NCMEA MUSIC PROGRAM LEADERS

NCMEA “Growing Success for All Students” NCMEA Music Program Leaders/NCDPI November 2014

NCMEA MUSIC PROGRAM LEADERS
The NAfME Council of Music Program Leaders consists of supervisors and administrators of school music programs who share the goal to improve the availability and quality of school music education for all children. NCMEA Music Program Leaders include Arts Coordinators, Supervisors, Program Directors, Administrators, IHE representatives, Lead Teachers, and other interested parties. “Growing Success for All Students” (4 sessions) for Music Educators and Music Program Leaders

NCMEA Music Program Leaders and NCDPI Special Sessions: Growing Success for All Students
Monday, 11/10 11- 11:50: Band (BCC Conference Rooms 5,6,7) 3:00-4:30: Jazz/Orchestra/Other Instrumental (Embassy Grand Pavilion) 5:00-6:30: Elementary (Marriot Hearn) Tuesday, 11/11 9:00-10:30: MS/HS Choral (BCC N Main Hall, B,C,D)

Presenters Christie Lynch Ebert Band: Jazz/Orchestra/Instrumental:
NCDPI/Government Relations, NCMEA Section Chief, K-12 Program Areas, NC Department of Public Instruction Janae B. Copeland Music Program Leaders Chair, NCMEA Director of Cultural Initiatives, Onslow County Schools X20122 Janet Berry, Iredell-Statesville Schools Dee Yoder, Burke County Bryant Copeland, Onslow County Schools Band: Michael Wilson, NCBA President Jazz/Orchestra/Instrumental: Andy Wright, Chair, Jazz Jessica Embry, Chair, Orchestra Elementary: Beth Ulffers, Chair MS/HS Choral: Hillary Boutwell, Chair, MS Carol Earnhardt, Chair, HS Arts Ed contacts from NCDPI

Resources

NC Arts Education Wiki http://ances.ncdpi.wikispaces.net/

Survey Says… Please use this form to help us update our information ATTENTION ARTS EDUCATION COORDINATORS AND LEADERS: The NC Department of Public Instruction is collecting Central Office Arts Education Coordinator contact information. Please use this form to help us update our information, which is also posted on the NC Arts Education wikispace ( as a resource to enable collaboration among arts education leaders. If you have questions about completing this form, or prefer to call in this information, please contact Slater Mapp or Christie Lynch Ebert or Thank you in advance for helping us to keep our records current!

Social Media Like Us on Facebook at “N.C. K-12 Arts Education”
NCDPI ARTS EDUCATION FACEBOOK PAGE Like the NCDPI Arts Education Facebook page (N.C. K-12 Arts Education) and receive updates and reports on Arts Education in North Carolina. Just click on this link or enter “N.C. K-12 Arts Education” in the search box at the top of the page in Facebook. Once you are on the page, click the “like” button. By “liking” this page, you will automatically be following NC K-12 Arts Education and have access to all posts. Follow Us on Twitter “#ARTSEDNC”

NCDPI Arts Education Listserv
If you do not already receive the NCDPI weekly listserv updates – please send a blank (no subject line) to this address to subscribe. More information is available on the NCDPI wikispace.

Comprehensive Arts Education Update Fall 2014
Beginning with some background/overview of Comprehensive Arts Ed in NC – for some this may be review information, for others, this information may be entirely new

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. This is the Vision for Arts Education, as developed by the 2010 S66 Comprehensive Arts Education Task Force members. “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 Task Force had extensive discussion regarding why the arts were critical to preparing globally competitive, future-ready students who will be successful in school and in life. They also discussed how arts education should occur (taught by licensed arts educators AND integrated throughout the curriculum) in NC schools.

S66 Comprehensive 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 S66 Task Force recognizes a Comprehensive Arts Education as: • 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 a collective term referring to a comprehensive and sequential education in four separate and distinct disciplines: dance, music, theatre arts, and visual arts. Arts Education is defined in North Carolina in the Basic Education Program (115-C-81), and the arts are also defined as core, academic subjects in the federal Elementary and Secondary Education Act (ESEA). K-12 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. When teachers create curriculum that successfully integrates arts content and concepts with that from other subject areas, students are fully engaged in a multisensory learning experience through the application of multiple intelligences. North Carolina's A+ Schools Program is a nationally recognized, research-based, whole-school reform model that successfully utilizes arts education (instruction in all four arts disciplines) and arts integration to teach a balanced curriculum. The third component relates to the importance of Arts Exposure in providing real world context to students. By experiencing the arts, either as a creator, participant, or audience member, students learn about themselves and the complex world around them. In-school programming by professional artists reinforces the arts curriculum, while showcasing career paths. Artists also provide an inspirational model of the discipline, skill, and perseverance required to achieve excellence. Off-site student visits to art museums, theatres, or other arts venues demonstrate that the world outside school provides countless opportunities for discovery and active learning, encouraging students to become life-long learners engaged in their communities. 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.

