Welcome!

1. G is for Growth! Fine Arts Professional Development 02/18/13 Welcome!

2. Rules of the Road In order for our meetings to be highly productive and effective, we make the following commitments to each other: 1. Participation: we will attend all of our meetings, begin and end on time, and be actively engaged during the meeting. 2.Communication: we will appropriately communicate our ideas, questions and concerns. We will listen respectfully and consider matters from other perspectives. 3. Production: we will contribute equally to the workload of this team, and complete tasks on schedule. 4. Positive Progress: we will maintain a positive tone at meetings, work to find solutions and be open to change.

3. Tracking growth: how is growth (data) in the arts to be tracked, assessed and connected? Best Practices II Artifacts of adventures: documenting growth. Rewind/ Review Itinerary • Welcome/ introduction/ updates • Growth: What does growth (data) in the arts look like? • Best Practices • RTI: What is the role of RTI in the arts?

4. Where are we going? Where have we been? • C: Curriculum, content and change. • H: How do we teach it? Differentiation and instructional design. • A: Assessment. Authentic assessment and performance placement. • N: New technologies. ITES and emerging applications of technology informed instruction.

5. Find your keys! • What is one way you changed your curriculum content in the past year? • What is one strategy that you think everyone should know for differentiation? • What is the relationship between formative and summative assessment in your class? • What is a technology that you find engaging for your students?

6. And warm up the car! • SMART goal: Participants will engage in exploring the use of growth data and RTI in arts education in order to create personalized strategies for documenting student growth.

7. P: personal (for you) A: authentic (something you want for you) N: natural (using your natural methods) T: transformative (changes or solves a problem) S: sensible (practical, sensible, can-do) Activity: SMARTy PANTS!Set todays goal for yourself! S: specific M: measurable A: attainable R: relevant T: timely

8. GROWTH • Essential Question: What does growth in the arts look like? • State vision of destination. • Our current location. • Redefinitions.

9. NC 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, theater arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education. NCDPI: State Board of Education.

10. 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)

11. Activity: Postcards from the edge • Arts Education: • What: grades/courses taught. • Where: school location • When: • How long is a class? • How often do they meet per week? • How long is a course?

12. Arts Integration: • How is art integrated into the curriculum at your school? • Arts Exposure: • How many/ what type of art exposure have your students participated in this year?

13. The language of growth • Literacy: “The ability to communicate in real-world situations, which involves the abilities of individuals to read, write, speak, listen, view, and think.” (Cooper, 1997) • Fluency: “The ability to express oneself readily and easily”.

14. State Literacy Plan Priority Action Steps (Approved by SBE May 2012) • Understanding of CCR Anchor Standards and CCSS for Literacy applications for all PreK-12 teachers: • for each content area, • for specific grade content requirements, • in relation to 21st Century Skills and Themes Literacy Strategies in each content area. Recognition that each discipline has a specialized language of practice. Focus on digital literacy. Why? Because it has become the primary way to store and communicate information.

15. Artistic literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/produce/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (January 2013 – National Coalition for Core Arts Standards Framework)

16. Tiers of Understanding • Tier 3: low frequency, specialized utility. Mastery = Fluency. • Tier 2: high frequency, high utility. Mastery = Literacy. • Tier 1: common knowledge.

17. Literate to Fluent Fluency: the ability to create, perform/ produce/ present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. Higher order application of knowledge.

18. Activity: Tiers of Understanding.What is your tier of understanding the example in relevance to each arts discipline?

19. What does growth in the arts look like? • Tiers of understanding. • Literacy and fluency. • Specialized language of practice.

20. Rest Stop! • 10 minute break and prepare to share! • What's next? • Best Practices with Tamara Million.

21. RTI: Response to Intervention • Essential Questions: What is response to intervention? How does it apply to our curricula? • Guiding questions • Scaffolding targets • Instructional strategies

22. It'll Do WON'T DO! • RTI: originally designed to target individual learning/ behavioral needs. • Expanded to include systemic needs. • Companioned with the PLC/ Data team process.

23. What do we expect our students to learn? • Essential Standards • Know and Do • What specifically are your goals for your students? • TASK: write down one specific goal for student learning.

24. How will we know when they learned it? • Formative: in process, descriptive, continuous. • Summative: periodic, measurement of growth, evaluative. • Proficiency: competence in knowledge and technical skill. • TASK: How do you assess the goal formatively and summatively? • TASK: Describe proficiency in that goal at the students level.

