ProposedModel Arts Education Programs Competition

Arizona Department of Education

Answering this question…How have schools in Arizona created excellent arts education learning opportunities and outcomes working with the (limited) resources currently available to our schools?

Proposed StructureModel Arts Ed Programs Project

The competition is at the district or Local Education Agency (LEA) level. The Superintendent wishes to recognize districts which provide equitable access to high quality arts education for all students.

Awards will be available based on LEA size. Smaller districts will not have to directly compete with larger districts as resources available can differ according to size. Proposed size categories are: 0-299 students, 300-599, 600-999, 1000-4999, 5000-9999, 10,000+.

Application for awards will be submitted to the Department in the fall. Districts will be requested to fill out an online application and upload evidence, including student work samples.

An evaluation rubric will be used to determine the quality of the applications received. Based on the Kentucky Program Review - http://www.education.ky.gov/KDE/Instructional+Resources/Program+Reviews.

Review Standards include Curriculum and Instruction; Assessment; Professional Development; and Leadership.

Districts receiving recognition will: Be recognized by the Superintendent of Public instruction

at a State Board of Education meeting Make available student artwork, including video and

audio samples, for placement on the Arizona Department of Education website for the following calendar year

Be recognized on the ADE website and in press releases Be asked to showcase their programs at ADE events and

conferences as appropriate Be willing to share their evidence of “best practice” on

the ADE website – whether it is how they provide resources for arts learning, professional development, assessment tools, etc.

Districts not selected will receive feedback using the rubric, and are welcome to apply again next year.

Best practice models, tools, and processes will live on the ADE website building a repository for use by the field over time.

Proposed Arts Program Review Rubric Information

Standard 1: Curriculum and InstructionDemonstrator 1: All students have access to a rigorous arts curriculuthat is aligned to local, state and national standards in the arts.

Examples of Evidence

Authentic student products and performances from broad representation of students in all four arts disciplines, reflecting learning of standards.

Skills, standards and curricular documents Professional resource materials Digital, video, audio and/or photographic documentation of opportunities

provided for all students to create perform, and respond in all four arts disciplines and of formal and informal performances, critiques, analysis, etc.

Documentation of participation in state-sanctioned arts events and other regional, district and local arts events

Curriculum committee agendas, meeting schedules, minutes, etc.

Standard 1: Curriculum and InstructionDemonstrator 2: The district/LEA provides access to a rigorous artscurriculum that is aligned to state and national standards in the arts.

Examples of Evidence

Arts specific checklist for walkthrough observations Records of extended services provided to individual students as the result of

special needs or giftedness Digital, audio, photographic and video evidence of student performances and

exhibits, etc. Professional resource materials available to all faculty Listing of arts courses, showing vertical alignment across the LEA/district Field trips, artist residencies, etc.

Standard 1: Curriculum and InstructionDemonstrator 3: Students are actively engaged increating, relating to and evaluating the arts.

Examples of Evidence Electronic or physical student portfolios Audio/video recordings of student performances Student journals/writing samples/artist statements showing reflections

and responses to their works and works of others. Student work samples show independent answers to assignments Student works samples show self-guided exploration

Standard 2: Formative and Summative AssessmentDemonstrator 1: Student’s arts assessment is based on clearly-definedstandards that identify the skills and knowledge expected of students ineach art form and for each arts course.

Examples of Evidence Nationally-normed, professionally prepared, state or teacher-prepared end-of-

course exams, portfolio reviews, solo or group performances, critiques, etc. Formally adjudicated performance events and art exhibits, evaluation sheets,

audio, video. Student created products and performances with rubrics or assessments. Art exhibits or performance events on the school, community, state and/or

national level with documented, standards-based feedback.

Standard 2: Formative and Summative AssessmentDemonstrator 2: Achievement levels for “Creating,Relating and Evaluating” in each art form areclearly communicated to students and can be clearlyobserved in the students’ work.

Examples of Evidence Assessment tasks with rubrics and student product Written (paper and pencil tests) State arts education associations’ performance events rubrics Student self-assessment tasks

Standard 2: Formative and Summative AssessmentDemonstrator 3: Arts assessment data is maintainedby the district, school, and teacher; and is utilized toimprove instruction, inform program decisions and teacherevaluation, and communicate to families regarding studentprogress. Examples of Evidence

Copy of district/LEA fine arts assessment policy Samples of communication to parents regarding arts progress Teachers lesson plans reflect revised instructional practices based on

analysis of student assessment results

Standard 3: Professional DevelopmentDemonstrator 1: Professional development in dance, drama,music and visual arts supports improved instructionalpractices, innovative ways of teaching, use of arts-specific technology, andeffectiveness in the application of skills, processes and content in the

visualand performing arts.

Examples of Evidence Description of professional development provided by the district attended by

arts content teachers and other classroom teachers (grade level appropriate) Professional Development needs assessment data Individual/professional growth plans District and school policies regarding professional development are inclusive

of arts education

Standard 4: Administrative/Leadership Support and Monitoring

Demonstrator 1: Leadership has developed and sustained ashared vision of a quality arts education.

Examples of Evidence Displays of vision, mission, and belief statements that include the arts Achievement in the arts program is reported in multiple ways at the

district and school level Comprehensive School Improvement Plans includes the arts Student course selection materials and career pathways include the

arts

Standard 4: Administrative/Leadership Support and MonitoringDemonstrator 2: District/LEA leadership and staff makeefficient use of instructional time to maximize studentlearning in the arts.

Examples of Evidence Master schedule with class load breakdown Schedule of special events Arts-focused field trip records Curriculum maps from other academic areas showing integration and/or

connection to the arts Arts faculty, school council/local school board policies meeting agendas and

minutes School improvement plans Data analysis summaries/reports

Standard 4: Administrative/Leadership Support and Monitoring

Demonstrator 3: The District/LEA provides andmaintains appropriate facilities and utilizes allavailable resources to support high student and staffperformance in the arts. Examples of Evidence

District arts education budgets (5 year history) Description of arts classrooms, including samples from

elementary, middle and high schools within the district/LEA

Schedules of events Resource and equipment inventory