Comprehensive Arts Education
Arts Integration Arts Exposure Arts Education These three, inter-dependent components define a comprehensive arts education. (3-legged tripod analogy – all 3 are important and critical)

Good News

Good News 10 STATE TEAMS JOIN PILOT PROGRAM TO STRENGTHEN ARTS THROUGH STATE POLICY Wednesday, August 20, Americans for the Arts announced that ten state teams would join a three-year pilot program to strengthen arts education by advancing state policy. Announced at the National Conference of State Legislatures’ legislative summit in Minneapolis, the ten states entering the pilot program are: Arizona Arkansas California Massachusetts Michigan Minnesota New Jersey North Carolina Oklahoma Wyoming Americans for the Arts will support each state team with customized coaching and technical assistance throughout the three year pilot, via web-based tools and site visits. Additionally, teams will receive a direct grant of $10,000 each year of the three year pilot program to support identified goals. The ten state teams will convene at the Americans for the Arts’ State Arts Action Network’s Fall meeting in New Orleans in November, in conjunction with the National Assembly of State Arts Agencies annual conference. Additional Resources: Full description of the Americans for the Arts’ State Policy Pilot Program Full Press Release

Focus on Comprehensive Arts Education Stay tuned for updates!
December 2014 or January 2015 meeting Stay tuned for updates! Meetings are live-streamed so you can listen in even if you can not attend All materials are posted online: NC State Board of Education Focus on Comprehensive Arts Education December 2014 or January 2015 meeting Stay tuned for updates! Meetings are live-streamed so you can listen in even if you can not attend All materials are posted online:

Think Tank And AELC Arts Education Think Tank
8 Regions Central Office Staff, Educators, IHE Members Arts Education Leadership Coalition Dance, Music, Theatre Arts, Visual Arts Professional Organizations and ARTS North Carolina, Statewide Organization A landmark meeting between the NC Arts Education Think Tank and leadership from the 6 statewide Professional Arts Education Associations, with Arts NC (Statewide advocacy organization) and NCDPI took place at a Meeting on September 25 Networking and partnership around common issues Results = quarterly meetings – 2 in conjunction with NCAEC and 2 independently This will help to inform the statewide plan for continued implementation of Comprehensive Arts Education for all students (equitable access to arts education as part of a balanced and comprehensive education for all NC school children)

ArtsFolio Primary Purpose Outcomes
Provide a student-driven formative assessment process that documents the progression through arts proficiency levels Outcomes Navigating between middle & high school to ensure appropriate level placement Creating a portfolio for beyond high school (college & career) Provide a student-driven formative assessment process that documents the progression through arts proficiency levels

Educator Effectiveness (Standards 1-5)
Administrator Guides Overview of Arts Education programs Arts-specific examples of indicators for Standards 1-5

Professional Development

Upcoming Webinar Dates
December 3, March 4, May 6, Any interested parties are invited to register and attend these webinars, focused on implementing the NC Arts Education Essential Standards – please share

RESA Trainings 2014-2015 Location Date Region 2 October 7th Region 6
February 3rd Region 1 February 25th Region 4 March 11th

National Updates

Dance, Media Arts, Music, Theatre And Visual Arts
Creating Performing, Producing, Presenting Responding Connecting NATIONAL ARTS STANDARDS SITE Visit this site to learn more about the new voluntary national arts standards - NC was one of the states studied and several North Carolinians participated in the process. Note: The NC Arts Education Essential Standards are the Standard Course of Study that is taught in NC. We look forward to discovering ways that these standards intersect in the development of artistically literate citizens!

