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ARTS AND HUMANITIES: SCORING GUIDE 2015-2016 (SCORE - 8.94)CURRICULUM AND INSTRUCTION

Demonstrator 1. Student Access: All students should have equitable access to high quality curriculum and instruction.Needs Improvement Proficient Distinguished Evidence

The arts program offers the artistic processes of creating, performing and responding to the arts but not all four arts disciplines are included.

Access is provided for all students through intentionally scheduling time within the instructional day for a balanced program of the artistic processes of creating, performing and responding to the arts in each of the four arts disciplines (dance, drama, music, visual arts).

The arts program offers individual students the opportunity to develop their own talents in the artistic processes of creating, performing and responding to the arts with the support of teachers, beyond the regular classroom.

6th-8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interaction, career)

6th Grade: Aladdin and Magic Lamp Play 8th Grade: Diary of Anne Frank Play A&H Curriculum Maps (Dance, Music, Theatre, Visual Arts) Access to IEP/504 Plans/Gifted and Talented Service

Plans/Limited English Proficient (LEP) in Infinite Campus A Smith-Thomas (8th Reading): Reader’s Theatre The Diary of

Anne Frank C Donaldson (8th Social Studies): Washington, DC trip and

historical tours D McCrocklin (6th Math) and P Wallace (6th Math):

PrimeTime Math Documentation of participation in state and/or national art

events:o B Eadens (6-8 HVAC) collab M Crawford (6-8 A&H):

WRECC Art Contesto J Evans (6-8 Band/Gen Music): KMEA Festivalo K Hughson (6-8 PLCS): STLP - Digital Products (Art-

Digital Art, Graphic Design, Manipulated Image, Photo; Video; Music; Multimedia, ePublishing)

o M Crawford (6-8 A&H): Adopt a Highway Art Contest (KY Transportation Litter and Environment); Quilt Panels for Mammoth Cave Exhibit; School Breakfast Art Contest; Festival of Trees (BC Conservation)

o T Lowe (6-8 Choir): KMEA Festival Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A.

Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th

Math), P. Wallace (6th Math) C Flener (6-8 FMD): Friday Cooking with Visual recipes J Evans (6-8 Band/Gen Music): National Anthem K Doughty (6th Writing): Preposition Song

Last modified: May 5, 2023 Arts & Humanities

K-PREP Kick-off: Talent Show L Cardwell (6-8 Library Media): The Best Christmas Pageant

Ever Play (Book Club) Master Schedule Math RAISE (Extended Responses) and CUBES (Word

Problems) P McKinney (7th Math) and R Johnson (7th Math): Order of

Operations Song SBDM Agenda and Minutes SBDM Policy: Curriculum School Dances: Welcome Back, Halloween; St. Patrick’s School-wide Christmas Door Decorating Contest STLP: Shrek the Musical L Smith (7th Reading): Book Report and Creative Project -

rubric L Winters (7th Writing): Onomatopoeia Comic Strip T Harper (6th Geography) and L Winters (7th Writing): Jr. Beta

field trip to Owensboro Museum of Fine Arts T Lowe (6-8 Choir): Veteran’s Day Performance YSC: Hosts BCMS Arts Fair

A) To what extent does the school provide access for all students through intentionally scheduling time within the instructional day for a balanced program of creating, performing and responding to the arts in each of the four arts disciplines?

Discipline-based instruction is not provided for each arts discipline as outlined in the Kentucky Academic Standards. Middle School: All

students have access to regularly- scheduled discipline-based, arts courses in three or less art forms which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to begin a specialization in an art form(s) are provided regularly scheduled classes.

The arts curriculum provides discipline-based instruction and protected time in each arts discipline containing its own body of knowledge, skills, and ways of thinking as outlined in the Kentucky Academic Standards. Middle School: All students

have access to regularly- scheduled discipline-based, arts courses in each of the four art forms which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to begin a specialization in an art form(s) are provided regularly scheduled classes.

Arts teachers collaborate (K-12) to ensure that curriculum is vertically aligned for discipline-based instructional program in each arts discipline. Middle School: All students

have regularly- scheduled discipline-based, arts courses in each of the four art forms yearly which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to begin a specialization in an art form(s) are provided regularly scheduled classes.

6th-8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interaction, career)

A&H Curriculum Maps (Dance, Music, Theatre, Visual Arts) Gifted and Talented Service Plan in Infinite Campus J Evans (6-8 Band/Gen Music): National Anthem

Performance; KMEA Festival Master Schedule M Crawford (6-8 A&H): Adopt a Highway Art Contest (KY

Transportation Litter and Environment); Quilt Panels for Mammoth Cave Exhibit; School Breakfast Art Contest; Festival of Trees (BC Conservation); collab B Eadens (WRECC Art Contest)

PLC & Team Agenda and Minutes STLP: Digital Products (Art- Digital Art, Graphic Design,

Manipulated Image, Photo; Video; Music; Multimedia, ePublishing)

T Lowe (6-8 Choir): Veteran’s Day Performance; KMEA Festival

B) To what extent does the school ensure that the arts curriculum provides discipline-based instruction and protected time in each arts discipline as outlined in the


Kentucky Academic Standards?Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to Kentucky Academic Standards (KAS) for all students as defined by state standards.

Needs Improvement Proficient Distinguished EvidenceThe arts curriculum is not fully aligned with the Kentucky Academic Standards.

The arts curriculum encompasses the artistic processes of creating, performing and responding and is fully aligned with the Kentucky Academic Standards.

Teachers responsible for teaching the arts regularly collaborate to ensure that curriculum is aligned vertically and horizontally with the Kentucky Academic Standards.

A&H Curriculum Maps (Visual Arts, Theatre, Music and Dance)

A&H Lesson Plans (Edmodo) J Evans (6-8 Band/Gen Music) collab T Lowe (6-8 Choir):

Christmas Program J Evans (6-8 Band/Gen Music) and T Lowe (6-8 Choir) collab

W Lin (6-8 Chinese Mandarin): Molihue Jasmine Flower L Cardwell (6-8 Library Media) collab M Crawford (6-8

A&H): Photos for class tool – Sharing information with staff M Crawford (6-8 A&H): Collaboration A Cardwell (6th Spec.

Ed. – Watch Me Lead poster Poppy presentation and Testing Bulletin Board); C Donaldson (8th Social Studies – Ancient Cuneiform Writing; B Eadens (6-8 HVAC – WRECC Art Contest); T Harper (6th Geography – Compass Rose Collage Maps); K Hughson (6-8 PLCS & STLP – STLP Products Scoring and Careers in Art); L Cardwell (6-8 Library Media – Visual Poems using Recycle Materials); L Smith (7th Reading – Writing Literary Elements); M Glass (YSC – BCMS Arts Fair); W Lin (6-7 Chinese Mandarin – Chinese Vase)

T Lowe (6-8 Choir) collab J Scott (8th Special Ed): Veteran’s Day Sign Language Performance

PLC & Team Agenda and Minutes YSC: BCMS Arts Fair

A) To what extent does the school ensure that the arts curriculum encompasses creating, performing and responding and is fully aligned with the Kentucky Academic Standards?

The curriculum may be designed to develop some basic arts literacy skills in the arts, but does not support full literacy in the four arts disciplines.

The arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Kentucky Academic Standards for English/Language Arts.

The curriculum goes beyond basic literacy in the arts to include communication through the students’ arts products and performance as a distinctive literacy in itself as well as written and verbal communication utilizing the Kentucky Academic Standards for E/LA.

Content Posters: C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History); J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); M Crawford (6-8 A&H); M Taylor (8th Math), P Wallace (6th Math), T Harper (6th Geography)

A&H Curriculum Maps (Visual Arts, Theatre, Music and Dance)

A Fuller (6-8 Resource): Inferencing from picture; Flocabulary – Reading story and identifying parts

A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed): compare and contrast The Diary of Anne Frank (Reader’s Theatre and Play)

B Frazier (7th Science) collab C Dockery (7th Special Ed): Identification Lab


C Donaldson (8th Social Studies) collab M Crawford (6-8 A&H): Create names using Ancient Cuneiform writing

C Flener (6-8 FMD): Sing songs of the week in Spanish and using Sign Language; Friday Cooking with Visual recipes

E Clark (6th Reading): Student Book Talks; Aladdin and the Magic Lamp Play Compare and Contrast Essay; Mental Image Drawing using Text Evidence Hatchet; Mental Image using Old Yeller; Mental Image Welcome to the Future; Passage from 9-11 and draw image of a hero; I Have a Dream decorative Diamante poems

H Elmore (8th Writing): Flocabulary Figurative Language; Composed and acted out scenes; Created memes

H McRae (6-8 World Lang.): Comic Scripts; Interactive Notebook; Making piñatas

J Evans (6-8 Band & Gen Music): Italian Music Terms; Set Goals, Elements of Dance, and Health Benefits; National Anthem Reflection; Fall Festival Reflection

K Doughty (6th Writing): LaBamba (music and reflection); collab L Cardwell (6-8 Library Media) Natural Disaster (Board Builder)

K Hughson (6-8 PLCS): Animated Commercial; 3 Rs Tagxedo; Board Builder Career

L Cardwell (6-8 Library Media): Makerspace Movement in the Library; Book Character Pumpkin

L Graham (8th Math): Zentangle; Mathematicians Posters; Visual Real Numbers; Pi Day Song

L Graham (8th Math) collab J Scott (6-8 Special Ed): Luck of the Irish Dice Game

L Smith (7th Reading): Flocabulary Point of View and Theme; Flocabulary What is Poetry; Watsons go to Birmingham – guest speaker, movie; Book Report and Creative project - rubric

L Winters (7th Writing) collab C Dockery (7th Special Ed): Health Topic Posters; Alliteration Advertisement; Imagery Analysis; Onomatopoeia Comic Strips

L Wood (6-8 GT): 8 Parts of Speech Posters; Human Rights/Violation Newspaper Posters; Charlie Brown 3 Life’s Lessons; Utopia List with Photos

M Crawford (6-8 A&H): Watch Me Lead Posters; Careers in Art; Compare and Contrast Silent and Modern Movies; Art and Drama Critique; Create Proscenium Stage; Parody Grant Wood’s American Gothic Painting; Create Stages with their bodies; Primitive Cultures Role Play; Celebrity Portraits using


values in words; Character creation in Drama Handout; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings; Journal Entries; Theatre Performance Critique; Sharing Information Arts Toolkit

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poem using Recycled Library Materials

M Crawford (6-8 A&H) collab L Smith (7th Reading): Literary Elements

P Bucklew (6th Science): Creative Writing and Art with Science Vocab

T Harper (6th Geography): Map Maker Careers; Culture and History of Mexico; Create Icons for Physical Features

T Lowe (6-8 Choir): Moroccan Israeli German Music pieces; Sign Language for Veterans Program; America Performance reflection; Reflection – Pre-Festival

B) To what extent does the school ensure that the arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Kentucky Academic Standards for English/Language Arts?

