Michigan Arts Education Instruction and Assessment

Michigan Arts Education Instruction and Assessment
Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In this module, I will describe some of the important characteristics of this ground-breaking project and introduce you to the resources you now have available to you. Demonstrating Educator Effectiveness Pilot Project

Introductions Local Educators MAC Staff Kathy Dewsbury-White Ed Roeber
Linda Wacyk Jason O’Donnell James Schulert

Overview of the Pilot Project
Work with volunteer arts educators and their supervisors interested in using MAEIA assessments to demonstrate their effectiveness Learn about MAEIA assessment models Examine pilot SLO work of a couple arts educators Review P.A. 173 of 2015 Consider/re-consider educator evaluation plans Continue learning throughout the school year Meet in the Spring to advise one another (and MAEIA) on what has worked Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In this module, I will describe some of the important characteristics of this ground-breaking project and introduce you to the resources you now have available to you.

Overview of the Day Background on the MAEIA Project
Review Available MAEIA Resources Discuss ideas and options for arts educators to demonstrate their effectiveness MAEIA models SLO models Local educator ideas Plan for the use of the MAEIA assessment resources Identify follow-up information and other resources needed Monitor local educator actions and activities to share Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In this module, I will describe some of the important characteristics of this ground-breaking project and introduce you to the resources you now have available to you.

Purpose of MAEIA The Call The Response
To elevate arts education and promote student learning in the arts within the state of Michigan. We noticed support is needed at district, building, and classroom levels. The Response MAEIA was developed by the Michigan Assessment Consortium (MAC) and Data Recognition Corporation (DRC) for the Michigan Department of Education (MDE), in partnership with Michigan educators to create high quality tools for arts educators. Five years ago, a call went out to : Elevate arts education and promote student learning in the arts within the state of Michigan. We realized that support is needed at the district, building, and classroom levels. The response was the development of the MAEIA project resources The MAEIA resources were developed by the Michigan Assessment Consortium and by Data Recognition Corporation, supported by the Michigan Department of Education, In partnership with Michigan educators The resources created included high quality tools for arts educators

Purpose of the MAEIA Project
Improve the quality of your arts education program Monitor and improve student learning in the arts Support professional practice and improve teacher effectiveness Advance arts as a key element of a well-rounded education There are several purposes to the Michigan Arts Education Instruction and Assessment or MAEIA project. The MAEIA project was commissioned by the Michigan Department of Education. It was developed by the Michigan Assessment Consortium with the Data Recognition Corporation, in partnership with over 1,000 Michigan Educators. The purposes for MAEIA are to help arts educators improve their arts education programs, to monitor and improve student learning in the arts, to support professional practice and improve your effectiveness as a teachers, and ultimately, to advance arts education as a key part of a well-rounded education.

Welcome to MAEIA . . . MAEIA Resources
We are the Michigan Arts Education Instruction and Assessment (MAEIA) project. We're changing the landscape of arts assessment for students, educators, and programs. Arts Blueprint & a Program Review Tool 350 arts assessments in dance, music, theatre, and visual art & a community of like-minded professionals Well, we have some answers for you and …. some resources we feel will be helpful to you and your students. We are the Michigan Arts Education Instruction and Assessment or MAEIA project, and We're changing the landscape of arts assessment for students, educators, and programs. We have created resources you can use: An arts education blueprint, with supporting research A program review tool to help you measure your arts instructional program over 350 arts performance assessments in dance, music, theatre, and visual art , suitable for students from kindergarten through grade 12 And, a community of like-minded professionals

Michigan Arts Educators: MAEIA’s Founding Contributors
As members of MAEIA’s professional network, they: Received professional development serving as assessment writers or reviewers Field tested MAEIA assessment items Field tested the MAEIA Program Review Tool Collaboratively scored field-tested items Provided feedback throughout the process More than 2,000 arts educators have rallied since 2012 to support arts education. More than 2,000 arts educators have rallied in support of arts education through their participation in the MAEIA project. These founding contributors have Received professional development through serving as assessment writers or reviewers Field tested MAEIA Program Review Tool Field tested the MAEIA assessment items Collaboratively scored the field-tested items Provided feedback throughout the process The quality of the MAEIA resources is a direct result of the active involvement of these founding contributors

Creating the Context for High Quality Arts Education Programs
Michigan Blueprint of a Quality Arts Education Program Michigan Blueprint Research and Recommendations The first resources created by the project were the “Michigan Blueprint for a Quality Arts Education Program” and the “Research and Recommendations” in support of the Blueprint. The Blueprint contains statements about the characteristics of high quality arts education programs – for example, what courses are offered, who teaches them (and their qualifications), in what facilities, supported by what resources and which policies? The Blueprint statements address all 4 arts disciplines The “Research and Recommendations” document supports the Blueprint by answering the “so who says” questions about each characteristic. The research cited supports the characteristics specific to each arts disciplines and provide a firm foundation on which to build a high quality arts education program. [Walk through current website and where they can find things – Ana can help Kathy navigate this] maeia-artsednetwork.org

Michigan Blueprint of a Quality Arts Education Program
Goal-setting document criteria/44 indicators aligned with MI School Improvement Framework. The Blueprint is intended for district-level administrators, teachers, parents and community for use in district and school improvement activities. The goal-setting statements are: aspirational based on the best available research and recommendations have as their ultimate goal that all students develop unique ways of knowing and interpreting the world prepare all students to be “world class” and globally competitive in college, careers, and life are easy for busy administrators and teachers to reference The Blueprint recommendations are organized into seven areas: A Student Access B Facilities and Resource C Policy and Accountability D Connections E Professional Learning and Instructional Support F Community and Cultural Collaborations G Program Planning, Review, and Improvement There are a total of 44 recommedations altogehter

Seven Criteria of a Quality Arts Education Program
Student Access Facilities and Resources Policies and Accountability Connections Professional Learning and Instructional Support Community and Cultural Collaborations Program Planning, Review, and Improvement Seven Criteria of a Quality Arts Education Program This graphic shows that the seven areas of the Blueprint are linked to one another. The Michigan Blueprint of a Quality Arts Education Program is also aligned with the Michigan School Improvement Framework and school improvement process.

