kde arts humanities program revie ah program... · web viewthe arts program offers creating,...

KDE Arts Humanities Program Review

Arts and Humanities: Scoring Guide 2014-2015

Curriculum and Instruction

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

Needs Improvement

Proficient

Distinguished

Evidence

a) The arts program offers creating, performing, and responding processes in the arts, but not all four arts disciplines are included.

a) 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)

a) 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.

Flocabulary (School license) Donaldson, Fazel, Crawford, Bucklew, McCrocklin, Graham, Doughty, McKinney, Fuller and L. Cardwell

Documentation of participation in state and/or national art events

-School-wide video (Macys Contest)

-STLP: Art (Digital Art, Graphic Design, Manipulated Image, Photo), Video, Music, Multimedia, ePublishing; Bear Pride News (weekly school news show)

-BCMS Art Show

-M Crawford: Mammoth Cave National State Park Art Exhibit

-B Eadens and M Crawford: WRECC collaboration project

-J Ausbrooks: KMEA Festival, Large Ensemble

-T Lowe: KMEA Festival

-P Fazel: Festival of Trees

Access to IEP/504 Plans/Gifted and Talented Service Plans/Limited English Proficient (LEP) in Infinite Campus

School-wide: Red Ribbon Week Door Decorating

Master Schedule

6th, 7th & 8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interaction)

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Art Club, Art Packet for Teachers

6th Grade Play Pinocchio

T Lowe: Veterans Day Performance; 12 Days of Christmas (remake audio file)

J Ausbrooks: National Anthem, Band Show, Christmas Concert and Parade; Band Festival practice (audio file)

Math RAISE Scoring Sheet

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

STLP: Aladdin (Musical) & Owensboro Museum of Fine Art field trip

A Fuller: Flocabulary song (Mean, Median and Mode)

L Cardwell: Book Club (Public Library Music and Book Fair Setup); The Giver play

P McKinney & R Johnson (7th Grade Math) Solving Equations Song, Comic Strip (onomatopoeia)

S Bratcher: Health Animation, Health Comic Strips

SBDM Curriculum Policy and minutes

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?

b) Discipline-based instruction is not provided for each arts discipline as outlined in the Kentucky Core 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.

b) 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 Core 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.

b) 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.

A&H Program Manager Meeting Minutes 12/8/14 & Meeting 2/2/15

Master Schedule

M Crawford: 4th Period Art Rotation Schedule and Content, Art reference packet for teachers Common Core and Arts Integration, Communication to parents

T Lowe: Veterans Day Program Choir Performance; 12 Days of Christmas (remake audio) incorporated on school news

STLP: Bear Pride News (weekly school news show)

Gifted and Talented Service Plan

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 Core Academic Standards?

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

Needs Improvement

Proficient

Distinguished

Evidence

a) The arts curriculum is not fully aligned with the Kentucky Core Academic Standards.

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

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

M Crawford collaboration with B Eadens (WRECC), P Wallace (AH Rubric), B Frazier and L Cardwell (Biomes), L Wood (Fall Break trip - Qatar), STLP (Art piece selection for Digital Products competition), D McCrocklin (Bridge Building), J Scott (YSA), C Dockery/P McKinney/L Winters/S Bratcher/C Donaldson/A Cardwell (Name the Presidents)

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

A & H Program Review Managers Meeting Minutes 12/8/14 & Meeting 2/2/15

A&H Committee Meeting

A & H PLC Meeting 1/20/15

A & H Lesson Plans: M Crawford and T Lowe

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

b) 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.

b) The arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Common Core Standards for English/Language Arts.

b) 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 Common Core Standards for E/LA.

H Elmore: Ravens The Funeral of Atala

J Ausbrooks: National Anthem Self-Reflection Writing; The Sound of Music movie reflection

L Graham: Zentangle writing

L Winters: Roll of Thunder, Hear My Cry movie vs book comparison

L Wood: Utopia Write-up with Illustration

M Crawford: Art Critique, Peer Critique, Student Critique and Self Reflection (Round 1 and 2), Performance Evals, Why people dance?

P Bucklew and P Fazel: Pinocchio Play vs Story Comparison

P McKinney: Comic Strip (onomatopoeia)

T Lowe: Veterans Day performance Reflection

S Bratcher: Health Animation, Health Comic Strip

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 Common Core Standards for English/Language Arts?

c) 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.

