1. Welcome! Please introduce yourself to one person in the room who is: –a central office administrator –a school-based administrator –a lead arts education teacher –located in an adjacent county or school system

2. Arts Education Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison, Curriculum and Instruction Abbey Askew Futrell, Educator Recruitment and Development Amber Bass Godfrey, Instructional Technology Dianne Meiggs, Educator Recruitment and Development Brenda Wheat Whiteman, A+ Arts Education Specialist, Curriculum and Instruction

3. Summer Institute 3 July 12-13, 2012 West Stokes High School Stokes County Summer Institute 5 July 19-20, 2012 JH Rose High School Pitt County Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 2 July 10-11, 2012 Maiden High School Catawba County Schools

4. Key Data Literacy Digital Literacy Arts Discipline Example Activity

5. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

6. Introductions Your Name School System/ Charter School Your Role 1 Professional Learning Goal for this Session

7. “The digital tools used during the course of the NCDPI trainings 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 NCDPI trainings.” Technology Disclaimer

8. NC Arts Education Wiki http://ances.ncdpi.wikispaces.net/ http://ances.ncdpi.wikispaces.net/Arts+Education+Content+Sessions+2012

9. Housekeeping Google Form/Sign-in Parking Lot Penzu Breaks Evaluation - Your input is essential and valued!

10. At the end of this institute, participants will: Learn about DPI resources and tools to support the initiatives within the RttT Grant Deep dive into the standards in order to meet the learning needs of all students Continue to refine, develop, and plan for the deployment of the new NCSCS across the school system/charter school Understand the new assessments and accountability model

11. 4 Questions of a PLC (DuFour) What do we want students to learn? (SI 2011) How will we know if they have learned it? (SI 2012 – Data Literacy) How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students) How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)

12. Learning Strands Data Literacy How to find, evaluate, and use data to inform instruction. Knowledge to gather, analyze, and graphically convey data to support decision-making. Connecting to Serve All Universal Design for Learning English Language Learners Academically and Intellectually Gifted RTI Problem-Solving Model (TIPS) Digital Literacy Embedded tools and resources Connections to Information and Technology Standards

13. Focus Questions 1.How does arts education prepare students to be future ready? 2.How do the arts connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to arts education?

14. Focus Question 1: How does Arts Education prepare students to be future ready?

15. Arts Education Policy Thumbs’ Up/Thumbs’ Down : A.The State Board of Education has a policy requiring a Standard Course of Study in the Arts. B.The first goal of the State Board of Education includes the arts. C.Students must complete one unit of credit in arts education to graduate from NC schools. D.The arts are core, academic subject areas.

16. 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.”

17. 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.

18. Partnership for 21 st Century Skills http://www.p21.org /

19. Life and Career SkillsLearning & Innovation Skills Information, Media, and Technology Skills Flexibility & AdaptabilityCreativity & InnovationInformation Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21 st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

20. How does Arts Education prepare future-ready students? Cesar Alvarado Age 18 12th grade Northwest High School, Germantown, MD DANCEMUSIC THEAT RE ARTS VISUAL ARTS

21. Focus Questions 1.How does arts education prepare students to be future ready? 2.How do the arts connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to arts education?

22. The Big Picture Standard

23. S66 Comprehensive Arts Education Arts Education –(arts as core, academic subjects) Arts Integration –(arts as a catalyst for learning across the curriculum) Arts Exposure –(exposure to arts experiences)

24. Comprehensive Arts Education

25. Standards Thumbs’ Up/Thumbs’ Down: A.All of the new standards must be implemented no later than Fall 2012. B.All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework. C.The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards. D.Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.

26. Connections Thumbs’ Up/Thumbs’ Down : A.Each arts education discipline has a strand related to making connections with other areas. B.All educators are expected to make connections and integrate instruction to facilitate student learning. C.Many disciplines outside of the arts have objectives which connect to the arts. D.Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

27. Connections 1.How does the graphic represent the idea of making connections between learning in all areas of a Balanced Curriculum? 2.How can educators work together to help students see and make connections across the curriculum?

