national expectations for learning in the arts
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National Expectations for Learning in the Arts. Brandon Doubek, Ed.D. Tentative Schedule – May 10, 2010 Start Time 9:15 Morning Break 11:00 - 11:20 Lunch 12:30 - 1:30 Afternoon Break 3:15 - 3:35 End Time 5:00. - PowerPoint PPT PresentationTRANSCRIPT
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National Expectations for Learning in the Arts
Brandon Doubek, Ed.D.
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Tentative Schedule – May 10, 2010
Start Time 9:15Morning Break11:00 - 11:20Lunch 12:30 - 1:30Afternoon Break 3:15 - 3:35End Time 5:00
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Determine next leverage point for the project known as National Expectations for Learning in Arts Education (NELAE)Determine a governance structure for this workDevelop an action plan for the work
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Introductions
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Your NameOrganization
One Reason You’re Here
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Meeting Norms
Focus
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Balance and Equity
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Make Your Appointments!
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Post its
• Your anticipated outcome of this meeting
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National Expectations for Learning
in Arts EducationA brief look at what has come before and how educational context shapes the work ahead
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In the beginning …Goals, standards, and assessment
1988: Governors National Goals for Education (excluded the arts)
1993: The arts were added to Goals 2000 legislation
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March 1994:Framework and Specifications for the NAEP Arts Education Assessment (1997) established National Standards for Arts Education presented Goals 2000 adopted into law (ESEA) including the arts
Summer 1994: State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium,a project of the Council of Chief State School Officers (CCSSO), began its NAEP work
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Accountability2001No Child Left Behind (ESEA)The arts are included as a core academic
subject in No Child Left Behind maintaining Goals 2000 precedence
The definition of core subjects is located in Title IX, Part A, Section 9101(1)(D)(11), Definitions.
(11) CORE ACADEMIC SUBJECTS- The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
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Collective Good, Works of Many Advocacy Research Standards-based instruction &
assessment After-school/community-based
programs Organizational
development Grant programs: US ED, NEA,
states, & private Conferences & Forums
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Catalyst for Change2009American Recovery and Reinvestment Act (ARRA)
– State Fiscal Stabilization Fund ($48.6 billion)– Race to the Top ($4.35 billion)
2010Race to the Top Assessment Competetive Grant ($350 million)
Common Core State Standards InitiativeEnglish Language Arts and Mathematics
(National Governor’s Association & CCSSO)
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INTEGRATION OF FOUR ARRA REFORM PRIORITIES
DATASYSTEMS
STRUGGLING SCHOOLS
EFFECTIVE TEACHERS &
LEADERS
STANDARDS & ASSESSMENTS
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$4.35 B $3.5 B*
$650 M$650 M$300 M*$250 M
Race to the Top
School Improvement Grants
Education Technology
Investing in Innovation
Teacher Incentive Fund
Statewide Longitudinal Data Systems
ARRA Race to the Top and Other Grants $9.7 Billion
*Includes regular FY 09 appropriations
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Back Mapping
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Preparing for Change
February 2008, Annapolis: The SCASS Arts Education Consortium met to begin a conversation about a Common Vision for Arts Education. (“Here’s what, so what, now what?”)
December 2008, Louisville: CCSSO’s Bob Olson calls the “orphan” SCASS’s together . National Expectations for Learning in Arts Education is an outgrowth of those two days.
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National Expectations for Learning in Arts Education: A Systems Approach
• Student Learning– Standards, curriculum, & assessment
• Teacher Practice– Teacher preparation & professional
development• Educational Leadership• Policy Development (national, state, local)• Community Partnership• Data Collection
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Preparing for Change
April 2009: US ED releases first draft of Race to the Top
May 2009: SCASS Arts brings the larger group back together to consider the possibilities in National Expectations for Learning in Arts Education and prioritize next steps (“action or no action.”)
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Four AssurancesAdopting standards and assessments that prepare
students to succeed in college and the workplace and to compete in the global economy;
Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;
Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and
Turning around our lowest-achieving schools.
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Preparing for ChangeAccess, Equity, & Excellence in Arts Education for All
StudentsAugust 2009, Annapolis: SCASS Arts invites SEADAE and many here to a group meeting.
National Expectations for Learning in Arts Education (NELAE) is seen as a project of all states, not just SCASS Arts member states.– Race to the Top is released and is limited to states as applicants; four
assurances and grant guidelines are carefully analyzed– Group identifies first leverage point for NELAE as data– Identified access, equity, & excellence for all students as the
overarching mission of this project
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Data: Accomplishments• Partners: SEADAE, professional associations, &
Quadrant Arts Education Research
• Education Information Management Advisory Consortium (EIMAC): Represent and advise SEA chiefs and staff on national data issues, both current and future
• “In order to link students to teachers, Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education. (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)”
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Data: Accomplishments
• National Center on Education Statistics (NCES)
• Common course descriptions for use by states in their statewide longitudinal data systems
• SEADAE and Quadrant, working together, have submitted common high school level course descriptions to NCES in dance, music, theatre, and visual art; elementary and middle school to follow.
