Doughty: Flocabulary, Elements of Plot song & Poetry Toolkit All students have access to regularly scheduled arts courses in three or less 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. All student have access to 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 All students have regularly scheduled discipline-based, arts courses in each of the four art forms yearly 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. Taken care of by Administrators, A & H Teacher & G/T Teacher Taken care of by Administrators, A & H Teacher & G/T Teacher Curriculum and Instruction: Demonstrator 2 – Aligned and Rigorous Curriculum Needs Improvement Proficient Distinguished What is your evidence? Where is it located? The arts curriculum is not fully aligned with the Kentucky Core Academic Standards The arts curriculum encompasses creating, performing and responding and is fully aligned with the Kentucky Core Academic Standards. Teachers responsible for teaching the arts regularly collaborate to ensure that curriculum is aligned vertically and horizontally with the Kentucky Core Academic Standards. Smith-Thomas: collaborate with Art teacher 6th Grade: Decade Dance with Bivens Smith-Thomas: Lesson plan 6th grade: lesson plan The curriculum may be designed to develop some basic arts literacy skills in the arts, but does not support full literacy The arts curriculum provides for the development of arts literacy in all four arts discipline and also utilizes the Common Core The curriculum goes beyond basic literacy in the arts to include communication through the Bucklew: poems, songs to remember demonstrate Donaldson: Students listen to songs and read lyrics and evaluate figurative language. Fazel: Reading Activity Donaldson: Lesson plans, 6th grade binder Fazel: PowerPoint and Pictures
in the four arts disciplines. Standards for English/Language Arts. students’ arts products and performance as a distinctive literacy in itself as well as written and verbal communication utilizing the Common Core Standards for E/LA. Taylor: Venn Diagrams, flashcards Elmore: Cowboy Casanova and See It, Sketch It Mudd: timeline illustration analysis Brown: Key vocabulary art Elmore: lesson plans and writer’s notebook Mudd: lesson plans Brown: lesson plans and student work 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. The school curriculum provides opportunities for integration as natural cross-curricular connections are made between the arts and other content areas. The school curriculum provides intentional and meaningful integration of the arts and other content areas with natural connections. Bucklew: design an animal in adaptation unit and make habitat Fazel: Animal Poster Designer Animals Wallace: Preamble – Draw icons Elmore: Edgar Allen Poe lesson plan using art Taylor: student made fraction strips Mudd: Timeline illustration analysis Brown: key vocabulary art Bucklew: student drawings & description Fazel: Feb – in classroom Wallace: Student journals Elmore: Student journals Mudd: lesson plans Brown: lesson plans and student work Students receive little exposure to exemplary works of dance, music, theatre and visual. 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. The school-wide curriculum includes the study of representative exemplary works, artists, cultural traditions, and historical periods for each arts discipline to show natural connections. Bucklew: study cultures in each and traditional after school snacks from other cultures Donaldson: Renaissance Smith-Thomas & Elmore: Holocaust and Outsiders Mudd: Timeline illustration analysis Bucklew: pictures Donaldson: student work and lesson plans Smih-Thomas – lesson plan, movie and essay Mudd: lesson plans The school arts curriculum is revised based on a single or limited indicator(s) of student performance The school arts curriculum is revised using multiple indicators such as student formative and summative assessments, arts organization performance assessments from The school arts curriculum is revised by using multiple indicators by a committee comprised of arts and cross-content area teachers.
