KY Department of Education
KDE Program Review Guide for
Practical Living/Career Studies
June 2011
PRACTICAL LIVING/CAREER STUDIES: CURRICULUM AND INSTRUCTION
Demonstrator 1. Student Access
All students should have equitable access to high quality curriculum and instruction
Sample Evidence
Individual Learning Plan (ILP) student interest reports * Pacing guides/curriculum maps * Master schedule *Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited
English Proficient(LEP) * Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines *Lesson plans document differentiation for students with
special needs, ELL and gifted/talented *School-Based Decision Making (SBDM) council curriculum policy, meeting agendas and minutes
Needs Improvement
(X 1/bullet)
Proficient/Meets Expectations
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
a)
PL/CS instruction is limited and offered to mainstream
student populations. Expectations are low or not established
for special populations.
a)
The PL/CS curriculum includes instruction for students
from diverse populations (i.e., special needs,
gifted/talented, ethnicity, gender, socio-economics, etc.)
and maintains high quality teaching and learning.
a)
PL/CS teachers collaborate with special needs teachers to
create customized plans to address the needs of students
with special needs (i.e., special populations, gifted/talented,
ethnicity, gender, socio-economic, etc).
b)
Advising programs are not systematically provided to
students or do not draw on the components of the ILP.
b)
An advising program is provided and includes
components of the ILP as part of the curriculum.
b)
An advising program is offered and utilized by all students
and includes all relevant components of the ILP as part of
the curriculum.
PL/CS interdisciplinary or advanced courses are not offered
at the secondary level for academic credit.
c)
A minimum of two PL/CS interdisciplinary and
advanced courses are offered at the secondary level for
academic credit.
c)
A minimum of four PL/CS interdisciplinary and advanced
courses are offered at the secondary level for academic
credit.
c)
Points
6
Rationale:
According to the Practical Living/Career Studies Program Review Committee findings, students at Harlan County High School have equitable access to high quality
curriculum and instruction. Teachers at HCHS meet the expectations set by the Program Review in quality curriculum and instruction.
The three Dual Credit courses offered at HCHS are CISCO, Web Design, and Multimedia. HCHS has established an Articulation Agreement with several Colleges
that allows for academic credit. 158 students are enrolled in Web Design and Cisco/Networking. In Web Design Adobe Dreamweaver CS3: Comprehensive Concepts
and Techniques are intended for a course that offers a comprehensive coverage of Dreamweaver CS3 and creation of Web sites. In Cisco/Networking the CCNA
Discovery materials provide participants with up to date, exciting material that reflects the Cisco Networking Academy’s increased focus on providing to participants
the skills necessary to pursue and/or advance their IT networking careers in a competitive global marketplace. One highlight in these courses is the 37 websites that
students in the class maintain for various individuals and businesses across Kentucky, Virginia, and Indiana. Local businesses such as Discount Pools and Eastern KY
Coal Consultants are examples of business websites, while the Harlan Animal Shelter is a non-profit website the students maintain. The Multimedia Class Dual Credit
Class is designed to provide students with an advanced level experience with practical applications through hands on use of word processing, spreadsheets and graphs,
database management, desktop publishing, presentation software, desktop management, electronic communications and the Internet. While only 8 students opted to
take advantage of the Multimedia class, the students were excited to learn new programs as well as earn college credit.
HCHS has an ILP Advising Program in place. Students work on their ILP’s two to three times per school year. The 9th grade students complete their ILP in English
Class, the 10th grade students complete their ILPS in Science Class, the 11th grade students complete their ILPS in English Class, and the 12th grade students
complete their ILPS in English Class. This work is evidenced by the ILP schedule. All teachers are given instruction on ILP completion by the Guidance Counselors.
Students use their ILP to select courses to take while in high school and to help choose career paths to pursue in college.
The PL/CS curriculum includes instruction for students from all populations. The Master Schedule reflects diverse populations within the PL/CS classroom. IEP
Modifications are made daily through Lesson Plans and IEP Modification Sheets. Additionally, modifications are made by collaborating Special Needs and Regular
Classroom Teachers daily. Roughly 158 students with IEPS were enrolled and participated in the Practical Living classes.
The PL/CS curriculum maintains high quality teaching and learning. Units of study involve Car buying skills, cooking skills, and other skills required by KCAS.
Students in Intro to Computers are actively engaged in a unit on Car Buying. In this unit students identify personal needs and wants for an automobile, determine
what is affordable for the student, and create a persuasive slide show video to “beg” parents for a car. Indeed, students find this unit to be one of great personal
interest that leads them to utilize skills listed in KCAS.
Recommendations for improvement:
The Practical Living/Career Studies Program Review Committee recommends several areas that need improvement in order to reach Distinguished for Demonstrator
1 Student Access. First, a plan must be developed and implemented to ensure and monitor collaboration between PL/CS teachers and special need teachers to
customize plans for students with special needs. Next, an advising program for ILPs must be developed that includes all components and implemented in the
curriculum. Finally, a long term goal would be establishing four PL/CS interdisciplinary and advanced courses offered to students while at Harlan County High
School.
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards
Sample Evidence
Documentation of collaborative projects (e.g. lesson plans, rubrics, assessments, and culminating events) * Pacing guides/curriculum maps *Student created videos, emails, web pages, brochures,
multi-media, published work, peer checklists, and public service announcements * Rubrics, skill assessments, lesson plans showing a variety of strategies for instruction and assessment
*Development and implementation of an individual FITT plan * Fitness Testing (e.g. FITNESSGRAM, President’s Physical Fitness Challenge, Personal Best) *Local school wellness policy *
Lesson plans document differentiation for students with special needs, ELL and gifted/talented * Individualized Education Plan (IEP)/504 plans/Gifted Service Plan/ILP/Limited English
Proficient(LEP) * Documentation of Guest Speakers * Serving Learning Projects * Classroom, club/student organization, and school wide projects * Newspaper articles and other media artifacts
* Family Financial Literacy activities * Record of school-based / class-based enterprises * Professional Learning Communities (PLC) meeting notes and collaborative projects * List of advanced
course offerings and related student participation data * Artifacts from Family Financial Literacy activities * Recognitions of student businesses * Artifacts from school-based/class-based
enterprises * Student generated financial plans* Internet-based simulations with student generated work (e.g. stock market game, AAA Math, bank simulation) * Evidence of Reality Store
activities on school schedule * Written curriculum * Physical Education Curriculum Analysis Tool (PECAT) improvement plan * Documentation of physical activity opportunity offerings *
Artifacts from physical activity opportunities (e.g. pictures of parent nights, flyer for fun run) * Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs)
Needs Improvement
(X 1/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
a)
PL/CS curriculum lacks attention to core knowledge, motor
skills, confidence, and self-management abilities that
essential to personal growth and development of all
students.
a)
PL/CS curriculum develops core knowledge, motor
skills, confidence, life skills, and self-management
abilities that are essential to personal growth and
development of all students.
a)
PL/CS curriculum is aligned vertically to ensure
development of core knowledge, motor skills, life skills,
self-efficacy, confidence, self-management abilities that are
essential to personal growth and development of all
students.
b)
The PL/CS curriculum lacks opportunities for all students
to develop decision-making skills impacting their own
health, nutrition and environment.
b)
The PL/CS curriculum provides opportunities for all
students to develop decision-making skills impacting
their own health, nutrition and environment.
b)
The PL/CS curriculum provides authentic opportunities for
all students to develop and practice decision-making skills
impacting their own and other’s health, nutrition and
environment.
c)
PL/CS curriculum lacks opportunity for all students to
practice life skills such as goal-setting, critical thinking,
coping, and decision-making.
c)
PL/CS curriculum provides opportunity for all students
to practice life skills such as goal-setting, critical
thinking, problem solving, coping, accessing
information and resources, and decision-making.
c)
PL/CS curriculum provides opportunity for all students to
demonstrate goal-setting, critical thinking, problem solving,
coping, accessing information and resource, and decisionmaking in real-world settings and context.
d)
Studies of historical and current leaders are limited in the
PL/CS curriculum.
d)
Studies of historical and current leaders are integrated
into the PL/CS curriculum.
d)
Studies of both historical and current leaders are integrated
into the curriculum in a variety of subject areas.
e)
Students are exposed to few or no guest speakers in a
variety of leadership positions and career fields.
e)
Students are routinely exposed to guest speakers in a
variety of leadership positions and career fields.
e)
Students regularly interact with guest speakers and mentors
from a variety of leadership positions and career fields
beyond classroom experiences (e.g., virtual fieldtrips,
mentoring programs, work-based learning, etc.).
Health Education
a) The K-12 health education curriculum is planned but not
sequential and there is no evidence of integration among
other content areas.
Health Education
a) The K-12 Health education curriculum is planned,
sequential and integrated to meet the health and safety
needs of all students.
Health Education
a) The K-12 Health education curriculum is sequential,
integrated, vertically aligned and includes opportunities for
cross-disciplinary connections to meet the health and safety
needs of all students
b)
The K-12 curriculum addresses some of the local, state and
national health education standards.
b)
The K-12 curriculum addresses all local, state and
national health education standards appropriate to the
applicable grade levels.
b)
The K-12 curriculum addresses all local, state and national
health education standards appropriate to the applicable
grade levels and is vertically aligned within the district
c)
The health education curriculum provides learning
strategies and activities that cover six or fewer health
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).
c)
The health education curriculum provides active
learning strategies and activities of most of the National
Health Education Standards, and covers most of the
health education content areas.
c)
The health education curriculum provides active learning
strategies and activities for each of the National Health
Education Standards, and covers all of the health education
content areas allowing students to acquire the knowledge,
attitudes and skills required to making health-promoting
decisions, achieve health literacy and adopt healthenhancing behaviors.
d)
Information about healthy relationships, as related to
family, peers and the workplace is neglected in the PL/CS
curriculum.
d)
Information about healthy relationships and the life
skills to interact appropriately with family, peers and the
workplace, is integrated into the PL/CS curriculum.
d)
The health education curriculum includes opportunities for
students to practice the life skills that influence healthy
relationships, as related to family, peers, the community,
and the workplace
Physical Education
a) A physical education curriculum exists, but is not
consistent with the majority of expectations delineated by
the CDC’s Physical Education Curriculum Analysis Tool.
Physical Education
a) A physical education curriculum exists, with many
consistencies with the expectations delineated by the
CDC’s Physical Education Curriculum Analysis Tool
(PECAT).
Physical Education
a) A physical education curriculum exists and achieves the
“fully met” standard for the majority of CDC’s Physical
Education Curriculum Analysis Tool (PECAT)
expectations.
b)
Physical Education curriculum includes an introduction to
Frequency, Intensity, Type, Time (FITT) Plans.
b)
Students develop and implement individual Frequency,
Intensity, Type, Time (FITT) Plans using skill and
health related components of fitness.
b)
Students develop and implement individual Frequency,
Intensity, Type, Time (FITT) Plans using skill and health
related components of fitness, and self-assess and adjust
plans according to fitness goals.
c)
All students actively participate in two components of a
comprehensive school-based physical activity program
(e.g., classroom physical activity breaks, recess/activity
breaks, out-of-school program, intramurals, activities
including parents, and community based programs, etc.).
c)
All students actively participate in three components of
a comprehensive school-based physical activity
program (e.g., classroom physical activity breaks,
recess/activity breaks, out-of-school program,
intramurals, activities including parents, and
community based programs, etc.).
c)
All students actively participate in four or more components
of a comprehensive school-based physical activity program
(e.g., classroom physical activity breaks, recess/activity
breaks, out-of-school program, intramurals, activities
including parents, and community based programs, etc.).
Consumerism / Financial Literacy
a) Consumer rights, responsibilities, and decision-making
(e.g. wants, needs, values, comparing products/services,
evaluating advertising techniques/media) are neglected
components of the PL/CS curriculum.
b)
Few instructional opportunities are provide for students to
evaluate the impact of consumer decisions on the
environment.
Consumerism / Financial Literacy
a) All students learn about consumer rights,
responsibilities, and decision-making (e.g. wants, needs,
values, comparing products/services, evaluating
advertising techniques/media).
