KDE Arts Humanities Program Review

ARTS AND HUMANITIES: SCORING GUIDE 2014-2015 CURRICULUM AND INSTRUCTION Demonstrator 1. Student Access: All students should have equitable access to high quality curriculum and instruction. Needs Improvement a) The arts program offers creating, performing, and responding processes in the arts, but not all four arts disciplines a) Access is provided for all students through intentionally scheduling time are included. balanced program of creating, performing and responding to the arts in each of the four arts disciplines (dance, drama, music, visual arts)

To what extent does the school provide access for all students through intentionally scheduling time within the instructional day for a balanced program of creating, performing and responding to the arts in each of the four arts disciplines? b) Discipline-based instruction is not provided for each arts discipline as outlined in the Kentucky Core Academic b) The arts curriculum provides discipline-based instruction Standards. own body of knowledge, skills, and ways of thinking as outlined in the Kentucky Core Academic Standards.  Middle School: All students have access to regularly scheduled discipline-based, arts courses in each of the four  Middle School: All students have access to regularly scheduled discipline-based, arts courses in three or less art art forms which provide a firm grounding in basic creating, performing and responding to the arts. Students forms which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to wishing to begin a specialization in an art form(s) are provided regularly scheduled classes. begin a specialization in an art form(s) are provided regularly scheduled classes.

To what extent does the school ensure that the arts curriculum provides discipline-based instruction and protected time in each arts discipline as outlined in the Kentucky Core Academic Standards? Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards. Needs Improvement a) The arts curriculum is not fully aligned with the Kentucky Core Academic Standards. a) The arts curriculum encompasses creating, performing and responding Core Academic Standards.

To what extent does the school ensure that the arts curriculum encompasses creating, performing and responding and is fully aligned with the Kentucky Core Academic Standards? b) The curriculum may be designed to develop some basic arts literacy skills in the arts, but does not support full b) The arts curriculum provides for the development of arts literacy literacy in the four arts disciplines. Common Core Standards for English/Language Arts.

To what extent does the school ensure that the arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Common Core Standards for English/Language Arts? c) Cross-curricular integration between the arts and other content areas is happening but it is not fully developed or c) The school curriculum provides opportunities for integration intentionally based on the Kentucky Core Academic standards. made between the arts and other content areas.

Last modified: April 23, 2018 Arts & Humanities 2 Last modified: April 23, 2018 Arts & Humanities 3 To what extent does the school ensure that the school’s curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas? d) Students receive little exposure to exemplary works of dance, music, theatre and visual. d) The arts curriculum includes the study of representative and exemplary works visual arts from a variety of artists, cultural traditions and historical periods.

Demonstrator 3. Instructional Strategies Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students. Needs Improvement a) Teachers rarely incorporate all three components of arts study: creating, performing and responding to the arts. a) Teachers systematically incorporate all three components of arts study: the arts.

Last modified: April 23, 2018 Arts & Humanities 4 To what extent do teachers systematically incorporate all three components of arts study: creating, performing and responding into the arts? b) Teachers provide limited models of artistic performances and products to enhance student understanding b) Teachers provide models of exemplary artistic performances and products of an arts discipline and to develop their performance/production skills

To what extent do teachers provide models of exemplary artistic performances and products to enhance students’ understanding of an arts discipline and to develop their performance/production skills? c) Arts teachers provide basic artistic theory, skills, and techniques but do not help students find their relevance to c) Arts teachers provide for the development of artistic theory, skills, and techniques products or performances. student performances or products that are relevant

Last modified: April 23, 2018 Arts & Humanities 5 To what extent do arts teachers provide for the development of artistic theory, skills, and techniques through the development of student performances or products that are relevant and developmentally appropriate for students? d) Guest artists are not used, or guest artists provide arts instruction in place of regular disciplined based arts d) The arts curriculum is enhanced and strengthened instruction. discipline based arts instruction during the regular school day.

To what extent is the arts curriculum enhanced and strengthened through collaboration with guest artists, complementing discipline based arts instruction during the regular school day?

