meet
established, or members do not
and discuss programmatic and
regularly meet to discuss student
behavioral needs, but the follow
needs. Academic and behavioral
through is ineffective or
intervention services are ineffective
inconsistent.
and inconsistent.
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c) Highly effective instruction
c) Highly effective instruction
includes tiered services that
includes tiered services that
provide intervention to increase
provide a comprehensive system of
student achievement, is researchinterventions to maximize student
based, aligned to standards as well
achievement, is research-based,
as across tiers, and accessible to all
aligned to standard as well as
students.
across tiers, and designed to meet
the individual needs of all students
d) Intervention team members meet to d) Intervention team members
discuss academic and behavioral
routinely meet to discuss the
needs of students and adequately
academic and behavioral needs of
address those needs.
each intervention student and
effectively meet their needs. Team
members communicate
intervention plans and progress
with students and families.
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Curriculum & Instruction
e) Progress monitoring is not used.
e) Progress monitoring is used
e) Progress monitoring data (as
e) Progress monitoring occurs on a
infrequently, or is not used to
required in SB 1 2009, including
routine schedule. Data collected
inform decisions about instruction.
specifically diagnostic data)
informs decisions about instruction
informs decisions about instruction
and individual student learning.
and individual student learning.
Instruction is adjusted based on the
Instruction is adjusted based on the
progress monitoring data.
progress monitoring data.
f) The school has no communication f) The school has very limited
regarding interventions with the
communication regarding
families of those students identified
interventions with the families of
for intervention.
those students identified for
intervention. The family is only
notified of intervention services.
f) The school regularly communicates f) The school consistently
intervention services and progress
communicates intervention services
with the families of those students
and progress with the families of
identified for intervention. Family
those students identified for
communication is focused on
intervention. Family
improving student learning.
communication is focused on
improving student learning.
Families provide regular input and
reflection into the student’s
intervention plan, services, and/or
progress.
Evidence:
Rationale:
Next Steps:
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Formative & Summative Assessment
K-3: FORMATIVE AND SUMMATIVE ASSESSMENT
Demonstrator 1. Assessments
Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and
achievement.
Limited/No implementation
Needs Improvement
a) Teachers do not use assessment
a) Teachers inconsistently and/or
data to monitor student progress or
irregularly use informal
guide instruction.
assessments to monitor progress
and/or guide instruction.
b) Teachers rarely use assessment
methods to gather data about
student understanding. Teachers
rarely reflect on instruction, nor
make adjustments to support each
student’s learning.
Proficient
Distinguished
a) Teachers embed day-to-day/week- a) Teachers collaborate to
consistently embed day-toto-week/informal assessments to
day/week-to-week/informal
monitor progress and guide
assessments to monitor progress
instruction (aligned to the
and guide instruction (aligned to
school’s systemic plan/policy).
the school’s systemic plan/policy).
b) Teachers use limited assessment
b) Teachers use multiple and
b) Teachers collaborate and analyze
methods to systematically gather
multiple and developmentally
developmentally appropriate
data about student understanding of
assessment methods (e.g.,
appropriate assessment methods
learning targets, reflect on
formative, screening, diagnostic,
(e.g., formative, screening,
instruction, and make adjustments
interim, benchmark, summative) to
diagnostic, interim, benchmark,
to instruction.
systematically gather data about
summative) to systematically
student understanding of learning
gather data about student
targets, reflect on instruction, and
understanding of learning targets,
make adjustments to instruction.
reflect on instruction, and make
adjustments to support each
student’s learning.
Evidence:
Rationale:
Next Steps:
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Formative & Summative Assessment
Demonstrator 2: Expectations for Student Learning
Teachers communicate consistently high expectations and use common standards for student learning in K-3.