Consumerism / Financial Literacy
a) As part of the PL/CS curriculum all students learn about
consumer rights, responsibilities, and decision-making (e.g.
wants, needs, values, comparing products/services,
evaluating advertising techniques/media) with opportunities
to demonstrate new learning in authentic situations.
b)
b)
Instruction and opportunities are provided for all
students to evaluate the impact of consumer decisions on
the environment (e.g. reducing, reusing, recycling, green
choices).
Instruction related to the impact of consumer decisions on
the environment includes opportunities for student-led
projects related to this content.
c)
Curriculum does not include instruction related to current
information on product safety and value (e.g. recalls,
ratings, consumer reports).
c)
Curriculum includes current information on product
safety and value (e.g. recalls, ratings, consumer reports).
c)
Curriculum includes educating students on where to locate
and how to use current information on product safety and
value (e.g. recalls, ratings, consumer reports).
d)
Few instructional opportunities are provided for all
students to evaluate impact of consumer decisions on
nutrition and health.
d)
Instruction and opportunities are provided for all
students to evaluate impact of consumer decisions on
nutrition and health.
d)
Instruction and opportunities are provided for all students to
reflect on, evaluate and educate others on the impact of
consumer decisions on nutrition and health.
e)
Problem-solving and critical thinking regarding money
management, financial planning, savings, investments and
consumer credit are neglected components of the financial
literacy curriculum.
e)
All students have opportunities to learn about problemsolving and critical thinking regarding money
management, financial planning, savings, investments
and consumer credit.
e)
All students have opportunities to learn about problemsolving and critical thinking regarding money management,
financial planning, savings, investments and consumer
credit within and beyond the PL/CS classroom.
f)
The PL/CS curriculum does not include content related to
taxes and its impact on services provided by various
government agencies.
f)
The PL/Cs curriculum includes content related to taxes
and its impact on services provided by various
government agencies.
f)
The PL/CS curriculum includes opportunities for students to
apply learning in real-world settings related to taxes and its
impact on services provided by various government
agencies.
g)
Limited for no opportunities are provided for students to
engage in financial decision-making or entrepreneurial
experiences.
g)
g)
Students engage in financial decision-making or
entrepreneurial experiences.
Authentic, real-world opportunities are provided for
students to engage in financial decision-making or
entrepreneurial experiences.
h)
h)
Students have opportunities to learn from outside
experts about available resources of financial systems
(e.g. guest speakers from local banks, credit unions,
financial planners).
Opportunities to learn from outside experts about available
resources of financial systems (e.g., guest speakers from local banks,
credit unions, financial planners) are an integrated and intentionally
planned component of the financial literacy curriculum.
h)
Students have limited or opportunities to learn from outside
experts about available resources of financial systems (e.g.
guest speakers from local banks, credit unions, financial
planners).
Career Studies
a) In high school, career pathways are implemented in 0-3 of
the state’s 14 identified Career Clusters.
Career Studies
a) In high school, career pathways are implemented in 4-9
of the state’s 14 identified Career Clusters.
b)
The PL/CS curriculum provides few or no connections to
community, society, industry, and current events.
b)
The PL/CS curriculum incorporates connections to
community, society, industry, and current events.
c)
Articulation and dual-credit agreements are not in place for
career pathways.
c)
In high school, a limited number of articulation and
dual-credit agreements are part of the career pathways.
d)
All students are introduced to the 14 Career Clusters at
the elementary level.
e)
A formalized plan for introducing and using an ILP
starts in the 6th grade.
d)
A minimal introduction to the 14 Career Clusters is provided
at the elementary level.
e)
There is no formalized plan for introducing and using an ILP
starting in the 6th grade.
Career Studies
a) In high school, career pathways are implemented in 10 or
more of the state’s 14 identified Career Clusters.
b)
The PL/CS curriculum incorporates connections to
community, society, industry, and current events with workbased learning opportunities for all students.
c)
In high school, a variety of articulation and dual-credit
agreements are part of the career pathways and multiple
students take advantage of these opportunities.
d)
All students are introduced to the 14 Career Clusters at the
elementary level, with opportunities for in-depth exploration
of one or more clusters.
e)
A formalized plan for introducing and using an ILP is
started in the 6th grade and is monitored and revised to
reflect student needs and interests over time.
f)
There is no impactful system in place to assist high school
students in the identification of courses related to their
career major or one of the state’s 14 Career Clusters.
Points 6
38
f)
All high school students select (and note in their ILP) at
least 4 courses related to their career major and one of
the state’s 14 Career Clusters.
f)
All high school students select (and note in their ILP) at least
4 courses related to their career major and one of the state’s
14 Career Clusters and receive additional support and
guidance to prepare for postsecondary training and/or
education within this Career Cluster.
3
Rationale:
After investigating and researching the Practical Living/Career Studies Curriculum at Harlan County High School, the Program Review Committee for this area has
found that there is evidence of an aligned and rigorous curriculum in place. One in which an academic core is used and defined by state and national requirements.
In assessing the curriculum, the committee finds evidence to support that the PL/CS area utilizes quality educational requirements across the board; of which are
vertically aligned and in place for learning. The courses have a curriculum that is based on state and national standards. There is also evidence of the use of State
and District curriculum maps as well as the adaption of lessons from KCAS. Examples of Curriculum maps can be seen in CISCO I, II, III & Fashion & Interior
Design, while deconstruction of standards have taken place in employability skills, consumer decisions, and financial literacy. Through course standards that are in
place in all PL/CS areas, curriculums which emphasizes the growth and development for all students in the areas of core knowledge, motor skills, life skills, selfefficacy, confidence, and self-management emerges.
The curriculum also enables a student to have opportunities to make decisions by developing projects from beginning to end. One example of this is shown in a
public service address on texting completed by the Multimedia class. Students had to plan, design, and execute public service announcement. Through this activity
they gain experience not only in the use computers and editing, but also in videotaping scenes. Another example is shown in the Hospitality and Culinary Arts
classes. Students in these classes are exposed to different culinary events in which executing a plan is a necessity along with goal setting skills, problem solving skills,
and the ability to access information and resources. The decisions made in both areas are ones that relate directly to real life and real world situations. Other examples
of real world learning are practiced in web design and the school’s Black Bear Store and Cafe. Students in the classes of Marketing and Culinary must practice critical
thinking skills as well as applying principles of accessing information and problem solving that arise in the business area. Studies of both historical and current leaders
are integrated into the PL/CS curriculum. Colonel Sanders and JW Marriott are two examples of leaders that are emphasized. Exposure to leaders that have a
significant impact on society is taught in the Hospitality Curriculum.
Under the section of PL/CS, the review committee has found that students have access to a variety of educational programs that enable them the opportunity to make
career decisions about their future. Guest speakers from the Harlan ARH and members of the County Chamber of Commerce have presented valuable information to
HCHS 21st Century Community Learning Century Participants. Other speakers have presented information on student’s career choices, and how to improve their
financial future. In review of this section of PL/CS, there is evidence of a curriculum which provides students with a great deal of career opportunities.
HCHS Health Education Curriculum is planned in an organized, ordered and fully integrated manner that establishes activities for a broad range of students. The
Health Curriculum addresses all educational standards that are required by local, state, and national standards. Strategies and activities are used that provide students
with the most up to day content. Obtaining their first aid card and CPR certificates are some of the activities of the class. Information concerning the course and the
content relating to healthy relationship and lifeskills as it relates to family, peers and the workplace is listed in the syllabus. Special course needs are provided in
health related fields which includes Medical Terminology and Medical Nurse’s Aides. Also Driver’s Education class is provided in HCHS schedule of classes. The
driver’s education course provides an extra outlet for all students to prepare for safety on the road and for their future. CHS Physical Education program provides a
curriculum based on expectations delineated by the CDC’s Physical Education Curriculum Analysis Tool (PECAT). Examples of lessons taught and outcomes are
listed. There is evidence that a FITT (Frequency, Intensity, Type, and Time plan is in place for students with provided activities included. No evidence presented for
students participating in three components of a comprehensive school-based physical activity.
HCHS’s offers a variety of core information and experiences in regard to consumerism and financial literacy. From the lesson taught in class to the hands on
environments of working in the bookstore or the café, student gain a variety of real word experiences. Making the right financial choices based on the consumers
needs, wants, values are stressed in classes. This is evident in syllabus, course outlines, and real world projects. Furthermore, instruction in the evaluation of the
environment is taught in a variety of classes provided through Lifeskills and Health curriculum. Information on consumerism is up to date and cites present day
examples through projects and lessons taught in class. Instruction of evaluating consumer’s decision on nutrition and health is also available in the health curriculum
which is required by all students. Students have the opportunity to learn about problem solving and critical thinking skills in regards to financial planning, money
management, and consumer credit. Lessons emphasizing the purchase of house, buying a car, and checking writing are used in Career Options. While in Financial
Literacy tax information is stressed through students practice of filing out taxes and understanding the requirements that government places on the consumers. The
entrepreneurial experience of financial decision making is utilized in the book store. Students are actively engaged in selling products and becoming a responsible
consumer as well as a responsible business person. There is limited or no evidence of guest speakers presenting information on financial systems. Career Studies at
HCHS are implemented in the Career Option course that specifically stresses the Career Clusters. Vast arrays of careers are presented and research is evident in the
syllabus. College and career awareness begins at the freshman level where students are given a folder that introduces the career clusters. Future career planning is
provided through certificates that can be received through KOSSA testing and/or Work Keys. This testing provides students the opportunity to career/college ready.
The PL/CS Curriculum connects community, society, industry and current events through class courses and experiences. A curriculum based on the interactions and
educational partnership with the community is offered. Through an agreement with Southeast Community College, students are able to gain dual credit for high
school and college courses. CISCO courses are also offered to students. Upon passing CISCO I, II, and III, students will be eligible for a certificate (*based upon
passing an exam) which will label them as proficient in the course, and therefore ready for employment. This also includes 16 hours of College earned hours in high
school. Another connection to the community is made through Hospitality and Culinary classes which plan receptions and events. This service provides great
experience for the student’s hands on learning, while providing a service for the community. Marketing classes provide clothing and merchandising sales. This
connects the school directly to alumni and others who can be future partners in the success of education. Industry events and their requirements are to be current in the
Culinary and Hospitality curriculums. Articulations agreements are present in several PL/CS classes. Agreements with Northern Kentucky, Eastern Kentucky,
Morehead State, Murray State, Kentucky Community Technical College, Louisville Technical Institute are in place for Administrative Support Services. Along with
Bowling Green Technical Institute, Elizabethtown Community and Technical College , Jefferson Community and Technical College , Western Kentucky Community
and Technical College , Owensboro Community and Technical College, and Ashland Community and Technical College which have an agreement with the Culinary
Arts program. These provide opportunity for students to receive College Credit while in high school. Sections labeling a formalized plan and the use of the ILP
starting at the 6th grade is not present. No information from the grade school is present for proof.
Scheduling of classes is based on student’s career major choices. The use of the ILP is noted when student choose a career major based on their interests. This
information is analyzed through the use of the ILP, and class selection is made. Teachers training of the use of the ILP must be up to date and emphasized as
important for the program to reach its full impact. Information is shared frequently on the proper use of the ILP by State Providers.
Recommendations for improvement:
After carefully examining the PL/CS section of HCHS’s Aligned and Rigorous Curriculum, the following suggestions are recommended. First, more emphasis needs
to be placed on involving the community in the positions of mentors and guest speakers. Awareness and promotion of the different careers that students can choose
must be made available. Therefore reaching out to the community and the professionals in a vast circle of careers need to be made. Also a concentrated effort across
all PL/CS courses needs to be integrated in aspect of promoting the studies of both historical and current leaders into all curriculums.
Second, stronger examples of proof that the health curriculum is providing active learning strategies and activities for each of the National Health Education Standards
must be presented. Also examples of the opportunities that students are practicing the lifeskills that influence healthy relationships as related to family, peers, the
community, and the workplace must be verified in place in the course outline or the curriculum outline.