To what extent does the school ensure that the arts curriculum includes the study of representative and exemplary works of dance, music, theatre and visual arts from a variety of artists, cultural traditions and historical periods? e) The school arts e) The school arts curriculum e) The school arts curriculum is  A & H PD (7/14-15/2014) curriculum is is revised using multiple revised by using multiple  A & H PLC revised based on a indicators such as student indicators by a committee  A & H Committee Meeting single or limited formative and summative comprised of arts and cross-  A & H Curriculum Maps (Visual Arts, Dance, Theatre and indicator(s) of assessments, arts organization content area teachers. Music) student performance assessments performance from sanctioned events, or  Access to IEP/504 Plans/Gifted and Talented Service Plan other student needs. in Infinite Campus  SBDM Minutes To what extent does the school ensure that the arts curriculum is revised using multiple indicators such as student formative and summative assessments, arts organization performance assessments from sanctioned events, or other student needs? Demonstrator 4. Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. Needs Improvement Proficient Distinguished Evidence a) Students are not actively engaged a) Students are actively engaged in a) Students demonstrate mastery of  Flocabulary (School license) – in all three components of creating, performing and skills and theoretical Donaldson, Fazel, Crawford, creating, performing, and responding to the arts. understanding with high levels of Bucklew, McCrocklin, Graham, responding in the arts. creativity, performing, and Doughty, McKinney, Fuller, responding to the arts appropriate Johnson and L. Cardwell to the age and grade level.  C Donaldson: China Cheer  L Graham: Zentangle  J Ausbrooks: Christmas Concert

Last modified: April 23, 2018 Arts & Humanities 6 and Band; Band Festival practice (audio file); The Sound of Music movie reflection; Large Ensemble; Solo & Ensemble  M Crawford: 4th Period Art Rotation Schedule and Art Integration, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, Recycled Items Inventions, School Improvement; Mammoth Cave National Park – Art Exhibit and Student Portfolios  P McKinney and R Johnson: (7th grade Math): Solving Equation Song  P McKinney: Comic Strip (onomatopoeia)  P Wallace: Tesselations exemplar work; Name Quilt Square Exemplary and Rubric  R Johnson: Straight Line Names with Exemplar work  S Bratcher: 3 R’s Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 R’s Comic Strip, Health Animation, Health Comic Strip  S Bratcher collab B Bivens: Health Careers drawing in SumoPaint  STLP Projects; Bear Pride News (weekly school news show)  T Lowe: Veteran’s Program Choir Performance; 12 Days of Christmas (remake-audio file) included on school news To what extent are students actively engaged in creating, performing and responding to the arts?

Last modified: April 23, 2018 Arts & Humanities 7 b) Students' products show a lack of b) Students identify a purpose and b) Students independently create  L Graham: Zentangle variety, scope or purpose; ideas, generate original and varied art rich and insightful products and  J Ausbrooks: Christmas Parade and products, performances, etc. are works or performances that are performances with variety, scope Concert; Band Festival practice primarily teacher-driven. highly expressive with teacher and purposes. (audio file); Large Ensemble; Solo guidance. & Emsemble  M Crawford: 4th Period Art Rotation Schedule and Art Integration, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, Recycled Items Invention, Mammoth Cave National Park – Art Exhibit, School Improvement; Student Portfolios, and Artwork for GRVC Program Cover  S Bratcher: 3 R’s Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 R’s Comic Strip; Health Animation; Health Comic Strip; GRVC Program  S Bratcher collab B Bivens: Health Careers drawing in SumoPaint  STLP Projects; Bear Pride News (weekly school news show)  T Lowe: Veteran’s Program Choir Performance; 12 Days of Christmas (remake – audio file) included on school news To what extent do students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance? c) Student work in the arts c) Students, with teacher guidance, c) Students independently apply  J Ausbrooks: National Anthem Self- demonstrates that they are routinely use creative, creative, evaluative, analytical Reflection Writing; The Sound of applying minimal creative, evaluative, analytical and and problem solving skills in Music movie reflection evaluative or analytical and problem solving skills in developing and/or reflecting on  L Graham: Zentangle Reflection problem solving skills in their developing and/or reflecting in their artistic performances and  M Crawford: 4th Period Art Rotation artistic performances or products. their artistic performances and products. Schedule and Art Integration, Peer products. Review, Art Critique and Self

