Why does the state test teachers? Accountability and Reporting

Elementary and Secondary Education Act 1965

No Child Left Behind 2002

ESEA Waivers

Race to the What?

Analysis of Student Work Support ●How to create Timelapse Artifacts ●Take home a cheat sheet and work with your PLTs for additional support.

The First Verb

1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Revised Bloom’s Taxonomy

1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create What do these verbs mean?

1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create Revised Bloom’s Taxonomy

Apply Let’s practice making paper cranes. Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Understand Why do people make paper cranes? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Analyze What would you need to know and be able to do, to teach a person to make a paper crane? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Evaluate Which one is better? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Remember What is this stuff called? Where does it come from? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Create How can we put these individual paper cranes together to create a unified sculpture about peace? Revised Bloom’s Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Remember- Retrieve relevant knowledge from long- term memory. ●Recognize ●Identify ●Retrieve ●Recall the dates of important events. Revised Bloom’s Taxonomy

Understand- Construct meaning from instructional messages, including oral, written, and graphic communication. ●Interpret ●Exemplify ●Summarize ●Infer ●Compare ●Explain ●Classify musical instruments by family. Revised Bloom’s Taxonomy

Apply- Carry out or use a procedure in a given situation. ●Execute ●Implement ●Use cross-hatching in a value study.

Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. ●Differentiate ●Organize Revised Bloom’s Taxonomy

Evaluate- Make judgments based on criteria and standards. ●Judge ●Critique two different performances of Macbeth. Revised Bloom’s Taxonomy

Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. ●Generate ●Hypothesize ●Plan ●Design ●Produce ●Construct Revised Bloom’s Taxonomy

Which 5 th grade Clarifying Objectives would you choose for a lesson in which students made Origami Paper Cranes?

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art Use

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art Use 1. Use paper folding and patterns to make an origami paper crane symbol of peace.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.2.2 Use ideas and imagery from the global environment as sources for creating art Use 1. Use paper folding and patterns to make an origami paper crane symbol of peace. 1. Use paper folding and patterns to make an origami paper crane symbol of peace.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self- evaluate on how you used your tools safely.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self- evaluate on how you used your tools safely. 1.Make a paper crane and using a teacher created rubric, self– evaluate on how you used your tools safely.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely an d appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self-evaluate on how you used your tools safely. 2.Make a paper crane and self- evaluate on how you used your tools safely. 1.Make a paper crane and using a teacher created rubric self– evaluate on how you used your tools safely.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self-evaluate on how you used your tools safely. 2.Make a paper crane and self- evaluate on how you used your tools safely. 1.Make a paper crane and using a teacher created rubric self– evaluate on how you used your tools safely. 2.Make a paper crane and using your own rubric, self–evaluate on how you used your tools safely.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self- evaluate on how you used your tools safely. 2.Make a paper crane and self- evaluate on how you used your tools safely. 3.Make a paper crane and self- evaluate on how you used your tools appropriately to reach desired outcomes. 1.Make a paper crane and using a teacher created rubric self–evaluate on how you used your tools safely. 2.Make a paper crane and using your own rubric, self– evaluate on how you used your tools safely.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.1 Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. Evaluate 1.Make a paper crane and self- evaluate on how you used your tools safely. 2.Make a paper crane and self- evaluate on how you used your tools safely. 3.Make a paper crane and self- evaluate on how you used your tools appropriately to reach desired outcomes. 1.Make a paper crane and using a teacher created rubric self– evaluate on how you used your tools safely. 2.Make a paper crane and using your own rubric, self–evaluate on how you used your tools safely. 3.Make a paper crane and using a teacher created rubric, self– evaluate on how you used your tools appropriately to reach desired outcomes.

Visual Arts Revised Bloom’s Taxonomy Preparation Sheet Lesson: 5 th Grade Paper Crane Strand + Clarifying Objective Verb Evidence First Point in Time Evidence Second Point in Time Visual Literacy 5.V.3.2 Use appropriate media for the creation of original art. Visual Literacy 5.V.3.3 Create art using the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology.

3rd Grade: Blue Dogs on the Bayou, The Folklore of the Loup Garole and George Rodrigue, A Louisiana based painter.

3rd Grade Clarifying Objective: Strand:

Clarifying Objective: Create art using the processes of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics, and current technology 3.V.3.3 Strand: Visual Literacy

Analysis of Student Work Elementary Year Long Courses JanuaryJuneAugust

Meets Expected Growth

JanuaryJuneAugust

JanuaryJuneAugust Mrs. Peabody 3rd Grade 10:30-11:10 Ms. Hedgepath 2nd Grade 12:30-1:10 Mrs. Watson 1st Grade 9:40-10:20 Ms. Wentworth 2nd Grade 1:30-2:10 Mrs. Thomas- White Kindergarten 1:20-2:00 Mr. Johnson 5th Grade 8:00-8:40 Mrs. Abdulla 4th Grade 11:20-12:00 Online Platform Selects “Classes”

JanuaryJuneAugust Clarifying Objective Clarifying Objective Clarifying Objective

1st Point in Time 2nd Point In Time JanuaryJuneAugust 1st Point in Time 1st Point in Time 2nd Point in Time 2nd Point in Time

