SBE Meeting 09/2010 Attachment GCS 1 EXECUTIVE SUMMARY

Transcription

1 SBE Meeting 09/2010 Attachment GCS 1 EXECUTIVE SUMMARY Title: Changes and Clarifications to Policy GCS-A-012: Annual Measurable Achievement Objectives for NCLB Title III Type of Executive Summary: Consent Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute # SBE Policy #GCS-A-012 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other NCLB Title III, Part A, Section 3122(a) (3) Presenter(s): Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and Accountability Services) and Dr. Louis M. Fabrizio (Director of Accountability Policy & Communications) Description: North Carolina now has two years of data from the ACCESS for ELLS assessment used for determining Title III Annual Measurable Achievement Objectives (AMAO) criteria and targets. The NCDPI has continued its working relationship with the Appalachia Regional Comprehensive Center (ARCC) and Dr. Robert Linquanti, Project Director for English Learner Evaluation and Accountability Support at WestEd, to assist in revising these targets and criteria. NCDPI is also working with Dr. H. Gary Cook, Research Director for the Wisconsin Center for Educational Research, through the WIDA Consortium, the test publishers of the ACCESS for ELLs. The United States Department of Education (USED) is aware of the work being done to meet the federal requirements. Under the guidance of Dr. Linquanti and Dr. Cook, Accountability staff examined different scoring and ranking strategies to establish the proficiency targets for AMAO 2. Because of the tight timelines involved in completing this work, the information will be sent to the State Board of Education members prior to the September meeting. Resources: NCDPI Testing Policy and Operations staff, the English as a Second Language (ESL) staff, Dr. Linquanti, Dr. Cook, and the Testing Students Identified as Limited English Proficient Advisory Committee Input Process: The proposed adjustment for was reviewed by Accountability and ESL staff on August 18, 2010, and the Testing Students Identified as Limited English Proficient Advisory Committee on August 26, Stakeholders: Students, parents, teachers, LEA and school personnel, State Board of Education, and agency staff Timeline For Action: This agenda item is being submitted for Action on First Reading to allow schools to meet the federal timeline of notifying parents of eligibility for services to LEP students. Students who attain English language proficiency on the ACCESS for ELLs will exit LEP identification. Taking action at this time will allow for effective parent communication and appropriate student placement. Recommendations: The Department requests that the State Board of Education approve the amendments to policy GCS-A-012.

2 Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Lucy Medlin, (919)

3 SBE Meeting 09/2010 Attachment GCS 2 EXECUTIVE SUMMARY Title: Discussion of North Carolina s Proposed New Accountability Model Type of Executive Summary: Consent Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute # SBE Policy # SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other SBE s Framework for Change Presenter(s): Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support) and Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and Accountability Services) Description: The Department of Public Instruction established the Accountability and Curriculum Reform Effort (ACRE) to develop and implement a response to the Framework for Change adopted by the State Board of Education (SBE). In the Framework for Change (June 5, 2008), the SBE directed the Department to examine the K-8 accountability model with a 21 st century focus and to develop a new high school accountability model (p. 5, items 6 and 7). The ACRE Assessment and Accountability Committee drafted a proposal for a new accountability model to address both K-8 and high school accountability. Components of the proposed model include student performance, value-added performance for teachers, schools and districts, long-term (longitudinal) growth, graduation rate, Future Ready Core, and postsecondary readiness. Resources: Framework for Change, historical documentation of the ABCs, research on accountability and growth Input Process: ACRE committee meetings, surveys of LEA superintendents and testing coordinators, discussion by Technical Advisors for accountability Stakeholders: State Board of Education, Department of Public Instruction, General Assembly, Governor s Office, Local Education Agencies, public schools and charter schools, students, parents Timeline For Action: This item was discussed at the October, November, December, January, February, May, June and August SBE meetings, and the Board held an Issues Session on Accountability on March 31, This item will continue to be on the SBE s monthly agenda until it becomes an action item. Recommendations: The SBE is asked to discuss and provide guidance to the Department Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided)

