Monday, July 28
Final Schedule
3:00 PM: Arrival and check-in
5:30-6:30 Dinner-Café
6:30-7:30 Opening Remarks
Room:
No set program during dinner hour
Welcome: Marcia McCaffrey, Pres. SEADAE &
David Dik, Executive Director, Young
Audiences Arts for Learning
Guest: Ayanna Hudson, Director of Arts
Education, National Endowment for the Arts
Tuesday, July 29
7:00-8:00 Breakfast – Dining Hall
8:15-9:00 Space 1-Clover
 Marcia McCaffrey
 Cory Wilkerson
 Lynn Tuttle
Presenters can check out their space beginning at 7:00 AM
Opening Plenary
Overview of the National Arts Assessment Institute
 Institute Goals and Objectives
 Institute Design—designing your day
 Exit cards
 Brief introduction to the sessions
Issues & Solutions in Arts Assessment
9:10-10:10
10:10-10:30
10:30-11:30
Space 1-Clover A
Session A
Delaware Teacher Eval
Space 2-Clover B
Session B
Pennsylvania: SLO’s
Break
Session D (one time)
Michigan: Item
Development with
Break
Session E
Colorado:
Assessment Bank and
Keynote: Dr. Tim Brophy
A Declaration of Interdependence: A Facets Model for
State Arts Assessment Leadership
Arts Assessment Literacy
Space 3-Iowa A
Session C
Ryan Fisher: Portfolio
Evaluation
Break
Session F (one time)
Beth Cummings: Florida
Music Assessment
Space 4-Iowa B
Top 10 Reasons Not to Assess in the Arts (Shuler)
Break
Dr. Shuler, continued (ending time TDB)
Ana Cardona and
friends
Curriculum
Development
Session H (one time)
Dr. Brophy: Item
Response Theory for
MCA’s
Session I
South Carolina: SCAAP
Reporting and Analyzing
Assessment Results
Brief History of Arts Assessment and Learning the
Lingo (Frank Philip, McCaffrey and friends)
12:45-1:30
1:40-2:40
Session G
Connecticut: Common
Performance
Assessment
Lunch – Dining Hall
Session A (Delaware)
Session B (PA)
Session I (SC)
Session J: Young Audiences Arts for Learning: A
2:50-3:50
Session G (CT)
Session E (CO)
Session C (Portfolio)
3:50-4:10
4:15-5:30
Break
Break
Break
Break
All Attendees: Open Space Technology (modified)
Spaces identified spontaneously by groups
(Optional--Connecting with the NE Summit on Arts Education, Arts Assessment Institute in Portland, ME—virtual Q & A)
End day #1 and Dinner – Dining Hall
Planning Team Debrief
 fine tune presentations for Wednesday based on Tuesday’s discoveries
o discuss outcomes from Open Space
o go over exit cards and plan for panel discussion
11:40-12:40
Case Study Approach to Formative Assessment
4:15-4:45
5:30-7:30
7:30-9:30 PM
Session J (Formative Assessment)
Wednesday, July 30
7:00-8:15
8:30-9:45 Panel of “Exits”
Breakfast – Dining Hall
Space 1-Clover
Panelist will be identified from among the presenters to address issues that were identified from participant exit cards.
Space 1-Clover A
Space 2 – Clover B
Space 3 – Iowa A
Space 4 – Iowa B
10:00-11:45 Deep Dive
Topic 1: Teacher
Evaluation
12:00-12:45
Lunch: Roundtable discussion topics/poster presentation (TBD) – Dining Hall
1:00-2:15
2:30-3:30
Open Space Technology (modified)—Spaces identified spontaneously by groups
Space 1-Clover
Closing Plenary with Dr. Tim Brophy-Resident Expert
Follow-up Survey
Exit Cards
Thank-you’s
Topic 2: Item
Development
Topic 3: Performance Topic 4: National Core Arts
Assessment
Standards—state adoption
and Model Cornerstone
Assessments
Issues and Solutions in Arts Assessment Sessions (Tuesday)
Session A
Delaware: Teacher Evaluation with Deb Hanson
Session B
Pennsylvania: SLO’s with David Dietz and Cory Wilkerson
Session C
Portfolio Teacher Evaluation with Ryan Fisher
Session D
(offered 1x)
Michigan: Item Development with Ana Cardona and
friends
Session E
Colorado: Assessment Bank and Curriculum Development
with Karol Gates and friend
Florida Music Assessment with Beth Cummings
Session F
(offered 1x)
Session G
Connecticut: Performance Assessment with Scott Shuler
Session H
(offered 1x)
Session I
Dr. Brophy: Item Response Theory
Session J
Young Audiences Arts for Learning: A Case Study Approach
South Carolina: SCAAP Reporting and Analyzing
Assessment Results with Scot Hockman
to Formative Assessment
Deep Dive Topics (Wednesday)
Deep Dive 1:
Teacher Evaluation/SLO’s
Deep Dive 2:
Item Development
Deep Dive 3:
Performance Assessment
Deep Dive 4:
National Core Arts Standards
state adoption and MCA’s
Experts Dive 1: Deitz; Hansen;
Wilkerson
Experts Dive 2: Schmid; Cardona;
Cummings;
Experts Dive 3: Shuler; Young
Audiences; Fisher
Experts Dive 4: Sabol; Tuttle
Open Space Technology Resources:
http://www.openspaceworld.com/users_guide.htm
http://en.wikipedia.org/wiki/Open_Space_Technology
http://www.openspaceworld.org/cgi/wiki.cgi?AboutOpenSpace
Presenter Guidelines for Tuesday Sessions (Focus on Issues and Solutions):
Assumption—“From complex projects come unexpected issues. Identifying the issues and resolving them create unique learning experiences. How might
others learn from your experience?”
1. Identify the “project or topic”
2. Identify the major components of the project including any research-based models (e.g. Danielson, Marzano, McRel, Goh, Darling-Hammond)
3. Clearly identify issues that arose in the course of the project. Discuss what happened—when were the issues identified; what solutions were
considered and why; what actions were taken.
4. Discuss results—so how did it work out? What happened?
5. Lessons-learned: Here’s what you might want to think and know about to avoid this issue. (#5 is the big take-away for this presentation)
6. Leave time for exit cards at the end. Remind people that the Panel, Open Space Technology and Deep Dives will be an opportunity to go more deeply
into the topic and address people’s questions. Exit cards should capture attendee’s questions, need-to-knows, and requests for deeper learning.
Exit Cards:
As each session comes to a close, participants will be asked to complete exit cards which will be collected and sorted. The exit cards will be used in
formative ways to customize the institute to the various learning needs of attendees. Your exit card is based on this prompt: Please write down one
question, idea, or a-ha based on the presentation you just attended or based on the culmination of information you’ve learned or on thoughts that
keep rolling around in your head that are assessment-driven. Your responses should help organizers better prepare tomorrow’s content to meet your
needs.