Arts & Humanities Review

1. Arts & HumanitiesReview

2. Reading Time • Read your content’s Program Review. • As you read, complete the Program Review Reading Guide.

3. Four Disciplines • Dance • Drama • Music • Visual art

4. Unique to Arts & Humanities all students have access … • Literacy unique to the arts • Authentic communication • Balanced program of creating, performing & producing, responding • Meaningful connections • Adjudicated events • Theory, skill and technique not primary focus

5. Arts & Humanities Administrative/Leadership support & Monitoring… SBDM utilization of the Review… • Elementary: regularly scheduled in all four disciplines • Middle: regularly scheduled, grounding, beginning of specialization, HAVPA (History and Appreciation of Visual and Performing Arts) • High: regularly scheduled, multiple specialization opportunities, HAVPA

6. Arts & Humanities Administrative/Leadership support & Monitoring… Efficient use of instructional time… • Time is adequate & protected, grade appropriate • Elementary: 150 minutes per week • Middle: access to year-long specialization • High: access to year-long specialization

7. Collecting and Documenting Evidence

8. Evidence for Demonstrators • Read the provided demonstrators. • As a group, brainstorm examples of evidence for the “fully-functioning characteristics.” • In the blank column, write down your examples of evidence. Note: In the Program Reviews, examples of evidence are provided, but try to create evidence based on what we are already doing.

9. What does evidence look like?

10. Evidence • Supports decisions on performance levels • Multiple areas • Multiple forms • Easily retrievable

11. Evidence

12. Common Evidence in All Program Reviews • Student led service projects • Extra/co-curricular publications • Leadership activities • Events are student led • Documentation of speakers • Recordings of student presentations • Documentation of innovative opportunities for students to demonstrate communication skills: podcasts, power point presentations, documentaries, oral histories • Examples of explicit instructional activities • Documentation of collaborative projects • Samples of rubrics • Self/peer student assessments • Samples of graded work with feedback • SBDM policies • Course syllabi • Teacher reflections • Digital recordings • PGP, CSIP, ILP, GT, IEP, PD records • Master schedule • Student displays, journals

13. A & H Specific Evidence • SBDM policy for arts specialization • Artist residencies • Adjudicated performances & exhibitions • Use of student’s ILP to declare area of specialization for the high school graduation requirement

14. Evidence Sheet Activity Arts and Humanities Electronic documentation

15. Ideas for Activities and Projects • Brainstorm activities and projects to complete. • Think about different content areas or community partners to collaborate with. • Think about activities and projects already doing, and expand on them.

16. Performance Levels

17. Program Review Process • Compose team • Identify Evidence • Determine Performance Level for Characteristics • Determine Performance Level for Demonstrators, Standards and Program

18. Program Review Teams • Recommended that schools compose a team which includes teachers, from both within and outside the content specific review, and administrators to complete the program review process • Other possible team members could include: community partners, FRYSCs, etc. • Teams should complete the review process over the course of the year so there is time to truly reflect on and define the school’s program. It is not a “stop and review” process.

19. Program Review Process Strength of the Evidence Language of the Characteristic Is this happening SCHOOLWIDE?

20. “….apparent in the school culture” • NOT one project that lasts 6 weeks • NOT done completely by one department or one group of teachers • Collaboration and skills should be integrated throughout • Evidence should show that these things are on-going and embedded

21. Performance Level for Characteristics Planning is sustained with refinements (as necessary) and implementation is consistent. Planning is fully developed and implementation is consistent, but not universal. Planning is incomplete and implementation is isolated and inconsistent. Planning is beginning and there is no implementation. No plan has been developed for implementation at the content area or grade level

22. Performance Level at Demonstrator, Standard & Program Levels Students’ experiences demonstrate a strong, effective program, few areas require improvement to enhance student achievement. Strengths in program demonstrate positive impact on student success. Areas of growth are easily identified. More areas of strength can be identified than areas of weakness. Areas of growth must be addressed to ensure future student success. Few areas of student success identified through partial implementation; more areas of concern are identified. Students’ experiences diminished. The school’s program demonstrates major weaknesses that must be addressed to ensure student success.

24. Planning for Improvement • The review process should easily identify areas of strength and areas of need. • This data should inform further decision-making

25. Reporting Sequence

26. Program Review Improvement Contract A contract between schools & districts: • focuses on a Demonstrator of Power and a Demonstrator of Weakness • describes SBDM approved plan to address the Demonstrator of Weakness

28. Next Steps

29. What QUESTIONS do you have?