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MI Arts Education Instruction and Assessment Program MAEIA. Kathy Dewsbury-White U.P. Fall Educators Conference October 11, 2013 Marquette Senior High School. Kathy Dewsbury-White Project Director, MAEIA & President MI Assessment Consortium. MAEIA Project Management Team - PowerPoint PPT Presentation
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Kathy Dewsbury-White
U.P. Fall Educators Conference
October 11, 2013
Marquette Senior High School
MI Arts Education Instruction and Assessment Program MAEIA
1
Kathy Dewsbury-White
Project Director, MAEIA & President MI Assessment Consortium
MAEIA Project Management Team
Ana Luisa Cardona
SEADAE Arts Education Consultant to MAEIA
Ed Roeber
MAEIA Assessment Director
Cheryl Poole
MAEIA Editor
Barb Michelutti
MAEIA PD and Project Support Director
Ill be presenting for MAEIA today representing the project management team which also includes
2
Who is the MAC?
individuals and organizations that work together to promote the use of balanced assessment systems, so that students learn, grow, and flourish
3
Michigan Assessment Consortium
Promote assessment knowledge and practice
Provide professional development
Produce and share assessment tools and products
4
Introduce MAEIA project and resources
Develop a shared understanding of MAEIA within the national and Michigan contexts
Share opportunities for project involvement
Brainstorm on how MAEIA resources can be used in districts/buildings/classrooms?
Agenda
Our agenda for todays 50-minute session is:
5
What is MAEIA?
Michigan Assessment Consortium (MAC)
Data Recognition Corporation (DRC)
for the Michigan Department of Education (MDE)
in partnership with Michigan educators.
A project being developed by :
Pictured: MAEIA Blueprint Writers and Management Team
These events/publications/reports have led to the development of MAEIA a partnership of the Michigan Department of Education and
6
3 Year MAEIA Vision
MAEIA Blueprint
MAEIA Audit
Model Arts Assessments
MAEIA has a 3-year vision
7
MAEIA development process:
MAC, Inc. & Data Recognition Corporation
MAEIA Project Management Team
Arts Education Field Expertise + Shoulders of NCCAS
Make Products/Public Review/Revise/Publish
Disseminate, Provide PD, Set Standards/Field Test, Revise
8
mi-arts.wikispaces.com
Want to point everyone to the wikispaces page for the MAEIA project where all of the resources we will be sharing today can be found.
9
Success and achievement in the arts demands engagement in the four fundamental creative practices of imagination, investigation, construction, and reflection in multiple contexts. These meta-cognitive activities nurture the effective work habits of curiosity, creativity and innovation, critical thinking and problem solving, communication, and collaboration, each of which transfer to all aspects of learning and life in the 21st century.
(National Core Arts Standards: A Conceptual Framework for Arts Learning-2013)
Arts Education in the National Context
INSTRUCTION
ASSESSMENT
In the 21st century, creativity and innovation will be the skills most highly valued in students graduating from our colleges and universities. While it is undeniable that there will be an increasing demand for skills in science, technology, engineering and math -- the STEM skills -- students who excel in the skills of creativity and innovation, and who evidence a talent for synthesizing disparate kinds of data and concepts into new and unique outcomes, will be the most prized workers of all.
In their book, "Studio Thinking: The Real Benefits of Visual Arts Education," Ellen Winner and Lois Hetland discuss the "habits of mind" that are developed in an arts studio that, to my mind, are critical to innovation in all disciplines. These habits: develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand the world of the discipline itself and its communities. It is highly conceivable that the critical thinking processes associated with these habits can be transferred to non-arts disciplines for purposes of innovation.
11
Anticipated release date:
March 2014
American Alliance for Theatre and Education (AATE)
Educational Theatre Association (EdTA
The College Board
National Association for Music Education (formerly MENC)
National Art Education Association (NAEA)
National Dance Education Organization (NDEO)
State Education Agency for Directors of Arts Education (SEADAE)
Young Audiences
http://nccas.wikispaces.com/
The National Coalition for Core Arts Standards are currently in development. Over 3,000 people participated in the public review this summer. We are indebted to the NCCAS for their process and the research they have conducted and gathered. Point out the College Boards contributions via the Common Core and the Arts alignment, use of wiki for keeping process transparent
12
National Core Arts Standards: A Conceptual Framework for Arts Learning:
NCCAS has published a framework for the revision of the National Core Arts Standards and this framework has also informed the work of MAEIA.
