Simplified Summary of Rubrics
For Program Review
Arts and Humanities
Writing
Practical Living and Career Studies
Curriculum and Instruction (CI)
Curriculum and Instruction (CI)
Curriculum and Instruction (CI)
 Demonstrator 1 Student Access: All
 Demonstrator 1 Student Access: All
 Demonstrator 1 Health Education: All
students should have equitable access to
students have equitable access to high
students have equitable access to high
high quality curriculum and instruction
quality curriculum and instruction. Full
quality, rigorous health education
implementation of a writing curriculum
curriculum..
 Demonstrator 2 Aligned and Rigorous
encompasses reading, speaking and
Curriculum: An aligned and rigorous
 Demonstrator 2 Physical Education:
listening opportunities.
curriculum provides access to Kentucky
All students have equitable access to
 Demonstrator 2 Aligned and Rigorous
Core Academic Standards (KCAS) for all
high quality, rigorous physical
students as defined by state standards.
Curriculum: An aligned and rigorous
education curriculum.
curriculum provides access to a common
 Demonstrator 3 Instructional Strategies:
 Demonstrator 3 Consumerism: All
academic core for all students as defined
Teachers implement instructional
students have equitable access to high
by
state
standards.
strategies that provide quality
quality, rigorous consumerism
experiences, a variety of activities, and
 Demonstrator 3 Instructional Strategies:
education curriculum.
access for all students.
All teachers implement instructional
 Demonstrator 4 Career Education: All
strategies that provide quality
 Demonstrator 4 Student Performance:
students have equitable access to high
experiences, variety of activities and
All students have access to an aligned
quality, rigorous career education
access for all students.
and rigorous curriculum, where
curriculum.
instructional strategies are of high
 Demonstrator 4 Student Performance:
 Demonstrator 5 ILP: Schools
quality and inclusive, resulting in student
All students have access to an aligned
containing grades 6-12 implement the
performance at a consistently high level.
and rigorous curriculum, where
ILP as an effective tool for career
instructional strategies are of high
planning and continue using the tool to
quality and inclusive, resulting in student
track a student’s progress throughout
performance at a consistently high level.
their secondary school experience.
Formative and Summative Assessment (FSA)



Demonstrator 1 Assessment: Teachers
should use multiple assessment processes to
inform, guide, develop and revise
instructional strategies and curriculum to
enhance student learning and achievement.
Demonstrator 2 Expectations for Student
Learning: Teachers communicate
consistently high expectations and use
common standards for student learning in
Arts and Humanities.
Demonstrator 3 Assessment for Teaching:
Multiple assessments are used to inform,
guide, develop and revise instructional
strategies and curriculum to enhance
student learning and achievement.
Professional Development (PD)
 Demonstrator 1 Opportunity: Professional
development opportunities are planned with
teacher learning needs in mind and in response
to data available about teacher practice and
student learning.
 Demonstrator 2 Participation: Teachers
participate in Arts and Humanities-specific
professional development designed to meet their
needs. Arts and Humanities teachers participate
in professional development focused on 21st
Century Skills.
Administrative/Leadership Support and Monitoring (ALS)
 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 arts and humanities
instructional programs.
 Demonstrator 2 Principal Leadership: Principals
are the primary leaders of all arts and humanities
program efforts and support teacher leadership
through shared leadership strategies and actions.
Formative and Summative Assessment (FSA)



Demonstrator 1 Assessment: Teachers use
multiple formative and summative
assessment processes to inform, guide,
develop and revise instructional strategies
and curriculum to enhance student learning
and achievement.
Demonstrator 2 Expectations for Student
Learning: Teachers communicate
consistently high expectations and use
common standards for student learning in
writing.
Demonstrator 3 Assessment for Teaching:
Teachers communicate consistently high
expectations and use common standards for
student learning in writing.
Professional Development (PD)
 Demonstrator 1 Opportunity: Professional
development opportunities are planned with
teacher learning needs in mind and in response
to data available about teacher practice and
student learning.
 Demonstrator 2 Participation: Teachers
participate in writing specific professional
development designed to meet their needs. All
teachers participate in professional development
focused on 21st century skills.
Administrative Support and Monitoring (ALS)
 Demonstrator 1 Policies and Monitoring: School
leadership provides adequate resources,
facilities, space and instructional time to support
high quality writing instructional programs.
 Demonstrator 2 Principal Leadership: Principals
are the primary leaders of all program efforts
and support teacher leadership through shared
and distributed leadership strategies and actions.
Formative and Summative Assessment (FSA)


Demonstrator 1 Assessment: Teachers
should use multiple assessment processes
to inform, guide, develop and revise
instructional strategies and curriculum to
enhance to student learning and
achievement.
Demonstrator 2 Expectations for Student
Learning: Teachers communicate
consistently high standards for student
learning in the content area.
Professional Development (PD)
 Demonstrator 1 Opportunity: Professional
development opportunities are planned with
teacher learning needs in mind, and in
response to data available about teacher
practice and student learning.
 Demonstrator 2 Participation: Teachers
participate in PLCS professional development
designed to meet their needs. PLCS teachers
participate in professional development
focused on 21st
Century Skills.
Administrative Support and Monitoring (ALS)
 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 PLCS
instructional programs
 Demonstrator 2 Principal Leadership:
Principals are the primary leaders of all PLCS
program efforts and support teacher
leadership through shared leadership
strategies and actions.