Last modified: April 23, 2018 Arts & Humanities 8 Reflection (Round 1 and 2), Create Stages/Perform Show and Art Criticism, Mammoth Cave National Park Art Exhibit, Artwork for GRVC Program Cover; Performance Evals  S Bratcher: GoAnimate Commercial reflection; 3 R’s Comic Strip reflection; Health Animation reflection; Health Comic Strip reflection; GRVC Program  STLP: Bear Pride News (weekly school news show)  T Lowe: Self-Reflection To what extent do students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products? d) Students rarely reflect upon d) Students use written and verbal d) Students subjectively reflect on  J Ausbrooks: National Anthem Self- exemplary exhibits and live or communication to objectively exemplary exhibits and live or Reflection Writing; The Sound of technologically provided reflect on exemplary exhibits and technologically performances to a Music movie reflection performances. live or technologically provided variety of audiences through a  L Graham: Zentangle Reflection performances as classroom variety of means of  L Winters: “Roll of Thunder, Hear assignments. communication (e.g. written, My Cry” movie vs book comparison verbal, their own artistic means).  M Crawford: 4th Period Art Rotation Schedule and Art Integration, Create Stages/Perform Show and Art Criticism, Peer Review, Art Critique and Self Reflection (Round 1 and 2); Performance Evals  P Bucklew and P Fazel: Play vs Story Comparison – Pinocchio  S Bratcher: GoAnimate Commercial; 3 R’s Comic Strip reflection; Health Comic Strip Exemplar and Reflection  T Lowe: Self-Reflection To what extent do students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments? e) Students rarely demonstrate the e) Students demonstrate the ability e) Students initiate and produce their  A Smith-Thomas: Cover for Raven

Last modified: April 23, 2018 Arts & Humanities 9 ability to be self-sufficient in to become self-sufficient in own creative projects.  B Eadens collaboration with M creating artistic products. creating performances and/or Crawford: WRECC products after teacher guidance  C Donaldson: China Cheer  H Elmore: Shields and Life Map  J Ausbrooks: Performances – National Anthem, Christmas Band Concert, Christmas Parade and Band Show; Band Festival practice (audio file); Large ensemble; Solo & Ensemble  L Graham: Zentangle  M Crawford: 4th Period Art Rotation Schedule and Art Integration, Recycled Items Inventions, Student Theatre Masks, Create Stages/Perform Show and Art Criticism, School Improvement; Artwork for GRVC Program Cover  P Fazel: Selfies with Cell-fies, Leaf Art, Hand Art; Festival of Trees; Science Journal Collage  P McKinney: Book Cover  P Wallace: Book Jacket; Flash Mob singing their 8s; Math & World Geography Journal Cover Collage  R Tyree: Marble Ramp; Marshmallow Genetics  S Bratcher: 3 R’s Wordle; Wants vs Needs Word Features; GoAnimate Commercial; Community Agency SumoPaint; Career Art; 3 R’s Comic Strip; Health Animation; Health Comic Strip; GRVC Program  STLP Projects; Bear Pride News (weekly school news show)  T Harper: Geography Journal Cover College

Last modified: April 23, 2018 Arts & Humanities 10  T Lowe: Veteran’s Program Choir Performance; 12 Days of Christmas (remake – audio file) included on school news To what extent do students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance? f) Some students are encouraged to f) Students are supported and f) School arts programs and  School-wide Talent Show participate in grade level encouraged to participate in individual students routinely  B Eadens collaborate M Crawford: appropriate juried events, grade level appropriate juried participate in grade level WRECC exhibitions, contests and events, exhibitions, contests and appropriate juried events,  J Ausbrooks: Christmas Concert and performances outside the school performances outside the exhibitions, contests, Parade, National Anthem, High environment. school. performances. Performance School Band Show; Band Festival assessment events are used as practice (audio file); Large tools for reflection and review, ensemble; Solo & Ensemble and used adjust and improve the  M Crawford: Mammoth Cave school instructional program. National Park Art Exhibit  School-wide: Red Ribbon Week Door Decorating and Video  STLP Projects; Bear Pride News (weekly school news show)  T Lowe: Veteran’s Program Choir Performance; Christmas performance; 12 Days of Christmas (remake – audio file) included on school news To what extent are students supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school environment {at the middle and high school levels?}?

