1. Process for Continuous Curriculum & Assessment Improvement and Accountability with Embedded Professional Development or What Does Done Look Like? Perpich Center for Arts Education 2010

2. Monday, August 23 – St Michael Albertville – Perpich Center for Arts Education Goals (for our blind date): Learn what SMA has accomplished that can be shared with other schools and districts in the state Share Perpich work and the underlying principles of Stiggins alignment and learning goals to support clear assessments Conduct standards audit protocols in visual arts and music

3. Research Basis for Mapping Clear classroom level learning goals Alignment of learning goals, instruction, assessment and evaluation Incremental, intentional instruction to meet learning goals Kannapel, P.J. and Clements, S.K. (2005) Inside the Black Box of High-Performing, High-Poverty Schools: A report from the Prichard Committee for Academic Excellence, Lexington, KY. The Education Trust (2005) Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students. Washington, D.C. www.edtrust.orgwww.edtrust.org

4. Teacher professional dialogue (especially examining student work) Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85, (3) 185-192. Costa A. and Garmston R., (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon.

5. Group Relational Capacities –Personal Regard –Professional Respect –Group Sense of Efficacy Bryk, Camburn and Louis (1999) Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences, 35, (5) 751-781. Byrk, A and Schnieder, B. (2002). Trust in schools: A core resource for improvement. New York:Russell Sage Foundation. Goddard, R.D., Hoy, W.K, and Hoy, A.W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33 (3) 3-13.

6. It looks like you have: Prioritized your standards in visual art and music Mapped your courses allocating time, content (C&UEQs, topics), skills, identified assessment(s), pointed to resources & tech Created some common assessments

7. Where are you Now? For example: What steps remain? How do you want to use this work this year? What has the experience been like for you as individuals and teacher teams?

8. What does done look like? Teacher behavior includes regular, brief intra- and inter-PLC Mtgs focusing on: Creation and awareness of group norms Evidence of student learning to support progress toward professional inquiry goals based on student needs Monitoring and adjusting curriculum and instruction when needed for student success

10. Translating State Standards into Local Specifics Perpich mapping enables districts to meet state laws requiring standards implementation at the individual student level by listing: the big areas of what is taught in common language the work students do to show they have achieved the learning required in the big areas

11. Basis for Curriculum/Assessment Mapping: transparency in teaching and learning for a broad audience including teachers, parents, students and other stakeholders real time in the classroom describing when events occur in the progression of instruction meaning making by all those who implement the curriculum

13. Working Assumptions of Curriculum/Assessment Mapping Maps: detail what is taught sequentially, how it is aligned with benchmarks, assessed and how assessments are evaluated are flexible and can delineate concepts, projects, media, performances, etc. include content teachers deem critical, e.g., skills and techniques, elements, materials... focus on what is being currently taught and produce collegial dialog as well as the map document proceed from time allocation to collaborative sketch of course content, and return to align benchmarks and list assessments and criteria seek a consistent format with essential topics in order make them as comparable as possible

15. Selective Continuous Examination of Aligned Assessments Select aligned assessments to collaboratively examine through review by an evaluation panel based on one or more benchmarks that are: high priority in need of development less understood challenging

16. Evaluation Panel Protocol Process Selected work by a single student is introduced for facilitated collaborative review. Teachers: Describe the work individually and then share their descriptions in conversations Review the described work against standards/benchmark statements Identify things to trade-off and disregard in the sample Apply a guideline rubric aligned with the benchmark Hear from observing teachers when possible Hear from the sharing teacher

17. Evaluation of Curriculum & Assessment Mapping Activities Case studies of four district mapping projects: Bemidji Duluth Columbia Heights St Paul

18. Evaluation of Curriculum & Assessment Mapping Activities Case studies of four district mapping projects: Bemidji Duluth Columbia Heights St Paul