1. Arts Education Think Tank
Note: This is the theme for SI The Connecting to Serve All committee suggests that the Whole Child slides be used as an overarching introduction for content and other pieces that must be woven throughout the content sessions.
Proficiency in Arts Education

2. Housekeeping http://ances.ncdpi.wikispaces.net/

3. AGENDA Introductions/Voices from the Field LinguaFolio/ArtsFolio
Proficiency Placement Practices
Evolving Roles
Analysis of Student Work (MSLs)
Future Directions of Think Tank

4. LinguaFolio/ ArtsFolio Michael Kimsal

5. Reflections
What are the implications for helping students take ownership for their learning to achieve proficiency in arts education using a tool such as LinguaFolio?
Think about how you might like to be involved with ArtsFolio work.

6. Placement Practices

7. What does it mean to be proficient?
“well advanced in an art, occupation, or branch of knowledge”
proficient, adept, skilled, skillful, expert mean having great knowledge and experience in a trade or profession
From Merriam-Webster online dictionary definition of Proficient

8. Proficiency
implies a thorough competence derived from training and practice
implies knowledge as well as technical skill
AGENDA: Section C
From Merriam-Webster online definition of proficient (synonyms)

9. PBTL in Arts Education
Research
Chart
Resources

10. High School 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.
The NC Arts Education Essential Standards reflect four levels of proficiency for high school courses for credit. The Beginning and Intermediate levels build the foundation for student success in continuing coursework at the Proficient and Advanced levels. Students who take coursework at the Proficient or Advanced levels are applying their skills and understandings in increasingly sophisticated, complex, and challenging ways.  The State Board of Education is discussing implications for honors policy to bring the new arts education standards and coursework into alignment with the existing policy. The recommendation is that coursework at the Proficient and Advanced levels receive the honors weight of 1 point (previously Levels III and IV). This will not be effective until the State Board takes action on this recommendation, expected in March 2012.
The NC Arts Education Essential Standards reflect four levels of proficiency for high school courses for credit. The Beginning and Intermediate levels build the foundation for student success in continuing coursework at the Proficient and Advanced levels. GCS-L-004 – Recommendation is for proficient and advanced courses in dance, music, theatre arts, and visual arts to receive weighted credit of 1 point.
Courses that are Eligible for Weights (Number 3 in the current policy) –new wording and rationale:
Arts education courses that are in the third or fourth year course component of a numerical sequence of courses in any discipline area of arts education meeting the standards for [proficient and advanced] music honors, dance honors, visual arts honors, and theatre arts honors [dance, music, theatre arts, and visual arts] (1 point);
Arts Education no longer has a numerical sequence of courses due to organization by proficiency level; the recommendation is that courses meeting the standards for proficient and advanced dance, music, theatre arts, and visual arts receive weighted credit of 1 point.
arts to receive honors credit.
Input:
Throughout the Essential Standards writing process, discussions, vetting, and input was gathered from Essential Standards writers, NC arts educators, central office coordinators, NC arts education professional associations, members from Institutions of Higher Education, and others. These individuals represented all regions of NC (lists can be provided).
The NC Arts Education Coordinators gave input via their spring and fall 2011 meetings.
An Arts Education Think Tank (comprised of central office coordinators and arts educators) provided input to the course coding structure and honors policy implications during the fall of 2011.
Students who take coursework at the Proficient or Advanced levels enter those studies having completed a minimum of hours of instruction within that arts discipline (dance, music, theatre arts, or visual arts), and are applying their skills and understandings in increasingly sophisticated, complex, and challenging ways.
Coursework at the Proficient and Advanced levels in the NC Arts Education Essential Standards aligns with SBE policy GCS-F-016 on academic rigor.
Coursework at the Proficient and Advanced levels in the NC Arts Education Essential Standards aligns with the highest identified levels of achievement in the National Standards for Arts Education.
It is therefore requested that the policy reflect this alignment and indicate that coursework at the Proficient and Advanced levels receive the honors weight of 1 point. The State Board of Education must take action on this recommendation (expected in March 2012).

11. Suggested Student Profile
Upon entry to high school level study, it is suggested that each student be assessed via a student profile
This profile should be maintained throughout the high school career, so that each student has a history of his/her education, academic performance, and experiences in the arts.

12. Suggested Student Profile
The profile documents:
arts education and student academic performance in any of the four arts education disciplines at the K-8 levels,
arts studies that the student has completed outside of the school (private lessons, internships, studio classes, etc.).

13. Student Placement
Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.
Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.
Teachers and school counselors may use the student profile to help determine the appropriate placement of students at the high school level. Those students who have had limited or NO instruction in the arts discipline prior to the high school level will enter at a beginning level of study in any high school coursework.
Students may participate in a variety of electives from beginning through advanced levels in each of the arts disciplines.
Concentrations in the Arts
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.
Standards at the proficient and advanced levels are aligned with the highest achievement standards at the national level and are intended to provide in-depth, rigorous, and challenging study for advanced level students. These would include honors, AP, or IB courses and specialization in any area of study within an arts discipline.
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. Examples of culminating projects include: producing a student-written play; choreographing a dance for a public performance; publishing and conducting a student-written musical composition; or, producing a student exhibition of original art.