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

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

A&H Committee Meeting Minutes

A&H PLC Meeting Minutes

M Crawford collaboration with B Eadens (WRECC), P Wallace (AH Rubric), and B Frazier & L Cardwell (Biomes), L Wood (Fall Break trip - Qatar), C Dockery/P McKinney/L Winters/S Bratcher/C Donaldson/A Cardwell (Name the Presidents), D McCrocklin (Bridge Building), J Scott (YSA)

Flocabulary (School license) Donaldson, Fazel, Crawford, Bucklew, McCrocklin, Graham, Doughty, McKinney, Fuller and L Cardwell

A Cardwell: Graphing in Math

A Fuller: Flocabulary Song (Mean, Median and Mode), Creative Drawing and Ratios

A Smith-Thomas: Raven cover, Artistic Expression, Symbols/Sketches M Angelou

C Dockery: Imagery Analysis Chart

C Dockery collab P McKinney: Onomatopoeia Comic Strips

C Donaldson: Cuneiform Alphabet, and Vocab Posters (History & Economic) and Presentations

C Scott: Play about the senses and responding; Future goals image

D McCrocklin: Factor Tree

E Clark: Vocab Illustrator; Hatchet poster

H Elmore: Acting Exploding Moments, Readers Theater Tell Tale Heart, Shields and Life Maps, Ravens The Funeral of Atala

J Embry: Salem Witch Trials Demonstration, Vocabulary Posters and Presentations; Music from Campaigns

J Martin: Plotting points Univ. of Kentucky, Creating a Paper Icosahedron, Graphing Bacteriophage

K Doughty: Art Toolkit

L Crafton: Read 180 React & Write Rescue worker drawing

L Graham: Coordinating Plane, Plotting points Mickey Mouse; Zentangle

L Winters: Extended Metaphor, Advertising Alliteration; Comic Strips

L Wood: The Giver Booktalk video; Utopia Write-up with Illustration; Picture related to content; Ceiling Light art

M Crawford: Art reference packet for teachers Common Core and Arts Integration, Slogan Advertisement, Jingles for Advertisements; Commercials; Careers in Art; Qatar videos and artwork

M Taylor: Real Number Visual

P Bucklew: Vocabulary definitions with illustrations; Family Tree in English and Spanish; Comic Strips

P Fazel: Selfies with Cell-fies; Science Journal Collage

P McKinney: Simplify expressions, Adding Integers Song, Alliteration Illustration, Graphing Ordered Pairs, Literary Term Illustration; Imagery PowerPoint Technology Integration

P McKinney & R Johnson (7th grade math): Solving Equations Song

P Wallace: Coordinate Graphs, Model Globe, Poster Presentation; Ugly Sweater using Ratios; Tesselations Exemplar; Grids & Number lines; Mexico Political Map; Math & World Geography Journal Cover Collage; South America Map; Name Quilt Square Exemplary and Rubric

R Johnson: Integer Activity

R Tyree: Marble Ramps and Marshmallow Genetics

S Bratcher: Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 Rs Comic Strip; Health Animation; Health Comic Strip

S Daugherty: Bridge Math Activity

T Harper: Geography Vocabulary Posters and Singing Preamble

To what extent does the school ensure that the schools curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas?

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

d) 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.

d) 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.

A&H Committee Meeting Minutes

A&H PLC Meeting Minutes

6th Grade Play: Pinocchio

6th, 7th & 8th Grade: WKU Dance Education Program (presenting, demonstrating, student/WKU dancer interactive)

T Lowe: Veterans Day Program Choir Performance; 12 Days of Christmas (remake audio) incorporated on school news

J Ausbrooks: The Sound of Music movie reflection

L Cardwell: The Giver play (Book Club)

L Graham: Zentangle

M Crawford: 4th Period Schedule and Content, PowerPoints, Dance activity; Qatar video and artwork

P McKinney: I Have a Dream

P Wallace: Tesselation Exemplar work; Name Quilt Square Exemplary and Rubric

S Bratcher: Wants vs Needs Word Features; Health Comic Strip

STLP: Projects Past Winners, Guest Speaker Jeremy Hack, Field Trip - Aladdin (musical) & Owensboro Museum of Fine Art; Bear Pride News (weekly school news show)

