Zero to Fifty: Creating Policy

for Effective Change

(Speed Dating with Policy Wonks)AEP National Forum

Washington, DCApril, 2012

Who’s in the Room?

Introduction to…Speed Dating with

Policy WonksOWho we areOWhy we are policy wonks

ORules of Speed Dating with us

Speed DatingOGetting to know policies at the state level

O5 minutes per speed date state

OQuestions to get your started

Let the dating begin!

What is state level policy?

OWho can set arts education policy at the state level?OState LegislatureOState Board of EducationOState Board of

Regents/Higher EducationOWho else?

What is state policy called (where can I

find it?)O State Statute (law)O State Administrative Code

O Board ruleO Administrative rule

O Might be housed:O LegislatureO Secretary of StateO Department of Education/State

Board meeting minutesO Where else?

Difference between policy and reality

OPolicy – requirements set by political leaders

ORegulations – policy as interpreted by state bureaucraciesO What does the bureaucracy value?O What will the bureaucracy enforce?O What barriers impinge

policy/regulatory enforcement?

Differences (part 2)O Compliance

O How does the bureaucracy check for compliance?

O How is this data reported? Maintained?

O Action if compliance is not metO Will the bureaucracy take action if a

school/district is not in compliance with policy?

O What actions does the original policy allow?

O What are common practice actions within the bureaucracy?

O What are actions with “teeth”?

“This is not the way we teach it in social studies class!”

An Arizona ExampleO Common intention policy – R7-2-301. Minimum Course of Study and Competency Goals for Students in the Common SchoolsA. Students shall demonstrate competency as defined by the State Board-adopted Essential Skills, at the grade levels specified, in the following required subject areas. District instructional programs shall include an ongoing assessment of student progress toward meeting the competency requirements.

1. Language arts2. Literature3. Mathematics4. Science5. Social Studies6. Music7. Visual Arts8. Health/Physical Education9. Foreign or native American Language (includes modern and classical)

B. Additional subjects may be offered by the local governing board as options and may include, but are not limited to:

1. Performing Arts2. Practical Arts

C. Prior to the issuance of a standard certificate of promotion from the 8th grade, each student shall demonstrate competency, as defined by the local governing board, of the State Board-adopted Essential Skills for grade 8 in the subject areas listed in subsection (A).

Arizona exampleO Defer to Local ControlO Do not collect ongoing data

about complianceO Language is outdated – Essential

Skills date from late 1980’sO Who teaches music and visual

arts in elementary schools?O Specialists?O General classroom teachers?

Arizona example: Opportunities for Enforcement?

O Census data – we are closer to compliance than we thoughtO 87% access to at least one art form per

weekO Approx 60% access to both music and

visual arts per weekO Taught by HQ teachers no less

(specialists!)O Declaration of Curricular AlignmentO SLDS – State Longitudinal Data System

O Highly Qualified Teacher Database

Questions for Arizona?

Kentucky Policy Process

Types of PolicyO Kentucky Revised Statute (KRS)

O Legislature sets the parametersO Kentucky Annotated Regulation

(KAR)O Kentucky Department of

Education (KDE) and Kentucky Board of Education (KBE) do the “how to”

Kentucky Policy Process

• KDE argues that KRS does not prohibit additions– Some EAARS members disagree, majority

votes to move forward• 703 KAR 5:230 advances

O Senate education subcommittee finds deficient

O House education subcommittee does not concur

O 703 KAR 5:230 becomes regulatory law

O Legislature passed SB 1, 2009O Codified as KRS 158.6453O Three program reviews, among other

componentsO KDE promulgated 703 KAR 5:230 which outlined

accountability for program reviews as well as adding two additional program reviews, K-3 and WL

O Approved by KBEO Public review processO KBE sends to Education Assessment and

Accountability Review Subcommittee (EAARS) O Some EAARS members contended the KBE did not

have the statutory authority to add program reviews

Kentucky Policy Process

O KDE argues that KRS does not prohibit additionsO Some EAARS members disagree, majority

votes to move forwardO 703 KAR 5:230 advances

O Senate education subcommittee finds deficient

O House education subcommittee does not concur

O 703 KAR 5:230 becomes regulatory lawO Governor could sign into law regardless

Kentucky Policy Process

Kentucky Policy Process

OProgram reviews added to overall accountabilityOA&H, Writing, PL/CS in 2012-13

OWL & K-3 possibly phased in by 2015-16

Questions for Kentucky?