ARTS AND HUMANITIES: FORMATIVE AND SUMMATIVE ASSESSMENT Demonstrator 1. Assessment: Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and achievement. Needs Improvement Proficient Distinguished Evidence a) Formative and a) Formative and summative a) Formative and summative arts  B Eadens collaboration with M Crawford: WRECC summative arts arts assessments for assessments for individual  J Ausbrooks – KMEA Festival assessments show individual students and students and performing groups  M Crawford – Mammoth Cave National Park – Art some alignment with performing groups are are clearly aligned with the Exhibit, Art Mid-term Assessment and Theatre components of the clearly aligned with the components of the KCAS and Assessment inform instruction in the Last modified: April 23, 2018 Arts & Humanities 11 Kentucky Core components of the classroom leading to student  STLP Projects; Bear Pride News (weekly school Academic Standards Kentucky Core Academic improvement. news show) and measure a Standards and authentically  T Lowe: KMEA Festival specific concept, measure a specific concept, understanding understanding and/or skill and/or skill and lead to student growth.

To what extent do teachers utilize formative and summative arts assessments for individual students and performing groups that are clearly aligned with the components of the Kentucky Core Academic Standards; and authentically measure a specific concept, understanding and/or skill and lead to student growth? b) Teachers are the b) Teachers guide students to b) Students independently and  J Ausbrooks: Self-Reflection primary reviewers of use developmentally or objectively utilize developmentally  L Graham: Zentangle Reflection student work and grade level appropriate peer or grade level appropriate oral and  M Crawford: 4th Period Art Rotation Schedule and students do not review and critique to written peer reviews and critiques Art Integration, Peer Review, Art Critique and Self effectively use evaluate each other’s work. to evaluate each other’s work. Reflection (Round 1 and 2), Careers in Art developmentally or (Research); Performance Evals grade level  P Wallace: Grading Graphs appropriate peer  T Lowe: Self-Reflection review or critique to evaluate each other’s work. To what extent do teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other’s work?

Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in Arts & Humanities. Needs Improvement Proficient Distinguished Evidence a) Exemplars or models are a) Exemplar/models are used to a) Exemplars/models are used with  L Graham: Zentangle used in classroom encourage students to every instructional lesson/unit (e.g.  M Crawford: PowerPoints instruction, but students demonstrate characteristics of historical masterpieces, current (exemplary examples) are not clear as to how rigorous work in the appropriate works, performances by exemplary  P McKinney: “I Have a Dream” they can apply what they art form in most instructional artists, or exemplary student work).  S Bratcher: Content Videos (in learn from models. lessons/units. Edmodo Library); Wants vs Needs Word Features; Health Comic Strips  STLP Projects – Guest Speaker Jeremy Hack To what extent do teachers utilize exemplar/models to encourage students to demonstrate characteristics of rigorous work in the appropriate art form in most instructional lessons/units? b) Teachers use clearly b) Teachers share clearly defined b) Teachers engage students in  L Graham: Zentangle – Student

Last modified: April 23, 2018 Arts & Humanities 12 defined rubrics or scoring rubrics or scoring guides with creating their own rubrics or generated Rubric guides but do not share students before creating, scoring guides for creating,  P Wallace: Name Quilt Square them with students. performing, or responding performing, or responding Exemplary and Rubric assignments or assessments assignment/assessments  S Bratcher: Community Agency appropriate to the age and grade appropriate to the age and grade SumoPaint; & 3 Rs Comic Strip level and students have the level. opportunity to provide input into the scoring guide. To what extent do teachers share clearly defined rubrics or scoring guides with students before creating, performing, or responding assignments or other assessments; and students have the opportunity to provide input into the scoring guide? c) Teachers develop rigorous c) Teachers develop rigorous c) Teachers, in collaboration with the  L Graham: Zentangle – Student student learning and student learning and academic individual students, develop generated Rubric academic growth goals that growth through student learning rigorous student learning and  M Crawford collab with P Wallace: are attainable, reflect objectives and refined SMART academic growth SMART goals that General Art Rubric acceptable growth and are (specific, measurable, appropriate, are rigorous, attainable and reflect  M Crawford: Recycled Items related to identified realistic and time bound) goals acceptable growth during the Invention student needs, but the that are rigorous, attainable and course or school year SMART (specific, reflect acceptable growth during measurable, appropriate, the course or school year realistic and time bound) goals process needs refining To what extent do teachers develop rigorous student learning and academic growth through student learning objectives and refined SMART (specific, measurable, appropriate, realistic and time bound) goals that are rigorous, attainable and reflect acceptable growth during the course or school year?