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

Evidence

a) Teachers rarely incorporate all three components of arts study: creating, performing and responding to the arts.

a) Teachers systematically incorporate all three components of arts study: creating, performing and responding to the arts.

a) 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

A&H Lesson Plans

C Donaldson: China Cheer

H Elmore: Ravens The Funeral of Atala

J Ausbrooks: The Sound of Music movie reflection; Large Ensemble

L Graham: Zentangle

L Wood: The Giver Booktalk Video

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Masks, Theatre Create Stages and Careers in Art (Research)

P Fazel: Selfies with Cell-fies; Leaf Art; Science Journal Collage

P McKinney & R Johnson (7th grade math): Solving Equations Song; Comic strip (onomatopoeia)

P McKinney: Book Cover

P Wallace: Book Jackets; Tesselations; Math & World Geography Journal Cover Collage; Name Quilt Square Exemplary and Rubric

S Bratcher: GoAnimate Commercial; 3 Rs Comic Strip; Health Animation; Health Comic Strip

STLP Projects; Bear Pride News (weekly school news show)

T Lowe: Veterans Program Choir Performance; Music Lesson Plan

To what extent do teachers systematically incorporate all three components of arts study: creating, performing and responding into the arts?

b) Teachers provide limited models of artistic performances and products to enhance student understanding

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

b) 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

Flocabulary (School license) Donaldson, Fazel, Crawford, Bucklew, McCrocklin, Graham, Doughty, McKinney Fuller and L. Cardwell



J Ausbrooks: The Sound of Music movie reflection

J Embry: Music from Campaigns

M Crawford: 4th Period Art Rotation Schedule and Art Integration, PowerPoint (exemplary work), Parent Teacher Meeting about Peru trip

L Cardwell: The Giver play (Book Club)

L Graham: Zentangle

P Wallace: Tellelations Exemplar work; Name Quilt Square Exemplary and Rubric

S Bratcher: GoAnimate Commercial, Health Comic Strip

STLP: Guest Speaker Jeremy Hack, Field Trip Aladdin (musical) & Owensboro Museum of Fine Art; Bear Pride News (weekly school news show)

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?

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

c) 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.

c) 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 Ausbrooks: Christmas Concert and Parade; Band Festival practice (audio file); Large Ensemble

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Gradual Release; Art Products (Masks, Theatre Create Stages, Recycled Items Inventions and Mammoth Cave National Park Art Exhibit)

T Lowe: Veterans Program Choir Performance; 12 Days of Christmas (remake audio file) included on school news

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?

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

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

d) 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.



L Cardwell: The Giver (Book Club field trip)

M Crawford: Parent Teacher meeting about Peru trip

STLP: Guest Speaker Jeremy Hack discuss/taught photography and videography concepts and techniques, Field Trip Aladdin (museum) & Owensboro Museum of Fine Art; Bear Pride News (weekly school news show)

Youth Service Center 8th Grade Career Day (3/19/15)

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?

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?

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

e) 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 student needs.

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

A & H PD (7/14-15/2014)

A & H PLC

A & H Committee Meeting

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

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

SBDM Minutes

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 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

Evidence

a) Students are not actively engaged in all three components of creating, performing, and responding in the arts.

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

a) 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.

Flocabulary (School license) Donaldson, Fazel, Crawford, Bucklew, McCrocklin, Graham, Doughty, McKinney and L. Cardwell


L Graham: Zentangle

J Ausbrooks: Christmas Concert and Band; Band Festival practice (audio file); The Sound of Music movie reflection; Large Ensemble

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, Recycled Items Inventions, School Improvement; Mammoth Cave National Park Art Exhibit and Student Portfolios

P McKinney and R Johnson: (7th grade Math): Solving Equation Song

P McKinney: Comic Strip (onomatopoeia)

P Wallace: Tesselations exemplar work; Name Quilt Square Exemplary and Rubric

S Bratcher: 3 Rs Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 Rs Comic Strip, Health Animation, Health Comic Strip


T Lowe: Veterans Program Choir Performance; 12 Days of Christmas (remake-audio file) included on school news

To what extent are students actively engaged in creating, performing and responding to the arts?

b) Students' products show a lack of variety, scope or purpose; ideas, products, performances, etc. are primarily teacher-driven.