What does the Blueprint do for you?
Clarify the moving parts of your program and give you tools to measure/talk about your work. Help identify strengths and areas of improvement- program wide, or class-specific. Provide tools to enhance your teaching, your portfolio, and your building- or district-wide conversations about the arts – within the context of the Michigan school improvement planning process. But you may be wondering what the Blueprint will do for you? (pause) Well, there are three things it could do for you. It could Clarify the moving parts of your program and give you tools to measure and talk about your work. Help identify strengths and areas of improvement – either program-wide, or specific to a class. Provides tools to enhance your teaching, your portfolio, and your building- or district-wide conversations about the arts – within the context of the Michigan school improvement planning process.

MAEIA Program Review Tool
Self-study tool districts and schools can use to analyze and reflect on the status of their own arts education program Consists of questions that schools are asked to fill out (about 75). One or more questions are used to measure each Blueprint indicator. The Program Review Tool, which is about 75 questions long, can help you collect information that will you and others in your school or district to review to improve your arts education program This tool will help you engage in self-study to analyze the status of your arts education program The results can be used as part of a district or building school improvement process We hope that the tool will help to improve your arts education program, instruction, and student learning Results can be used as part of the district or building school improvement process.

Framing the Conversation
The Michigan Arts Education Program Review Tool measures school arts programs relative to each element contained in the Michigan Blueprint So what? The Program Review Tool is what you use when you show evidence of how you rate compared to the Blueprint and to others. Next, I want to discuss the Program Review Tool (pause) To frame the conversation: The Michigan Arts Education Program Review Tool measures school arts programs relative to each element contained in the Michigan Blueprint Well, you may wonder “so what?” How would the Program Review Tool be useful to you? The Program Review Tool is what you would use to show evidence of how your school would rate compared to the Blueprint and to other schools.

So what? So now you have access to professional development resouces as well as a professional teaching/learning community within Michigan. So what, you still might be asking Well, so now you have access to both professional development resources as well as a professional teaching/learning community within Michigan.

Overview of the MAEIA Assessments
Module 2 IN THE MAEIA MODULE SERIES Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In the next few minutes, I will describe some of the important aspects of this ground-breaking project. I will be describing how to select the MAEIA assessments you want to use.

MAEIA Four-Year Development Plan
Develop and publish Arts Education Instructional Blueprint and Supporting Research Develop Program Review Tool Create the Assessment Specifications Document High School Item Writing, Content Review, and Booklet Production Professional Development: Year 1 Tools Begin K-8 Item Writing HS: Field Testing K-8: Item Writing, Content Review, and Booklet Production Professional Development: Year 1 and 2 Tools Revise and Refine HS Items (Scoring Tools, Attach Exemplars) K-8 Field Testing Further HS Field Testing Revise and Refine K-8 Items (Scoring Tools, Attach Exemplars) Professional Development on MAEIA Tools/Resources Creation of MAEIA Website for All Tools and Resources Year 1 Year 2 Year 3 The MAEIA resources were created over a four-year period, as shown in this slide. In Year 1, an Assessment Specifications Documents or ASDs were created in each content area. The ASDs are available on the MAEIA website In Year 2, the ASDs were used to develop the high school MAEIA assessments. This included content reviews and revisions. Grade K-8 development also started in Year 2 In Year 3, the high school assessments were field tested and the K-8 assessment development, review, and revision was also completed. The high school items were scored to select exemplary student work as well as to revise the items as necessary In Year 4, the K-8 assessments were field tested and the development of additional items for K-8 and high school was undertaken. The K-8 items were scored to select exemplars of student work as well as to revise the items as necessary. All items were reviewed one last time, revised as necessary, and loaded into the MAEIA website. Year 4

Types of Assessment Items
The model assessments are a combination of performance tasks, events, and related constructed and selected response items. They are intended to be used over the course of a year, in conjunction with arts instruction. There are several types of model MAEIA assessments – a combination of performance tasks, performance events, and constructed and selected response items included in the tasks ad events These assessments are intended to be used by arts educators over the course of the school year, a few by each teacher.

Performance Tasks Performance assessments carried out by individual students or small groups of students over time (days, weeks, months) Tasks are carried out in or out of class, but very much related to instruction (e.g., class assignments) Tasks measure essential outcomes in the content standards not easily measured in other ways Performances are judged using one or more scoring rubrics The first type of assessment is a performance task. Tasks are intended to be carried out over time, such as multiple class periods, usually in class (but occasionally outside of class). These are substantial assessments that measure concepts not easy to measure in other ways. Students work on these assessments individually or in small groups Students’ work is judged by the teacher using one or more Teacher Scoring Rubrics, each with multiple dimensions in them.

Performance Events Performance assessments that are administered “on-demand,” without any or just a brief amount of rehearsal time. May be individual or small group assessments Test administrator presents items to one student or a small group of students, who respond in “real” time Performances are judged using one or more scoring rubrics Performance events are shorter performance assessments, typically completed by students in just one class period. These are “on-demand’ assessments in which create first draft work or perform without prior rehearsal. Students also work on these assessments individually or in small groups Students’ work is also judged by the teacher using one or more Teacher Scoring Rubrics, each with multiple dimensions in them.

Constructed Response Items in which students write a response to a prompt Usually can be administered to groups of students together Some type of stimulus (e.g., music selection, video, or picture) could be used Task may involve writing, sketching, constructing a table, as well as a written response Performances are judged using one or more scoring rubrics Constructed or written response items require students to write a response to a prompt, which may be a short or more extended written response, or an artist sketch, musical composition, or other comparable response Students’ work is also judged by the teacher using one or more Teacher Scoring Rubrics, each with multiple dimensions in them.

Selected Response Items related to other items. The student is given a prompt (a quest or a statement) and answer choices. Student has to select either the correct answer or the most correct answer Multiple-choice questions are the most popular form for these items In MAEIA, these items are used to tap content knowledge or procedural knowledge needed to respond to Performance Tasks, Performance Events or Constructed Response items; there are no stand-alone selected-response items The final item type is selected-response items. These are typically multiple-choice items where students read a question or prompt and selects the correct or most correct response to the question or prompt. In MAEIA, these items are used to tap content knowledge or procedural knowledge needed to respond to performance tasks or events; there are no stand-alone selected-response items

Building the Experience
The MAEIA resources include: Model Arts Education Assessments for Grades K-8 Model Arts Education Assessments for High School These assessments are available in three grade bands (grades K-2, 3-5, and 6-8) in dance, music, theatre, and visual arts. These assessments are available in three levels, suitable for first-year, second-year, and third- & fourth-year students in dance, music, theatre, and visual arts. Another major resource for arts educators are the over 350 arts education performance assessments that have bee created. There are model assessments suitable dance, music, theatre, and visual arts, for students in grades K-2, 3-5, 6-8, and high school At the high school level, there are model assessments in dance, music, theatre, and visual arts for first-year, second-year, and third- & fourth-year students I each discipline.