Thirdly, the physical education curriculum needs confirmation that each “fully met” standard for the majority of DCD’S Physical Education Curriculum Analysis Tool
(PECAT) is in place. Also the Frequency, Intensity, Type, Time (FITT) Plans needs to suggest more student involvement and access. Students must develop and
implement the FITT using the skills and health related components to self-assess and adjust plans according to fitness goals. Finally, the physical education
curriculum needs proof or support that all students are able to participate in three to four or more components of a comprehensive school-based physical activity
program. Examples that are given were intramurals, activities including parents, and community based programs.
Next under consumerism and financial literacy, more hands on experiences need to be made available to all students. Opportunities to demonstrate new learning in
authentic situations must be made available. Also a stronger emphasis on the impact of consumer decisions and the environment need to be in place. Opportunities of
student led projects need to be demonstrated. A stronger involvement from all the clubs/organizations (require all students involved in a club) in the school could
help in this area. Information and education on the how to use current facts on product safety and value (recalls, ratings, consumer reports) must be made available to
all students. Instruction and opportunities to learn about financial planning, and how to use problem solving and critical thinking skills must take place in and beyond
the PL/CS classrooms. Again more guest speakers/experts need to be integrated for a complete financial literacy curriculum to exist.
Finally under career studies, a stronger effort on teaching career pathways needs to be implemented in all courses. Education on different careers available should be
evident by lesson plans and guest speakers in all classes. More connections between the community, society, industry, and current events must be in place.
Opportunities for work based learning must be evident for more students. Evidence that 14 Career clusters are introduced at the elementary level must be present as
well as a formalized plan is in place. This information should be documented and used as a guide at the high school level. Proof that all high school students select
and note in their ILP at least 4 courses relate to their career courses must be verified. Finally, Evidence that supplementary guidance by teachers, counselors, and
advisors need to be in place to re-enforce the ILP.
Demonstrator 3. Instructional Strategies
All teachers should implement instructional strategies that provide quality, variety, and access for all students.
Sample Evidence
Authentic student projects and activities from a broad representation of students in all four PL/CS disciplines * Guest speaker bios/information * Documentation of collaborative projects (e.g.
lesson plans, rubrics, assessments and culminating events) * Minutes of Advisory Committee Meetings * Artifacts from classroom, student team, club, and school-wide projects * Guest speaker
logs, thank you letters, photos, videos, podcasts * Artifacts of school-wide projects/themes involving a variety of school personnel and community partners * Examples of innovative use and
integration of technology (lesson plans and student products) * School or teacher web pages * Student created videos, emails, web pages, brochures, multi-media, published work, peer checklists,
and public service announcements * Video captured on digital tools * Artifacts of extra/co-curricular activities, publications, school web site, radio announcement, school club schedule, gradelevel meeting agenda * Artifacts from school-wide programs in place to reduce conflicts and behavior issues * Presence of “take your child to work day” activities in school schedules *
Systematic observation of the physical education teacher by the school administrator using the NASPE instructional strategies checklist
Needs Improvement
(X 1/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
a)
The PL/CS curriculum does not intentionally address
strategies and activities that promote higher order thinking,
creativity and problem-solving skills.
a)
The PL/CS curriculum engages all students in higher
order thinking, creativity and problem-solving skills.
a)
The PL/CS curriculum engages all students in higher order
thinking, creativity, and problem-solving skills through
authentic student products and performances.
b)
The PL/CS curriculum attends to limited intelligences and
abilities (e.g., visual/spatial, interpersonal, intrapersonal,
bodily/kinesthetic, musical/rhythmic, logical/mathematical,
linguistic, and emotional).
b)
The PL/CS curriculum attends to multiple intelligences
and abilities (e.g., visual/spatial, interpersonal,
intrapersonal, bodily/kinesthetic, musical/rhythmic,
logical/mathematical, linguistic, and emotional).
b)
The PL/CS curriculum attends to multiple intelligences and
abilities (e.g., visual/spatial, interpersonal, intrapersonal,
bodily/kinesthetic, musical/rhythmic, logical/mathematical,
linguistic, and emotional) and provides opportunities for all
students to learn from one another.
c)
Integration of relevant technology tools (e.g., smart boards,
keyboarding at elementary level, internet research,
podcasting, pedometers, Wii) is limited.
c)
Relevant technology tools (e.g., smart boards,
keyboarding at elementary level, internet research,
podcasting, pedometers, Wii) are integrated into
classroom content and utilized by students and teachers.
c)
Relevant technology tools (e.g., smart boards, keyboarding
at elementary level, internet research, podcasting,
pedometers, Wii) are seamlessly integrated into classroom
content and utilized by students and teachers in real world
situations.
d)
Beyond the PL/CS staff, there are few additional
stakeholders engaged as support or resource for student
career and wellness instruction.
d)
An Advisory Committee (e.g., Coordinated School
Heath Committee, Business & Industry Advisory
Committee) is used as a support or resource for student
career and wellness instruction.
d)
Teacher and student representatives collaborate with
community partners on Advisory Committees (e.g.,
Coordinated School Heath Committee, Business & Industry
Advisory Committee) as a constant resource to enhance
instruction and provide services to students.
e)
Appropriate communication skills (e.g., verbal, non-verbal,
written, listening, and interview skills) and presentation
techniques are taught only in PL/CS classrooms.
e)
Appropriate communication skills (e.g., verbal, nonverbal, written, listening, and interview skills) and
presentation techniques are integrated across a variety of
content areas.
e)
Appropriate communication skills (e.g., verbal, non-verbal,
written, listening, and interview skills) and presentation
techniques are integrated across all content areas and used
by students in a variety of real-world applications.
f)
There is minimal collaboration among Academic and
PL/CS teachers to integrate core academic areas in PL/CS
curriculum.
f)
Academic and PL/CS teachers collaborate to integrate
core academic areas in PL/CS curriculum.
f)
Academic and PL/CS teachers collaborate to build
interdisciplinary units of study around PL/CS and core
academic ideas.
g)
Students are not given an opportunity to systematically
apply technical mathematics, reading and writing skills to
support and demonstrate learning.
g)
Students apply technical mathematics, reading and
writing skills (e.g., comparison shopping, resume
writing, balancing a checking account, analyzing a stock
chart, reading insurance forms, loan applications, rental
agreements, FITT charting, and nutritional analysis) to
support and demonstrate learning.
g)
Students apply technical mathematics, reading and writing
skills (e.g., comparison shopping, resume writing, balancing
a checking account, analyzing a stock chart, reading
insurance forms, loan applications, rental agreements, FITT
charting, and nutritional analysis) and demonstrate that
application through high quality and authentic evidence.
h)
Students are rarely provided opportunities to utilize social
and life skills (e.g., problem-solving, goal setting, decisionmaking) in a cooperative learning and/or teamwork
environment.
h)
Students are regularly provided opportunities to utilize
social and life skills (e.g., problem-solving, goal setting,
decision-making) in a cooperative learning and/or
teamwork environment.
h)
Students are provided daily opportunities to utilize social
and life skills (e.g., problem-solving, goal setting, decisionmaking) through classroom instruction, laboratory
activities, work-based learning and student organizations.
i)
Students rarely use problem-solving and critical thinking
skills to interpret and analyze data as related to specific
PL/CS content.
i)
Students regularly use problem-solving and critical
thinking skills to interpret and analyze data as related to
specific PL/CS content.
i)
Students use problem-solving and critical thinking skills to
create, interpret and analyze data as related to specific
PL/CS content and real-world situations.
j)
The PL/CS curriculum provides few or no connections to
community, society and current events.
j)
The PL/CS curriculum incorporates connections to
community, society and current events.
j)
The PL/CS curriculum incorporates connections to
community, society and current events, with work-based
learning opportunities for all high school students.
Health Education
Health Education
Health Education
a)
a)
a)
Techniques and strategies to effectively resolve conflicts
(e.g., bullying, stress, refusal skills and anger management)
are neglected in the PL/CS curriculum.
Techniques and strategies to effectively resolve
conflicts (e.g., bullying, stress, refusal skills and anger
management) are integrated in the PL/CS
Curriculum.
Techniques and strategies to effectively resolve conflicts
(e.g., bullying, stress, refusal skills and anger management)
are integrated school wide.
Physical Education
Physical Education
Physical Education
a)
a)
a)
The physical education instructional strategies rarely
demonstrate teaching strategies that are consistent with
national expectations as defined by NASPE.
The physical education instructional strategies usually
demonstrate teaching strategies that are consistent with
national expectations as defined by NASPE.
The physical education instructional strategies always
demonstrate teaching strategies that are consistent with
national expectations as defined by NASPE.
Career Studies
Career Studies
Career Studies
a)
a)
a)
The ILP is used only in the PL/CS classroom.
Points
5
The school integrates the ILP in some courses to use as a
research tool for career choices.
The school integrates the ILP in some courses to use as a
research tool for career choices, goal-setting and
postsecondary opportunities.
16
Rationale:
After thorough review of the Practical Living/Career Studies Program Review Committee findings for Demonstrator 3: Instructional Strategies that all teachers should
implement instructional strategies that provide quality, variety, and access for all students. The committee finds that for this demonstrator Harlan County High School
would be at the low proficient level. The committee has collected a wide variety of evidence that represents proficient levels. In parts a and b, the PL/CS curriculum
engages all students in higher order thinking, creativity and problem-solving skills. The PL/CS curriculum attends to multiple intelligences and abilities. The
documented artifact of the “Claymation Project” attends to multiple intelligences and abilities. Examples of this project include the use of visual/spatial,
bodily/kinesthetic and musical/rhythmic intelligences.
To address part c), Harlan County High School opened in the 2006 school year as a start of an art facility in the Commonwealth of Kentucky. State of the art
technology was included in the design and construction of the facility.
Relevant technology tools are in place in every PL/CS class rooms including Smart Boards, surround sound, and eight computer laboratories. These labs each house
30 to 40 stations. Teacher’s classrooms are also equipped with in-class computer stations.
Internet accessibility is availability to faculty, staff and students for research, classroom projects and integrated into classroom contest.
Family and Consumer Science classes offer non-traditional technology to students in the use of industrial equipment like combi-ovens, computerized sewing machines
and sergers that are used in the classroom setting. Documentation in the form of photos are included.
There is no evidence to address part d) beyond the PL/CS staff that stakeholders are engaged as support or resources for student, career and wellness instruction.
Appropriate communication skills are documented in part e) by studying “Body Language I and II” as a part of Hospitality in addition to Fashion and Interior Design
classes in the Family and Consumer Studies department. Students learn in-depth non-verbal signals that are used in presentation techniques and integrated across a
variety of content areas. These include but not limited to interviewing skills, public speaking, personal space, facial expression, poise and posture.
There is minimal collaboration that is actually documented among Academic and PL/CS teachers to integrate core academic areas in PL/CS curriculum for part f).
Students do apply technical mathematics and reading and writing skills to support and demonstrate learning as found in part g). The documentation is the nutritional
analysis completed in Food and Nutrition classes. The website choosemyplate.gov is used to track ten days of food intake for each individual student. Using the
“Super Tracker” live site, students then produce a nutrition analysis for nutrient intake, caloric intake and physical activity from their daily logs.
Students are regularly provided opportunities found in part h) to utilize social and life skills like the omelet lab submitted for documentation from Life Skills class.
Students practice problem-solving skills and decision-making in cooperative learning and or teamwork environments like food labs.
By taking body measurements, students regularly use problem-solving and critical thinking skills to interpret and analyze data as related to specific PL/CS content
found in part i). In Fashion and Interior Design classes students have to use critical thinking skills to convert their body measurements to a chart found on a pattern
envelope and match their measurements to the correct pattern size and convert the size into a yardage chart to know how much fabric to buy for a project.
The PL/CS curriculum incorporates connections to community, society and current events, with work-based learning opportunities for all high school students through
the web design services offered by advanced technology students. Evidence in part j) include a community calendar for current events used on elementary and high
school websites along with the Harlan County Schools district website.
The closed-circuit television station airs public service announcements to every classroom at Harlan County High School along with selected programs that air on a
public access station through Harlan Community Television.
Health Education
Techniques and strategies are demonstrated in Part a) to effectively resolve conflict (e.g. bullying, stress, refusal skills and anger management) are integrated in the
PL/CS Curriculum.
