S a n t a B a r b a r a U n i f i e d S c h o o l D i s t r i c t

2 0 1 3 – 2 0 1 8 V i s u a l a n d P e r f o r m i n g A r t s S t r a t e g i c P l a n

!

2

S a n t a B a r b a r a U n i f i e d S c h o o l D i s t r i c t

S t r a t e g i c P l a n n i n g C o m m i t t e e

Edward Heron- SBUSD Board Member

Emilio Handall- SBUSD Elementary Assistant Superintendent

Dr. Ben Drati- SBUSD Secondary Assistant Superintendent

Margie Yahyavi- Santa Barbara Education Foundation, Executive Director

Kathy Kourey- SBCOE Children's Creative Project, Executive Director

Cathy Oliverson- UCSB Viva la Arte, Education and Outreach Director

Juan Zaragoza- AUSB Lecturer; Mariachi Las Olas de SB

David Holmes- San Marcos HS, Theatre Arts Director

Carol Teraoka-Brady- San Marcos HS, Vocal Music Director

Karen Dutton, SBJrHS- Instrumental Music Director

John Houchin, SBJrHS, Visual Arts Educator

Facilitator: Anna Pilhoefer, Incredible Children’s Art Network

3

Site Leadership Advisory Committee <in development>:

Lito Garcia, Principal Santa Barbara JrHS

Amy Alzina, Principal Adams ES

Dr. Cynthia White, Principal Cleveland ES

Tia Blinkley, Principal McKinley ES

Casie Kilgore, Principal Franklin ES

Vanesha Davis, Principal Harding ES

4

O v e r v i e w :

T h i s s t r a t e g i c p l a n i s r e s p e c t f u l l y s u b m i t t e d b y t h e S a n t a B a r b a r a U n i f i e d S c h o o l D i s t r i c t V i s u a l A n d P e r f o r m i n g A r t s ( V A P A ) C o m m i t t e e i n a d d r e s s i n g t h e c r e a t i v e c h a l l e n g e s o f e n v i s i o n i n g a n d i m p l e m e n t i n g q u a l i t y V i s u a l a n d P e r f o r m i n g A r t s f o r a l l s t u d e n t s i n t h e d i s t r i c t . T h e s t r a t e g i c p l a n c e l e b r a t e s t h e d i s t r i c t ’ s V A P A a s s e t s a n d o f f e r s b e s t p r a c t i c e s i n n a v i g a t i n g a r t s e d u c a t i o n r e f o r m i n c e r t a i n f o c u s a r e a s o f i m p r o v e m e n t . T h r o u g h t h i s p r o c e s s , t h e c o m m i t t e e w a s a b l e t o i n v e n t o r y c u r r e n t a r t s e d u c a t i o n p r a c t i c e , e x a m i n e f u n d i n g a l l o c a t i o n s , a n d i d e n t i f y g a p s i n d e l i v e r y . T h i s d a t a h a s i n f o r m e d t h e d e v e l o p m e n t o f a p l a n t h a t e n s u r e s e q u i t a b l e a c c e s s f o r a l l s t u d e n t s i n e a c h o f t h e a r t s d i s c i p l i n e s – I n s t r u m e n t a l M u s i c , V o c a l M u s i c , D a n c e , V i s u a l A r t s a n d T h e a t r e .

T h e p u r p o s e o f t h i s s t r a t e g i c p l a n i s t o :

• I m p r o v e a c c e s s t o a r t s e d u c a t i o n f o r a l l s t u d e n t s t h r o u g h a p l a n n i n g p r o c e s s t h a t e n g a g e d l e a d e r s r e p r e s e n t i n g t h e d i s t r i c t a d m i n i s t r a t i o n , i n s t r u c t i o n , s c h o o l b o a r d , a r t s o r g a n i z a t i o n s a n d t h e c o m m u n i t y .

• I d e n t i f y , c u l t i v a t e a n d e m p o w e r a r t s e d u c a t i o n l e a d e r s h i p a m o n g t h e d i v e r s e s p e c t r u m o f s t a k e h o l d e r s a n d o r g a n i z a t i o n s c h a r g e d w i t h i m p l e m e n t i n g q u a l i t y a r t s e d u c a t i o n i n t h e s c h o o l s o f S a n t a B a r b a r a U n i f i e d .

