1. North Carolina Arts Education Essential Standards
(Be sure to include introductions of all presenters present during this slide).
Key:
* Indicates Arts Energizers used throughout the sessions
North Carolina Art Education Association
October 14, Charlotte, NC
Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison

2. Introductions: What is your role?

3. Agenda http://ances.ncdpi.wikispaces.net/ Legislative Update
Comprehensive Arts Education Plan (S66)
Arts Education Commission (H758)
DPI Update
Essential Standards
Resources
Updates
A+ Schools Program
This slide provides a brief overview of what will be covered during this joint presentation from the Department of Cultural Resource and the Department of Public Instruction.

4. Comprehensive Arts Education
The next several slides will provide an overview of current legislation affecting Arts Education in NC.

5. S66: Comprehensive Arts Education Plan
August 2010
the State Board of Education appointed a task force of members to create a Comprehensive Arts Education Development plan for the public schools in North Carolina
December 2010
Report submitted to NC General Assembly (JLEOC)
March 2011 – Implementation Plan submitted as an attachment to the report
The State Board of Education appointed a task force of members from the Department of Public Instruction and the Department of Cultural Resources to create a Comprehensive Arts Education Development plan for the public schools in North Carolina. The members include representatives from NC superintendents, principals, business, parents, the NC Community College system, the UNC system, LEA arts education coordinators, the A+ Schools Program, the former Joint Select Committee on Arts Education, state organizations, and representatives for each of the arts disciplines (dance, music, theatre arts, and visual arts). In addition to members appointed by the State Board of Education, the task force includes a member of the House of Representatives appointed by the Speaker and a member of the Senate appointed by the President Pro Tempore.
The S66 Comprehensive Arts Education Plan Task Force report was accepted by the State Board of Education and submitted to the Joint Legislative Education Oversight Committee of the NC General Assembly on December 2, To view the S66 report, please visit the link from the State Board of Education page:  
***Refer participants to summary document for all slides relating to S66

6. S66: Vision for Arts Education
In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards-based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.
The report includes a Vision for Arts Education, as developed by the Task Force members.

7. S66: Comprehensive Arts Education Components
(arts as core, academic subjects)
Arts Integration
(arts as a catalyst for learning across the curriculum)
Arts Exposure
(exposure to arts experiences)
The S66 Task Force recognizes a Comprehensive Arts Education Plan
to include the following components:
• Arts Education (arts as core, academic subjects)
• Arts Integration (arts as a catalyst for learning across
the curriculum)
• Arts Exposure (exposure to arts experiences)
The first component, Arts Education, relates to the arts as core,
academic subjects and the importance of school-based instruction to
develop proficiency in the arts. Arts Education is delivered during the regular school day by licensed
arts educators using the NC Standard Course of Study, as specified in
the Arts Education Essential Standards. (Some arts educators teach in
Pre-K settings.)
The second component, Arts Integration, refers to using the arts as a
catalyst for learning across the curriculum and in all areas of learning.
In addition to offering a rigorous course of study in their distinct
disciplines (dance, music, theatre arts, and visual arts), the arts are a
powerful tool for learning throughout the curriculum.
The third component relates to the importance of Arts Exposure in
providing real world context to students. The interface between the arts sector and a school is an essential
component of a comprehensive arts education and sustains a community culture of well-rounded citizens who value creativity.

8. H758: Establish Arts Education Commission
Signed into law by the Governor on June 24, 2011.
Visit the NC General Assembly website ( and search H758.  
Report. – The Commission shall report its findings and recommendations to the 2012 Regular Session of the 2011 NCGA no later than May 1, 2012.

9. H758: Establish Arts Education Commission
Duties:
(1) Review, prioritize, and recommend implementation strategies for the recommendations of the Comprehensive Arts Education Plan (K-12).
(2) Recommend the content and process to establish an arts education "report card" which shall be presented yearly by the Department of Public Instruction to the Joint Legislative Education Oversight Committee.