Cross-curricular integration between the arts and other content areas is happening but it is not fully developed or intentionally based on the Kentucky Academic Standards.

The school curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas.

The school curriculum provides intentional and meaningful integration of the arts and other content areas with natural cross-curricular connections.

8th Grade: Guest Speakers (Grant & Catie McKinney) Korean Costumes

Content Posters: C Donaldson (8th Social Studies), C Flener (6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); M Crawford (6-8 A&H); M Taylor (8th Math), P Wallace (6th Math), T Harper (6th Geography)

Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th

Math), P. Wallace (6th Math) Related Arts PLC and Meeting Minutes School Assembly: Poppy A Fuller (6-8 Resource): Inferencing from a picture A Smith-Thomas (8th Reading): Compare and contrast The

Diary of Anne Frank B Frazier (7th Science): STEM Activity – Building a Cup;

Chemistry in a Bag (describing); Identification Lab (description); Volcano eruption experiment

C Donaldson (8th Social Studies): Compare artifacts from ancient India to today; Examine early cave paintings; Parody Song about Greece; China Cheer; Compare and contrast


Maurayan Gupta Empires (Music and art) C Flener (6-8 FMD): Recycled items for Christmas tree; Sing

songs of the week in Spanish and using Sign Language; Friday Cooking with Visual recipes

D McCrocklin (6th Math): PrimeTime Math videos; Factor Tree; Plotting Points; Graphing Basic Skills; Music Rational Numbers; Hands-on Equations

D McCrocklin (6th Math): collab K Hughson (6-8 PLCS) Everfi Financial Literacy computer program

E Clark (6th Reading): Student Book Talks; Mental Images (Notebook); Aladdin and the Magic Lamp Play Compare and Contrast Essay; Notebook Mental Images

E Clark (6th Reading) collab A Cardwell (6th Special Ed): “I Have a Dream” Decorative Diamante Poems

H Elmore (8th Writing): Create Memes H McRae (6-8 World Lang.): Color Wheel; Comic Scripts;

Making Piñatas; Conversation Role Play (video and visual art) J Embry (8th US History): Salem Witch Trials Reenact;

Compare and contrast maps from different time periods; Music (Cherokee Morning and Hiawatha); Portrait of Queen Elizabeth I

J Evans (6th-8th Band & Gen Music): Health Benefit of Dancing

J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir) collab W Lin (6-7 Chinese Mandarin): Molihue Jasmine Flower

J Martin (8th Science): UK Plotting Points J Scott (8th Special Ed): Greek Words Posters; Visual picture

for speech; Culture Poster K Doughty (6th Writing): Literature Toolkit; LaBamba; Five

Paragraph Essay Listening to Italian Opera; Volcano (video); Ugly Sweater Narrative

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Video Anticipation Guide “The Snowman”; Identify Parts of a Letter

K Doughty (6th Writing) collab L Cardwell (6-8 Library Media): Natural Disasters (research and board builder)

K Hughson (6-8 PLCS): Animated Commercial; Country Flyers; Consumer Decision Music Video; Everfi Financial Program; Everfi Entrepreneur Program; Country Flyer; Bears Sports News (STLP); Career Board Builder

K Hughson (6-8 PLCS) collab H McRae (6-8 World Lang): Picture with Spanish Labels


L Cardwell (6-8 Library Media): Book Fair Decorating and Pumpkin Contest; Makerspace Movement in the Library; Book Club The Best Christmas Pageant Ever Play

L Cardwell (6-8 Library Media) collab B Frazier (7th Science): Copper Mine Online Lab, Virtual Tours and Everyday Use; Biomes research and presentation

L Cardwell (6-8 Library Media) collab H Elmore (8th Writing): Career Research displayed in an artful way

L Graham (8th Math): Art Coordinate Graph; Zentangle; Art in Math Using lines to create curves; Dance Angles; Mathematicians Posters; Pi Day Song; Scale Drawing; Interpreting Data on Scatter Plots; Pythagorean Theorem History; Hologram

L Graham (8th Math) collab J Scott (8th Special Ed): Dance Transformation; Luck of the Irish Dice Game

L Smith (7th Reading): Mock Trial Drama; Personal Visualization of Story Eleven; Haiku and Limerick; Fairy Tale Theme and Art Evidence; Watsons go to Birmingham (story and movie); Book Report and Creative project - rubric

L Smith (7th Reading) collab L Cardwell (6-8 Library Media) Guest Speakers from Public Library

L Winters (7th Writing): Imagery Analysis Chart; Onomatopoeia Comic Strip; Imagery Poetry; Extended Metaphors; Alliteration Advertisement; Health Research Posters; Halloween Cultures; Elements of Poetry (drama); Operation Gratitude (letters with art); Personification

L Wood (6-8 GT): Human Rights/Violation Newspaper Posters; Picture supporting story

M Crawford (6-8 A&H): Collaboration A Cardwell (6th Spec. Ed. – Watch Me Lead poster Poppy presentation and Testing Bulletin Board); C Donaldson (8th Social Studies – Ancient Cuneiform Writing; B Eadens (6-8 HVAC – WRECC Art Contest); T Harper (6th Geography – Compass Rose Collage Maps); K Hughson (6-8 PLCS & STLP – STLP Products Scoring and Careers in Art); L Cardwell (6-8 Library Media – Visual Poems using Recycle Materials); L Smith (7th Reading – Writing Literary Elements); M Glass (YSC – BCMS Arts Fair); T Harper (6th Geography – Compass Rose Collage Maps); W Lin (6-7 Chinese Mandarin – Chinese Vase)

M Crawford (6-8 A&H): Egyptian Hieroglyphs and Self Portraits; Cultural Exchange England; Adopt a Highway Art Contest KY Transportation Litter and Environment; Careers in Art; School Breakfast Art Contest; Math in Art Measure Test


Jasper Johns; Parody Grant Wood’s American Gothic Painting; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Modern Movies; Primitive Cultures Role Play; Celebrity Portraits using Values in words; Daily Journal Entry; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings; Journal Entries; Theatre Performance Critiques


M Taylor (8th Math): Jack-O-Lantern Ordered Pairs; Create a model from blocks – pair

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaker K Harrison, Exemplar, Reflection

P Bucklew (6th Science): Draw and Label Water Cycle P McKinney (7th Math): Adding Integers Song; Color by

Number Fraction; Graphing Ordered Pairs; My Life in Numbers; Rappin’ Mathematician song about adding decimals; Subtracting Mix Numbers; Order of Operations Song; Construction Video (complementary/supplementary angles)

P Wallace (6th Math): Number Spikers; PrimeTime Videos; Plot points on a coordinate grid; Exponents Poems in Math; Music Video – Identify Properties of Math; Convert Percent, Fractions and Decimals

R Johnson (7th Math): Collab C Dockery (7th Special Ed) Order of Operation Song; Solved Expression Order of Operations to create picture; Renaissance Castles

R Tyree (7th Science): Collab C Dockery (7th Special Ed) Diagrams of Plan and Animal Cells

T Harper (6th Geography): Climate Zone Travel Brochures; Map Maker Career; Elements of Hawaiian Culture (Music and Drama); Culture and History of Mexico; Create Icons for Physical Features; Identify and Describe Rights and Responsibilities in Democracy; Earth changes over time posters; Locate and Identify Physical Features on US map; Water on Earth plays important role in daily lives

T Lowe (6-8 Choir): Collab J Scott (8th Special Ed) Learning Sign Language for Veteran’s Day Performance Reflection; Reflection – Pre-Festival

YSC: BCMS Arts FairC) To what extent does the school ensure that the arts curriculum provides opportunities for integration as natural cross-curricular connections are made between

the arts and other content areas?


Students receive little exposure to exemplary works of dance, music, theatre and visual art.

The arts curriculum includes the study of representative and exemplary works of dance, music, theatre and visual arts from a variety of artists, cultural traditions and historical periods.

The school-wide curriculum includes the study of representative exemplary works, artists, cultural traditions, and historical periods for each arts discipline to show natural connections.

6th Grade: Aladdin and the Magic Lamp Play 6th Math: PrimeTime Video 8th Grade: Diary of Anne Frank Play 8th Grade: Guest Speakers (Grant and Catie McKinney)

Korean Costumes and Holidays 6th-8th Grade: WKU Dance Education Program (presenting,

demonstrating, student/WKU dancer interactive, career) A & H Curriculum Maps (Visual Arts, Dance, Theatre and

Music) Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A.

Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th

Math), P. Wallace (6th Math) Related Arts PLC and Meeting Minutes School Assembly – Poppy STLP: Shrek the Musical A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed):

Compare and contrast The Diary of Anne Frank (Reader’s Theatre and Play)

C Donaldson (8th Social Studies): Artifacts from Ancient India; Examine Early Cave Paintings; Ancient Cuneiform Writing

E Clark (6th Reading): Music Lesson Plan; Aladdin and the Magic Lamp Compare and Contrast Essay; I Have a Dream – Decorative Diamante Poems

J Embry (8th US History): Compare and Contrast maps from different time periods; Music (Cherokee and Hiawatha); Portrait of Queen Elizabeth I

J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir) collab W Lin (6-7 Chinese Mandarin): Molihue Jasmine Flower

J Scott (8th Special Ed): Reflection Grant & Catie McKinney Presentation

K Doughty (6th Writing): Music; LaBamba; Pompeii; Five Paragraph Essay while listening to Italian Opera

K Hughson (6-8 PLCS): Animated Commercial; STLP Projects Past State Champions Exemplar; Wants and Needs Exemplar

L Cardwell (6-8 Library Media): New art books available;


Book Club The Best Christmas Pageant Ever Play L Graham (8th Math): Zentangle; Hologram L Smith (7th Reading): Watson’s go to Birmingham (story and

movie); I Have a Dream Save the Last Word Reading Strategy L Winters (7th Writing): Ode to Mi Gato poem L Wood (6-8 GT): Art supporting story; Music in class;

Population Connection Video (How population relates to various topics and predict future)

M Crawford (6-8 A&H): Drama Critique; Art Journal Principles of Art Cultural Studies; Create Batik style of Tibetan Sand Painting; Egyptian Hieroglyphs; Culture Exchange England; Guest Speaker from England; Math in Art Measure Test Jasper Johns; Parody Grant Wood’s American Gothic Painting; Compare and Contrast Silent and Modern Movies; Chinese Vase; Greek Mythology Plays, Masks and Set Designs


M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest Speaker K Harrison, Exemplar, Reflection

P McKinney (7th Math): Rappin’ Mathematician song about adding decimals; Design Menu Exemplar; Health Calorie intake menu creation Exemplar; Percent poems (exemplar)

P Wallace (6th Math): Notebook Collage Exemplar; Ugly Sweater Exemplar

R Johnson (7th Math): Renaissance Castles T Harper (6th Geography): Map Maker Careers T Harper (6th Geography) and L Winter (7th Writing): Jr Beta

field trip Owensboro Museum of Fine Arts T Lowe (6-8 Choir): Moroccan Israeli German Music T Lowe (6-8 Choir) collab J Scott (8th Special Ed): Veteran’s

Day Sign Language Performance YSC: BCMS Arts Fair

D) To what extent does the school ensure that the arts curriculum includes the study of representative and exemplary works of dance, music, theatre and visual arts from a variety of artists, cultural traditions and historical periods?