28. Arts Education Energizer DANCEMUSIC THEAT RE ARTS VISUAL ARTS 1.“Read” this piece of art 2.Create a tableau that “comes to life” into a scene depicting the classroom of the future 3.Share and Respond Happy Birthday Miss Jones by Norman Rockwell

29. Communication Dance Music Theatre Arts Visual Arts Media Arts

30. CCSS Integrated Model “Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.” Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4

31. Research and Media Skills Students need the ability to: gather, comprehend, evaluate, synthesize, and report on information and ideas conduct original research in order to answer questions or solve problems analyze and create print and non- print texts in media forms old and new “The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum.” (Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects, Introduction, pg. 4)

32. Information & Technology Essential Standards Closely aligned with 21 st century skills Digital literacy overlaps with English Language Literacy and Arts Literacy Embedded into instruction across all content areas Includes more than using tech tools

33. IT Strands Sources of Information (SI) –Evaluate resources needed to solve a given problem. Informational Text (IN)* –Analyze appropriate strategies when reading for enjoyment and for information. Technology as a Tool (TT) –Use technology and other resources for assigned tasks. Research Process (RP) –Design project-based products that address global problems. Safety and Ethical Issues (SE) –Analyze issues and practices of responsible behavior when using resources.

34. Connections DANCEMUSIC THEAT RE ARTS VISUAL ARTS Quick Reference Guides for the NC Standard Course of Study

35. Teacher Evaluation Process Teachers recognize the interconnectedness of content areas/disciplines Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” Standard III, Element C “Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and content learning for students.” http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section J)

37. My professional commitment…

38. Focus Questions 1.How does arts education prepare students to be future ready? 2.How do the arts connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to arts education?

39. 4 Questions of a PLC (DuFour) What do we want students to learn? (SI 2011) How will we know if they have learned it? (SI 2012 – Data Literacy) How will we respond when they don’t learn it? (SI 2012 – Connecting to Serve All Students) How will we respond when they already know it? (SI 2012 – Connecting to Serve All Students)

40. Meeting the Needs of All Learners Focus Question 3: What are the implications for meeting the needs of all learners as related to arts education? AIGELLUDLTIPS Data Literacy

41. The Big Picture Standard

42. What is Data Literacy? How to find, evaluate, and use data to inform instruction. Knowledge to gather, analyze, and graphically convey data to support decision-making.

44. Data Discussion Type of DataUseExamples AchievementTo determine the level of student achievement in a content area Performance assessments, written exams, quizzes DemographicTo describe information about the school community Enrollment, gender, ethnicity, economic status, attendance, school suspensions, etc. ProgramTo make informed decisions about future program and curriculum choices Programs, instructional strategies, classroom practices PerceptionTo pay attention to the opinions and ideas of the community (students, parents, staff, others) Questionnaires, interviews, surveys, observations

45. Formative Assessment happens during instruction in the classroom is ongoing—minute to minute or in short cycles is not graded or used in accountability systems is descriptive in nature Why? –To provide feedback to adjust teaching and learning to help students improve their achievement of intended instructional outcomes.

46. Formative Assessment –Questioning –Discussions –Learning activities –Feedback –Conferences –Interviews –Student reflections

47. Summative Assessment is used to measure student competence or program effectiveness is found at the classroom, district, and state levels is evaluative and used to categorize students so performance among students can be compared can be graded and used in accountability systems

48. Summative Assessment –Selected Response Items Multiple choice True/false Matching –Short Answer Fill in the blank 1-2 sentence responses –Extended Written Responses –Performance –Portfolios (may include a combination of any of the above)

49. Assessments in Summary Formative –Promotes student learning –Occurs during instruction –Not graded –Process –Descriptive feedback –Continuous Summative –Helps determine how much learning has taken place –Occurs at the end of an instructional unit –Graded –Product –Evaluative feedback –Periodic

50. Arts Connections NC FALCON –Arts-specific examples (Summer 2012) Local Resources DANCEMUSIC THEATR E ARTS VISUAL ARTS

51. Serving All is a Process

52. Responsiveness to Instruction NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

53. Team Initiated Problem Solving (TIPS) Model Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Identify Problems (Define & Clarify)

54. Problems & Problem Solving Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)

55. Problem-Solving, Data, & Decision-Making Decision making is aided by access to data Providing instruction on a problem-solving model (TIPS) will result in problem solving that is –Thorough –Logical –Efficient –Effective Structure of meetings lays foundation for efficiency and effectiveness (Newton et al, 2009)