10. H758: Establish Arts Education Commission
Duties: (continued)
(3) Recommend ways to assess and promote opportunities for students to learn the skills of creativity and innovation in public schools.
(4) Work with the Department of Public Instruction in the creation of arts education assessment models
(arts education and arts integration)

11. H758: Establish Arts Education Commission
Duties: (continued)
5) Recommend the establishment of arts education accountability incentives for schools under the Accountability and Curriculum Reform Effort (ACRE).
(arts education, arts integration, concentrations in the arts)
(6) Study and recommend a permanent financing strategy to provide for comprehensive arts education in grades K-12.

12. Standards
The next several slides will provide an overview of current legislation affecting Arts Education in NC.

13. NC Standard Course of Study
North Carolina Essential Standards
Arts Education
English Language Development*
Guidance (September 2011)
Healthful Living (Health and Physical Education)
Information and Technology*
Science
Social Studies
World Languages
Common Core State Standards
English Language Arts
Mathematics
 The Standard Course of Study includes:
Common Core State Standards
English Language Arts
Mathematics
North Carolina Essential Standards
Arts Education
English Language Development*
Healthful Living
Information and Technology*
Science
Social Studies
World Languages
*Note: English Language Development Standards and Information and Technology Essential Standards must be delivered through ALL content areas. Teachers must ensure collaboration with AIG, EC, and ESL teachers to design and deliver appropriate services and standards for students. Information and Technology Essential Standards are to be delivered by classroom teachers in all curriculum areas and grade levels. Classroom teachers, media coordinators and technology facilitators must also collaborate for this purpose.
Academically and/or Intellectually Gifted Program Standards
Note: The NC AIG Program Standards serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive local AIG programs. These standards honor local flexibility and context.
Extended Content Standards
Note: The No Child Left Behind Act requires that all students, including those with the most significant cognitive disabilities, have access to the standard course of study at grade level. The extended content standards provide entry point extensions so that all students have meaningful and functional access to grade level standards. These standards should be used to develop goals, learning experiences and materials for students with the most significant cognitive disabilities.
Occupational Course of Study Common Core State Standards and North Carolina Essential Standards
Note: The Occupational Course of Study (OCS) is intended to meet the needs of a small group of students with disabilities who need a modified curriculum that focuses on post-school employment and independent living. The vast majority of students with disabilities will complete the Future-Ready Core Course of Study with accommodations, modifications, supplemental aids and other services as needed. The OCS is a modified standard course of study with 15 courses in English, mathematics, science, occupational preparation and social studies.
• Students are required to complete career/technical education credits, healthful living, and electives to complete local graduation requirements.
• Each student must complete 300 hours of school-based vocational training, 240 hours of community-based vocational training, and 360 hours of paid employment.
• Each student must complete a career portfolio documenting completion of course of study requirements.
• The IEP Team, which includes parents and the student, makes recommendations as to the appropriateness of the OCS for a particular student based on his/her post-school transition needs and goals. Final selection of the OCS is by student and parent choice.

14. CCSS and NCES Similarities Differences Fewer, clearer, higher
Alignment with other standards, research, 21st century skills
Focused on improving student achievement (student outcomes)
Differences
Format
Taxonomies
RBT (NCES)
Other (CCSS)
Specific to NC (NCES)
Optional adoption from national movement (CCSS)
All to be implemented in 2012, with the exception of ESL (already in place) and IT (to be implemented THIS school year)

15. Arts Education Essential Standards 2010
The next several slides will provide an overview of the Arts Education Essential Standards. If you attended the meeting in October or through any of the professional associations, some of this content will be a review. However, if you were not able to attend any of these sessions, these next slides will help you to become acquainted with the purpose, content, and organization of the new standards. In-depth training will be provided through NCDPI’s blended professional development, which includes Summer Leadership institutes, on-line learning modules, an implementation guide for LEA teams that attend the summer institutes, and support materials available through the instructional toolkits for each content area.