• B u i l d o n a n d e x p a n d p a r t n e r s h i p s a n d c o l l a b o r a t i o n s w i t h c o m m u n i t y r e s o u r c e s ( p e o p l e , f a c i l i t i e s a n d f u n d i n g )

5

T o r e a l i z e t h e p l a n ’ s g o a l s , e a c h s c h o o l w i l l b e a s k e d t o i n c o r p o r a t e t h e a r t s i n t o t h e i r d a y - t o - d a y c u l t u r e . T h i s s h i f t s p a n s f i v e y e a r s a n d i s d i v i d e d i n t o t w o a c h i e v a b l e p h a s e s , a l t h o u g h a c c e s s t o t h e a r t s w i l l b e e v i d e n t i m m e d i a t e l y . E q u i t a b l e a r t s o p p o r t u n i t i e s f o r s t u d e n t s w i l l b e r e a l i z e d i n c r e a s i n g l y , a s t h e c u l t u r e o f V A P A i s s t r e n g t h e n e d a n d s u p p o r t e d d i s t r i c t - w i d e .

T h i s s t r a t e g i c p l a n i s b a s e d o n a c o n t i n u u m f o r i m p l e m e n t a t i o n , w i t h a n e m p h a s i s i n t h r e e f o c u s a r e a s t h a t a r e e s s e n t i a l t o i t s s u c c e s s . I t s p r o j e c t e d o u t c o m e s h o p e t o s p a r k p o l i c y , f u t u r e a c t i o n p l a n s a n d b u d g e t r e c o m m e n d a t i o n s f o r i m p l e m e n t i n g a s e q u e n t i a l a n d s t a n d a r d s - b a s e d c u r r i c u l u m i n t h e a r t s .

T h i s p r o c e s s h a s f o s t e r e d f u r t h e r c o m m u n i t y a w a r e n e s s a n d h o p e s t o p r o v i d e t h e s t r u c t u r e a n d c a t a l y s t f o r s u s t a i n a b l e r e l a t i o n s h i p s b e t w e e n t h e d i s t r i c t a n d k e y a r t s s t a k e h o l d e r s . T h i s c o n c e p t i s f o u n d e d i n t h e i d e a t h a t e v e r y m e m b e r o f t h e c o m m u n i t y h a s a n i m p o r t a n t p i e c e o f t h e l a r g e r p u z z l e , o f f e r i n g v a l u a b l e r e s o u r c e s t h a t w i l l c o n t r i b u t e t o t h e g r e a t e r g o o d - t h e f u t u r e o f t h e y o u t h i n S a n t a B a r b a r a U n i f i e d !

T h e S a n t a B a r b a r a U n i f i e d S c h o o l D i s t r i c t ’ s V i s u a l a n d P e r f o r m i n g A r t s S t r a t e g i c P l a n n i n g C o m m i t t e e h a s i d e n t i f i e d t h r e e ‘ F o c u s A r e a s ’ f o r a d d r e s s i n g t h e r e q u i r e m e n t s o f a c o m p r e h e n s i v e a n d i n t e g r a t e d V i s u a l a n d P e r f o r m i n g A r t s ( V A P A ) p r o g r a m . R e s o u r c e s u s e d t o h e l p f r a m e t h e s e f o c u s a r e a s a r e : D i a l o g u e w i t h C o m m u n i t y A r t s S t a k e h o l d e r s , S B U S D 2 0 1 1 - 2 0 1 2 V A P A N e e d s A s s e s s m e n t , 6 T H G r a d e D i s t r i c t - W i d e S u r v e y , N o C h i l d L e f t B e h i n d A c t o f 2 0 0 1 , T h e V i s u a l a n d P e r f o r m i n g A r t s F r a m e w o r k f o r C a l i f o r n i a P u b l i c S c h o o l s , G r a d e s K - 1 2 ( 2 0 0 4 ) , C a l i f o r n i a E d C o d e s 5 1 2 1 0 , 5 1 2 2 0 ( 2 0 0 1 ) , a n d S a n t a B a r b a r a U n i f i e d B o a r d o f E d u c a t i o n P o l i c y 6 1 4 6 . 6 ( 2 0 0 9 ) .

