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
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
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…”
Michigan Assessment
Consortium
•Promote assessment knowledge and
practice
•Provide professional development
•Produce and share assessment tools
and products
Agenda
 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?
What is MAEIA?
A project being developed by :
 Michigan Assessment
Consortium (MAC)
 Data Recognition
Corporation (DRC)
 for the Michigan
Department of Education
(MDE)
 in partnership with
Michigan educators.
Pictured: MAEIA Blueprint Writers and
Management Team
3 Year MAEIA Vision
1. MAEIA Blueprint
1. MAEIA Audit
2. Model Arts
Assessments
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
mi-arts.wikispaces.com
Arts Education in the National Context
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)
INSTRUCTION
ASSESSMENT
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/
National Core Arts Standards: A Conceptual Framework for Arts
Learning:
Philosophical
Foundations
Lifelong Goals
The Arts as
Communication
Artistically literate citizens use a variety of artistic media, symbols, and
metaphors to independently create and perform work that
expresses/conveys/communicates their own ideas, and are able to respond by
analyzing and interpreting the artistic communications of others.
The Arts as Creative
Personal Realization
Artistically literate citizens find at least one art form in which they develop
sufficient competence to continue active involvement in that art form as an
adult.
The Arts as Culture,
History, and
Connections
Artistically literate citizens know and understand artwork from varied historical
periods and cultures, and actively seek and appreciate diverse forms and genres
of artwork of enduring quality/significance. They also understand relationships
among the arts, and cultivate habits of searching for and identifying patterns and
relationships between the arts and other knowledge.
The Arts as a Means
to Wellbeing
Artistically literate citizens find joy, inspiration, peace, intellectual stimulation,
meaning, and other life-enhancing qualities through participation in all of the
arts.
The Arts as
Community
Engagement
Artistically literate citizens seek artistic experiences and support the arts in their
local community.
The Michigan Context
• 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
Comprehensive Balanced
Assessment System
Aligned to Content Standards
MEAP /MME/MI-Access/End of Course
Summative – Assessment of Learning
Are students proficient?
Interim Assessments/Unit/Chapter
Short-Cycle Summative Assessments
Are students on track for proficiency?
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 (2014-15)
Subject
Mathematics
Reading
Writing
Science
Social Studies
Other (e.g., Art, Music, P.E.)
i
c
m+
M+
s
S
*
K
i
i
i
*
*
*
1
i
i
i
*
*
*
2
i
i
i
*
*
*
3 4
s s
s s
s s
i m+
i i
* *
Grade
5 6 7
s s s
s s s
s s s
i i m+
m+ i i
* * *
8
s
s
s
c
m+
*
Interim assessment based on grade level content expectations
Interim course content assessments based on Michigan Merit Curriculum
MEAP + interim assessments
MME + course content assessments
Smarter Balanced (based on grade level common core). Includes formative practices, interim grade level, and summative.
Smarter Balanced (based on high school common core). Includes formative practices, interim course content, and summative.
Model interim/course content assessments
New assessment or new/changed grade level
9 10 11 12
S S S c
S S S c
S S S c
c c M+ c
c c M+ c
* * * *
2010 Michigan Arts
Education Policy Agenda
2012 Michigan Arts
Education Survey
Report and
Recommendations
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
A Comprehensive Survey of Arts Education
in Michigan Schools
Data Collected: October 2011 – December
2011
Report : September 2012
Cypress Research Group
MI ARTS EDUCATION CENSUS
• 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.).
AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS
*108,000 students are without access to arts education in Michigan.
Number of Arts Disciplines Offered
Zero Arts Disciplines
100%
4%
8%
% of Schools
80%
60%
One
Two
4%
Three
0%
8%
20%
34%
62%
49%
31%
40%
20%
Four Arts Disciplines
20%
20%
20%
6%
8%
8%
Elementary
Middle School
High School
LEVEL OF ARTS EDUCATION
IN MICHIGAN SCHOOLS
Certified Arts Specialist as Primary Instructor
Percent of Schools with a Certified Arts Specialist as the Primary Instructor for at Least One Grade
Elementary School
100%
87%85%
77%
% of Schools
80%
77%77%75%
Middle School
85% 84%
73%
High School
83%81%
78%
75%
74%
69%
60%
40%
20%
0%
35%
31%
26%
38%
37%
37%
STATE GRADUATION REQUIREMENT
IN THE ARTS
Local Graduation Requirements
For High Schools, Grades 9-12
What are the local graduation requirements (credits) for the arts?
88% of schools meet
or exceed the state’s
one credit graduation
requirement in the
arts.
*12% of schools do
not meet the state
graduation
requirement of one
credit in the arts.
More
Than One
Credit 15%
Less Than
One Credit
12%
One Credit
73%
LEVEL OF ARTS EDUCATION
IN MICHIGAN SCHOOLS
Time Provided for Visual & Performing Arts
(n=826)
Percent Schools With At Least One Hour/Two Hours Per Week of Instruction
All Arts Disciplines Combined, By Grade Level
100%
At Least One Hour Per Week
% of Schools
80%
60%
40%
60%
26%
68%
31%
68%
31%
At Least Two Hours Per Week
69%
31%
69%
31%
68%
31%
19%
20%
0%
.
