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 provid
es valuable insight and information about student access, program quality, areas of strength and n
eeds 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 qu
ality of the evidence selected, and develop an appropriate supporting rationale.
Program Review teams should consider the
evidence:
1.
following focus questions when identifying and analyzing
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 evid
ence. There is no expectation that it be collected or stored over long periods of time. Because
evidence is a natural product 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,
of projects).
and/or photographs
• 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 expectatio
n that evidence be provided for every single classroom for every characteristic.
•
is illustrative of a
given performance
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level criteria.
Multiple pieces of evidence
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Arts and Humanities Evidence Index
should be identified to strengthen the judgment for a performance rating. Each piece
of evidence could fully or partially demonstrate one or more of the characteristics.
•
supports the stated rationale for
a performance rating of
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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 intentionally scheduling
time within the instructional day
for a balanced program of creating,
performing and responding to the
arts
in each of the four arts
disciplines (dance, drama, music,
visual arts)
School class/course schedule
School calendar
Calendar of arts events
SBDM policy
b) The arts curriculum provides
discipline-based 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.
School schedule/Course schedule
Location of Evidence
(e.g., Skydrive, other)
Arts curriculum maps/guides
SBDM policy on High School Arts
Specialization
• Elementary: All students have an
average of 150 minutes per week of
regularly scheduled discipline-based
arts instruction providing for
exploration of each of the
four art forms.
• Middle School: All students have
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 course 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
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Arts and Humanities Evidence Index
arts course to meet the Arts and
Humanities graduation requirement.
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
Add to or delete;
a) The arts curriculum
encompasses creating,
performing and responding
and is fully aligned with the
Kentucky Core Academic
Standards.
Arts curriculum maps/guides
Student visual art Products
Lesson plans
Student dance,
drama/theatre, and music
performances
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.
Arts curriculum maps/guides
Teacher lesson plans
Student visual art products
Student dance,
drama/theatre, and music
performances
c) The school curriculum provides
opportunities for integration as
natural cross- curricular
connections are made between
the arts and other content areas.
Arts curriculum maps/guides
Teacher lesson plans
Student visual art products
Student dance,
drama/theatre, and music
performances
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.
Arts curriculum maps/guides
Teacher lesson plans
Lesson materials (video clips,
print materials, posters,
PowerPoints, etc,)
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.
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)
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Location of Evidence
(e.g., Skydrive, other)
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Arts and Humanities Evidence Index
Demonstrator 3. Instructional Strategies
Teachers implement instructional strategies that provide quality experiences, a variety of activities, and access for all
students.
Characteristic (Proficient)
Sample/School Evidence
Add to or delete;
a) Teachers systematically
incorporate all three
components of arts
study: creating,
performing and
responding to the arts.
Teacher lesson plans
Video/audio/photo
documentation
Arts curriculum maps/guides
Arts
performances/exhibitions/
contests
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.
Teacher lesson plans
Video/audio/photo
documentation
Arts curriculum maps/guides
Guest artists
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.
Video/audio/photo
documentation
Critique/assessment samples
Lesson plans
d) The arts curriculum is enhanced and
strengthened through collaboration
with guest artists, complementing
discipline based arts instruction
during the regular school day.
Teacher lesson plans
Video/audio/photo
documentation
Location of Evidence
(e.g., Skydrive, other)
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
Add to or delete;
a) Students are actively engaged in
creating, performing and
responding to the arts.
Video/audio/photo
documentation
Visual art products
Student dance,
drama/theatre, and music
performances
b) Students identify a purpose and
generate original and varied
Video/audio/photo
documentation
Visual art products
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Location of Evidence
(e.g., Skydrive, other)
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Arts and Humanities Evidence Index
art works or performances
that are highly expressive with
teacher guidance.
Student dance,
drama/theatre, and music
performances
Arts curriculum maps/guides
Teacher lesson plans
c) Students, with teacher guidance,
routinely use creative,
evaluative, analytical and
problem solving skills in
developing and/or reflecting in
their artistic performances and
products.
Video/audio/photo
documentation
Arts curriculum maps/guides
Teacher lesson plans
Arts assessment samples
d) Students use written and verbal
communication to objectively
reflect on exemplary exhibits and
live or technologically provided
performances as classroom
assignments.
Arts assessment Samples
Teacher lesson plans
Video/audio/photo
documentation
e) Students demonstrate the
ability to become selfsufficient in creating
performances and/or
products after teacher
guidance
Video/audio/photo
documentation
Arts assessment Samples
f) Students are supported and
encouraged to participate in grade
level appropriate juried events,
exhibitions, contests and
performances outside the school
environment {at the middle and
high school levels?}.
