Arts & Humanities Program Review Tool
LincolnCountyMiddle School
Arts and Humanities Program Review Tool
2014-2015
1
STANDARD 1: CURRICULUM AND INSTRUCTION
1
ARTS & HUMANITIES—Standard 1: Curriculum & Instruction
Demonstrator 1. Student AccessAll students should have equitable access to high quality curriculum and instruction
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Students do not have access to arts programs offering creating, performing, and responding to the arts in any discipline. / a.The arts program offers creating, performing, and responding processes in the arts, but not all four arts disciplines are included. / a.Access is provided 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 (dance, drama, music, visual arts). / a.The arts program offers individual students the opportunity to develop their own talents in the three processes of creating, performing, and responding to the arts with the support of teachers, beyond the regular classroom.
b.Discipline based arts instruction is not provided in any arts discipline. / b.Discipline-based instruction is not provided for each arts discipline as outlined in the Kentucky Core Academic Standards. / b.The arts curriculum provides discipline-based instruction and protected time in each arts discipline containing its own body of knowledge, skills, and ways of thinking as outlined in the Kentucky Core Academic Standards.
- Elementary: All students have an average of 150 minutes per week of regularly scheduled discipline-based arts instruction providing for exploration of each of the four art forms.
- Middle School: All students have regularly scheduled discipline-based, arts courses (in each of the four art forms) which provide a firm grounding in basic creating, performing and responding to the arts. Students wishing to begin a specialization in an art form(s) are provided regularly scheduled classes.
1
ARTS & HUMANITIES—Standard 1: Curriculum & Instruction
- High School: Year-long (or equivalent) discipline-based arts instruction through multiple, specialized arts course in each art form is available for any student wishing to specialize in an art form(s) as noted in students’ Individual Learning Plans. Students wishing not to specialize have access to the History and Appreciation of Visual and Performing Arts course or another arts course to meet the Arts and Humanities graduation requirement.
POINTS
TOTAL POINTS
Evidence / A.
B.
Rationale / A.
B.
Next Steps / A.
B.
1
ARTS & HUMANITIES—Standard 1: Curriculum & Instruction
Demonstrator 2. Aligned and Rigorous CurriculumAn aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.The arts curriculum does not follow the Kentucky Core Academic Standards. / a.The arts curriculum is not fully aligned with the Kentucky Core Academic Standards. / a.The arts curriculum encompasses creating, performing and responding and is fully aligned with the Kentucky Core Academic Standards. / a.Teachers responsible for teaching the arts regularly collaborate to ensure that curriculum is aligned vertically and horizontally with the Kentucky Core Academic Standards.
b.Arts literacy is not addressed in the arts curriculum. / b.The curriculum may be designed to develop some basic arts literacy skills in the arts, but does not support full literacy in the four arts disciplines. / b.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. / b.The curriculum goes beyondbasic literacy in the arts toinclude communicationthrough the students’ artsproducts and performance asa distinctive literacy in itselfas well as written and verbalcommunication utilizing theCommon Core Standards forE/LA.
c.There is no cross-curricular integration between the arts and other content areas. / c.Cross-curricular integration between the arts and other content areas is happening but it is not fully developed or intentionally based on the Kentucky Core Academic Standards. / c.The school curriculumprovides opportunities forintegration as natural cross-curricularconnections aremade between the arts andother content areas. / c.The school curriculumprovides intentional andmeaningful integration ofthe arts and other contentareas with natural cross-curricularconnections.
d.Students receive no exposure to exemplary works of dance, theatre/drama, music, or visual art. / d.Students receive little exposure to exemplary works of dance, theatre/drama, music, and visual art. / d.The arts curriculum includesthe study of representativeand exemplary works ofdance, music, theatre/drama, andvisual arts from a variety ofartists, cultural traditions, andhistorical periods. / d.The school-wide curriculumincludes the study ofrepresentative exemplaryworks, artists, culturaltraditions, and historicalperiods for each artsdiscipline to show naturalconnections.
e.The arts curriculum is not revised or is not revised utilizing student data. / e.The school arts curriculum is revised based on a single or limited indicator(s) of student performance. / e.The school arts curriculum isrevised using multipleindicators such as studentformative and summativeassessments, arts organizationperformance assessments fromsanctioned events, or otherstudent needs. / e.The school arts curriculumis revised by using multipleindicators by a committeecomprised of arts and cross-contentarea teachers.
POINTS
TOTAL POINTS
Evidence / A.
B.
C.
D.
E.
Rationale / A.
B.
C.
D.
E.
Next Steps / A.
B.
C.
D.
E.