sanctioned events, or other student needs. Curriculum and Instruction: Demonstrator 3 – Instructional Strategies Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Teachers rarely incorporate all three components of arts study: creating, performing and responding to the arts. Teachers systematically incorporate all three components of arts study: creating, performing and responding to the arts. Teachers engage students in creative activities and problem solving in the arts through creating and performing. Students apply analytical skills at a high level while responding to the arts Johnson: Performing songs (Property song, Itty-Bitty Dot and Integer Song) Smith-Thomas & Elmore: writing play and performing Mudd: China Cheer Brown: YouTube Song Johnson: Copies of lyrics & video of performance on cell phone Smith-Thomas: lesson plan and student work Mudd: lesson plans Brown: lesson plans Teachers provide limited models of artistic performances and products to enhance student understanding Teachers provide models of exemplary artistic performances and products to enhance students’ understanding of an arts discipline and to develop their performance/production skills. Teachers provide print, electronic media, virtual or live models of exemplary artistic performances and products to enhance students’ understanding of each arts discipline and to develop their skill Smith-Thomas & Elmore: writing play and performing Brown: images from Australia Embry: White House Alexander Hamilton Flocabulary Brown: Flocabulary Smith-Thomas: lesson plan and student work Brown: lesson plans Embry: Lesson plans Brown: lesson plans Arts teachers provide basic artistic theory, skills, and techniques but do not help students find their relevance to products or performances. Arts teachers provide for the development of artistic theory, skills, and techniques through the development of student performances or products that are relevant and Arts teachers ensure that students are able to create original artworks by intentionally applying artistic theory, skills and techniques that A & H Teachers ONLY A & H Teachers ONLY
developmentally appropriate for students. are relevant and developmentally appropriate. Guest artists are not used, or guest artists provide arts instruction in place of regular disciplined based arts instruction. The arts curriculum is enhanced and strengthened through collaboration with guest artists, complementing discipline based arts instruction during the regular school day. Guest and community artists, artist residencies, field trips, etc., are integrated into the school arts culture for all students and provide experiences that are designed to promote learning of Kentucky Core Academic Standards within the arts and other content areas. Donaldson: Landon Hampton Embry: Art Guest Donaldson: PowerPoint Embry: picture Curriculum and Instruction: Demonstrator 4 – Student Performance Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Students are not actively engaged in all three components of creating, performing, and responding in the arts. Students are actively engaged in creating, performing and responding to the arts. Students demonstrate mastery of skills and theoretical understanding with high levels of creativity, performing, and responding to the arts appropriate to the age and grade level. Wallace: Reader’s Theatre LA Group: Flocabulary Mudd: China Cheer Wallace: Lesson Plans LA: Lesson plans Mudd: lesson plans Students' products show a lack of variety, scope or purpose; ideas, products, performances, etc. are primarily Students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance. Students independently create rich and insightful products and performances with variety, scope and purposes. Elmore: Wounded Warrior cards – students drew pictures on some of the cards Smith-Thomas: Anne Frank comparison of Black/White Anne Frank vs new version Doughty: Charlie and the Chocolate Factory – comparing the new and old version. Read and perform the parts Elmore: student samples Smith-Thomas: lesson plans Doughty: Lesson plans
Student work in the arts demonstrates that they are applying minimal creative, evaluative or analytical and problem solving skills in their artistic performances or products. Students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products. Students independently apply creative, evaluative, analytical and problem solving skills in developing and/or reflecting on their artistic performances and products. Donaldson: LA Vocabulary Poster Wallace: Word Wall Mudd: 42 movie – discussion about time period Brown: Tolerance lessons Donaldson: Picture Wallace: Picture Mudd: lesson plans Brown: lesson plans Students rarely reflect upon exemplary exhibits and live or technologically provided performances. Students use written and verbal communication to objectively reflect on exemplary exhibits and live or technologically provided performances as classroom assignments. Students subjectively reflect on exemplary exhibits and live or technologically performances to a variety of audiences through a variety of means of communication (e.g. written, verbal, their own artistic means). Bucklew: journal about French art Donaldson: Journal reflections over creating the poetry tool kits. Johnson: singing Donaldson: Journals in room 101. Students rarely demonstrate the ability to be in creating artistic products. Students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance Students initiate and produce their own creative projects. Martin: PowerPoint and Mouse trap cars Brown: wall Martin: classroom Brown: pictures Some students are encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school environment. Students are supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school School arts programs and individual students routinely participate in grade level appropriate juried events, exhibitions, contests, performances. Bucklew: Red Ribbon Web, canned food drive, raising money for Relay for Life Donaldson: Students participate in plays during class. Doughty: Donaldson: 6th grade binder.