Development of the MAEIA Assessments
Developed by certified arts educators in each of the four arts disciplines Based on 2011 Michigan K-12 Arts Content Standards, Benchmarks and Grade Level Content Expectations Translated into performance standards: Create, Perform, Respond Aligned to NCCAS Framework Assessment methods appropriately reflect the demands of each discipline As this slide notes, the MAEIA assessments were Developed by certified arts educators in each of the four arts disciplines The assessment items are based on 2011 Michigan K-12 Arts Content Standards, Benchmarks and Grade Level Content Expectations They measure the three key aspects of the creative process – create, perform/present, and respond, using assessment methods that appropriately reflect each discipline

MAEIA Assessments “ I appreciate that these assessments were written by people like me. We all teach to the same standards, so there were so many in the catalogue that aligned to what I teach already. I learned a few new ways of teaching certain concepts. I would use the same ones again. “ Here is a quote from a teacher who participated in the development of the MAEIA assessments. She also reflects on the use of the assessments. Karen Knaebel Dance Teacher Everett High School Lansing, MI

How can teachers use MAEIA Assessments?
MAEIA assessments provide teachers with ready-made opportunities to assess student learning in an organic, project-based way, which represents what actually happens in your class. So, you might ask, “how can I use the MAEIA assessments to support your instruction?” As this slide notes, MAEIA assessments provide teachers with ready-made opportunities to assess student learning in an organic, project-based manner. The assessments thus fit nicely with what actually happens in your class.

How can teachers use MAEIA Assessments?
to inform current instruction to improve student learning and achievement as a portion of educator effectiveness demonstration to improve future instruction and program improvement MAEIA assessments can be used in several ways: There are several ways that the MAEIA assessments can be used: to inform current instruction to improve student learning and achievement as a portion of your demonstration of your effectiveness as an educator to improve future instruction and program improvement

MAEIA’s Assessment Catalog
An online catalogue of more than 350 performance assessments for grades K-12 across four arts disciplines (dance, theatre, music and visual arts) is available for voluntary use by Michigan educators . The MAEIA assessment items are available from the MAEIA website. When you go to the website, you will see that the items have been catalogued and are accessible to you in several ways. There are more than 350 performance assessments suitable for K-12 (divided into subsets for K-2, 3-5, 6-8, and high school (9-12). The assessments are available in dance, music, theatre, and visual arts All of these assessments are being available to you and other arts educators on a voluntary basis for use as you provide instruction to your students.

My Administration Plan for MAEIA
Here a sample of the top of the two-page “My Administration Plan for MAEIA” planning tool, which can be found on the MAEIA website.

MAEIA’s Assessment Catalog
When I looked at the catalogue of the items, I could see how so many of them are very close to what and how I teach. I chose seven items to try in my Photography, Design and Painting classes. Here is a comment from a teacher who has looked at the MAEIA assessment catalog. (Pause) Danielle Benson-Fennell Mona Shores H.S. Norton Shores, MI

How can teachers implement MAEIA Assessments?
Build your assessment repertoire and use elements, such as rubrics, as stand alone tools to service everyday instruction. Create a common assessment plan with colleagues within your discipline or your department to support your program, your teaching, and your students. This slide gives some additional suggestions for how the MAEIA assessments can be implemented: For example, build your assessment repertoire and use elements, such as rubrics, as stand alone tools to service everyday instruction. Create a common assessment plan with colleagues within your discipline or your department to support your program, your teaching, and your students.

Implications That’s right - adaptable to your needs.
Events are short. Tasks are long. You’ll find assessment items that you could drop right into your curriculum. You’ll find other items that you would need to plan for. They may lead you to places you hadn’t considered before! With the booklets in your hand, you have a formal tool designed to be implemented by you when you are ready for them. Yet, you have complete permission to adjust the wording and the details to suit your needs based on time, situation, and the students in front of you. The assessment items are practical, inspired, and adaptable. That’s right - adaptable to your needs. As this slide indicates, the assessments are practical, inspired, and adaptable While the events are short and the tasks are long, there are some of each suitable for K-2, 3-5, 6-8, and high school, in each of the four disciplines So, you’ll find assessments that are just right for you and your instructional plans You even have our permission to adjust the assessments – change the prompts, the wording, the scoring rubrics – to make them fit better with your planned instruction That is what makes the MAEIA assessments so unique – you pick the ones that match your instructional plans, use them when you provide that instruction, and adapt them as necessary to fit even better!

Putting it into Action There is a Teacher Booklet for every assessment, and a Student Booklet for most of them. The Assessment Administration Manual provides general information about how to administer assessments. A paper on Using the MAEIA Assessments to Demonstrate Educator Effectiveness is also available. There are other resources you should be aware of: There is a Teacher Booklet for every assessment, and a Student Booklet for most. The Assessment Administration Manual provides overall general information about how to administer assessments, and A paper titled “Using the MAEIA Assessments to Demonstrate Educator Effectiveness” is also available. This paperß suggest ways that the MAEIA assessments can meet educator evaluation requirements in Michigan

MAEIA Assessments “ The MAEIA assessments can be part of your teaching tool box. I picked activities that I wouldn’t ordinarily choose--for instance, the Sculptures with Multiples assessment. Incredible assessments, like this one, give your students an opportunity to be awesome. What my students did far surpassed my expectations.” Amy Pobanz, Art Teacher John Glenn High School Bangor, MI Here is a comment from another teacher who has used the MAEIA assessments. (Pause) I think these teachers see the considerable utility of the MAEIA resources. We hope you do, too! Make sure to use this valuable gift to improve your instruction and the learning of your students.

