Welcome!

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. Christie Lynch Ebert, Arts Education Consultant and A+ Schools Program Liaison, Curriculum and Instruction • Abbey 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 Arts Education

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 2 July 10-11, 2012 Maiden High School Catawba County Schools Summer Institute 1 June 21-22, 2012 Enka High School Buncombe County Summer Institute 4 July 17-18, 2012 Croatan High School Carteret County Summer Institute 6 July 24-25, 2012 SanLee Middle School Lee County

4. Key Data Literacy Activity Discussion Digital Literacy Arts Discipline Rotation

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

6. Introductions

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

8. Housekeeping Sign-in Parking Lot Breaks Evaluation - Your input is essential and valued!

9. At the end of this institute, participants will: • Learn about DPI resources and tools to support the initiatives within the RttTGrant • 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 LEA • Understand the new assessments and accountability model

10. 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)

11. Learning Strands

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

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

14. Arts Education Policy Which of the following is NOT true: • The State Board of Education has a policy requiring a Standard Course of Study in the Arts. • The first goal of the State Board of Education includes the arts. • Students must complete one unit of credit in arts education to graduate from NC schools. • The arts are core, academic subject areas.

15. 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.”

16. 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. Vision for Arts Education

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

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

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

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

22. How I teach this standard The Big Picture Standard Differentiation How this standard is assessed: formative benchmark summative How this standard is reflected in student work Connections

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

24. Comprehensive Arts Education

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

26. Standards Which of the following is NOT true: • All of the new standards must be implemented no later than Fall 2012. • All of the new standards were built around the Revised Bloom’s Taxonomy and filtered through the P21 Framework. • The term North Carolina Standard Course of Study refers to both the Common Core State Standards and the North Carolina Essential Standards. • Adoption of the Common Core State Standards is a requirement for states wishing to receive federal grant money from Race to the Top.

27. Connections Which of the following is NOT true: • Each arts education discipline has a strand related to making connections with other areas. • All educators are expected to make connections and integrate instruction to facilitate student learning. • Many disciplines outside of the arts have objectives which connect to the arts. • Students who make connections are more likely to develop conceptual understanding and apply their learning in different settings.

28. Arts Education Standards • Connections

29. Arts Education Energizer

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. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the Expectation that students will share findings from their research.”

31. Communication

32. Research and Media Skills “ . . . . extensive range of print and non-print textsin 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.” This philosophy lends itself easily to arts integration and development of multiple literacies

33. Information & Technology Essential Standards • Closely aligned with 21st 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

34. 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.

35. Transfer • “Big Ideas” Graphic Organizer – Connections • Resources (Reference Guides, Graphic Organizers, History and Culture alignment, IT alignment doc., etc.) – Tagul? • Future directions – continued development of resources for connections

36. What do we need to know?

37. What do we need to know? • Use the blue highlighter; • Mark 3 or more best practices in content knowledge • Mark 3 or more best practices in pedagogy Sample: Standard III, Element A “In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area.”

38. What this means for me…

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

40. 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)

41. Meeting the Needs of All Learners What are the implications for meeting the needs of all learners as related to arts education?

42. How I teach this standard The Big Picture Standard Differentiation How this standard is assessed: formative benchmark summative How this standard is reflected in student work Connections

43. What is Data Literacy?

45. 4 Types of Data

46. Data Discussion • How do these types of data inform your arts education program?

47. 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.

48. Formative Assessment • Questioning • Discussions • Learning activities • Feedback • Conferences • Interviews • Student reflections

49. 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

50. 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)