Limited/No implementation
Need Improvement
Proficient
Distinguished
a) Students and families are not
provided models and/or
descriptions of intended learning
targets.
a) Students and families are rarely
a) Students and families are provided a) Students and families are provided
given models and descriptions of
guidance with descriptive and clear
with clear models and
intended learning targets.
models of the intended targets to be
descriptions of the intended
Descriptions may be unclear and/or
mastered to enable students to
targets to be mastered.
incomplete.
define the clear criteria for their
success.
b) Teachers rarely provide feedback.
b) Teachers provide primarily
b) Teachers provide timely, learning b) Teachers provide timely, learning
evaluative feedback (e.g., grades,
target-focused descriptive feedback
target-focused descriptive
scores, generic comments such as
to students and provide guidance
feedback to students and provide
‘well done’ or ‘try harder’) rather
on how to apply the feedback.
guidance on how to apply the
than descriptive and focused
Sufficient time is given regularly to
feedback to enhance student
feedback that can actually assist the
students to refine their thinking,
work.
student in improving their work.
enhance their learning, and
improve their work based on the
intended learning targets.
Evidence:
Rationale:
Next Steps:
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Professional Development
K-3: PROFESSIONAL DEVELOPMENT
1. Opportunities
Professional development opportunities are planned with teacher learning needs in mind and in response to data available about school needs, teacher practice
and student learning.
Limited/No implementation
Needs Improvement
Proficient
Distinguished
a) There is no professional
development action plan.
a) A professional development action a) The professional development
a) The professional development
plan is developed but not fully
action plan is linked to the
action plan is linked to the
implemented and/or appropriate for
Comprehensive School
Comprehensive School
K-3 instruction.
Improvement Plan (CSIP), is
Improvement Plan (CSIP) and is
appropriate for K-3 instruction.
appropriate for K-3 instruction, and
is revisited throughout the year to
assess the implementation and
fidelity and to make needed
changes.
b) Teachers have limited access to
job-embedded professional
development.
b) Teachers have adequate access to
job-embedded professional
development.
b) Teachers have access to and
participate in job-embedded
professional development (e.g.,
distance learning, conferences,
workshops) that supports
research-based K-3 practices.
b) Teachers base their job-embedded
professional development choices
on research, self-reflection and
review of student outcome data.
Evidence:
Rationale:
Next Steps:
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Professional Development
2. Participation
Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community.
No implementation
Needs Improvement
Proficient
Distinguished
a) Teachers and administrators do not a) Teachers and administrators are
participate in professional learning
passive members of professional
communities.
learning communities.
a) Teachers and administrators
actively participate as members
of professional learning
communities that focus on
research-based K-3 practices,
planning of instruction, analysis
of assessment data/student work
and student performance.
a) Teachers and administrators
actively participate as members and
leaders of professional learning
communities that focus on highly
effective and researched-based K-3
practices, planning of instruction,
analysis of assessment data/student
work and student performance to
impact both the K-3 program, as
well as individual student needs.
b) K-3 teachers and administrators
have no contact with external
partners.
b) K-3 teachers and administrators
regularly collaborate with the
community, local business
partners, as well as early learning
communities and secondary
partners.
b) K-3 teachers and administrators are
provided time in the school
schedule, a stipend and/or
professional development credit for
collaboration with community,
business, early learning and
postsecondary partners.
b) K-3 teachers and administrators
have limited contact with external
partners.
Evidence:
Rationale:
Next Steps:
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Administrative/Leadership Support & Monitoring
K-3: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING
Demonstrator 1. Policies and Monitoring
School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to
support highly effective K-3 instructional programs.
