Practical+Living_Career+Studies

= Curriculum/Instruction =

===**__Demonstrator 1. Student Access:__ All students should have equitable access to high quality curriculum and instruction.**=== 10/11/2011 TSauley PL/CS Dis c: [|evidence]
 * 11/07/11 DEG Sci pro c; [|evidence]**
 * 11/07/11 DEG Sci pro d; [|evidence]**
 * 11/07/11SPDD SCI pro b;[|evidence]**
 * 9/22/11 CAdams PL/CS dis c; [|evidence] 2nd [|evidence] 3rd [|evidence] 4th [|evidence] 5th [|evidence] 6th [|evidence] 7th [|evidence]**
 * 11/07/2011 CBurriss Dis a; [|evidence]**
 * 11/07/2011 CBurriss Dis a; [|evidence]**

__**Demonstrator 2. Aligned and Rigorous Curiculum:**__ **An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards.**

 * 09/23/11 TSauley PL/CS Dis e; [|evidence]**
 * 09/13/11 TSauley PL/CS Dis a thru d; [|evidence] 2nd [|evidence]**
 * 09/13/11 TSauley PL/CS Dis e; [|evidence]**
 * 11/7/11 RPlank Dis a; [|evidence]**
 * 11/7/11 KScott Dis a: [|evidence]**
 * 11/7/11 CBurriss Dis c; [|evidence] 2nd [|evidence]**
 * 11/7/11 SPoeppelman, DDietrich, Biology, Dis e, [|Evidence]**
 * 11/7/11 KLykins, CBurriss, Dis a, [|evidence]**

**__Demonstrator 3. Instructional Strategies__: All teachers should implement instructional strategies that provide quality, variety, and access for all students.**
= **Formative and Summative Assessment** =
 * 11/07/11 CAdams PL/CS Dis f;[| evidence]**
 * 11/07/11 CAdams PL/CS Dis f: [|evidence]**
 * 09/13/11 TSauley PL/CS Dis a/c/i; [|evidence]**
 * 09/13/11 TSauley PL/CS Dis b/f/h/j; [|evidence]**
 * 11/7/11 SPoeppelman Contact Time, Dis 3e, [|Evidence]**
 * 11/7/11 SPoeppelman, SVoiers, Chemistry, Dis 3e, [|Evidence]**
 * __Demonstrator 4. Student Performance__: When all students are provided access to an aligned and rigorous curiculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level.**
 * 09/13/11 TSauley PL/CS Dis a thru d; [|evidence]**
 * 11/7/11 SPoeppelman, Contact Time, Dis i and k, [|Evidence]**
 * 2/28/12 TSauley PL/CS; evidence in JROTC Portfolio**

11/7/11 BSilvey PL/CS; evidence on Thumb Drive
11/30/11 TSauley PL/CS Dis b; [|evidence] 01/31/12 TSAULEY PL/CS Dis b; [|evidence] 2/28/12 TSauley PL/CS; evidence in JROTC CPS 2/28/12 TSauley PL/CS; evidence in JROTC Portfolio

=== __Demonstrator 3. Response to Assessment:__ Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. ===

09/15/11 TSauley PL/CS Dis c; [|evidence]
=** Professional Development and Support Services **= = = ===** __Demonstrator 1. Planning:__ Professional Development opportunitiees are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning. **===

** 9/2 7/11 T.Sauley PL/CS Dis. h; **[|Evidence]
===** __Demonstrator 2. Participation:__ Teachers participate in program-specific professional development designed to meet their needs. PL/CS teachers participate in professional development focused on 21st Century Skills. **===

=** Administrative/Leadership Support and Monitoring **= = =

** __Demonstrator 3. Policies and Monitoring:__ The SBDM Council and school leadership shall establish and monitor implementation of policies concerning a school's PL/CS program. **

 * 11/05/12 TSauley PL/CS;[] **

===** __Demonstrator 4. Principal Leadership:__ Principals are the primary leaders of all program efforts, and support teacher leadership through shared and distributed leadership strategies and actions. **=== = =
 * 11/05/12 TSauley PL/CS; evidence[] **