56. The Problem-Solving “Mantra” Do we have a problem? What is the precise nature of our problem? Why does the problem exist, & what can we do about it? What are the actual elements of our plan? Is our plan being implemented, and is it working? What is the goal? (Newton et al, 2009)

57. Data Collection Example: Student Engagement Checklist Type: Program Data Uses: To make decisions about instructional program School Data Team collects data (see sample Student Engagement Checklist) Rates levels of engagement from no engagement to actively engaged in learning Collected once per month from every classroom http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section L)

58. Data Graphic Representation Example: Student Engagement Checklist Type: Program Data Uses: To make decisions about instructional program The Student Engagement data is displayed in data sharing room at the school

59. Data Analysis Example: Student Engagement Checklist Type: Program Data Uses: To make decisions about instructional program Data is discussed in weekly Professional Learning Team meetings Teams discuss: –What does the data say? –Identify trends

60. TIPS Process Example: Student Engagement Checklist Type: Program Data Uses: To make decisions about instructional program Teams apply the TIPS process through conversations about the data to make decisions about the instructional program: Why is there more or less engagement within a given team? What can be changed? What are our goals to increase student engagement? What strategies will we use?

61. Teacher Evaluation Process Teachers plan instruction appropriate for their students. Standard IV, Element B “Teachers collaborate with their colleagues and use a variety of data sources for short and long- range planning based on the NC SCS.” Standard IV, Element B “Teachers collaborate with their colleagues and use a variety of data sources for short and long- range planning based on the NC SCS.” http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section M)

63. My professional commitment…

64. By the time many students hit middle school, disengagement has become a learned behavior. ~ Keely Potter, Reading Specialist

65. UDL at a Glance

66. Universal Design for Learning (UDL) (UDL) is: A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

67. UDL Principles Principle 1: Representation Principle 3: Engagement Principle 2: Action and Expression

68. Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

69. Represent Act/ Express Engage Bach, Toccata and Fugue in D minor, organ

70. Principle I: Multiple Means of Representation The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities Represent Act/ Express Engage

71. Multiple Means of Representation Examples: Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement Text Readers UDL requires Multiple Means of Representation Represent Act/ Express Engage

72. Multiple Means of Representation for English Language Learners (ELLs) Non-verbal Modeling Pictures Realia/Concrete objects Gestures Manipulatives Demonstrations Hands-on Picture dictionaries Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames Represent Act/ Express Engage

73. Arts Example Dvořák Listening Map (Carnegie Kids) DANC E MUSIC THEAT RE ARTS VISUA L ARTS

74. Arts Connections 1.Open and download the "Arts Examples.UDL and ELL" Worksheet located on the Wiki. 2.Record examples of representation that are present or could be added to the example we just explored. 3.Discuss these connections with a partner. 4.Save your work for future reference. DANCEMUSIC THEAT RE ARTS VISUAL ARTS

75. Judy Augatti Principle II : Multiple Means of Action and Expression Represent Act/ Express Engage

76. UDL requires Multiple Means of Action and Expression. Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups Represent Act/ Express Engage

77. Multiple Means of Expressing for ELLs Role-play Illustrations/ Drawings / Visuals Gestures First language Represent Act/ Express Engage

78. Arts Example Dvořák Listening Map (Carnegie Kids) DANCEMUSIC THEAT RE ARTS VISUAL ARTS

79. The Arts and UDL: Action and Expression http://www.tubechop.com/watch/403687 http://www.ted.com/talks/tod_machover_and_dan_ellsey_play_new_music.htmlhttp://www.ted.com/talks/tod_machover_and_dan_ellsey_play_new_music.html (11:35) DANCEMUSIC THEATR E ARTS VISUAL ARTS

80. The Arts and UDL: Action and Expression Silverstein, L. The John F. Kennedy Center for the Performing Arts (2012) DANCEMUSIC THEATR E ARTS VISUAL ARTS

81. Arts Connections 1.Open and download the "Arts Examples.UDL and ELL" Worksheet located on the Wiki. 2.Record examples of action and expression that are present or could be added to the examples we just explored. 3.Discuss these connections with a partner. 4.Save your work for future reference. DANCEMUSIC THEAT RE ARTS VISUAL ARTS