** Needs artifacts to complete this section from Mr. Lovely.
Physical Education
The physical education instructional strategies usually demonstrate teaching strategies that are consistent with national expectations as defined by NASPE.
** Needs artifacts to complete this section from Mr. Evans.
Career Studies
The ILP is used only in the PL/CS classroom. It (ILP) is not integrated into some courses to use as a research tool for career education as outlined in part a).
Recommendations for improvement:
a) The curriculum needs to engage all students in higher order thinking and creativity, and problem-solving skills through the addition of authentic student products
and performances.
b) The PL/CS curriculum needs to incorporate addition project that attends to multiple intelligences and abilities and provides opportunities for all students to learn
from one another.
c) The committee recommends that other relevant technology be incorporated into the curriculum. For example, pedometers could be used for physical education to
chart a walking program on the schools indoor walking track. Walking using a pedometer could be recorded both at home and at school for a real world application.
d) Beyond the PL/CS staff, there are few additional stakeholders engaged as support or resources for student career and wellness instruction. The program review
committee recommends the establishment of an Advisory Committee made up of a Coordinated School Health Committee, Business & Industry Advisory Committee
and others to serve as a constant resource to enhance instruction and provide services to students.
e) Recommendations for this bullet include incorporating additional appropriate communication skills and presentation techniques across all content areas and are used
by students in a variety of real-world applications.
f) Academic and PL/CS teachers collaborate to build interdisciplinary units of study around PL/CS and core academic ideas. To an extent this is in place but not
documented in a formal fashion. Documentation could include working with the math department on a standard measurement unit with fashion and interior design
students or presentation of a chemistry unit on the effects of leavening agents in a breads lab for food science.
g) Students need to apply additional technical mathematics, reading and writing skills and demonstrate that application through high quality and authentic evidence.
This could include resume writing, loan applications, or analyzing a stock chart.
h) Students need to be provided additional daily opportunities to utilize social and life skills through classroom instruction, laboratory activities, work-based learning
and student organizations.
i) Students need more practice in the classroom using problem-solving and critical thinking skills to create, interpret and analyze data as related to specific PL/CS
content and real-world situations.
j) The continuation of services to incorporate connections to community, society and current events with work-based learning opportunities for all high school students
needs to continue in the future for expanded services and programming.
Health Education
Techniques and strategies to effectively resolve conflict (e.g. bullying, stress, refusal skills and anger management) need to be integrated in the PL/CS Curriculum
school wide. The re-introduction of the school wide bullying programs and suicide intervention need to be reincorporated school wide reaching every student every
school year.
Physical Education
The physical education instructional strategies always demonstrate teaching strategies that are consistent with national expectations as defined by NASPE.
Career Studies
The school integrates the ILP in some courses to use as a research tool for career choices, goal-setting and postsecondary opportunities.
Demonstrator 4. Student Performance
When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student
performance should be at a consistently high level.
Sample Evidence
Artifacts from service learning projects * Student projects relating to consumer, health, nutrition, and environmental issues * Student generated media to inform school and community members
about consumer rights, responsibilities, and issues * Number of students receiving First Aid, CPR, and babysitting certification * Number of students receiving Lifeguard, WSI, water and rescue
training, CPR/First Aid certification * Student generated speeches and/or presentations for school or community groups * Industry certificates/credentials, KOSSA assessment scores * Artifacts
of family/community wellness event organized and led by students * Artifacts of program activities that promote student leadership and the importance of being a leader * Newspaper articles and
other media information about leadership and student organization activities * Student Career Studies Projects * Artifacts from field trips (traditional and/or virtual) * Work-based learning logs
and student evaluations * Documented utilized Career Pathways using state templates (high school) * Reports from Individual Learning Plans tool * Course offering guide that reflects career
majors and sequence of courses for students at the secondary and postsecondary level * Documentation from postsecondary partners showing college credit for courses taken in high school *
High school course offerings catalog including examples of career major * Student assessments of physical education knowledge and skills, i.e. motor skills, physical fitness.
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
a)
No service learning/community service activities are
available through instruction or extra/co-curricular activities
a)
One service learning/community service activity is
available through all PL/CS courses and extra/cocurricular activities.
a)
Two or more service learning/community service activities
are available through all PL/CS courses and extra/cocurricular activities.
b)
Student leadership opportunities are limited.
b)
All students are provided opportunities to develop
leadership skills in extra-curricular/co-curricular
activities.
b)
All students are provided opportunities to develop and be
recognized for their leadership skills during classroom
experiences and in extra-curricular/co-curricular activities.
c)
Few student organizations or clubs are available.
c)
Multiple student organizations or clubs are available to
encourage leadership skills development.
c)
Multiple student organizations or clubs are available on a
regular basis to encourage leadership skills development and
are adequately supported with school resources, human and
material.
d)
Extra/co-curricular activities related to PL/CS curriculum
are limited and few students participate in at least one
extra/co-curriculum activity per year.
d)
A variety of extra/co-curricular activities related to
PL/CS curriculum is available and many students
participate in at least one extra/co-curriculum activity
per year.
d)
A variety of extra/co-curricular activities related to PL/CS
curriculum is available and each student participates in at
least one extra/co-curriculum activity per year.
Health Education
a)
Students are not provided opportunities to earn health
related certificates.
Health Education
Health Education
a)
a)
Students are provided opportunities to earn health
related certificates.
Students are engaged in an intentionally designed program
approach to ensure provision of health-related certificates.
Physical Education
Physical Education
Physical Education
a)
a)
a)
Students are not provided opportunities to earn physical
education related certificates.
Students are provided opportunities to earn physical
education related certificates.
Students are engaged in an intentionally designed program
approach to ensure provision of physical education related
certificates.
b)
b)
Students demonstrate the knowledge and skills associated
with 0-2 of the National Standards for Physical Education.
b)
Students demonstrate the knowledge and skills
associated with 3-4 of the National Standards for
Physical Education.
Students demonstrate the knowledge and skills associated
with 5-6 of the National Standards for Physical Education.
Career Studies
Career Studies
Career Studies
a)
Individual Learning Plan (ILP) is constructed with little or
no collaboration among students and teachers and limited or
no data.
a)
Using both formative and summative assessment data as
a guide, teachers and students work together to construct
the Individual Learning Plan (ILP).
b)
In high school, a narrow scope of work-based learning
opportunities (e.g., co-op, job shadowing, entrepreneurship,
and internships) is provided.
b)
In high school, a variety of work-based learning
opportunities (e.g., co-op, job shadowing,
entrepreneurship, and internships) across multiple career
majors are available for all students.
c)
ILP development begins at 6th grade for some students.
c)
ILP development begins at 6th grade for all students.
Points
4
6
a)
Using a variety of formative and summative assessment data
as a guide, teachers, students and parents work together to
construct and to continually update the Individual Learning
Plan (ILP).
b)
All high school students are provided work-based learning
opportunities (e.g., co-op, job shadowing, entrepreneurship,
and internships) in their chosen career major with options to
earn industry certifications and/or KOSSA(KY
Occupational Skills Standards Assessment) certificates.
c)
ILP development, coupled with career counseling, begins at
6th grade for all students.
3
Rationale:
The committee reported the following student performances to address demonstrator four.
The committee found several pieces of evidence documenting three service learning/community service activities that are available through all PL/CS
courses and extra/co-curricular activities.
Evidence supplied included information on a Beta Club project to raise funds for Alzheimer’s research, a food drive sponsored by FBLA (Future
Business Leaders of America) and the “Red Ribbon” week activities that are sponsored by FCCLA (Family, Career and Community Leaders of
America).
In various extra-curricular/co-curricular activities students are provided opportunities to develop leadership skills in extra-curricular/co-curricular
activities. One student lead project was the food drive for the “Empty Stocking Fund.” Student leaders from the National Honor Society collected over
600 boxes of macaroni that was distributed in food boxes by a local charity.
As a part of the schools JROTC program, students earn military ranks and run platoons just like real military branches to address part b). Over 150
students are a part of the JROTC curriculum at Harlan County High School. Rank advancement is made annually. The JROTC unit also produces a
student lead “Military Ball.”
The JROTC Raider Team practices physical and technical skills at both the individual and team levels. They perform tasks that
may be found in a conventional Army unit such as the Physical Fitness Test, 5Km Runs, Rope Bridges, Land Navigation Courses,
First Aid Litter Carry, Cross Country Rescue, Orienteering, 5km Foot March, and Academic competitions.
The season starts in August and runs through April. Raiders practice three times a week from 3PM till 5PM. They compete one to
two times a month during the season on Saturdays.
School clubs and groups elect officers annually that provided organizational leadership to such clubs as: FCCLA, FBLA, National Honor Society, Beta
Club, French Club, Drama Club etc.
In part c) multiple student organizations meet on a regular basis during planned club time on a monthly basis and as needed after school. Transportation
is provided to student groups by the Extended School Services (ESS) and 21st Century grant program. At Harlan County High School close to 40
student organizations or clubs are available for students. Evidence includes a partial list of those offered. This includes Winter Color Guard,
Photography Club, Cross Country, JROTC, Archery, Golf, 4-H, Robinson Scholars, Cheerleading, Southeast Scholars, Academic Team, Upward Bound,
Academic Talent Search, and Dance Team.
Approximately 250 -300 students participate each morning before school in First Priority Club. This group meets on a daily basis for devotionals and
during club time. This group features a leadership team that completes service related projects. Assembly type programs with motivational speakers are
also sponsored by this group.
Part d ) is addressed by the opportunity that PL/CS curriculum crosses content areas and is available in at least one activity per year either in the
classroom or after school hours.
Two activities that were a collaborative effort was the entry of a HCHS float in the local Christmas Parade. The drama club president lead the project,
the fashion interior design and stage craft classes help to design and build the structure and the choir preformed on the float along the parade route.
Health Education
Students are engaged in an intentionally designed program approach to ensure provision of health-related certificates in part a).
Students have the opportunity in Health classes to obtain American Red Cross First Aid certification, American Red Cross CPR and AED (automated
external defibrillators).
Student have access to manikins, AED devices and first aid materials for demonstration and practice. Students are issued certification cards for those
that qualify.
Another health related certification is a Kentucky Food Handler’s Card issued by local health departments. This card is necessary before employment in
an establishment that serves food, handles food for public consumption like a concession stand or church bake sale. Students in Life Skills, Food and
Nutrition and Culinary classes are required to complete the program and pass the rigorous certification process in place in the state of Kentucky.
Physical Education
No evidence was found to support part a).
In part b) students demonstrate the knowledge and skills associated with 3-4 of the National Standards for Physical Education. One piece of evidence
submitted was a lesson plan that outlined the national standards:
Students will explain how physical, emotional/mental and social benefits result from regular participation in leisure/recreational or competitive physical
activities:



physical benefits (e.g., disease prevention, weight management, muscular strength, muscular endurance, flexibility, cardiorespiratory/cardiovascular endurance, control of body movements, stress reduction, increased metabolism, reduction of body fat, decrease
in cholesterol, decrease in heart rate)
social benefits (e.g., opportunity for interaction with others, cooperation, friendship, teamwork, respect for others and tolerance)
mental/emotional benefits (e.g., reduces anxiety/stress, depression, provides better body image, improves self-discipline and self-respect)
Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardiorespiratory/cardiovascular endurance) and apply the FITT Principle (Frequency, Intensity, Type, Time) to create a comprehensive exercise plan.
Career Studies
Little or no evidence has been submitted for part a, b or c the collaboration among students and teachers. Teachers that have advisory class at HCHS do
review each student’s ILP one-time per year.
A few students participated in work-based learning opportunities thru a job coach. Cooperative education, job shadowing, entrepreneurship, and intern
ships are not provided. Southeast KCTCS does provide for job shadowing and cooperative educational in the nurse aid training course.
ILP’s in the Harlan County School District are started in the eighth grade prior to coming to high school.
Recommendations for improvement:
There are numerous activities that take place in the PL/CS that are not documented. Further documentation in a more in-depth reporting format would
strengthen the evidence for the demonstrator pertinent to service learning (part a).