Artistically Literate Citizens
Communication Creative Personal Realization Culture, History, and Connections Means to Well Being Community Engagement (National Coalition for Core Arts Standards Framework – 2013) Jig-Saw Activity – divide into 5 small groups, with each group asked to read and discuss philosophical foundations and lifelong goals from the Framework and be able to share out to the group. Sharing may include any of the following information related to each category: The Arts as Communication Philosophical Foundations In today’s multimedia society, the arts are the media, and therefore provide powerful and essential means of communication. The arts provide unique symbol systems and metaphors that convey and inform life experience (i.e., the arts are ways of knowing). Lifelong Goals Artistically literate citizens use a variety of artistic media, symbols and metaphors to independently create and perform work that expresses and communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. The Arts as Creative Personal Realization Philosophical Foundations Participation in each of the arts as creators, performers, and audience members enables individuals to discover and develop their own creative capacity, thereby providing a source of lifelong satisfaction. Artistically literate citizens find at least one arts discipline in which they develop sufficient competence to continue active involvement in creating, performing, and responding to art as an adult. The Arts as Culture, History, and Connectors Throughout history the arts have provided essential means for individuals and communities to express their ideas, experiences, feelings, and deepest beliefs. Each discipline shares common goals, but approaches them through distinct media and techniques. Understanding artwork provides insights into individuals’ own and others’ cultures and societies, while also providing opportunities to access, express, and integrate meaning across a variety of content areas. Artistically literate citizens know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres of artwork of enduring quality/significance. They also seek to understand relationships among the arts, and cultivate habits of searching for and identifying patterns, relationships between the arts and other knowledge. Arts as Means to Wellbeing Participation in the arts as creators, performers, and audience members (responders) enhances mental, physical, and emotional wellbeing. Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts. The Arts as Community Engagement The arts provide means for individuals to collaborate and connect with others in an enjoyable inclusive environment as they create, prepare, and share artwork that bring communities together. Artistically literate citizens seek artistic experience and support the arts in their local, state, national, and global communities. (January 2013 – National Coalition for Core Arts Standards Framework)

Creative Practices Imagine Investigate Construct Reflect
To form a mental image of concept Investigate To observe or study through exploration or examination Construct To make or form by combining or arranging parts or elements Reflect To think deeply or carefully about The National Core Arts Standards framework defines four creative practices that are used in all arts disciplines. According to recent research of the College Board, all four creative practices were referenced throughout the CCSS for ELA and Math: The practice of reflection was the most frequently cited, appearing in every set of standards As might be expected, the habit of investigation was referenced most frequently in the standards for reading, while construction was often referenced in the standards for writing. The writing standards had the greatest number of connections to the creative practices. All eight of the Standards for Mathematical Practice contained multiple references to all four creative practices.

National Standards Media Arts Visual Arts Theatre Arts Dance Music
The National Coalition for Core Arts Standards has agreed to support the writing of national, voluntary media arts standards as part of the Next Generation Arts Standards Project. Recognizing the growing interest and diversity of media arts as a new mode of expression within public education, NCCAS has formed a team of media arts writers and leadership to lead the work. NCCAS is committed to creating re-envisioned voluntary, web-based arts standards that will build on the 1994 National Arts Standards (and the 2005 Standards for Learning and Teaching Dance in the Arts), that have helped guide curriculum designers, pre-professional training programs, funders, and federal and state policy makers in their PreK-12 decision making. NCCAS leadership is relying on the media arts writing team to create a set of standards that will be equal in rigor, breadth, and depth as those of dance, music, theatre and visual arts, while simultaneously recognizing that media arts will be embedded within each of the traditional forms as a pathway for knowing and understanding. Currently, media arts standards are included in the state standards of Minnesota, South Carolina, and in the district standards of New York City and Los Angeles. For more information, visit the March 2012 press release at:

ArtsEdSearch the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school. ArtsEdSearch.org is the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school. Featuring user-friendly summaries of high-quality research, and overviews of current research examined through different lenses, ArtsEdSearch provides reliable and objective information about the academic, cognitive, personal, social and professional outcomes of an arts education. ArtsEdSearch also identifies gaps in research and serves as a valuable roadmap for researchers and funders looking to tackle the most pressing education issues of our time. Whether you’re a business leader, parent, administrator, educator, student, researcher, artist, policymaker—or simply a concerned citizen—ArtsEdSearch is a powerful resource to help you become a more effective advocate for a complete and competitive education that includes the arts for every young person in America.