Demonstrator 3. Assessment for Teaching: Multiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. Needs Improvement Proficient Distinguished Evidence a) Teachers provide limited a) Teachers regularly provide students a) Students are very clear on their  J Ausbrooks: Self-Reflection documented feedback to with authentic, meaningful and progress and capabilities in the  L Graham: Zentangle Reflection students on documented feedback from a arts, and are carefully guided by  M Crawford: Peer Review; Art performances/ products. variety of sources (e.g., staff documented individual plans based Critique and Self Reflection (Round members, arts adjudicators, peers, on feedback (from staff, 1 and 2); Performance Evals etc.) on their professional, peers, etc.) as to next  S Bratcher: Edmodo student work performances/products so students steps in their progress. responses, Health Animation self- may strengthen their future reflection, Health Comic Strip self- performance/products. reflection

Last modified: April 23, 2018 Arts & Humanities 13  T Lowe: Self-Reflection To what extent do teachers regularly provide students with authentic, meaningful and documented feedback from a variety of sources on their performances/products so students may strengthen their future performance/products? b) Students engage in b) Students regularly reflect on, b) Students purposely use the  J Ausbrooks: Self-Reflection critique and evaluation of critique and evaluate the artistic language of the arts in critiquing  L Graham: Zentangle Reflection artistic products; but products and performances of and evaluating performances. They  M Crawford: Peer Review; Art those processes are not others and themselves as is grade further make recommendation on Critique and Self Reflection (Round formalized or students are level and age appropriate how those products or 1 and 2); Performance Evals not yet capable of making performances can be more strong evaluations.  S Bratcher: GoAnimate Commercial effective as is grade level and age and 3 Rs Comic Strip appropriate.  T Lowe: Self-Reflection

To what extent do students regularly reflect on, critique and evaluate the artistic products and performances of others and themselves as is grade level and age appropriate?

