Arts and Humanities Evidence Index
How to Use this Document
The purpose of this document is to provide an organizational tool that assists school-based Program
Review committees as they:
1) identify evidence to support the performance level ratings for each demonstrator and standard,
2) manage tasks as determined by the committee, and
3) document the location of evidence.
Use of this tool:
The format of this index is by Program Review standard, demonstrator and characteristic.
Column 1 – Characteristic Description (Proficient):
The proficient characteristic is the only performance level characteristic listed in Column 1 as program
proficiency is the goal. However, the documented evidence may support a limited performance level, a
needs improvement performance level or a distinguished performance level.
Column 2 – Sample Evidence:
As school-based Program Review committees go through the Program Review Rubric characteristic by
characteristic, determining performance level and identifying examples of evidence, the identified
evidence can be written down in this column. Example evidence has been filled in to help generate ideas
about where to look for evidence. Schools can add to or delete from the existing examples as it applies to
their school.
Column 3– Location of Evidence:
The location of the evidence can be indicated using this column. Locations might include Skydrive,
websites, a specific office, counselor records, teacher's computer, etc..
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Arts and Humanities Evidence Index
General Guidance for Determining Quality of Evidence
(KDE’s document from Program Review web page)
Evidence is a
critical piece of the Program Review process. The time used to identify and review evidence provides valuable
insight and information about student access, program quality, areas of strength and needs for improvement.
It is an opportunity for a school to showcase program impacts and it confirms
a program’s indicated performance level. The following guidelines are
designed to help Program Review teams identify the quantity of evidence needed, discuss the quality of the
evidence selected, and develop an appropriate supporting rationale.
Program Review teams should consider the following focus questions when identifying and analyzing evidence:
1. Would a different team arrive at the same performance level?
2. Could a reasonable outside person look at this evidence and reach the same conclusion about a
program rating as our team did?
Remember, during the Program Review process, it is only necessary for the school to identify evidence. Ther
e is no expectation that it be collected or stored over long periods of time. Because evidence is a natural pr
oduct of existing activity within the school, it should be easily retrievable when needed. Finally,
as new evidence is identified, it may replace existing evidence throughout the year.
The body of evidence for a given demonstrator:
•
is the natural product of a school’s efforts to provide access to quality programs that result in
student learning. The evidence is
a result of teaching and learning across the school, and throughout the year. Schools should not
have to create evidence for the purpose of a Program Review – they should merely identify existing
evidence.
•
includes products of student learning (e.g. digital documents, recordings, and/or photographs
of projects).
• affirms that students have met the standards and objectives of the content area when appropriate
for the demonstrator.
•
confirms that the characteristics within a demonstrator occur on an
ongoing basis throughout the school year. This may require multiple (three or four) samples
from different points in time throughout the year.
•
shows a variety of students across the school are involved. Evidence from multiple (two
or three) grade levels/subject areas should be identified. However, there is no expectation that evi
dence be provided for every single classroom for every characteristic.
•
is illustrative of a given performance level criteria. Multiple pieces of evidence should be i
dentified to strengthen the judgment for a performance rating. Each piece of evidence could f
ully or partially demonstrate one or more of the characteristics.
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Arts and Humanities Evidence Index
•
supports the stated rationale for a performance rating of a given demonstrator.
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Arts and Humanities Evidence Index
STANDARD 1: CURRICULUM AND INSTRUCTION
Demonstrator 1. Student Access
All students should have equitable access to high quality curriculum and instruction.
Characteristic (Proficient)
Sample/School Evidence
Add to or delete;
a) Access is provided for all students through School class/course schedule
intentionally scheduling time within the School calendar
instructional day for a balanced program Calendar of arts events
of creating, performing and responding to SBDM policy
the arts in each of the four arts disciplines
(dance, drama, music, visual arts)
b) The arts curriculum provides disciplinebased instruction and protected time in
each arts discipline containing its own
body of knowledge, skills, and ways of
thinking as outlined in the Kentucky Core
Academic Standards.
• Elementary: All students have regularly
scheduled discipline-based arts instruction
providing for exploration of each of the
four art forms outlined in the KCAS.
•
Middle School: All students have access to
regularly scheduled discipline-based, arts
courses in each of the four art forms which
provide a firm grounding in basic creating,
performing and responding to the arts.
Students wishing to begin a specialization
in an art form(s) are provided regularly
scheduled classes.