4 Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Lucy Medlin,

5 SBE Meeting 09/2010 Attachment GCS 3 EXECUTIVE SUMMARY Title: Annual Report: State Advisory Council on Indian Education Type of Executive Summary: Consent Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute #115C-210 SBE Policy #TCS-B-001 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other Presenter(s): Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support), Ms. Benita B. Tipton, State Superintendent's Representative, State Advisory Council on Indian Education) and Dr. Zoe Locklear (Chair, State Advisory Council on Indian Education) Description: In 1988, the State Board of Education (SBE) adopted an Indian education policy to provide a process for identifying issues pertaining to the education of American Indian students in grades K-12. In the same year, the General Assembly passed House Bill 2560, which established a fifteen-member State Advisory Council on Indian Education to serve as the mechanism for advocating on behalf of American Indian students. Membership consists of American Indian parents and educators, legislative members from the N.C. Senate and House of Representatives, representatives from the UNC Board of Governors, the North Carolina Commission of Indian Affairs and the Office of the State Superintendent of Public Instruction. The Council serves a vital role in advising the State Board of Education on issues pertaining to the education of American Indian students. More specifically, the Council is charged with the following duties: to advise the SBE on effective educational practices for American Indian students; to explore programs that raise academic achievement and reduce the dropout rate among American Indian students; to advise the SBE and the Department of Public Instruction on ways to improve coordination and communication for the benefit of American Indian students affected by state and federal programs administered at the state level; to prepare and present an annual report to the SBE, tribal organizations and to conferees at the annual North Carolina Indian Unity Conference; and to advise the SBE on any other aspect of American Indian education when requested by the State Board, educators, parents, students, business leaders and other constituents. The educational system of the United States is undergoing sweeping changes as Congress contemplates the reauthorization of the Elementary and Secondary Education Act. The reauthorization has led national organizations and states to consider revisions of educational standards and adoption of national standards, and states are working on their individual standards to conform to those national standards. In this atmosphere of change, there are opportunities for the State Advisory Council on Indian Education to recommend new initiatives that will influence the new state curriculum guidelines and lead to improving educational opportunities for American Indian students. This year s Annual Report focuses on gaining a better understanding of how the Common Core Standards Initiative, Advanced Placement (AP) courses, and Academically and Intellectually Gifted (AIG) Programs can impact the academic achievement of American Indian students. This report from the State Advisory Council on Indian Education includes data from the academic year end-of-grade tests for American Indian students and compares them to statewide scores. The data reveal that

6 disparities between American Indian student scores and statewide scores have persisted over the past five years. The disparities that persist continue to be of concern to the Council. The adoption of Common Core Standards, revision of state standards, and involvement in AP and AIG Programs offer an opportunity to address those disparities through curriculum change and greater attention to the unique identities and status of American Indian students in the state's educational system. A hard copy of the report will be provided at the State Board meeting. Resources: N/A Input Process: Local superintendents and coordinators for Title VII Indian Education Programs, American Indian students at UNC- Chapel Hill, The American Indian Center at UNC-Chapel Hill, and the School of Education at UNC-Chapel Hill Stakeholders: American Indian students and parents, local education agencies and schools, college and university system and tribal leaders and organizations Timeline For Action: This item is presented for information at the September State Board meeting. Recommendations: N/A Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Benita Tipton,

7 SBE Meeting 09/2010 Attachment GCS 4 EXECUTIVE SUMMARY Title: K-12 Arts Education and World Languages s and Associated Policy Amendment Type of Executive Summary: Consent Action Action on First Reading Discussion Information Policy Implications: Constitution General Statute # SBE Policy #GCS-F-001, GCS-F-009 SBE Policy Amendment SBE Policy (New) APA # APA Amendment APA (New) Other Presenter(s): Ms. Angela H. Quick (Deputy Chief Academic Officer, Curriculum, Instruction, Technology and Accountability Services) and Dr. Cindy W. Bennett (Director, K-12 Curriculum and Instruction Division) Description: The K-12 Curriculum and Instruction Division, at the direction of the State Board of Education, has developed s for K-12 Arts Education and World Languages. These s are the result of analysis of current research, national and international standards, as well as business and labor market standards. s are presented by content area and grade level with clarifying objectives. These Standards can be found at Resources: NC DPI curriculum staff, assessment consultants, exceptional children s consultants, members of the University of North Carolina system, national and international content experts, business community members, teachers and curriculum staff from local educational units. Input Process: Writing teams composed of teachers, business community members, DPI curriculum staff, assessment staff, LEA curriculum consultants, and exceptional children s consultants were involved in a collaborative writing process that involved face-to-face and virtual meetings, as well as information sessions that allowed for the creation of the Standards. Multiple feedback cycles were used to obtain input from individuals across the state and collective feedback from LEAs. Analysis of all feedback resulted in revisions to draft 1.0 and the posting of draft 2.0. Continued refinement of draft 2.0 allowed for the final draft, 3.0, which is provided for State Board of Education approval. Stakeholders: Students, teachers, principals, parents, central office supervisors Timeline For Action: This item was presented for Discussion at the August 2010 State Board meeting and is returned for Consent at the State Board meeting in September. Recommendations: State Board of Education members are requested to approve the new s for K-12 Arts Education and World Languages. It is also recommended that policy GCS-F-009 be updated to reflect "World Languages" as opposed to "Second Languages." Audiovisual equipment requested for the presentation:

8 Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, Presentations-PowerPoint preferred) Specify: Audio Requirements (computer or other, except for PA system which is provided) Specify: Document Camera (for transparencies or paper documents white paper preferred) Motion By: Seconded By: Vote: Yes No Abstain Approved Disapproved Postponed Revised *Person responsible for SBE agenda materials and SBE policy updates: Amy Betsill Bain,

9 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Globally Competitive Students Category: Standard Course of Study Policy ID Number: GCS-F-009 Policy Title: Policy delineating the NC Standard Course of Study for Second World Languages Current Policy Date: 11/22/ /02/2010 Other Historical Information: Previous board dates: 07/07/1994, 11/04/1999 Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category: Please refer to the insert NC Standard Course of Study - Second World Languages K-12 Curriculum. This Manual is available for purchase from the NC Department of Public Instruction. For price and availability, please call the Publication Sales Section of the Communications and Information Services Division at Instructions for ordering will be given at that time. Questions regarding the NC Standard Course of Study - Second World Languages K-12 Curriculum should be directed to: NC Department of Public Instruction Division of Instructional Services K-12 Curriculum and Instruction Second Languages, ESL, Information & Computer Skills K-12 Program Areas Mail Service Center Raleigh, NC (919) (919)

10 The NC Standard Course of Study - Second World Languages K-12 Curriculum is also available from the following link: 2

11 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Globally Competitive Students Category: Standard Course of Study Policy ID Number: GCS-F-001 Policy Title: Policy delineating the NC Standard Course of Study for Arts Education Current Policy Date: 12/07/ /02/2010 Other Historical Information: Previous board dates: 04/17/1985, 04/02/1996 Statutory Reference: GS 115C-81; Senate Bill 1, 1985 General Assembly Session Administrative Procedures Act (APA) Reference Number and Category: Please refer to the insert NC Standard Course of Study - Arts Education K-12 Curriculum. This Manual is available for purchase from the NC Department of Public Instruction. For price and availability, please call the Publication Sales Section of the Communications and Information Services Division at Instructions for ordering will be given at that time. Questions regarding the NC Standard Course of Study - Arts Education K-12 Curriculum should be directed to: NC Department of Public Instruction Division of Instructional Services K-12 Curriculum and Instruction Arts Education and Healthful Living Section K-12 Programs Section 301 North Wilmington Street Raleigh, NC (919) or (919) The NC Standard Course of Study - Arts Education K-12 Curriculum is also available from the following link: 3

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13 North Carolina s Draft 3.0 K-8 Dance North Carolina s Draft 3.0 Kindergarten Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) K.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. K.CP.1.1 K.CP.1.2 K.CP.1.3 Identify components of the elements of dance movement (body, time, space, energy). Execute spontaneous movement during improvisational explorations. Understand that dance has a beginning, middle, and end. K.CP.2 Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance K.CP.1.4 K.CP.2.1 K.CP.2.2 Create dance movement to represent words, ideas, experiences, and feelings. Understand how to control body and voice in personal and general space. Recognize that concentration is an important part of dance. performance. K.CP.2.3 Identify improvements made in dance based on teacher feedback. Dance Movement Skills K.DM.1 Understand how to use movement skills in dance. K.DM.1.1 Illustrate the difference between whole body movement and isolation of body parts. K.DM.1.2 Discriminate between moving and stillness. K.DM.1.3 K.DM.1.4 Recognize basic locomotor and non-locomotor (axial) movements. Use the element of time (tempo) in movement. K.DM.1.5 Use directions, levels, and pathways in general space. 5