A r e a s o f F o c u s :

1 . S t a n d a r d s - B a s e d a n d C u l t u r a l l y R e l e v a n t V A P A C u r r i c u l u m T a u g h t b y H i g h l y Q u a l i f i e d T e a c h e r s

2 . E q u i t a b l e A c c e s s t o S t a n d a r d s - B a s e d a n d S e q u e n t i a l V A P A I n s t r u c t i o n f o r A l l S t u d e n t s

3 . S u s t a i n a b l e R e s o u r c e s t o s u p p o r t S t a n d a r d s - B a s e d a n d S e q u e n t i a l V A P A I n s t r u c t i o n

E a c h F o c u s A r e a h a s s p e c i f i c a c t i o n s t e p s t o b e t a k e n w i t h r e s u l t i n g o u t c o m e s , b u d g e t i m p l i c a t i o n s a n d r e c o m m e n d e d t i m e l i n e s f o r i m p l e m e n t a t i o n . T h e t i m e l i n e f o r t h e p l a n h a s b e e n d i v i d e d i n t o f i v e y e a r s a n d t w o p h a s e s f o r i m p l e m e n t a t i o n . T h i s w o u l d a l l o w t h e d i s t r i c t f l e x i b i l i t y a c c o r d i n g t o f i s c a l r e s t r a i n t s , w h i l e s t i l l p r o v i d i n g a r o a d m a p f o r l o n g - t e r m i m p l e m e n t a t i o n .

Focus Area I: Standards-Based and Culturally Relevant VAPA Curriculum taught by Highly Qualified Teachers

Goals:

1.1 Develop a cumulative, sequential and culturally relevant VAPA TK-12 curriculum, supported by research-based delivery systems that ensure ALL students have access to quality arts education

1.2 Provide ongoing and relevant Professional Development 1.3 Ensure ALL students have Arts instruction by Highly Qualified VAPA teachers GOALS PHASE I (August 2013 – June 2015)

Implementation Tasks/Action Steps PHASE II (July 2015 – June 2018)

Implementation Tasks/Action Steps Funding

Implications 1.0 Develop a Cumulative, Sequential and Culturally Relevant VAPA TK-12 Core Curriculum, supported by research-based delivery systems that ensure ALL students has access to quality arts education. Responsible Party: VAPA Coordinator, VAPA PLC Leadership subset

1.1.1 Develop a cumulative, sequential and culturally proficient VAPA TK-12 Core Curriculum and Assessment infrastructure, to include vignettes of culturally relevant themes/repertoires.

• Examine current practice • Evaluate TK-12 curriculum articulation

in the district • Research successful examples of

VAPA best practices 1.1.2 Develop Grade and VAPA specific Common Core Units in conjunction with generalist teachers in K-12, once VAPA Core Standards are published in the Fall of 2013.

1.1.3 Implement Curriculum and Assess Practice 1.1.4 Establish an infrastructure that ensures that all students have access to quality arts instruction 1.1.5 Monitor/Revise/Monitor Annually

Summer Institutes:

2 Arts Areas per year/Phase II:

Cost of Teacher

stipends: $15,000

Content Collateral

Web/Printed: $500

Sources: External Funding,

Unrestricted Funding, Title II

8

1.2 Provide ongoing Professional Development Responsible Party: Assistant Superintendents, VAPA Coordinator, VAPA PLC Leadership Subset

1.2.1 Determine professional development needs and cultivate a 3-Year Professional Development Plan:

• Determine professional development framework in each arts discipline.