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

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

L Graham: Zentangle

J Ausbrooks: Christmas Parade and Concert; Band Festival practice (audio file); Large Ensemble

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, Recycled Items Invention, Mammoth Cave National Park Art Exhibit, School Improvement; Student Portfolios, and Artwork for GRVC Program Cover

S Bratcher: 3 Rs Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 Rs Comic Strip; Health Animation; Health Comic Strip



To what extent do students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance?

c) 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.

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

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


L Graham: Zentangle Reflection

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Peer Review, Art Critique and Self Reflection (Round 1 and 2), Create Stages/Perform Show and Art Criticism, Mammoth Cave National Park Art Exhibit, Artwork for GRVC Program Cover; Performance Evals

S Bratcher: GoAnimate Commercial reflection; 3 Rs Comic Strip reflection; Health Animation reflection; Health Comic Strip reflection

STLP: Bear Pride News (weekly school news show)

T Lowe: Self-Reflection

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?

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

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

d) 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).



L Winters: Roll of Thunder, Hear My Cry movie vs book comparison

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Create Stages/Perform Show and Art Criticism, Peer Review, Art Critique and Self Reflection (Round 1 and 2); Performance Evals

P Bucklew and P Fazel: Play vs Story Comparison Pinocchio

S Bratcher: GoAnimate Commercial; 3 Rs Comic Strip reflection; Health Comic Strip Exemplar and Reflection


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?

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

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

e) Students initiate and produce their own creative projects.

A Smith-Thomas: Cover for Raven

B Eadens collaboration with M Crawford: WRECC


H Elmore: Shields and Life Map

J Ausbrooks: Performances National Anthem, Christmas Band Concert, Christmas Parade and Band Show; Band Festival practice (audio file); Large ensemble

L Graham: Zentangle

M Crawford: 4th Period Art Rotation Schedule and Art Integration, Recycled Items Inventions, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, School Improvement; Artwork for GRVC Program Cover

P Fazel: Selfies with Cell-fies, Leaf Art, Hand Art; Festival of Trees; Science Journal Collage

P McKinney: Book Cover

P Wallace: Book Jacket; Flash Mob singing their 8s; Math & World Geography Journal Cover Collage

S Bratcher: 3 Rs Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 Rs Comic Strip; Health Animation; Health Comic Strip


R Tyree: Marable Ramp


To what extent do students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance?

f) Some students are encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school environment.

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

f) 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.

B Eadens collaborate M Crawford: WRECC

J Ausbrooks: Christmas Concert and Parade, National Anthem, High School Band Show; Band Festival practice (audio file); Large ensemble

M Crawford: Mammoth Cave National Park Art Exhibit

School-wide: Red Ribbon Week Door Decorating and Video


T Lowe: Veterans Program Choir Performance; Christmas performance; 12 Days of Christmas (remake audio file) included on school news

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 Assessment

Demonstrator 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

Evidence

a) 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

a) 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.

a) 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.

B Eadens collaboration with M Crawford: WRECC

J Ausbrooks KMEA Festival

M Crawford Mammoth Cave National Park Art Exhibit, Art Mid-term Assessment and Theatre Assessment


T Lowe: KMEA Festival

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 Core Academic Standards; and authentically measure a specific concept, understanding and/or skill and lead to student growth?

b) 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 others work.

b) Teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each others work.

b) Students independently and objectively utilize developmentally or grade level appropriate oral and written peer reviews and critiques to evaluate each others work.

J Ausbrooks: Self-Reflection


M Crawford: 4th Period Art Rotation Schedule and Art Integration, Peer Review, Art Critique and Self Reflection (Round 1 and 2), Careers in Art (Research); Performance Evals

P Wallace: Grading Graphs


To what extent do teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each others 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

Evidence

a) Exemplars or models are used in classroom instruction, but students are not clear as to how they can apply what they learn from models.

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

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

L Graham: Zentangle

M Crawford: PowerPoints (exemplary examples)

P McKinney: I Have a Dream

S Bratcher: Content Videos (in Edmodo Library); Wants vs Needs Word Features; Health Comic Strips

STLP Projects Guest Speaker Jeremy Hack

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?

b) Teachers use clearly defined rubrics or scoring guides but do not share them with students.

b) 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.

b) 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.