14 North Carolina s Draft 3.0 K-8 Dance Responding K.R.1 Use a variety of thinking skills to analyze and evaluate dance. K.R.1.1 K.R.1.2 Identify examples of movement skills and elements observed in dance performed by peers. Interpret the meaning of various dance movements and dances. Connecting K.C.1 Understand cultural, historical, and interdisciplinary K.C.1.1 Use dance to illustrate how people express themselves differently. connections with dance. K.C.1.2 Recognize connections between dance and concepts in other curricular areas. 6

15 North Carolina s Draft 3.0 First Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 1.CP.1 1.CP.2 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance 1.CP CP CP CP CP CP.2.2 Create dance movement using elements of movement (body, time, space, energy). Compare spontaneous movement (improvisation) and planned movement (choreography). Construct dance phrases which illustrate beginning, middle, and ending. Create movement that expresses words, ideas, experiences, and feelings. Use body and voice control in personal and general space. Exemplify concentration during dance explorations. performance. 1.CP.2.3 Understand how teacher feedback can be used to improve dance. Dance Movement Skills 1.DM.1 Understand how to use movement skills in dance. 1.DM DM.1.2 Identify body parts, their range of motion, and use of body center. Execute a variety of body shapes. 1.DM DM DM.1.5 Contrast basic locomotor and non-locomotor (axial) movements. Understand use of beat, meter, and duration in dance movement. Illustrate directions, levels, and pathways in general space. 7

16 North Carolina s Draft 3.0 K-8 Dance Responding 1.R.1 Use a variety of thinking skills to analyze and evaluate dance. 1.R R.1.2 Explain movement skills and elements observed in dances performed by peers. Understand how responses to dance can be used to represent feelings and opinions. Connecting 1.C.1 Understand cultural, historical, and interdisciplinary 1.C.1.1 Recognize how dance is used in customs and traditions of various cultures. connections with dance. 1.C.1.2 Understand connections between dance and concepts in other curricular areas. 8

17 North Carolina s Draft 3.0 Second Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 2.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 2.CP CP CP.1.3 Use basic elements of movement to generate short dance phrases. Use teacher-led improvisation in the process of creating dance phrases. Create dance phrases with simple patterns. 2.CP.2 2.CP.1.4 Create dance phrases that express words, ideas, experiences, and feelings. Understand how to use performance values (kinesthetic 2.CP.2.1 Understand how to be respectful of self and others in a dance setting. awareness, concentration, focus, 2.CP.2.2 Use concentration and focus during dance explorations. and etiquette) to enhance dance performance. 2.CP.2.3 Use teacher and peer feedback to improve dance. Dance Movement Skills 2.DM.1 Understand how to use movement skills in dance. 2.DM DM.1.2 Exemplify isolation of body parts and use of body center. Illustrate a variety of body shapes in space. 2.DM DM DM.1.5 Exemplify locomotor and non-locomotor (axial) movements in performing dance phrases. Recognize examples of simple rhythms and patterns in movement. Exemplify a variety of directions, levels, and pathways in general space. 9

18 North Carolina s Draft 3.0 K-8 Dance Responding 2.R.1 Use a variety of thinking skills to analyze and evaluate dance. 2.R R.1.2 Distinguish movement skills and elements observed in significant dance works. Use words or images to describe possible meanings observed in dance. Connecting 2.C.1 Understand cultural, historical, and interdisciplinary 2.C.1.1 Exemplify dance representing the heritage, customs, and traditions of various cultures. connections with dance. 2.C.1.2 Understand connections between dance and concepts in other curricular areas. 10

19 North Carolina s Draft 3.0 Third Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 3.CP.1 3.CP.2 Use choreographic principles, 3.CP.1.1 Create simple dance sequences by combining dance phrases. structures, and processes to create dances that communicate ideas, experiences, feelings, and 3.CP.1.2 Use teacher-led improvisation to expand movement possibilities for creating dance sequences. images. 3.CP.1.3 Use abstraction of everyday movement to create sequences that communicate feelings, ideas, and stories. Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance 3.CP CP.2.2 Use safe and respectful movement practices in the dance setting. Understand how use of concentration enhances performance. performance. 3.CP.2.3 Use teacher and peer feedback to refine performance quality in dance. Dance Movement Skills 3.DM.1 Understand how to use movement skills in dance. 3.DM DM.1.2 Recognize beginning principles of dance technique, including rotation, elevation, and landing in dance movement. Use transitions between multiple body shapes. 3.DM DM DM.1.5 Exemplify dance quality in performing locomotor and nonlocomotor (axial) movement. Recall dance movement phrases containing rhythmic patterns in various meters. Understand a variety of spatial designs and relationships used in dance. 11

