Arts & Humanities – Program Review Scoring Guide(Mid-Review February and Final Review March/April)

When emailing me your evidence – include which Program Review and short (one to two sentences) description of topic/activity.Curriculum and Instruction: Demonstrator 1 – Student AccessNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?The arts program offers creating, performing, and responding processes in 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 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 three processes of creating, performing, and responding to the arts with the support of teachers, beyond the regular classroom.

6th Grade: Students learn Dances of the DecadesBucklew: student cartoons and drawings using foreign language vocabularyDonaldson: Flocabulary used to put parts of speech to musicJohnson: Graph/chart, music to teach content (properties song, Itty Bitty Dot), initials measure anglesMartin: co-ordinate graphing (UK), Icosahedron paper folding activities, creating an astrolabe McKinney: students singing math songsMudd: Physically mapping the Nile employs motions, rhythm, dynamics applied to drawing a map of the Nile. Smith-Thomas: student performancesTaylor: FlocabularyTyree: Diagrams: human organ systems (labeled), geologic events, mouse trap car project (design, build and revise), rain shadow effect – similar comparison, rock cycle, nitrogen cycle and moon phasesWallace: Reader’s Theatre, Alien Names/Symmetry & MusicBratcher: 12 Days of Christmas (own words) & sung to class, SumoPaint, Wordle and CommercialsEadens: Drawing demonstrating electrical wire Elmore: Flocabulary, Funeral, and skit of Raven (mood of painting with skit)Doughty: Flocabulary, Elements of Plot song &

Donaldson: Lesson plans on H DriveJohnson: Student work and videoMartin: classroomMcKinney: videoMudd: Agenda, tests, officers list and materials folderSmith-Thomas: in student folders, located in teacher binder and picturesTyree: Journals, Plate boundaries, pictures, diagrams, and modelsWallace: Lesson Plans, Photograph & VideoBratcher: Go Animate acct, SumoPaint and Wordle, iMac or CD/DVDEadens: Sample work Elmore: Lesson plans and student’s writers notebookDoughty: Lesson plan

Poetry ToolkitAll 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.

All student 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

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.

Taken care of by Administrators, A & H Teacher & G/T Teacher

Taken care of by Administrators, A & H Teacher & G/T Teacher

Curriculum and Instruction: Demonstrator 2 – Aligned and Rigorous CurriculumNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?The arts curriculum is not fully aligned with the Kentucky Core Academic Standards

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

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

Smith-Thomas: collaborate with Art teacher6th Grade: Decade Dance with Bivens

Smith-Thomas: Lesson plan6th grade: lesson plan

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

The arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Common Core Standards for

The curriculum goes beyond basic literacy in the arts to include communication through the students’ arts

Bucklew: poems, songs to remember demonstrateDonaldson: Students listen to songs and read lyrics and evaluate figurative language.Fazel: Reading ActivityTaylor: Venn Diagrams, flashcards

Donaldson: Lesson plans, 6th grade binderFazel: PowerPoint and PicturesElmore: lesson plans and writer’s notebook

disciplines. English/Language Arts. products and performance as a distinctive literacy in itself as well as written and verbal communication utilizing the Common Core Standards for E/LA.

Elmore: Cowboy Casanova and See It, Sketch ItMudd: timeline illustration analysisBrown: Key vocabulary art

Mudd: lesson plansBrown: lesson plans and student work

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

Bucklew: design an animal in adaptation unit and make habitatFazel: Animal Poster Designer AnimalsWallace: Preamble – Draw iconsElmore: Edgar Allen Poe lesson plan using art Taylor: student made fraction stripsMudd: Timeline illustration analysisBrown: key vocabulary art

Bucklew: student drawings & descriptionFazel: Feb – in classroom Wallace: Student journalsElmore: Student journalsMudd: lesson plansBrown: lesson plans and student work

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

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.

Bucklew: study cultures in each and traditional after school snacks from other culturesDonaldson: RenaissanceSmith-Thomas & Elmore: Holocaust and Outsiders Mudd: Timeline illustration analysis

Bucklew: picturesDonaldson: student work and lesson plansSmih-Thomas – lesson plan, movie and essayMudd: lesson plans

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

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

other student needs.Curriculum and Instruction: Demonstrator 3 – Instructional StrategiesNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?Teachers rarely incorporate all three components of arts study: creating, performing and responding to the arts.