16. Arts Education ES Timeline
September 2010
Version 3.0 Approved by the State Board of Education
School Year
Implementation of the new standards
The new standards were approved by the SBE in September and will be implemented in the school year.

17. What are Essential Standards?
Wordle - Have participants offer their understanding of what the Essential Standards are by spontaneously offering words, phrases, etc. Use the information on the next slide to reinforce what they have contributed and increase understanding for those who did not have a concept of the ES. The ideas could be displayed on a bubble map or other graphic visual that is created as a group using a PPT slide, Thinkfinity tool, or using chart paper and markers.
Use one of these tools to capture the brainstorming of participants’ definitions of Essential Standards

18. Essential Standards are…
skills, understandings and learning experiences mastered at each level to move to the next level.
“must have" goals of the curriculum.
focused on higher-order knowledge and skills all students should master.
resolution to the "inch-deep, mile-wide" concern about the current SCOS.
assurance that every student learns essential content and skills for the 21st Century.
What are Essential Standards?
Source:
ACRE: Accountability, Curriculum and Reform Effort mandate from the North Carolina State Board of Education

19. Essential Standards Guiding Question
What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?
The Essential Standards answer this guiding question that was used with the writing groups to craft Essential Standards for each Arts Education discipline:
“What do students need to know, understand, and be able to do to ensure their success in the future, whether it be the next class, post-secondary, or the world of work?”
Essential Standards are:
Skills, understandings and learning experiences mastered at each level to move to the next level
“Must Have" goals of the curriculum
Focused on higher-order knowledge and skills all students should master
Resolution to the "inch-deep, mile-wide" concern about the current SCOS
Assurance that every student learns essential content and skills for the 21st Century
Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.
Source:
ACRE: Accountability, Curriculum and Reform Effort mandate from the North Carolina State Board of Education
The Essential Standards contain Knowledge & Skills that are:
valuable beyond one test: ENDURANCE
valuable in multiple disciplines: LEVERAGE
necessary for success at next level: READINESS
(This is the ES Identification Criteria through which the standards were developed)

20. Essential Standards Filters
RBT
21st c Framework
Research
Standards
ES Criteria
The Essential Standards were screened through various filters throughout the development process which include:
Revised Bloom’s Taxonomy
21st Century Themes and Skills (P21 Framework)
The latest research and best practices
Standards (from other states, national, and international, if applicable), and,
ES Criteria (Endurance, Leverage, Readiness)

21. WRITING GROUPS: Arts Education Essential Standards
This section includes information about the structure and composition of the ES writing groups. The Essential Standards revision process for Arts Education began in Spring of 2009 and continued through the completion and approval of the Version 3.0 standards in June 2010.
The writing groups encompassed all 8 education regions in NC, had a range of experiences, and were comprised of K-12 educators, administrators, central office staff, IHE members, professional association, and other representatives.

22. ES Writing Groups K-12 Writers NCDPI Arts Education Consultant
K-5 Lead
6-8 Lead
9-12 Lead
K-12 Floating Lead
In arts education, there were 4 separate writing committees, one for each arts education discipline: dance, music, theatre arts, and visual arts. Each group had leads for each grade span (K-5, 6-8, and 9-12) as well as “floating leads” who worked across all grade levels. Leads and writers met face to face and virtually by discipline area and completed a variety of visioning activities, webinars, and other tasks to inform the draft ES writing process.
IHE representatives for ES writing teams:
Dance – Dr. Susan Stinson, UNC-G
Music – Dr. Daniel Johnson, UNC-W
Theatre Arts – Dr. Gordon Hensley, ASU
Visual Arts – Dr. Mark Sidelnick, UNC-Asheville
K-12 Writers

23. PROCESS: NC Arts Education Essential Standards
Revisions Made
Filters applied
Trends analyzed
Drafts reviewed
Drafts were regularly reviewed by Dr. Lorin Anderson who ensured adherence to the Revised Bloom’s Taxonomy (RBT) format.
Drafts were reviewed by select reviewers and via public review throughout the process for each area and feedback was compiled, analyzed, and used to guide revisions for future drafts. All feedback was greatly appreciated and informative for the writing committees. Each writing group carefully considered all feedback received and looked for trends and research supporting changes. In addition to informing the standards, much of the feedback is being used to develop items for the instructional toolkits.
Ongoing ES work took place with leads and writers which included alignment and filtering as the standards evolved.

