Standards Based-Standards Based-Standards Based
May 26, 2009What is happening in Maine with standards based education?
I know you’re never supposed to open with an apology when you speak or share information but this blog post is going to be a bit longer than usual because it is meant to help clarify and give you a picture of where we are with standards based education in Maine. Please take the time to read through and yes, I apologize for the length.
A LITTLE HISTORY
For years we’ve heard about “standards based education”. We created the Maine Learning Results (MLR-standards document) in 1997 (fondly known as the purple book) and in 2007 the Department, by order of the legislature, revised the standards. The visual and performing arts (dance, music, theatre, visual arts) are part of the Maine Learning Results: Parameters for Essential Instruction. You won’t find this document printed (no more purple book) because you can access it online at http://www.maine.gov/education/lres/pei/index.html
WHERE WE ARE TODAY
During the past two months the Department’s PK-20 team (those individuals responsible for instruction and assessment) have been engrossed in learning about a system called RISC, Reinventing Schools Coalition http://www.reinventingschools.org/, that delivers the promise of a standards based system.
DEFINING STANDARDS BASED
Before I tell you more about RISC I want to help define “standards based”. Many school administrative units are using a standards based report card system. This documents student progress based on their accomplishments of the standards. If this is the only change a district has made this is actually a “standards referenced system”, not standards based. So what is the difference? (You’re probably thinking, OK Nestor, get to the point!) In a standards based system students do not move onto to the next level of learning until they have completed the level of learning they are at. In other words accomplished the standard, really learning before moving on to the next concept.
MOVING AHEAD
When we created the original MLR document and revised them in 2007 (yes, I was there for both of those experiences as an art teacher) we agreed that ONLY what we truly want kids to know and be able to do be included in the document. I haven’t spoken to any dance, music, theater or visual arts teacher who doesn’t agree that the revised MLR’s are a better working well developed document. All arts teachers had the opportunity (and are expected to) have a local curriculum that is aligned with the MLR’s. (Yes, we are no longer using the purple book, recreate it into something else).
I know some arts educators have not aligned curriculum with the 2007 MLR’s or perhaps think that the MLR’s will go away. If you are one of those people, it is time to hop on the bus and move forward. This is about the kids and insuring that all students leave our K-12 systems prepared with an arts education.
RISC CONFERENCE IN MAINE
Two weeks ago the Department invited school administrative units to bring teams to a conference to learn more about the RISC model. The conference presented an overview of the RISC model and was facilitated by Wendy Batino and Rick Schreiber, and a team of students and educators. About 275 attended the three-day conference. In order for RISC to completely work, all the stakeholders in a school district need to be part of the learning and transforming. This includes students, parents, school board and other community members, teachers and administration.
In the model the student is at the center of education. From a very young age the student understands the goals are and are working towards accomplishment of the goals. The goals are the standards and students move through each level as they exhibit their learning of the standard.
SCORING GUIDES
Scoring guides (rubrics) are used as part of the system. In November of 2008, Dr. Robert Marzano from Marzano Associates in Colorado, traveled to Maine for the curriculum leaders conference and gave the keynote. He suggested that scoring guides be created on the state level and be made available to local school districts to measure the accomplishments of the standards. We are beginning the work this week.
Where do scoring guides fit into the RISC model or standards based systems? The scoring guides will contain the Performance Indicators. Teachers can use them to measure if students are accomplishing each of the standards that are aligned within your curriculum.
Some of you might be thinking…. Isn’t this a state curriculum? No, it is not. A state curriculum would dictate what and how you teach. That is up to you. Remember, if your local curriculum is aligned with the MRL’s then you have the local control of what and how you teach. The scoring guides will help you measure what you’ve taught and what kids have learned. The scoring guides are plugging in the performance indicators.
NEXT STEPS
So, what are the next steps? Those who attended the statewide conference may apply to be a pilot site for the RISC model. And, on May 27, 2009 a team of 15 arts educators will begin creating the scoring guides with Marzano Associates. This work will continue for 2 days in the summer and is slated to finish on October 7, 2009.
If you want to learn more about the RISC model I suggest you obtain a copy of “Delivering on the Promise”, available at http://www.solution-tree.com/ I will continue to provide you with information as the scoring guides are developed by arts educators. The Department will be seeking feedback on the scoring guides in late fall or early winter.
As we move forward with this work PLEASE keep abreast of what is happening since the arts will be part of this important work. We need to insure that this work in arts education is an integral part of each school administrative units work. If you have questions or comments please post them here on the blog or feel free to email me separately!
Standard Based initiatives should ensure that music (and I suspect theatre and art classes as well) will no longer be considered “dumping grounds” for students who do not have the appropriate skills. For instance, a band student will now have to read music to be placed in band. Some schools simply place students in band and charge the music teacher with teaching him/her to play an instrument. When those in charge of scheduling understand that there are certain skills necessary to perform in ensembles, then we will have more effective and complete programs.
There is also an alarming trend towards filling music positions with under qualified teachers (here at SAD #27 we are lucky to have extremely highly qualified professionals in our fine arts programs). Standards Based programs REQUIRE well trained and highly motivated folks to deliver each student to a higher level of attainment. Music is more than just a loud Pep Band.
In implementing rigor and structure, will innovation and creativity suffer?
I applaud The DOE for its work and leadership in the realm of visual and performing arts!
It is so wonderful to read clear and accurate information about the progress in implementing the standards in our schools. The arts should be proud in knowing that we were one of the first disciplines to complete the national standards many years ago. It took a bit for the state standards to follow that example, but I think we are now there. I’m looking forward to learning from my arts colleagues many new ways to implement and assess these standards. For many of us we have been teaching these standards for many years and it’s exciting to see it come together in a meaningful way.