Teachers systematically incorporate all three components 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 and performing. Students apply analytical skills at a high level while responding to the arts

Johnson: Performing songs (Property song, Itty-Bitty Dot and Integer Song)Smith-Thomas & Elmore: writing play and performingMudd: China CheerBrown: YouTube Song

Johnson: Copies of lyrics & video of performance on cell phoneSmith-Thomas: lesson plan and student workMudd: lesson plansBrown: lesson plans

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

Smith-Thomas & Elmore: writing play and performingBrown: images from AustraliaEmbry: White House Alexander Hamilton FlocabularyBrown: Flocabulary

Smith-Thomas: lesson plan and student workBrown: lesson plansEmbry: Lesson plansBrown: lesson plans

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

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

A & H Teachers ONLY A & H Teachers ONLY

appropriate for students. are relevant and developmentally appropriate.

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 Core Academic Standards within the arts and other content areas.

Donaldson: Landon Hampton Embry: Art Guest

Donaldson: PowerPoint Embry: picture

Curriculum and Instruction: Demonstrator 4 – Student PerformanceNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?Students are not actively engaged in all three components of creating, performing, and responding in the arts.

Students are actively engaged in creating, performing and responding to the arts.

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

Wallace: Reader’s TheatreLA Group: FlocabularyMudd: China Cheer

Wallace: Lesson PlansLA: Lesson plansMudd: lesson plans

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.

Elmore: Wounded Warrior cards – students drew pictures on some of the cardsSmith-Thomas: Anne Frank comparison of Black/White Anne Frank vs new versionDoughty: Charlie and the Chocolate Factory – comparing the new and old version. Read and perform the parts

Elmore: student samplesSmith-Thomas: lesson plansDoughty: Lesson plans

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.

Donaldson: LA Vocabulary PosterWallace: Word WallMudd: 42 movie – discussion about time periodBrown: Tolerance lessons

Donaldson: PictureWallace: PictureMudd: lesson plansBrown: lesson plans

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).

Bucklew: journal about French artDonaldson: Journal reflections over creating the poetry tool kits.Johnson: singing

Donaldson: Journals in room 101.

Students rarely demonstrate the ability to be self-sufficient in creating artistic products.

Students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance

Students initiate and produce their own creative projects.

Martin: PowerPoint and Mouse trap carsBrown: wall

Martin: classroomBrown: pictures

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

Bucklew: Red Ribbon Web, canned food drive, raising money for Relay for LifeDonaldson: Students participate in plays during class.Doughty:

Donaldson: 6th grade binder.

assessment events are used as tools for reflection and review, and used adjust and improve the school instructional program.

Formative and Summative Assessment: Demonstrator 1 - AssessmentNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?Formative and summative arts assessments show some alignment with components of the Kentucky Core 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 Core 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 KCAS and inform instruction in the classroom leading to student improvement.

Bucklew: gradeTyree: Mouse trap carsDoughty: 3.8 ParagraphElmore: 3.8 Paragraph – mid-term grade

Tyree: design and functionalityDoughty: lesson plan & student workElmore: lesson plan & student work

Teachers are the primary reviewers of student work and students do not effectively use developmentally or grade level appropriate peer review or critique to evaluate each other’s work.

Teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other’s work.

Students independently and objectively utilize developmentally or grade level appropriate oral and written peer reviews and critiques to evaluate each other’s work.

Donaldson: Students complete PQP of peer work.Tyree: Mouse trap cars – test for speed, acceleration and momentum

Donaldson: 6th grade binder.Tyree: Lesson plans

Formative and Summative Assessment: Demonstrator 2 – Expectations for Student LearningNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?Exemplars or models are used in classroom instruction, but

Exemplar/models are used to encourage students to demonstrate

Exemplars/models are used with every instructional

Bucklew: show examples of family trees and cartoonsElmore: Gradual Release

Elmore: lesson plans

students are not clear as to how they can apply what they learn from models.

characteristics of rigorous work in the appropriate art form in most instructional lessons/units.

lesson/unit (e.g. historical masterpieces, current works, performances by exemplary artists, or exemplary student work).

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.