5 Choices

JanuaryJuneAugust Clarifying Objective Clarifying Objective Clarifying Objective 1.Objective Selection

Visual Literacy Critical Response JanuaryJuneAugust 1.Objective Selection Contextual Relevancy

1.CR CX.2.32.V.2.1 Contextual Relevancy Visual Literacy Critical Response JanuaryJuneAugust 1.Objective Selection

2.V.2.1 Understand that artistic problems have multiple solutions. 3.CX.2.3 Use appropriate collaborative skills to create a work of art. 1.CR.1.1 Use appropriate terminology to express personal opinions about art. JanuaryJuneAugust 1.Objective Selection

JanuaryJuneAugust Clarifying Objective Clarifying Objective Clarifying Objective 1.Objective Selection

Student Work Studen t Work Student Work Student Work Writing Sample 2.Assessment Type

Make sure the first verb in the clarifying objective matches the assessment type.

December March Sept. October AugJan JuneAugust 3.Time

JanuaryJuneAugust Student Whole Class Student Whole Class Student 4.Sample Type

JanuaryJuneAugust 4.Sample Type

JanuaryJuneAugust Photo Doc 5.Collection Method or “Harvest”

JanuaryJuneAugust 5.Collection Method or “Harvest”

Planning

Teaching Context

JanuaryJuneAugust Kindergarten 1:10-1:40 Confirm Schedule 2nd Grade 8:00-8:40 5th Grade 8:00-8:40 3rd Grade 9:40-10:20 5th Grade 8:00-8:40 Kindergarten 10:30-11:10 5th Grade 8:00-8:40 4th Grade 11:20-12:00 5th Grade 8:50-9:30 2nd Grade 12:30-1:10 1st Grade 1:50-2:20

JanuaryJuneAugust Kindergarten 1:10-1:40 Confirm Schedule in Powerschools 2nd Grade 8:00-8:40 5th Grade 8:00-8:40 3rd Grade 9:40-10:20 5th Grade 8:00-8:40 Kindergarten 10:30-11:10 5th Grade 8:00-8:40 4th Grade 11:20-12:00 5th Grade 8:50-9:30 2nd Grade 12:30-1:10 1st Grade 1:50-2:20

JanuaryJuneAugust Kindergarten 10:30-11:10 2nd Grade 12:30-1:10 3rd Grade 9:40-10:20 1st Grade 1:30-2:10 5th Grade 1:20-2:00 2nd Grade 8:00-8:40 4th Grade 11:20-12:00 Online Platform Selects “Classes”

JanuaryJuneAugust Mrs. Watson 3rd Grade 9:40-10:20 Mr. Johnson 2nd Grade 8:00-8:40 Mrs. Abdulla 4th Grade 11:20-12:00 Online Platform Selects “Classes”

3.CX CR V.2.1 JanuaryJuneAugust Clarifying Objective Clarifying Objective Clarifying Objective Objective Selection

4.CR.1.1 Use visual clues to interpret the content of art. 2.V.2.1 Understand that artistic problems have multiple solutions. 3.CX.2.3 Use appropriate collaborative skills to create a work of art. JanuaryJuneAugust Objective Selection

JanuaryJuneAugust 2.V CR CX.2.3 Assessment Type

2.V.2.1 JanuaryJuneAugust 4.CR CX.2.3 1st Point in Time 1st Point in Time 1st Point in Time Assessment Times

JanuaryJuneAugust 1st Point in Time 1st Point in Time 1st Point in Time 2nd Point in Time 2nd Point in Time 2nd Point in Time Assessment Times

4.V V.2.1 JanuaryJuneAugust 3.CX.2.3 Sample Type

JanuaryJuneAugust Collection Method

Implementing

Sept October August 4.CR CX V.2.1 JanuaryJuneAugust 1st Point in Time

JanuaryJuneAugust 1st Harvest 3.CX CR V.2.1

JanuaryJuneAugust December March Sept October August Januar y 2nd Point in Time 2.V CR CX.2.3

JanuaryJuneAugust 2nd Harvest 2.V CR CX.2.3

Online Platform Selects Students JanuaryJuneAugust 2.V CR CX.2.3

JanuaryJuneAugust Reshuffle 2.V CR CX.2.3

JanuaryJuneAugust Reshuffle 2.V CR CX.2.3

JanuaryJuneAugust Upload Evidence 2.V CR CX.2.3

JanuaryJuneAugust Blind Review MEETS Exceeds Does Not Meet

Meets Expected Growth

SUIT yourself! Your style of assessment should suit your teaching style and your curriculum. Your assessments don’t have to be the same as another teachers. SUIT yourself! Your pre-assessments might limit the number of art projects you do this year. A great comprehensive lesson that incorporates pre- assessments or self evaluations is better than lots of mediocre ones, just like a Chanel Suit is better than a bunch of knockoffs. Right Karl?

Communicate and stay connected! Use your PLT’s, send an to elementary arts ed, your coordinators! We’re here for you!