• Elicit funding sources

1.2.2 Begin Professional Development Training(s) 1.2.3 Begin grade level implementation of Professional Development plan, to include content aligned with district’s current Professional Learning Communities (PLC) model. 1.2.4 Continue grade level implementation of professional development plan/content 1.2.5 Schedule on-going PD to include:

• PLC leadership development in VAPA

• Developing PLC teams for specific content

• Using Master Teachers to provide PD • PLC planning for articulation

through all grade level

Professional Development

rotation, one Arts

Discipline/Grade Level per year

over a total of 3 years:

$40,000

Sources: External

Funding, Title II

1.3 Ensure all students have Arts Instruction by Highly Qualified VAPA teachers Responsible Party: Human Resource Management, VAPA Coordinator, PLC Subject Area VAPA Team, Site Principals

1.3.1 Develop and Update Job Descriptions for each Arts Discipline 1.3.2 Screen qualified status of all Visual and Performing Arts Teachers contracted to serve as primary VAPA instructors by the district.

1.3.3 Subject Area PLC Leadership Teams to participate in needs assessments for programmatic placement of qualified VAPA teachers yearly. 1.3.4 Develop a system of Human Resource support for Guest artists, Resident Artists and Performances by artists, with activities monitored and supported by Highly Qualified Teachers.

$0

Sources: Internal HR Resources,

County Office of Education’s

Children’s Creative Project

Outcomes: Engagement with Challenging and Relevant Curriculum: All students will be engaged in comprehensive, articulated and age-applicable VAPA curriculum and instruction that builds a full range of literacies and other common core content area skills. This curriculum is multifaceted, coherent, relevant and rigorous- critical in developing 21ST Century Skills.

9

High Quality Teacher Professional Preparation and Support: Students will be engaged in VAPA instruction that is supported and enriched by quality professional preparation designed by Professional Learning Communities (PLCs); implementing a powerful vision of arts excellence for all students. Valid and Comprehensive Assessment: Instruction will be modified and enhanced by valid and comprehensive assessment, designed to promote reflective practice and data driven planning to improve academic, cognitive, linguistic and sociocultural outcomes for students.

10

Focus Area II: Equitable Access to Standards-Based and Sequential VAPA Instruction for All Students

Goals:

2.1 ALL TK-8 grade students will have equitable Instructional time in ALL arts disciplines. 2.2 ALL 7-12 grade students will have equitable access to Instruction in ALL arts disciplines. 2.3 ALL students will have equitable access to culturally relevant Arts teaching and learning.

GOALS PHASE I (August 2013 – June 2015) Implementation Tasks/Action Steps

PHASE II (July 2015 – June 2018) Implementation Tasks/Action Steps

Funding Implications

2.1 ALL TK-8 grade students will have equitable Instructional time in ALL VAPA disciplines (Art, Dance, Music, Theatre). Responsible Party: Assistant Superintendents, Principals, Counselors, VAPA Coordinator, Executive Director of Children’s Creative Project, VAPA PLC

Grades TK-6: 2.1.1 Provide consistent blocks of Arts Instructional time in TK-6th grade, with flexibility for minimum school days and testing.

• Provide yearlong General Music instruction in grades TK-3; a minimum of 30 minutes of instruction ONCE per week, not to include transition time or set up/break down of arts materials and/or equipment

• Provide yearlong Music instruction in grades 4-6; a minimum of 45 minutes ONCE per week

Grades 7-8: 2.1.2 Provide ALL students in grades 7-8 equitable instructional minutes in a non-auditioned/non-screened Visual and Performing Arts elective.

• Block yearlong, non-auditioned/non-screened VAPA instructional minutes EXCLUSIVE to and during 0 period.

• Provide Dance instructional minutes, to include culturally relevant Art Forms,

Grades TK-6: in Concurrence with Phase I 2.1.3 Provide yearlong Visual Arts instructional minutes in grades K-6; a minimum of 60 minutes Every-Other Week, or equivalent, with flexibility for minimum school days and testing. 2.1.4 Provide content aligned Common Core Arts instructional minutes in Dance and Theatre in coordination with the County Office of Education. 2.1.5 Monitor/Revise/Monitor Annually Grades 7-8: 2.1.6 Develop and establish an extended schedule and enrollment/recruiting infrastructure that ensures that ALL students have access to quality arts instructional minutes during the school day. 2.1.7 Monitor/Revise/Monitor Annually

Sources for Elementary

Implementation Strategy 1 /

Phase I: Parcel Tax

Strategy 1&2 /

Phase II: Parcel Tax,

External Funding, Title I, General

Funding TBD

Sources for

Implementation Strategy 2: Parcel Tax,

External Funding,

Community Contribution

Campaign

11

Leadership subset during the allotted Physical Education required class designated for grades 7-8