L Graham: Zentangle Student generated Rubric

P Wallace: Name Quilt Square Exemplary and Rubric

S Bratcher: Community Agency SumoPaint; & 3 Rs Comic Strip

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?

c) 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

c) 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

c) 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

L Graham: Zentangle Student generated Rubric

M Crawford collab with P Wallace: General Art Rubric

M Crawford: Recycled Items Invention

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

Evidence

a) Teachers provide limited documented feedback to students on performances/ products.

a) 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.

a) 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.



M Crawford: Peer Review; Art Critique and Self Reflection (Round 1 and 2); Performance Evals

S Bratcher: Edmodo student work responses, Health Animation self-reflection, Health Comic Strip self-reflection


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?

b) 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.

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

b) 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.



M Crawford: Peer Review; Art Critique and Self Reflection (Round 1 and 2); Performance Evals

S Bratcher: GoAnimate Commercial and 3 Rs Comic Strip


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 Learning

Demonstrator 1. Opportunity: Professional learning opportunities are planned according to the Standards for Professional Learning, with teacher learning needs in mind, and in response to data available about current teacher practice and student learning.

The language for Professional Learning in the KDE Arts and Humanities Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement

Proficient

Distinguished

Evidence

a) A professional growth plan is developed, but it is not individualized to arts and humanities teacher needs.

a) The professional growth plan (PGP) supports appropriate instruction for arts and humanities and links to the Comprehensive School Improvement Plan (CSIP).

a) Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).

A&H Team: PGP (CIITS)

A&H Team PD D Dockery (7/14/14)

A&H Team PD (7/15/14)

J Ausbrooks & T Lowe: KMEA Conference

M Crawford: KyAEA Fall Conference

School-wide: A&H PD (9/24/14)

BCMS CSIP

To what extent are professional growth plans (PGPs) linked to the Comprehensive School Improvement Plan (CSIP) and designed to support appropriate instruction in arts and humanities?

b) Teacher professional learning opportunities are limited and do not focus on research/evidence based practices that will support teacher Professional Growth Plans in arts and humanities.

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

b) A variety of arts and humanities professional learning opportunities incorporating the standards for Professional Learning are available and focus on research/evidence based practices that support teacher Professional Growth Plans (PGPs) connected to school and student data.



A&H Team PD (7/15/14)


M Crawford: Bringing Art & Technology Together; Guayasamn Workshop, KyAEA Fall Conference

P Fazel: Scaffolding Journals (Middle School Conference Session)

P Fazel and S Bratcher: Music in Education (Middle School Conference Session)


To what extent does the school provide arts and humanities professional learning opportunities focused on research/evidence based best practices and based on school and student data and teacher Professional Growth Plans?

c) Teachers have limited access to job embedded professional learning opportunities in arts and humanities.

c) Job embedded arts and humanities focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities.

c) A variety of job embedded Arts and Humanities professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers.



A&H PLC Meetings

BCMS PD and PD List





To what extent does the school ensure that job embedded arts and humanities professional learning opportunities are available to teachers?

d) The school encourages collaboration between arts and humanities and academic core teachers but does not allocate time for collaboration to occur.

d) The school allocates time for arts and humanities teachers to collaborate and exchange ideas with academic core teachers.

d) The school allocates time for Arts and Humanities and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional learning opportunities.


A&H PLC Meetings


M Crawford: KyAEA Fall Conferencee

Master Schedule

To what extent does the school allocate time for arts and humanities and academic core teachers to collaborate and exchange ideas?

Demonstrator 2. Participation: Teachers participate in Arts and Humanities-specific professional learning designed to meet their needs. Arts and Humanities teachers participate in professional development focused on 21st Century Skills

The language for Professional Learning in the KDE Arts and Humanities Program Review rubric has been modified to reflect the most up-to-date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST.

Needs Improvement

Proficient

Distinguished

Evidence

a) Arts and Humanities teachers participate in arts content-specific professional learning, but no evidence of implementation of professional learning.

a) Arts and Humanities teachers participate in arts content-specific professional learning opportunities to address school needs and based on analysis of school and student data. There is some evidence of implementation of the professional learning.

a) Arts and Humanities teachers participate in arts content-specific professional learning, based on analysis of school, student and teacher data. There is clear evidence of implementation of the professional learning resulting from these opportunities.