Documentation needs to be cited for leadership skills in extra-curricular/co-curricular activities (part b).
Additional documentation presented in a different format would help to provide better evidence for part c.
Student organizations for PL/CS need to provide more curriculum based activites during the school day. (part d)
Health Education
Copies of certificates recording the number of students receiving First Aid, CPR, etc needs to be provided. An outreach beyond classroom work needs
to occur to survey students that have WSI, Water and Rescue training and certification provided by other groups like volunteer fire departments, junior
civil air patrol or Girl and Boy Scouts of America.
Physical Education
No documentation as provided for the opportunity to earn physical education related certificates. Although some lessons were aligned with 3-4 of the
National Standards for Physical Education. Teachers need to seek and find a certification/credential that would fulfill this section of the program review.
Potential certifications to explore would be:





The introduction of PALA (The Presidents Active Lifestyle Award) that is internet based and can be completed in s six week program.
Michelle Obama’s “Let’s Move’ Campaign
Programs offered through healthfinder.gov
NFL’s “Play 60” project
Local organizations like the Cooperative Extension Service that offers a walking program each spring where students can log walking time
and receive awards for completion of the program.
PRACTICAL LIVING/CAREER STUDIES: FORMATIVE AND SUMMATIVE ASSESSMENT
Demonstrator 1. Variety of Assessment
Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards
Sample Evidence
Individual Learning Plan usage tools * Parent signature verification on annual review of Individual Learning Plans * Advising program curriculum * Pacing guides/curriculum maps * Lesson
plans * Authentic assessment tools * Formal plan outlining how ILPs are implemented
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
PL/CS (includes Health, PE, Careers and Consumerism)
a)
Formative and summative assessments are not linked to state
standards.
a)
State standards are inconsistently used in the
development of formative and summative assessments.
a)
State standards are always used in the development of
formative and summative assessments.
b)
PL/CS assessment measures do not address the variety of
learning styles and abilities (oral, written, performance,
visual, active learning, hands-on learning, collaboration and
cooperative learning, teacher/peer/self reflection).
b)
PL/CS assessment measures are responsive to a variety
of learning styles and abilities (oral, written,
performance, visual, active learning, hands-on learning,
collaboration and cooperative learning, teacher/peer/self
reflection).
b)
PL/CS assessment measures are always based on individual
learning styles (oral, written, performance, visual, active
learning, hands-on learning, collaboration and cooperative
learning, teacher/peer/self reflection).
c)
Formalized plans to monitor completion of ILPs are not in
place.
c)
A formalized plan is in place to monitor the completion
of students’ ILP.
c)
A formalized plan is in place to monitor the completion of
students’ ILP, using both formative and summative review
to verify support of the student and reflect on overall quality
of program implementation.
Points
4
3
Rationale:
Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards.
The Practical Living/ Career Studies review of “Formative and Summative Assessment” have documented following evidence for this demonstrator for proficient status for the
following bullets.
Evidence found by the committee supporting: part a) State standards are inconsistently used in the development of formative and summative assessments. Summative Assessments are
given periodically in PL/CS at Harlan County High School to determine at a particular point in time what students know and do not know. Many associate summative assessments only
with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom
level is an accountability measure that is generally used as part of the grading process. Here are some examples of summative assessments used at Harlan County High School:





State assessments – Kentucky Occupational Skill Standards Assessments (KOSSA)
District benchmark or interim assessments – timed test windows
End-of-unit or chapter tests – chapter tests
End-of-term or semester exams – End of Course (EOC exams)
Scores that are used for accountability for schools (AYP) and students (report card grades). – ACT Scores, PLAN testing, ASVAB, Work Keys
The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned
from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur after instruction every few
weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student
placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and
interventions during the learning process. It takes formative assessment to accomplish this.
Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they
are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments
help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are
some distinct ways to distinguish them from summative assessments in the PL/CS classroom.
One distinction is to think of formative assessment as "practice." In PL/CS practice is a common We do not hold students accountable in "grade book fashion" for skills and concepts
they have just been introduced to or are learning. We must allow for practice. Formative assessment helps teachers determine next steps during the learning process as the instruction
approaches the summative assessment of student learning. A good analogy for this is the demonstrating measuring techniques that is required to make a food item in food and nutrition
class. What if, before making your recipe a grade was assigned every time a student practiced measuring liquid or dry ingredients? What if your final grade for the food product was
the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to cook, your final grade would not
accurately reflect your ability to produce food products. In the beginning of learning to cook, how confident or motivated to learn would you feel? Would any of the grades you
received provide you with guidance on what you needed to do next to improve your cooking skills? Your final food production test, or summative assessment, would be the
accountability measure that establishes whether or not you have the cooking skills necessary for becoming a cook—not a reflection of all the cooking practice that leads to it. The same
holds true for classroom instruction, learning, and assessment.
Information Technology, Business Technology, and Marketing Education use recently acquired texts that are aligned with the Kentucky Core Curriculum. These text were adopted
from the acceptable text list provided by the state. The curriculum has an included test bank of questions that allow for varying formats.
Text include:
Photoshop CS3
Dreamweaver CS3
Cengage Word Processing
In addition, CTE teachers have attended KOSSA workshops where released items were reviewed and testing procedures were discussed.
Production classes such as Multi-Media also require student assessment that is project based. Students must write dialogue, secure actors, video, edit and complete sound tracks for
final assessments. This is also true for TV studio and many of the Family and Consumer Science classes that include event planning, food production, and project completion.
In part b) PL/CS teachers use a variety of assessment measures that are responsive to a variety of learning styles and abilities.
Examples of assessments include health related posters as a part of the health curriculum that cover visual and hands-on learning.
Students in the Retail and Marketing program also participated in active, hands-on learning activities by running the school book store. Students design, stock, advertise, inventory,
sale and display a variety of school related merchandise for sale during the school day and during special events held after school.
Student based organizations also provide outlets for assessment measure through local, regional, state, and national contests. Sometime students compete as cooperative groups,
prepare visuals for presentation and demonstrate hands-on learning.
Hands-on learning can also be demonstrated through the completion of projects in Fashion and Interior Design classes. Students also are assessed by oral presentations in the
preparation of a power point that is presented to classmates on types of housing.
The committee found a formalized plan is in place to monitor the completion of students’ ILP as addressed in part c.
ILP Procedure – Harlan County High School






HCHS Guidance Office assigns all teacher / advisors an account for Career Cruising that allows them to access detailed student information and aggregate data along
with the ability to use features of the School ILP Administration Tool.
HCHS creates an ILP calendar that assigns teachers computer lab time for students to access and complete their ILP’s.
HCHS Floor Principals serve as resources to ensure that teachers have adequate computer lab time as well as monitor student ILP completion status.
The ILP clearly defines student objectives and expectations. Advisors, Guidance Counselors, and school administration work together to ensure that these objectives
and expectations are clearly defined by students.
HCHS will work with students and parents/guardians to help students reach educational and career goals. We will utilize the Career Cruising ILP tool to help achieve
these goals.
HCHS Guidance Office will monitor student and school completion status and adjust the ILP calendar accordingly.
Recommendations for improvement:
Student Involvement
Student involvement needs to be increased at the formative involvement level. If students are not involved in the assessment process, formative assessment is not practiced or
implemented to its full effectiveness. Students need to be involved both as assessors of their own learning and as resources to other students. There are numerous strategies teachers can
implement to engage students. In fact, research shows that the involvement in and ownership of their work increases students' motivation to learn. This does not mean the absence of
teacher involvement. To the contrary, teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provide evidence of
student learning.
One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. In fact, research shows descriptive
feedback to be the most significant instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are
doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. In other words, descriptive feedback is not a grade, a sticker,
or "good job!" A significant body of research indicates that such limited feedback does not lead to improved student learning.
There are many classroom instructional strategies that are part of the repertoire of good teaching. When teachers use sound instructional practice for the purpose of gathering
information on student learning, they are applying this information in a formative way. In this sense, formative assessment is pedagogy and clearly cannot be separated from
instruction. It is what good teachers do. The distinction lies in what teachers actually do with the information they gather. How is it being used to inform instruction? How is it being
shared with and engaging students? It's not teachers just collecting information/data on student learning; it's what they do with the information they collect.
Some of the instructional strategies that can be used formatively include the following:





Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations. In order to be successful, students need to
understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in
establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student
work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there.
Observations go beyond walking around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student
learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them
during conferences.
Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with
significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning.
An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction such as "thumbs up/down" or
"red/green" (stop/go) cards are also examples of questioning strategies that elicit immediate information about student learning. Helping students ask better questions
is another aspect of this formative assessment strategy.
Self and peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in
their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see
each other as resources for understanding and checking for quality work against previously established criteria.
Student record keeping helps students better understand their own learning as evidenced by their classroom work. This process of students keeping ongoing records
of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal.
All of these strategies are integral to the formative assessment process, and they have been suggested by models of effective school instruction.
Recommendations for improvement included for part b):
PL/CS assessment measures need to be based on individual learning styles (oral, written, performance, visual, active learning, hands-on learning, collaboration and cooperative
learning, teacher/peer/self-reflection).
Teachers need to plan and implement more activities based on individual learning styles to provide evidence like pacing guides/curriculum maps, lesson plans, and authentic
assessment tools.
Incorporation of more active student organizations would incorporate additional assessment measures that would address most of the “distinguished” rational. The school needs to
support these organizations with funding for transportation to various regional, state and national events. This would include FBLA, FCCLA, DECA, etc.
Recommendations for improvement included for part c):
Students, parents, teachers and counselors need to use the ILP as a tool and prepare a formalized plan to monitor the completion of students’ ILP, using both formative and summative
reviews to verify support of the student and reflect on overall quality of program implementation.
This could be used to introduce further career education options including but not limited to Myers Briggs Personality Inventories, Holland codes, self-directed searches and the
Occupational Outlook Handbook to aid in transition.
References
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press.
Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research, 65(3), 245-281.
Sadler, D.R. (1998) Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77-84.
http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
Citation
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from
http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
Demonstrator 2. Expectations for Student Learning
Teachers should have common and high standards for student learning in the content area.
Sample Evidence
Authentic assessment tools * Student exercise and activity logs (e.g. intramurals, fun runs, fitness clubs) * Health Education Curriculum Analysis Tool (HECAT) * School Health Index (SHI)
modules or Healthy Schools Framework documents* Number of students who participate in health related programs and organizations * Artifacts from use of national assessment tools (e.g.
CDC, NASPE, PECAT) * Fitness Testing (e.g. FITNESSGRAM, President’s Physical Fitness Challenge, Personal Best) * Student exercise and activity logs (e.g. intramurals, fun runs, fitness
clubs) * Scoring guides and rubrics * Documentation of student performance feedback * Alignment of National Standards for Family & Consumer Sciences *Alignment of Jump$tart National
Standards for K-12 Personal Finance Education
Needs Improvement
(X 1/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
The PL/CS curriculum does not include clear and/or high
expectations for all students to demonstrate progress and/or
achievement.
a)
The PL/CS curriculum maintains high expectations for
all students to demonstrate individual progress and
achievement.
a)
The PL/CS curriculum maintains high expectations for all
students to demonstrate individual progress and
achievement, and requires both formative and summative
demonstration evidence for all students.
b)
There is no requirement for middle and high school
students to pass a health education course.
b)
Middle and high school students are required to
successfully pass one health education course which
covers all dimensions of health and wellness.
b)
The majority of middle and high school students participate
in an extended health and wellness course beyond the basic
requirement.
c)
Students lack knowledge and skills addressed in local,
state, and national PL/CS standards.
c)
Students can demonstrate the knowledge and skills
addressed in a majority of the local, state, and national
PL/CS standards.
c)
Students are assessed in mastery of skills and content in all
local, state and national PL/CS standards and results are on
the report card every term that the course is required.