•
High School: Year-long (or equivalent)
Discipline-based arts instruction through
multiple, specialized arts courses in each
art form is available for any student
wishing to specialize in an art form(s) as
noted in students’ Individual Learning
Plans. Students wishing not to specialize
have access to the History and
Appreciation of Visual and Performing
Arts course or another arts course to meet
the Arts and Humanities graduation
requirement.
Location of Evidence
(e.g., Skydrive, other)
School schedule/Course schedule
Arts curriculum maps/guides
SBDM policy on High School Arts
Specialization
Demonstrator 2. Aligned and Rigorous Curriculum
An aligned and rigorous curriculum provides access to a common academic core for all students as defined by state standards.
Characteristic (Proficient)
Sample/School Evidence
Location of Evidence
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Arts and Humanities Evidence Index
a) The arts curriculum encompasses
creating, performing and
responding and is fully aligned with
the Kentucky Core Academic
Standards.
b) The arts curriculum provides for the
development of arts literacy in all
four arts discipline and also utilizes the
Common Core Standards for
English/Language Arts.
c) The school curriculum provides
opportunities for integration as
natural cross- curricular connections
are made between the arts and other
content areas.
d) The arts curriculum includes the study
of representative and exemplary
works of dance, music, theatre and
visual arts from a variety of artists,
cultural traditions and historical
periods.
e) The school arts curriculum is revised
using multiple indicators such as student
formative and summative assessments,
arts organization performance
assessments from sanctioned events, or
other student needs.
Add to or delete;
Arts curriculum maps/guides
Student visual art Products
Lesson plans
Student dance, drama/theatre,
and music performances
(e.g., Skydrive, other)
Arts curriculum maps/guides
Teacher lesson plans
Student visual art products
Student dance, drama/theatre,
and music performances
Arts curriculum maps/guides
Teacher lesson plans
Student visual art products
Student dance, drama/theatre,
and music performances
Arts curriculum maps/guides
Teacher lesson plans
Lesson materials (video clips,
print materials, posters,
PowerPoints, etc,)
Curriculum revisions
Assessment data
Interventions
Arts Content PLC
minutes/products (for ex., arts
learning targets, assessments,
lesson plans, instructional
strategies and activities,
intervention strategies and
activities)
Demonstrator 3. Instructional Strategies
Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all
students.
Characteristic (Proficient)
a) Teachers systematically
incorporate all three components
of arts study: creating, performing
and responding to the arts.
b) Teachers provide models of exemplary
artistic performances and products to
enhance students’ understanding of an
arts discipline and to develop their
performance/production skills.
Revised Aug 21, 2013
Sample/School Evidence
Add to or delete;
Teacher lesson plans
Video/audio/photo
documentation
Arts curriculum maps/guides
Arts performances/exhibitions/
contests
Teacher lesson plans
Video/audio/photo
documentation
Arts curriculum maps/guides
Guest artists
Location of Evidence
(e.g., Skydrive, other)
Arts and Humanities Evidence Index
c) Arts teachers provide for the
development of artistic theory, skills,
and techniques through the
development of student performances
or products that are relevant and
developmentally appropriate for
students.
d) The arts curriculum is enhanced and
strengthened through collaboration with
guest artists, complementing discipline
based arts instruction during the regular
school day.
Video/audio/photo
documentation
Critique/assessment samples
Lesson plans
Teacher lesson plans
Video/audio/photo
documentation
Demonstrator 4. Student Performance
All students are provided access to an aligned and rigorous curriculum, where instructional strategies are of high quality and
inclusive, resulting in student performance at a consistently high level.
Characteristic (Proficient)
Sample/School Evidence
Location of Evidence
Add to or delete;
(e.g., Skydrive, other)
Video/audio/photo
a) Students are actively engaged in
documentation
creating, performing and responding
Visual art products
to the arts.
Student dance, drama/theatre,
and music performances
Video/audio/photo
b) Students identify a purpose and
documentation
generate original and varied art
Visual art products
works or performances that are
Student dance, drama/theatre,
highly expressive with teacher
and music performances
guidance.