Overview of Michigan’s Educator Evaluation Law MCL 380
Overview of Michigan’s Educator Evaluation Law MCL As amended by Public Act 173 of 2015

Evaluation Law: Moving Targets
Starting in , ALL districts required to: (a) Evaluate at least annually (b) Measure and report student growth (c) Use multiple rating categories , incorporate student growth data (d) Use the evaluations to inform decisions: (i) Teacher/administrator effectiveness (ii) Promotion, retention, and development (iii) Granting of tenure and/or full certification (iv) Removing ineffective educators (a) Evaluate teacher and school administrators at least annually (b) Establish clear approaches to measuring student growth and provides teachers and school administrators with relevant data (c) Use multiple rating categories (highly effective, effective, minimally effective, and ineffective) that take into account data on student growth as a significant factor (now replaced with specific percentages). (d) Uses the evaluations, at a minimum, to inform decisions regarding all of the following: (i) The effectiveness of teachers and administrators, (ii) Promotion, retention, and development of teachers and school administrators (iii) Granting of tenure or full certification, or both (iv) Removing ineffective tenured and untenured teachers and administrators In November 2015, PA 173 of 2015 amends that section of the law. MCL includes evaluation requirements two areas: Professional Practice and Student Growth 64

Evaluation Law: Moving Targets
In November 2015, legislators passed PA 173 of 2015 Amends MCL Eases into changes, most starting in Addresses evaluation requirements in two areas: Professional Practice Student Growth (a) Evaluate teacher and school administrators at least annually (b) Establish clear approaches to measuring student growth and provides teachers and school administrators with relevant data (c) Use multiple rating categories (highly effective, effective, minimally effective, and ineffective) that take into account data on student growth as a significant factor (now replaced with specific percentages). (d) Uses the evaluations, at a minimum, to inform decisions regarding all of the following: (i) The effectiveness of teachers and administrators, (ii) Promotion, retention, and development of teachers and school administrators (iii) Granting of tenure or full certification, or both (iv) Removing ineffective tenured and untenured teachers and administrators 64

Professional Practice
New requirements taking effect in Portion of evaluation not based on growth data must be based “primarily” on a district- selected framework. Frameworks: MCEE-recommended: Danielson’s Framework for Teaching, Marzano Teacher Evaluation Model, The Thoughtful Classroom, or 5 Dimensions of Teaching and Learning. MDE-approved: TBD Districts may choose a framework on the list, build their own, or modify a framework on the list Training: All evaluators must receive framework training, delivered by the framework vendor or authorized trainer. NOTE: Teachers and administrators being evaluated must also receive some training in how the framework will be used to evaluate them. This can be provided by the district or the vendor. 64

Professional Practice, Cont’d
New requirements taking effect in , cont’d. Observation feedback must be provided to teachers within 30 days of that observation. Each teacher must have an identified administrator who is responsible for his/her evaluation. The responsible administrator needs to conduct at least 1 of the observations of that teacher. There must be at least 1 unscheduled observation. The portion of the evaluation not measured using growth or evaluation framework must include the factors from section 1248 specified criteria from Sec (i)-(iii) as needed: o Evidence of student growth o Teacher’s demonstrated pedagogical skills o Teacher's management of the classroom, manner and efficacy of disciplining pupils, rapport with parents and other teachers, and ability to withstand the strain of teaching o Teacher's attendance and disciplinary records o Significant, relevant accomplishments and contributions to the overall performance of the school o Relevant special training other than PD or continuing education and meaningful integration of such training into instruction • Include specific performance goals (all) and improvement plans/ 64

Student Growth Ratings
Percentage of evaluation based on student growth: through : 25% and beyond: 40% Student growth data: State assessment data does not have to be used until State assessment data make up only half of the total growth data for teachers in tested grades and subjects. Non-State (Local) growth measures must use multiple measures and be used consistently among similarly situated educators. For 2015‐16 through 2017‐18, student growth is 25% of the overall performance rating. In 2018‐19, the growth rating moves to 40%. For teachers in state tested core areas, growth ratings will be based on a combination of ratings from State assessments and district measures. For teachers in core or non‐core areas with no required state test, growth ratings will be based on district measures which may include optional State assessments where available. For administrators, growth will be based on aggregation of growth measures for teachers within the administrator’s scope of responsibility. Districts must develop a local growth model that is transparent and treats all similarly situated teachers and administrators equitably. 64

Student Growth Ratings, cont’d
Non-state (local) growth measures may include the following: Student Learning Objectives (SLOs) Other rigorous assessments that are comparable across the district Nationally normed or locally developed assessments aligned to state standards Research-based growth measures IEP goals (where applicable) Districts must develop a local growth model that is transparent and treats all similarly situated teachers and administrators equitably. 64

Student Growth Ratings 2016*
Core Curriculum Teachers Non‐Core Curriculum Teachers State & Local Student Growth 25% Local Student Growth 25% Professional Practice per Evaluation Instrument 75% Professional Practice per Evaluation Instrument 75% Local Student Growde: Student Learning Objectives (SLOs) Nationally normed or locally developed assessments aligned to state standards Research-based growth measures Other rigorous assessments that are comparable across the district IEP goals (where applicable) *Growth Ratings: 25% through 2017‐18; 40% 2018‐19 and after

HINT: A Growth Model starts with a District Student Success Model
Translates district mission, vision, and core values into expected outcomes for students Identifies key student performance indicators Determines measures to track and monitor student performance Provides students timely and meaningful feedback and improvement targets

Ask an administrator: “Does our district have a Student Success Model
If yes…then look for arts growth measures that support or complement that district-wide model. If no…then consider finding arts growth measures that have some connection to: Your district’s mission, vision, or goals Your school’s improvement framework

And finally…. New requirements taking effect in 2018-19
The percentage of a teacher’s evaluation attributed to student growth and assessment data rises to 40%, of which half shall be based on state growth data for teachers in tested grades and subjects. Prohibit students from being taught for 2 consecutive years by a teacher rated ineffective in 2 most recent evaluations OR notify parents in writing if reassignment is not possible. 64

Using the MAEIA Assessments to Demonstrate Educator Effectiveness
Module 8 IN THE MAEIA MODULE SERIES Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In the next few minutes, I will describe some of the important characteristics of this ground-breaking project.