Performance assessment events are used as tools for reflection and review, and used adjust and improve the school instructional program. Formative and Summative Assessment: Demonstrator 1 - Assessment Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Formative and summative arts assessments show some alignment with components of the Kentucky Core Academic Standards and measure a specific concept, understanding and/or skill Formative and summative arts assessments for individual students and performing groups 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. Formative and summative arts assessments for individual students and performing groups are clearly aligned with the components of the KCAS and inform instruction in the classroom leading to student improvement. Bucklew: grade Tyree: Mouse trap cars Doughty: 3.8 Paragraph Elmore: 3.8 Paragraph – mid-term grade Tyree: design and functionality Doughty: lesson plan & student work Elmore: lesson plan & student work Teachers are the primary reviewers of student work and students do not effectively use developmentally or grade level appropriate peer review or critique to evaluate each other’s work. Teachers guide students to use developmentally or grade level appropriate peer review and critique to evaluate each other’s work. Students independently and objectively utilize developmentally or grade level appropriate oral and written peer reviews and critiques to evaluate each other’s work. Donaldson: Students complete PQP of peer work. Tyree: Mouse trap cars – test for speed, acceleration and momentum Donaldson: 6th grade binder. Tyree: Lesson plans Formative and Summative Assessment: Demonstrator 2 – Expectations for Student Learning Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Exemplars or models are used in classroom Exemplar/models are used to encourage Exemplars/models are used with Bucklew: show examples of family trees and cartoons Elmore: lesson plans
instruction, but students are not clear as to how they can apply what they learn from models. students to demonstrate characteristics of rigorous work in the appropriate art form in most instructional lessons/units. every instructional lesson/unit (e.g. historical masterpieces, current works, performances by exemplary artists, or exemplary student work). Elmore: Gradual Release Teachers use clearly defined rubrics or scoring guides but do not share them with students. Teachers share clearly defined rubrics or scoring guides with students before creating, performing, or responding assignments or assessments appropriate to the age and grade level and students have the opportunity to provide input into the scoring guide. Teachers engage students in creating their own rubrics or scoring guides for creating, performing, or responding appropriate to the age and grade level. Donaldson: Story journal scoring guide. Embry: Rubric Donaldson: On the H Drive (7th grade English) Teachers develop rigorous student learning and academic growth goals that are attainable, reflect acceptable growth and are related to identified student needs, but the SMART (specific, measurable, appropriate, realistic and time bound) goals process needs refining 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 Teachers, in collaboration with the individual students, develop rigorous student learning and academic growth SMART goals that are rigorous, attainable and reflect acceptable growth during the course or school year 6th Grade Dance Formative and Summative Assessment: Demonstrator 3 – Assessment of Teaching
Needs Improvement Proficient Distinguished What is your evidence? Where is it located? Teachers provide limited documented feedback to students on performances/ products. Teachers regularly provide students with authentic, meaningful and documented feedback from a variety of sources (e.g., staff members, arts adjudicators, peers, etc.) on their performances/ products so students may strengthen their future performance/products. Students are very clear on their progress and capabilities in the arts, and are carefully guided by documented individual plans based on feedback (from staff, professional, peers, etc.) as to next steps in their progress. Students engage in critique and evaluation of artistic products; but those processes are not formalized or students are not yet capable of making strong evaluations. Students regularly reflect on, critique and evaluate the artistic products and performances of others and themselves as is grade level and age appropriate Students purposely 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. Bucklew: students discuss and journal about caroling and folk dancing Donaldson: Story journal edit. Donaldson: On the H Drive and lesson plans. Professional Development: Demonstrator 1 - Opportunity Needs Improvement Proficient Distinguished What is your evidence? Where is it located? A professional development action plan is developed. The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP) and supports grade level appropriate The professional development action plan is linked to the Comprehensive School Improvement Plan (CSIP), supports quality instruction