The school arts curriculum is revised based on a single or limited indicator(s) of student performance.

The school arts curriculum is revised using multiple indicators such as student formative and summative assessments, arts organization performance assessments from sanctioned events, or other

The school arts curriculum is revised by using multiple indicators by a committee comprised of arts and cross-content area teachers.

Access to IEP/504 Plans/Gifted and Talented Service Plan in Infinite Campus

A&H Curriculum Maps (Visual Arts, Dance, Theatre and Music)

A&H PD (2015-2016) PLC and Team Meeting Minutes SBDM Agenda and Minutes


student needs. J Evans (6-8 Band & Gen Music): KMEA Festival; Solo and Ensemble; All-district audition

K Hughson (6-8 PLCS): STLP Regional, Digital and State Competition Results

M Crawford (6-8 A&H): Theatre Pop Quiz; collab L Cardwell (6-8 Library Media) Visual Poem with Recycle Materials (rubric)

T Lowe (6-8 Choir): KMEA FestivalE) To what extent does the school ensure that the arts curriculum is revised using multiple indicators such as student formative and summative assessments, arts

organization performance assessments from sanctioned events, or other student needs?Demonstrator 3. Instructional Strategies Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students.

Needs Improvement Proficient Distinguished EvidenceTeachers rarely incorporate all three artistic processes of arts study: creating, performing and responding to the arts.

Teachers systematically incorporate all three artistic processes of arts study: creating, performing and responding to the arts.

Teachers engage students in high-level creative activities and problem solving in the arts through creating, performing and responding. Students apply analytical skills at a high level while responding to the arts.

6th-8th Grade: WKU Dance Education program (interactive lesson)

6th Grade: Aladdin and the Magic Lamp Play 7th Grade Math: Orders of Operation Song 8th Grade: The Diary of Anne Frank Play A&H Lesson Plans (Edmodo) Content Posters: C Donaldson (8th Social Studies), C Flener

(6-8 FMD), D McCrocklin (6th Math), J Embry (8th US History), J Scott (8th Special Ed); K Doughty (6th Writing), L Graham (8th Math); M Crawford (6-8 A&H); M Taylor (8th Math), P Wallace (6th Math), T Harper (6th Geography)

Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th

Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th Math), P. Wallace (6th Math)

School Assembly – Poppy STLP: Shrek the Musical Team Meeting Notes A Fuller (6-8 Resource): Inferencing from picture A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed):

Compare and contrast The Diary of Anne Frank (Reader’s Theatre and Play)

B Frazier (7th Science): STEM Activity Building a Cup C Donaldson (8th Social Studies): China Cheer; Washington,

DC trip and historical tour C Flener (6-8 FMD): Sing songs of the week in Spanish and


using Sign Language E Clark (6th Reading): Student Book Talk; Aladdin and the

Magic Lamp Play Compare and Contrast Essay H Elmore (8th Writing): Difference Active and Passive Voice H McRae (6-8 World Lang): Conversation Role Play J Embry (8th US History): Reenact the pressing during the

Salem Witch Trials J Evans (6-8 Band and Gen Music): Elements of Dance;

KMEA Festival; National Anthem Performance J Scott (8th Special Ed): Greek Words K Doughty (6th Writing): LaBamba; Marching while singing

Preposition Song; Five Paragraph Essay while listening to Italian Opera

K Hughson (6-8 PLCS): Animated Commercial; Bears Sports News STLP; Healthy Eating Flyer; Wants vs Needs; STLP Digital Projects; Regional Showcase Newspaper Article; SBDM STLP Presentation

L Cardwell (6-8 Library Media): Makerspace Movement in the library; Book Club The Best Christmas Pageant Ever play

L Graham (8th Math): Zentangle L Smith (7th Reading): Mock Trial; Book Report and Creative

project - rubric L Winters (7th Writing): Imagery Analysis; Comic Strip L Wood (6-8 GT): Art supporting story; Human

Rights/Violation Newspaper Posters L Wood (6-8 GT) collab K Hughson (6-8 PLCS): School

News M Crawford (6-8 A&H): Art Criticism; Drama Critique;

Create Coil Pottery; Cultural Exchange England; Group Critique – evaluating and interpreting artworks; parody Grant Wood’s American Gothic Painting; Create Stages with their bodies; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Modern Movies; Primitive Cultures Role Play; Art Critique Guided Questions; Celebrity Portraits using values in words; Character Creation in Drama handout; Daily Journal; Greek Mythology Play, Masks and Set Design; Idioms to create literal paintings; Theatre Performance Critiques

M Crawford (6-8 A&H) collab A Cardwell (6th Special Ed): Watch Me Lead Posters – Poppy

M Taylor (8th Math): Coordinate Graphing Live (peace sign); Create a model from blocks - pair


P McKinney (7th Math): Walk it Out Graphing Activity P Wallace (6th Math): Physical Barometer and Human

Number line; Work in groups to locate Coordinate Points on Grid; Script Who’s on First (Baseball); Notebook Collage

R Johnson (7th Math): Renaissance Castles T Harper (6th Geography): Climate Zone Travel Brochure T Harper (6th Geography) collab M Crawford (6-8 A&H):

Compass Rose Collage Maps T Harper (6th Geography) and L Winters (7th Writing): Jr.

Beta field trip Owensboro Museum of Fine Arts T Lowe (6-8 Choir): Collab J Scott (8th Special Ed)

Veteran’s Day Sign Language; Audition Instruction; Reflection; KMEA Festival and Pre-Festival Reflection

A) To what extent do teachers systematically incorporate all three components of arts study: creating, performing and responding into the arts?Teachers provide limited models of artistic performances and products to enhance student understanding.

Teachers provide models of exemplary artistic performances and products to enhance students’ understanding of an arts discipline and to develop their performance/production skills.

Teachers provide print, electronic media, virtual or live models of exemplary artistic performances and products to enhance students’ understanding of each arts discipline and to develop their performance/production skill.

6th Grade: Aladdin and Magic Lamp Play 6th Grade Math: PrimeTime Videos 8th Grade: Diary of Anne Frank Play 6th-8th Grade: WKU Dance Education Program (presenting,

demonstrating, student/WKU dancer interactive, career) Flocabulary (School license) – A. Cardwell (6th Spec. Ed.),

A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th Math), P. Wallace (6th Math)

STLP: Shrek the Musical A Smith-Thomas (8th Reading) collab J Scott (8th Special

Ed): Compare and contrast The Diary of Anne Frank (Reader’s Theatre and Play)

C Donaldson (8th Social Studies): Artifacts from Ancient India; Examine Early Cave Paintings; Ancient Cuneiform Writing; Parody song about Greece; Washington, DC trip and historical tour

D McCrocklin (6th Math) collab K Hughson (6-8 PLCS): Everfi Financial computer program

E Clark (6th Reading): Music Lesson Plan; Aladdin and the Magic Lamp Compare and Contrast Essay; I Have a Dream – Decorative Diamante Poems

J Embry (8th US History): Music (Cherokee and Hiawatha); Portrait of Queen Elizabeth I

J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir)


collab W Lin (6-7 Chinese Mandarin): Molihue Jasmine Flower

K Doughty (6th Writing): Music; LaBamba; Pompeii (video of volcano eruption); Five Paragraph Essay while listening to Italian Opera

K Doughty (6th Writing) collab A Cardwell (6th Special Ed): Video Anticipation Guide The Snowman

K Hughson (6-8 PLCS): Animated Commercial; STLP Projects Past State Champions Exemplar; Wants and Needs Exemplar; Consumer Decision Music Video; Everfi Financial Program; Everfi Entrepreneur Program; Careers Board Builder

L Cardwell (6-8 Library Media): New art books available; Book Club The Best Christmas Pageant Ever Play

L Graham (8th Math): Zentangle; Hologram; Dance Angles (PowerPoint)

L Smith (7th Reading): Watson’s go to Birmingham (story and movie); I Have a Dream Save the Last Word Reading Strategy

L Wood (6-8 GT): Art supporting story; Music in class; Population Connection Video (How population relates to various topics and predict future)

M Crawford (6-8 A&H): Drama Critique; Art Journal – Principles of Art; Create Coil Pottery; Create Batik style of Tibetan sand painting; Egyptian Hieroglyphs; Cultural Exchange England; Career Lesson Plans; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Modern Movies; Art Critique Guided Questions;

M Crawford (6-8 A&H) collab W Lin (6-7 Chinese Mandarin): Chinese Vase

P McKinney (7th Math): Rappin’ Mathematician song about adding decimals; Design Menu Exemplar; Health Calorie intake menu creation Exemplar; Percent poems (exemplar)

P Wallace (6th Math): Modeling Exponents and Order of Operations; Modeling Prime Factor and Numbers; Music Exponents Order of Operations and GCF and LCM; Group Locate Coordinate Points on Grid; Notebook Collage Exemplar; Ugly Sweater Exemplar

R Johnson (7th Math): Renaissance Castles T Harper (6th Geography) and L Winters (7th Writing): Jr.

Beta field trip Owensboro Museum of Fine Arts T Lowe (6-8 Gen Music): Moroccan Israeli German Music YSC: BCMS Arts Fair


B) To what extent do teachers provide models of exemplary artistic performances and products to enhance students’ understanding of an arts discipline and to develop their performance/production skills?