14. Student Placement Practices
student profile
previous and continuing arts education (in and out of school experiences)
checklists (standards-based)
pre-requisites
(completion/mastery of previous level standards)
other criteria
(auditions, products, portfolio, etc.)
student profile – previous and continuing arts education (in and out of school experiences)
checklists (standards-based)
pre-requisites (completion/mastery of previous level standards)
other criteria (auditions, products, portfolio, etc.)

15. Recommendations What models or practices do we want to recommend?
Think about how you would like to be involved in Proficiency Placement Practices support.

16. Future Directions

17. Vision for Sustainability
Areas of Concentration
Expansion
Pilots
Professional Development

18. Teacher Effectiveness Helga Fasciano

19. Teacher Effectiveness and Support for Growth
Using meaningful evaluation to increase effectiveness of teachers and leaders

20. Overview Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
The central focus of READY is improving student learning ...
by enabling and ensuring great teaching.

21. What is our goal? Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Before Teaching and Leading
Develop effective teachers and leaders in preparation programs
Great Teachers and Leaders An effective teacher in every classroom and leader in every school
Student Readiness
Achievement and growth for all students
During Teaching and Leading
Use meaningful evaluation and professional development to increase effectiveness of teachers and leaders

22. Measures of Effective Teaching Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
This research suggests:
Multiple measures are important.
Including student growth improves objectivity of evaluation.

23. Standards 6 & 8 – The Basics Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 1 2 3 4 5 6
Contribute to Academic Success
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Reflect on Practice
Principals (and other Administrators) 1 2 3 4 5 6 7 8
Human Resource Leadership
External Development Leadership
Micro- political Leadership
Strategic Leadership
Strategic Leadership
Instructional Leadership
Cultural Leadership
Managerial Leadership
Academic Achievement Leadership

24. Standards 6 and 8 are measures of Growth
Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
Teachers 6
Standards 6 and 8 are measures of Growth
Contribute to Academic Success
Principals 8
Academic Achievement Leadership
Academic Achievement Leadership

25. Growth Model Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 6
We will use Educator Value-Added Assessment System EVAAS for standards 6 & 8 when possible
Contribute to Academic Success
Principals 8
Academic Achievement Leadership
Academic Achievement Leadership

26. Teacher Ratings Categories Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs▲
Teachers 1 2 3 4 5 6
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Contribute to Academic Success
Reflect on Practice
5 Rating Categories
3 Rating Categories
Not Demonstrated
Developing
Proficient
Accomplished
Distinguished
Does Not Meet Expected Growth
Meets Expected Growth
Exceeds Expected Growth

27. Ratings Status Status ▲
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
Ratings
Status
Teachers 6 separate ratings to help teachers grow each year
Principals 8 separate ratings to help principals grow each year
A single overall status that is determined once a principal or teacher has three years of growth data to populate 6 or 8
Categories for Status
In Need of Improvement
Effective
Highly Effective

28. Status and Standard 6 & 8
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
An educator receives an effectiveness status only once she has 3 years of data on standards 6 or 8
A 3-year rolling average of growth data from standards 6 or 8 is used as part of determining overall status

29. / 1 5 4 3 2 ) ) 3 Teacher Status Standards 1-5 In the year
Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲
In Need of Improvement
Effective
Highly Effective
Standards 1-5 In the year
Any rating lower than proficient
Proficient or Higher on Standards 1-5
Accomplished or Higher on Standards 1-5 1 5 4 3 2
Demonstrate Leadership
Establish Environment
Know Content
Facilitate Learning
Reflect on Practice
And/Or
And
And
Standard 6 Three-year rolling average
Does Not Meet Expected Growth
Meets or Exceeds Expected Growth
Exceeds Expected Growth ) / ) 3
2 years ago 6
1 year ago + 6 +
This year 6

30. Courses Focused on Performance Locally Developed Courses
Growth Data for World Language Teachers ▲ A B C D
EOCs,EOGs and VoCATS
MSLs
Courses Focused on Performance
Locally Developed Courses
Guidance from DPI by on appropriate methods to gather and analyze evidence of student learning.
School administrators will examine evidence of student work in order to determine the teachers' 6th standard rating.

31. Courses Focused on Performance Locally Developed Courses
Four Buckets of Assessments for Growth Rationale - MET Research - Standards 6 & 8 - Status - Support - MSLs ▲ A B C D
EOCs,EOGs and VoCATS
MSLs
Courses Focused on Performance
Locally Developed Courses
Assessment Common Across Districts
Growth using EVAAS
Guidance from DPI with local implementation options
Growth determined by evaluator

32. Next Steps Google Form Closing

33. NCDPI Arts Education Helga Fasciano Christie Lynch Ebert Slater Mapp
Section Chief, K-12 Programs
Christie Lynch Ebert
Arts Education Consultant (Dance and Music)
and Liaison to the A+ Schools Program
Slater Mapp
Arts Education Consultant
(Theatre Arts and Visual Arts)

34. “The digital tools used during the course of this training have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”