2.2

ALL TK-12 grade students will have equitable access to quality instruction in ALL arts disciplines. Responsible Party: Assist. Supers. Principals, Counselors, VAPA Coordinator, VAPA PLC Leadership subset

2.2.1 Establish an enrollment and recruiting infrastructure that ensures that ALL students have access to quality arts instruction in grades 7-12. 2.2.2 Provide ALL students in grades 7-8 the opportunity to enroll in a non-auditioned/non-screened Visual and Performing Arts elective during the regular school day, and/or during 0 or 7th period. 2.2.3 Provide a VAPA Summer Bridge Program for all Junior High Schools where VAPA enrollment is challenging due to competing scheduling priorities. 2.2.4 Include VAPA representation in the district Graduation Requirement Committee for the 2013-2014 school year.

• Recommendation that all High School graduates be required to fulfill the UC-approved high school “F” requirement, to include one yearlong course (10 units) of visual and performing arts.

2.2.5 Provide instruction in all Arts Disciplines by Highly Qualified teachers in grades TK-8.

• Re-evaluate, Restructure and balance existing Arts FTE’s at the Elementary Level according to campus enrollment.

• Align FTE’s according to K-8 Feeder Pathway

2.2.6 Begin developing an infrastructure that Re-Introduces/Adds programming that has been lost due to years of budget cuts and attrition in grades 9-12, to include filling gaps in:

• High School Dance at San Marcos HS and Dos Pueblos HS

• Junior High Vocal Music at Goleta Valley and La Cumbre.

• High School Ceramics at Santa Barbara HS

• High School Theatre Tech at All HS’s 2.2.7 Begin developing and building out VAPA 21st century coursework and career pathways for students. 2.2.8 Develop and Strengthen College Pathways in All Arts Disciplines in:

• AP Music Theory • AP Studio • AP Portfolio

2.2.9 Monitor/Revise/Monitor Annually

Sources for Implementation

Strategy 1-2: Parcel Tax,

External Funding, Title 1 – exclusive

to integration. Unrestricted Categorical

TBD

Sources for Implementation

Strategy 3: Parcel Tax,

External Funding, General Fund,

Community Contribution

Campaign TBD

12

2.3

ALL students will have equitable access to culturally relevant Arts teaching and learning. Responsible Party: Assistant Superintendents, Principals, Counselors, VAPA Coordinator, Executive Director of Children’s Creative Project, VAPA PLC Leadership subset

2.3.1 Develop and implement a District-Wide TK-12 plan to provide instruction in culturally relevant art forms, to include vignettes of culturally relevant themes/repertoires. 2.3.2 Offer a Pilot Folkloric Arts program to include instruction in Mariachi and Folklorico Dance in one feeder pattern:

• In grades 5-8 as a Mariachi pilot program to include Instruction in violin, guitar, and vihuela

• Introduce a Mariachi Ensemble pilot program in grades 6-12 in one feeder pattern to include instrumentation in vocal, trumpet, guitar, vihuela, and guitarron

• Offer a beginning Folklorico Dance class in grades 4-5 as a pilot program in one feeder pattern

• Introduce a performing Folklorico pilot program in grades 6-12 (year 2-3)

2.3.3 Grow grade level implementation, plan/content from Phase I. 2.3.4 Host and/or support participation in Mariachi and Folklorico Conferences /Competitions where state and regional artists are invited to workshop with students, teachers and community. 2.3.5 Schedule on-going PD to include:

• PLC leadership development in Cultural Arts

• Developing PLC teams in Cultural Arts • Using Master Teachers to provide PD • PLC planning for articulation through

all grade levels

Sources for Implementation

for Phase I Strategy 1:

See Focus

Area I: Goals 1 for Sources for

Implementation

Sources for Implementation

for Phase I Strategy 2:

General Fund (2.0 FTE’S for

Folklorico and Mariachi

Instruction, and supporting

curriculum and resources)

Outcomes: Access to Empowering Pedagogy: In utilizing rigorous, relevant and responsive pedagogy, learning is maximized in and through the arts. This actively mines and cultivates student voices and identity and provides opportunities for untapped leadership opportunities. Challenging and Culturally Relevant Learning: Provide all students with an enhanced/newly formed conduit for infusing cultural arts opportunities in diverse: History/Culture, Aesthetic Valuing, Production and Criticism. All curriculum and instruction will be supported with the cultural competencies and increased appreciation for traditions not reinforced in standard curriculum.