Arts teachers provide basic artistic theory, skills, and techniques but do not help students find their relevance to products or performances.

Arts teachers provide for the development of artistic theory, skills, and techniques through the development of student performances or products that are relevant and developmentally appropriate for students.

Arts teachers ensure that students are able to create original artworks by intentionally applying artistic theory, skills and techniques that are relevant and developmentally appropriate.

J Evans (6-8 Band & Gen Music): National Anthem Performance; KMEA Festival; Student Lead Rehearsals; Student Modeling; Fall Festival Performance

M Crawford (6-8 A&H): Collab A Cardwell (6th Special Ed) Watch Me Lead posters Poppy; Adopt a Highway Art Contest KY Transportation Litter and Environment; Quilt Panels for Mammoth Cave Exhibit; Create Coil Potter; Create Batik style of Tibetan sand painting; Egyptian Hieroglyphs; Cultural Exchange England; Collab B Eadens (6-8 HVAC) WRECC Art Contest; School Breakfast Art Contest; Proscenium Stages; Math in Art Museum Test Jasper Johns; Create Stages with their bodies; Compare and Contrast Silent and Modern Movies; Primitive Cultures Role Play; Art Critique Guided Questions; Celebrity Portraits using Values in Words; Character Creation in Drama Handouts; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings

T Lowe (6-8 Choir): Moroccan Israeli German Music pieces; Veteran’s Day Sign Language Performance; KMEA Festival; Writing Composition Arrangement

C) To what extent do arts teachers provide for the development of artistic theory, skills, and techniques through the development of student performances or products that are relevant and developmentally appropriate for students?

Guest artists are not used, or guest artists provide arts instruction in place of regular disciplined based arts instruction.

The arts curriculum is enhanced and strengthened through collaboration with guest artists, complementing discipline based arts instruction during the regular school day.

Guest and community artists, artist residencies, field trips, etc., are integrated into the school arts culture for all students and provide experiences that are designed to promote learning of Kentucky Academic Standards within the arts and other content areas.

STLP: Shrek the Musical 6th Grade: Aladdin and Magic Lamp Play 8th Grade: Diary of Anne Frank Play 6th-8th Grade: WKU Dance Education Program (presenting,

demonstrating, student/WKU dancer interactive, career) 8th Grade: Guest Speakers (Grant and Catie McKinney) about

Korean Costumes and Cultures YSC: Red Ribbon Week Remix Ed; 8th Grade Career Day;

BCMS Arts Fair C Donaldson (8th Social Studies): Guest Speaker (Josh Scott)

Jewish Holidays, Achievements, Careers; Washington, DC trip and historical tour

L Cardwell (6-8 Library Media): Book Club – The Best Christmas Pageant Ever play

L Wood (6-8 GT): Collab K Hughson (6-8 PLCS & STLP) BC News (bi-monthly school news show)

M Crawford (6-8 A&H): Art Journal Principles of Art Cultural Studies; Cultural Exchange England; Guest Speaker Teacher from England; Career Lesson Plan


T Harper (6th Geography) and L Winters (7th Writing): Jr. Beta field trip Owensboro Museum of Fine Arts

T Lowe (6-8 Choir): Collab J Scott (8th Special Ed) teaching students how to sign language for Veteran’s Day performance

D) To what extent is the arts curriculum enhanced and strengthened through collaboration with guest artists, complementing discipline based arts instruction during the regular school day?

Demonstrator 4: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

Needs Improvement Proficient Distinguished EvidenceStudents are not actively engaged in all three artistic processes of creating, performing and responding in the arts.

Students are actively engaged in three artistic processes of creating, performing and responding in the arts.

Students demonstrate mastery of skills and theoretical understanding with high levels of creating, performing and responding in the arts appropriate to the age and grade level.

6th-8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interactive, career)

A&H Lesson Plans Content Posters: C Donaldson (8th Social Studies), C Flener


Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th

Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th Math), P. Wallace (6th Math)

K-PREP Kick-off: Talent Show School Assembly - Poppy STLP Digital Products (Art, Video, Multimedia, Music) 7th Grade Math: Order of Operations Song A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed):

Compare and contrast The Diary of Anne Frank (Reader’s Theatre vs Play)

A Fuller (6th-8th Resource): Inferencing from Pictures B Frazier (7th Science): STEM Activity Building a Cup C Donaldson (8th Social Studies): China Cheer C Flener (6-8 FMD): Sing songs of the week in Spanish and

using Sign Language E Clark (6th Reading): Student Book Talk; Aladdin and the

Magic Lamp Play Compare and Contrast Essay H Elmore (8th Writing): Difference Active and Passive Voice H McRae (6-8 World Lang): Conversation Role Play;

Interactive Notebook; Greetings Role Play; Making Piñatas= J Embry (8th US History): Reenact the pressing during the


Salem Witch Trials; Compare and Contrast maps from different time periods; Music – Cherokee and hiawatha

J Evans (6-8 Band and Gen Music): Elements of Dance; KMEA Festival; National Anthem Performance; Fall Festival Performance

J Scott (8th Special Ed): Greek Words Posters K Doughty (6th Writing): LaBamba; Music Lessons;

Preposition Song; Ugly Sweater Narrative K Hughson (6-8 PLCS): Animated Commercial; Bears Sports

News STLP; STLP Digital Projects; STLP Regional Showcase Newspaper Article; SBDM STLP Presentation; 3 Rs Tagxedo; Wants vs Needs Word Features; Career Board Builder

L Graham (8th Math): Zentangle; Dance Angles L Smith (7th Reading): Mock Trial L Winters (7th Writing): Imagery Analysis; Comic Strip

(Onomatopoeia) L Wood (6-8 GT); Collab K Hughson (6-8 PLCS): School

News; Art supporting story M Crawford (6-8 A&H): Collab A Cardwell (6th Special Ed)

Watch Me Lead Posters – Poppy; Art Criticism; Drama Critique; Create Coil Pottery; Cultural Exchange England; Group Critique – evaluating and interpreting artworks; Career Lesson Plan; Mammoth Cave Art Exhibit; Create Proscenium Stages; parody Grant Wood’s American Gothic Painting; Create Stages with their bodies; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Motion Movies; Primitive Cultures Role Play; Art Critique Guided Questions; Celebrity Portraits using values in words; Character Creation in Drama Handout; Journal Entries; Theatre Performance Critique

M Taylor (8th Math): Coordinate Graphing Live – peace sign; Create a model from blocks - pair

P McKinney (7th Math): Walk it Out Graphing Activity; Designed Menu Exemplar

P Wallace (6th Math): Physical Barometer and Human Number line; Work in groups to locate Coordinate Points on Grid; Script Who’s on First (Baseball); Notebook Collage; Music Exponents Order of Operations and GCF and LCM

R Johnson (7th Math): Renaissance Castles R Tyree (7th Science): Egg Drop Diagram T Harper (6th Geography): Climate Zone Travel Brochure;

Collab M Crawford (6-8 A&H) Compass Rose Collage Maps


T Lowe (6-8 Choir): Audition Instruction; Reflections; KMEA Festival

T Lowe (6-8 Choir) collab J Scott (8th Special Ed) Veteran’s Day Sign Language

A) To what extent are students actively engaged in creating, performing and responding to the arts?Students' products show a lack of variety, scope or purpose; ideas, products, performances, etc. are primarily teacher-driven.

Students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance.

Students independently create rich and insightful products and performances with variety, scope and purposes.

7th Grade Math: Order of Operation Song Content Posters: C Donaldson (8th Social Studies), C Flener


K-PREP Kick-off: Talent Show STLP Digital Products (Art, Video, Multimedia, Music) B Eadens (6-8 HVAC): Collab M Crawford (6-8 A&H)

WRECC art project contest C Donaldson (8th Social Studies): China Cheer; Collab M

Crawford (6-8 A&H) Student create name table using ancient cuneiform writing

C Flener (6-8 FMD): Recycled items for Christmas tree D McCrocklin (6th Math): Graphing Basic Skills; Hands-on

Equations; Ratios and Proportions E Clark (6th Reading): Student Book Talks; Notebook Mental

Images; Career Day; Operation Gratitude Letters to Troops E Clark (6th Reading) collab A Cardwell (6th Special Ed): “I

Have a Dream” Decorative Diamante Poems E Clark (6th Reading) collab L Cardwell (6-8 Library Media):

Online Search Tool H Elmore (8th Writing): Composed and acted out scenes;

Created memes; Narrative Read/Imagined Experiences H McRae (6-8 World Lang): Color Wheel; Comic Strips;

Conversation Role Play; Interactive Notebook; Greetings Role Play

J Embry (8th US History): Reenact the pressing during the Salem Witch Trials

J Evans (6-8 Band & Gen Music): Band Festival performance; KMEA Festival

J Graham (8th Math): Zentangle J Martin (8th Science): UK Graphing J Scott (8th Special Ed): Individual Self-Assessment Learning

Styles; Birthday Graphs; Culture Postes; Greek Words; Reflection Guest Speaker (Grant and Catie McKinney) Presentation

J Scott (8th Special Ed) collab C Donaldson (8th Social


Studies): Vocabulary Posters K Doughty (6th Writing): Literature Toolkit Modeling K Hughson (6-8 PLCS): Problem Solving Digital Citizenship

Packet; Bears Sports News STLP; 3 Rs Tagxedo; BCMS Flyer; STLP Digital Projects; STLP Regional Showcase Newspaper Article; SBDM STLP Presentation; Wants vs Needs Activity; Animation Commercial;

L Graham (8th Math): Zentangle; Coordinate Graph; Art in Math Using lines to create curves; Coordinate Art – A Secret Message; Population GDP; Scale Drawing; Mixed Math Facts; Picture Using a Coordinate Grid; Plot Coordinate Points LOVE; Mathematician Poster; Interpreting Data in Scatter Plots

L Smith (7th Reading): Haiku and Limerick L Winters (7th Writing): Halloween cultures; Alliteration

Advertisement; Elements of Poetry Group Graphic Organizer; Extended Metaphor; Imagery Analysis; Personification; Health Research Posters; Operation Gratitude Letters

L Wood (6-8 GT): Research State Create Own State and Picture; Human Rights/Violation Newspaper Posters

L Wood (6-8 GT) collab K Hughson (6-8 PLCS): BC News (bimonthly school news)

M Crawford (6-8 A&H): Collab A Cardwell (6th Special Ed) Watch Me Lead posters Poppy