ARTS AND HUMANITIES: PROFESSIONAL LEARNING Demonstrator 1. Opportunity: Professional learning opportunities are planned according to the Standards for Professional Learning, with teacher learning needs in mind, and in response to data available about current teacher practice and student learning. The language for Professional Learning in the KDE Arts and Humanities Program Review rubric has been modified to reflect the most up-to- date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST. Needs Improvement Proficient Distinguished Evidence a) A professional growth plan a) The professional growth plan a) Ongoing assessment of the  A&H Team: PGP (CIITS) is developed, but it is not (PGP) supports appropriate implementation of the professional  A&H Team PD – D Dockery (7/14/14) individualized to arts and instruction for arts and growth plan (PGP) results in  A&H Team PD (7/15/14) humanities and links to the necessary adjustments that support humanities teacher needs.  J Ausbrooks & T Lowe: KMEA Comprehensive School quality instruction in arts and Conference Improvement Plan (CSIP). humanities. The (PGP) links to the Comprehensive School  M Crawford: KyAEA Fall Conference Improvement Plan (CSIP).  School-wide: A&H PD (9/24/14)  BCMS CSIP To what extent are professional growth plans (PGPs) linked to the Comprehensive School Improvement Plan (CSIP) and designed to support appropriate instruction in arts and humanities? b) Teacher professional b) Arts and humanities b) A variety of arts and humanities  A&H Team: PGP (CIITS) learning opportunities are professional learning professional learning opportunities  A&H Team PD – D Dockery (7/14/14) limited and do not focus on opportunities incorporate the incorporating the standards for  A&H Team PD (7/15/14) Last modified: April 23, 2018 Arts & Humanities 14 research/evidence based Standards for Professional Professional Learning are available  J Ausbrooks & T Lowe: KMEA practices that will support Learning, focus on and focus on research/evidence Conference teacher Professional research/evidence based based practices that support teacher  M Crawford: Bringing Art & Growth Plans in arts and practices and are planned Professional Growth Plans (PGPs) Technology Together; Guayasamín humanities. based on school and student connected to school and student Workshop, KyAEA Fall Conference data and teacher Professional data.  P Fazel: Scaffolding – Journals (Middle Growth Plans (PGPs). School Conference Session)  P Fazel and S Bratcher: Music in Education (Middle School Conference Session)  School-wide: A&H PD (9/24/14)  Program Review Scoring PD To what extent does the school provide arts and humanities professional learning opportunities focused on research/evidence based best practices and based on school and student data and teacher Professional Growth Plans? c) Teachers have limited c) Job embedded arts and c) A variety of job embedded Arts and  A&H Team: PGP (CIITS) access to job embedded humanities focused Humanities professional focused  A&H Committee Meeting professional learning professional learning professional learning opportunities  A&H PLC Meetings opportunities are available to opportunities in arts and are to teachers to promote  BCMS PD and PD List humanities. teachers, and they are continuous growth; they are  J Ausbrooks & T Lowe: KMEA encouraged to engage in those tailored to meet the individual Conference opportunities. needs of teachers.  M Crawford: KyAEA Fall Conference  P Fazel: Scaffolding – Journals (Middle School Conference Session)  P Fazel and S Bratcher: Music in Education (Middle School Conference Session) To what extent does the school ensure that job embedded arts and humanities professional learning opportunities are available to teachers? d) The school encourages d) The school allocates time for d) The school allocates time for Arts  A&H Committee Meeting collaboration between arts arts and humanities teachers to and Humanities and academic core  A&H PLC Meetings and humanities and collaborate and exchange teachers to collaborate and  J Ausbrooks & T Lowe: KMEA academic core teachers but ideas with academic core exchange ideas during the school Conference teachers. day, in professional learning does not allocate time for  M Crawford: KyAEA Fall Conferencee collaboration to occur. communities and through professional learning opportunities.  Master Schedule

To what extent does the school allocate time for arts and humanities and academic core teachers to collaborate and exchange ideas?

Last modified: April 23, 2018 Arts & Humanities 15 Demonstrator 2. Participation: Teachers participate in Arts and Humanities-specific professional learning designed to meet their needs. Arts and Humanities teachers participate in professional development focused on 21st Century Skills The language for Professional Learning in the KDE Arts and Humanities Program Review rubric has been modified to reflect the most up-to- date processes for professional growth and learning. It is not the same language as found in the program review diagnostic tools in the Adaptive System of School Improvement Support Tools (ASSIST). Schools and districts are urged to consider the language found here when responding to the corresponding characteristics found in ASSIST. Needs Improvement Proficient Distinguished Evidence a) Arts and Humanities a) Arts and Humanities teachers a) Arts and Humanities teachers  A&H Team PD – D Dockery (7/14/14) teachers participate in participate in arts content- participate in arts content-specific  A&H Team PD (7/15/14) arts content-specific specific professional learning professional learning, based on  J Ausbrooks & T Lowe: KMEA professional learning, opportunities to address school analysis of school, student and Conference but no evidence of needs and based on analysis of teacher data. There is clear evidence  M Crawford: Bringing Art and implementation of school and student data. There is of implementation of the Technology Together; Guayasamín professional learning. some evidence of professional learning resulting from Workshop, KyAEA Fall Conference implementation of the these opportunities.  School-wide: AH PD (9/24/14) professional learning. To what extent do arts and humanities teachers participate in and implement content-specific professional learning? b) Arts and Humanities b) Arts and Humanities teachers b) Arts and Humanities teachers take on  A&H Committee Meeting teachers are members actively participate in a leadership role in professional  A&H PLC Meeting of professional learning professional learning learning communities to address  A&H Team PD – D Dockery (7/14/14) communities but are communities to address issues issues related to instructional  A&H Team PD (7/15/14) minimally active related to instructional practices, data analysis, and  J Ausbrooks: BCHS Band Director participants. practices, data analysis, and improving student achievement and  improving student achievement. share this information school wide. J Ausbrooks & T Lowe: KMEA membership  M Crawford: BCMS Art Club Sponsor, NAEA membership  School-wide: AH PD (9/24/14)  T Lowe: BCHS SUPA Director To what extent do arts and humanities teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis and improving student achievement? c) Arts and Humanities c) Arts and Humanities teachers are c) Arts and Humanities teachers are  J Ausbrooks: BCHS Band Director, teachers are members leaders in professional leaders in professional organizations, Third District Band Director of professional organizations and the school. the school and the community. Association Member and KEA Member organizations.  J Ausbrooks & T Lowe: KMEA membership