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SEADAE stewards the work
October, 2009, Cambridge: SEADAE members agree to accept National Expectations for Learning in Arts Education as an official project of the organization
February, 2010, New Orleans: CCSSO brings SEADAE leadership and previous SCASS Arts members together (think snow).
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SEADAE stewards the workApril 13, 2010, Washington, D.C.: SEADAE
meets to consider options regarding National Expectations – SEADAE agrees that next leverage point
is a “re-conceptualization of national standards”
May 11-12, 2010, Washington, D.C.: CCSSO hosts SEADAE- generated meeting of key stakeholders to weigh in on the same issue.
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What are some of the biggest differences in arts education between
then (1994)
now (2010)?and
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21st Century SkillsAccountabilityAssessmentBrain ResearchCommunicationCurriculaDataEducational Climate
Ethnic DiversityFundingGlobalizationInstruction/PedagogyLeadershipResearchTechnologyWorld Events
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What are the “Essential” Skills for The 21st Century ?
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What are the “Essential” Skills for the 21st Century?
1. Information and media literacy2. Communication skills3. Critical thinking and systems thinking4. Problem identification, formulation and
solution5. Creativity and intellectual curiosity6. Interpersonal and collaborative skills7. Self-direction8. Accountability and adaptability
Partnership for 21st Century Skills
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What do our children need?
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http://www.youtube.com/watch?v=0fu4vmiXxwc
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What do adults need to help children?
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http://www.youtube.com/watch?v=W2j9qw-A0NM
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Children Adults: Stakeholders
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National Expectation Components
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What else needs to be included?
What are the other components we may not have yet identified?
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Impacting Student Achievement
LEADERSHIP
LEADERSHIP
LEAD
ERSH
IPLEA
DER
SHIP
Instruction
Curriculum
Assessment
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Comparative Concensus-grams:Individual and Organization
Strongly AgreeAgree
DisagreeStrongly Disagree
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Challenges For Us As Educators
What is literacy in the 21st Century?
“The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn”
Alvin Toffler in Rethinking the Future (Author: Future Shock)
Data Growing out of National Expectations
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Seeds of Success
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Big Issues/Big Questions:1. Based on today’s educational context and the
work that’s come before, what is the next leverage point in the project known as National Expectations for Learning in Arts Education?
2. If it is national standards, to what degree:– Revise?– Refresh?– Re-conceptualize?– Common Core Arts Standards?
What do we call them?3. If not standards, what action should be taken?
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Big Issues/Big Questions:
1. How will this decision affect the field, the work I do, and the work of the organization I represent?
2. How can I, and how can my organization, support this work?
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What’s been done before?
• How was it done?
• How do we honor that work while making it better?
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Colorado, Pennsylvania, & Florida
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Florida Writing Process for NGSSS-Arts
• Florida Department of Education• Associations/Supervisors• Framers• Writers• Stakeholders• State Board of Education
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FL Standards/Access Points
• Full range written for “gen ed” students, with ESE oversight
• Access Points –– “Essence”– Parallel benchmarks
rather than 1-to-1• Writing is done in
tandem
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Organizational Structure
Subject Areas Dance Music Theatre Visual Arts
Grade Levels K 1 2 3 4 5 6 – 8 9 – 12 Same Same Same
Big Ideas / Bodies of Knowledge
(8)
A. Skills, Techniques, and Processes
B. Structural Organization
C. Active EngagementD. Cognition &
Communi-cationE. Historical, Global,
FutureF. Aesthetic & Critical
Reflection G. Arts & the EconomyH. Relationships Across
Academic Content Areas
Same Same Same
Enduring Understandings 2 to 4 EU’sper BI/BOK Same Same Same
Benchmarks 2 or more benchmarks per EU per grade Same Same Same
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Web 2.0 at Work• WebEx
– Webinars (experts) – On-line work sessions– Recordings/all docs and chat archived
• Wikispaces.com (info, brainstorming, storing documents, dialogues)
• Google Docs (writing)• Interactive database (stakeholder response)• Interactive, all-purpose Standards site
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Summation
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For Tomorrow
Breakfast - 8:30Start Time - 9:00End Time - 4:00
GovernanceTime LineTechnologyAction Plan
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What are the possibilities of what we can do now?
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REFLECTIONSReflections
+What went well for
you today?
What could have improved your experience (within our control)?
What solutions do you have for each?