M Crawford (6-8 A&H): Adopt a Highway Art Contest KY Transportation Litter and Environment; Quilts Panels for Mammoth Cave Exhibit; Create Batik Style of Tibetan sand painting; Egyptian hieroglyphs; Self Portraits; Cultural Exchange England; St Paul’s Cathedral Cultural Exchange Project; School Breakfast Art Contest; Festival of Trees; Parody Grand Wood’s American Gothic Painting; Create Stages with their bodies; Create Proscenium Stages; Celebrity Portraits Using Values in words; Chinese Vase; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings; Altered Book Report; Literature Project; Manmade Disaster Script; Theatre group reflection

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Library Materials

M Taylor (8th Math): Jack-O-Lantern Ordered Pairs M Taylor (8th Math) collab H McRae (6-8 World Lang): My

Plate Country, Guest speaker K Harrison, Exemplar, Reflection

P McKinney (7th Math): Adding Integers Song; My Life in


Numbers Activity; Designed Menu Exemplar; Graphing pictures of US and answering questions about graph

P Wallace (6th Math): Plot Points on a Coordinate Grid Pumpkin; Script Who’s on First Baseball; Factoring

R Johnson (7th Math): Solved Expression Order of Operations to create picture

R Tyree (7th Science): Collab C Dockery (7th Special Ed) Draw diagrams of plan and animal cells; Egg drop diagram

T Harper (6th Geography): Color Coordination Careers; Climate Zone Travel Brochure; Map Maker Careers

T Lowe (6-8 Choir): Veteran’s Program Choir Performance; KMEA Festival

B) To what extent do students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance?Student work in the arts demonstrates that they are applying minimal creative, evaluative or analytical and problem solving skills in their artistic performances or products.

Students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products.

Students independently apply creative, evaluative, analytical and problem solving skills in developing and/or reflecting on their artistic performances and products.


Math RAISE (Extended Responses) and CUBES (Word Problems)

B Frazier (7th Science): STEM Activity – Building a Cup D McCrocklin (6th Math): Plotting Points E Clark (6th Reading): Music Lesson Plan H Elmore (8th Writing): Composed and acted out scenes;

Created memes; Difference Active and Passive Voice J Evans (6-8 Band & Gen Music): National Anthem

Reflection; Fall Festival Reflection; Student Lead rehearsals; Student Modeling

K Hughson (6-8 PLCS): Bears Sports News (STLP); STLP Digital Projects

L Graham (8th Math): Zentangle Reflection L Winters (7th Writing): Halloween Cultures L Wood (6-8 GT): Research State Create Own State; Wrote

Story and Art depiction; Wrote Sci-Fi Stories and Created Visual; Art Supporting Story; Collab K Hughson (6-8 PLCS & STLP) BC News (bi-monthly school news – located on school Facebook page)

M Crawford (6-8 A&H): Adopt a Highway Art Contest KY Transportation Litter and Environment; Quilt Panels for Mammoth Cave Art Exhibit; Create Coil Pottery; Create Batik style of Tibetan sand painting; Egyptian Hieroglyphs; Self Portraits; Cultural Exchange England; St. Paul’s Cathedral Cultural Exchange Project; Family Night Art Show; Parody


Grant Wood’s American Gothic Painting; Create Stages with their bodies; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Modern Movies; Primitive Cultures; Art Critique Guided Questions; Daily Journal; Chinese Vase; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings; Altered Book Report; Literature Project; Manmade Disaster Script; Theatre group reflection

M Taylor (8th Math): Create a model from blocks – pair, questions

P Bucklew (6th Science): Draw and Label Water Cycle P McKinney (7th Math): Color by Number Fraction

Assessment Art in Math; Graphing Ordered Pairs; My Life in Numbers Activity; Designed Menu (Exemplar example); Subtracting Mixed Numbers (Art in Math)

R Tyree (7th Science): Egg Drop Diagram T Lowe (6-8 Choir): Audition Instruction; Veteran’s Day

Performance Reflection; America Performance Reflection; Pre-Festival Reflection

C) To what extent do students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products?

Students rarely reflect upon exemplary exhibits and live or technologically provided performances.

Students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments.

Students subjectively reflect on exemplary exhibits and live or technologically performances to a variety of audiences through a variety of means of communication (e.g. written, verbal, their own artistic means).

Flocabulary (School license) – A. Cardwell (6th Spec. Ed.), A. Fuller (6-8 Resource), C. Donaldson (8th Social Studies), E. Clark (6th Reading), J Scott (8th Spec. Ed.), K. Doughty (6th Writing), H. Elmore (8th Writing), L. Cardwell (6-8 Library Media Specialist), L. Graham (8th Math), T. Harper (6th Geography), R. Johnson (7th Math), D. McCrocklin (6th Math), P. McKinney (7th Math), L. Smith (7th Reading), M. Taylor (8th

Math), P. Wallace (6th Math) 6th Math: PrimeTime Videos 6th Grade: Aladdin and the Magic Lamp Play 8th Grade: The Diary of Anne Frank Play STLP: Shrek the Musical School Assembly - Poppy Team Meeting Notes A Smith-Thomas (8th Reading) collab J Scott (8th Special Ed):

Compare and contrast The Diary of Anne Frank (Reader’s Theatre vs Play)

A Fuller (6-8 Resource): Draw picture and share interpretation of image with others

C Donaldson (8th Social Studies): Identify Africa sites; Compare artifacts from ancient India to today; Examine early cave paintings; Using music to learn content; Parody Song


about Greece C Flener (6-8 FMD): Sign word music video E Clark (6th Reading): Aladdin and the Magic Lamp Compare

and Contrast Essay; Passage from 9-11 and draw their definition of a hero using character traits

J Embry (8th US History): Compare and contrast maps from different time periods; Music – Cherokee and Hiawatha; Portrait of Queen Elizabeth I

J Evans (6-8 Band & General Music): Elements of Dance; National Anthem Reflection; Fall Festival Reflection

K Doughty (6th Writing): Music/Dance History; LaBamba K Hughson (6-8 PLCS): Consumer Decision Music Video;

Animation Commercial; Bears Sports News (STLP) L Graham (8th Math): Zentangle Reflection L Smith (7th Reading): Personal Visualization of story Eleven

by Sandra Cisneros L Winters (7th Writing): Imagery Poetry; Personification M Crawford (6-8 A&H): Drama Critique; Art Journal

Principles of Art; Create Batik style of Tibetan sand painting; Egyptian Hieroglyphs; Cultural Exchange England; Guest Speaker Teacher from England; Career Lesson Plan; Group Critique – evaluating and interpreting artworks; Compare and Contrast Silent and Modern Movies; Daily Journal; Chinese Vase; Theatre Performance Critiques; Altered Book Report; Literature Project; Manmade Disaster Script; Theatre group reflection

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poem using Recycle Materials from Library

P McKinney (7th Math): Rappin’ Mathematician song about adding decimals

P Wallace (6th Math): Group - Locate Coordinate Points on Grid

R Tyree (7th Science): Egg Drop Diagram T Harper (6th Geography) and L Winters (7th Writing): Jr Beta

field trip Owensboro Art Museum T Lowe (6-8 Choir): Moroccan Israeli German Music pieces;

Veteran’s Day Reflection; America Performance Reflection; Pre-Festival Reflection

YSC: Red Ribbon Week Remix Ed; BCMS Arts FairD) To what extent do students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as

classroom assignments?Students rarely demonstrate the ability to

Students demonstrate the ability to become self-sufficient in

Students initiate and produce their own creative projects.

6th-8th Math RAISE (Extended Responses) and CUBES (Word Problems)


be self-sufficient in creating artistic products.

creating performances and/or products after teacher guidance.


K-PREP Kick-off: Talent Show STLP Digital Products (Art, Video, Multimedia, Music) A Fuller (6-8 Resource): Inferencing from Pictures A Smith-Thomas (8th Reading): Positive Characteristics;

KHEAA Guest Speaker Collage Game B Eadens (6-8 HVAC): Collab M Crawford (6-8 A&H)

WRECC Art Contest B Frazier (7th Science): STEM Activity – Building a Cup;

State of Mater Comic Story Booklet C Donaldson (8th Social Studies): China Cheer C Flener (6-8 FMD): Sing songs of the week in Spanish and

using Sign Language D McCrocklin (6th Math): Factor Tree; Visualization Spacing

Christmas Door; Bridge Building E Clark (6th Reading): Student Book Talks; Mental image

using Old Yeller excerpt and text evidence to support image; Passage from 9-11 and draw their definition of a hero using character traits

H McRae (6-8 World Lang): Conversation Role Play J Evans (6-8 Band & Gen Music): Performances – National

Anthem and Fall Festival; KMEA Festival; Solo & Ensemble; All-district auditions

K Doughty (6th Writing): Literature Toolkit K Hughson (6-8 PLCS): Digital Citizenship Copyright

original song and Packet; Animation Commercial; Bears Sports News (STLP); Healthy Eating Flyer; STLP Digital Projects; STLP Regional Showcase Newspaper Article; SBDM STLP Presentation; 3 Rs Tagxedo; Wants vs Needs Word Features Activity

L Cardwell (6-8 Library Media): Book Fair Decorating Pumpkin Contest

L Graham (8th Math): Zentangle L Smith (7th Reading): Mock Trial L Winters (7th Writing): Halloween cultures; Alliteration

Advertisement; Elements of Poetry L Wood (6-8 GT): Collab K Hughson (6-8 PLCS & STLP)

BC News (bi-monthly show – located on school’s Facebook page)


M Crawford (6-8 A&H): Adopt a Highway Art Contest KY Transportation Litter and Environment; Quilt Panels for mammoth Cave Art Exhibit; Create Coil Pottery; Create Batik style of Tibetan sand painting; Egyptian Hieroglyphs; Self Portraits; Cultural Exchange England; St. Paul’s Cathedral Cultural Exchange Project; Guest Speaker Teacher from England; Career Lesson Plan; Festival of Trees; Christmas Door Decorating contest; Parody Grant Wood’s American Gothic Painting; Group Critique – evaluating and interpreting artworks; Greek Mythology Plays, Masks and Set Design; Idioms to create literal paintings

M Crawford (6-8 A&H) collab A Cardwell (6th Special Ed): Watch Me Lead posters Poppy

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Library Materials

M Taylor (8th Math) collab H McRae (6-8 World Lang): My Plate Country, Guest speaker K Harrison, Exemplar – teacher model, Reflection

P McKinney (7th Math); My Life in Numbers Activity P Wallace (6th Math): Notebook Collage (Exemplar

examples); Number Spiders; Exponents Poems in Math R Tyree (7th Science): Collab C Dockery (7th Special Ed) Draw

diagrams of plant and animal cells T Lowe (6-8 Choir): Veteran’s Day Performance (sign

language); America Performance; KMEA FestivalE) To what extent do students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance?Some students are encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school environment.