Last modified: April 23, 2018 Arts & Humanities 16  M Crawford: BCMS Art Club Sponsor; NAEA membership  T Lowe: BCHS SUPA Director To what extent do arts and humanities teachers exhibit leadership in professional organizations and the school? d) Arts and Humanities d) Arts and Humanities teachers d) Arts and Humanities teachers are  A&H Committee Meeting teachers have limited regularly collaborate with provided with time in the school  A&H PLC Meeting contact with external community, business, and schedule, a stipend and/or  M Crawford collab with B Eadens: partners. postsecondary partners through professional development credit for WRECC advisory committees, work collaboration with community,  M Crawford: Nominate students for Jr. exchange programs and/or business, and postsecondary National Young Leaders Conference community groups with a focus partners through advisory on the arts. committees, work exchange programs, and/or community groups. To what extent do the arts and humanities teachers collaborate with community, business and postsecondary partners through advisory committees, work exchange programs and/or community groups focusing on arts and humanities? e) Some teachers in the e) Most teachers in the school e) All teachers in the school receive and  A&H Team PD – D Dockery (7/14/14) school receive receive and implement implement professional learning to  A&H Team PD (7/15/14) professional learning professional learning to enhance enhance the integration of the Arts  BCMS PD & PD List opportunities to the integration of the Arts and and Humanities content into school  J Ausbrooks & T Lowe: KMEA enhance the integration Humanities content into school curricula. Conference of the arts and curricula.  M Crawford: KyAEA Fall Conference humanities content.  P Fazel: Scaffolding – Journals (Middle School Conference Session)  P Fazel and S Bratcher: Music in Education (Middle School Conference Session)  PLC Meetings  School-wide: A&H PD (9/24/14)  Program Review Scoring PD To what extent do teachers (beyond arts and humanities teachers) engage in professional learning to integrate arts and humanities content into their teaching?

ARTS AND HUMANITIES: ADMINISTRATIVE/LEADERSHIP SUPPORT AND MONITORING Demonstrator 1. Policies and Monitoring: School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and instructional time to support highly effective arts and humanities instructional programs.

Last modified: April 23, 2018 Arts & Humanities 17 Needs Improvement Proficient Distinguished Evidence a) School a) School councils/leadership a) School councils/ leadership monitors  BCMS CSIP councils/leadership implement policies to ensure that and evaluates the teaching of arts  M Crawford: 4th Period Schedule and establish policies to disciplined based arts instruction concepts throughout the school and Content ensure that Arts concepts is a part of the school curriculum across the curriculum.  Master Schedule are taught throughout and arts concepts are taught  SBDM Minutes the school and across the throughout the school and across  Data Day Agenda & PowerPoint curriculum the curriculum  Lesson Plans (OneDrive)  Program Review Scoring Guide  Leadership Agenda To what extent does the school councils/leadership implement policies to ensure that disciplined based arts instruction is a part of the school curriculum and arts concepts are taught throughout the school and across the curriculum? b) Time in the school b) Protected time is allocated in the b) Time allocated extends beyond usual  M Crawford: 4th Period Schedule and schedule is not schedule so that all students can implementation, demonstrating a Content adequately allocated for receive instruction in the Arts and strong school commitment to the  Master Schedule all students to receive Humanities disciplines. needs of students in the arts.  ILP Report instruction in the Arts and Humanities disciplines. To what extent does school leadership ensure that protected time is allocated in the schedule so that all students can receive instruction in the Arts and Humanities disciplines? c) School leadership and c) Arts teachers are invited to c) Arts teachers participate in and  Purchase Orders for Art and Band/Music select teachers plan the participate in planning the annual provide input into the school budget Supplies annual school budget. school budget to ensure adequate and quality  Glogster and GoAnimate Subscription materials, equipment, space and and Purchase Orders technology are available to offer the  Art Supplies Budget Needs submitted to curriculum SBDM  SBDM Minutes To what extent does school leadership ensure that arts teachers are invited to participate in planning the annual school budget? d) Arts teachers are d) Arts teachers are assigned d) Arts teachers are assigned equitable  Master Schedule assigned unmanageable manageable class loads based on class loads based on course and  Map of BCMS class loads and/or course and facilities. facilities as compared to other  SBDM – Class Loads Policy inadequate/ teachers in the building.