13
2011 SBOE Approved Updated MI Arts Standards
One Time Designated Legislative Funds for Creation of State Tests (subjects & grades not tested by Smarter Balance Assessment Consortium
The Michigan Context
Lets begin by outlining some key events in Michigan that have led to the Michigan Arts Education Instruction and Assessment project.
Speak to MDE led events.
14
Classroom Assessment Practices
Formative Assessment for Learning
Did the student learn what I just taught them?
How can I help students learn even more?
Interim Assessments/Unit/Chapter
Short-Cycle Summative Assessments
Are students on track for proficiency?
MEAP /MME/MI-Access/End of Course
Summative Assessment of Learning
Are students proficient?
Comprehensive Balanced Assessment System
Aligned to Content Standards
MDE is committed to creating a comprehensive suite of assessments for educator use in the state of MI. Much of the assessment development that is occuring now is of the type described in the middle box Interim. And Summative.
The next chart shows what MDE has hoped to make available in the way of tests by 2015. I = interim S = summative * = model (while a full assessment made one time, not locked/secured and refreshed by MDE).
15
Interim Assessments (2014-15)
MDE, with one time earmarked monies from the state legislature, is developing assessments for all content areas and grade levels not scheduled to be tested by Smarter Balance Assessment Consortium. The category on the graphic above shows Arts in the line Other Assessments for high school will be created 2013-14. Assessments for K-8 will be created 2014-15. Assessments will exist at grade bands (H.S. 6-8, K-5) the Blueprint, Audit Tool and Assessment Specifications and prototypes are being created now 2012-13.
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2010 Michigan Arts Education Policy Agenda
2012 Michigan Arts Education Survey Report and Recommendations
Another side of the Michigan context is one which may be less familiar to the non-arts community.
Introduce these.
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Michigan Arts Education Policy Agenda
Leadership Roundtable
Michigan Youth Arts
Michigan Department of Education
Michigan Council for Arts and Cultural Affairs
ArtServe Michigan
Interlochen Center for the Arts
For those not familiar with the Michigan Arts Education Policy AgendaMI Youth Arts Forum is the state organization that serves as an umbrella coalition for all of the states arts education organizations its board also includes ArtServe the states political lobbying group for the Arts. developed in 2010 it was developed to open lines of communication across orgs and disciplines to discuss advocacy initiatives relevant to the arts education community as a whole. It has the endorsement of 18 Michigan organizations.
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Michigan Arts Education Census
A Comprehensive Survey of Arts Education
in Michigan Schools
Cypress Research Group
Data Collected: October 2011 December 2011
Report : September 2012
The Michigan Arts Education Census.
19
Types of arts courses (curricular and extra-curricular) offered, by grade level (for music, visual arts, theater, and dance)
Number of students enrolled in arts courses
Number of hours in a year dedicated to arts education, by arts discipline
Certification level of teachers providing arts education
Non-salary budgets allocated to arts education
Use of visiting artists, field trips, and artists-in-residence
Professional development offerings to art and general classroom teachers;
Policies in place regarding arts education (adoption of standards, high school arts graduation requirements, etc.).
MI ARTS EDUCATION CENSUS
20
In the fall of 2011, Quadrant Arts Education Research, on behalf of the Arts Education in Michigan Schools Research Project, began a study of the level of arts education in Michigan schools. Principals of 4,163 schools, including 718 private and 293 charter schools, were asked to complete an on-line survey providing detailed information on arts education in their schools. The survey captured baseline data on arts education, including:
A total of 826 schools completed a questionnaire -- a 20% response rate. A total of 460,066 students, or 30% of the total student population were represented by responding schools.
Number of Arts Disciplines Offered
% of Schools
AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS
*108,000 students are without access to arts education in Michigan.
.
21
Q 1A The total number of courses offered in EACH arts area for the 2011-12 school year. Do not include non-arts courses that thave an arts component. Count all curricular courses that meet at least the equivalent of 30 days (an average of once per week)
Zero Arts Disciplines
0.2%
ElementaryMiddle SchoolHigh School6.0000000000000199E-28.0000000000000196E-28.0000000000000196E-2OneElementaryMiddle SchoolHigh School0.20.20.2TwoElementaryMiddle SchoolHigh School0.620000000000002990.490.310000000000001ThreeElementaryMiddle SchoolHigh School8.0000000000000196E-20.20.34000000000000102Four Arts DisciplinesElementaryMiddle SchoolHigh School4.0000000000000098E-24.0000000000000098E-28.0000000000000196E-2
Percent of Schools with a Certified Arts Specialist as the Primary Instructor for at Least One Grade
Certified Arts Specialist as Primary Instructor
% of Schools
LEVEL OF ARTS EDUCATION
IN MICHIGAN SCHOOLS
22
Elementary School
DanceBandChorusGeneral MusicOrchestra/StringsTheatreVisual Arts0.260.870000000000000990.770000000000001020.850000000000000980.740000000000000990.370.83000000000000096Middle School
DanceBandChorusGeneral MusicOrchestra/StringsTheatreVisual Arts0.310.850000000000000980.770000000000001020.840000000000000970.780.380.81High School
DanceBandChorusGeneral MusicOrchestra/StringsTheatreVisual Arts0.350.770000000000001020.7500000000000010.730000000000000980.7500000000000010.370.69000000000000095
Local Graduation Requirements
For High Schools, Grades 9-12
What are the local graduation requirements (credits) for the arts?
