Arts & Humanities Program Review Evidence
Curriculum and Instruction 1
a) fieldtrip photos to performances, videos/photos of performers/speakers in school/community
b) IEP copies, example of adapted lessons
c) pacing guides for elementary, middle school, and high school
d) photo/videos/lesson plans of creating and performing and responses to performances
Curriculum and Instruction 2
a) collaborative lesson plans/photos
b) photos and videos of performances that include art, dance, drama, and music together
c) lesson plans/photos of arts areas (art, dance, drama, and music) being integrated by more than one teacher
d) lesson plans/student work that shows interrelationships between the target art subject area and other subjects (math, science, social studies, etc.)
e) videos/photos/student work examples concerning cultural traditions, exemplary work, and artists’ products
f) documentation (notes, emails, etc.) of collaboration with arts school curriculum committee and other schools and educators with alignments made to the curriculum based on need
Curriculum and Instruction 3
a) photos/videos/students work showing high level creative thinking/problem solving/creating & performing
b) photos/videos of live or recorded performances/exhibits with student reflections
c) student activities where teachers guide students toward peer review
d) IEPs, adapted lessons for special needs students
e) student activities that document students using multiple skills in products/performances
f) videos/photos of guest and community artists
Curriculum and Instruction 4
a) students activities/ photos of skill mastery/products/reflections
b) images/videos of original student art/performance
c) student reflections or images/videos of student products that show creative, evaluative, or analytical problem solving.
d) evidence of students writing or lesson plans showing discussions of exhibits, performances, or work of art
e) photos/videos of student-initiated products
f) Photos/videos and reflections of student products from contests, exhibitions, and juried events
Program Review
Arts and Humanities
Formative and Summative Assessment
DEMONSTRATOR 1- Variety of Assessment
a) Both formative and summative are clearly aligned with standards and instruction in the classroom.
b) Summative assessments are used to help students improve.
c) Students independently and objectively utilize oral and written peer reviews to evaluate each other’s work.
DEMONSTRATOR 2- Expectations of Student Learning
a) Students are exposed to exemplars and models with every instructional lesson/unit.
b) Teachers engage students in creating their own rubrics and scoring guides for creating, performing, or responding assignment/assessments appropriate to the age and grade level.
c) Students regularly develop and refine rubrics appropriate to the age and grade level.
DEMONSTRATOR 3- Response to Assessment
a) Multiple assessments are used, analyzed then modified to accommodate the individual needs of students. Assessment becomes individualized.
b) Teachers collaborate with Gifted and Talented students to establish a growth plan with ongoing assessments that will measure progress and help to adjust the plan as needed as students progress.
c) Students are very clear on their progress and capabilities in the arts, and are carefully guided by individual plans based on feedback.
d) Students are able to use the language of the arts in critiquing and evaluating performances. They further make recommendation on how those products or performances can be more effective as is grade level and age appropriate.
e) Teachers and students collaborate to design assessment tasks that are individualized which incorporate the arts processes and demonstrate student capabilities in applying the three arts processes.
f) Arts teachers work in cooperation with special needs teachers to design a variety of assessment strategies and accommodations for each student.
g) The school implements a community communication plan to regularly report student activities, progress, and achievement.
Arts and Humanities Program Review
Domains/Sub domains/Demonstrators/Evidence
Professional Development and Support Services
Planning
a) Evidence that PD is focused on indiv.teacher’s needs
b) Evidence that leadership works with teachers to custom design pd based on their needs. May include evidence of state conferences related to content
c) Evidence of connection between pd in the arts seen in CSIP, IGP, learning goals for students , and school and district pd priorities
Evidence of arts educators planning and collaborating w/guest artists
Participation
a) Evidence that teachers have participated in pd that research based strategies from their discipline are offer
b) Leave time provided and encouraged by schools for Arts specific workshops, conferences or seminars
Teacher Leadership
a) Evidence that teachers have designed and or lead job embedded pd s that promote continuous growth
Program Review
Arts and Humanities
Administrative/Leadership Support and Monitoring
Demonstrator 1. Shared Vision
a) Master schedule (there are classes in the schedule), minutes from SBDM, Agendas from meetings or team plans, belief statements, mission statements, ILPs
b) Lessons documenting POS, Core Content
c) Evidence that there are committees in effect, minutes from the meetings, other evidence produced
d) Evidence from the SBDM, CSIP, School Report Card
Demonstrator 2. Time and Resources
a) Staffing Policy?, LEAD Data?, Copy of certification from AH teachers
b) Student rotation and explanation of how those classes are discipline based, drama/art/archery club opportunities, 4-H opportunities given during school hrs and afterschool
c) Master schedule of how much time is spent and where in each class
d) Channels that we go through or people to get repairs, equipment, etc.
e) Photos of classrooms
f) Record of technology that we have available in classrooms
g) Records of extended services in the arts, School plan for including the arts during the day and after school
h) Master schedule, evidence of scheduling discussed with teachers (problems, concerns)
i) Master schedule…
j) Use of technology and documentation of working with media people or other teachers
k) Meeting minutes with other art teachers, PDs
Demonstrator 3. Policies and Monitoring
a) Class numbers, rosters
b) Master schedule showing planning periods, team plan minutes
c) Para educator schedules showing they are in some classes
d) ILPs with related AH info. Any evidence of changes related to the arts, school improvement plan, curriculum maps or pacing guides showing any connection to the arts
e)Schedules of Gifted/talented plans, options, Thornsberry’s 1st period
Demonstrator 4. Principal Leadership
a) List of Teacher Leaders involved and how in Program Reviews, channel or flow of getting evidence
b) Schedule of collaborative opportunities: team plans, faculty meetings, PDs
c) PD opportunities for all arts teachers, school budget (as related to the arts)
d) Records of parental involvement in supporting the arts (help with plays, etc)
e) Art related training attended by the principals, any other evidence they are modeling professional learning
f) Evidence of participation or leading of any A/H PDs