Purpose of this Module Describe three ways that educators can use student performance on the MAEIA assessments to demonstrate their effectiveness Explain various ways of summarizing student results Methods to summarize student results to demonstrate “growth” are also covered Continued . . . There are several purposes for this module. These include Describe ways that educators can use student performance on the MAEIA assessments to demonstrate their effectiveness Explain these different ways of summarizing student results, especially to show growth.

Purpose of this Module . . . Continued
Present an alternative to statistical procedures: Documenting student work Selecting student work for exhibition Documenting instructional practice Demonstrating educator effectiveness In addition, this module presents different ways to show educator effectiveness, including Documenting student work Selecting student work for exhibition Documenting instructional practice Demonstrating educator effectiveness

Using MAEIA Assessments at the Classroom Level
Purpose of model performance assessments in the arts is to improve teaching and learning in the arts. This slides serves as a reminder that the basic purpose of the MAEIA project and the MAEIA assessments in the arts is to improve teaching and learning in the arts.

Using MAEIA Assessments at the Classroom Level
When using the model MAEIA assessments: Teachers are allowed to change the assessments to fit their classroom situations. Teachers should document the processes and student products/performances needed for their professional collaboration and improvement (as part of a teacher demonstrating his or her effectiveness). A couple of reminders about the MAEIA assessments: Teachers are allowed to change the assessments to fit better fit their planned classroom sinstruction Teachers should document the processes and student products/performances needed for their professional collaboration and improvement (as part of a teacher demonstrating his or her effectiveness).

MAEIA Educator Effectiveness Models
The MAEIA project has created three methods for educators to use in demonstrating their effectiveness. Two models use pre-post student data, while the third uses an array of student performances Each model recognizes that instruction and achievement in the arts is different than content areas such as mathematics or reading Each tries to characterize arts achievement in realistic terms, given limits of instructional time The MAEIA project has created three methods for educators to use in demonstrating their effectiveness. • Two models use pre-post student data, while the third uses a selection of student performances • Each model recognizes that instruction and achievement in the arts is different than in content areas such as mathematics or reading • Each tries to characterize arts achievement in realistic terms, given the limits of instructional time

MAEIA Educator Effectiveness Methods
Each MAEIA assessment is designated for use in one of these methods: Method 1 Test-retest in the same school year Method 2 Test-retest in adjacent school years Method 3 Select examples of student performance to show student achievement – the “new old-fashioned way” of demonstrating student proficiency This slide shows a summary of the 3 methods of demonstrating educator effectiveness Method 1 is a re-use of the same assessment within the same school year Method 2 is the re-use of the same assessment in adjacent years Method 3 is the selection of a range of student responses to the assessment to show levels of student achievement – the “new, old-fashioned way” of demonstrating student achievement maeia-artsednetwork.org/educator-effectiveness-methods

Educator Effectiveness--Method 1
Test-retest in the same school year A MAEIA assessment is given to students twice: Fall and spring of the same school year (or start or end of a semester) Before and after instruction on the content standards measured by the assessment As this slide indicates, Method 1 is most suitable for assessments that do not take much time to administer. This is typically the performance events. In Method 1, the same assessment is given to students before and after instruction, which could be at the start and end of the school year, semester, marking period and so on. Most suitable for assessments that can be given in a short period of time – such as MAEIA performance events.

Test-retest in adjacent school years A MAEIA assessment is given to students twice: Fall (or spring) of adjacent school years Pre-test and instruction in the first school year assessment, with post-test in second year Most suitable for assessments that require longer periods of time to administer – such as MAEIA performance tasks Feasible because the same arts educator might instruct the same students over multiple grade levels Method 2 is similar to Method 1, except the pre-test and post-test occur in adjacent school years, which may be feasible because you have the same students for two or more grade levels. Method 2 may be more suitable for lengthier assessments, such as the MAEIA performance tasks, but again, the assessment should occur before and after instruction has taken place.

Select examples of student performance to show student achievement Some MAEIA assessments are unique; doing them twice (as in Models 1 and 2) wouldn’t be useful or interesting to students nor informative to teachers. Educators have typically demonstrated their effectiveness by selecting exemplars of student work for exhibition in their classrooms This has been done traditionally, so we nick-named it the “new old-fashioned” method Model 3 is suitable for any MAEIA assessment. Method 3 is a more traditional method for showing what students know and/or are able to do. Hence, the nickname “the new old fashioned way” of showing student achievement. This method has been assigned to assessments that are so unique that doing them twice wouldn’t be as useful or interesting to students nor informative to teachers Traditionally, educators have demonstrated their effectiveness by selecting exemplars of student work for exhibition in their classrooms; that is what this method is at its heart Note that Model 3 is suitable for any MAEIA assessment, even those labeled as Method 1 or 2

Educator Effectiveness Methods are included in the Online Assessment Catalogue
The MAEIA online catalog shows the suggested method for arts educators to use for each assessment to demonstrate their effectiveness

Hover on the number to see a description of the method.
As this slide shows, if you hover on the item number, a brief description of the method for demonstrating educator effectiveness will appear.

How to Use Methods 1 and 2 For methods 1 and 2, the teacher should first score each student’s responses, using the Teacher Scoring Rubrics found in the Teacher Booklet. Now, I want to turn to how to actually produce numerical data for use in demonstrating your effectiveness If using Methods 1 and 2, the teacher should first score each student’s responses, using each Teacher Scoring Rubric found in the Teacher Booklet

How to Use Methods 1 and 2 Next, fill out the MAEIA Classroom Score Summary page(s). Please see Module 7 and the MAEIA Assessment Administration Manual for more information. Next, fill out the MAEIA Classroom Score Summary page or pages with your scores for each student for each dimension of each Teacher Scoring Rubric maeia-artsednetwork.org/model-assessments

How to Use Methods 1 and 2 Now, calculate a “total score” for each student by summing the scores on each dimension in the rubric. Do this each time the assessment is used. Subtract the Time 1 (pre-test) score from the Time 2 (post-test) score for each student; the result will usually be positive. More detailed information is presented in: Now, calculate a “total score” for each student across the different dimensions on each Teacher Scoring Rubric. Do this by summing the score across the dimensions in the rubric. Do this each time the assessment is used – pre- and post-test Subtract the Time 1 (pre-test) scores from the Time 2 (post-test) score for each student; the result will usually be positive. More detailed information is presented in the Educator Effeciveness booklet available from this URL on the MAEIA website: maeia.wpengine.com/wp-content/uploads/2016/02/Using-MAEIA-Asst-to-Demontrate-Educator-Effectiveness-v.-5.1.pdf maeia.wpengine.com/wp-content/uploads/2016/02/Using-MAEIA-Asst-to-Demontrate-Educator-Effectiveness-v.-5.1.pdf

How to Use Methods 1 and 2 Choose a way to display your data: Calculate a Mean Change Score for the classroom Construct an Achievement Change Table to show levels of change. There are two ways that you can show the data. The first is to calculate a mean change score for all students included in the group. Alternatively, you could construct an achievement change table to show changes from the pre- to post-test for the group of students.

