Writing Demonstrator 3-E- and 4-A-Using a variety of writing strategies to communicate-Fraye

Anna Sullivan-Using Frayers to communicate understanding of terms and concepts of the Social Studies and Standards.. Dem. 3-E and 4-A

Demonstrator 3- Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

E-Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.  

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. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Curriculum and Instruction Writing 2-B and 3-F as well as Instructional Strategies 1-A

Curriculum and Instruction -Writing
Demonstrator 2: Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.



B: Curriculum integrates the strands of literacy (reading, writing, speaking, listening and language use) across content areas to explicitly instruct and develop communication skills.



Students were given an opportunity to be a part of Operation Gratitude in US History. With that, they chose to write a letter to a veteran with an option for artwork as well. Below is evidence of letters being written. You will also find evidence of peer reviews not once but twice and then a final review by me. Student work on this over the course of the month of November with final drafts. Evidence includes pictures of peer reviews in writing using a scoring guide, a video of peer review and feedback.

 

Writing Demonstrator 1-A-Student Access and Writing 2-E for Aligned and Rigorous Instruction

Anna Sullivan

Writing Demonstrator 1-Student Access:  All students should have equitable access to high quality curriculum and instruction.  Full implementation of a writing curriculum encompasses reading, speaking and listening opportunities. 

A-   Students participate in intentionally planned literacy learning opportunities to explore ideas and design products across content areas.

Student interpreting and looking up words they don’t know.  After students have highlighted words they are not familiar with, they will begin rewriting the Declaration of Independence.   This is evidence of students working together to interpret and rewrite. 

Arts and Humanities-Professional Development

Arts and Humanities

Professional Development

Demonstrator 1: Opportunity: Professional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.  

B: Job embedded professional development opportunities are available to Arts and Humanities teachers to encourage continuous growth. 

On April 14, teacher from all department collaborated on learning and exploring new ideas, technology and instructional methods to improve as well as enhance student learning. Mr. Lykins has gathered information that will enhance teacher’s instruction as well as add to student learning. Evidence is provided for this standard through pictures and video.

PLCS -Professional Development

PLCS-Evidence

Demonstrator 1: Opportunities: Professional opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning.

B: Job embedded professional opportunities are available to PLCS teacher to encourage continuous growth.

On April 14, teacher from all department collaborated on learning and exploring new ideas, technology and instructional methods to improve as well as enhance student learning. Evidence is provided for this standard through pictures and video. 

ARTS AND HUMANITIES DEMONSTRATORS 2-C AND 4-F September 2014

Arts and Humanities

Demonstrator 4: 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.

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

Demonstrator 2:  An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards.

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

Students were given the opportunity to take a field trip to the Folk Arts Center in Morehead.  Student viewed different forms of art throughout historical eras including art and photography from the Civil War time period.  Below are pictures of the student group that went and the work they analyzed and reflected upon. 

Arts and Humanities-Demonstrator 1-A- and 2-C and 2-E: Curriculum and Instruction

Arts and Humanities

Curriculum and Instruction

Demonstrator 1: Student Access:  All students should have equitable access to high quality curriculum and instruction.

A: Access is provided for all 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 (dance, drama, music and visual arts.)  

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

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

As part of the program of Arts in the US History classroom, I provide students many opportunities to use art in a variety of ways in the classroom.  Today, students were able to create artwork for the veterans to be sent in with letters that were written. Students were given the option of using the artwork for the school art competition for the Veterans Day Ceremony. Although the students were given the option, none of them chose to complete the pieces they drew for me.  There were a few who are also enrolled in art class who developed a another piece to use.