PROGRAM REVIEW DEMONSTRATORS

Each demonstrator provides schools concrete examples of characteristics and evidence at four performance levels. This performance level system will help schools identify when they are meeting standards in specific program areas—as well as the overall program—and when there are areas for improvement.

• No Implementation: No evidence of the demonstrator
• Needs Improvement: School programs still in progress toward a common high standard of excellence
• Proficient: School programs that meet a common high standard of excellence
• Distinguished: School programs that exceed the standard

GETTING STARTED

As you learned in the first module, program reviews are designed to be used for ongoing reflection and goal-setting. The Kentucky Department of Education recommends that schools conduct program reviews at least three times per year, while continuing to identify evidence throughout the year. After they complete the initial review the program review team can use the evidence and analysis to set goals for subsequent reviews over the course of the school year.

In 2010, a group of pilot schools conducted an earlier version of program reviews in a condensed three-month period. Though the current version of the program reviews is different and the time line is an entire school year, other schools can still benefit from the pilot schools' experiences. In the following videos, members of the program review teams at four pilot schools provide insight into the process they used to conduct the program reviews and what they learned.

Silver Creek Elementary, located in Berea, Ky.; Piloted practical living/career studies; Featured in the video, from left to right: Ryan Keller, 4th grade; Angela Sowers, guidance; Sandy Freeman, library media specialist; Paula Livinggood, Title I.

Carroll Co. High School, located in Carrollton, Ky. in rural Northwestern Kentucky; Piloted practical living/career studies; Featured in the video in order of appearance: Nancy Simpson, instructional coach; Josh Mefford, PE/health; Lynn Eaglin, department chair and business; Joe Vessels, agriculture.

Atkinson Elementary, located in Louisville, Ky.; Piloted arts and humanities; Featured in the video, left to right: Valerie Watson, computer lab; Leslie Wooten, arts and humanities; Heather Lynd, science.

Hayes Middle School, located in Lexington, Ky.; Piloted arts and humanities; Featured in the video, left to right: Sara Francis, orchestra; Marlene Daugherty, speech/drama; Lois Wiggins, band; Stephen Bennett, visual arts.

Jessamine Co. Schools, located in Nicholasville, Ky. near Lexington. No schools in Jessamine Co. were part of the pilot review; however, they began conducting program reviews district-wide during the pilot year. District program review coordinator Bart Flener describes how the Jessamine Co. school district approaches program reviews.

The next video takes a look at how many schools can share the task of conducting program reviews. This program, developed by the Kentucky Valley Educational Cooperative, brought together 14 KVEC districts for a Program Review regional collaborative. For more information about this initiative, read Eastern Kentucky Program Reviews a cooperative effort featured in Kentucky Teacher

As a reflection activity or for discussion in a larger group, consider the following question:

“How has the PR process been done at your school in the past? What worked well and what could be improved on?”

Write your answer in the box below. After saving your notes, you can use the review my work link below and at the top of the lesson box to view your saved notes and print them.

In the video on the left, the principals at three of the pilot schools describe the criteria they used to put together their program review teams. (Featured in the video: Dewey Hensley, Atkinson Elementary, Louisville, Kentucky; Sherri Heise, Hayes Middle, Lexington, Kentucky; Christy Tyndall, Silver Creek Elementary, Berea, Kentucky.)

IDENTIFYING EVIDENCE

Program Review teams base decisions on available evidence.

What do we mean by "evidence?" (You can download the complete guidelines for Program Review Evidence at the Kentucky Department of Education web site.)

• Evidence is the natural product of the school's program.
• It's a result of teaching and learningacross the school and throughout the year.
• Schools should not create evidence for the Program Review—they should merely identify existing evidence.
• Evidence includes products of student learning (e.g. digital documents, recordings or photographs of projects)
• Evidence shows students have met the standards and objectives for the demonstrator.
• Evidence shows that the characteristic of a demonstrator occur throughout the year.
• Schools should include evidence from multiple (two or three) grade levels and subject areas to show a variety of students across the school are involved.
• Schools should identify multiple pieces of evidence to strengthen their judgment for a performance rating.

It's important to keep in mind that schools identify, not collect, evidence. You don’t have to keep the evidence in a single place—you just have to know where to get it. Evidence comes from multiple areas, takes multiple forms, and is easily retrievable.

The pilot schools have found innovative ways to document and share evidence: Carroll Co. High School maintains a program review web site open to everyone that tracks the school's progress toward improving in all demonstrators. Other schools have used web-based resources such as SharePoint that allow them to keep and share evidence.

ONGOING DISCUSSION, REFLECTION, AND GROWTH

While the review process encourages deep analysis of current practice, its purpose is to establish a process of on-going discussion, reflection, and growth. The program review documents provide schools achievable targets in the form of characteristics of a quality program. Reflection on the program's identified strengths and areas for growth provides basis for developing a plan for improvement.

The process of on-going analysis, discussion, and reflection at the school level is the foundation that makes the review a successful and worthwhile endeavor.

As school teams work through the review process, the following questions may guide teams in planning for improvement.

• What areas of strength did the team notice that should be further enhanced?
• How might these areas of strength be further enhanced?
• What areas of need were identified?
• Are there areas of need which can be addressed with small changes?
• Which areas of need, if addressed, would likely make the most impact on student success in the program?
• How will the school plan to enhance areas of strength and address areas of need? (Who? What? When? How?)
• How will the school ensure successful implementation of the improvement plan?

REFLECTION

Program reviews are an innovative approach to designing and developing programs as a component of school accountability.

As a reflection activity or for discussion in a larger group, consider the following questions.

How would you describe your school's current climate with regard to arts and humanities, practical living/career studies, and writing?

How do you think going through the program review process will influence opinions about the role of these content areas in the total curricula?

Write your answer in the box below. After saving your notes, you can use the review my work link below and at the top of the lesson box to view your saved notes and print them.

RESOURCES

For principals, academic officers, and others who monitor and approve professional development credit, we have provided a list of the tasks required for each module. This provides an excellent opportunity for those monitoring and approving PD for credit to gauge participants’ engagement and understanding of the material.

Facilitator Guide for Module 2 (PDF)

This web site features drafts of the three program reviews as well as resources that can assist schools and districts in improving their programs.

Calloway County High School's flow chart for conducting program reviews

REVIEW: MODULES 1 AND 2

When you're ready, click the link below to open the review for Program Reviews Modules 1 and 2. The review will consist of five questions. You need to answer at least four of the five questions correctly in order to get credit for this module.

Performance Reviews Modules 1 and 2 Review Quiz

Interactive

View

If you pass the quiz, you will be directed to an online survey about the module you just completed. At the end of that survey, click on the link to access a Certificate of Completion ready for printing. If you do not pass the quiz, you will be directed back to this module for a review of content.

If you have any technical problems or questions, please contact Brett Smith, KET Professional Development Division, 800-432-0951, ext. 7268 or bsmith@ket.org.

(Note: If you have trouble opening the survey, please disable the pop-up blocker in your browser preferences menu.)

For more information about program reviews, contact:

Rae McEntyre
500 Mero Street, 18th Floor CPT
Frankfort, Kentucky 40601
502-564-9850 ext. 4104