Addressing Student Needs in an Era of

New Content Standards

.

Arts Education: Day 2NCDPI Summer Institutes 2012

Opening

Housekeeping

http://ances.ncdpi.wikispaces.net/

http://ances.ncdpi.wikispaces.net/Arts+Education+Content+Sessions+2012

1. How does this content area prepare students to be future ready?

2. How does this area connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to this content area?

Facilitated Team Time

Walk About Reflection

Future Directions in Arts Education

• State and National

–Data and Initiatives

– Implications

State of the Arts:

North Carolina

Policy and Legislation

•Basic Education Program (§ 115C-81)

The NC Standard Course of Study

Common Core State Standards NC Essential Standards

NC Legislation

1985 Basic Education Program 2008 Joint Select Committee on Arts Education

2009 S66 and H149

2010 S66 Arts Education Task Force

2011-12 H758 Arts Education

Commission

2012 Legislation

S66 Comprehensive Arts Education

• Arts Education – (arts as core, academic subjects)

• Arts Integration – (arts as a catalyst for learning across the curriculum)

• Arts Exposure – (exposure to arts experiences)

Comprehensive Arts Education

Arts Integration

Arts Exposure

Arts Education

NCDPI Alignment and Support: A+ Schools Program

• Data Collection and Analysis

• Monitoring and Collaboration

• Professional Development

Michelle Burrows | DirectorA+ Schools Programmichelle.burrows@ncdcr.govtel: 919.807.6503

http://aplus-schools.ncdcr.gov/

H758: Arts Education Commission• Duties

• 3 Meetings (February – April 2012)

• Final Report (May 1, 2012)

– 5 Findings/Recommendations

– 3 Legislative Proposals in Report

H758: Arts Education Commission

1. Importance of Arts Education

2. Comprehensive Arts Education Task Force (Legislative Proposal 1)

3. Arts Education Graduation Requirement (Legislative Proposal 2)

4. Professional Development and Education in Arts Integration

5. Locally Driven Comprehensive Arts Education (Legislative Proposal 3)

S724: An Act to Improve Public Education

• requires that pre-service elementary teachers and lateral entry teachers are prepared to “integrate arts education across the curriculum”.

• Wide-scale education legislation

• signed into law by the Governor on June 26, 2012

Enrollment in Arts Education Courses, K-12

Dance 2.99%

Music 59.85%

Theatre Arts 5.44%

Visual Arts 53.66%

All Arts 122.09%

NC Statistical Profile 2009-2010  ELEMENTARY MIDDLE HIGH TOTAL

Classes Students Classes Students Classes Students Classes Students

DANCE 808 16,622 705 14,217 1228 12442 2741 43,281

  2.43%   4.33%   2.86%   2.99%

MUSIC 28,529 590,628 8,773 179,226 9,017 95,788 46,319 865,642

  86.43%   54.56%   22.04%   59.85%

THEATRE ARTS 836 17,492 1,409 29,579 2,599 31,583 4,844 78,654

  2.56%   9.01%   7.27%   5.44%

VISUAL ARTS 26,356 547,603 7,093 140,078 6,999 88,481 40,448 776,162

  80.13%   42.65%   20.36%   53.66%

FOLK ARTS (K-12) 0 0 54 1,172 31 650 85 1,822

  0.00%   0.36%   0.15%   0.13%

COMMUNITY COLLEGE ARTS

0 0 0 0 115 403 115 403

  0.00%   0.00%   0.09%   0.03%

SUBTOTALS  56,529 1,172,345 18,034 364,272 19,989 229,347 94,552 1,765,964

  171.55%   110.90%   52.78%   122.09%

TOTAL STUDENTS IN NC SCHOOLS

  683,396   328,470   434,524   1,446,390

Licensed Arts Educators in NC

Dance Music Theatre Arts

Visual Arts

Total

171.43 2,597.67 345.66 2,101.22 5,215.98

1,434,436 Students (ADM)

Local Education Agency (LEA) Year Implemented

Burke County Schools 1990

Columbus County Schools 

1992

Newton Conover Schools 

2007

Pitt County Schools* 

2004

Rowan-Salisbury

2004

Local Arts Education Graduation Requirements

* Pitt County has a Local School Board Policy (9.201) which calls for a comprehensive and sequential arts

education, K-12, in addition to the local high school graduation requirement.

Arts Education: Dance, Music,

Theatre Arts, Visual Arts

Course Coding Updates

Highlights

– Beginning, Intermediate, Proficient, Advanced courses in each discipline

– Specialization by proficiency level in each discipline

– AP and IB retain separate designations

High School Proficiency Levels

Beginning Intermediate Proficient* Advanced*

Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).

Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.

Standards are for students who have achieved intermediate level standards in the discipline at the high school level.

Standards are for students who have achieved proficient level standards in the discipline at the high school level.