24. Arts Education Four separate courses of study:
Dance
Music
Theatre Arts
Visual Arts
Aligned with National Standards
21st Century Skills embedded throughout
National Standards are embedded throughout ES and CO
Standards were filtered through 21st century skills which are infused throughout the ES, CO, and APs

25. Arts Education Use of Revised Bloom’s Taxonomy
Provides the framework used for all NC Essential Standards
Common language used for all Essential Standards
Two-Dimensional: Cognitive Process and Knowledge Dimension
Focuses objectives in order to accomplish specific learning outcomes, leading to proficiency
Common clarifying objectives regarding history and culture, aligned with Social Studies standards, for all arts disciplines
Assessed via formative, interim/benchmark, and summative assessments
Uses RBT verbs that are consistent across disciplines and clearly measurable
Common clarifying objectives regarding history and culture by grade and proficiency level, aligned with Social Studies curriculum, for all arts disciplines
Includes assessment prototypes specifically aligned to ES and COs for each arts discipline thereby clarifying the objectives; additional guidance on assessment will be provided in instructional toolkit. Please keep in mind that the Assessment Protptypes are examples only, and are not required.

26. Essential Standards Components
Strands:
Organization
Common threads of understanding
[ES] - Essential Standards (<10)
[COs] - Clarifying Objectives (approximately 2-5 per ES)
[APs] - Assessment Prototypes (samples)
Learning Sequence:
K-8 Grade Levels
HS Proficiency Levels
Organized to embed multiple entry points
For all disciplines, the ES are organized as follows:
Strands provide:
Organization
Common threads of understanding
Essential Standards (<10)
Clarifying Objectives (approximately 2-5) – at least 2 per ES and no more than 5
Assessment Prototypes (many) – sometimes aligned with individual COs and sometimes address multiple COs; APs continue to be developed and are or will be used in instructional tools
Organized to embed multiple entry points
The Essential Standards communicate what students should know and be able to do as a result of instruction at each grade level (K-8) or proficiency level: beginning, intermediate, proficient, and advanced (9-12). Because of the broad base of knowledge and skills involved in creating, performing, responding to, and understanding the arts, experiences and learning must occur in a sequential manner.

27. Visual Arts Strands VISUAL ARTS Visual Literacy (V)
Contextual Relevancy (CX)
Critical Response (CR)
Each discipline has a set of strands which provide common threads of understanding that cut across all grade levels. Look at the chart. Ask and answer the following with participants:
What is common? (the organizational use of strands in the Essential Standards) Other commonalities that might be noted: There is a strand related to response in dance, music, and visual arts – the names differ. There is a strand related to literacy in music and visual arts. There is a strand titled “Contextual Relevancy” in music and visual arts.
What is different? (the strands vary for each arts education discipline) Although there are some overlaps with the strands, each discipline’s strands are treated uniquely within the Essential Standards for the discipline.

28. Partnership for 21st Century Skills (P21)
Visit the P21 website:
Reference Pages 7-9 of each discipline’s Crosswalk – the Essential Standards were filtered through the Framework for 21st Century Skills. If you are not familiar with this website, you may want to visit and become familiar with the Framework and tools that are available here. (Visit the website, as time allows, look at the framework.)
P21 website:
Crosswalks, Pages 7-9

29. P21 Resources Arts Skills Map
Additional 21st Century Resources - You may also note that P21 has created an Arts Skills Map ( and that NCDPI has a document that aligns the 2005 SCS with the P21 framework. This document will be revised to align with the new Essential Standards as part of the Instructional Toolkit. (show samples of these two resources)
Arts Skills Map
Arts Education and 21st Century Skills in North Carolina

