national expectations for learning in the arts

National Expectations for Learning in the Arts

Brandon Doubek, Ed.D.

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

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

Introductions

Your NameOrganization

One Reason You’re Here

7

Meeting Norms

Focus

Balance and Equity

9

Make Your Appointments!

Post its

• Your anticipated outcome of this meeting

National Expectations for Learning

in Arts EducationA brief look at what has come before and how educational context shapes the work ahead

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

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

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.

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

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)

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

Back Mapping

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.

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

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.”)

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.

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

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.)”

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.

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).

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.

Big Issues/Big Questions

What are some of the biggest differences in arts education between

then (1994)

now (2010)?and

21st Century SkillsAccountabilityAssessmentBrain ResearchCommunicationCurriculaDataEducational Climate

Ethnic DiversityFundingGlobalizationInstruction/PedagogyLeadershipResearchTechnologyWorld Events

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

What do our children need?

http://www.youtube.com/watch?v=0fu4vmiXxwc

What do adults need to help children?

http://www.youtube.com/watch?v=W2j9qw-A0NM

Children Adults: Stakeholders

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National Expectation Components

What else needs to be included?

What are the other components we may not have yet identified?

Impacting Student Achievement

LEADERSHIP

LEADERSHIP

LEAD

ERSH

IPLEA

DER

SHIP

Instruction

Curriculum

Assessment

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

Seeds of Success

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?

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?

What’s been done before?

• How was it done?

• How do we honor that work while making it better?

Colorado, Pennsylvania, & Florida

Florida Writing Process for NGSSS-Arts

• Florida Department of Education• Associations/Supervisors• Framers• Writers• Stakeholders• State Board of Education

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

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

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

Summation

For Tomorrow

Breakfast - 8:30Start Time - 9:00End Time - 4:00

GovernanceTime LineTechnologyAction Plan

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?