High School SequencingIf the student has had a complete K-8 progression or has achieved beginning level standards in dance, music, theatre arts, or visual arts

If the student has no or limited K-8 progression in the arts discipline (dance, music, theatre arts, or visual arts)

Beginning (Entering) (Introductory)

Introductory/Beginning Coursework in Dance, Music, Theatre Arts, or Visual Arts

Intermediate Intermediate

Arts Electives in an Arts Discipline

Proficient

Proficient

Honors Courses

AP Courses

IB Courses

Advanced Advanced

High School Options

• Electives Requirements (Future-Ready Core) – 6

• Electives requirements (NC Scholars)

• Interest or specializations

• 4-unit Concentrations

Concentration Recommendations• Sequence of courses in an arts discipline with at

least one advanced course (beyond intermediate level)

• Culminating project or capstone experience to demonstrate advanced skills– producing a student-written play

– choreographing a dance for a public performance

– publishing and conducting a student-written musical composition

– producing a student exhibition of original art

Proficiency: Arts Education

What does it mean to be proficient?

“well advanced in an art, occupation, or branch of knowledge” http://www.merriam-webster.com/dictionary/proficient

– proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession

Proficiency

• implies a thorough competence derived from training and practice

• implies knowledge as well as technical skill

Suggested Student Profile

• Upon entry to high school level study, it is suggested that each student be assessed via a student profile

• This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

Suggested Student Profile

• The profile documents:

– arts education and student academic performance in any of the four arts education disciplines at the K-8 levels,

– arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

Student Placement

• Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.

• Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.

Student Placement Practices• student profile

• checklists and rubrics

• pre-requisites

• other criteria

Student Placement Resources• Arts Education Wiki

• Other School Systems

• LinguaFolio (ArtsFolio)

• Future support:

– Webinars, proficiency team 2012-13 SY

– Formative and Summative Assessment Examples/Prototypes

State of the Arts:

National

National Reports

The Arts and Achievement in At-risk Youth:

Findings From Four Longitudinal Studies

(March 2012 – National Endowment for the Arts)

At-risk teenagers or young adults with a history of intensive arts experiences show achievement levels closer to, and in some cases exceeding, the levels shown by the general population studied.

National Reports

Arts Education in Public Elementary and

Secondary Schools: 1999-2000 and 2009-2010

(April 2012 – US Department of Education, National Center for Education Statistics)

Contains Key Indicators for Arts Education in 2009-10 and comparisons with 1999-2000, where applicable.

US Instruction Available in Elementary Arts Education

Year Dance Music Theatre Arts Visual Arts

1999-2000 

20% 94% 20% 87%

2009-2010

3% 94% 4% 83%

US Instruction Available in Secondary Arts EducationYear Dance Music Theatre Arts Visual Arts

1999-2000 

14% 90% 48% 93%

2009-2010

12% 91% 45% 89%

Available now: Crosswalks Unpacking the Standards I Can Statements by Content Area

In development: Graphic Organizers (available February 20, 2012) Assessments

Formative: NC FALCON, ArtsFolio/Student Profile Assessment Examples Measures of Student Learning

Learning Progressions/Learning Maps Terminologies Other Tools

http://www.artsedsearch.org

National Standards

• National Standards (1994)

• National effort underway for re-conceptualization of the standards

National Standards

National Standards

Media Arts

Dance

Music

Theatre Arts

Visual Arts

National Standards

• National Coalition for Core Arts Standards (NCCAS) Wiki:

https://nccas.wikispaces.com/Home

MSL UpdatesArts Education

July 2012

MSL Updates

• Educator Effectiveness website (soon)

– linked from http://www.NCPublicSchools.org

• Arts: More local control and less state direction

• NCDPI Guide for Measuring Student Learning

– (Arts and other areas)

– Information for how teachers and principals can determine what student evidences demonstrate learning

– Teachers who assisted with MSLs in 2011-12 will inform process

– Local decisions to inform best process

• (student learning objectives; pre-/post-assessment)

Jennifer PrestonRace to the Top Project Coordinator for Teacher and Leader Effectivenessjennifer.preston@dpi.nc.gov [P] 919.807.4187[C] 845.797.2361[F] 919.807.4000

MSL Contact

Teacher Evaluation Process

“Teachers advocate for schools and students.”

Standard I, Element DTeachers advocate for positive

change in policies and practices affecting student learning.

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+2 (Section G)

My professional commitment…

Building Local Capacity

• Go to your regional section of the wiki

• Upload at least one resource to share

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

I used to think…but now I know...

• Is a self-assessment and reflection exercise that helps students recognize whether and how their thinking has changed at the end of a sequence of instruction.

One Word

• How do you feel about standards implementation

right now?

Evaluation and Future Directions

Whatworked well

Suggestions for

improvement

NCDPI Arts EducationChristie Lynch Ebert

Arts Education Consultant (Dance and Music) and Liaison to the A+ Schools Program

christie.lynchebert@dpi.nc.gov919-807-3856

Brenda Wheat WhitemanA+ Arts Education Specialist

brenda.whiteman@dpi.nc.gov919-807-3820

VacantArts Education Consultant

(Theatre Arts and Visual Arts)

NC Department of Public Instruction - Division of K-12 Curriculum and InstructionK-12 Programs Section

Helga Fasciano, Section Chief