As part of the team working on developing the new scoring guides, I am very excited to work on new tools for assessment that will offer clear evidence of what students know and are able to do. Working in a standards-based system will allow us to make sure that all students receive the skills and knowledge that they need to pass on to the next level. Although it will take a lot of time and a lot of work, I think that truly meaningful changes are coming our way!
Thank you for your comment Ed. We need to be continually mindful of the diverse needs of each region of our state. Certified and highly qualified arts educators in classrooms across the state needs to be a priority so all students receive an outstanding education!
Thank you for your comment Alice! It was obvious when we met for the Regional Professional Community meeting in Washington County you and the other arts educators were involved in meaningful curriculum with your students. The statewide scoring guides have the potential to help us align our work even further without stifling the creativity of local decisions or any one teacher in their arts classroom. Here’s to moving forward!
Thanks for joining the conversation Jean! I am glad you are part of the scoring guide development panel. It is going to be a difficult job but very meaningful!
This is a incredible opportunity for VPA. I also agree that is going to be a challenging and meaningful. Being a member of the scoring guide development group, I left thinking what an opportunity to be on the cusp of the changing face of education. Creating clear scoring guides for VPA only strengthens the state of Maine’s commitment to Arts education. I actually am looking forward to meeting again, I wish it was a sooner. This is exciting and challenging but VERY meaningful work!
Lisa Gilman
Winthrop Middle School
There are many things that I like about standards based systems, especially for the arts. Having the students meet standards before moving on in any subject is very powerful. It says that “we’re serious about your learning and not just putting in the time”. When a student meets or exceeds a standard, they can point to that with genuine pride in accomplishing something stated and measured. For the arts (and PE, for that matter), it will elevate our discipline to something more than giving “real teachers” a prep, or something “nice” or “fun” or “unmeasurable”. Having measurable rigor that is seen by all will give teachers and students more respect for teaching and pursuing the arts. I think this is an exciting step forward!
Developing scoring guides solidifies and validates the importance of continuing arts education in the schools. At a time when cuts are being made everywhere, this is further documentation to support viewing art as something other than and “extra” in the curriculum. I’m very excited to be on this panel and look forward to the exchange of creative minds!
Laurie Brooks
Searsport District Middle School
I currently teach in a standards based system, and am thrilled that the state is taking this step. It really makes teachers and students think about essential knowledge and skills in each field or subject area. There will also be the practical challenges. In my school, we are currently dealing with the unintended consequences of time not driving the learning. We are convinced that all students can master the standards, if given the time. But what happens when they are given the time, and don’t use it wisely? And what does a standards based transcript look like? And how do you find a grading program that fits? This is down the road for most Maine schools, but we are in the middle of it now.
Getting back to the arts, they meet so many standards, not just the VPA standards, because the writing, the performances, the shows are real, not contrived events. A recent performance by my theater class for the entire school garnered them a “meets” in all six of our high school’s VPA standards, not to mention kudos from their schoolmates and a pizza party from the principal. It was a very powerful experience for them.
I must say though, that I am overwhelmed at the prospect that there are just a small handful of us who are creating the scoring guides for theater for the entire state. I hope that when drafts of these are finished, we get feedback not only from Marzano, but from colleagues in the field as well. I’m thinking back to the first iteration of the MLRs, when there seemed to me to be a lot of arbitrary, pet project type expectations (no offense if you the reader wrote them, I realize we have to start somewhere). These scoring guides should be universal, and the examples just that – examples.
As for the concern about rigor and structure compromising innovation and creativity, I have seen just the opposite. Rigor and structure have freed students up for even more creativity, and innovation. I’ve seen it in my classroom and our larger theater program. I think they go hand in hand.
Chris Goosman, Searsport District High School
I couldn’t agree with Chris more – because of rigor and structure of standards based education we in the arts will have stronger framework on which to build amazing creativity and innovation! This was reiterated to me while studying for my MSED as well as by experience.
I’d like to share a great story. By trade I’m a piano tuner as well as 7 years ago being drafted as a music teacher. (At which point I did have a BA in Music).
While tuning on Beals Island recently, the piano owner and I were conversing about his talented daughter who had received a full music scholarship after high school. During her first year, she called her father and announced that she had decided to become a lawyer. He then said that now, as a successful lawyer, she carries tremendous skills to the courtroom from her extensive, youthful, background in music performance. I was thrilled to learn of this great example and have used it in my Spring Concert introductions. Yes, the arts automatically and engagingly cultivate creativity, persuasiveness, poise, aesthetic appreciation, etc … all valued & needed in the unknown workplace of tomorrow.
GREAT story Cynthia! Thank you so much for sharing it!
Argy, your writing on Standards Based Education was helpful. I enjoy doing this work as it raises my awareness of many essential teaching and learning ideas and practices. Standards Based will continue to make more sense as we define what “meeting the standard” is. A descriptive #4 is much more clear for students and teachers than the traditional 92-100. Students will know what it means to earn a #4- knowing empowers them to make choices towards meeting and exceeding the standards. Yup, I’m sold.
Bottom line for this work: every once in a rare while the stars align in a way that allows VPA a window of time to assert it’s goals, dreams and potential as an essential content area/discipline. This is one of those moments in time. Argy has laid the foundation for this work, the Maine Learning Results Revision has given us the starting point and the Department of Education & Legislature have given the green light to move forward. To say I’m excited about both this work and its implementation in the years to come is an understatement. I am exceedingly PROUD of Maine as a state for going the direction of Standards Based Education, and downright giddy that VPA continues to define its role in tangible ways though the process. The direct and peripheral benefits of this work has the potential to be groundbreaking for both Maine and for other states across the country who have their eyes on us even as we speak… very, very, VERY cool!
Thank you for your comment Rob!!!!