Preparing Students for the Next America: The Benefits of an Arts Education
Every young person in America deserves a complete and competitive education that includes the arts. America’s global stature, culture of innovation, and entrepreneurial spirit depend on the strength of a world-class education system. Perhaps now more than ever—as the country becomes increasingly diverse, the world more interconnected, and the workplace more oriented around technology and creativity— arts education is key to such a system and to ensuring students’ success in school, work, and life. For this reason, the Arts Education Partnership (AEP) created ArtsEdSearch.org—the nation’s first clearinghouse of research examining the mounting body of evidence on the benefits of an arts education. Drawing on the research in ArtsEdSearch, this bulletin offers a snapshot of how the arts support achievement in school, bolster skills demanded of a 21st century workforce, and enrich the lives of young people and communities.

“Growing Success for All Students”

Focusing Question How can music educators look at student growth as a part of their regular instructional practices?

The First Verb

Revised Bloom’s Taxonomy
Remember Understand Apply Analyze Evaluate Create ANALYZE From the objectives: Analyze aural examples of music in terms of basic musical elements and their interrelationships, using appropriate music terminology Analyze musical works using correct terminology, in terms of the interaction of elements that make the words unique, interesting, and expressive Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music How were the elements of music used to make this piece interesting?

Remember Understand Apply Analyze Evaluate Create REMEMBER Examples from the objectives: Recognize how music changes (such as dynamics and tempo) Recognize expressive elements when singing or playing music Recognize standard notation symbols for music Recognize whole, half, quarter, eighth, sixteen, and dotted note and rest durations in various meters Recognize fundamental techniques necessary to sing and play an instrument Recognize that music is performed in a vairety of settings and for a variety of purposes Identify whether the music you hear is fast/slow, loud/soft, same/different, etc.

Remember Understand Apply Analyze Evaluate Create CREATE From the objectives: Create extended rhythm patterns over a steady beat Create rhythmic compositions using notation for whole, dotted half, half, and quarter notes…..arranged using a variety of sound sources Create soundscapes Create compositions and arrangements within specified guidelines Construct simple examples of musical styles or forms using a variety of sound, notational, and technological sources Construct arrangements of simple pieces Produce short rhythmic and melodic improvisations… Create simple rhythmic and/or melodic compositions using a variety of …. Compose an original piece that is 8 measures long using whole, half, quarter…..

Remember Understand Apply Analyze Evaluate Create EVALUATE From the objectives: Critique music in terms of aesthetic qualities, including how music is used to evoke feelings and emotions Evaluate music performances, including one’s own, by comparing them to exemplary models If you were the judge, how would you rate our performance based on this rubric?

Remember Understand Apply Analyze Evaluate Create UNDERSTAND From the objectives: Interpret rhythm patterns Interpret music notation with voice and/or by playing instruments Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing or playing music Illustrate well-developed ensemble skills… Interpret whole, half, quarter…… Compare appropriate behaviors for different types of music performances Classify instruments based on how their sounds are produced Illustrate perceptual skills by moving to, answering questions about, and describing aural examples of music of various styles and cultures Classify instruments into Western orchestral categories of wind, string, percussion, and brass Understand the role of music in NC and the US in relation to history and geography Understand the relationships between music and concepts from other areas Understand laws regarding the proper access, use, and protection of music Understand potential health and wellness issues for musicians Summarize the ethical and legal issues surrounding the access and use of music in the 21st century Explain how advances in music technology influence traditional music career s and produce new opportunities Compare the various roles that musicians can and do perform and the conditions under which music is performed Classify these instruments based on how their sounds are produced.

Remember Understand Apply Analyze Evaluate Create APPLY From the objectives: Use accurate pitch Use proper technique Use standard notation to….. Use improvisation to….. Use voice and/or instruments to perform….. Use steady tone… Use musical terminology Use steady tone while performing this piece.

Remember- Retrieve relevant knowledge from long-term memory. Recognize Identify Retrieve Recall Remember- Retrieve relevant knowledge from long-term memory. Recognize Identify Retrieve Recall Examples: What is the genre of this piece? What year were the lyrics for the national anthem written? What is this note?