collaboration between Arts and Humanities and academic core teachers, but does not allocate time for collaboration to occur. Humanities and academic core teachers to collaborate and exchange ideas. Arts and Humanities and academic core teachers to collaborate and exchange ideas during the school day, in professional learning communities and through professional development trainings. Professional Development: Demonstrator 2 – Participation Needs Improvement Proficient Distinguished What is your evidence? Where it is located? Arts and Humanities teachers participate in arts professional development, but no evidence of implementation. Arts and Humanities teachers participate in arts content-specific professional development selected based on school, student and teacher data analysis. Arts and Humanities teachers participate in arts content-specific professional development that is selected based on school, student and teacher data analysis and impact is evident. A & H TEACHERS ONLY A & H TEACHERS ONLY Arts and Humanities teachers are members of professional learning communities. Arts and Humanities teachers actively participate in professional learning communities to address issues related to instructional practices, data analysis, and improving student achievement. Arts and Humanities teachers take on a leadership role in professional learning communities to address issues related to instructional practices, data analysis, and A & H TEACHERS ONLY A & H TEACHERS ONLY
arts and humanities content. and Humanities content into school curricula. integration of the Arts and Humanities content into school curricula. Administrative/Leadership Support and Monitoring: Demonstrator 1 – Policies and Monitoring Needs Improvement Proficient Distinguished What is your evidence? Where is it located? School councils/leadership establish policies to ensure that Arts concepts are taught throughout the school and across the curriculum 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 School councils/ leadership monitors and evaluates the teaching of arts concepts throughout the school and across the curriculum Taken care of by Administrators Taken care of by Administrators Time in the school schedule is not adequately allocated for all students to receive instruction in the Arts and Humanities disciplines. Protected time is allocated in the schedule so that all students can receive instruction in the Arts and Humanities disciplines. Time allocated extends beyond usual implementation, demonstrating a strong school commitment to the needs of students in the arts. Taken care of by Administrators Taken care of by Administrators School leadership and select teachers plan the annual school budget. Arts teachers are invited to participate in planning the annual school budget Arts teachers participate in and provide input into the school budget to ensure adequate and quality materials, equipment, space and technology are available to offer the curriculum A & H TEACHERS ONLY A & H TEACHERS ONLY
Arts teachers are assigned unmanageable class loads and/or inadequate/ inappropriate facilities. Arts teachers are assigned manageable class loads based on course and facilities. Arts teachers are assigned equitable class loads based on course and facilities as compared to other teachers in the building. A & H TEACHERS ONLY A & H TEACHERS ONLY Arts teachers receive planning time, but this is not equitable to other content areas. Arts teachers receive planning and travel time that is equitable with other content areas Arts teachers receive equitable planning time and participate in cross-curricular planning. A & H TEACHERS ONLY A & H TEACHERS ONLY The principal allocates time and resources to implement the arts programs, but these are not equitable to other content areas. The principal and Arts and Humanities teacher leaders collaborate to allocate equitable time, appropriate facilities and resources to implement the arts programs. The principal collaborates with Arts and Humanities teachers when planning for the allocation of time, appropriate facilities and resources to implement the arts program, and acts upon the recommendations. Taken care of by Administrators Taken care of by Administrators School councils establish policies for the allocation of staff based on needs of students Decisions related to arts program staffing are based on student need and interests Decisions related arts program staffing are made based on data from the ILP, student need and/or interests and/or community needs. A & H TEACHERS ONLY A & H TEACHERS ONLY Administrative/Leadership Support and Monitoring: Demonstrator 2 – Principal Leadership Needs Improvement Proficient Distinguished What is your evidence? Where is it located?
The principal is the only evaluator of the impact of arts instructional practices on overall student achievement in the school The principal enlists 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 The principal and Arts and Humanities teachers collaboratively evaluate, reflect on the impact of, and provide support for the arts instructional practices on overall student achievement Taken care of by Administrators Taken care of by Administrators The principal initiates professional learning regarding the school’s arts programs The principal initiates and participates in professional learning regarding the school’s arts programs The principal participates in and leads professional learning regarding the school’s arts programs Taken care of by Administrators SS - PD Taken care of by Administrators The principal rarely provides communication with parents and community about arts and humanities programs. The principal frequently provides communication with parents and community about arts and humanities programs. The principal regularly provides a variety of sources, including technology and media resources, when communicating with parents and community about arts and humanities programs Taken care of by Administrators Taken care of by Administrators