30. Decoding Musical Literacy Essential Standard Clarifying Objectives
4.ML.1
Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.
4.ML.1.1
Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures.
4.ML.1.2
Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts.
4.ML.1.3
Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff.
This example is from the approved Essential Standards for Music. The table illustrates the format for “decoding” the Essential Standards. Note that the standards are organized under a large heading, “Musical Literacy.” Musical Literacy is the strand for this particular Essential Standard.
The number “4” lets the viewer know that you are viewing a Grade 4 standard;
The “ML” indicates the strand, which is Musical Literacy.
The “1” indicates that the viewer is looking at the first Essential Standard under Musical Literacy, which reads: “Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.”
The “3” indicates that this is the third clarifying objective within this standard, which reads, “Use voice and/or instruments to execute melodic movement through pentatonic melodies on the treble staff.”
Grade Level (4)
Strand
(ML = Musical Literacy)
Essential Standard (1)
Clarifying Objective (3) 30 30

31. Sequencing
More than ever before, the North Carolina Arts Education Essential Standards provide a clearly articulated sequence of instruction grade-by-grade, in grades K-8, and by proficiency level (beginning, intermediate, proficient, and advanced) in grades This concept is elaborated on in the online learning module, “Understanding the Standards.”

32. HS Proficiency Levels Beginning Intermediate Proficient Advanced
Standards are for students with no or limited K-8 progression in the arts education discipline (dance, music, theatre arts, or visual arts).
Standards are for students who have had a complete K-8 progression or who have achieved beginning level standards in the discipline at the high school level.
Standards are for students who have achieved intermediate level standards in the discipline at the high school level.
Standards are for students who have achieved proficient level standards in the discipline at the high school level.
Progression of standards at the HS level: Beginning (for students with no or with limited K-8 experiences); Intermediate (for those students who have received K-8 progression or who have achieved beginning level standards); Proficient; and Advanced. Students may pursue coursework from beginning through advanced levels of learning in multiple courses within each arts education discipline.
Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The Essential Standards communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12).
Additional information Concentrations: It is recommended that concentrations in the arts reflect a sequence of courses in an arts discipline to include at least one advanced level course. Courses beyond the intermediate level are considered advanced. These would include specialization in any area of study within an arts discipline as well as honors, AP, or IB courses. The completion of the concentration should lead to a culminating project or capstone experience which allows the student to demonstrate advanced skills in the arts discipline and which may also be used as part of a professional portfolio for entrance into institutions of higher education or a career in the arts. For example, producing a student-written play; choreographing a dance for a public performance; publishing and conducting a student-written musical composition; producing a student exhibition of original artwork, etc.
Note: students of various proficiency levels may be served within the same class or course.

33. Unpacking the Standards
Dance
Music
Theatre Arts
Visual Arts
Visit the ACRE website: to access the unpacking tools for each arts education discipline. (Walk participants through this process).
The “unpacking” of the standards done in these documents is an effort to answer a simple question “What does this standard mean that a student must know and be able to do?” and to ensure the description is helpful, specific, and comprehensive for educators.
Unpacking the Standards

34. Organization of Unpacking Tools
Take a look at the Unpacking documents that are provided, or that you brought with you to this training. You will notice the following:
Chart - Each set of unpacked standards begins with a chart overview of the strand and its accompanying essential standard(s) and clarifying objectives, organized by grade span (K-2, 3-5, 6-8, and high school). This chart allows the reader to quickly compare clarifying objectives and see horizontal articulation across the grade span.

35. Organization of Unpacking Tools
Take a look at the Unpacking documents that are provided, or that you brought with you to this training. You will notice the following:
Narrative - Following the chart, you will see narrative elaboration that provides explanations and examples of what the strand addresses and what the essential standard might look like in the classroom by the end of a particular grade span.