Understand- Construct meaning from instructional messages, including oral, written, and graphic communication. Interpret Exemplify Summarize Infer Compare Explain Understand- Construct meaning from instructional messages, including oral, written, and graphic communication. Interpret Exemplify Summarize Infer Compare Explain Examples: Summarize the circumstances surrounding Francis Scott Key’s poem called “Defense of Fort McHenry” Classify instruments according to their sounds Give examples of various styles of music

Apply- Carry out or use a procedure in a given situation. Execute Implement Carry out Use Apply- Carry out or use a procedure in a given situation. Execute Implement Carry out Use Examples: Use standard notation symbols Use technical and interpretive skills Use steady tone and consistent pitch

Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Differentiate Organize Analyze- Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Differentiate Organize Examples: Outline the musical structure of a fugue Analyze aural examples of music

Evaluate- Make judgments based on criteria and standards. Critique Judge Evaluate- Make judgments based on criteria and standards. Critique Judge Examples: Evaluate music performances, including one’s own, by comparing them to exemplary models and using identified criteria Critique musical performances and compositions, generating suggestions for improvement

Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Generate Hypothesize Plan Design Produce Construct Create- Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Generate Hypothesize Plan Design Produce Construct Examples: Create arrangements of piees for voices or instruments Create original music using imagination and technical skill in applying the principles of composition

Musical Literacy Strand
Musical Literacy = all aspects of music that lead to the development of literacy, that is, the ability to read, write, interpret, create, and perform music. Musical literacy includes the ability to: sing and play instruments, read and notate music, improvise, compose, and arrange music. Let’s start with the Musical Literacy strand of the NC Music Education Essential Standards. Musical Literacy incorporates all aspects of music that lead to the development of literacy, that is the ability to read, write, interpret, create, and perform music. Musical literacy includes the ability to sing and play instruments, to read and notate music, and to improvise, compose, and arrange music.

Musical Response Strand
Musical Response = reacting to music and music performances through any modality or combinations of modalities, such as writing, speaking, singing, playing, moving, or other forms of response. Requires skills, such as listening to, describing, analyzing, critiquing, and evaluating music. Responses may be a combination of physical, intellectual, or emotional reactions to music that is: viewed, heard, and/or performed. Musical Response = reacting to music and music performances through any modality of combinations of modalities, such as writing, speaking, singing, playing, moving, or other forms of response. Requires skills, such as listening to, describing, analyzing, critiquing, and evaluating music. Responses may be a combination of physical, intellectual, or emotional reactions to music that is: viewed, heard, and/or performed.

Contextual Relevancy Strand
Contextual relevancy refers to applying knowledge of music in relation to: history, culture, heritage, other content areas, ideas, skills (including 21st century skills), and lifelong learning. Contextual relevancy refers to applying knowledge of music in relation to: history, culture, heritage, other content areas, ideas, skills (including 21st century skills), and lifelong learning.

Which Clarifying Objectives would you choose for activities used in your classroom while preparing students for a musical performance? Monday 11-12:30-Band 3:00-4:30- Jazz/Orchestra/other instrumental 5:00-6:30- Elementary Tuesday 9:00-10:30- MS/HS Choral Poster to explain session information - Christie will follow up on this and let me know! Include in session: 1. Growth 2. How do we marry what you are already doing to what you need to demonstrate? 3. Start with one objective and then work on all objectives. 4. Flow-chart: Providing general ASW toward end through wiki- flow chart, teacher resources, etc. Making sure they understand timeline changes, etc. 5. One example of a tool; edmodo, smart music, (BRYANT?) either in person or in a virtual? 6. Continued movement toward comprehensive arts education (AELC) 7. National Arts Standards- what do those mean for us in NC? 8. Think tank: working on facilitator guides and arts folio Christie: work on ppt Janae: develop "worksheets" based on specific objectives from each strand in grade spans

Music Planning Sheet Class/Course/Grade: Unit/Lesson Name (or Topic):
Strand: Clarifying Objective: Initial Verb: Point One Artifact: Point 2 Artifact: Participants work with elbow partners to ID one objective (or we provide one objective) – how does this fit within your normal instructional day? What objective(s) would or could you use? 1st point, 2nd time, method to capture growth (video, audio, pencil and paper, etc.)

Elbow Partner Work Use the CO given or come up with one of your own.
How does this fit with your regular instructional program? How would you capture growth at the first and second points in time?

