Zero to Fifty: Creating Policy for Effective Change

1. Zero to Fifty: Creating Policy for Effective Change (Speed Dating with Policy Wonks) AEP National ForumWashington, DCApril, 2012

2. Who’s in the Room?

3. Introduction to…Speed Dating with Policy Wonks • Who we are • Why we are policy wonks • Rules of Speed Dating with us

4. Speed Dating • Getting to know policies at the state level • 5 minutes per speed date state • Questions to get your started

5. Let the dating begin!

6. What is state level policy? • Who can set arts education policy at the state level? • State Legislature • State Board of Education • State Board of Regents/Higher Education • Who else?

7. What is state policy called (where can I find it?) • State Statute (law) • State Administrative Code • Board rule • Administrative rule • Might be housed: • Legislature • Secretary of State • Department of Education/State Board meeting minutes • Where else?

8. Difference between policy and reality • Policy – requirements set by political leaders • Regulations – policy as interpreted by state bureaucracies • What does the bureaucracy value? • What will the bureaucracy enforce? • What barriers impinge policy/regulatory enforcement?

9. Differences (part 2) • Compliance • How does the bureaucracy check for compliance? • How is this data reported? Maintained? • Action if compliance is not met • Will the bureaucracy take action if a school/district is not in compliance with policy? • What actions does the original policy allow? • What are common practice actions within the bureaucracy? • What are actions with “teeth”?

10. “This is not the way we teach it in social studies class!”

11. An Arizona Example • Common intention policy – R7-2-301. Minimum Course of Study and Competency Goals for Students in the Common Schools A. Students shall demonstrate competency as defined by the State Board-adopted Essential Skills, at the grade levels specified, in the following required subject areas. District instructional programs shall include an ongoing assessment of student progress toward meeting the competency requirements. 1. Language arts 2. Literature 3. Mathematics 4. Science 5. Social Studies 6. Music 7. Visual Arts 8. Health/Physical Education 9. Foreign or native American Language (includes modern and classical) B. Additional subjects may be offered by the local governing board as options and may include, but are not limited to: 1. Performing Arts 2. Practical Arts C. Prior to the issuance of a standard certificate of promotion from the 8th grade, each student shall demonstrate competency, as defined by the local governing board, of the State Board-adopted Essential Skills for grade 8 in the subject areas listed in subsection (A).

12. Arizona example • Defer to Local Control • Do not collect ongoing data about compliance • Language is outdated – Essential Skills date from late 1980’s • Who teaches music and visual arts in elementary schools? • Specialists? • General classroom teachers?

13. Arizona example: Opportunities for Enforcement? • Census data – we are closer to compliance than we thought • 87% access to at least one art form per week • Approx 60% access to both music and visual arts per week • Taught by HQ teachers no less (specialists!) • Declaration of Curricular Alignment • SLDS – State Longitudinal Data System • Highly Qualified Teacher Database

14. Questions for Arizona?

15. Kentucky Policy Process Types of Policy • Kentucky Revised Statute (KRS) • Legislature sets the parameters • Kentucky Annotated Regulation (KAR) • Kentucky Department of Education (KDE) and Kentucky Board of Education (KBE) do the “how to”

16. Kentucky Policy Process • KDE argues that KRS does not prohibit additions • Some EAARS members disagree, majority votes to move forward • 703 KAR 5:230 advances • Senate education subcommittee finds deficient • House education subcommittee does not concur • 703 KAR 5:230 becomes regulatory law

17. Kentucky Policy Process • Legislature passed SB 1, 2009 • Codified as KRS 158.6453 • Three program reviews, among other components • KDE promulgated 703 KAR 5:230 which outlined accountability for program reviews as well as adding two additional program reviews, K-3 and WL • Approved by KBE • Public review process • KBE sends to Education Assessment and Accountability Review Subcommittee (EAARS) • Some EAARS members contended the KBE did not have the statutory authority to add program reviews

18. Kentucky Policy Process • KDE argues that KRS does not prohibit additions • Some EAARS members disagree, majority votes to move forward • 703 KAR 5:230 advances • Senate education subcommittee finds deficient • House education subcommittee does not concur • 703 KAR 5:230 becomes regulatory law • Governor could sign into law regardless