Louisiana exampleRequires the State Board of Elementary and Secondary Education to develop, adopt, and provide for the implementation of a visual arts curriculum schools and a performing arts curriculum in public; to provide implementation timelines and requirements; to provide for the development of certain curriculum guides; to provide relative to professional development and training; to require certain instruction in visual arts and performing arts; to provide for the adoption of rules and regulations; to provide relative to funding; and to provide for related matters.

Louisiana Law(i) During the 2007-2008 school year, develop and

adopt by not later than July 1, Year 2008, visual arts and performing arts curriculum guides that are consistent with the arts content standards as developed and adopted by the board. The board shall consult and collaborate with the Department of Culture, Recreation and Tourism in developing such curriculum guides and shall include in the development of such curriculum guides the participation of teachers who are certified in arts education and professional practicing artists in the visual and performing arts as defined by the board, after receiving recommendations from the Department of Culture, Recreation and Tourism for the purposes of this Paragraph.

Louisiana ContinuedO (ii) During the 2008-2009 school year, provide professional development

and training relative to the implementation in public schools of the curriculum guides, developed pursuant to Item (i) of this Subparagraph, to teachers, school administrators, and professional practicing artists.

O (iii) During the 2009-2010 school year, provide for the implementation, on a pilot basis, of a visual arts curriculum and a performing arts curriculum that are based upon the curriculum guides developed.

O (iv) Beginning with the 2010-2011 school year, require full implementation of the visual arts curriculum and the performing arts curriculum for all public school students in kindergarten through grade eight, including a requirement that sixty minutes of instruction in the performing arts and sixty minutes of instruction in the visual arts shall be provided to such students each school week.

O (v) Beginning with the 2010-2011 school year, require that all public high schools give instruction in the visual arts and the performing arts and that such instruction shall be given in accordance with the curriculum guides developed.

Fine Print(b) The board shall adopt

necessary rules and regulations in accordance with the Administrative Procedure Act to implement the provisions of this Paragraph.

(c) The implementation … shall be subject to the appropriation of funds by the legislature for this purpose.

Questions for Louisiana?

New HampshireTITLE XV EDUCATION

CHAPTER 193-E ADEQUATE PUBLIC EDUCATION

O Section 193-E:1O     193-E:1 Policy and Purpose. –

    I. It is the policy of the state of New Hampshire that public elementary and secondary education shall provide all students with the opportunity to acquire the knowledge and skills necessary to prepare them for successful participation in the social, economic, scientific, technological, and political systems of a free government, now and in the years to come; an education that is consistent with the curriculum and student proficiency standards specified in state school approval rules and New Hampshire curriculum frameworks.     II. Respecting New Hampshire's long tradition of community involvement, it is the purpose of this chapter to ensure that appropriate means are established to provide an adequate education through an integrated system of shared responsibility between state and local government. In this system, the state establishes, through school approval and student proficiency standards and curriculum guidelines, the framework for the delivery of educational services at the local level. School districts then have flexibility in implementing diverse educational approaches tailored to meet student needs.

O Source. 1998, 389:1. 2005, 257:15. 2007, 270:3, eff. June 29, 2007.

TITLE XV EDUCATIONCHAPTER 193-E ADEQUATE PUBLIC EDUCATION

193-E:2 Criteria for an Adequate Education. – An adequate education shall provide all students with the opportunity to acquire: I. Skill in reading, writing, and speaking English II. Skill in mathematics and familiarity with methods of science III. Knowledge of the biological, physical, and earth sciencesIV. Knowledge of civics and government, economics,

geography, and history V. Grounding in the arts, languages, and literature to enable

them to appreciate our cultural heritage and develop lifelong interests and involvement in these areas

VI. Sound wellness and environmental practices VII. Skills for lifelong learning, including interpersonal and

technological skills

193-E:2-a Substantive Educational Content of an

Adequate Education. (a) English/language arts and reading.        (b) Mathematics.        (c) Science.        (d) Social studies.        (e) Arts education.        (f) World languages.        (g) Health education.        (h) Physical education.        (i) Technology education, and information and communication technologies. II. The standards shall cover kindergarten through twelfth grade

Ed 306 Minimum Standards for School

ApprovalIV. The school approval standards for the areas identified in paragraph I shall constitute the opportunity for the delivery of an adequate education.

