1. The Why and How of IntegratingRich Art Experiences into Instruction forEnglish Learners:Whats Good for ELs is Good for All!Presented by: Dr. Lisa Gonzales, Ed.D. Coordinator Santa Clara County Office of EducationJill Polhemus, Consultant School Support Stanislaus County Office of Educationhttp://bit.ly/richartsforallLisa_gonzales@sccoe.orgjpolhemus@stancoe.org

2. Outcomes Provide an overview of the changes in ELA/ELD standards with Common Core How the arts can support the Common Core The role of the 4 Cs for EL students & all The value of the arts for ELs and all Model programs Oak Grove & Alum Rock School Districts Tips on how to design model programs 3. Why the Arts? 4. What does that mean?The research surveyed says Higher grades and test scores Better attendance and behavior More self-confidence and empowerment Positive school climate and community engagement Lower drop-out rate Success for at risk students Teaches 21st Century Skills for College and Career 5. The artsevery child, every School, Every Day 6. Common Core state standardsHow can learning in the Arts support and enhance the implementation andteaching of the Common Core StateStandards? 7. The arts are performance-based assessmentSmarter Balanced Performance TaskSpecifications Performance Information ProcessingTask Essay, story, script Increasing in rigor Display, models, designHigh Item C Oral presentation Scoring Rubric CognitiveMid Item BDemandItemLowA Stimulus Text Graphs Photos, media Artistic Presentation Design Elements Etc. 8. Students must be able to:Changes with CCSS Engage with complex, informational text (communication, critical thinking) Use evidence in writing and research (communication, critical thinking) Work collaboratively to present ideas and communicate multiple perspectives (communication, collaboration, critical thinking, creativity) 9. Overview of California ELD Standards Describe the knowledge skills, and abilities in English as a new language that are expected at exit from each proficiency level. Exit descriptors signal high expectations for ELs to progress through all levels and to attain the academic English language they need to access and engage with grade-level content in all content areas. 10. Challenges of New CCSS for EL Students Require systemic, district-wide approaches to curriculum design & instructional delivery Focus has to be on language development AND content CCSS are great at bridging gaps that have existed between language acquisition and content proficiency ELs will need support to participate in activities that simultaneously develop conceptual understanding of content and language use. 11. Instructional Shifts To Improve ELLs Language & Content LearningActivities that developTeaching language conceptual understanding independent of academic of content and language contentuse; making meaningpractices 12. Instructional Shifts To Improve ELLs Language & Content Learning Opportunities for extendedSequential building of learning learning within structures & vocabulary content areas; content-richaimed at correctness andactivities with focus on fluencycomprehension &communication 13. Instructional Shifts To Improve ELLs Language & Content Learning Socially engaged processwhwere students work andtalk together to plan, research,An individual processdiscuss, tap prior knowledge; opportunities to interact with proficient students 14. How Can the Core Support the Arts?Blueprint Strand 26-8 ELA Literacy in Visual Arts Integration of Knowledge & IdeasVisual Arts has its own vocabulary Integrate and evaluate contentand literacy, as well as its own set of presented in diverse media andskills that support learning across formats.the curriculum. For example, carefulobservation of a work of art Delineate and evaluate theresembles the close reading of aargument and specific claims intext one that includes making text.observations and drawinginferences. Visual Arts also includes Analyze how two or more textstasks where students read and write address similar themes oras well as engage in accountabletopics in order to buildtalk. knowledge or to compare theapproaches the authors take. 15. Arts References in Common Core Standards for Reading If definition of text includes non-print texts (dance, media arts, music, or theatre works) then all reading standards refer to arts- based content or investigation. 16. Reading a work of drama: RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (e.g., how characters interact.)Using songs in instruction: RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.Comparing the same work in different media: RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch.Analyzing and interpreting images: RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear.Multimedia references: RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject. 17. Arts References in Common Core Standards for Writing Eight arts links in 100 standards Visual art/drawing links found in the standards for the lowergrades W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Media Arts/multimedia links: W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension. 