A&H Team PD (7/15/14)


M Crawford: Bringing Art and Technology Together; Guayasamn Workshop, KyAEA Fall Conference

School-wide: AH PD (9/24/14)

To what extent do arts and humanities teachers participate in and implement content-specific professional learning?

b) Arts and Humanities teachers are members of professional learning communities but are minimally active participants.

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

b) 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 achievement and share this information school wide.


A&H PLC Meeting


A&H Team PD (7/15/14)

J Ausbrooks: BCHS Band Director

J Ausbrooks & T Lowe: KMEA membership

M Crawford: BCMS Art Club Sponsor, NAEA membership

School-wide: AH PD (9/24/14)

T Lowe: BCHS SUPA Director

To what extent do arts and humanities teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement?

c) Arts and Humanities teachers are members of professional organizations.

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

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

J Ausbrooks: BCHS Band Director, Third District Band Director Association Member and KEA Member

J Ausbrooks & T Lowe: KMEA membership

M Crawford: BCMS Art Club Sponsor; NAEA membership

T Lowe: BCHS SUPA Director

To what extent do arts and humanities teachers exhibit leadership in professional organizations and the school?

d) Arts and Humanities teachers have limited contact with external partners.

d) 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.

d) 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.


A&H PLC Meeting

M Crawford collab with B Eadens: WRECC

M Crawford: Nominate students for Jr. National Young Leaders Conference

To what extent do the arts and humanities teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on arts and humanities?

e) Some teachers in the school receive professional learning opportunities to enhance the integration of the arts and humanities content.

e) Most teachers in the school receive and implement professional learning to enhance the integration of the Arts and Humanities content into school curricula.

e) All teachers in the school receive and implement professional learning to enhance the integration of the Arts and Humanities content into school curricula.


A&H Team PD (7/15/14)

BCMS PD & PD List





PLC Meetings


To what extent do teachers (beyond arts and humanities teachers) engage in professional learning to integrate arts and humanities content into their teaching?

Arts and Humanities: Administrative/Leadership Support and Monitoring

Demonstrator 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

Evidence

a) School councils/leadership establish policies to ensure that Arts concepts are taught throughout the school and across the curriculum

a) 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

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

BCMS CSIP

M Crawford: 4th Period Schedule and Content

Master Schedule

SBDM Minutes

Data Day Agenda & PowerPoint

Lesson Plans (OneDrive)

Program Review Scoring Guide

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?

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

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

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

M Crawford: 4th Period Schedule and Content

Master Schedule

ILP Report

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 and Humanities disciplines?

c) School leadership and select teachers plan the annual school budget.

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

c) 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

Purchase Orders for Art and Band/Music Supplies

Glogster and GoAnimate Subscription and Purchase Orders

Art Supplies Budget Needs submitted to SBDM

SBDM Minutes

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

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

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

d) 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 Class Loads Policy

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

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

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

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

M Crawford: 4th period schedule and content

J Ausbrooks: Communication with 7th and 8th grade about coming classes

Master Schedule

SBDM Policy

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

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

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

f) 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.

Master Schedule

SBDM Policy Space Use and Staff Assignment

Purchase Orders for Art & Band/Music supplies

Art Supplies Budget Needs submitted to SBDM

Glogster and GoAnimate subscriptions & Purchase Orders

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

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

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

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

SBDM Minutes and Policies (Staff Assignment)

ILP Report

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

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

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

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

A&H Program Review Manager Meeting (12/8/14 & 2/2/15)

Master Schedule

R Tuck & J Ausbrooks: Band policy for attendance to festivals/trips

R Tuck & M Crawford: 4th Period Art Rotation Schedule and Content, BCMS Art Show

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

b) The principal initiates professional learning regarding the schools arts programs

b) The principal initiates and participates in professional learning regarding the schools arts programs

b) The principal participates in and leads professional learning regarding the schools arts programs

BCMS PD Plan 2014-15

A&H PD (T Freeman)

Brickmeyer session at Middle School Conference (R Tuck)

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

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

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

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

K-Prep test results PowerPoint shared at SBDM on schools website

Program Reviews Scoring Guide on schools website

Monday Messengers

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

Last modified: March 15, 2015Arts & Humanities20

kde arts humanities program revie ah program... · web viewthe arts program offers creating,...

Documents