Arts curriculum maps/guides
Teacher lesson plans
Video/audio/photo
c) Students, with teacher guidance,
documentation
routinely use creative, evaluative,
Arts curriculum maps/guides
analytical and problem solving skills
Teacher lesson plans
in developing and/or reflecting in
Arts assessment samples
their artistic performances and
products.
d) Students use written and verbal
communication to objectively reflect
on exemplary exhibits and live or
technologically provided performances
as classroom assignments.
e) Students demonstrate the ability to
become self- sufficient in creating
performances and/or products
after teacher guidance
f) Students are supported and encouraged to
participate in grade level appropriate
juried events, exhibitions, contests and
performances outside the school
environment. NA ELEMENTARY
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Arts assessment Samples
Teacher lesson plans
Video/audio/photo
documentation
Video/audio/photo
documentation
Arts assessment Samples
Arts
performance/exhibition/contest
opportunities documentation.
Artifacts from juried student
arts exhibitions and
Arts and Humanities Evidence Index
performances. (i.e., entry
applications, certificates,
programs, award letters, news
announcements, etc.)
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Arts and Humanities Evidence Index
STANDARD 2: FORMATIVE AND SUMMATIVE ASSESSMENT
Demonstrator 1: Assessment
Teachers should use multiple assessment processes to inform, guide, develop and revise instructional strategies and
curriculum to enhance to student learning and achievement.
Characteristic (Proficient)
a) Formative and summative arts
assessments for individual students and
performing groups are clearly aligned
with the components of the Kentucky
Core Academic Standards and
authentically measure a specific
concept, understanding and/or skill and
lead to student growth.
b) Teachers guide students to
use developmentally or grade level
appropriate peer review and critique to
evaluate each other’s work.
Sample/School Evidence
Add to or delete;
Formative and summative
arts assessment samples
Arts curriculum
maps/guides
Student peer
review/assessment
samples
Lesson plan identifying
peer review/critique
method with rubric
example
Demonstrator 2. Expectations for Student Learning
Teachers should have common and high standards for student learning in Arts & Humanities.
Characteristic (Proficient)
Sample/School Evidence
Add to or delete;
Teacher lesson plans
a) Exemplar/models are used to encourage
Video/audio/photo
students to demonstrate characteristics
documentation
of rigorous work in the appropriate art
Lesson materials (video
form in most instructional lessons/units.
clips, print materials,
posters, PowerPoints,
etc,)
Student arts learning
targets
Arts
b) Teachers share clearly defined rubrics
product/performance
or scoring guides with students before
rubrics
creating, performing, or responding
Student performance
assignments or assessments appropriate
assessments (portfolios,
to the age and grade level and students
Smartmusic, etc.)
have the opportunity to provide input
into the scoring guide.
c) Teachers develop rigorous student
learning and academic growth through
student learning objectives and refined
SMART (specific, measurable,
appropriate, realistic and time bound)
goals that are rigorous, attainable and
Revised Aug 21, 2013
Location of Evidence
(e.g., Skydrive, other)
SMART goals
Data supporting
attainment of goals
Student arts learning
targets
Location of Evidence
(e.g., Skydrive, other)
Arts and Humanities Evidence Index
reflect acceptable growth during the
course or school year.
Demonstrator 3. Assessment for Teaching
Multiple assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance
student learning and achievement.
Characteristic (Proficient)
a) Teachers regularly provide students
with authentic, meaningful and
documented feedback from a variety of
sources (e.g., staff members, arts
adjudicators, peers, etc.) on their
performances/products so students may
strengthen their future
performance/products.
b) Students regularly reflect on, critique
and evaluate the artistic products and
performances of others and
themselves as is grade level and age
appropriate.
Sample/School Evidence
Add to or delete;
Report cards
Graded projects/performances
Student peer reviews/critiques
Adjudicated arts
contest/exhibition/performance
documentation
Arts assessment rubrics
Location of Evidence
(e.g., Skydrive, other)
Arts assessment tasks with
rubrics and student
products/performances.
Video/audio/photo
documentation
Student reflections
Teacher lesson plans
STANDARD 3: PROFESSIONAL DEVELOPMENT
Demonstrator 1. Opportunity
Professional development opportunities are planned with teacher learning needs in mind and in response to data available
about teacher practice and student learning.