1
ARTS & HUMANITIES—Standard 1: Curriculum & Instruction
Demonstrator 3. Instructional StrategiesTeachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all students.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Teachers do not incorporateall three components of artsstudy: creating, performing,and responding to the arts. / a.Teachers rarely incorporateall three components of artsstudy: creating, performing,and responding to the arts. / a.Teachers systematicallyincorporate all threecomponents of arts study: creating, performing, andresponding to the arts. / a.Teachers engage students inhigh-level creative activitiesand problem solving in the artsthrough creating andperforming. Students applyanalytical skills at a high levelwhile responding to the arts.
b.Teachers do not providemodels of artisticperformances and products. / b.Teachers provide limitedmodels of artisticperformances and productsto enhance studentunderstanding. / b.Teachers provide models ofexemplary artisticperformances and products toenhance students’understanding of an artsdiscipline and to develop theirperformance/productionskills. / b.Teachers provide print,electronic media, virtual, or livemodels of exemplary artisticperformances and products toenhance students’understanding of each artsdiscipline and to develop theirperformance/production skill.
c.Arts teachers do not provideartistic theory, skills, andtechniques. / c.Arts teachers provide basicartistic theory, skills, andtechniques but do not helpstudents find their relevanceto products or performances. / c.Arts teachers provide for thedevelopment of artistic theory,skills, and techniques throughthe development of studentperformances or products thatare relevant anddevelopmentally appropriatefor students. / c.Arts teachers ensure thatstudents are able to createoriginal artworks byintentionally applying artistictheory, skills and techniquesthat are relevant anddevelopmentally appropriate.
d.Guest artists are not used norare guest artists used for artsinstruction in the absence ofdiscipline based artsinstruction. / d.Guest artists are not used, orguest artists provide artsinstruction in place ofregular disciplined basedarts instruction. / d.The arts curriculum isenhanced and strengthenedthrough collaboration withguest artists, complementingdiscipline based artsinstruction during the regularschool day. / d.Guest and community artists,artist residencies, field trips,etc., are integrated into theschool arts culture for allstudents and provideexperiences that are designed topromote learning of KentuckyCore Academic Standards within the arts and othercontent areas.
POINTS
TOTAL POINTS
Evidence / A.
B.
C.
D.
Rationale / A.
B.
C.
D.
Next Steps / A.
B.
C.
D.
1
ARTS & HUMANITIES—Standard 1: Curriculum & Instruction
Demonstrator 4. Student PerformanceAll students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting instudent performance at a consistently high level.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Students do not engage in thethree components of creating,performing, and responding tothe arts. / a.Students are not activelyengaged in all threecomponents of creating,performing, and responding inthe arts. / a.Students are actively engagedin creating, performing andresponding to the arts. / a.Students demonstrate masteryof skills and theoreticalunderstanding with highlevels of creativity,performing, and responding tothe arts appropriate to the ageand grade level.
b.Students’ products are solelyteacher driven and show novariety, scope nor purpose. / b.Students' products show a lackof variety, scope or purpose;ideas, products, performances,etc. are primarily teacherdriven. / b.Students identify a purposeand generate original andvaried art works orperformances that arehighly expressive withteacher guidance. / b.Students independently createrich and insightful productsand performances withvariety, scope and purposes.
c.Students do not utilizecreative, evaluative, noranalytical and problem-solvingskills in their artistic productsand performances. / c.Student work in the artsdemonstrates that they areapplying minimal creative,evaluative, or analytical andproblem-solving skills in theirartistic performances orproducts. / c.Students, with teacherguidance, routinely usecreative, evaluative,analytical and problem-solving skills in developingand/or reflectingon theirartistic performances andproducts. / c.Students independently applycreative, evaluative, analytical,and problem-solving skills indeveloping and/or reflectingon their artistic performancesand products.
d.Students do not reflect on norcommunicate about exemplaryexhibits and performances. / d.Students rarely reflect uponexemplary exhibits and live ortechnologically providedperformances. / d.Students use written andverbal communication toobjectively reflect onexemplary exhibits and live ortechnologically providedperformances as classroomassignments. / d.Students subjectively reflecton exemplary exhibits andlive or technologicallyperformances to a variety ofaudiences through a variety ofmeans of communication (e.g., written, verbal, their ownartistic means).
e.No students create their ownperformances nor products. / e.Students rarely demonstratethe ability to be self-sufficientin creating artistic products. / e.Students demonstrate theability to become self-sufficientin creatingperformances and/orproducts after teacherguidance. / e.Students initiate and producetheir own creative projects.
f.Students are not supported norencouraged to participate ingrade level appropriate juriedevents, exhibitions, contestsnor performances outside ofthe school environment. / f.Some students areencouraged to participate ingrade level appropriate juriedevents, exhibitions, contestsand performances outside theschool environment. / f.Students are supported andencouraged to participate ingrade level appropriate juriedevents, exhibitions, contestsand performances outsidethe school environment (atthe middle and high schoollevels). / f.School arts programs andindividual students routinelyparticipate in grade levelappropriate juried events,exhibitions, contests,performances. Performanceassessment events are used astools for reflection andreview, and used adjust andimprove the schoolinstructional program.