19. Kentucky Policy Process • Program reviews added to overall accountability • A&H, Writing, PL/CS in 2012-13 • WL & K-3 possibly phased in by 2015-16

20. Questions for Kentucky?

21. Louisiana example Requires the State Board of Elementary and Secondary Education to develop, adopt, and provide for the implementation of a visual arts curriculum schools and a performing arts curriculum in public; to provide implementation timelines and requirements; to provide for the development of certain curriculum guides; to provide relative to professional development and training; to require certain instruction in visual arts and performing arts; to provide for the adoption of rules and regulations; to provide relative to funding; and to provide for related matters.

22. Louisiana Law (i) During the 2007-2008 school year, develop and adopt by not later than July 1, Year 2008, visual arts and performing arts curriculum guides that are consistent with the arts content standards as developed and adopted by the board. The board shall consult and collaborate with the Department of Culture, Recreation and Tourism in developing such curriculum guides and shall include in the development of such curriculum guides the participation of teachers who are certified in arts education and professional practicing artists in the visual and performing arts as defined by the board, after receiving recommendations from the Department of Culture, Recreation and Tourism for the purposes of this Paragraph.

23. Louisiana Continued • (ii) During the 2008-2009 school year, provide professional development and training relative to the implementation in public schools of the curriculum guides, developed pursuant to Item (i) of this Subparagraph, to teachers, school administrators, and professional practicing artists. • (iii) During the 2009-2010 school year, provide for the implementation, on a pilot basis, of a visual arts curriculum and a performing arts curriculum that are based upon the curriculum guides developed. • (iv) Beginning with the 2010-2011 school year, require full implementation of the visual arts curriculum and the performing arts curriculum for all public school students in kindergarten through grade eight, including a requirement that sixty minutes of instruction in the performing arts and sixty minutes of instruction in the visual arts shall be provided to such students each school week. • (v) Beginning with the 2010-2011 school year, require that all public high schools give instruction in the visual arts and the performing arts and that such instruction shall be given in accordance with the curriculum guides developed.

24. Fine Print (b) The board shall adopt necessary rules and regulations in accordance with the Administrative Procedure Act to implement the provisions of this Paragraph. (c) The implementation … shall be subject to the appropriation of funds by the legislature for this purpose.

25. Questions for Louisiana?

26. New HampshireTITLE XV EDUCATIONCHAPTER 193-E ADEQUATE PUBLIC EDUCATION • Section 193-E:1 •     193-E:1 Policy and Purpose. –     I. It is the policy of the state of New Hampshire that public elementary and secondary education shall provide all students with the opportunity to acquire the knowledge and skills necessary to prepare them for successful participation in the social, economic, scientific, technological, and political systems of a free government, now and in the years to come; an education that is consistent with the curriculum and student proficiency standards specified in state school approval rules and New Hampshire curriculum frameworks.     II. Respecting New Hampshire's long tradition of community involvement, it is the purpose of this chapter to ensure that appropriate means are established to provide an adequate education through an integrated system of shared responsibility between state and local government. In this system, the state establishes, through school approval and student proficiency standards and curriculum guidelines, the framework for the delivery of educational services at the local level. School districts then have flexibility in implementing diverse educational approaches tailored to meet student needs. • Source. 1998, 389:1. 2005, 257:15. 2007, 270:3, eff. June 29, 2007.

27. 193-E:2 Criteria for an Adequate Education. – An adequate education shall provide all students with the opportunity to acquire: Skill in reading, writing, and speaking English Skill in mathematics and familiarity with methods of science Knowledge of the biological, physical, and earth sciences Knowledge of civics and government, economics, geography, and history Grounding in the arts, languages, and literature to enable them to appreciate our cultural heritage and develop lifelong interests and involvement in these areas Sound wellness and environmental practices Skills for lifelong learning, including interpersonal and technological skills TITLE XV EDUCATIONCHAPTER 193-E ADEQUATE PUBLIC EDUCATION

28. 193-E:2-a Substantive Educational Content of an Adequate Education. (a) English/language arts and reading.        (b) Mathematics.        (c) Science.        (d) Social studies. (e) Arts education.        (f) World languages.        (g) Health education.        (h) Physical education.        (i) Technology education, and information and communication technologies. II. The standards shall cover kindergarten through twelfth grade