Arts
performance/exhibition/cont
est opportunities
documentation.
Artifacts from juried student
arts exhibitions and
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)
Sample/School
Evidence
Add to or delete;
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.
Formative and
summative arts
assessment samples
Arts curriculum
maps/guides
b) Teachers guide students to
use developmentally or grade
level appropriate peer review and
critique to evaluate each other’s
work.
Student peer
review/assessment
samples
Lesson plan identifying
peer review/critique
method with rubric
example
Location of Evidence
(e.g., Skydrive, other)
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;
a) Exemplar/models are used to
encourage students to
demonstrate characteristics of
rigorous work in the appropriate
art form in most instructional
lessons/units.
Teacher lesson plans
Video/audio/photo
documentation
Lesson materials (video
clips, print materials,
posters, PowerPoints,
etc,)
Student arts learning
targets
b) Teachers share clearly defined
rubrics or scoring guides with
students before creating,
performing, or responding
assignments or assessments
appropriate to the age and grade
level and students have the
Arts
product/performance
rubrics
Student performance
assessments (portfolios,
Smartmusic, etc.)
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Location of Evidence
(e.g., Skydrive, other)
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Arts and Humanities Evidence Index
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 reflect
acceptable growth during the
course or school year.
SMART goals
Data supporting
attainment of goals
Student arts learning
targets
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)
Sample/School Evidence
Add to or delete;
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.
Report cards
Graded
projects/performances
Student peer
reviews/critiques
Adjudicated arts
contest/exhibition/performa
nce documentation
Arts assessment rubrics
b) Students regularly reflect on,
critique and evaluate the artistic
products and performances of
others and themselves as is grade
level and age appropriate.
Arts assessment tasks with
rubrics and student
products/performances.
Video/audio/photo
documentation
Student reflections
Teacher lesson plans
Location of Evidence
(e.g., Skydrive, other)
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.
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Arts and Humanities Evidence Index
Characteristic (Proficient)
Sample/School
Evidence
Add to or delete;
a) The professional development
action plan is linked to the
Comprehensive School
Improvement Plan (CSIP) and
supports grade level appropriate
instruction in the Arts and
Humanities.
PD action plan
CSIP
b) Job embedded professional
development opportunities are
available to Arts and Humanities
teachers to encourage continuous
growth.
Embedded PD schedule
Agendas/minutes from
PD sessions/PLC
meetings
c) Arts and Humanities professional
development opportunities focus on
research based best practices and
are planned based on school and
student data and teacher
Professional Growth Plans.
PD central
Teacher Growth Plan
Arts PD
proposals/calendar
d) The school schedule allows for Arts
and Humanities and academic core
teachers to collaborate and
exchange ideas.
School schedule
Location of Evidence
(e.g., Skydrive, other)
Demonstrator 2. Participation
Teachers participate in Arts and Humanities-specific professional development designed to meet their needs. Arts and
st
Humanities teachers participate in professional development focused on 21 Century Skills
Characteristic (Proficient)
Sample/School
Evidence Add to or
delete;
a) Arts and Humanities teachers
participate in arts contentspecific professional
development selected based on
school, student and teacher
data analysis.
KPR
Student data
Teacher data
Arts teachers PD
attendance
b) Arts and Humanities teachers
actively participate in professional
Content- based PLC
minutes/products
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Location of Evidence
(e.g., Skydrive, other)
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Arts and Humanities Evidence Index
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.
Arts teachers’
membership
Arts teachers’
leadership examples in
school
Arts conferences
presentation
proposals/documentati
on
District-based arts PD
presentation
proposals/documentati
on
School-based arts PD
presentation
proposals/documentati
on
d) Arts and Humanities teachers
regularly collaborate with
community, business, and
postsecondary partners through
advisory committees, work exchange
programs and/or community groups
with a focus on the arts.
Meeting minutes
Meeting calendar
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
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Arts and Humanities Evidence Index
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)
Sample/School Evidence
Add to or delete;
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.
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)
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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.
PLC minutes/products
Collaboration minutes
b) The principal initiates and participates in
professional learning regarding the school’s
arts programs.
Principal PD records (PD
central)
Workshop/conference/cla
ss documentation
c) The principal frequently provides
communication with parents and
community about arts and humanities
programs.
School Newsletter
School Website
Emails
Outdoor SchoolMarque
Letters sent home with
students
Monday Memo
Parent Connection
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