20 North Carolina s Draft 3.0 K-8 Dance Responding 3.R.1 Use a variety of thinking skills to analyze and evaluate dance. 3.R R.1.2 Compare movement elements (body, space, time, energy) observed in dance. Identify examples of movement skills and elements observed in dance from one s own and different cultures. Connecting 3.C.1 Understand cultural, historical, and interdisciplinary 3.C.1.1 Exemplify how dance is used by various groups for artistic expression within the local community. connections with dance. 3.C.1.2 Exemplify connections between dance and concepts in other curricular areas. 12

21 North Carolina s Draft 3.0 Fourth Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 4.CP.1 4.CP.2 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance 4.CP CP CP CP CP CP.2.2 Organize dance phrases into simple dance sequences that have a beginning, middle, and end, and that vary the use of the dance elements. Use independent and/or cooperative skills to improvise and create dance. Create short dance sequences that communicate ideas, experiences, feelings, images, or stories. Understand how different strategies for problem solving in dance lead to different outcomes. Use control of body, voice, and focus necessary for effective participation in dance. Use concentration and focus to perform short dance sequences. performance. 4.CP.2.3 Identify personal goals to improve performance quality in dance. Dance Movement Skills 4.DM.1 Understand how to use movement skills in dance. 4.DM DM.1.2 Illustrate safe movement choices through the use of dance technique, including balance, rotation, elevation, and landing in dance movement. Illustrate a variety of ways to use shapes. 4.DM DM.1.4 Execute locomotor and non-locomotor (axial) movement with clarity and intent. Differentiate between duple and triple meter. 4.DM.1.5 Execute a variety of group spatial designs and relationships while dancing. 13

22 North Carolina s Draft 3.0 K-8 Dance Responding 4.R.1 Use a variety of thinking skills to analyze and evaluate dance. 4.R R.1.2 Use dance vocabulary to describe elements of movement (body, space, time, energy) while observing dance. Explain how personal perspective influences interpretations of dance. 4.R.1.3 Use different aesthetic criteria for evaluating dances. Connecting 4.C.1 Understand cultural, historical, and interdisciplinary 4.C.1.1 Understand how dance has affected, and is reflected in, the culture, traditions, and history of North Carolina. connections with dance. 4.C.1.2 Exemplify connections between dance and concepts in other curricular areas. 14

23 North Carolina s Draft 3.0 Fifth Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 5.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 5.CP CP CP.1.3 Create short dances that use simple choreographic forms and structures (musical, literary, or visual), and that vary the use of dance elements. Use collaborative skills to improvise and create dance. Create short dances that communicate abstract ideas. 5.CP.1.4 Generate strategies for problem solving in dance. 5.CP.2 Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance. 5.CP CP CP.2.3 Execute control of body, voice, and focus necessary for effective participation in individual and group settings in dance. Use kinesthetic awareness, concentration, and focus to enhance the performance of dance sequences. Monitor personal goals to improve performance quality in dance. Dance Movement Skills 5.DM.1 Understand how to use movement skills in dance. 5.DM DM DM DM DM.1.5 Use muscular strength, flexibility, stamina, and coordination in the development of beginning dance technique. Exemplify how to maintain a sense of body shape while moving and in stillness. Integrate locomotor and non-locomotor (axial) movement and stillness into dance sequences through use of transitions. Illustrate phrasing in a selected piece of music using dance movement. Use a variety of spatial designs and relationships with clarity and intent while dancing. 15

24 North Carolina s Draft 3.0 K-8 Dance Responding 5.R.1 Use a variety of thinking skills to analyze and evaluate dance. 5.R R.1.2 Analyze the relationship between dance elements when observing dance. Illustrate the roles and responsibilities of the viewer in interpreting dances. Connecting 5.C.1 Understand cultural, historical, and interdisciplinary 5.C.1.1 Understand how dance has affected, and is reflected in, the culture, traditions, and history of the United States. connections with dance. 5.C.1.2 Exemplify connections between dance and concepts in other curricular areas. 16