How to Use Methods 1 and 2 Calculate a Mean Change Score for the classroom Add up the individual student change scores (sum of all individual T2-T1 scores) Divide this number by the number of students (sum of T2-T1/N) Do this for each MAEIA assessment used This slide describes how to calculate the mean change score for a group of students. Calculate a change score for each students – T2 score – T1 score Next, add up the individual student change scores (sum of all individual T2-T1 scores) Divide this number by the number of students (Sum of T2-T1/N) Do this for each MAEIA assessment used

How to Use Methods 1 and 2 Ways to display the data:
Set up a table that shows several levels of change (gains or losses) Ways to display the data: Construct an Achievement Change Table to show levels of change for students in the classroom: Up +20 points or more Up +10 to +19 points Up +1 to + 9 points Unchanged Down -1 to -9 points Down -10 to -19 points Down -20 points or more A second method is to construct an Achievement Change Table to show levels of change for student in the classroom Set up a table that shows several levels of change (gains or losses) using categories of change like those shown in the slide Up +20 points or more Up +10 to +19 points Up +1 to + 9 points Unchanged Down -1 to -9 points Down -10 to -19 points Down -20 points or more Report the number and percentage of students in each category Report the number and percentage of students in each category

Example Achievement Change Table
–20 points or more –10 to –19 points –1 to – 9 points No Change +1 to +9 points +10 to +19 points +20 points or more Number 1 4 6 8 7 Percent 3.3% 12.1% 20.0% 26.7% 23.3% This slide illustrates what a Achievement Change Table to show levels of change might look like. From this table, you can see that two-thirds of the students (19 of 30) improved in performance, 6 of 30 remained the same, and 5 of 30 declined in performance.

How to Use Method 3 Select exemplars from student groups such as these to demonstrate overall achievement in your classroom: Students who were already high achieving: How did they do on the assessments used? Did they improve? Students who were initially struggling: Have they done well on the assessments used? Are they more confident learners? Students who initially struggled to perform at all, who are now performing and perhaps doing much better. This slide suggests some ways to select exemplars of student performance for Method 3, the “new, old-fashioned way” of showing educator effectiveness. Select exemplars from student groups such as these to demonstrate overall achievement in your classroom: Students who were already high achieving—How did they do on the assessments used? Did they improve? Students who were initially struggling—Have they done well on the assessments used? Are they more confident learners? Students who initially struggled to perform at all, who are now performing and perhaps doing much better.

Documenting Teacher Instruction is Essential!
Instructional information should be used along with student performance to demonstrate educator effectiveness. As this slides notes, Instructional information should be used along with student performance to demonstrate educator effectiveness

Documenting Teacher Instruction
You may want to create a log of what you did instructionally on each content standard assessed. A concise narrative summary of this for your supervisor would make it most useful. The log and summary may be written, or you may use video of classroom instruction, student work, and student reflections on the assessment in the classroom. You may want to create a log of what you did instructionally on each content standard assessed. A concise narrative summary of this for your supervisor would make it most useful. Video excerpts of instruction can help, too The log and summary may be written, or you may use video of student work in progress, student performances, and student reflections on the assessment in the classroom.

Documenting Teacher Instruction
You may want to create a log of what you did instructionally on each content standard assessed. A concise narrative summary of this for your supervisor would make it most useful. Video excerpts of instruction can help, too The log and summary may be written, or you may use video of student work in progress, student performances, and student reflections on the assessment in the classroom.

Teacher Reflections on the Assessment and Student Learning
Once the teacher has taught the content standards, documented instruction, and collected, scored, and analyzed student achievement, the teacher should prepare a concise reflection on what he or she learned. Once all of the information has been collected, scored, and analyzed, the teacher should prepare a concise reflection on what he or she learned annotated with the examples of student work, videos of instruction or student work and performances, and their reflections

Teacher Reflections on the Assessment and Student Learning
What worked and what didn’t? What formative information was collected during instruction or assessment and what changes in instruction did you make? What did you learn about your students – their achievement and attitudes? How did you use this information? In reflecting on your work as an educator and the achievement of your students, reflect on the following questions What worked and what didn’t? What would you do differently? What formative information was collected during instruction or assessment and what changes in instruction did you make? What did you learn about your students – their achievement and attitudes? How did you use this information?

Putting it All Together
The teacher should prepare a portfolio of evidence for each assessment. Statistical summaries of student achievement – Mean Change Score and/or Achievement Change Table Samples of student work, both pre- and post-test, if used Documentation (written or video) of the teacher’s instruction on the standards that were assessed Student reflections on their learning, both written and video Teacher’s reflective summary about instruction and assessment To put all of this together, the teacher should prepare a portfolio of evidence for each assessment, with Statistical summaries of student achievement – Mean Change Score and/or Achievement Change Table Samples of student work, both pre- and post-test, if used Documentation (written or video) of the teacher’s instruction on the standards that were assessed Student reflections on their learning, both written and video Teacher’s reflective summary about instruction and assessment

How to Use the MAEIA Results for Educator Effectiveness
Other sources of achievement and outcome data (e.g., other measures or indicators of achievement) should be used as well Prepare corresponding narratives regarding teacher practices to accompany student assessment results These achievement data, along with appropriate observational data, should be used in the overall evaluation of an educator The goal of educator evaluation should primarily be improvement of educator practice As this slide notes, think about demonstrating your effectiveness more broadly Other sources of achievement and outcome data (e.g., other measures or indicators of achievement) should be used as well Prepare corresponding narratives regarding teacher practices to accompany student assessment results These achievement data, along with appropriate observational data, should be used in the overall evaluation of an educator It is our belief that the main goal of educators demonstrating their effectiveness with educator evaluation system is primarily to improve educator practice

Selecting MAEIA Assessments
Module 4 IN THE MAEIA MODULE SERIES Welcome to this Introduction to the Michigan Arts Education Instruction and Assessment Project. In the next few minutes, I will describe some of the important aspects of this ground-breaking project. I will be describing how to select the MAEIA assessments you want to use.