*12% of schools do not meet the state graduation requirement of one credit in the arts.
88% of schools meet or exceed the states one credit graduation requirement in the arts.
STATE GRADUATION REQUIREMENT
IN THE ARTS
23
Q 32 WHAT ARE THE LOCAL GRADUATION REQUIREMENTS (CREITS) FOR THE ARTS?
Column1
Less Than One CreditOne CreditMore Than One Credit0.120.730000000000001980.15
Percent Schools With At Least One Hour/Two Hours Per Week of Instruction
All Arts Disciplines Combined, By Grade Level
Time Provided for Visual & Performing Arts
(n=826)
% of Schools
.
LEVEL OF ARTS EDUCATION
IN MICHIGAN SCHOOLS
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Q 7. Enter the number of hours per year instruction is provided for all students by grade and subject
At Least One Hour Per WeekKindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth GradeSixth Grade0.60.680.680.690.690.680.68At Least Two Hours Per WeekKindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth GradeSixth Grade0.260.310.310.310.310.310.19
Access for All MDE &MSBOE, in partnership with concerned statewide organizations, determine the reason more than 100,000 students attend schools without any arts education and provide recommendations and strategies to reduce this number to zero.
Accountability Michigan Department of Education require schools to publicly report annually information regarding access to arts courses; level of student participation; educators assigned to provide instruction; and a demonstration of how schools are meeting the arts standards.
Arts Education Policy Michigan State Board of Education adopt a policy addressing the importance of arts education in a students holistic development while outlining what a high quality arts education is in Michigan.
Arts Education Strategic Plans Each school district include the visual and performing arts education in district strategic plans.
Develop Appropriate Student/Teacher Assessment System Development of an appropriate assessment system, centered around the acquisition of skills and knowledge in all four arts disciplines, to be piloted in the 2013/2014 school year.
RECOMMENDATIONS
Developed by MI Youth Arts Forum
FALL 2012 WHEN REPORT WAS RELEASED REGARDING PROGRESS MADE ON RECOMMENDATIONS
ArtServe had met with nearly 20 state legislators prior to its release to share initial findings of the report.
ArtServe and Michigan Youth Arts led the release and communications efforts surrounding the census, including ensuring that all legislators and key state officials received a copy.
ArtServe and Michigan Youth Arts will present the census results before the State Board of Education on November 20th.
ArtServe continues to meet with legislators and key stakeholders to ensure progress of the recommendations generated from this baseline census.
25
Arts Education Funding Michigan Department of Education convene a task force to develop a recommended level of funding to support arts instruction in the public schools.
Identify Schools in Need Michigan Department of Education and Michigan State Board of Education identify schools where arts instruction is unavailable or very limited and support policies and resources that restore arts education in those schools.
Professional Learning Michigan Department of Education work with the appropriate professional organizations to increase professional development for educators and school and district administrators.
Weigh Courses Equally School districts weight courses in the visual and performing arts equally with all other courses in calculating a pupils grade point average, including honors and/or advanced placement arts courses.
Target Resources Michigan foundations and other grant making agencies and organizations use these Michigan Arts Education Survey results to help direct resources to areas of greatest need.
RECOMMENDATIONS
26
MAEIA aligns and responds to action items in the Michigan Arts Education 2010 Policy Agenda and the 2012 Report and Recommendations from the Michigan Arts Education Survey.
27
MAEIAs goal is to: support Michigan school districts, school buildings, educators, and the public in implementing a high quality arts education program in dance, music, theatre, and visual arts for all students. The use of these resources by educators is voluntary.
