2. Power of the Pentatonic Scale

3.  Celebrate!  Updates  Comprehensive Arts Education  Graduation Requirement  Teacher Evaluation  National Standards  Analysis of Student Work (ASW)  Artsfolio  Middle to High Transition (CDW & Placement)  Next Steps

4.  Inclement Weather  Performances  Inclement Weather  Art Displays  Inclement Weather  Adjudications  Inclement Weather  Reflect & Share a success story  Thanks to Pieces of Gold/Gifts of Gold participants!

5. In today’s globally competitive world, innovative thinking and creativity are essential for all school children. High quality, standards- based instruction in the arts develops these skills and effectively engages, retains, and prepares future-ready students for graduation and success in an entrepreneurial economy. Dance, music, theatre arts, and visual arts, taught by licensed arts educators and integrated throughout the curriculum, are critical to North Carolina’s 21st century education.

6. Vision:  Arts students will graduate on time, college and career ready. While discovering their passion, they will achieve excellence through rigorous study of deeply aligned arts curriculum.

8.  What does Comprehensive Arts Education look like in our school system or charter school?

9. G.S. 115C-296: Arts Integration Requires that pre- service elementary teachers are prepared to “integrate the arts across the curriculum”. Outgrowth of H758 Arts Education Commission Wide-scale education legislation –S724 (June 2012) –H23 (March 2013) –S168 (July 2013)

10. NC Pre-Service Arts Integration Initiative Goals: Support the preparation of pre-service educators to deliver a balanced education. Identify models and practices to prepare pre-service educators to integrate the arts. Foster collaborations to create access to a comprehensive arts education in our state. (Collaboration with NCDPI, NCAC, and ASU)

11. H127: Credit for HS Graduation requires that students complete one credit in arts education for graduation – Beginning 2016 – SBE to establish Criteria and report funding requirements Passed House – referred to Senate rules – Must pass Senate and be signed by Governor to become law

12.  National Coalition for Core Arts Standards (NCCAS) Wiki: https://nccas.wikispaces.com/Home https://nccas.wikispaces.com/Home

13. (January 2013 – National Coalition for Core Arts Standards Framework)

14. Creative Practices

16.  Moving Image – Cinema/Video/Animation – narrative, non-narrative, environmental, experimental  Imaging Design – digital process-based imagery, code enhanced (e.g. the image has code embedded in it for interactive and adaptive purposes)  Sound Design – digital process-based aural synthesis and engineering  Interactive Design – web, game, sensory-tech, creative code  Multimedia and Intermedia – additive and hybridizing mixtures  Virtual Design – 3D, 4D, 5D (spatial, animated, non-linear, interactive) environments, structures and experiences The Inclusion of Media Arts in Next Generation Arts Standards

17.  What is one take away you have from this information?  Insights … Questions …

18. Educator Effectiveness Visit www.ncpublicschools.org/effectiveness-model to learn morewww.ncpublicschools.org/effectiveness-model More Info: Jennifer DeNeal EducatorEffectiveness@ dpi.nc.gov More Info: Jennifer DeNeal EducatorEffectiveness@ dpi.nc.gov

19.  Standard 1 - Leadership  Standard 2 - Respectful Environment  Standard 3 – Content  Standard 4 – Facilitate Learning  Standard 5 – Reflect

20. In the proposed ASW process, teachers: Record teaching context and choose five Objectives Compile a Timelapse Artifact for each Objective Complete and upload an Evidence Collection Submit the Evidence Collection for “blind” review Receive a category rating for Standard 6 EVIDENCE COLLECTION EVIDENCE COLLECTION TA 1 TA 2 TA 3 TA 4 TA 5 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples 2 Work Samples Analysis of Student Work Process

21. Spring 2014 Pilot with educators from: Original Pilot Areas Arts Education Healthful Living World Languages Advanced Placement International Baccalaureate Analysis of Student Work Process *and other designated areas

22. Proposed ASW Timeline ASW Process Year 1 Implementation: 2014-2015 ASW Process Refinement Application Window Online Platform Development Initial Pilot Training Official Pilot Launch Content-Specific Training Reviewer Training Evaluation Window Pilot Wrap-up Fall 2013Spring 2014 Analysis of Student Work Process

23.  October SBE Meeting October SBE Meeting  21 st Century Professionals Information Item  TCP-3 Analysis of Student Work Process  TCP-3-006  larger pilot for Spring 2014 to include original areas + AP/IB  Visit: ncpublicschools.org and click on “State Board of Education”ncpublicschools.org

24.  ASW wikispace: http://ncasw.ncdpi.wikispaces.net/ http://ncasw.ncdpi.wikispaces.net/  ASW Process Information Sheet:  http://ncasw.ncdpi.wikispaces.net/ImportantForm s http://ncasw.ncdpi.wikispaces.net/ImportantForm s

25. Important Points  Teachers will identify teaching context  Teachers will select the objectives – Must Align!!!  Reviewers will be content specialists  Ratings = Exceeds / Meets / Does not Meet (3 yr avg)  Looking for Growth – not comparative  Start thinking about evidence – how you’ll capture it – what examples you might use

26. CONTINUE TO:  Breathe  Believe  Be the Best Teacher you can be … You’ll be fine!

27.  Local Team  Paul Orsett & Virginia O’Brien (Theatre)  Sherri Newhouse & Sue Hill (Dance)  Jennifer French & Rebekah Arrington (Visual Art)  tinyurl.com/ArtsfolioWork

28. Creation & Performance - Beginning  I can create dance sequences that vary the use of dance elements, use simple choreographic structures, and use choreographic principles to fulfill choreographic intent.  Exemplar *: Video of student generated works combining dance elements, structures, and principles to fulfill choreographic intent

29. Cultural Context – Beginning (EXEMPLAR **) I can explain how art influences historical perspectives on society.  Students may construct a cause and effect model that shows how art influences historical perspectives on society. Products may include thinking maps or graphic organizers: https://bubbl.us/, http://popplet.com/, http://www.dipity.com/, http://www.gliffy.com/. Student will be given a list of teacher selected criteria on which to base their response.

30.  CDM – Credit by Demonstrated Mastery  Not as much of an issue for the arts since students can already cross over ‘levels’ and take honors level courses multiple times for credit  Does not count towards their GPA  Consistent Placement Practices  Started but we’re not there yet …  Please email your successful practices to Liz

31.  http://www.ncpublicschools.org/rttt/gtn/ http://www.ncpublicschools.org/rttt/gtn/  Pathway 1: Professional Development  Pathway 2: Instructional Resources  Applications due: April 21, 2014  Teachers notified: May 30, 2014

32.  Review the important dates email with your colleagues  Share this PPT  Lead a low-stress discussion about ASW

33.  the nation’s first online research and policy clearinghouse focused entirely on student and educator outcomes associated with arts learning in and out of school. Share with your colleagues

34. Preparing Students for the Next AmericaPreparing Students for the Next America: The Benefits of an Arts Education ArtsEdSearch.org Share with your colleagues