36. Standard How I teach this standard Differentiation
How this standard is reflected in student work
How this standard is assessed:
formative
benchmark
summative
Differentiation
Think about implementing the new essential standards at the classroom level – planning for instruction must include thought about 1) how the standard is taught, 2) how the standard is reflected in student work, 3) how the standard is assessed, 4) the standard connects to other areas of the curriculum, to 21 century themes and skills, etc. and 5) how the standard may be differentiated for special populations (such as AIG, ELL, and EC) and/or multiple entry points.
Connections

37. Interpretation Chart Rotate disciplines
DANCE
MUSIC
THEATRE ARTS
VISUAL ARTS
Interpretation Chart
Rotate disciplines
Knee Partner – Choose one standard to use as you complete the interpretation chart.
Think about implementing the new essential standards at the classroom level – planning for instruction must include thought about 1) how the standard is taught, 2) how the standard is reflected in student work, 3) how the standard is assessed, 4) the standard connects to other areas of the curriculum, to 21 century themes and skills, etc. and 5) how the standard may be differentiated for special populations (such as AIG, ELL, and EC) and/or multiple entry points.
Have discipline area teachers use the template on the following slide to complete an initial interpretation chart that allows them to examine a particular standard with a specific grade level or course and think about how the standard could be taught in their own classrooms.
Table Discussion – Share with the others at your table

38. Sequencing Discussion
Why is it important to understand the sequence of learning across the K-12 continuum?
Please continue meeting with your thumb partner to discuss this question and be prepared to discuss with the group.
Points might include:
-So that teachers/students/parents know what comes before and after in the continuum
-So that teachers can differentiate instruction for students who have gaps in the continuum
-So that students know what they have learned and what is coming ahead
-So that students can set goals to progress with their learning
-To understand the “big picture” of what students should know and be able to do
-Other (share ideas among the group)

39. Intent of the Essential Standards
Communicate at a basic level in each of the four arts disciplines
Communicate proficiently in at least one art form
The sequence of the standards speaks to the intent of the existing National Standards for Arts Education as well as the NC Essential Standards, that students know and are able to do the following by the time they have completed secondary school:
Communicate at a basic level in the four arts disciplines: dance, music, theatre arts, and visual arts. This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline;
and,
Communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason, and technical proficiency. 39

40. Arts Education Essential Standards PD Plan 2011-12
K-12
Dance
Music
Theatre Arts
Visual Arts
The next few slides will focus specifically on support for the NC Arts Education Essential Standards

41. Arts Education Essential Standards PD Plan 2011-12
Quarterly Webinars
3:30 – 4:30 p.m minutes for questions
Arts Education Coordinators Meetings
September 21
December 7
February 8
May 9
Raleigh:
September 30, 2011
Winston-Salem: March 23, 2012

42. Arts Education Essential Standards PD Plan 2011-12
Arts Education Professional Associations
Dance, Music, Theatre Arts, Visual Arts
RESA Trainings
Beginning Spring
Summer Institutes
Summers
IHE training
October 7 - Raleigh
October 10 - Wilmington
October 13 – Boone
A+ Schools Program
Ongoing support and alignment
Continued collaboration between NCDPI/NCDCR

43. CCSS and NCES Resources
Accountability and Curriculum Reform Effort (ACRE) website:
Standards (all areas)
Instructional tools (all areas)

44. Instructional Tools Crosswalks Unpacking the Standards
Available Summer 2011:
Crosswalks
Unpacking the Standards
In development:
Graphic Organizers
Formative Assessment Strategies
ArtsFolio/Student Profile
Learning Progressions/Learning Maps
Terminologies
Future Tools
Instructional tools are being developed to support the implementation of the new standards.

