welcome! please introduce yourself to one person in the room who is: –a central office...

Welcome!

• Please introduce yourself to one person in the room who is:

– a central office administrator

– a school-based administrator

– a lead arts education teacher

– located in an adjacent county or school system

Arts Education

• Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison, Curriculum and Instruction

• Abbey Askew Futrell, Educator Recruitment and Development

• Amber Bass Godfrey, Instructional Technology

• Dianne Meiggs, Educator Recruitment and Development

• Brenda Wheat Whiteman, A+ Arts Education Specialist, Curriculum and Instruction

Summer Institute 3July 12-13, 2012

West Stokes High SchoolStokes County


JH Rose High SchoolPitt County

Summer Institute 1June 21-22, 2012

Enka High SchoolBuncombe County


SanLee Middle SchoolLee County


Croatan High SchoolCarteret County


Maiden High SchoolCatawba County Schools

Can We Agree?

Appreciation for one another

Exchange ideas freely

Influence what we can

Opportunity to reflect

Unite in purpose

Introductions

• Your Name

• School System/ Charter School

• Your Role

• 1 Professional Learning Goal for

this Session

“The digital tools used during the course of the NCDPI trainings have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the NCDPI trainings.”

Technology Disclaimer

NC Arts Education Wiki

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

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

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

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

http://www.wordle.net/

Housekeeping

• Google Form/Sign-in

• Parking Lot

• Penzu

• Breaks

• Evaluation - Your input is essential and valued!


At the end of this institute, participants will:

• Learn about DPI resources and tools to support the initiatives within the RttT Grant

• Deep dive into the standards in order to meet the learning needs of all students

• Continue to refine, develop, and plan for the deployment of the new NCSCS across the school system/charter school

• Understand the new assessments and accountability model

4 Questions of a PLC (DuFour)

• What do we want students to learn? (SI 2011)

• How will we know if they have learned it? (SI 2012 – Data Literacy)

• How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students)

• How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)

Learning Strands

Focus Questions

1. How does arts education prepare students to be future ready?

2. How do the arts connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to arts education?

Focus Question 1: How does Arts Education

prepare students to be future ready?

Arts Education Policy

Thumbs’ Up/Thumbs’ Down :

A. The State Board of Education has a policy requiring a Standard Course of Study in the Arts.

B. The first goal of the State Board of Education includes the arts.

C. Students must complete one unit of credit in arts education to graduate from NC schools.

D. The arts are core, academic subject areas.

GUIDING MISSION

“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

Vision for Arts Education

In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

Partnership for 21st Century Skills

http://www.p21.org/

http://www.p21.org/

http://www.p21.org/

Life and Career Skills Learning & Innovation Skills Information, Media, and Technology Skills

Flexibility & Adaptability Creativity & Innovation Information Literacy

Initiative & Self-Direction Critical Thinking & Problem Solving

Media Literacy

Social & Cross-Cultural Skills Communication & Collaboration

ICT Literacy

Productivity & Accountability

Leadership & Responsibility

Core Subjects & 21st Century Themes

Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics

21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

How does Arts Education prepare future-ready students?

Cesar AlvaradoAge 18 • 12th gradeNorthwest High School, Germantown, MD

Focus Questions




The Big Picture

StandardStandard

S66 Comprehensive Arts Education

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

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

• Arts Exposure – (exposure to arts experiences)

Comprehensive Arts Education

Standards

Thumbs’ Up/Thumbs’ Down:

A. All of the new standards must be implemented no later than Fall 2012.

B. All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework.

C. The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards.

D. Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.

ConnectionsThumbs’ Up/Thumbs’ Down :

A. Each arts education discipline has a strand related to making connections with other areas.

B. All educators are expected to make connections and integrate instruction to facilitate student learning.

C. Many disciplines outside of the arts have objectives which connect to the arts.

D. Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

Connections

1. How does the graphic represent the idea of making connections between learning in all areas of a Balanced Curriculum?

2. How can educators work together to help students see and make connections across the curriculum?

Arts Education Energizer

1. “Read” this piece of art

2. Create a tableau that “comes to life” into a scene depicting the classroom of the future

3. Share and Respond

Happy Birthday Miss Jones by Norman Rockwell

Communication


CCSS Integrated Model

“Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.”

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

Research and Media Skills

Students need the ability to:• gather, comprehend, evaluate,

synthesize, and report on information and ideas

• conduct original research in order to answer questions or solve problems

• analyze and create print and non- print texts in media forms old and new

“The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)


Information & Technology Essential Standards

• Closely aligned with 21st century skills

• Digital literacy overlaps with English Language Literacy and Arts Literacy

• Embedded into instruction across all content areas

• Includes more than using tech tools


IT StrandsSources of Information (SI)

– Evaluate resources needed to solve a given problem.

Informational Text (IN)*– Analyze appropriate strategies when reading for enjoyment and for information.