MAEIA’s Online Catalogue
Note this web address to directly access the online catalogue of MAEIA assessments maeia-artsednetwork.org/model-assessments (pause for about 5 seconds) maeia-artsednetwork.org/model-assessments

How items are cataloged
Assessment Title Item Type and Number—The code for each task (T) or event (E). The number indicates the grade ranges: grade K-2 assessments (100s), grade 3-5 assessments (200s), grade 6-8 assessments (300s), and high School assessments (400s). Short Descriptor—A brief phrase or title of the assessment intended to convey the essence of the item. Example: M.E413 Blues Performance Evaluation Grades—The intended grade(s) for which the item was written (K-12). This slide indicates that each assessment contains a standard set of information First, each assessment has a unique number a single letter for discipline — D, M, T, or V, for dance, music, theatre, or visual arts a T or E, for task or event a three-digit number — the first number indicates grade rang — 1 = K-2; 2 = 3-5; 3 = 6-8; and 4 = high school Second, each item is described in a few words with a short descriptor or title See the Assessment Administration Manual, available online, for a print copy of these directions

How items are catalogued
High School Level – for high school items only: Designates the assessment level for which the task or event was written. Level 1—Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program. Level 2—Students who have already completed their first year in an arts discipline course and are now in their second year of instruction in the same arts discipline. Level 3—Students who have already completed their first and second years in an arts discipline’s courses and are now in their third year or fourth year of instruction in the same arts discipline. At the high school level – grades – the assessments are further divided into 3 levels Level 1 items are for students who are in their first year of study in a discipline, regardless of whether they are freshman, sophomores, juniors, or seniors Level 2 items are for students who are in their second year of study in a discipline, regardless of grade level Level 3 items are for students who are in their third or fourth year of study in a discipline, regardless of grade level

High School Assessment Guidelines (continued) If a student takes a year of instruction in one discipline (e.g., music) and another year of instruction in another discipline (e.g., theatre), the student would participate in Level 1 assessments in each discipline. Teachers have the flexibility to adjust the assessments to match the instructional levels of the students being assessed. Note: If a student takes a year of study in one discipline, such as music, and a year of study in another discipline, such as visual arts, this student would be assessed using Level 1 items in each discipline Sometimes, an item may have been written for students at more than one level, and teachers have the flexibility to adjust the assessments to match the instructional levels of the students being assessed.

MAEIA Performance Standard (K-12)—Performance standards are discipline-specific and condense the Michigan Merit Curriculum’s five content standards into the three overarching performance standards of Create, Perform, and Respond. These performance standards were developed to serve as the basis for MAEIA model assessments that measure student proficiency in each arts discipline at each grade span - K-2, 3-5, 6-8, and 9-12. Content Standard and Benchmark (K-12) —These are the Michigan State Board of Education-approved standards for arts education, taken from Michigan Arts Education Content Standards and Benchmarks for Dance, Music, Theatre and the Visual Arts (2011). For K-8 items, the Michigan Benchmarks are indicated. VPAA Guideline —These are taken from the Michigan State Board of Education-approved Michigan Merit Curriculum Credit Guidelines for the Visual, Performing, and Applied Arts (2006). NCAS Standards Alignment (K-12)–This provides the code for the National Core Arts Standards anchor standard that most closely aligns to the item. VISUAL, PERFORMING, AND APPLIED ARTS Note that the content standards, benchmarks, and performance standards assessed by each item are shown, And the National Core Arts Standard or Standards assessed by each item are also shown This will permit you to easily select assessment aligned to the standards addressed in your instruction

Educator Effectiveness Method (1,2, or 3). Because change or growth in student performance is one of the metrics to be used in educator evaluation in Michigan, and because some of the MAEIA arts education assessments may be suitable for this purpose, there are three different ways that the MAEIA assessments can be used by arts educators to demonstrate their effectiveness. Each MAEIA assessment has been designated for use in one of three models. Visit our website for more detailed information: Also indicated in the catalog is which of three methods is recommended for arts educators to use the item to demonstrate their effectiveness Method 1 – The use of the assessment as a pre-post measure in the same school year Method 2 – Use of the assessment as a pre-post measure in the adjacent school years Method 3 – The assessment is so unique that it should be used only once, with samples of student work selected to illustrate student learning and accomplishments More information on these methods of demonstrating educator effectiveness can be found at the website shown

Requires Recording This is a signal to a teacher using this item about whether students’ responses will need to be electronically recorded. Total Time An indication of the total number of minutes that the assessment requires. This number is estimated because: Students may require longer to complete the item than estimated––this is ok. The time it takes to record the performances of all students in larger classes may require an extra class period (or two). Total time does not include the time it will take the teacher prepare to administer the assessment, to document the administration of the assessment, or score the student work. A couple of additional pieces of information are also shown: Requires recording? indicates whether it is recommended that students’ responses be video- or audio-recorded. This will help you prepare in advance to administer the item The total time is also indicated. This is an estimate of the total assessment administration time. Note that it is an estimate only because some students will more or less time, and the recording time for larger classes may take longer. Also, the time shown does not include the time it will take for the teacher to prepare to give the assessment, nor to score students’ responses after the assessment

Browsing MAEIA’s Online Catalogue
maeia-artsednetwork.org/model-assessments Now, we turn out attention to how you can browse the MAEIA catalog to select assessments Again, note the web address to directly access the online catalogue of MAEIA assessments maeia-artsednetwork.org/model-assessments [Pause]

Catalogue page for each discipline
The first step is to select the discipline – Dance, Music, Theatre, and Visual Arts – from the drop-down menu under the “Model Assessments” tab

Music: Main Page Selecting one discipline – in this case, Music – brings you to the landing page for that discipline, shown here