Kindergarten
68%
First Grade
Second Grade Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
RECOMMENDATIONS
Developed by MI Youth Arts Forum
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 student’s 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
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 pupil’s 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.
MI Arts Ed
Policy Agenda
2010
2012 Survey
Student Access
Blueprint
C
Audit Tool
SI Plans
C
C
C
C
C
C
Student/Teacher
Assessment
Schools in need
Professional
Learning
Target Resources
Assessment
Administration &
Scoring- Training
C
Accountability
Arts Ed Policy
Model
Assessments
C
C
C
C
C
MAEIA’s 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.
1. 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
Student Access
Program
Planning,
Review, and
Improvement
Community
and Cultural
Collaborations
Facilities and
Resources
7 Criteria of a
Gold Standard
Arts Education
Program
Professional
Learning and
Instructional
Support
Connections
Policies and
Accountability
The Blueprint’s gold standard statements are:
- aspirational broad descriptions
- based on the best available research and
recommendations for all students to be career and
college-ready.
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...
Dance
Music
Theatre
Visual Arts
FRSS 2009-10
51% offer it 1-2
x per wk
5% offer it
every day
10% over it 3 to
4 times per
week
58% of those
schools offering
theatre offered
it at least 1 x
per wk
2 % offer it
every day
6% offer it 3 to 4
x per wk
National Assns
30-90 minutes
120
minutes/week
Full year at
elementary
level
60 minutes /2
times per week
Every grade
Connecticut
60-100 minutes
per week
60-100 minutes
per week
60-100 minutes
per week
60-100 minutes
per week
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
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
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
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.
Student Access
Program
Planning,
Review, and
Improvement
Community
and Cultural
Collaborations
Facilities and
Resources
Arts Education
Program Audit
Tool
Professional
Learning and
Instructional
Support
Connections
Policies and
Accountability
MAEIA Audit Tool
MAEIA Audit Tool Timetable
 August 15 – September 15th
Public Review of Audit Tool
 Fall 2013
MAEIA Audit Tool Draft
 Spring/Summer 2014
MAEIA Interactive Audit Tool
mi-arts.wikispaces.com
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
• 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
The Assessment Specifications Document:
o Chapter 1 - Introduction
o Chapter 2 – Purposes of the Arts Education
Assessments
o Chapter 3 – Overview of the Arts Education
Standards
o Chapter 4 – Overview of Assessment Design
o Chapter 5 – Assessment Specifications
o Chapter 6 – Assessment Development Procedures
o Chapter 7 – Assessment Administration
o Chapter 8 – Report of the Assessment Results
Example of what might be included in a 5th grade visual arts assessment
Standard
DOK of
Standard
Create
3
Create
4
Create
3
Create
3
Performance
Task
Performance
Event
Constructed
Response
Selected
Response
Sketch at least three
compositions that explore
what it means to be you.
Select one for a final
composition.
Compose a piece of art
that demonstrates what it
means to be you by
selecting media and style
of your choice.
Justify your choices with a
written statement of your
finished work using details
and examples from the
finished art to explain how
it reflects what you are
trying to show about
yourself.
Demonstrate the qualities
of abstract and realistic
works of art by answering
questions to identify and
group examples.
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 10th Public Review
 Fall/Winter 2013
ASD and Prototype
 2013-14
Secondary Arts
Items Available
Assessment(s)
> Revised
 2014-15
Revised
Drafted > Reviewed > Piloted
K-8 Arts Assessment
Drafted > Reviewed > Piloted >
mi-arts.wikispaces.com
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
 District’s 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: mi.maeia.project@gmail.com
“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)
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…?
Creativity is at the top!
The Creative
Process
Imagine
Examine
Perceive
Explore
Experiment
Develop craft
The
Creative
Process
Share
Create
Reflect
Assess
Revise
4 C’s in 21st Century Skills
NCCAS 2013 Conceptual Framework
Researchers have demonstrated the
intellectual benefits of the arts…
1.
Development of general thinking skills and problem-solving abilities
2.
Development of a more complex neural network of the brain
3.
Links between arts studies and school achievement in mathematics and
language
4.
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.
Resources
 NAEP 2008 Arts Framework
 http://www.nagb.org/content/nagb/assets/documents/pu
blications/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
Contact Information
 Kathy Dewsbury-White, Ph.D.
President/CEO MAC, Inc.
1001 Centennial Way Suite 300
Lansing, MI 48916 517.927.7640
kdwhite@michiganassessmentconsortium.org
MAC http://michiganassessmentconsortium.org
MI-Arts Wiki - http://mi-arts.wikispaces.com
MI-Arts Facebook page - http://www.facebook.com/pages/MIArts/401607636590291