| Curriculum & Instruction |
Sample Evidence |
Evidence Links |
| Demonstrator 1: All students should have equitable access to high quality curriculum and instruction. |
Individual evaluation plan (IEP)/504 plans/Gifted Service Plan/Individual Learning Plan(ILP)/Limited English Proficient(LEP)*SBDM curriculum policy, meeting agendas and minutes*Authentic student products and performances from broad representation of students in all four arts disciplines, reflecting learning of standards* Skills and standards 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 and/or national-sanctioned arts events (e.g., KMEA, KyAEA, KTA, KACDA, KAHPERD, VSA Kentucky, etc.) and other regional, district and local arts events*Curriculum committee agendas, meeting schedules, minutes, etc.*Documentation of artist residencies, guest artists or performing groups
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Music Lesson Plan
PLC Agenda by grade
PLC Groups
Policy Manual
Vetern's Day
Vetern's Day continued
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| Demonstrator 2: An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state and national standards. |
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*(M,H) Specialization in one or more art forms as indicated in student ILPs*(H) SBDM policy for arts specialization*(H) Listing of arts courses, including History and Appreciation of Visual and Performing Arts for minimum graduation requirements*Field trips, artist residencies, etc.
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Colonial Days lesson plan
National Music Standards
Teacher Walkthrough Observation
Core Content 4.1
Common Core Crosswalk
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| Demonstrator 3: All teachers should implement instructional strategies that provide quality, variety, and access for all students. |
Teacher documentation of modifications of activities/lessons for special needs students*Electronic/physical files of exemplary arts models*Lesson plans show instruction in peer review*Assessment models show use of peer review*Audio/video recordings of student performances and products*Lesson plans and student exemplary products and performances show sound theory, skills, and techniques at a variety of levels from recall/knowledge to evaluative/creative. |
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| Demonstrator 4: When all students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, student performance should be at a consistently high level. |
Electronic or physical student portfolio*Audio/video recordings of student performances and products*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*Artifacts from juried student exhibitions and performances
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Testing Report Archives |
| Formative & Summative Assessment |
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| Demonstrator 1: Teachers should use a variety of assessments to formatively and summatively monitor student progress toward standards. |
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*Assessment models show use of peer review
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| Demonstrator 2: Teachers should have common and high standards for student learning in Arts & Humanities. |
Assessment tasks with rubrics and student products*Written (paper and pencil tests)*State arts education associations’ performance events rubrics*Student self-assessment tasks*Lesson plans showing samples of inclusion of exemplary models, documentation of guest artists/ performances, residencies, field trips
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| Demonstrator 3: Multiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement. |
Samples of assessment tasks with rubrics and student products*Written, video or audio student reflections on their work or artistic process (artist’s statements)*Adjudicated performance or product evaluation forms for specific performance/pro-duct*Student performance level descriptions, examples of written (pencil/paper) responses to artistic stimuli (e.g., music listening, image of artwork, excerpts of drama or dance performances)*Art exhibits or performance events with documented
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| Professional Development & Support Services |
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| Demonstrator 1: Professional development opportunities are planned with teacher learning needs in mind, and in response to data available about teacher practice and student learning. |
Description of professional development provided by the school and district attended by arts content teachers and other classroom teachers (grade level appropriate)*Needs assessment data*Individual professional growth plans*School council policies regarding professional development are inclusive of arts education
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Demonstrator 2: Teachers participate in program-specific professional development designed to meet their needs. All teachers participate in professional development focused on 21st century skills.
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Individual professional growth plans*Teacher reflections/reports from PD*School professional development plan |
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| Demonstrator 3: Teachers are leaders in their professional community, and guide/lead professional development that meets the needs of the professional learning community. |
Professional development presentations*Professional learning community minutes*Individual professional growth plans*Professional growth records
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| Administrative/Leadership Support and Monitoring |
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| Demonstrator 1: Leadership has developed and sustained a shared vision of a quality arts education. |
Displays of vision, mission, and belief statements that include the arts*Achievement in the arts program is reported in the school report card*Comprehensive School Improvement Plan includes the arts*Student course selection materials, career pathways, and ILPs include the arts.
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Valley Elementary School Powerpoint |
| Demonstrator 2: The SBDM utlizes the findings of the program review to plan for and adjust staffing, course offerings, and scheduling of the arts within the school. |
School council staffing policy*Local Educator Assignment Data (LEAD) data forms of arts teachers*Arts teacher certification documentation*Committee meeting agenda/minutes*Student performance data in the arts*Documentation that teachers of the arts have extensive knowledge, training and arts experiences (i.e., KET/KDE Arts Toolkits).
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| Demonstrator 3: School leadership and staff make efficient use of instructional time to maximize student learning in the arts. |
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 plan*Data analysis.
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MASTER SCHEDULES:
GF JOHNSON
ROBINSON CREEK
VIRGIE MIDDLE
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| Demonstrator 4: The school provides and maintain students appropriate facilities and utlizes all available resources to support high student and staff performance in the arts. |
Map of school*School budget (5 year history)*Schedules of events*Resource and equipment inventory*Schedule of collaborative opportunities for teachers*Records of parental involvement in supporting arts programs*Records of arts training programs in which the principal participated.
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