25 North Carolina s Draft 3.0 Sixth Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 6.CP.1 6.CP.2 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance 6.CP CP CP CP CP.2.2 Understand the role of improvisation in choreography. Create short dances that have a beginning, middle, and end, and that vary the use of the dance elements. Use abstracted movement to create dance phrases that communicate ideas, experiences, feelings, or images. Use collaborative and cooperative skills to contribute constructively to the creation of dance. Use safe and respectful behaviors as a dance class participant. Use concentration and focus while dancing. performance. 6.CP.2.3 Understand how self-assessment, teacher feedback, and peer feedback can be used to refine dance performance. Dance Movement Skills 6.DM.1 Understand how to use movement skills in dance. 6.DM DM DM.1.3 Understand the purpose of beginning dance technique in terms of developing muscular strength, alignment, flexibility, stamina, and coordination. Compare qualities within the elements of time, space, weight, and flow in dance. Execute technical skills from a variety of dance forms. 6.DM.1.4 Analyze the components of time in dance. 17

26 North Carolina s Draft 3.0 K-8 Dance Responding 6.R.1 Use a variety of thinking skills to analyze and evaluate dance. 6.R R.1.2 Analyze the relationship between dance elements when observing dance. Interpret the meanings of dances created by peers and others. Connecting 6.C.1 Understand cultural, historical, and interdisciplinary connections with dance. 6.C C C C.1.4 Understand dance in relationship to the geography, history, and culture of world civilizations and societies from the beginning of human society to the emergence of the First Global Age (1450). Exemplify connections between dance and concepts in other curricular areas. Understand how dance promotes health and physical wellbeing. Identify the various roles a person may play when putting together and presenting a dance production. 18

27 North Carolina s Draft 3.0 Seventh Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 7.CP.1 7.CP.2 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance 7.CP CP CP CP CP CP.2.2 Explain a variety of approaches to choreography. Create dances that use simple choreographic forms and structures (musical, literary, or visual), fulfill choreographic intent, and meet aesthetic criteria. Select movement phrases to create dance sequences that communicate ideas, experiences, feelings, images, or stories. Generate solutions to technical or structural movement problems in the creative process. Use safe and respectful behaviors as a dance class participant. Use clarity, concentration, and focus while dancing. performance. 7.CP.2.3 Use self-assessment, teacher feedback, and peer feedback to refine dance performance quality. Dance Movement Skills 7.DM.1 Understand how to use movement skills in dance. 7.DM DM DM.1.3 Understand how dance technique uses anatomical concepts of alignment, strength, and range of motion. Apply the effort qualities of time, space, weight, and flow in dance. Apply technical skills from a variety of dance traditions. 7.DM.1.4 Use breath to facilitate movement in dancing. 19

28 North Carolina s Draft 3.0 K-8 Dance Responding 7.R.1 Use a variety of thinking skills to analyze and evaluate dance. 7.R R.1.2 Use dance vocabulary to describe how elements of movement are used to communicate ideas in dance. Understand how personal experiences and perspectives influence interpretations of dance. Connecting 7.C.1 Understand cultural, historical, and interdisciplinary connections with dance. 7.C C C C.1.4 Understand dance in relationship to the geography, history, and culture of modern societies from the emergence of the First Global Age (1450) to the present. Exemplify connections between dance and concepts in other curricular areas. Explain how to promote health, physical safety, and reduced risk of injury through dance. Identify dance and dance-related careers. 20

29 North Carolina s Draft 3.0 Eighth Grade Dance North Carolina s Draft 3.0 K-8 Dance Note on Numbering/Strands: CP-Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Creation and Performance (CP) 8.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. 8.CP CP CP CP.1.4 Use a variety of approaches, such as musical, literary, or visual forms, to choreograph dances. Create dances that fulfill aesthetic criteria including: beginning, development of an idea, resolution, and end; use of variety in the elements of dance; artistic form; and communication of the intent of the choreographer. Organize dance sequences into simple dances that communicate ideas, experiences, feeling, images, or stories. Use reflection and discussion to revise choreography. 8.CP.2 Understand how to use performance values (kinesthetic 8.CP.2.1 Use safe and respectful behaviors as a dance class participant. awareness, concentration, focus, and etiquette) to enhance dance 8.CP.2.2 Integrate the use of clarity, concentration, and focus while dancing. performance. 8.CP.2.3 Integrate self-assessment, teacher feedback, and peer feedback in the process of refining dance performance. Dance Movement Skills 8.DM.1 Understand how to use movement skills in dance. 8.DM DM DM.1.3 Apply anatomical concepts to movements that are vertical, off-vertical, and on one leg with balance, agility, endurance, and ease of movement. Apply combinations of time, space, weight, and flow in dance. Execute technical skills in dance. 8.DM.1.4 Integrate breath support to facilitate and clarify movement. 21