In summary, MAEIAs goal is to
28
Michigan Blueprint of a Quality Arts Education Program
describes the highest standards of successful arts education programs
dance, music, theatre, and visual arts
organized around 7 criteria
intended for use by district-level decision-makers, generalists, parents and the community working together to improve the arts education
There are 3 components to MAEIA and the first is the Blueprint
29
7 Criteria of a Gold Standard Arts Education Program
It is based on 7 criteria that are research based
30
Student Access
Facilities and Resources
Policies and Accountability
Connections
Professional Learning and Instructional Support
Community and Cultural Collaborations
Program Planning, Review, and Improvement
It is aligned to the new School Improvement Framework
31
The Blueprints gold standard statements are:
- aspirational broad descriptions
based on the best available research and recommendations for all students to be career and college-ready.
It is important to remember that the gold statements are:
32
A6 Time Provided for Visual & Performing Arts All elementary students receive dedicated instructional time in each of the arts disciplines (dance, music, theatre, and the visual arts) all year, every year to achieve at least the basic level in each of the arts disciplines. An average of 120 minutes a week per elementary grade level for each arts discipline is offered...
Here is an example of a section of a gold standard indicator that relates to one of the Michigan Arts Education Census questions shared earlier.
33
Research revealed that the bar for a gold standard program could in fact be set quite a bit higher than what is the norm for Michigan.
34
A MAEIA companion document to the Blueprint Michigan Arts Education Blueprint Research and Recommendations - provides users with supporting documentation for each criterion and indicator in each arts discipline - a resource to those working to improve the arts education program as part of the school improvement process
To give districts and schools resources with which they can work toward the gold standard, MAEIA is providing a 130 page online document with selected research and expert recommendations that support the Blueprints gold standard statements.
35
Research and recommendations undergirding the Blueprint:
Michigan School Improvement Framework, 2013
Michigan Arts Education Survey, 2012
NYC City Blueprint, 2007
AEP State Policy Database, 2013
College Board Award for Excellence and Innovation in the Arts, 2013
NCCAS on Enduring Understandings, 2013
Michigan Standards for Arts Education, 2011
Jay McTighe, Framework for Effective Schooling, 2013
The Michigan Arts Education Survey was created by Robert B. Morrison, Quadrant Arts Education Research 16 Mount Bethel Rd, Suite 202, Warren, NJ 07059. Elements of this survey have been used in the Michigan Arts Education Instruction and Assessment (MAEIA) Project with permission.
Blueprint writers are to be congratulated for having identified an abundance of research to support the gold standard statements, including:
36
Blueprint Writers
Dance
Nicki Flinn*
Heather Vaughan-Southard
Music
Cindy Crump Taggart*
Marie Casorio
Jiana Hunter
Darin Schmidt
Theatre
Joni Starr*
Lori Hathaway
Anne-Marie Roberts
Visual Arts
Janine Campbell*
Diana Baldensperger
Cecilia Gollan
Linda Tyson
Blueprint In-Depth Reviewers
Robin Bailey
Hedy Blatt
Nicki Bruski
Kimberly Cairy
Kelly Carmody
Rick Catherman
Meaghan Dunham
David Gott
Lynette Young Overby
Beth Post
Bryan Zocher
*Blueprint Writing Team Lead
Many thanks to each of them for their work.
37
2. Michigan Arts Education Program Audit Tool a self-study tool districts and schools can use to analyze and reflect on the status of their own arts education program. - based on Blueprint criteria and indicators- can provide useful information about the nature of the arts education program - can become the basis for enhancing their arts education program in the context of school improvement.
So, the MAIEA Blueprint describes a gold standard arts education program.
The second component of MAEIA is the Audit Tool.
38
Arts Education Program Audit Tool
The audit tool is aligned to the Blueprint and the Michigan Arts Education Survey. The Audit tool is a self-study tool districts and schools can use to analyze and reflect on the status of their own arts education program. Based on Blueprint criteria and indicators, the Audit Tool can provide useful information about the nature of the arts education program and can become the basis for enhancing their arts education program in the context of school improvement.
39
Student Access
Facilities and Resources
Policies and Accountability
Connections
Professional Learning and Instructional Support
Community and Cultural Collaborations
Program Planning, Review, and Improvement
MAEIA Audit Tool
This is an example of what it may look like. By Fall 2013 draft will be available online. It wont have been field tested yet and wont yet be interactive that happens in Spring/Summer of 2014.
40
MAEIA Audit Tool Timetable
August 15 September 15thPublic Review of Audit Tool
Fall 2013MAEIA Audit Tool Draft
Spring/Summer 2014MAEIA Interactive Audit Tool
mi-arts.wikispaces.com
We want to encourage everyone to participate in the Audit Tool public review that will take place
41
3. Michigan Arts Education Assessment Specifications a set of recommendations for appropriate assessments in the arts based on the Michigan Merit Curriculum and aligned to national standards. - they communicate important content and how that content will be assessed to a wide variety of audiences. - helps the full array of potential users understand the purposes and uses, as well as provide more specific information on how to accurately read and interpret MAEIA arts education assessments
The third component has two parts, the first will be completed this year and that is
This is something that many of you will be much more familiar with.
