1. NC School Counselors Arts Education Webinar September 7, 2012 1:00 – 2:00 p.m.

2. Presenters Christie Lynch Ebert Arts Education Consultant and NCDPI A+ Liaison christie.lynchebert@dpi.nc.gov 919-807-3856 Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3834

3. TIPS Question box –Participants will be muted during the webinar unless presenting –Please use the question box Questions/Answers –Questions will be used to develop an FAQ Follow-up –Email/phone –Presentation and FAQ posted on Website

4. NC Wikispaces http://schoolcounseling.ncdpi. wikispaces.net http://ances.ncdpi.wikispaces.net/

5. Objectives To provide school counselors with information regarding course coding changes, honors policy, and student placement practices for arts programs. To increase awareness of the role of school counselors in supporting students’ participation in arts education programs.

6. Arts Education Policy

7. GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

8. 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.

9. Policy and Legislation Basic Education Program (§ 115C-81) The NC Standard Course of Study Common Core State StandardsNC Essential Standards

10. NC Standard Course of Study Common Core State Standards – English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) – Mathematics NC Essential Standards – Arts Education – Career and Technical Education – English Language Development* – Guidance* – Healthful Living (Health & Physical Education) – Information and Technology* – Science – Social Studies – World Languages

11. NC Arts Education Essential Standards

12. Four Disciplines: DANCEMUSICTHEATRE ARTS VISUAL ARTS Creation and Performance (CP) Musical Literacy (ML) Communication(C)Visual Literacy (V) Dance Movement Skills (DM) Musical Response (MR) Analysis (A)Contextual Relevancy (CX) Responding (R)Contextual Relevancy (CR) Aesthetics (AE) Critical Response (CR) Connecting (C)Culture (CU)

13. Sequencing

14. High School Proficiency Levels BeginningIntermediateProficient*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. Students who take coursework at the Proficient or Advanced levels are applying their skills and understandings in increasingly sophisticated, complex, and challenging ways.

15. High School Options Electives Requirements (Future-Ready Core) – 6 Electives requirements (NC Scholars) Interest or specializations 4-unit Concentrations

16. High School Sequencing

17. Concentration Recommendations Sequence of courses in an arts discipline with at least one advanced course (beyond intermediate level) Culminating project or capstone experience to demonstrate advanced skills –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 art

18. Concentration Recommendations Cross-disciplinary focused on student interest and post-secondary goals –Music industry (music and business) –Art Therapy (visual arts and allied health sciences) Note: Principal or designee approves concentrations

19. Course Coding Structure

20. Course Coding Highlights –Beginning, Intermediate, Proficient, Advanced courses in each discipline –Specialization by proficiency level in each discipline –AP and IB retain separate designations –GCS-L-004 – Proficient and Advanced courses in dance, music, theatre arts, and visual arts receive honors (weighted) credit (1 point)

21. Course Codes How does my school system transition from the old state course codes to the new codes effective in the 2012-13 school year?

22. Course Codes The new course codes are: –aligned directly with the NC Arts Education Essential Standards –organized by the four proficiency levels of Beginning, Intermediate, Proficient, and Advanced School systems will need to crosswalk each previous course to ensure alignment with the new codes and the standards that are being used to teach each course.

23. Course Codes What about Advanced Placement (AP) and International Baccalaureate (IB) courses? AP and IB courses retain their designations because the standards and designation are guided by outside organizations: –The College Board and –The International Baccalaureate Association

24. Course Codes Can students repeat courses for credit? Yes, students may repeat courses for credit at any of the arts education proficiency levels. It is important for school systems to have criteria for placement of students at the appropriate level. –(e.g., student profile, checklists, grading policies, etc.).

25. Course Codes When do students move from one proficiency level to the next? Use the standards as your guide. Mastery of the objectives is the criteria for advancement. Students may repeat courses for credit within a given proficiency level before moving to the next level, based on their mastery of the standards.