18. Arts References in Common Core Standards forSpeaking and Listening 16 arts links in 60 standards Most references are related to standard #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations 19. Standard 5: Make strategic use of digital media and digital displays ofdata to express information and enhance understanding ofpresentations SL.K.5: Add drawings or other visual displays to descriptions as desired to provideadditional detail. SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displaysto stories or recounts of experiences when appropriate to clarify ideas, thoughts, andfeelings SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays inpresentations when appropriate to enhance the development of main ideas or themes. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,strengthen claims and evidence, and add interest. SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, andinteractive elements) in presentations to enhance understanding of findings, reasoning,and evidence and to add interest. 20. Arts References in Common Core Standards for Language The language standards contain one direct artsreference in standard L.5.3:Compare and contrast the varieties of English(e.g., dialects, registers) used in stories,dramas, or poems 21. Framework Connections with the standards forREADING All Anchor Standards for Reading connected to Lifelong Goal #1: Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. The creative practices of investigation and reflectionwere included in every standard as well. 22. IDENTITYLIST DEFINELABELMEMORIZE CALCULATE ILLUSTRATE WHO, WHAT, WHEN, WHERE, WHY ARRANGE STATE MEASURETABULATE NAMEREPEATTELL REPORTRECALLRECOGNIZEUSE INFER DESIGNQUOTE RECITE CATEGORIZE MATCH CONNECT COLLECT AND DISPLAYLEVEL ONE IDENTIFY PATTERNS (Recall) How the Arts SYNTHESIZELEVELLEVEL GRAPHCLASSIFYORGANIZE CONSTUCTHave MeaningAPPLY CONCEPTSFOUR (ExtendedDESCRIBEEXPLAIN TWO (Skill/SEPARATECAUSE/EFFECT MODIFY INTERPRETPREDICTin Common CRITIQUEThinking) Concept) ESTIMATEINTERPRETCOMPARE DISTINGUISHCore ANALYZE LEVEL THREEStrategic Thinking RELATEUSE CONTEXT CUESCREATEMAKE OBSERVATIONSREVISEASSESS DEVELOP A LOGICAL ARGUMENTSUMMARIZE PROVEAPPRISE CONSTRUCT SHOW USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMSCRITIQUE COMPAREEXPLAIN PHENOMENA IN TERMS OF CONCEPTS FORMULATEINVESTIGATEDRAW CONCLUSIONS HYPOTHESIZE DIFFERENTIATE CITE EVIDENCE 23. Why the Arts?http://youtu.be/zDZFcDGpL4U 24. How do the ArtsHelp English Learners(and all)?Arts Education helps EnglishLearners succeed in society (inschool and learning) in developingintelligence and healthy minds ina 21st century society. Aspects of national character Validate culture Empathetic towards those in other cultures Respect other cultures, races, human condition at an early age(Davis, 2010) 25. The ArtsSpeed Knowledge Acquisition By lowering the affectivefilter, students can acquiremore info in less time(Krashen, 1982) ELs who may not have hadconsistent successelsewhere but study the artsdo better on SATs (CollegeEntrance Board, 2001) 26. The Arts Design Thinking Early arts training develops the brain areas involved inlanguage and reasoning (Robinson, 2001) Students learn to think creatively and seek innovative solutions beyond one right answer Both brain hemispheres are engaged, benefiting the spokenand written language, logical thinking, reasoning, numbers andphysical movement 27. The Arts Focus on the Whole Child The Arts directly tie toimproved learning andacademic performance (Catterallet al, 1999) Music helps prevent damagingeffects of chronic stress(Catterall, 1996) Dance and visual arts supportcreative thinking (McCoubrey,1994) Work in the arts andappreciation of it ties to themental abilities characterizedby complex adult life tasks(Eisner, 1998) 28. The ArtsDevelop Skillsfor a Lifetime Arts help students succeed in lifewith the focus on cooperation,collaboration, negotiation, teamwork Students learn the value of efforton a goal with persistence and hardwork (Baum et al, 1997) Arts tie to essential 21st centuryworkplace skills, includingobservation, innovation, synthesis(Eisner, 2002) Arts teach skills of flexibility andsupple intellect (Robinson, 2001) 29. What challenges face ELs andart exposure? When students perform below standard, electives are compromised and doubling up on subjects is prevalent This is the population most needing a tie to socio-cultural, emotional, linguistic and cognitive activities The arts are most apt to bring opportunities to talk , listen, work collaboratively, and be creative The arts are one of the only subjects where there is no right answer This is the population most likely to NOT have access to the arts 30. 