Technology as a Tool (TT)– Use technology and other resources for assigned tasks.

Research Process (RP)– Design project-based products that address global problems.

Safety and Ethical Issues (SE)– Analyze issues and practices of responsible behavior when using resources.


Connections

Quick Reference Guides for the NC Standard

Course of Study

Teacher Evaluation Process

Teachers recognize the interconnectedness of content areas/disciplines

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section J)

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1

My professional commitment…


Focus Questions




4 Questions of a PLC (DuFour)

• What do we want students to learn? (SI 2011)

• How will we know if they have learned it?(SI 2012 – Data Literacy)

• How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students)

• How will we respond when they already know it?(SI 2012 – Connecting to Serve All Students)

Meeting the Needs of All Learners

Focus Question 3: What are the implications for meeting the needs of all learners as related to arts education?

The Big Picture

StandardStandard

What is Data Literacy?

Data DiscussionType of Data Use Examples

Achievement To determine the level of student achievement in a content area

Performance assessments, written exams, quizzes

Demographic To describe information about the school community

Enrollment, gender, ethnicity, economic status, attendance, school suspensions, etc.

Program To make informed decisions about future program and curriculum choices

Programs, instructional strategies, classroom practices

Perception To pay attention to the opinions and ideas of the community (students, parents, staff, others)

Questionnaires, interviews, surveys, observations

Formative Assessment

• happens during instruction in the classroom

• is ongoing—minute to minute or in short cycles

• is not graded or used in accountability systems

• is descriptive in nature

• Why?

– To provide feedback to adjust teaching and learning to help students improve their achievement of intended instructional outcomes.

Formative Assessment– Questioning

– Discussions

– Learning activities

– Feedback

– Conferences

– Interviews

– Student reflections

Summative Assessment

• is used to measure student competence or program effectiveness

• is found at the classroom, district, and state levels

• is evaluative and used to categorize students so performance among students can be compared

• can be graded and used in accountability systems

Summative Assessment– Selected Response Items

• Multiple choice

• True/false

• Matching

– Short Answer• Fill in the blank

• 1-2 sentence responses

– Extended Written Responses

– Performance

– Portfolios (may include a combination of any of the above)

Assessments in Summary

Formative– Promotes student learning

– Occurs during instruction

– Not graded

– Process

– Descriptive feedback

– Continuous

Summative– Helps determine how much

learning has taken place

– Occurs at the end of an instructional unit

– Graded

– Product

– Evaluative feedback

– Periodic

Arts Connections

• NC FALCON

– Arts-specific examples (Summer 2012)

• Local Resources

Serving All is a Process

Responsiveness to Instruction

• NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Team Initiated Problem Solving (TIPS) Model

CollectCollect & Use& UseDataData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem SolvingMeeting Foundations

Identify Problems

(Define & Clarify)

Problems & Problem Solving

• Problem: Difference between expected/desired outcome and current outcome

• Problem identification: Finding a difference & determining if it is significant enough to require action now

• Problem solving: Figuring out how to eliminate or reduce difference

(Newton et al, 2009)

Problem-Solving, Data, & Decision-Making

• Decision making is aided by access to data• Providing instruction on a problem-solving model

(TIPS) will result in problem solving that is – Thorough– Logical– Efficient– Effective

• Structure of meetings lays foundation for efficiency and effectiveness


The Problem-Solving “Mantra”

• Do we have a problem?

• What is the precise nature of our problem?

• Why does the problem exist, & what can we do about it?

• What are the actual elements of our plan?

• Is our plan being implemented, and is it working?

• What is the goal?


Data CollectionExample: Student Engagement Checklist

Type: Program Data

Uses: To make decisions about instructional program

School Data Team collects data (see sample Student Engagement Checklist)

•Rates levels of engagement from no engagement to actively engaged in learning

•Collected once per month from every classroom

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section L)


Data Graphic Representation

Example: Student Engagement Checklist

Type: Program Data


The Student Engagement data is displayed in data sharing room at the school

Data AnalysisExample: Student Engagement Checklist

Type: Program Data


Data is discussed in weekly Professional Learning Team meetings

Teams discuss:

– What does the data say?

– Identify trends

TIPS ProcessExample: Student Engagement Checklist

Type: Program Data


Teams apply the TIPS process through conversations about the data to make decisions about the instructional program:

•Why is there more or less engagement within a given team?

•What can be changed?

•What are our goals to increase student engagement?

•What strategies will we use?


Teachers plan instruction appropriate for their students.

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section M)


By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist

UDL at a Glance

http://www.udlcenter.org/resource_library/videos/udlcenter/udl

Universal Design for Learning (UDL)

(UDL) is:A set of principles for curriculum development that applies to the general education curriculum to promote learning environments

that meet the needs of all learners.