30 North Carolina s Draft 3.0 K-8 Dance Responding 8.R.1 Use a variety of thinking skills to analyze and evaluate dance. 8.R R.1.2 Use accurate terminology to describe the major movement ideas, elements, and choreographic structures of dance. Use multiple perspectives and criteria in evaluating dances. Connecting 8.C.1 Understand cultural, historical, and interdisciplinary connections with dance. 8.C C C C.1.4 Understand the role of dance in North Carolina and the United States in relation to history and geography. Exemplify connections between dance and concepts in other curricular areas. Design personal strategies to improve health and well-being through dance. Explain the implications of career pathways and economic considerations when selecting careers in dance. 22

31 North Carolina s Draft 3.0 High School Dance North Carolina s Draft 3.0 Beginning Dance Note on Numbering: B-Beginning High School Standards Note on Strands: CP- Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Note: Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The s communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12). Beginning High School Dance standards are designed for students with no or limited K-8 progression in dance education. Creation and Performance (CP) B.CP.1 B.CP.2 Use choreographic principles, structures, and processes to B.CP.1.1 Generate abstracted movement to communicate ideas, experiences, feelings, or images. create dances that communicate ideas, experiences, feelings, and images. B.CP.1.2 Create dance sequences that vary the use of dance elements, use simple choreographic structures, and use choreographic principles to fulfill choreographic intent. B.CP.1.3 Understand the role of improvisation in creating dance choreography. B.CP.1.4 Use collaborative and cooperative skills to contribute constructively to the creation of dance. Understand how to use B.CP.2.1 Use appropriate behaviors and etiquette while observing, performance values (kinesthetic creating, and performing dance. awareness, concentration, focus, B.CP.2.2 Understand the impact of performance values of clarity, and etiquette) to enhance dance concentration, focus, and projection on dance performance. performance. B.CP.2.3 Understand how self-assessment, teacher, and peer feedback can be used to refine dance performance. 23

32 Dance Movement Skills North Carolina s Draft 3.0 High School Dance B.DM.1 Understand how to use movement skills in dance. B.DM.1.1 B.DM.1.2 B.DM.1.3 B.DM.1.4 Use whole body movements, strength, flexibility, endurance, and proper alignment to develop dance technique. Use time, space, weight, and flow in performing dance. Execute technical skills from a variety of dance forms. Use breath to facilitate dance movement. Responding B.R.1 Use a variety of thinking skills to analyze and evaluate dance. B.R.1.1 B.R.1.2 Explain how elements of movement and choreographic structures are used to communicate ideas in dance. Recognize the use of dance elements and choreographic forms and structures in a variety of significant, modern dance works from the 20th century to the present. Connecting B.C.1 Understand cultural, historical, and interdisciplinary connections with dance. B.C.1.1 B.C.1.2 B.C.1.3 Use dance to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. Identify how other arts disciplines are integrated into dance creation and performance. Explain how health and nutrition enhance dance ability. B.C.1.4 Identify various dance-related professions. 24

33 North Carolina s Draft 3.0 High School Dance North Carolina s Draft 3.0 Intermediate Dance Note on Numbering: I - Intermediate High School Standards Note on Strands: CP- Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Note: Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The s communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12). Intermediate High School Dance standards are designed for those students who have had a complete K-8 progression in dance education or who have achieved beginning level high school standards for dance. Creation and Performance (CP) I.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. I.CP.1.1 I.CP.1.2 I.CP.1.3 Create dances that vary the use of dance elements and use simple choreographic principles and structures to fulfill choreographic intent. Create dances that use a variety of forms (such as AB, ABA, canon, rondo, theme and variation, retrograde, chance) for organizational structure. Generate aesthetic criteria for creating and evaluating dance. I.CP.2 I.CP.1.4 Generate components of a creative process for choreographing and presenting dance. I.CP.1.5 Analyze the impact of theatrical elements (lighting, sound, setting, costumes, props and make-up) on choreography to communicate meaning in dance. Understand how to use I.CP.2.1 Use consistently appropriate dance behaviors and etiquette as performance values (kinesthetic a dancer, performer, choreographer, and observer. awareness, concentration, focus, I.CP.2.2 Use performance values of clarity, concentration, focus, and and etiquette) to enhance dance projection to enhance dance performance. performance. I.CP.2.3 Compare teacher and self-assessment to refine personal performance in dance. 25