42
MAEIA Assessment Specifications
Based on 2011 MI K-12 Arts Grade Level Content Expectations
Content expectations translated into performance standard under three strands: Create Perform, Respond aligns to MMC VPAA and NCCAS Framework
Vision create assessments based on quality arts education program
Assessment methods appropriately reflect the demands of each discipline
Constraints of the state will result in model assessments with emphasis on professional learning for arts educators to score
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The Assessment Specifications Document:
Chapter 1 - Introduction
Chapter 2 Purposes of the Arts Education Assessments
Chapter 3 Overview of the Arts Education Standards
Chapter 4 Overview of Assessment Design
Chapter 5 Assessment Specifications
Chapter 6 Assessment Development Procedures
Chapter 7 Assessment Administration
Chapter 8 Report of the Assessment Results
44
Example of what might be included in a 5th grade visual arts assessment
Grade 5 example in the visual arts of the kinds of information that Assessment Specification writers have been developing over the last few months.
45
Assessment Specification Developers
Claudia Burns
Janine Campbell
Lori Duncan
Nicole Flynn
Michael Medvinsky
Kristen Morrison
Philip Moss
Mitchell Robinson
Karen Siegel
Joni Starr
Cynthia Swan-Egan
Cynthia Taggart
Denise McBeath Thomas
Heather Vaughn-Southard
Assessment Specifications and Prototypes
August 22nd September 10thPublic Review
Fall/Winter 2013ASD and Prototype Items Available
2013-14Secondary Arts Assessment(s)
Drafted > Reviewed > Piloted > Revised
2014-15K-8 Arts Assessment
Drafted > Reviewed > Piloted > Revised
mi-arts.wikispaces.com
Again, we encourage everyone to participate in the public review which will take place
47
WANTED
Assessment item writers
Assessment reviewers
experienced in dance, music, theatre and the visual arts
Participate in standard setting process
Volunteer to field test assessment items
Districts to host field testing of the MAEIA Program Blueprint and Audit Tool
Host a MAEIA Awareness Session about MAEIA Tools and Resources
Applications are available NOW http://mi-arts.wikispaces.com/MAEIA+Future+Opportunities
Applications submitted to: [email protected]
We are still recruiting for item writers and reviewers
48
The skills of the 21st century need us to create scholars who can link the unlinkable.
Nurturing curious, creative problem solvers who can master the art of figuring things out will make them ready for this unknown brave new world. And that is the best legacy we can possibly leave.
Anissa Rameriz Save Our Science (TED Books)
Anissa Rameriz , Save Our Science (Ted Books)
49
Question(s)/Observations for Discussion
Will a strong assessment program result in increased artistic education opportunities for students?
If we build it, will they come?
Due to the highly process-oriented and reflective nature of arts making, arts education naturally encourages: creative thinking, logical reasoning, meta-cognition
50
Creativity is at the top!
The
Creative
Process
Imagine
Examine
Perceive
Explore
Experiment
Develop craft
Share
Reflect
Assess
Revise
Create
The Creative Process
52
4 Cs in 21st Century Skills
NCCAS 2013 Conceptual Framework
53
Researchers have demonstrated the intellectual benefits of the arts
Development of general thinking skills and problem-solving abilities
Development of a more complex neural network of the brain
Links between arts studies and school achievement in mathematics and language
American HS students who had 4 or more years of fine arts course, by the time they graduated scored higher on both verbal and mathematics measures.
C. Fowler (1996) Strong arts, strong schools
R. J. Deasy, (2002) Critical links: Learning in the arts and student academic and social development.
54
Resources
NAEP 2008 Arts Framework
http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/arts-framework08.pdf
NCCAS National Coalition for Core Arts Standards
http://nccas.wikispaces.com
The Partership for 21st Century Skills
www.p21.org
Edutopia-Schools that Work: How you can do it-Arts Integration
http://www.edutopia.org/stw-arts-integration
55
Contact Information
Kathy Dewsbury-White, Ph.D.
President/CEO MAC, Inc.
1001 Centennial Way Suite 300
Lansing, MI 48916 517.927.7640
MAC http://michiganassessmentconsortium.org
MI-Arts Wiki - http://mi-arts.wikispaces.com
MI-Arts Facebook page - http://www.facebook.com/pages/MI-Arts/401607636590291
We look forward to engaging you in conversations collect project interest forms.
56
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