13

Focus Area III: Sustainable Resources to support Standards-Based and Sequential VAPA Instruction

Goals:

3.1 Providing Adequate General VAPA Program Support and Facilities 3.2 Supporting Financial Accountability and Sustainability 3.3 Develop a Communications and Awareness Infrastructure

GOALS PHASE I (August 2013 – June 2015) Implementation Tasks/Action Steps

PHASE II (July 2015 – June 2018) Implementation Tasks/Action Steps

Funding Implications

3.1 Providing Adequate General Program Support and Facilities Responsible Party: Chief Financial Officer, Assistant Superintendents, Principals, VAPA Coordinator

3.1.1 Hire an Arts Coordinator 3.1.2 Centralize VAPA oversight at the district level to provide:

• District fiscal oversight and facilitation of resource procurement, allocation, maintenance and repair

• Instructional oversight • Coordination of Guest artists, Resident

Artists and Performances for campuses. • Support and facilitation of student

performances/exhibitions and partnerships.

• Oversight of VAPA instruction supported by state/district adopted texts and materials

3.1.3 Develop a 5-year plan for technology upgrades, facilities improvements, additions, maintenance and repair of Theatres, visual arts studios, graphics labs, Instrumental/vocal music facilities, etc.

3.1.4 Implement VAPA oversight structure 3.1.5 Establish per student allotment infrastructure that ensures that ALL students across the district have access to quality arts resources 3.1.6 Monitor/Revise/Monitor Annually

Source:

Parcel Tax, External

Funding, IMFRP Funding, General Fund,

Unrestricted Categorical

Funding,

Community Contribution

Campaign

14

3.2

Supporting Financial Accountability and Sustainability Responsible Party: Chief Financial Officer, Assistant Superintendents, Principals, VAPA Coordinator, Research and Evaluation Personnel

3.2.1 Establish a VAPA community contribution campaign to include participation by VAPA district stakeholders. 3.2.2 Create a Plan for VAPA sustainability once parcel tax dollars have expired

• Every year attempt to add Parcel tax supported VAPA FTE’s to the district’s general fund.

• Garner and enhance community support for VAPA

• Actively elicit grants for technology integration, model development and Common Core arts integration.

3.2.3 Develop Communications and Awareness Infrastructure for VAPA to better leverage fundraising investments.

• Maximize VAPA branding, performance and exhibition opportunities on web and printed collateral

• Begin Data mining for students VAPA participation to include: Students graduating with the UC “F” requirement, SAT scores, qualitative data capturing student engagement, dropout /graduation percentages, etc.

3. Implement strong family and community engagement programs that build on the leadership capacities to inform, support, and enhance visual and performing arts teaching and learning for TK-12

3.2.4 Implement Financial Accountability Structure 3.2.5 Establish a sustainability infrastructure that ensures that ALL students have access to quality arts resources 3.2.6 Monitor/Revise/Monitor Annually

Source:

Parcel Tax, Grant Funding, General Fund,

Unrestricted Categorical

Funding,

Community Contribution

Campaign

15

Outcomes: Empowering Community Engagement: Implement strong and diverse family/community engagement in VAPA programs, building leadership capacities that draw on diverse community funds of knowledge to inform, support and enhance VAPA teaching and learning for all students. Arts Advocacy in Leadership: Provide leadership that advocates for the arts and its needs/assets and the community it serves. This advocacy structure will organize, coordinate, and integrate VAPA programs and the necessary services required of each school site. High Quality Resources: Provide and utilize high quality standards-aligned VAPA instructional resources, providing all students with equitable access. Standards-Based and Supportive Learning Environments: Creating safe, affirming and enriched arts environments for quality and inclusive VAPA learning at every site and the community it serves.