The catalog is searchable!
Item title Keywords Grade levels High School Level Standards and VPAA Guidelines Note that the catalog is searchable through drop-down menus by the categories shown: Item title Keywords – those used in the title and in the assessment itself Grade level or levels High School level – 1, 2 and/or 3 Standards and VPAA Guidelines (for high school only) that are assessed

Click on an item in the “Assessment Title” column of the catalogue to read an overview of the item and see other information about the item. Beneath the searchable tabs and drop-down menus is a complete list of all of the tasks and events available for the discipline. Each column has directional arrows on it, permitting you to select the dimension you value and organize the list of available assessments by the category you are seeking, such as grade level or standard, from top to bottom or bottom to top The default for the list is alphabetical by the first letter in the assessment title

If you click on the title of an assessment, such as Music –– Compose a Consequent Phrase — you can see a series of links to documents for this assessment, and a place where you can provide feedback on the assessment The Teacher Booklet is available in both pdf and MS Word formats The Student Booklet is again available in both pdf and MS Word formats A summary of the catalog information is shown on the right side of the page. For example, if you click on any of the standards, you can see the actual standard statements

maeia-artsednetwork.org/model-assessments
Tips for Selecting Assessments Now, I want to provide some tips and ideas for selecting the assessments. maeia-artsednetwork.org/model-assessments

Performance Tasks Performance assessments carried out by individual students or small groups of students over time (days, weeks, months) Performance Events Performance assessments that are administered “on-demand,” without any or just a brief amount of rehearsal time. First, consider the two types of performance assessments that are available – performance tasks and performance events. Note that these differ both in terms of complexity of the task and the duration of the assessment. Both types of assessment are important for you to consider using

Tips for Selecting Items
Select a mix of . . . & Tasks Events & Create Perform Present Respond You will want to consider not only the use of tasks and events, you should think about selecting items that focus on the three parts of the creative process: Create Perform or Present Respond Together, these are the creative process.

Select the Tasks and Events that will logically fit into your existing curriculum and instructional plans. You may modify the assessments to better fit your instruction (e.g., change the genre of the work of art used in the assessment). Remember that you should select the assessments that fit with your existing curriculum and your planned instruction And, remember, you may modify the assessment to fit your instruction even better – for example, change the genre of music used in a music item or the works of art used in a visual arts item

Select a small number of Events (1-3) and Tasks (1-2) to use throughout the school year (September–May). We suggest that items be used within one of three instructional cycles, to help you pace your use of the Events and Tasks. Fall We recommend that you select only a few items for use in a school year For example, we suggest you select 1-3 events and 1-3 tasks and then space out their use during the school year If you we planning to use the assessments to demonstrate your effectiveness as an arts educator, you may want to take into account the re-use of the assessment later in the school year or the next one Winter Spring September 1 – November 30 December 1 – February 28 March 1 – May 30

Schedule the Selected Items Across Instructional Cycles
Go to My Assessment Administration Plan (on the MAEIA website) Place selected item type and number into the first column. In the second column, write the title or short description of the assessment. Enter the number of classes you will use the assessment in. Indicate the month that corresponds to when you are teaching the content and will be administering the assessment Start by going to the “My Administration Plan” found on the MAEIA website Write the selected item type and number into the first column In the second column, write down the title of the assessment Enter the number of classes you will use the assessment in Indicate the month when you are teaching the content and will administer the assessment

Review Your Assessment Plan
Review your assessment administration plan and check to see that you have selected: Tasks and Events Create, Perform/Present, and Respond items Items that fit within your planned instruction Items spread across the instructional cycles Once you have filled in the “My Administration Plan,” review your assessment administration plan to see if you have selected Both tasks and events, and Items that measure create, perform/present, and respond aspects of the creative process Make sure the items fit with your planned instruction and that they are spread across the year When you are satisfied with your administration plan proceed to downloading items online.

Downloading Assessments
Now a few tips on actually downloading the assessments Again, remember the MAEIA websites [Pause] maeia-artsednetwork.org/model-assessments

Downloading Items You should download both the Teacher Booklet and the Student Booklet for each assessment item you select. Additional materials needed to administer an item are noted in the Teacher Booklet. There are Teacher Booklets for each assessment and Student Booklets for almost all of them. Remember that there is a Teacher Booklet for every assessment, and a Student Booklet for almost all of them. If there is no Student Booklet for an assessment, this is indicated in the Teacher Booklet

Downloading Items The Teacher Booklets and Student Booklets are available in both Adobe Acrobat pdf format and MS Word documents. You can use the pdf version for printing locally The Word format is provided so you can adjust the assessment if you feel it is necessary before printing locally These resources are found on each item page you select from within the discipline – in this case, Music and the item that measures “Compose a Consequent Phrase”

Download the Assessment Administration Manual
You can download an Assessment Administration Manual (AAM). The AAM discusses general assessment topics, including actions you should take before, during, and after assessment. You can download an Assessment Administration Manual or AAM The AAM discusses general assessment topics, including actions you should take before, during, and after assessment. The AAM can be found on the discipline landing page – on the right-hand side The Assessment Specifications Document for the discipline describes the development of the assessments, and can be found below the AAM

Download the Administration Manual
This slide shows where both the Assessment Administration Manual and the Assessment Specifications Document can be found (pause)

Provide Feedback Use the Feedback Form on the assessment page you used maeia-artsednetwork.org: Provide feedback on the assessment item. tell us about any modifications you made provide comments on the assessments you use. Use the Feedback Form on the assessment page for the assessment you used at maeia-artsednetwork.org Provide feedback on any modifications you made Provide comments on the use of the assessment Also, provide comments on the overall assessment administration experience from you and your students Provide overall feedback on the assessment administration and your experiences with it.

Feedback on the Assessments
“ The MAEIA assessments make you grow as a teacher and re-evaluate your instructional practices.” Amy Pobanz, Art Teacher John Glenn High School Bangor, MI Here is another comment from Amy, the teacher who was quoted earlier in this presentation — her feedback on the MAEIA assessment process and its value to her

maeia-artsednetwork.org Be sure, too, to join the community of arts educators. Register on the site (see the work “Register in the upper right hand corner, and join with other arts educators in improving your arts education programs.

Contact Us MAEIA Project 517-816-4520 maeia.artsed@gmail.com
If you have any questions, contact us at this phone number or address.

Michigan Arts Education Instruction and Assessment

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