2010 CBEDS data showedWhy Is This An Issue?only 16.4% of students in free/reduced meal programs are enrolled in VAPA courses Or..83.6% of students enrolled in VAPA programs are not of low-socioeconomic status Lower income children have fewer arts options in school; less disposable income to engage in after-school study 31. But theres more Attention only to the impact of poverty limits how educators approach the whole child Language and culture affirm positive traits of heritage, identity, and resilience which energize a childs ability to learn, make meaning, create, and contribute Recent CA statewide research CA middle schools who teach a majority of Latino, African American and American Indian students are far less likely to provide arts with reduced budgets 32. What You Should Know Title I funds CAN be used to support quality arts integration programs in our schools What does the USDE say is acceptable? Arts integration as a school reform model, teacher professional development, evaluation of the program, contracts with outside arts organizations to partners with classroom teachers to deliver arts integrated curriculum, purchase of materials (instruments, equipment, etc) Who at CDE can verify? Deputy Superintendent Deb Sigman and Director of Improvement/Accountability Christine Swenson Any problems? California Alliance for Arts Education (Joe Landon) 33. So Where Do We 34. 35Arts Integration in Action Lets take a look at how one Middle School has integrated the arts in every corner of their curriculumIntegrate the Arts, Deepen the LearningEdutopia: http://www.edutopia.org/stw-arts-integration-video 35. 37 Anchor Standards for ELA Please find the pink handout at the back of your PowerPoint. Look carefully at Reading Anchor Standard 1 and Writing Anchor Standard 1. 36. 38 37. 39 Reading Art In an age when literacy dominates public discourse on education, we must begin to think more broadly about what students read. Surethe new Common Core State Standards support the reading and scrutiny of other forms of high- quality text. Works of art can, indeed should, be read in a very similar way to a poem by Shakespeare or a speech by Winston Churchill. Lynne Munson http://blog.artsusa.org/tag/english-language-arts/ (Sept. 13, 2012)Additional resource link: Arts Integration Lesson Plans and other resourcesfrom edutopia.orghttp://www.edutopia.org/stw-arts-integration-resources-lesson-plans 38. What could you do with the arts?INSTEAD OF TRY. Student of the Week Artist of the Week Routine class jobs Art occupations fine art resourcesmanager, curator, exhibition mgr Curriculum presented in Curriculum presented with arts tiesisolation timelines, etc. Student artwork used for Artwork used to regularly buildillustrationskills & show breadth of skills One art tool used at desk Varied art tools available at all(crayons) times and throughout the year 39. Discussion QuestionDiscuss with others near you:How do the skills of observation transfer acrosscontent areas?How is this good for EL students?How is this good for ALL students? 40. According to David Coleman,an architect of the common core curriculum standards that are beingadopted in nearly all 50 states, and now the president of the College BoardThe great news is that the standards callon so many things the arts do well. Thetradition of careful observation, attentionto evidence and artists choices, the loveof taking an artists work seriously lies atthe heart of these standards.http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to- blog-salon-discussion/#more-16907 41. Characteristics of Model Programs Start where you are High quality professionaldevelopment Establish a clear vision Intentional ties to the Use policy and planning tocultural background of move forward students/staff/community Identify roles for multiple Sequential program players superintendent, asst. superintendent, Exhibitions and sharing principal, teachers, parents, volunteers Community collaborations 42. Integration of arts into dailyinstructional program Discrete arts classes during theschool day Extra-curricular VAPA classes afterschool Integration of VAPA standards intocore Elective courses during the day After school coursesOak Grove School District 43. Elementary grade chorus andmath program Baseline is 4 days ofchorus/student FBB students pulled out two daysa week for intensive math workwith teacher BB and B students pulled theother two days a week forintensive math work with teacherAlum Rock Results? Lyndale gained 22 pointsSchoolon Math CSTs in cohort groups District from 2nd to 4th grade 44. Tips for Designing Programs Trade off use of facilities for freetraining Solicit support from your County Officeof Education Collaborations are key ask for helpbefore you ask for a handout Look for model programs in yourcommunity Brainstorm with your parents Put them on stage and they will come 45. STATEWIDE ARTS INITIATIVE REGIONAL INFRASTRUCTURE 46. OTHER RESOURCES The California Department of Education List of state and national arts organizations andassociations Arts and Common Core Presidents Committee on Arts and Humanities CCSESA: County Offices of Education web sites Directory at: www.ccsesa.org 47. Review of Our Outcomes Provide an overview of the changes in ELA/ELD standards with Common Core How the arts can support the Common Core The role of the 4 Cs for EL students & all The value of the arts for ELs and all Model programs Oak Grove & Alum Rock School Districts Tips on how to design model programs