VI. In this section, "school approval standards'' shall mean the applicable criteria that public schools and public academies shall meet in order to be an approved school, as adopted by the state board of education through administrative rules.

Ed 306.31: Arts EducationSystematic and sequential instruction in music and visual arts while developing opportunities in dance and theatre (Why the difference? “No unfunded mandate statute”) Includes reference to 193:C the NH Curriculum Framework for the Arts

Accountability for 193-EI. A school may demonstrate, through the input-based school

accountability system, that it provides the opportunity for an adequate education as set forth in RSA 193-E:2-a

II. A school may demonstrate by the end of the school year that it provides the opportunity for an adequate education through the performance-based school accountability system to be developed and implemented by the department

III. The department shall annually conduct site visits at 10 percent of schools statewide to assess the validity of the input-based school accountability system and to determine whether those schools demonstrate the opportunity for an adequate education by meeting the school standards identified in paragraph I.

    III. In order to demonstrate that a school provides the opportunity for an adequate education through the input-based school accountability system under paragraph I:

(a) The commissioner shall require school officials to submit a narrative explanation detailing how the school has complied with each of the standards included in the opportunity for an adequate education contained in paragraph I. The school principal and school district superintendent shall certify in writing that the responses submitted are accurate. The commissioner shall develop a form which conforms to the provisions of this paragraph.

(b) The commissioner shall review the responses to each school's self-assessment required under this section and shall verify that the responses comply with the standards included in the opportunity for an adequate education specified under paragraph I.             

(c) Schools that successfully demonstrate that they provide the opportunity for an adequate education through the input-based school accountability system for any year beginning with the 2009-2010 school year shall be required by the commissioner to resubmit the narrative explanations at least once every 2 years.

(d) Schools that are unable to demonstrate that they provide the opportunity for an adequate education through the input-based school accountability system for the 2009-2010 school year, or for any year thereafter, shall be required by the commissioner to resubmit the narrative explanations annually until such demonstration has been made.

(e) The commissioner shall integrate, to the maximum extent practicable, the input-based school accountability system to demonstrate the opportunity for an adequate education with the school approval process pursuant to RSA 21-N:6, V.

Questions for New Hampshire?

North Carolina ExampleO Basic Education Program (§ 115C-81)

O Defines a fundamentally complete program of education, K-12.

O Arts Education:O Required K-5O All four disciplines available 6-8, with students

required to take at least one each yearO Available as electives at the High School level

O The NC Standard Course of StudyO Common Core State StandardsO NC Essential Standards

Resulting LegislationO2008:

O Joint Select Committee on Arts Education (S66 and H149)

O2010: O S66 Comprehensive Arts Education

Plan Task Force and ReportsO2011-2012:

O H758: Arts Education Commission

Vision for Arts EducationIn 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.

Comprehensive Arts Education

OArts Education O (arts as core, academic subjects)

OArts Integration O (arts as a catalyst for learning

across the curriculum)

OArts Exposure O (exposure to arts experiences)

Future DirectionsO Continue to build upon existing

legislation (BEP) O State Policy Examples

O Instructional StandardsO Graduation and College Entrance

RequirementsO Teaching Standards and Licensure (Arts and

General Education)O Legislative Examples

O RequirementsO Categorical FundingO Accountability (Arts Education Report Card)

Why do policies matter?

ONot always enforcedONot easily enforcedONot always valued…

Policies DO matterOA beginning place

O Build infrastructure for compliance and enforcement from this ground floor material

OUnderstanding intent of political leadership

OShowing that arts education IS valued

O… and then continue work to prioritize within the system

Discuss policies in your state…

O Richard Baker: Louisiana Dept. of EducationO Richard.baker@La.gov

O Robert Duncan: Kentucky Dept. of EducationO Robert.duncan@education.ky.gov

O Christie Lynch Ebert: North Carolina Dept. of Public InstructionO Christie.lynchebert@dpi.nc.gov

O Marcia McCaffrey: SEADAE President-elect, New Hampshire Dept. of EducationO Macia.mccafferey@doe.hh.gov

O Lynn Tuttle: SEADAE President, Arizona Dept. of EducationO Lynn.tuttle@azed.gov