Students are active for less than 50% of the physical
education lesson time.
d)
Students are active for 50-74% of the physical education
lesson time.
d)
Students are active for 75% or more of the physical
education lesson time.
d)
e)
Students have limited opportunity to actively participate in
physical education and/or physical activity daily.
e)
All students participate daily in physical education
and/or physical activity.
e)
All students participate in physical education and/or
physical activity during the school day and minutes of
activity are reported to the SBDM for inclusion in school
report cards as applicable to KRS 158.586 or 160.345.
f)
There is no requirement for middle and high school
students to pass a physical education course.
f)
Middle and high school students are required to
successfully pass one physical education course.
f)
The majority of middle and high school students participate
in an extended physical education course beyond the basic
requirement.
g)
The teacher does not share scoring guides or rubrics with
students.
g)
To create clear expectations for quality performance, the
teacher develops scoring guides and/or rubrics to share
with students.
g)
The teacher co-develops scoring guides and rubrics with
students and other teachers to create clear expectations for
quality performance.
h)
The teacher guides students to apply rubrics to assess
overall performance.
h)
The teacher provides a model and guides students to
apply rubrics to assess overall performance.
h)
The teacher provides adequate modeling and guides students
to apply rubrics to identify improvement strategies and
assess overall performance.
i)
Teacher makes student performance information available
for parents and students only at the end of each reporting
period or per request.
i)
Teacher provides consistent and timely feedback to
student and parents on student’s performance (e.g.,
grades, weekly, monthly and mid-term reports).
i)
Teacher provides consistent, timely, and descriptive (e.g.
specific strengths and weaknesses, areas for improvement)
feedback to students and parents on student’s performance
(e.g., grades, weekly, monthly and mid-term reports).
Points 4
10
Rationale:
According to the Practical Living/Career Studies Program Review Committee findings, teachers have common and high standards for student learning within the
PL/CS content area.
High expectations for students are communicated via each instructor’s course syllabi and evidenced through successful transition-to-work data collected by the
department as a whole when completing required termination data at the beginning of each new school year.
Our Health Education curriculum covers all dimensions of health and wellness and is required to be successfully completed by all students. The courses, both required
and elective, specifically provide students insight into healthy living, including the structure and function of the human body and its system and the importance of
physical fitness and sound nutrition.
340133 – Health Education I
Grades 9-12
½ Credit
Health I addresses the topics of mental health, drugs, alcohol, and tobacco, sex education, sexually transmitted diseases, infectious diseases, safety and first aid,
cardiopulmonary resuscitation, (CPR), nutrition, consumer health and non-infectious diseases, and practical living. (Shall incorporate all PL and VS core content.)
340216 – Physical Education I
Grades 9-12
1/2 Credit
Physical Education I involves the teaching of lifetime leisure sports, individual sports, and team sports. Skills learned will be reinforced and advanced skills will be
introduced.
340219 – Physical Education II
Grades 9-12
1 Credit
Physical Education II is designed for students who desire to develop advanced skills in selected games and sports including physical fitness, sports appreciation,
angling and casting, self-defense, and golf. Prerequisite: Physical Education I NOTE: Individual schools may have entrance requirements for placement in Physical
Education II.
340220 – Advanced Physical Education III
Grades 9-12
1 Credit
Advanced Physical Education III is designed for students who have a genuine desire to develop their interest and skills to an advanced level to enjoy the physical
activities and to pursue a career interest. Prerequisite: Physical Education II NOTE: There are also entrance requirements for placement in Physical Education III.
340217 – Conditioning
Grades 9-12
1 Credit
This course offers the student the opportunity to improve overall physical fitness through aerobic and anaerobic training. Students will help set their own conditioning
goals. Elective course only.
Local, state and national PL/CS standards are used to prepare and enable students to demonstrate the knowledge and skills achieved in our PL/CS content areas. Our
Program of Studies, each instructor’s Curriculum Map, Lesson Plan’s and Course Syllabi evidence the standards that are addressed and covered during daily
instruction. Our students’ ability to successfully complete our courses, achieve a Career Major, pass the performance KOSSA exams and show a successful transition
from high school to work or additional education reflect the successful implementation of these standards.
Clear expectations are communicated to students through scoring guides and/or rubrics. A model is provided and students are guided to apply rubrics to assess overall
performance.
Teachers are required to provide consistent and timely feedback to students and parents via the Infinite Campus Parent Portal. Parent Portal allows parents to access
up-to-date information regarding their children’s attendance, recent grades, schedule, assessments, transportation, school event calendars, etc.
-
http://www.harlan.k12.ky.us/hchs/infinitecampus.html
http://www.harlan.k12.ky.us/hchs/Instructions%20&%20Templates/Parent%20Portal/Letter%20to%20Parents.pdf
http://www.harlan.k12.ky.us/hchs/Instructions%20&%20Templates/Parent%20Portal/Letter%20to%20Parents%20Regarding%20Training.pdf
Recommendations for improvement:
The Practical Living/Career Studies Program Review Committee recommends improvement in the area of physical education by ensuring that the majority of students
participate in an extended physical education course beyond the basic requirement. It is also suggested that all students participate in physical education and/or
physical activity during the school day and minutes of activity are reported to the SBDM for inclusion in school report cards.
Demonstrator 3. Response to Assessment
Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning
and achievement
Sample Evidence
Meeting minutes * Professional Learning Communities (PLC) documentation * Master schedule * Minutes of program area meetings showing analysis of data * SBDM policies and minutes *
Observational data * Artifacts from cross-curricular planning * School data analyzed in PLC (e.g. dropout, transition data, Career & Technical Education Completer Data)
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
The PL/CS teacher uses only summative assessment data to
reflect on and improve instructional practice.
a)
The PL/CS teacher uses a variety of sources (including
student work, assessment data, observations, and
anecdotal evidence) to reflect on and improve
instructional practice.
a)
The PL/CS teacher uses a variety of sources and regularly
meets with colleagues to examine evidence, reflect on and
improve instructional practice.
b)
School leadership maintains data records (e.g., ILP, state
student information system, state performance reports,
EPAS, access, interest inventory, district/school data) for
teacher use upon request.
b)
School leadership ensures all teachers have access to
data (e.g., ILP, Infinite Campus, state performance
reports, EPAS, access, interest inventory, etc) to analyze
and use for improving student learning and achievement.
b)
The school provides time in the school day for teachers to
analyze data with the intent of improving student learning
and achievement.
c)
No system is in place to assist teachers in gathering data to
assess student learning and develop an intervention plan to
support individual student growth in PL/CS programs.
A system is in place to assist teachers in gathering data
to assess student learning and develop an intervention
plan to support individual student growth in PL/CS
programs.
c)
c)
Teachers use multiple methods to systematically gather data
to assess student learning and develop an intervention plan
to support individual student growth in PL/CS programs.
d)
Teachers use informal means to monitor and address the
needs of a diverse student population including those with
special needs, English language learners (ELL) and gifted
students.
d)
Teachers monitor the results of summative assessment
data to address the needs of a diverse student population
including those with special needs, English language
learners (ELL) and gifted students.
d)
Teachers monitor the results of both formative and
summative assessment data to address the needs of a diverse
student population including those with special needs,
English language learners (ELL) and gifted students.
e)
No plan is in place to monitor student progress in the PL/CS
disciplines.
e)
Schools monitor student progress in all PL/CS
disciplines.
e)
Schools monitor student progress in PL/CS disciplines and
provide time and resources for teachers to analyze data and
adjust instruction accordingly.
Points 3
4
Rationale:
According to the Practical Living/Career Studies Program Review Committee findings, multiple formative and summative assessments are used to inform, guide,
develop and revise instructional strategies and curriculum to enhance student learning and achievement.
Our PL/CS staff utilizes various sources of feedback to reflect on and improve instructional strategies. In addition to student work analysis, formal and informal
observations are conducted by school administration and feedback is provided for each teacher indicating their strengths and weaknesses accordingly. To further
enhance our staff’s ability to develop and provide rigorous instruction, each instructor is encouraged to seek at least 12 hours of professional development within their
content area.
The Harlan County Public School District and Harlan County High School have ensured that all teachers have access to various amounts of data to analyze and use for
improving student learning and achievement. Specifically, Infinite Campus provides staff with additional information for students identified as Gifted and Talented,
Special Needs (with modifications), etc. and our ILP data is available to all students and staff via the Career Cruising website. (http://public.careercruising.com/us/en)
Recommendations for improvement:
The Practical Living/Career Studies Program Review Committee recommends improvement in the area of assessment by ensuring that teachers use multiple methods
to systematically gather data to assess student learning and develop an intervention plan to support individual student growth in PL/CS programs. We also recommend
that student progress is monitored in PL/CS disciplines and time and resources are provided for our staff to analyze all data and effectively adjust instruction.
PRACTICAL LIVING/CAREER STUDIES: PROFESSIONAL DEVELOPMENT AND SUPPORT SERVICES
Demonstrator 1. Planning
Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student
learning
Sample Evidence
Evaluation forms * Professional development plan for all teachers * Professional development agendas and sign-in sheets for PL/CS teachers * Master schedule * Minutes and membership list of
professional learning communities * List of professional development opportunities/participation related to 21 st Century Skills (e.g. technology, health literacy, problem solving) * Approved
travel budgets for staff to attend professional conference or workshops * Individual Teacher Professional Growth Plans
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
Feedback at the end of professional development sessions is
gathered but rarely used in the development of follow-up
training.
a)
Feedback at the end of professional development
sessions is gathered and considered in the development
of follow-up training.
a)
Feedback at the end of professional development sessions is
used to develop specialized follow-up and on-going training
opportunities.
b)
School and student data is not a factor in planning
professional development sessions.
b)
School and student data is considered in planning
professional development sessions .
b)
School and student data is reviewed and analyzed in
planning professional development sessions.
c)
There is no alignment between Individual Professional
Growth Plans and the school’s professional development
offerings for PL/CS teachers.
c)
Professional development opportunities are aligned with
Individual Professional Growth Plans as needed for the
PL/CS programs.
c)
Professional development opportunities are always aligned
with Individual Professional Growth Plans for the PL/CS
programs.
d)
The school schedule does not accommodate PL/CS and core
subject teachers collaboration.
d)
The school schedule allows for PL/CS and core subject
teachers to collaborate and exchange ideas.
d)
The school schedule allows for PL/CS and core subject
teachers to collaborate, design, and reflect on integrated
learning opportunities.
e)
Professional development is provided, not specific to
PL/CS teachers.
e)
Professional development in PL/CS is provided.
e)
Professional development in PL/CS cultivates teacher’s
ability to identify student’s learning styles, multiple
intelligences, strengths and weaknesses.
f)
Professional development in 21 st century skills is not
provided.
f)
Professional development is provided to integrate 21st
century skills (e.g., problem solving, critical thinking,
analyzing, and health literacy), not specific to PL/CS
teachers.
f)
Professional development for PL/CS teachers is provided to
integrate 21st century skills (e.g., problem solving, critical
thinking, analyzing, and health literacy) in daily instruction.
g)
Professional development in technology is limited.
g)
Professional development in technology is provided for
teachers.
g)
Professional development in technology is provided
specifically to improve skills for PL/CS teachers to enhance
instruction.
h)
Teachers have little or no access to professional
development that supports research based effective
instructional strategies specific to their discipline.
h)
Teachers have access to professional development that
supports research based effective instructional strategies
specific to their discipline.
h)
Teachers have access to and are provided school funds for
professional development that supports research based
effective instructional strategies specific to their discipline.
Points 3
Rationale:
10
According to the Practical Living/Career Studies Program Review Committee findings, Professional Development opportunities are planned with teachers needs in
mind, and in response to data available about teacher practice and student learning.
Feedback at the end of professional development sessions is gathered through evaluation sheets. Evaluation sheets are used to anonymously rank the delivery of
relative information shared by the presenter during the session. Presenters along with District Professional Development Organizers use the evaluation sheets in the
development of follow-up trainings.
During the early spring all certified personnel develop an Individual Professional Growth Plan that is aligned with content specific curriculum. Each PGP is studied
by school and district leadership to align content specific professional development to be held throughout the upcoming school year.
Various professional development sessions that are content specific to Practical Living / Career Studies are held throughout the year. Recent sessions that have been
held include departmental curriculum alignment, with a focus on the Kentucky Program of Studies. Technical Education Database System overviews, as well as Carl
Perkins Funding Requirements sessions are held on an annual basis.