82. Principle III : Multiple Means of Engagement Represent Act/ Express Engage

83. UDL requires Multiple Means of Engagement. Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations Represent Act/ Express Engage

84. Multiple Means of Engagement for ELLs Student Interaction –Oral comprehension supports reading and writing development –Differentiate Collaborative Activities Represent Act/ Express Engage

85. Arts Example 8 th Grade Dance: –CP.1.3 Organize dance sequences into simple dances that communicate ideas, experiences, feelings, images, or stories. How could this assignment provide multiple means of engagement? DANCEMUSIC THEATR E ARTS VISUAL ARTS

86. Arts Connections 1.Open and download the "Arts Examples.UDL and ELL" Worksheet located on the Wiki. 2.Record examples of engagement that are present or could be added to the example we just explored. 3.Discuss these connections with a partner. 4.Save your work for future reference. DANCEMUSIC THEAT RE ARTS VISUAL ARTS

87. With UDL more students are: Engaged Learning Achieving Motivated

88. English Language Learners (ELLs) Learning and Language What does it say? What does it mean? What does it matter?

89. Arts Example Language through Art: An ESL Enrichment Curriculum Intermediate Level Example Still Life with Flowers and Fruit, Claude Monet, 1869 DANC E MUSI C THEA TRE ARTS VISUA L ARTS

90. Teacher Evaluation Process Teachers adapt their teaching for the benefit of students with special needs. Standard II, Element D “Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.” Standard II, Element D “Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.” http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section P)

92. My professional commitment…

93. Academically and Intellectually Gifted Learners How do we meet the needs of AIG learners in arts education?

94. Gifted Education and the new NCSCOS An opportunity for growth and collaboration with regular education and within the field of gifted. Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. –A rising tide raises all ships. CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

95. Why Gifted Students Need Differentiated Learning For most.… Faster pace of learning (2-3 repetitions) Precocity for information Ability to synthesize information within and across disciplines (conceptual understanding) Intensity of learning in area of interest Asynchronous development

96. Tools and Strategies for Challenging Gifted Learners Concept-Based Teaching Tiered Assignments Project-Based Learning Curriculum Compacting Independent Study with Rubrics Seminars Other All with appropriate challenge!

97. Learning Needs of Gifted: Some, Not All Complexity: Abstract-thinking, Variety of concepts, subjects and strategies Depth: Higher levels of thinking, concepts Creativity: Open-endedness, choice Acceleration: Rapid pacing, Focus on Growth Relevance: Personal interest, Real-world problems and audiences, Connections

98. Non–Negotiables for Gifted Learners Gifted Children Vary in Needs and Strengths Mindset of Differentiation in Class, School, LEA Pre-assessment to understand needs and strengths; Flexible Grouping Social and Emotional Needs Addressed Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

99. What does this mean for my classroom? Enrich, extend and accelerate the SCOS. Differentiate through content, process and product.

100. Serving Gifted Children through the Arts Studies have shown that the arts can significantly advance gifted students' academic and creative abilities and cognitive functioning (e.g., Hetland, 2000; Seeley, 1994; Walders, 2002; and Willet, 1992) This is a strong rationale for making the arts an essential feature of gifted education. DANCEMUSIC THEATR E ARTS VISUAL ARTS

101. Arts Connections 1.Open and download the "Arts Examples.AIG" Worksheet located on the Wiki. 2.Record examples of addressing the needs of gifted learners that could be applied in one or more of the arts disciplines. 3.Discuss these connections with a partner. 4.Save your work for future reference. DANCEMUSIC THEAT RE ARTS VISUAL ARTS

102. Teacher Evaluation Process Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.” Standard IV, Element A http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1http://ances.ncdpi.wikispaces.net/Agenda+-+Day+1 (Section R)

104. My professional commitment…

105. Why teach the Whole Child? Teaching the whole child provides students with the knowledge, skills, and abilities to transfer and connect ideas and concepts across disciplines. These students will be successful as measured by standardized tests and other indicators of student success (i.e. preparedness for work and life).

106. One Word How do you feel about what you learned today?

107. Evaluation and Future Directions What worked well Suggestions for improvement

108. Lunch Instructions