No implementation
Needs Improvement
Proficient
Distinguished
a) School leadership/SBDM
committee neither monitors nor
allocates sufficient time and
resources that are necessary to
support an effective K-3 program.
a) School leadership/SBDM
a) School leadership/SBDM
committee monitors and/or
committee continually monitors
allocates time and resources
the availability of resources in
without consideration of specific
effort to thoughtfully allocate
needs for an effective K-3 program.
sufficient blocks of instructional
time and developmentally
appropriate resources needed to
support an effective K-3
program.
a) School leadership/SBDM
committee continually utilizes
input from stakeholders to organize
and monitor the availability of
outside resources in effort to
effectively and equitably allocate
the necessary time and resources
needed to support a highly
effective K-3 program.
b) SBDM committee does not
establish formal policies.
b) SBDM committee establishes
policies for the K-3 program,
however the policies are not datadriven and are not routinely
monitored or reassessed.
b) SBDM committee establishes and
enacts a process to at least
annually analyze data related to
the implementation and impact of
policies and practices specifically
for the K-3 program.
b) SBDM committee involves
teachers, parents and community
stakeholders annually in the
analysis of data to make
recommendations for continuous
improvement in the K-3 program.
Policies and practices for a highly
effective K-3 program are revisited
and revised annually based on
multiple sources of impact data.
c) School council/leadership never or c) School council/leadership
rarely communicates with parents
communicates with parents about
about the K-3 program.
the K-3 program.
c) School council/leadership
communicates with parents and
community frequently about the
K-3 program.
c) A variety of sources, including
technology and media resources,
are regularly used to communicate
current information about the K-3
program with parents and
community.
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Administrative/Leadership Support & Monitoring
d) School leadership/SBDM does not d) School leadership/SBDM
establish policies that promote best
establishes policies that promote
practice in the K-3 program.
best practice in the K-3 program.
Implementation is inconsistent or
may not be fully functioning.
d) School leadership/SBDM
d) School leadership/SBDM
establishes and maintains policies
maintains and stabilizes policies
that promote best practice in the Kthat promote best practice in the K3 program (e.g., critical
3 program (e.g., critical attributes:
continuous progress,
attributes: continuous progress,
developmentally appropriate
developmentally appropriate
educational practices, multiage and
educational practices, multiage
multiability classrooms, authentic
and multiability classrooms,
assessment, qualitative reporting
authentic assessment, qualitative
methods, professional teamwork,
reporting methods, professional
and positive parent involvement)
teamwork, and positive parent
involvement)
Evidence:
Rationale:
Next Steps:
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Administrative/Leadership Support & Monitoring
Demonstrator 2. Principal Leadership
Principals are the primary leaders of all K-3 program efforts and support teacher leadership through shared leadership strategies and actions.
No implementation
Needs Improvement
Proficient
Distinguished
a) The principal lacks understanding
of the specific elements and
attributes that contribute to an
effective K-3 program.
a) The principal supports the K-3
program but does not effectively
monitor the implementation and
impact on student learning and
access to appropriate learning
experiences and supports.
a) The principal works
a) The principal intentionally creates
a structure to promote and
collaboratively with teachers to
empower teacher leaders to define
define, support, and continuously
improve the K-3 program. The
and continuously improve the K-3
principal regularly facilitates K-3
program. The principal collaborates
team meetings in order to monitor
with the teachers/teacher leaders
regularly to analyze program and
and support all K-3 program
efforts.
student data, providing feedback
and support for ongoing
improvements that promote the
success of every K-3 student and
all K-3 program efforts.
b) The principal does not promote an
environment that supports a
professional learning community.
b) The principal facilitates
b) The principal participates fully in b) The principal participates fully in,
professional learning regarding the
facilitates and leads research-based,
and facilitates research-based
K-3 program.
professional learning in relation
on-going professional learning in
to the K-3 program.
relation to the K-3 program.
c) There are no policies in place to
assess assignment of staff to meet
student needs.
c) The principal establishes policies
c) The principal makes decisions
for the assignment of staff based on
related to staff assignment based
needs of students.
on student needs determined by
student trend data.
c) The principal makes decisions
related to staff assignment based on
student needs determined by trend
data around student performance
and staff abilities.
Evidence:
Rationale:
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Administrative/Leadership Support & Monitoring
Next Steps:
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