Professional development is provided to integrate 21st century skills, not specific to Practical Living/Career Studies teachers. Teachers have recently been educated
on suicide prevention through trainings focusing on awareness and resolution sponsored by district school psychologists and Comprehensive Health Care Mental
Health Counselors.
Harlan County High School is equipped with state of the art technology that is used in PL/CS as well as all other content classrooms. Mike Scott, District Technology
Integration Specialist, works with teachers from all content areas to equip them with knowledge in SMART software, Promethean software, document cameras,
projectors, iPads, etc. Teachers bring this technological knowledge back to the classroom to use in course and lesson planning.
Teachers have access to professional development that supports research based effective instructional strategies specific to their discipline. All PL/CS teachers have
the opportunity to attend The Kentucky Association of Career and Technical Education that educates on content specific, research based instructional strategies that
can be incorporated in the individual classroom setting.
Recommendations for improvement:
The Practical Living/Career Studies Program Review Committee recommends some areas of improvement for Demonstrator 1 – Planning.
School and student data is not a factor in planning professional development of follow-up training. School and student data should be considered, reviewed, and
analyzed in planning professional development activities each school year.
The school schedule does not accommodate PL/CS and core subject teachers collaboration. The school schedule should allow for PL/CS and core subject teachers to
collaborate, design, and reflect on integrated learning opportunities.
Demonstrator 2. Participation
Teachers participate in program-specific professional development designed to meet their needs. PL/CS teachers participate in professional development focused
on 21st Century Skills
Sample Evidence
Minutes of Advisory Committee Meetings * Training agenda sign-in sheets for parents on use of ILP * Reports from ILP tool * ILP usage logs * Master schedule * Documentation of intentional
collaboration (e.g. collaboration plan with external partners, agendas, minutes, sign-in sheets) * List of professional development * Opportunities/participation related to 21 st Century Skills (e.g.
technology, health literacy, problem solving) * Approved travel budgets for staff to attend professional conference or workshops * Minutes and membership list of professional learning
communities * Course offering guide that reflects career majors and sequence of courses for students at the secondary and postsecondary level * Documentation from postsecondary partners
showing college credit for courses taken in high school * Artifacts from Response to Intervention training * Documentation of industry and community partnerships * Artifacts of mentoring or
peer coaching program for staff * Documentation of staff exchange program (i.e. internship in program area)
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
Teacher representatives have limited interactions with
community partners to participate on various Advisory
Committees.
a)
Teacher representatives regularly collaborate with
community partners to participate on various Advisory
Committees.
a)
Teachers and student representatives collaborate with
community partners to participate on various Advisory
Committees.
b)
The school provides training to staff regarding the use of the
ILP to help students select course offerings and develop
career goals.
b)
The school provides training to staff and communicates
with parents regarding the use of the ILP to help
students select course offerings and develop career
goals.
b)
The school provides training to staff and parents regarding
the use of the ILP to help students select course offerings
and develop career goals.
c)
No opportunities are available for PL/CS teachers to
participate in content-specific dialogue with their colleagues
c)
PL/CS teachers have opportunities to participate in
content-specific professional dialogue with their
colleagues
c)
All PL/CS teachers actively participate in a content-specific
and focused professional learning community.
d)
There are no opportunities within the master schedule for
PL/CS teachers to plan and collaborate with external
partners (e.g., postsecondary education partners, business
and industry personnel, civic/community organizations and
area technology center staff).
d)
Opportunities are available within the master schedule
for PL/CS teachers to plan and collaborate with external
partners (e.g., postsecondary education partners,
business and industry personnel, civic/community
organizations and area technology center staff).
d)
Time in the master schedule or a stipend is available for
teachers to plan and collaborate with external partners (e.g.,
postsecondary education partners, business and industry
personnel, civic/community organizations and area
technology center staff).
e)
No opportunities are available for PL/CS teachers to work
with post-secondary partners
e)
Professional development opportunities are provided to
work with postsecondary partners in the development of
articulation and dual credit agreements and also
transition plans for students with special needs.
e)
PL/CS teachers collaborate with postsecondary partners in
the development of articulation and dual credit agreements
and also transition plans for students with special needs.
f)
There is limited or no collaboration between PL/CS teachers
and community/business partners
f)
PL/CS teachers regularly collaborate with
community/business partners.
f)
An emphasis on collaboration and integration among
teachers, coordinated school health personnel, curriculum
and technology specialists, and community and business
partners is apparent in the school culture.
Points 4
4
Rationale:
According to the Practical Living/Career Studies program review committee findings, teachers participate in program-specific professional development designed to
meet their needs. Practical Living/Career Studies teachers participate in professional development focused on 21st Century Skills.
Teacher representatives regularly collaborate with community partners to participate on various advisory committees. A strong partnership has been established with
The Kentucky Community and Technical College System to provide both dual credit college courses as well as vocational and technical education resources on the
Harlan Campus.
Practical Living/Career Studies teachers have opportunities to participate in content-specific professional development dialogue with their colleagues. Practical
Living/Career Studies teachers have attended several professional development sessions dealing with Technical Education Database, Carl Perkins Federal Funding, as
well as curriculum mapping and course pacing guides. These sessions have been led by our department teacher chairman, David Hensley.
Practical Living/Career Studies teachers regularly collaborate with community and business partners. Once again a strong partnership has been established through
Southeast Kentucky Community and Technical College System. This partnership articulates agreements between Harlan County High School and the college system
concerning dual credit course offerings. Through the Family Resource Youth Service Center, a partnership has formed with the University of Kentucky Agricultural
Extension Agency. The Extension Agency routinely plans events such as freshman reality store, 4-H events, and college prep and outreach programs.
Recommendations for improvement:
The Practical Living/Career Studies program review committee recommends some areas of improvement for Demonstrator 2 – Participation.
The school provides training to staff regarding the use of the ILP to help students select course offerings and develop career goals. The school needs to provide
training to staff and parents regarding the use of the ILP to help students select course offerings and develop career goals.
There are no opportunities with – in the master schedule for Practical Living/Career Studies teachers to plan and collaborate with external partners (e.g., postsecondary
education partners, business and industry personnel, civic, community organizations and area technology center staff). The school needs to initiate time in the master
schedule or a stipend to be available for teachers to plan and collaborate with external partners (e.g., postsecondary personnel, civic/community organizations, and area
technology center staff).
There are no opportunities available for Practical Living/Career Studies teachers to work with post-secondary partners. Practical Living/Career Studies teachers need
to collaborate with post secondary partners in the development of articulation and dual credit agreements and also transition plans for students with special needs.
Demonstrator 3. Teacher Leadership
Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community
Sample Evidence
PD log/sign-in * Documentation of teacher-led professional development experiences * Certificate of participation * PD agenda
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished (X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
Job-embedded professional development opportunities are
not provided for PL/CS teachers.
a)
Job-embedded professional development opportunities
are provided for PL/CS teachers to encourage
continuous learning and growth.
a)
PL/CS Teachers are encouraged and supported to design
and lead job-embedded professional development
opportunities that encourage continuous learning and
growth.
b)
Leadership development opportunities are available to core
subject area teachers.
b)
Leadership development opportunities are available to
all teachers.
b)
The school’s professional development plan ensures
leadership development among all departments.
Points
4
Rationale:
According to the practical Living/Career Studies Program Review Committee findings, teachers at Harlan County High School have sufficient access to professional
development opportunities in all subject areas.
District and school assessment teams have determined that viable Professional development and funding is available for Consumer Science and Practical Living
teachers to attend state conferences and meetings to gain meaningful training in content areas.
While funding is available for Career and Technical education teachers, it is not evident that funding is available for core subject area teachers to attend leadership
development opportunities outside of the district.
Recommendations for improvement:
It is strongly suggested that Harlan County CTE Teachers continue to attend state lead conferences such as the Kentucky Society of Technology and Kentucky
Association of Career and Technical Education conferences to gain current and insightful professional development. It is also suggested that professional
development activities be planned to ensure that leadership development is available to all Harlan County Teachers among all departments.
PRACTICAL LIVING/CAREER STUDIES: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING
Demonstrator 1. Shared Vision
School councils and administrators have developed a shared vision for insuring quality PL/CS instructional programs
Sample Evidence
School Vision/Mission Statement * SBDM policies and minutes * Artifacts of projects and activities * Meeting minutes
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
The vision statement is shaped and refined by school
leadership
a)
Leadership involves representation of all departments in
shaping and refining the vision statement.
a)
Leadership involves representation of the school and
community stakeholders in shaping and refining the vision
statement.
b)
b)
The vision is rarely used for the purpose of decision-making
Leadership systematically communicates and uses the
vision to guide decision-making.
b)
Teachers and Leadership systematically communicate and
use the vision to guide decision-making and allocation of
resources.
c)
The collaborative vision neglects state requirements
Collaborative vision addresses appropriate state
requirements and 21st century skills.
c)
Collaborative vision addresses appropriate state
requirements, national standards and 21st century skills.
c)
d)
Few program areas and grade level activities and projects
are aligned with the vision.
d)
Activities and projects for most program areas and grade
level(s) are aligned with the vision.
d)
Activities and projects for all program areas and grade
level(s) are aligned with the vision.
e)
The school’s vision does not reflect a commitment to the
inclusion of PL/CS throughout the curriculum and
throughout the student’s academic experience (K-12).
e)
The school’s vision reflects a commitment to the
inclusion of PL/CS throughout the curriculum and
throughout the student’s academic experience (K-12).
e)
The school’s vision explicitly demonstrates a priority for the
inclusion and integration of PL/CS throughout the
curriculum and throughout the student’s academic
experience (K-12).
Points 4
2
Rationale:
According to the Practical Living/Career Studies Program Review Committee findings, Harlan County High School has a Vision Statement in place that represents all
departments inclusive of Career and Technical Education. The Vision Statement is available for all to review via the school and district websites and school and
district handbooks. However, the vision statement is rarely used for purpose of decision-making at the school level. Although all departments are represented and
21st century skills are addressed, activities and projects from most program areas are seldom aligned with the vision. This is evidenced by common meetings and Site
Based Decision Making Minutes. It appears that many decisions are made based on individual opinions and not with national standards and 21st century skills in
mind. It also appears that PL/CS integration into the curriculum is often an after thought.
Recommendations for improvement:
School and community stakeholders should be involved in decisions about shaping and refining the school’s vision statement. Time should be allocated to allow
teachers and community leaders to communicate and guide in the allocation of school resources. All activities and projects in all program areas should be aligned with
the school vision and national standards. It is also recommended that the PL/CS curriculum be given priority in the planning and integration of the school’s
curriculum.
Demonstrator 2. Time and Resources
School leadership will provide adequate resources, facilities, space and instructional time to support high quality PL/CS programs
Sample Evidence
Safety logs * SBDM policies and minutes * Artifacts of use of technology * Master schedule * Class attendance rosters
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
The PL/CS programs lack quality materials, equipment and
technology to teach the curriculum.
a)
The PL/CS programs have adequate quality materials,
equipment and technology to teach the curriculum.
a)
The PL/CS programs have abundant quality materials,
equipment and technology to teach the curriculum.
b)
School leadership and select teachers plan the annual school
budget.
Teachers of all departments are invited to participate in
planning the annual school budget.
b)
b)
PL/CS teachers participate and provide input for planning
the annual school budget.
c)
The school does not accesses external resources that benefit
PL/CS instruction (e.g., industry partnerships, hospitals,
health and fitness clubs, sponsorships and grants).