Last modified: April 23, 2018 Arts & Humanities 18 inappropriate facilities.

To what extent does school leadership ensure that arts teachers are assigned manageable class loads based on course and facilities? e) Arts teachers receive e) Arts teachers receive planning and e) Arts teachers receive equitable  M Crawford: 4th period schedule and planning time, but this is travel time that is equitable with planning time and participate in cross- content not equitable to other other content areas curricular planning.  J Ausbrooks: Communication with 7th and content areas. 8th grade about coming classes  Master Schedule  SBDM Policy To what extent does school leadership ensure that arts teachers receive planning and travel time that is equitable with other content areas? f) The principal allocates f) The principal and Arts and f) The principal collaborates with Arts  Master Schedule time and resources to Humanities teacher leaders and Humanities teachers when  SBDM Policy – Space Use and Staff implement the arts collaborate to allocate equitable planning for the allocation of time, Assignment programs, but these are time, appropriate facilities and appropriate facilities and resources to  Purchase Orders for Art & Band/Music not equitable to other resources to implement the arts implement the arts program, and acts supplies content areas. programs. upon the recommendations.  Art Supplies Budget Needs submitted to SBDM  Glogster and GoAnimate subscriptions & Purchase Orders To what extent does the principal and Arts and Humanities teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs? g) School councils establish g) Decisions related to arts program g) Decisions related arts program staffing  SBDM Minutes and Policies (Staff policies for the allocation staffing are based on student are made based on data from the ILP, Assignment) of staff based on needs need and interests student need and/or interests and/or  ILP Report of students community needs. To what extent does school leadership ensure that decisions related to arts program staffing are based on student need and interests?

Demonstrator 2. Principal Leadership: Principals are the primary leaders of all arts and humanities program efforts and support teacher leadership through shared leadership strategies and actions.

Last modified: April 23, 2018 Arts & Humanities 19 Needs Improvement Proficient Distinguished Evidence a) The principal is the only a) The principal enlists Arts and a) The principal and Arts and  A&H Program Review Manager Meeting evaluator of the impact Humanities teacher leaders to Humanities teachers collaboratively (12/8/14 & 2/2/15) of arts instructional collaborate, evaluate and reflect evaluate, reflect on the impact of,  Master Schedule practices on overall on the impact of the arts and provide support for the arts  R Tuck & J Ausbrooks: Band policy for student achievement in instructional practices on overall instructional practices on overall attendance to festivals/trips the school student achievement in the student achievement  R Tuck & M Crawford: 4th Period Art school Rotation Schedule and Content, BCMS Art Show To what extent does the principal enlist Arts and Humanities teacher leaders to collaborate, evaluate and reflect on the impact of the arts instructional practices on overall student achievement in the school? b) The principal initiates b) The principal initiates and b) The principal participates in and  BCMS PD Plan 2014-15 professional learning participates in professional leads professional learning regarding  A&H PD (T Freeman) regarding the school’s learning regarding the school’s the school’s arts programs  Brickmeyer session at Middle School arts programs arts programs Conference (R Tuck) To what extent does the principal initiate and participate in professional learning regarding the school’s arts programs? c) The principal rarely c) The principal frequently provides c) The principal regularly provides a  K-Prep test results PowerPoint shared at provides communication communication with parents and variety of sources, including SBDM on school’s website with parents and community about arts and technology and media resources,  Program Reviews Scoring Guide on school’s community about arts humanities programs. when communicating with parents website and humanities and community about arts and  Monday Messengers programs. humanities programs. To what extent does the principal provide frequent communication with parents and community about arts and humanities programs?

Last modified: April 23, 2018 Arts & Humanities 20