UDL Principles

Principle 1:Representation

Principle 3:Engagement

Principle 2:Action and Expression

Recognition NetworksThe "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Strategic NetworksThe "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Affective NetworksThe "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Represent

Act/Express Engage

Bach, Toccata and Fugue in D minor, organ

http://youtu.be/ATbMw6X3T40

Principle I: Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Represent

Act/Express

Engage

Multiple Means of RepresentationExamples:

• Manipulatives

• Visual Displays

• Anticipatory Guides

• Graphic Organizers

• Artifacts

• Videos

• Music

• Movement

• Text Readers

UDL requires Multiple Means of Representation

Represent

Act/Express

Engage

Multiple Means of Representation for English Language Learners (ELLs)

Non-verbal• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support

• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Represent

Act/Express

Engage

Arts Example

• Dvořák Listening Map (Carnegie Kids)


http://listeningadventures.carnegiehall.org/nws/high/Fmovement4_final.html

Arts Connections

1. Open and download the "Arts Examples.UDL and ELL" Worksheet located on the Wiki.

2. Record examples of representation that are present or could be added to the example we just explored.

3. Discuss these connections with a partner.

4. Save your work for future reference.


Judy Augatti

Principle II: Multiple Means of Action and Expression

Represent

Act/Express Engage

UDL requires Multiple Means of Action and Expression.

Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

Represent

Act/Express

Engage

Multiple Means of Expressing for ELLs

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• First language

Represent

Act/Express Engage

Arts Example

• Dvořák Listening Map (Carnegie Kids)


http://listeningadventures.carnegiehall.org/nws/high/Fmovement4_final.html

The Arts and UDL: Action and Expression

http://www.tubechop.com/watch/403687

http://www.ted.com/talks/tod_machover_and_dan_ellsey_play_new_music.html (11:35)

http://www.tubechop.com/watch/403687

The Arts and UDL: Action and Expression

Silverstein, L. The John F. Kennedy Center for the Performing Arts (2012)

Arts Connections


2. Record examples of action and expression that are present or could be added to the examples we just explored.




Principle III: Multiple Means of Engagement

Represent

Act/Express Engage

UDL requires Multiple Meansof Engagement.

Examples:Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

Represent

Act/Express

Engage

Multiple Means ofEngagement for ELLs

• Student Interaction

– Oral comprehension supports reading and writing development

– Differentiate Collaborative Activities

Represent

Act/Express Engage

Arts Example

• 8th Grade Dance:

– CP.1.3 Organize dance sequences into simple dances that communicate ideas, experiences, feelings, images, or stories.

• How could this assignment provide multiple means of engagement?


Arts Connections


2. Record examples of engagement that are present or could be added to the example we just explored.




With UDL more students are:

• Engaged

• Learning

• Achieving

• Motivated

English Language Learners (ELLs)

Learning and Language

• What does it say?

• What does it mean?

• What does it matter?

Arts Example

Language through Art: An ESL Enrichment

Curriculum

Intermediate Level Example

Still Life with Flowers and Fruit, Claude Monet, 1869



Teachers adapt their teaching for the benefit of students with special needs.

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section P)


Academically and Intellectually Gifted Learners

How do we meet the needs of AIG learners

in arts education?

Learning Needs of Gifted: Some, Not All

• Complexity: Abstract-thinking, Variety of concepts, subjects and strategies

• Depth: Higher levels of thinking, concepts

• Creativity: Open-endedness, choice

• Acceleration: Rapid pacing, Focus on Growth

• Relevance: Personal interest, Real-world problems and audiences, Connections

Gifted Education and the new NCSCOS• “The Arts can reach across all learning styles and

intelligences to engage students with different abilities.” Patti Saraniero, Arts Edge

• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.

• CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Tools and Strategies for Challenging Gifted Learners

• Concept-Based Teaching• Tiered Assignments• Project-Based Learning• Curriculum Compacting• Independent Study with Rubrics• Seminars• Other

All with appropriate challenge!

Serving Gifted Children through the Arts

• Studies have shown that the arts can significantly advance gifted students' academic and creative abilities and cognitive functioning

(e.g., Hetland, 2000; Seeley, 1994; Walders, 2002; and Willet, 1992)

• This is a strong rationale for making the arts an essential feature of gifted education.

Arts Connections1. Open and download the "Arts Examples.AIG"

Worksheet located on the Wiki.

2. Record examples of addressing the needs of gifted learners that could be applied in one or more of the arts disciplines.





Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.”

Standard IV, Element AStandard IV, Element A

http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section R)


Why teach the Whole Child?

Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines. These students will be successful as measured by standardized tests and other indicators of student success (i.e. preparedness for work and life).

One Word

• How do you feel about what you learned today?

Evaluation and Future Directions

Whatworked well

Suggestions for

improvement

https://docs.google.com/spreadsheet/embeddedform?formkey=dHJwQmhQc3ZTb19kWkVCSTVaejFLM2c6MQ

Lunch Instructions

welcome! please introduce yourself to one person in the room who is: –a central office...

Documents