Students are supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school.

School arts programs and individual students routinely participate in grade level appropriate juried events, exhibitions, contests, performances. Performance assessment events are used as tools for reflection and review, and used adjust and improve the school instructional program.

K-PREP Kick-off: Talent Show School-wide: Christmas Door Decorating Contest B Eadens (6-8 HVAC): Collab M Crawford (6-8 A&H)

WRECC Art Contest D McCrocklin (6th Math): Bridge Building J Evans (6-8 Band & Gen Music): National Anthem

Performance; KMEA Festival; Fall Festival Performance; Solo & Ensemble; All-district auditions

K Hughson (6-8 PLCS): STLP Digital Products (Art, Video, Multimedia, Music); STLP Regional Showcase Newspapers Article; SBDM STLP Presentation

L Cardwell (6-8 Library Specialist): Book Character Pumpkin M Crawford (6-8 A&H): Jr. National Young Leaders

Nominations; Adopt a Highway Art Contest KY Transportation Litter and Environment; Quilt Panels for Mammoth Cave Art Exhibit; Festival of Trees (Butler County Education Preservation Society); District Banner


Administrator Conference; School Breakfast Art Contest T Lowe (6-8 Choir): Veteran’s Program Choir Performance

(Sign Language); KMEA Festival YSC: BCMS Arts Fair

F) To what extent are students supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school environment {at the middle and high school levels?}?

ARTS AND HUMANITIES: FORMATIVE AND SUMMATIVE ASSESSMENTDemonstrator 1. Assessment: Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and achievement.

Needs Improvement Proficient Distinguished EvidenceFormative and summative arts assessments show some alignment with components of the Kentucky Academic Standards and measure a specific concept, understanding and/or skill.

Formative and summative arts assessments for individual students and performing groups are clearly aligned with the components of the Kentucky Academic Standards and authentically measure a specific concept, understanding and/or skill and lead to student growth.

Formative and summative arts assessments for individual students and performing groups are clearly aligned with the components of the KAS and inform instruction in the classroom leading to student improvement.

Team Meeting Notes B Eadens (6-8 HVAC): Collab M Crawford (6-8 A&H)

WRECC Art Contest E Clark (6th Reading): Student Book Talk Rubric H McRae (6-8 World Lang): Color Wheel J Evans (6-8 Band & General Music): Italian Music Term;

KMEA Festival; Student lead rehearals K Doughty (6th Writing) collab L Cardwell (6-8 Library

Media): Natural Disaster Board Builder Rubric K Hughson (6-8 PLCS): Consumer Decision Music Video;

Career Presentation Rubric; BCMS Flyer Rubric; Healthy Eating Fyler Rubric;

L Graham (8th Math): Zentangle Student generated rubric M Crawford (6-8 A&H): Drama Critique; Art Journal

Principles of Art; Cultural Exchange England; Career Lesson Plan; Mammoth Cave National Park – Art Exhibit; Theatre Pop Quiz; Idioms to create literal paintings Quiz; collab L Cardwell (6-8 Library Media) Visual Poems using Recycle Materials Rubric; Altered Book Report - rubric; Literature Project - rubric; Manmade Disaster Script - rubric; Theatre group reflection

P Wallace (6th Math): Ugly Sweater Rubric T Lowe (6-8 Choir): Audition Instruction; KMEA Festival;

Seven Elements of Music Quiz STLP Project Rubrics & Results

A) To what extent do teachers utilize formative and summative arts assessments for individual students and performing groups that are clearly aligned with the components of the Kentucky Academic Standards; and authentically measure a specific concept, understanding and/or skill and lead to student growth?

Teachers are the primary reviewers of student work and students do not

Teachers guide students to use developmentally or grade level appropriate peer review and

Students independently and objectively utilize developmentally or grade level

Team Meeting Notes B Frazier (7th Science): Chemistry in a Bag E Clark (6th Reading): Groups Paired Test; Annotated A.


effectively use developmentally or grade level appropriate peer review or critique to evaluate each other’s work.

critique to evaluate each other’s work.

appropriate oral and written peer reviews and critiques to evaluate each other’s work.

Graham Bell and L Braille compare Tests J Evans (6-8 Band & General Music): Elements of Dance;

National Anthem Reflection; Fall Festival Reflection; Student Generated Rubric – Teacher Reflection Instrument Assembly

K Hughson (6-8 PLCS): Making Purchases Reflection; Consumer Decision Reflection; Wants vs Needs Reflections

L Graham (8th Math): Zentangle Reflection M Crawford (6-8 A&H): Art Journal Principles of Art;

Cultural Exchange England; Group Critique – Evaluating and interpreting artwork; Career lesson plan; Create Stages with their bodies; Group Critique – evaluating and interpreting artworks; Art Critique Guided Questions; Theatre Performance Critique

P Wallace (6th Math): Convert Percent, Fractions and Decimals Reflections

T Lowe (6-8 Choire): Veteran’s Day Performance Reflection; Pre-Festival Reflection

B) To what extent do teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other’s work?Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in Arts & Humanities.

Needs Improvement Proficient Distinguished EvidenceExemplars or models are used in classroom instruction, but students are not clear as to how they can apply what they learn from models.

Exemplar/models are used to encourage students to demonstrate characteristics of rigorous work in the appropriate art form in most instructional lessons/units.

Exemplars/models are used with every instructional lesson/unit (e.g. historical masterpieces, current works, performances by exemplary artists, or exemplary student work).

6th Grade: Aladdin and the Magic Lamp Play 8th Grade: The Diary of Anne Frank Play 6th-8th Grade: WKU Dance Education program STLP: Shrek the Musical E Clark (6th Reading): I Have a Dream – Decorative Diamante

Poems K Doughty (6th Writing): LaBamba; Music History K Hughson (6-8 PLCS): Wants vs Needs (exemplar) L Cardwell (6-8 Library Media): Book Club – The Best

Christmas Pageant Ever play L Graham (8th Math): Zentangle (exemplar examples) M Crawford (6-8 A&H): Create Batik style of Tibetan sand

painting; Egyptian Hieroglyphs; Cultural Exchange England; Drama Critique; Art Journal – Principles of Art; Guest Speaker Teacher from England; Math in Art – Jasper Johns; Parody Grant Wood’s American Gothic painting; Compare and contrast – Silent and Modern Movies; Celebrity Portraits using values in words; Ch inese Vase; Greek Mythology Plays, masks and Set Design; Idioms to create literal paintings; Altered Book Report - rubric; Literature Project - rubric; Manmade Disaster Script - rubric; Theatre group reflection


P McKinney (7th Math): Designed Menus (exemplar) P Wallace (6th Math): Notebook Collage (exemplar); Ugly

Sweater (exemplar) T Harper (6th Geography) and L Winters (7th Writing): Jr Beta

field trip Owensboro Art MuseumA) To what extent do teachers utilize exemplar/models to encourage students to demonstrate characteristics of rigorous work in the appropriate art form in most

instructional lessons/units?Teachers use clearly defined rubrics or scoring guides but do not share them with students.

Teachers share clearly defined rubrics or scoring guides with students before creating, performing or responding assignments or assessments appropriate to the age and grade level and students have the opportunity to provide input into the scoring guide.

Teachers engage students in creating their own rubrics or scoring guides for creating, performing or responding assignment/assessments appropriate to the age and grade level.

Team Meeting Notes B Eadens (6-8 HVAC): Collab M Crawford (6-8 A&H)

WRECC Art Contest B Frazier (7th Science): Chemistry in a bag C Donaldson (8th Social Studies): Student present to class –

Vocabulary Posters (rubric) E Clark (6th Reading): Student Book Talk (rubric) L Graham (8th Math): Zentangle (student generated rubric) H McRae (6-8 World Lang): Color Wheel; Comics J Evans (6-8 Band & General Music): Instrument Assembly

(student generated rubric); KMEA Festival (rubric); TDBDA (rubric)

K Hughson (6-8 PLCS): Research Career Create Visual Aid to Present to Class ILP (rubric); Problem Solving Digital Citizenship Packet; BCMS Flyer (rubric); Career presentation (rubric); Business Meeting Customs in Foreign countries

M Crawford (6-8 A&H): Theatre Pop Quiz; Chinese Vase (rubric)

M Crawford (6-8 A&H) collab L Cardwell (6-8 Library Media): Visual Poems using Recycled Library Materials (rubric)

P Wallace (6th Math): Notebook Collage (rubric); Ugly Sweater (rubric)

T Lowe (6-8 Choir): Veteran’s Day Sign Language Performance (student generated rubric); KMEA Festival (rubric)

STLP: Projects Rubrics and RubricsB) To what extent do teachers share clearly defined rubrics or scoring guides with students before creating, performing, or responding assignments or other

assessments; and students have the opportunity to provide input into the scoring guide?Teachers develop rigorous student learning and academic growth goals that are attainable, reflect acceptable growth and are related to identified student needs, but the

Teachers develop rigorous student learning and academic growth through student learning objectives and refined SMART (specific, measurable, appropriate, realistic and time bound) goals that are rigorous, attainable and

Teachers, in collaboration with the individual students, develop rigorous student learning and academic growth SMART goals that are rigorous, attainable and reflect acceptable growth during the course or school year.

Team Meeting Notes L Graham (8th Math): Zentangle (student generated rubric) M Crawford (6-8 A&H): Cultural Exchange England; Drama

Critique; Art Journal – Principles of Art T Lowe (6-8 Choir): Moroccan Israeli German Music pieces


SMART (specific, measurable, appropriate, realistic and time bound) goals process needs refining.

reflect acceptable growth during the course or school year.

C) To what extent do teachers develop rigorous student learning and academic growth through student learning objectives and refined SMART (specific, measurable, appropriate, realistic and time bound) goals that are rigorous, attainable and reflect acceptable growth during the course or school year?

Demonstrator 3. Assessment for Teaching: Multiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

Needs Improvement Proficient Distinguished EvidenceTeachers provide limited documented feedback to students on performances/ products.

Teachers regularly provide students with authentic, meaningful and documented feedback from a variety of sources (e.g., staff members, arts adjudicators, peers, etc.) on their performances/products so students may strengthen their future performance/products.