Donaldson: Story journal scoring guide.Embry: Rubric

Donaldson: On the H Drive (7th grade English)

Teachers develop rigorous student learning and academic growth goals that are attainable, reflect acceptable growth and are related to identified student needs, but the SMART (specific, measurable, appropriate, realistic and time bound) goals process needs refining

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

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

6th Grade Dance

Formative and Summative Assessment: Demonstrator 3 – Assessment of TeachingNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?

Teachers 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.

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.

Bucklew: students discuss and journal about caroling and folk dancingDonaldson: Story journal edit.

Donaldson: On the H Drive and lesson plans.

Professional Development: Demonstrator 1 - OpportunityNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?A professional development action plan is developed.

The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP) and supports grade level appropriate instruction in the Arts and Humanities.

The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP), supports quality instruction in the Arts and

Humanities and is revisited throughout the year to assess the implementation, program fidelity and to make necessary revisions.

Arts and Humanities teachers have some access to job embedded professional development opportunities.

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

A variety of job embedded professional development opportunities are available to the Arts and Humanities teachers to encourage continuous growth and are tailored to meet individual needs of teachers and students.

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Arts and Humanities professional development opportunities are limited and do not focus on research based best practices that will support teacher Professional Growth Plans.

Arts and Humanities professional development opportunities focus on research based best practices and are planned based on school and student data and teacher Professional Growth Plans.

A variety of Arts and Humanities professional development opportunities are available and focus on research-based best practices that support teacher Professional Growth Plans and are based upon school and student data.

Elmore: Engagement CubeEmbry: PGP – incorporating more art discipline in content

Elmore: PGP – Mr. Tuck

The school encourages collaboration

The school schedule allows for Arts and Humanities and

The school allocates time for Arts and

between Arts and Humanities and academic core teachers, but does not allocate time for collaboration to occur.

academic core teachers to collaborate and exchange ideas.

Humanities and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional development trainings.

Professional Development: Demonstrator 2 – ParticipationNeeds Improvement Proficient Distinguished What is your evidence? Where it is located?Arts and Humanities teachers participate in arts content-specific professional development, but no evidence of implementation.

Arts and Humanities teachers participate in arts content-specific professional development selected based on school, student and teacher data analysis.

Arts and Humanities teachers participate in arts content-specific professional development that is selected based on school, student and teacher data analysis and impact is evident.

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Arts and Humanities teachers are members of professional learning communities.

Arts and Humanities teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement.

Arts and Humanities teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and improving student

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achievement and share this information school wide.

Arts and Humanities teachers are members of professional organizations.

Arts and Humanities teachers are leaders in professional organizations and the school.

Arts and Humanities teachers are leaders in professional organizations, the school and the community.

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Arts and Humanities teachers have limited contact with external partners.

Arts and Humanities teachers regularly collaborate with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups with a focus on the arts.

Arts and Humanities teachers are provided with time in the school schedule, a stipend and/or professional development credit for collaboration with community, business, and postsecondary partners through advisory committees, work exchange programs and/or community groups.

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Some teachers in the school receive professional learning opportunities to enhance the integration of the

Most teachers in the school receive and implement professional development to enhance the integration of the Arts and Humanities content

All teachers in the school receive and implement professional development to enhance the

Social Studies: Cobin MS – Brent Jackson

arts and humanities content.

into school curricula. integration of the Arts and Humanities content into school curricula.

Administrative/Leadership Support and Monitoring: Demonstrator 1 – Policies and MonitoringNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?School 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

Taken care of by Administrators Taken care of by Administrators

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

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

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

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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

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Arts teachers are Arts teachers are Arts teachers are A & H TEACHERS ONLY A & H TEACHERS ONLY

assigned unmanageable class loads and/or inadequate/ inappropriate facilities.

assigned manageable class loads based on course and facilities.

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

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.

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

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

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

Taken care of by Administrators Taken care of by Administrators

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.

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Administrative/Leadership Support and Monitoring: Demonstrator 2 – Principal LeadershipNeeds Improvement Proficient Distinguished What is your evidence? Where is it located?The principal is the The principal enlists Arts The principal and Taken care of by Administrators Taken care of by

only evaluator of the impact of arts instructional practices on overall student achievement in the school

and Humanities teacher leaders to collaborate, evaluate and reflect on the impact of the arts instructional practices on overall student achievement in the school

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

Administrators

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

Taken care of by Administrators

SS - PD

Taken care of by Administrators

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

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

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

Taken care of by Administrators Taken care of by Administrators