25. TASKS: create strategies for your goal if: The individual student doesn't learn. The class hasn't learned. Foundational knowledge is missing. What do we do if they haven't learned it? • How do you identify problem areas? • Determine: individual, class or systemic. • What instructional strategies can be implemented? • How can you tell if they work?

26. Identify how learner connections can be used as leverage for the next goal. TASK: Set a new goal that scaffolds on acquired knowledge and connections. What do we do if they have? • Instructional analysis • What was the time frame for the growth? • Evaluate strategies- what worked, what needs revised. • Evaluate the appropriateness of the skill level (tier).

27. Scaffolding Targets • ES is designed to be spiraling. • Question: How do we identify curriculum gaps within our system? • Not all systems, schools and programs are created equal. • Question: What is our strategy for intervention to address those gaps?

28. Instructional Strategies: What Works for You? • LT Task: Document three strategies that you used successfully in your classes this year. • LT Task: Identify unsuccessful strategies and determine why they did not work.

29. Lunch-a-rama! • Hour break! • Lunch out or in~ • Creative play if you want to! • What's next? • Tracking Growth • Best Practices with Mark Scott • Artifacts of Adventures!

30. Tracking Growth: RTT • Essential Question: How is growth (data) in the arts to be tracked, assessed and connected? • Shifting gears: MSL to ASW • LMS: introducing this years model! • Customization

31. Shifting Gears: We Can Hear You! • MSL/ Common exams revised for arts education, healthful living and foreign language. • ASW : Analysis of Student Work

33. That is very nice, but what is it? • Standard 6 • Teacher portfolio. • Specific analysis of artifacts of individual student growth. • Analysis of comprehensive student growth.

34. What does it look like? (prototype)

35. Archive Management • Home Base • Power School • Arts Folio • Customization

36. No Place like Home Base! • Two parts: IIS: instructional improvement system for teachers and students. SIS: (power school) student information system- data goes here! • Central hub for education.

37. Power School: SIS • Data management: recording and analyzing. • Student information: complete records including performance artifacts. • Class management: discipline, seating, lunch counts, etc.

38. Arts Folio • ArtsFolio is a formative assessment tool that helps learners: • Assess their competencies in dance, music, theater arts, and/or visual arts • Document their arts experiences and learning, in and outside of school • Become reflective and autonomous in their learning

39. Task: Preparing a plan. How many students? What types of assessment? What methods of capture? How do you organize them? What is your plan? Customization • What is your current system for documenting student growth? • How do you going to record and manage artifacts of student growth? • What is your system?

40. Targets: What do we need to work on? • Technology Toolkit: methods of capture- what do you need to learn? What equipment do you need? • Work-flow: personal organization for documenting student work. • Time Management: when are we going to do all of this? Leverage for protected planning/ assessment time. • Goals: What do we need to do individually and as a group before next year?

41. Pit Stop! • 10 minute break to clear our heads! • Next up: Best practices with Mark Scott!

42. Artifacts of Adventures! • Essential Question: What is the process for documenting our growth as educators? • Awareness of Audience • Growth, data and RTI in a personal format • Preparation for NCEES Portfolios.

43. Awareness of Audience • Consumption and production. • Creating with the audience in mind- how are they going to view and interpret your work? • Translation of experience: put it in their language.

44. How does artistic growth translate into numerical data? • Data: mathematically described evidence. • Grading: assessment scales. • Individual and group: measuring mastery in a diversified environment.

45. RTI and You: Data Driven Instruction • Collect data through evidence of student growth. • Analyze data to determine areas of positive growth and targets for improvement. • Implement instructional strategies. • Evaluate the response to intervention. This not only measures student growth, but your growth as an educator.

46. NCEES: Standards • Teachers demonstrate leadership. • Teachers establish a respectful environment for a diverse population of students. • Teachers know the content they teach. • Teachers facilitate learning for their students. • Teachers reflect on their practice. • Teachers contribute to the academic success of students.

47. The role of artifacts • Document proficiency levels. • Set baseline for improvement. • Build professional portfolio of evidence. • Living document.

48. Invest in Yourself! • Advocate for our profession and your professionalism. • Supporting rationale for 'leveling up'. • Foundation for career advancement.

49. Task: Evaluation Focus groups • Teachers demonstrate leadership. • Teachers establish a respectful environment for a diverse population of students. • Teachers know the content they teach. • Teachers facilitate learning for their students. • Teachers reflect on their practice. • Teachers contribute to the academic success of students.

50. Next: E is for Evaluation • Focus groups will explain their standards components and provide examples of acceptable evidence. • Suggestion: divide standard by components. • Workshop: working with the evaluation tool for self assessment. • Workshop: creating digital portfolios of evidence.