Characteristic (Proficient)
a) The professional growth plan (PGP)
supports appropriate instruction for
arts and humanities and links to the
Comprehensive School Improvement
Plan (CSIP).
b) Arts and humanities professional learning
opportunities incorporate the Standards for
Professional Learning, focus on
research/evidence based practices and
are planned based on school and student
Revised Aug 21, 2013
Sample/School Evidence
Add to or delete;
PGP
CSIP
PD central
Teacher Growth Plan
Arts PD
proposals/calendar
Location of Evidence
(e.g., Skydrive, other)
Arts and Humanities Evidence Index
data and teacher Professional Growth
Plans (PGPs).
c) Job embedded arts and humanities
focused professional learning
opportunities are available to teachers,
and they are encouraged to engage in those
opportunities.
d) The school allocates time for arts and
humanities teachers to collaborate and
exchange ideas with academic core
teachers.
Embedded PD schedule
Agendas/minutes from
PD sessions/PLC meetings
School schedule
Demonstrator 2. Participation
Teachers participate in Arts and Humanities-specific professional development designed to meet their needs. Arts and
Humanities teachers participate in professional development focused on 21st Century Skills
Characteristic (Proficient)
a) Arts and Humanities teachers
participate in arts content-specific
professional learning opportunities to
address school needs and based on
analysis of school and student data.
There is some evidence of
implementation of the professional
learning.
b) Arts and Humanities teachers actively
participate in professional learning
communities to address issues related to
instructional practices, data analysis,
and improving student achievement.
c) Arts and Humanities teachers are
leaders in professional organizations
and the school.
d) Arts and Humanities teachers regularly
collaborate with community, business,
and postsecondary partners through
Revised Aug 21, 2013
Sample/School Evidence
Add to or delete;
KPR
Student data
Teacher data
Arts teachers PD
attendance
Content- based PLC
minutes/products
Arts teachers’ membership
Arts teachers’leadership examples
in school
Arts conferencespresentation
proposals/documentation
District-based arts PDpresentation
proposals/documentation
School-basedartsPDpresentation
proposals/documentation
Meeting minutes
Meeting calendar
Location of Evidence
(e.g., Skydrive, other)
Arts and Humanities Evidence Index
advisory committees, work exchange
programs and/or community groups with
a focus on the arts.
e) Most teachers in the school receive and
implement professional development to
enhance the integration of the Arts and
Humanities content into school
curricula.
PD summary
Staff meeting minutes
PLC minutes
Arts integration
documents
STANDARD 4: ADMINISTRATIVE/LEADERSHIP SUPPORT & MONITORING
Demonstrator 1. Policies and Monitoring
School leadership establishes and monitors implementation of policies, provides adequate resources, facilities, space and
instructional time to support highly effective arts and humanities instructional programs.
Characteristic (Proficient)
a) School councils/leadership implement policies
to ensure that disciplined based arts instruction
is a part of the school curriculum and arts
concepts are taught throughout the school and
across the curriculum.
Sample/School Evidence
Add to or delete;
SBDM minutes/policies
School yearly class schedule
b) Protected time is allocated in the schedule so
that all students can receive instruction in the
Arts and Humanities disciplines.
School schedule
Student schedules
c) Arts teachers are invited to participate in
planning the annual school budget.
Budget committee
minutes/invitation
d) Arts teachers are assigned manageable class
loads based on course and facilities.
JCTA policy
School schedule
e) Arts teachers receive planning and travel time
that is equitable with other content areas.
JCTA policy
Art teacher schedule
f) The principal and Arts and Humanities teacher
leaders collaborate to allocate equitable time,
appropriate facilities and resources to
implement the arts programs.
Collaboration minutes
g) Decisions related to arts program staffing are
based on student need and interests.
Assessment data
Student survey
Student class requests
Location of Evidence
(e.g., Skydrive, other)
Demonstrator 2. Principal Leadership
Principals are the primary leaders of all arts and humanities program efforts and support teacher leadership through shared
leadership strategies and actions.
Characteristic (Proficient)
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Sample/School Evidence
Add to or delete;
Location of Evidence
(e.g., Skydrive, other)
Arts and Humanities Evidence Index
a) The principal enlists Arts and Humanities
teacher leaders to collaborate, evaluate and
reflect on the impact of the arts instructional
practices on overall student
achievement in the school.
b) The principal initiates and participates in
professional learning regarding the school’s arts
programs.
c) The principal frequently provides
communication with parents and community
about arts and humanities programs.
Revised Aug 21, 2013
PLC minutes/products
Collaboration minutes
Principal PD records (PD
central)
Workshop/conference/class
documentation
School Newsletter
School Website
Emails
Outdoor SchoolMarque
Letters sent home with
students
Monday Memo
Parent Connection