45. CCSS/NCES Resources Summer 2011 NCDPI Institute Materials
Facilitator’s Guide
Content Sessions
Wiki sites
All areas:
Arts Education:

46. CCSS and NCES Resources
Online learning modules
The Call for Change*
Understanding the Standards*
Developing Local Curricula
Revised Bloom’s Taxonomy
NC FALCON*
NC Professional Teaching Standards and Teacher Evaluation System*
In 2011, the North Carolina Department of Public Instruction (NCDPI) provided an intense, blended professional development effort for district-level and charter school teams as part of the Accountability Curriculum and Reform Effort (ACRE), and Race to the Top (RttT). This effort focused on the transition from the current North Carolina Standard Course of Study to the new Common Core State Standards (for English Language Arts and Mathematics) and North Carolina Essential Standards (for Arts Education, English Language Development, Healthful Living, Information and Technology, Science, Social Studies, and World Languages).
New standards for all content areas will be implemented during the school year, with the exception of the English Language Development Standards, which were implemented in 2008, and Information and Technology Essential Standards, which will be implemented in Information and Technology Essential Standards are to be delivered by classroom teachers in all curriculum areas and grade levels. It is the expectation that all of the above standards are interwoven into professional development and implementation of all content areas.

47. NC Arts Education Website
Updated with information on an ongoing basis
NC Arts Education Coordinators
Listserv: > Resources > NCDPI Arts Education Listserv Updates

48. NCDPI Updates
The next several slides will provide an overview of current legislation affecting Arts Education in NC.

49. National Standards National Standards completed in 1994
National effort underway for reconceptualization of the standards
Targeted release is 2012
SEADAE:
A brief update on what is happening with National Expectations for Learning in Arts Education:
The current National Standards were completed in 1994.
SEADAE is spear-heading a reconceptualization of the standards (involvement with the national professional associations, as well as the CCSSO, AEP, ASCD, College Board, and others).
The targeted release for new national standards is 2013.

50. NC Licensure Requirements
TCP-A-005
NCGA passed legislation requiring 7.5 CEU credits per renewal cycle
SBE committee established
SBE policy to be determined to address requirements with new legislation
August SBE meeting: During its 2011 session, the General Assembly reduced the number of renewal credits required for a teacher to renew a Standard Professional 2 license. The number of renewal credits was reduced from 15 to 7.5. This discussion item provides two options for adjustments to TCP-A-005, the policy on renewal requirements. The first option continues the policy of providing renewal credit for years of teaching experience while aligning the number of credits provided for various types of renewal activities with the reduced number of total required credits. The second option eliminates renewal credit for years of teaching experience while making technical adjustments to the number of credits provided for various types of renewal activities.

51. NCDPI/NCDCR Collaboration: A+ Schools Program
Background of A+ Collaborationh

53. “The A+ Schools Program is the largest, longest running, most successful, arts-based whole-school reform effort in the nation.”
George Noblit, author of Creating and Sustaining Arts-Based School Reform: The A+ Schools Program
The A+ Schools Program is the largest, longest running, most successful, arts-based whole-school reform effort in the nation.”

55. NCDPI Support for A+ Christie Lynch Ebert Brenda Wheat Whiteman
Arts Education Consultant and A+ Liaison
Brenda Wheat Whiteman
A+ Arts Education Specialist
Work collaboratively between NCDPI and NC Department of Cultural Resources to support the A+ Schools Program of the NC Arts Council

56. NCDPI Support and Alignment for the A+ Schools Program
Data Collection
Collaboration
Professional Development

57. PCAH Report
Reinvesting in Arts Education: Winning America’s Future Through Creative Schools
In May, The President’s Committee on Arts and Humanities released it’s national report “Reinvesting in Arts Education” following extensive research on the state of arts education across the nation. It was exciting to be in the audience when the report was released and the A+ Schools Program was named as a model arts education program in the report.

58. Michelle Burrows | Director
A+ Schools Program
tel:
For more information, you are welcome to contact the Director of the A+ Schools Program, Michelle Burrows.

59. Contact Information
Christie Lynch Ebert
Arts Education Consultant and A+ Liaison

60. Questions?
The next several slides will provide an overview of current legislation affecting Arts Education in NC.