POINTS
TOTAL POINTS
Evidence: / A.
B.
C.
D.
E.
F.
Rationale: / A.
B.
C.
D.
E.
F.
Next Steps: / A.
B.
C.
D.
E.
F.
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STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENTS
1
ARTS & HUMANITIES—Standard 2: Formative and Summative Assessment
Demonstrator 1. AssessmentTeachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance to student learning and achievement.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Formative and summative artsassessments for individualstudents and performinggroups are not aligned withKentucky Core AcademicStandards nor authenticallymeasure a specific concept,understanding and/or skill. / a.Formative and summativearts assessments show somealignment with componentsof the Kentucky CoreAcademic Standards andmeasure a specific concept,understanding, and/or skill. / a.Formative and summative artsassessments for individualstudents and performinggroups are clearly alignedwith the components of theKentucky Core AcademicStandards and authenticallymeasure a specific concept,understanding and/or skill andlead to student growth. / a.Formative and summative artsassessments for individualstudents and performinggroups are clearly aligned withthe components of the KCASand inform instruction in theclassroom leading to studentimprovement.
b.Teachers do not utilizedevelopmentally or grade-levelappropriate peer review norcritique for evaluation ofstudent product andperformances. / b.Teachers are the primaryreviewers of student workand students do noteffectively usedevelopmentally or gradelevel appropriate peerreview or critique toevaluate each other’s work. / b.Teachers guide students tousedevelopmentally or gradelevel appropriate peer reviewand critique to evaluate eachother’s work. / b.Students independently andobjectively utilizedevelopmentally or grade levelappropriate oral and writtenpeer reviews and critiques toevaluate each other’s work.
POINTS
TOTAL POINTS
Evidence / A.
B.
Rationale / A.
B.
Next Steps / A.
B.
1
ARTS & HUMANITIES—Standard 2: Formative and Summative Assessment
Demonstrator 2. Expectations for Student LearningTeachers communicate consistently high expectations and use common standards for student learning in Arts & Humanities
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Exemplar models are notused in classroom instruction. / a.Exemplars or models areused in classroominstruction, but students arenot clear as to how they canapply what they learn frommodels. / a.Exemplar/models are used toencourage students todemonstrate characteristics ofrigorous work in theappropriate art form in mostinstructional lessons/units. / a.Exemplars/models are usedwith every instructionallesson/unit (e.g. historicalmasterpieces, current works,performances by exemplaryartists, or exemplary studentwork).
b.Rubrics/scoring guides arenot used. / b.Teachers use clearly definedrubrics or scoring guides butdo not share them withstudents. / b.Teachers share clearly definedrubrics or scoring guides withstudents before creating,performing, or respondingassignments or assessmentsappropriate to the age andgrade level and students havethe opportunity to provideinput into the scoring guide. / b.Teachers engage students increating their own rubrics orscoring guides for creating,performing, or respondingassignment/assessmentsappropriate to the age and gradelevel.
c.Teachers develop studentlearning and academicgrowth goals that areunrelated to identified studentneeds. / c.Teachers develop rigorousstudent learning andacademic growth goals thatare attainable, reflectacceptable growth and arerelated to identified studentneeds, but the SMART(specific, measurable,appropriate, realistic, andtime bound) goals processneeds refining. / c.Teachers develop rigorousstudent learning andacademic growth throughstudent learning objectives andrefined SMART (specific,measurable, appropriate,realistic and time bound) goalsthat are rigorous, attainable,and reflect acceptable growthduring the course or schoolyear. / c.Teachers, in collaboration withthe individual students, developrigorous student learning andacademic growth SMARTgoals that are rigorous,attainable and reflect acceptablegrowth during the course orschool year.
POINTS
TOTAL POINTS
Evidence / A.
B.
C.
Rationale / A.
B.
C.
Next Steps / A.
B.
C.