Elementary Music Planning Sheet
Class/Course/Grade: 2nd grade Music Class Unit/Lesson Name (or Topic): Strand: Contextual Relevancy Clarifying Objective: 2.CR.1.1: Exemplify music representing the heritage, customs, and traditions of various cultures. Initial Verb: Point One Artifact: Point 2 Artifact: EXEMPLIFY Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic styles) Participants work with elbow partners to ID one objective (or we provide one objective) – how does this fit within your normal instructional day? What objective(s) would or could you use? 1st point, 2nd time, method to capture growth (video, audio, pencil and paper, etc.)

Middle School Music Planning Sheet
Class/Course/Grade: 7th grade Music Class Unit/Lesson Name (or Topic): Strand: Musical Literacy Clarifying Objective: 7.ML.2.2: Interpret, through instrument and/or voice, standard notation symbols for pitch in appropriate clefs. Initial Verb: Point One Artifact: Point 2 Artifact: INTERPRET Changing from one form of representation (e.g., numerical) to another (e.g., verbal) Participants work with elbow partners to ID one objective (or we provide one objective) – how does this fit within your normal instructional day? What objective(s) would or could you use? 1st point, 2nd time, method to capture growth (video, audio, pencil and paper, etc.)

High School Music Planning Sheet
Class/Course/Grade: Intermediate Music (Band, Chorus, Orchestra, etc.) Unit/Lesson Name (or Topic): Strand: Musical Response Clarifying Objective: I.MR.1.3: Generate specific criteria for evaluating the quality and effectiveness of music and apply criteria in personal participation in music. Initial Verb: Point One Artifact: Point 2 Artifact: Generate to bring into existence; cause to be; produce Participants work with elbow partners to ID one objective (or we provide one objective) – how does this fit within your normal instructional day? What objective(s) would or could you use? 1st point, 2nd time, method to capture growth (video, audio, pencil and paper, etc.)

Analysis of Student Work

NC Professional Teaching Standards
Standard I: Teachers demonstrate leadership. Standard II: Teachers establish a respectful environment for a diverse population of students. Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice. Standard VI: Teachers contribute to the academic success of students. Here are the North Carolina Professional Teaching Standards, most of which we have been using for several years. Please read through all six standards as a quick reminder of how NCEES is structured. Standard I: Teachers demonstrate leadership. Standard II: Teachers establish a respectful environment for a diverse population of students. Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students. Standard V: Teachers reflect on their practice. Standard VI: Teachers contribute to the academic success of students. Click

1 6 5 4 3 2 Effectiveness Status NC Educator Evaluation System
5 Rating Categories 1 6 5 4 3 2 Demonstrate Leadership Establish Environment Know Content Facilitate Learning Reflect on Practice Contribute to Academic Success 3 Rating Categories Not Demonstrated Developing Proficient Accomplished Distinguished The rating categories used for Standards 1-5 are different from those used for Standard 6 because of the nature of the focus for the sixth standard (student growth data). The focus for Standards 1 through 5 for teachers is their skills, knowledge and behavior, whereas Standard 6 focuses on student growth outcomes. Click

Overview of Standard 6 6 Analysis of Student Work
End of Grade (EOG) or End of Course (EOC) tests 6 NC Final Exams Career Technical Education Assessment Analysis of Student Work K-3 Checkpoints Contribute to Academic Success Every teacher will have data for Standard 6, but the source of that data will depend on what a teacher teaches. This slide shows the different sources or measures for Standard 6. The ASW process is the Standard 6 measure for educators in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, World Languages and other specified content areas. The ASW process will be the way that these teachers will link the measurement of student growth to teacher effectiveness for Standard 6 of the NC Educator Evaluation System (NCEES). Click

Overview: Analysis of Student Work ASW Process
3 3 objectives for implementation

Principal’s Input Confirm Teacher Participation

Teaching Context: Teachers Access Schedules to Validate Classes AND Course Codes
If you have the wrong course codes for your classes, you will have the wrong Clarifying Objectives! Teachers access schedule information in ASW Platform to complete a practice validation of their 2nd semester schedules Districts correct teacher schedule information Teachers access schedule information in ASW Platform to complete the final validation of their 2nd semester schedules

Teachers are responsible for the items within the red boxes.

Overview: Analysis of Student Work (ASW) Process
In , the North Carolina Department of Public Instruction will roll out the ASW Process statewide as the Standard 6 measure for teachers in Advanced Placement, Arts Education, Healthful Living, International Baccalaureate, and World Languages. Teachers in these areas will receive their first year of individual Standard 6 data in the academic year, which will be combined with data from and Then the 3-year rolling average of individual growth data from Standard 6 ratings can be used with ratings from NCEES Standards 1 – 5 to determine an overall effectiveness status. Note: The appeals process for Standard 6 will be handled locally, as is done with Standards Guidance will be provided by Educator Effectiveness for how this can be done for all Standard 6 Measures of Student Learning.