The school has access to external resources that benefit
PL/CS instruction (e.g., industry partnerships, hospitals,
health and fitness clubs, sponsorships and grants).
c)
c)
The school frequently utilizes external resources that benefit
PL/CS instruction (e.g., industry partnerships, hospitals,
health and fitness clubs, sponsorships and grants).
d)
School space does not meet KDE adequacy requirements to
support appropriate teaching and learning.
d)
School space meets KDE adequacy requirements to
support appropriate teaching and learning.
d)
School space exceeds KDE adequacy requirements in to
support appropriate teaching and learning.
e)
In high schools, the Career & Technical Education and
Kentucky Schools Facility Planning Manuals are not
consulted for program planning.
e)
In high school, the Career & Technical Education and
Kentucky Schools Facility Planning Manuals are made
available for use in program planning.
e)
In high school, the Career & Technical Education and
Kentucky Schools Facility Planning Manual are used in
program planning.
f)
PL/CS facilities do not meet industry and classroom
standards for size, safety, accessibility.
f)
All PL/CS facilities are safe, accessible, and meet
industry and classroom standards, including appropriate
for class size(s).
f)
All PL/CS facilities are safe, accessible, and exceed industry
and classroom standards, including appropriate for class
size(s).
g)
Instructional planning time for PL/CS teachers is
inadequate.
g)
School leadership provides adequate instructional and
planning time for PL/CS teachers.
g)
School leadership provides for and protects adequate
instructional and planning time for PL/CS teachers.
h)
Student to teacher ratio is unmanageable for PL/CS courses
or facilities.
h)
PL/CS teachers are assigned manageable class loads
based on course and facilities.
h)
PL/CS teachers are assigned equitable class loads based on
course and facilities as compared to other teachers in the
building.
i)
Time in the school schedule is not adequately allocated for
all students to receive instruction in the four PL/CS
disciplines (i.e., health education, physical education,
consumerism, career studies).
i)
Time in the school schedule is allocated so that all
students receive instruction in all four PL/CS disciplines
(i.e., health education, physical education, consumerism,
career studies).
i)
Time allocated extends beyond usual implementation,
demonstrating a strong school commitment to the PL/CS
needs of students.
j)
There are no policies in place to assess student need against
staff allocation.
j)
Staff allocation is determined largely on student need.
j)
School councils establish policies for the allocation of staff
based on the needs of students.
k)
Instruction is not provided by appropriately certified
teachers in all specific PL/CS courses.
k)
All Instruction is provided by appropriately certified
teachers in all specific PL/CS courses.
k)
Instruction is provided by appropriately highly qualified and
certified teachers in all specific PL/CS courses.
l)
Technology and media resources are used minimally to
communicate within or outside the school.
l)
Technology and media resources are used to
communicate with students and parents.
l)
Technology and media resources are regularly used to
communicate within the school, to parents, to students and
to the community.
Points
6
12
Rationale:
According to the Practical Living/Career Studies Program Review Committee findings, PL/CS programs have adequate supplies to provide quality instruction. CTE
teachers have access to and use daily 5 computer labs and a quality Television studio. Also available to CTE teachers is a class set of 30 iPad IIs that can utilize the
district network from access points all over the school. Each spring CTE teachers submit budgets to CTE administration for inclusion in the Carl Perkins Budget. All
teachers are invited to attend budget meetings with the school’s SBDM council.
Harlan County has partnerships with Kentucky Community and Technical College system and Bell County Area Technology Center to provide quality industry
training for our students. We also have available to all businesses an available partnership via the Web Design course at Harlan County. With the recent opening of
Harlan County High School all spaces are of adequate requirements by state standards. The Career and Technical Education department takes into consideration all
suggested guidelines from the KY Schools Facility Planning Manuals and a safe, accessible environment is provided for all students in the PL/CS classrooms.
Although common planning is not afforded the CTE program, meetings are conducted to allow for instructional planning in the PL/CS classrooms. CTE courses
numbers are generally limited to acceptable sizes due to availability of equipment; however, courses where prerequisites and equipment is not utilized are often
overloaded. This is especially true for physical education courses.
Staffing allocations for PL/CS courses seems to be on the decrease. Two positions have been absorbed in the Business Education department since the opening of
HCHS. This has caused a decrease in the upper level courses that can be offered in the CTE courses. All PL/CS teachers hold appropriate certifications according the
LEAD report and all CTE teachers use technology to communicate with parents as is evidenced in the Parent Portal and Teacher Emails.
Recommendations for improvement:
Although facilities, technology and materials are adequate at HC, emphasis for quality instruction needs to be focused on course offerings and planning. CTE teachers
seem to have adequate teaching supplies but are often not given preference in course offerings. CTE teachers need to be able to offer upper-level classes in order to
complete state required career majors and enable students to attain Career Readiness via KOSSA. It appears that although a variety of CTE courses are offered, an
equitable class load is not consistent in the CTE/PL realm. School and student needs should be addressed in determining the staff allocation and student load. Also,
when expenditure planning is occurring, thought should be given to the cost of running a quality PL/CS program. More funding is needed for consumables for all
CTE programs as well as text book funding.
Demonstrator 3. Policies and Monitoring
The SBDM Council and school leadership shall establish and monitor implementation of policies concerning a school’s PL/CS program
Sample Evidence
Master schedule * ILP reports * Minutes from Advisory Committee Meetings * SBDM minutes * Career pathways/course offering forms * Wellness policy * Documentation of BMI data *
Student, Parent, and Staff surveys
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
In middle and high school, data from ILP reports is not a
factor in determining PL/CS course offerings.
a)
In middle and high school, before SBDM councils
approve the master schedule, data from ILP reports is
analyzed to best determine PL/CS course offerings.
a)
In middle and high school, before SBDM councils approve
the master schedule, data from ILP reports is analyzed and
discussed with PL/CS teachers to best determine PL/CS
course offerings.
b)
The school has no system or an informal system to review
PL/CS programming and policies.
b)
Advisory Committees (e.g., Coordinated School Health
committees, CTE program advisory committees) meet a
minimum of twice per school year to ensure quality
PL/CS programming and policies.
b)
Advisory Committees (e.g., Coordinated School Health
committees, CTE program advisory committees) meet at
least quarterly throughout the school year to ensure quality
PL/CS programming and policies.
c)
c)
PL/CS course offerings are limited.
A variety of PL/CS related offerings are evidenced in
the master schedule.
c)
The master schedule and curriculum (and career pathways
in high school) are approved by SBDM Council to ensure a
variety of offerings related to PL/CS.
d)
The school uses an informal system for PL/CS program
review.
The school uses standardized system for PL/CS program
review.
d)
The SBDM Council has a policy for on-going PL/CS
program review throughout the school year that fully
utilizes community and parental involvement.
e)
There is inconsistency between career information in the
ILP and the Individualized Education Plan (IEP) for students
with disabilities.
e)
ILPs and IEPs for individual students are regularly
compared to ensure ongoing consistency, and updated to
meet the changing needs and interests of the student.
f)
In high school, no measures are in place to check for or
prevent duplication of coursework between secondary and
postsecondary levels.
f)
In high school, measures are in place to check for and
prevent duplication of coursework between the
secondary and postsecondary levels.
f)
In high school, articulation and dual credit agreements are a
part of the career pathways in order to prevent duplication
of coursework between the secondary and postsecondary
levels.
g)
A school wellness policy is not developed or if one is
developed it is not reviewed annually.
g)
A school wellness policy is developed, reviewed
annually and is included in the CSIP (and where
applicable includes BMI percentile reporting from the
physical exam form for Kindergarten and 6th grade
students into the Infinite Campus database).
g)
A school wellness policy is in place that is reviewed and
updated annually and also addresses the BMI percentile of
all students and intervention strategies for improvement that
are included in the CSIP.
h)
There is limited or no connection between the district
wellness policy and the local wellness policy.
h)
School is implementing the district wellness policy via a
local wellness policy.
h)
School is implementing the district wellness policy via a
local wellness policy and a systematic plan is in place for
the SBDM to provide feedback to the district regarding
progress annually.
d)
e)
Points 2
12
There is consistency between career information in the
ILP and the Individualized Education Plan (IEP) for
students with disabilities.
Rationale:
In regards to the SBDM Council and school leadership establishing and monitoring implementation of policies concerning Harlan County High School’s PL/CS
program, the Program Review Committee finds HCHS needing improvement.
While the SBDM Council does approve the master schedule, data from ILP reports is not analyzed to best determine PL/CS course offerings. Course offerings are
determined based on pre-registration forms completed by students. The Guidance Counselors then decide which courses to offer in PL/CS.
As reflected in the master schedule, there is a variety of PL/CS courses offered at Harlan County High School. Life Skills, Culinary, Basic Baking, Foods/Nutrition,
Principles of Hospitality, Fashion/Interior Design, Advance Sports Skills, Conditioning, Health/PE, Foundation of Sport and Exercise, Word Processing, Financial
Literacy, Multimedia Publishing, Comp/Tch Application, Advanced Computers, Web Design, Networking, Retail Marketing, and Carrer Options are all courses
offered in the PL/CS department. Indeed, this list of course offerings reflects a wide variety for students with various interests to participate in.
Currently, HCHS is using a standardized system for PL/CS program review. A committee consisting of PL/CS teachers, assistant principal,parent, librarian, and other
teachers are conducting the program review. Using the KDE Program Review Guid for This committee will gather evidence and evaluate the program in order to
make better decisions in the future regarding the PL/CS Curriculum.
An Articulation Agreement between HCHS, Southeast Community and Technical College, and other colleges exists to prevent duplication of coursework between the
secondary and postsecondary levels.
Harlan County High does have a School Wellness Policy in place as is reflected in the SBDM dated 1-17-2012.
Recommendations for improvement:
The PL/CS Committee has determined several areas that need improvement in Demonstrator 3 Policies and Monitoring. The SBDM needs to establish and monitor
policies concerning HCHS’s PL/CS program. The data from ILP reports needs to be analyzed by the SBDM to determine the best course offerings. The existing
Advisory Committee must meet on a regular basis to ensure a quality PL/CS program. Consistency between career information in the ILP and IEP needs to be
established. The school Wellness policy needs to be reviewed and included in the CSIP.
Demonstrator 4. Principal Leadership
Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership strategies and actions
Sample Evidence
Professional development action plan * Observational data * Student, Parent, and Staff surveys * Meeting minutes * Approved travel budgets for staff to attend professional conferences or
workshops * Master schedule * Minutes and membership list of professional learning communities * Minutes of Advisory Committee Meetings
Needs Improvement
(X 1/bullet)
Proficient
(X 2/bullet)
Distinguished
(X 3/bullet)
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
PL/CS (includes Health, PE, Careers and Consumerism
a)
The principal individually evaluates and reflects on the
impact of the PL/CS instructional practices of the school to
inform the professional development action plan, or
evaluation and reflection is generally limited.
a)
The principal enlists teacher leaders to collaborate,
evaluate and reflect on the impact of the PL/CS
instructional practices of the school to inform
instructional decisions.
a)
The principal and staff collaboratively evaluate and reflect
on the impact of the PL/CS instructional practices of the
school to inform the professional development action plan.
b)
Time and resources allocated to implementation of the
professional development action plan is limited or
inequitable.
b)
The principal allocates equitable time and resources to
implement the professional development action plan.
b)
The principal meets with teacher leaders when planning for
allocation of equitable time and resources needed to
implement the professional development action plan.
c)
The principal does not initiate professional learning among
staff through collaboration and self-reflection.
c)
The principal initiates professional learning among staff
through collaboration and self-reflection.
c)
The principal models professional learning among staff
through collaboration and shared self-reflection.
d)
The principal does not participate or support various PL/CS
Advisory Committees.
d)
The principal supports various PL/CS Advisory
Committees.
d)
The principal actively participates in various PL/CS
Advisory Committees.
e)
The principal does not participate fully in professional
learning regarding the school’s PL/CS Program.
e)
The principal participates fully in professional learning
regarding the school’s PL/CS program.
e)
The principal participates fully in and leads professional
learning community activities regarding the school’s PL/CS
program.
Points 5
Rationale:
The Practical Living/Career Studies Program Review Committee determined that HCHS needs improvement in Demonstrator 4 Principal Leadership. At HCHS the
principal individually evaluates the instructional practices of PL/CS teachers through Informal Observations and Formal Evaluations. The principal and teachers do
attend meetings and Professional Development for Practical Living/ Career Studies. However, a professional development action plan is not in place.
Recommendations for improvement:
The PL/CS Committee recommends that a professional development plan be developed and implemented in regards to instructional decisions. The principal will
allocate time and resources to implement the plan. Additionally, the principal will actively participate on the PL/CS Advisory Committee.