Students are very clear on their progress and capabilities in the arts, and are carefully guided by documented individual plans based on feedback (from staff, professional, peers, etc.) as to next steps in their progress.

B Frazier (7th Science): STEM Activity – Building a Cup; Chemistry in a Bag

D McCrocklin (6th Math): Bridge Building (feedback) H McRae (6-8 World Lang): Color Week; Comic J Evans (6-8 Band & General Music): Instrument Assembly;

National Anthem Reflection; Fall Festival Reflection; KMEA Festival; Solo & Ensemble; All-district auditions

K Hughson (6-8 PLCS): Journal Entries – Reflection; BCMS Flyer; STLP Results

L Graham (8th Math): Zentangle Reflection M Crawford (6-8 A&H): Cultural Exchange England; Group

Critique – evaluating and interpreting artwork; Drama Critique; Art Journal – Principles of Art

R Tyree (7th Science): Mouse trap cars (feedback) T Lowe (6-8 Choir): Veteran’s Day (Sign Language)

Reflection; KMEA Festival; Pre-Festival ReflectionA) To what extent do teachers regularly provide students with authentic, meaningful and documented feedback from a variety of sources on their

performances/products so students may strengthen their future performance/products?Students engage in critique and evaluation of artistic products; but those processes are not formalized or students are not yet capable of making strong evaluations.

Students regularly reflect on, critique and evaluate the artistic products and performances of others and themselves as is grade level and age appropriate.

Students purposely use the language of the arts in critiquing and evaluating performances. They further make recommendation on how those products or performances can be more effective as is grade level and age appropriate.

A Fuller (6-8 Resource): Inferencing from pictures J Evans (6-8 Band & General Music): National Anthem

Reflection; Fall Festival Reflection K Hughson (6-8 PLCS): Journal Entries - Reflection L Graham (8th Math): Zentangle Reflection M Crawford (6-8 A&H): Cultural Exchange England; Group

Critique – evaluating and interpreting artworks; Art Critique; Drama Critique; Art Journal – Principles of Art; Create Stages with their bodies; Group Critique – evaluating and interpreting artworks; Art Critique Guided Questions; Daily Journals; Chinese Vase; Theatre Performance Critique

T Lowe (6-8 Choir): Veteran’s Day (Sign language) Reflection; Pre-Festival Reflection

YSC: Red Ribbon Week – Remix Ed; BCMS Arts FairB) To what extent do students regularly reflect on, critique and evaluate the artistic products and performances of others and themselves as is grade level and age


appropriate?

ARTS AND HUMANITIES: PROFESSIONAL LEARNINGDemonstrator 1. Opportunity: Professional learning opportunities are planned according to the Standards for Professional Learning and with the teachers’ learning needs in mind in response to data available about current teacher practice and student learning In the context of the components and indicators of effectiveness in The Framework for Teaching.

Needs Improvement Proficient Distinguished EvidencePGPs are developed, but do not reflect individual teacher need (s).

PGP implementation results in change in current practice and supports appropriate instruction.

Ongoing assessment of the implementation of the PGP results in necessary adjustments that result in increased teacher effectiveness and student learning.

A&H Team: PGP (CIITS) School-wide: A&H PD (6-1-15 & 11-2-15) BCMS CSIP SBDM – PD Approval (Minutes) Related Arts Team Meeting and PLC J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir):

KMEA Conference M Crawford (6-8 A&H): Five-Day Kentucky Center Arts

Academy; Five-Day Kentucky Center Academy for Integration of the Arts and World Language

A) To what extent do teachers develop, implement and assess relevant and purposeful professional growth plans (PGPs) in response to the teacher self-reflection about current practice and student learning?

Professional learning opportunities are limited, do not focus on research/evidence based practices that support teacher PGPs.

Professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices are planned, implemented and evaluated based on teacher Professional Growth Plans (PGPs) and school and student data.

Professional learning supports individual learning focus (PGP), fosters team collaboration for school improvement and benefits from alignment and coordination with school, district, regional, and state improvement goals for more systemic professional learning experiences.

A&H Team: PGP (CIITS) Master Schedule PLC and Team Meeting Agenda and Minutes GRREC Literacy Coaching Strategies SBDM – PD Approval (Minutes) School-wide: A&H PD (6-1-15 & 11-2-15) E Clark (6th Reading): iTeach Digital Seminar; KySTE (A&H

sessions) J Evans (6-8 Band & Gen Music): Research journals for music

education K Hughson (6-8 PLCS): TeachMeet; KySTE (A&H sessions) L Cardwell (6-8 Library Media): A&H Program Review PD;

iTeach Digital Seminar M Crawford (6-8 A&H): Five-Day Kentucky Center Arts

Academy; Five-Day Kentucky Center Academy for Integration of the Arts and World Languages

S Bratcher (6-8 Counselor): Program Review Audit Training W Lin (6-7 Chinese Mandarin): Confucius Institute (A&H

Focus sessions)

B) To what extent does the school support teachers’ pursuit of professional learning opportunities focused on research/evidence based best practices and based on teacher Professional Growth Plans, school and student data?


The school provides limited access to job embedded professional learning opportunities to only a few teachers.

The school offers job embedded professional learning opportunities that are integrated in the work day to all teachers.

The school provides a variety of job embedded professional learning opportunities (tailored to meet teachers’ individual needs) all teachers.

A&H Team: PGP (CIITS) GRREC Literacy Coaching Strategies Master Schedule BCMS PD and PD List Team Meeting & PLC Minutes SBDM – PD Approval (Minutes) School-wide: A&H PD (6-1-15 & 11-2-15) PBIS Faculty Training (Admin and Faculty Lead) J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir):

KMEA Conference M Crawford (6-8 A&H): PowerPoint Integration (presented to

faculty); Five-Day Kentucky Center Arts Academy; Five-Day Kentucky Center Academy for Integration of the Arts and World Language

C) To what extent does the school ensure that job embedded professional learning opportunities (teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning; is school or classroom based and integrated in the workday) are available?

The school provides limited opportunities, but does encourage collaboration for teachers; however, no time is allocated for collaboration to occur.

The school provides opportunities and allocates time for teachers to collaborate and exchange ideas.

The school provides a variety of opportunities and allocates time for teachers to collaborate and exchange ideas, especially during the school day, in professional learning communities and through professional learning opportunities.

Master Schedule Team Meetings & PLC Minutes SBDM – PD Approval (Minutes) School-wide: A&H PD (6-1-15 & 11-2-15) J Evans (6-8 Band & Gen Music) & T Lowe (6-8 Choir):

KMEA Conference J Evans (6-8 Band/Gen Music) and T Lowe (6-8 Choir) collab

W Lin (6-8 Chinese Mandarin): Molihue Jasmine Flower M Crawford (6-8 A&H): Collaboration A Cardwell (6th Spec.

Ed. – Watch Me Lead poster Poppy presentation and Testing Bulletin Board); C Donaldson (8th Social Studies – Ancient Cuneiform Writing; B Eadens (6-8 HVAC – WRECC Art Contest); T Harper (6th Geography – Compass Rose Collage Maps); K Hughson (6-8 PLCS & STLP – STLP Products Scoring and Careers in Art); L Cardwell (6-8 Library Media – Visual Poems using Recycle Materials); L Smith (7th Reading – Writing Literary Elements); M Glass (YSC – BCMS Arts Fair); T Harper (6th Geography – Compass Rose Collage Maps); W Lin (6-7 Chinese Mandarin – Chinese Vase)

YSC: BCMS Arts FairD) To what extent does the school provide opportunities and allocate time for teachers to collaborate and exchange ideas?Demonstrator 2. Participation: Teachers participate in program-specific professional learning opportunities focused on 21st Century Skills and designed to meet their needs.

Needs Improvement Proficient Distinguished DistinguishedTeachers participate in Implementation of content- Teachers consistently participate BCMS CSIP


content-specific professional learning opportunities based on analysis of school and student data; but there is no evidence of implementation or a change in practice as a result of the professional learning.

specific professional learning based on school, student and teacher data results in change in current practice and supports appropriate instruction.

in on-going content-specific professional learning opportunities based on analysis of school and student data. Necessary adjustment to the professional learning result in increased teacher effectiveness and student learning.

BCMS PD Plan Formative Assessment Academy: E Clark (6th Reading); J

Evans (6-8 Band & Gen Music); H McRae (6-8 World Lang); L Smith (7th Reading)

GRREC Science Network: B Frazier (7th Science) and C Dockery (7th Science)

iTeach Digital Seminar: A Smith-Thomas (8th Reading), E Clark (6th Reading) and L Cardwell (6-8 Library Media)

Kentucky Reading Association Conference: E Clark (6th Reading) and L Smith (7th Reading)

KMEA Conference: J Evans (6-8 Band & Gen Music) and T Lowe (6-8 Choir)

KySTE Conference: E Clark (6th Reading) and K Hughson (6-8 PLCS)

Literacy Coaching Strategies Training (GRREC) PBIS Faculty Training (Admin and Faculty Lead) PLC and Team Meetings Social Studies Collaboration: C Donaldson (8th Social

Studies) and T Harper (6th Geography) H McRae (6-8 World Lang): World Language Global

Competency Network GRREC Meeting; World Language/Global Competency Institute

J Scott (8th Special Ed): IEP/Progress Monitoring; Seminar for Exceptional Children; ILP Training

K Hughson (6-8 PLCS): TeachMeet; Business Advisory Committee

L Cardwell (6-8 Library Media): Program Reviews PD (KET)

L Graham (8th Math): “Strengthening Algebraic Thinking – Instructional Strategies for Middle School Students” (Day 5)

L Winters (7th Writing): On-Demand Writing- Part 1 M Crawford (6-8 A&H): Five-Day Kentucky Center Arts

Academy; Five-Day Kentucky Center Academy for Integration of the Arts and World Languages; PowerPoint Integration (presented to faculty)

S Bratcher (6-8 Counselor): GRREC Counselor Connections W Lin (6-7 Chinese Mandarin): Confucius Institute (A&H

Focus sessions)A) To what extent do teachers participate and implement content-specific professional learning based on school, student and teacher data? Teachers are members of professional learning communities but do not

Teachers are members of professional learning communities within the school/district and

Teachers are members and leaders within their professional learning organizations, actively

BCMS CSIP BCMS PD BCMS SBDM Member: J Embry (8th US History); L


actively participate to address issues related to instructional practices, data analysis and improving student achievement.

participate actively to address issues related to instructional practices, data analysis and increased student learning.

participate to address issues related to instructional practices, data analysis and improving student achievement, and as a result contribute to school and community life.