ASW Resources Jennifer DeNeal http://ncasw.ncdpi.wikispaces.net
Race to the Top Project Coordinator for Educator Effectiveness North Carolina Department of Public Instruction Have a question about educator effectiveness?

Questions and Sharing

Sharing Janet Berry, Iredell-Statesville Schools
Dee Yoder, Burke County Schools Bryant Copeland, Onslow County Schools Arts Ed contacts from NCDPI

Next Steps: AELC, NC Arts Ed Coordinators, NCDPI, NCDCR, Other Partners

Think-Pair-Share Look at the CAE Report What has been accomplished?
What work still needs to be done? How can our organizations partner together to support CAE in NC?

Thank you!!!

(OPTIONAL) Additional Information

ASW Process: A Quick Guide

Participation in ASW Process for High School Teachers (60% rule)
If 60% of an educator’s classes* are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes. If 60% of an educator’s classes* can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW. *Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process. Who will participate in ASW? Specified educators in AP, Arts Education, Healthful Living, IB, and World Languages will implement the process as their Standard 6 measure beginning in the school year. To maintain consistency with the growth calculation policies for the NC Final Exams and K-2 educators, growth for educators implementing the ASW Process in will be calculated using the best two of three years data. The Department will continue to pilot with a larger group of Social Studies educators during the school year. Guidelines to determine participation: High School Educators teaching high school credit courses* in AP, Arts Education, Healthful Living, IB, and World Languages, fall into two categories: 1. If 60% of an educator’s classes are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes. 2. If 60% of an educator’s classes can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW. *Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process. Grades K-8 Educators teaching K-8 courses in Arts Education, Healthful Living, IB, and World Languages fall into two categories: 1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW. 2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW. 3. If educators already participate in a Standard 6 measure such as an EOC, EOG or K-3 Checkpoint, then they will not be required to do ASW. For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision. The Department will work closely with districts to identify the educators who do not utilize any existing measures of student growth and to continue development of local guidance and best practices on measuring student growth for those educators. Please refer to the Local Guidance memo from April, 2014, for a complete list of the educators in that category.

Participation in ASW Process for K-8 Teachers (45 minute rule)
Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW. For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision. Who will participate in ASW? Specified educators in AP, Arts Education, Healthful Living, IB, and World Languages will implement the process as their Standard 6 measure beginning in the school year. To maintain consistency with the growth calculation policies for the NC Final Exams and K-2 educators, growth for educators implementing the ASW Process in will be calculated using the best two of three years data. The Department will continue to pilot with a larger group of Social Studies educators during the school year. Guidelines to determine participation: High School Educators teaching high school credit courses* in AP, Arts Education, Healthful Living, IB, and World Languages, fall into two categories: 1. If 60% of an educator’s classes are in ASW subject areas, then the educator must participate in both ASW and any other Standard 6 measure covering the remaining classes. 2. If 60% of an educator’s classes can be covered by an existing measure of student learning, then the teacher is not required to participate in ASW. *Please note that locally developed electives that do not follow the standards set forth in the NC Standard Course of Study are not included in the ASW Process. Grades K-8 Educators teaching K-8 courses in Arts Education, Healthful Living, IB, and World Languages fall into two categories: 1. Educators who have 45 minutes per week scheduled with students in these content areas are required to participate in ASW. 2. Educators who do not have 45 minutes per week scheduled with students in these content areas are not required to participate in ASW. 3. If educators already participate in a Standard 6 measure such as an EOC, EOG or K-3 Checkpoint, then they will not be required to do ASW. For educators who do not meet the requirements to participate in the ASW Process, the district may choose to opt in to the ASW Process for those educators. The decision to opt in for a group of educators must be a district-wide decision. The Department will work closely with districts to identify the number of educators who do not utilize any existing measures of student growth and to continue development of local guidance and best practices on measuring student growth for those educators. Please refer to the Local Guidance memo from April, 2014, for a complete list of the educators in that category.

ASW Process: Step 1 Teacher Responsibility

ASW Process: Step 2 Platform Responsibility

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