26. Proficiency Levels Do students need to wait until the end of the course to progress if they meet standards mid-course?

27. Proficiency Levels Teachers must differentiate the standards as appropriate to the individual student. If there is evidence that students have achieved all of the standards within a given proficiency level, it is up to the teacher to ensure that the student has opportunities to either extend the standards or work toward the next level of proficiency. Course titles and levels will only change on a student’s transcript with each new course enrollment.

28. Course Codes How do the specialized courses work? –Specialized courses may be offered at each proficiency level in each arts education discipline. –Specializations are aligned to the proficiency levels and take the place of courses that were not previously aligned. –School systems may specify content in their short titles or they may pull down the course and create a new iteration, for example: “Music Specialization (Proficient): Piano” or “Theatre Arts (Advanced): Technical Theatre.” –Multiple courses can be offered and aligned with the same state course code. There may be several specialized studies available within a given discipline and proficiency level.

29. Specialized Courses

30. Specialized Course Codes

31. Proficiency Levels Will the state provide placement exams or other tools for appropriate placement of students to determine whether they should use beginning or progress immediately to intermediate standards at the high school level?

32. Proficiency Levels Currently, there are no state placement tools. –The standards require that any student who has not received a complete K-8 education or who has not met beginning level standards should begin coursework at the beginning level. –Intermediate standards are for those students who have received a complete K-8 education or who can provide evidence of having met beginning level standards. –A student profile/portfolio could be used to document evidence of student learning prior to and throughout high school.

33. Honors Policy

34. Can students receive weighted (honors) credit for courses in arts education? Yes, students in NC have been able to receive weighted credit for courses in arts education since 1994.

35. Honors Policy What is the purpose of honors courses? The purpose of honors courses in arts education is to provide the opportunity for advanced work and to promote rigorous academic study and practical application of knowledge and skills. These courses are designed for students who have demonstrated an advanced level of achievement in a given arts discipline.

36. Honors Policy What is the current honors policy for arts education courses in NC? State Board of Education Policy GCS-L-004 (revisions approved in March 2012), states under Item 3 of the policy that arts education courses will receive weighted (honors) credit of one point at the proficient and advanced levels: –“Arts education courses meeting the standards for proficient and advanced dance, music, theatre arts, and visual arts (1 point).” This revision aligns the policy with the new NC Arts Education Essential Standards (2010) and NC Course Coding Structure.

37. Honors Policy Students are not restricted by policy to only one honors credit at each level. Because the proficient and advanced standards are inherently advanced and students must achieve proficiency (mastery) of the objectives, it is possible for students to take multiple courses for honors credit at the proficient and/or advanced levels. It is important for school systems to have in place criteria for placement of students at the appropriate level (e.g., student profile, checklists, pre-requisites and other criteria).

38. Honors Policy Are we allowed to offer the proficient level courses as either standard or honors?

39. Honors Policy Because the proficient and advanced levels are written at the highest achievement levels and require inherently advanced coursework, they are only available for weighted (honors) credit.

40. Honors Courses What course codes should we be using for honors courses in the arts? Course numbers will be any courses that are coded as proficient and advanced within each arts discipline

41. Honors Courses

42. Resources and Tips

43. TIPS Work with Arts Education Coordinators, Central Office Staff, NC WISE Staff, and Arts Education Teachers to develop and implement local policies and practices Share resources across school systems to see examples of how others are implementing the new standards

44. NC Wikispaces http://schoolcounseling.ncdpi. wikispaces.net http://ances.ncdpi.wikispaces.net/

45. NCDPI Contacts Christie Lynch Ebert Arts Education Consultant (Dance and Music) and NCDPI Liaison to the A+ Schools Program christie.lynchebert@dpi.nc.gov 919-807-3856 Vacant Arts Education Consultant (Theatre Arts and Visual Arts) Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3430 NC Department of Public Instruction Division of K-12 Curriculum and Instruction

46. “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.”