29. Ed 306 Minimum Standards for School Approval IV. The school approval standards for the areas identified in paragraph I shall constitute the opportunity for the delivery of an adequate education. VI. In this section, "school approval standards'' shall mean the applicable criteria that public schools and public academies shall meet in order to be an approved school, as adopted by the state board of education through administrative rules. Ed 306.31: Arts Education Systematic and sequential instruction in music and visual arts while developing opportunities in dance and theatre (Why the difference? “No unfunded mandate statute”) Includes reference to 193:C the NH Curriculum Framework for the Arts

30. Accountability for 193-E • A school may demonstrate, through the input-based school accountability system, that it provides the opportunity for an adequate education as set forth in RSA 193-E:2-a • A school may demonstrate by the end of the school year that it provides the opportunity for an adequate education through the performance-based school accountability system to be developed and implemented by the department • The department shall annually conduct site visits at 10 percent of schools statewide to assess the validity of the input-based school accountability system and to determine whether those schools demonstrate the opportunity for an adequate education by meeting the school standards identified in paragraph I.

31.     III. In order to demonstrate that a school provides the opportunity for an adequate education through the input-based school accountability system under paragraph I: (a) The commissioner shall require school officials to submit a narrative explanation detailing how the school has complied with each of the standards included in the opportunity for an adequate education contained in paragraph I. The school principal and school district superintendent shall certify in writing that the responses submitted are accurate. The commissioner shall develop a form which conforms to the provisions of this paragraph. (b) The commissioner shall review the responses to each school's self-assessment required under this section and shall verify that the responses comply with the standards included in the opportunity for an adequate education specified under paragraph I.

32. (c) Schools that successfully demonstrate that they provide the opportunity for an adequate education through the input-based school accountability system for any year beginning with the 2009-2010 school year shall be required by the commissioner to resubmit the narrative explanations at least once every 2 years. (d) Schools that are unable to demonstrate that they provide the opportunity for an adequate education through the input-based school accountability system for the 2009-2010 school year, or for any year thereafter, shall be required by the commissioner to resubmit the narrative explanations annually until such demonstration has been made. (e) The commissioner shall integrate, to the maximum extent practicable, the input-based school accountability system to demonstrate the opportunity for an adequate education with the school approval process pursuant to RSA 21-N:6, V.

33. Questions for New Hampshire?

34. North Carolina Example • Basic Education Program (§ 115C-81) • Defines a fundamentally complete program of education, K-12. • Arts Education: • Required K-5 • All four disciplines available 6-8, with students required to take at least one each year • Available as electives at the High School level • The NC Standard Course of Study • Common Core State Standards • NC Essential Standards

35. Resulting Legislation • 2008: • Joint Select Committee on Arts Education (S66 and H149) • 2010: • S66 Comprehensive Arts Education Plan Task Force and Reports • 2011-2012: • H758: Arts Education Commission

36. 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.

37. 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)

38. Future Directions • Continue to build upon existing legislation (BEP) • State Policy Examples • Instructional Standards • Graduation and College Entrance Requirements • Teaching Standards and Licensure (Arts and General Education) • Legislative Examples • Requirements • Categorical Funding • Accountability (Arts Education Report Card)

39. Why do policies matter? • Not always enforced • Not easily enforced • Not always valued…

40. Policies DO matter • A beginning place • Build infrastructure for compliance and enforcement from this ground floor material • Understanding intent of political leadership • Showing that arts education IS valued • … and then continue work to prioritize within the system

41. Discuss policies in your state…

42. Richard Baker: Louisiana Dept. of Education • Richard.baker@La.gov • Robert Duncan:Kentucky Dept. of Education • Robert.duncan@education.ky.gov • Christie Lynch Ebert: North Carolina Dept. of Public Instruction • Christie.lynchebert@dpi.nc.gov • Marcia McCaffrey: SEADAE President-elect, New Hampshire Dept. of Education • Macia.mccafferey@doe.hh.gov • Lynn Tuttle: SEADAE President, Arizona Dept. of Education • Lynn.tuttle@azed.gov