Cardwell (6-8 Library Media); S Bratcher (6-8 Counselor) GRREC Science Network: B Frazier (7th Science) and C

Dockery (7th Science) KMEA Member: J Evans (6-8 Band & Gen Music) and T

Lowe (6-8 Choir) Literacy Coaching Strategies Training (GRREC) PBIS Committee: A Fuller (6-8 Resource); A Smith-Thomas

(8th Reading); C Dockery (7th Special Ed); L Smith (7th Reading); P McKinney (7th Math); S Bratcher (6-8 Counselor); T Freeman (6-8 Principal); T Harper (6th Geography)

PLC and Team Meetings Social Studies Collaboration: C Donaldson (8th Social

Studies) and T Harper (6th Geography) H McRae (6-8 World Lang): KWLA member K Hughson (6-8 PLCS): KySTE member; ListServs – STLP,

KySTE, PBS Learning Media, Common Sense Media; Business Advisory Committee

L Cardwell (6-8 Library Media): BCEA President; Serve on TDEA Board; Southern KY Association of School Librarians President (Fall Conference Exhibit Chair); SKASL member

M Crawford (6-8 A&H): NAEA membership; A&H Co-Program Review Manager

M Taylor (8th Math): Kentucky Council of Teachers of Mathematics

P McKinney (7th Math): Email Group - Math S Bratcher (6-8 Counselor): GRREC Counselor Connections;

Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrators

T Lowe (6-8 Choir): KMEA Conference (Room Coordinator)B) To what extent do teachers participate in professional learning communities addressing issues related to instructional practices, data analysis and increased

student learning? Teachers are members of professional organizations but do not participate in them.

Teachers are members of professional organizations and actively participate in them.

Teachers are members and leaders within their professional learning organizations, actively participate in them and as a result contribute to school and community life.

GRREC Content Literacy PLC Meeting – Minutes KEA Membership KMEA Member: J Evans (6-8 Band & Gen Music) and T

Lowe (6-8 Choir) PBIS Committee: A Fuller (6-8 Resource); A Smith-Thomas


PLC & Team Meetings SBDM Member: J Embry (8th US History); L Cardwell (6-8


Library Media); S Bratcher (6-8 Counselor) K Doughty (6th Writing): BCEA, NBCT; DAR member (help

with DAR Good Citizen Award) K Hughson (6-8 PLCS): KySTE member; ListServs – STLP,

KySTE, PBS Learning Media, Common Sense Media; Business Advisory Committee

L Cardwell (6-8 Library Media): BCEA President, Serve on TDEA Board; Southern KY Association of School Librarians President (Fall Conference Exhibit Chair); SKASL member

M Crawford (6-8 A&H) Jr. National Young Leaders Nominations; BCMS Academic Team

M Taylor (8th Math): Kentucky Council of Teachers of Mathematics; NCTM

P McKinney (7th Math): Church – Elementary class; Email Group - Math

P Wallace (6th Math): First Baptist Church – Sunday School teacher, Children’s Choir leader, Adult Choir Member

S Bratcher (6-8 Counselor): GRREC Counselor Connections; Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrator

T Lowe (6-8 Choir): BCHS SUPAC) To what extent are teachers participating members of professional organizations?Teachers have limited contact with external partners.

Teachers have contact and collaborate with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups.

Teachers contact and collaborate consistently with external partners (community, business and postsecondary) through advisory committees, work exchange programs and/or community groups. Opportunities within the school schedule are provided for this collaboration, with a stipend or professional development credit, for engagement in such practices.

GRREC Content Literacy KMEA Member: J Evans (6-8 Band & Gen Music) and T

Lowe (6-8 Choir) PBIS Committee: A Fuller (6-8 Resource); A Smith-Thomas


PLC and Team Meetings School Assembly – Poppy BCMS Arts Fair Social Studies Collaboration: C Donaldson (8th Social Studies)

and T Harper (6th Geography) C Dockery (7th Special Ed): GRREC Science Network K Hughson (6-8 PLCS): ListServs – STLP, KySTE, PBS

Learning Media, Common Sense Media; Business Advisory Committee; STLP Co-Sponsors collaboration (L Cardwell 6-8 Library Media)

L Smith (6th Science): Cumberlands Supervisor – professional support

M Crawford (6-8 A&H): Jr. National Young Leaders


Nominations M Taylor (8th Math): Kentucky Council of Teachers of

Mathematics P McKinney (7th Math): Email group - Math S Bratcher (6-8 Counselor): GRREC Counselor Connections;

Guidance ListServ; South Central Counseling Association; Kentucky Association of School Administrator

D) To what extent do teachers have contact and collaborate with community, business and postsecondary partners?

ARTS AND HUMANITIES: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORINGDemonstrator 1. Policies and Monitoring: School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective arts and humanities instructional programs.

Needs Improvement Proficient Distinguished EvidenceSchool councils/leadership establish policies to ensure that Arts concepts are taught throughout the school and across the curriculum.

School councils/leadership implement policies to ensure that disciplined based arts instruction is a part of the school curriculum and arts concepts are taught throughout the school and across the curriculum.

School councils/ leadership monitors and evaluates the teaching of arts concepts throughout the school and across the curriculum.

BCMS CSIP Data Day Agenda & PowerPoint Lesson Plans (Edmodo) Master Schedule Program Review Scoring Guide SBDM Agenda and Minutes SBDM Policy: Program Review Policy

A)B) To what extent does the school councils/leadership implement policies to ensure that disciplined based arts instruction is a part of the school curriculum and arts concepts are taught throughout the school and across the curriculum?

Time in the school schedule is not adequately allocated for all students to receive instruction in the Arts disciplines.

Protected time is allocated in the schedule so that all students can receive instruction in the Arts disciplines.

Time allocated extends beyond usual implementation, demonstrating a strong school commitment to the needs of students in the arts.

Master Schedule S Bratcher (6-8 Counselor): ILP Parent Meeting/Training ILP Report SBDM Policy: School Schedule

B) To what extent does school leadership ensure that protected time is allocated in the schedule so that all students can receive instruction in the Arts disciplines?

School leadership and select teachers plan the annual school budget.

Arts teachers are invited to participate in planning the annual school budget.

Arts teachers participate in and provide input into the school budget to ensure adequate and quality materials, equipment, space and technology are available to offer the curriculum.

Map of BCMS SBDM Agenda and Minutes SBDM Policy: School Space Use GoAnimate Subscription and PO M Crawford (6-8 A&H): Art Supplies Budget Needs

submitted to SBDM A&H Purchase Orders for Supplies, Membership Fee

C)D) To what extent does school leadership ensure that arts teachers are invited to participate in planning the annual school budget?


Arts teachers are assigned unmanageable class loads and/or inadequate/ inappropriate facilities.

Arts teachers are assigned manageable class loads based on course and facilities.

Arts teachers are assigned equitable class loads based on course and facilities as compared to other teachers in the building.

Master Schedule Map of BCMS SBDM Minutes: Schedule Approval SBDM Policy: Class Loads Policy IC Report: Teacher Load

E)F) To what extent does school leadership ensure that arts teachers are assigned manageable class loads based on course and facilities?

Arts teachers receive planning time, but this is not equitable to other content areas.

Arts teachers receive planning and travel time that is equitable with other content areas.

Arts teachers receive equitable planning time and participate in cross-curricular planning.

Master Schedule SBDM Policy: Staff Assignment BCMS PD Plan

G)H) To what extent does school leadership ensure that arts teachers receive planning and travel time that is equitable with other content areas?

The principal allocates time and resources to implement the arts programs, but these are not equitable to other content areas.

The principal and Arts teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs.

The principal collaborates with Arts teachers when planning for the allocation of time, appropriate facilities and resources to implement the arts program, and acts upon the recommendations.

Master Schedule Team Meeting and PLC Minutes SBDM Policy: Space Use, Staff Assignment and Instructional

Practices A&H Purchase Orders for Supplies, Membership Fee GoAnimate Subscription and PO J Evans (6-8 Band & Gen Music): Email between principal

(scheduling, money, equipment, fundraising, etc) L Cardwell (6-8 Library Media): New Art Books available M Crawford (6-8 A&H): Art Supplies Budget Needs

submitted to SBDM

I)J) To what extent does the principal and Arts teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs?

School councils establish policies for the allocation of staff based on needs of students.

Decisions related to arts program staffing are based on student need and interests.

Decisions related arts program staffing are made based on data from the ILP, student need and/or interests and/or community needs.

SBDM Policies: Staff Assignment, Student Assignment and Instructional Practices

S Bratcher (6-8 Counselor): ILP Parent Meeting/Training ILP Report

K)L) To what extent does school leadership ensure that decisions related to arts program staffing are based on student need and interests?

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all arts and humanities program efforts and support teacher leadership through shared leadership strategies and actions.

Needs Improvement Proficient Distinguished Evidence

The principal is the only evaluator of the impact of arts instructional practices on overall student achievement in the school.

The principal enlists Arts teacher leaders to collaborate, evaluate and reflect on the impact of the arts instructional practices on overall student achievement in

The principal and Arts teachers collaboratively evaluate, reflect on the impact of, and provide support for the arts instructional practices on overall student achievement

Master Schedule A&H Purchase Orders for Supplies, Membership Fee BCMS PD Plan Data Day Agenda & PowerPoint Program Review Scoring PD


the school. PGP & Student Growth Goals Teacher & principal evaluations/observation

To what extent does the principal enlist Arts teacher leaders to collaborate, evaluate and reflect on the impact of the arts instructional practices on overall student achievement in the school?

The principal initiates professional learning regarding the school’s arts programs.

The principal initiates and participates in professional learning regarding the school’s arts programs.

The principal participates in and leads professional learning regarding the school’s arts programs.

BCMS PD Plan A&H PD (6-1-15 & 11-2-15) – T Freeman GRREC Literacy Coaching Strategies Program Review Scoring PD PGP & Student Growth Goals Teacher & principal evaluations/observation PLC Meeting

To what extent does the principal initiate and participate in professional learning regarding the school’s arts programs?

The principal rarely provides communication with parents and community about arts programs.

The principal frequently provides communication with parents and community about arts programs.

The principal regularly provides a variety of sources, including technology and media resources, when communicating with parents and community about arts programs.

K-PREP test results PowerPoint shared at SBDM and on school’s website

Program Reviews Scoring Guide on school’s website BCMS Messengers School’s Facebook page Remind 101; One-Call

To what extent does the principal provide frequent communication with parents and community about arts programs?


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