1
ARTS & HUMANITIES—Standard 2: Formative and Summative Assessment
Demonstrator 3. Assessment for TeachingMultiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
a.Teachers do not providefeedback to students onperformances/products or donot document feedback. / a.Teachers provide limiteddocumented feedback tostudents on performances/products. / a.Teachers regularly providestudents with authentic,meaningful and documentedfeedback from a variety ofsources (e.g., staff members,arts adjudicators, peers, etc.) ontheir performances/products sostudents may strengthen theirfuture performance/products. / a.Students are very clear on theirprogress and capabilities in thearts, and are carefully guided bydocumented individual plansbased on feedback (from staff,professional, peers, etc.) as tonext steps in their progress.
b.Students do not engage incritiques nor evaluations ofartistic products. / b.Students engage in critiqueand evaluation of artisticproducts; but thoseprocesses are not formalizedor students are not yetcapable of making strongevaluations. / b.Students regularly reflect on,critique and evaluate the artisticproducts and performances ofothers and themselves as isgrade level and age appropriate / b.Students purposely use thelanguage of the arts incritiquing and evaluatingperformances. They furthermake recommendation on howthose products or performancescan be more effective as isgrade level and age appropriate.
POINTS
TOTAL POINTS
Evidence / A.
B.
Rationale / A.
B.
Next Steps / A.
B.
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STANDARD 3: PROFESSIONAL LEARNING
1
ARTS & HUMANITIES—Standard 3: Professional Development
Demonstrator 1. OpportunityProfessional development opportunities are planned with teacher learning needs in mind and in response to data available about teacher practice and student learning.
No Implementation
(X 0/bullet) / Needs Improvement
(X 1/bullet) / Proficient
(X 2/bullet) / Distinguished
(X 3/bullet)
OLD
a.There is no professionaldevelopment action plan.
NEW
There is no professional growth plan in place for arts and humanities teachers. / OLD
a.A professional developmentaction plan is developed.
NEW
A professional growth plan is developed, but it is not individualized to arts and humanities teacher needs. / OLD
a.The professional developmentaction plan is linked to theComprehensive SchoolImprovement Plan (CSIP)and supports grade levelappropriate instruction inthe Arts and Humanities.
NEW
The professional growth plan (PGP) supports appropriate instruction for arts and humanities and links to the Comprehensive School Improvement Plan (CSIP). / OLD
a.The professional developmentaction plan is linked to theComprehensive SchoolImprovement Plan (CSIP),supports quality instruction inthe Arts and Humanities and isrevisited throughout the yearto assess the implementation,program fidelity and to makenecessary revisions.
NEW
Ongoing assessment of the implementation of the professional growth plan (PGP) results in necessary adjustments that support quality instruction in arts and humanities. The (PGP) links to the Comprehensive School Improvement Plan (CSIP).
1
ARTS & HUMANITIES—Standard 3: Professional Development
OLDb.Arts and Humanities teachersdo not have access to jobembedded professionaldevelopment opportunities.
NEW
Teachers do not have access to professional learning opportunities for arts and humanities. / OLD
b.Arts and Humanities teachershave some access to jobembedded professionaldevelopment opportunities.
NEW
Teacher professional learning opportunities are limited and do not focus on research/evidence based practices that will support teacher Professional Growth Plans in arts and humanities. / OLD
b.Job embedded professionaldevelopment opportunities areavailable to Arts andHumanities teachers toencourage continuousgrowth.
NEW
Arts and humanities professional learning opportunities incorporate the Standards for Professional Learning, focus on research/evidence based practices and are planned based on school and student data and teacher Professional Growth Plans (PGPs). / OLD
b.A variety of job embeddedprofessional developmentopportunities are available tothe Arts and Humanitiesteachers to encouragecontinuous growth and aretailored to meet individualneeds of teachers and students.
NEW
A variety of arts and humanities professional learning opportunities incorporating the standards for Professional Learning are available and focus on research/evidence based practices that support teacher Professional Growth Plans (PGPs) connected to school and student data.
c.Arts and Humanities teachersdo not have access toprofessional developmentopportunities.
NEW
Teachers do not have access to job embedded professional learning opportunities in arts and humanities. / c.Arts and Humanitiesprofessional developmentopportunities are limited anddo not focus on researchbased best practices that willsupport teacher ProfessionalGrowth Plans.
NEW
Teachers have limited access to job embedded professional learning opportunities in arts and humanities. / c.Arts and Humanitiesprofessional developmentopportunities focus onresearch based best practicesand are planned based onschool and student data andteacher Professional GrowthPlans.
NEW
Job embedded arts and humanities focused professional learning opportunities are available to teachers, and they are encouraged to engage in those opportunities. / c.A variety of Arts andHumanities professionaldevelopment opportunities areavailable and focus onresearch-based best practicesthat support teacherProfessional Growth Plans andare based upon school andstudent data.
NEW
A variety of job embedded Arts and Humanities professional focused professional learning opportunities are to teachers to promote continuous growth; they are tailored to meet the individual needs of teachers.
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