34 North Carolina s Draft 3.0 High School Dance Dance Movement Skills I.DM.1 Understand how to use movement skills in dance. I.DM.1.1 I.DM.1.2 I.DM.1.3 I.DM.1.4 Understand how anatomical concepts can be used to improve alignment, balance, strength, flexibility, and endurance in dance. Compare the following pairs of concepts: bound and free flow, strong and light weight, sudden and sustained time, and direct and indirect space. Apply technical skills from a variety of dance forms to enhance performance. Apply breath support to movement and phrasing. Responding I.R.1 Use a variety of thinking skills to analyze and evaluate dance. I.R.1.1 I.R.1.2 Use accurate terminology to describe how elements of movement and choreographic structures are used to communicate ideas in dances. Explain the influence of the choreographer s vision and intent on the creative process in dance. Connecting I.C.1 Understand cultural, historical, and interdisciplinary connections with dance. I.C.1.1 I.C.1.2 I.C.1.3 I.C.1.4 Use dance to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence). Integrate ideas and images from other disciplines to inspire new approaches to dance study. Identify health issues, strategies, and tools affecting the health, well-being, and care of the dancer s body. Summarize the advantages and disadvantages of dance as a vocational, educational, and professional choice. 26

35 North Carolina s Draft 3.0 High School Dance North Carolina s Draft 3.0 Proficient Dance Note on Numbering: P - Proficient High School Standards Note on Strands: CP- Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Note: Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The s communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12). Proficient High School Dance standards are designed for those students who have achieved intermediate level dance standards at the high school level. Creation and Performance (CP) P.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. P.CP.1.1 P.CP.1.2 P.CP.1.3 Create dances using selected dance elements, choreographic principles, structures, processes, and production elements to fulfill choreographic intent and meet aesthetic criteria. Analyze musical compositions and structural forms as a basis for choreographing dances. Use aesthetic criteria to evaluate and revise choreography. P.CP.2 Understand how to use performance values (kinesthetic awareness, concentration, focus and etiquette) to enhance dance performance. P.CP.1.4 P.CP.1.5 P.CP.2.1 P.CP.2.2 P.CP.2.3 Use a defined creative process to plan, create, revise, and present dance. Analyze the impact of movement selection, choreographic processes, and production design choices on communicating meaning in personal dances. Distinguish appropriate behaviors and etiquette for self and others in a variety of dance roles (such as dancer, performer, choreographer, and observer) to enhance the performance experience. Monitor the use of performance values to enhance dance performance while dancing alone and with others. Monitor teacher, peer, and self-assessments to refine personal performance in dance. 27

36 Dance Movement Skills North Carolina s Draft 3.0 High School Dance P.DM.1 Understand how to use movement skills in dance. P.DM.1.1 P.DM.1.2 P.DM.1.3 P.DM.1.4 Execute the integration of anatomy, body organization, and body skills in dance. Discriminate between qualities of space, time, weight, and flow in dance sequences. Understand how articulation of movement and the use of movement vocabulary from a variety of sources support the development of dance technique. Integrate breath support into movement, phrasing, and expression. Responding P.R.1 Use a variety of thinking skills to analyze and evaluate dance. P.R.1.1 P.R.1.2 Analyze how the major movement ideas, elements, and structures of dances are developed to create meaning. Compare the choreographer s intent and the audience members interpretation of meaning. Connecting P.C.1 Understand cultural, historical, and interdisciplinary connections with dance. P.C.1.1 P.C.1.2 P.C.1.3 P.C.1.4 Understand the role of dance in US history. Interpret dances from a variety of cultures and historical periods. Evaluate personal actions, commitment, and discipline necessary to achieve dance goals Create interdisciplinary projects integrating dance and other disciplines. 28

37 North Carolina s Draft 3.0 Advanced Dance North Carolina s Draft 3.0 High School Dance Note on Numbering: A-Advanced High School Standards Note on Strands: CP- Creation and Performance, DM- Dance Movement Skills, R-Responding, C-Connecting Note: Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The s communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12). Advanced High School Dance standards are designed for those students who have achieved proficient level dance standards at the high school level. Creation and Performance (CP) A.CP.1 Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images. A.CP.2 Understand how to use performance values (kinesthetic awareness, concentration, focus and etiquette) to enhance dance performance. A.CP.1.1 A.CP.1.2 A.CP.1.3 A.CP.1.4 A.CP.1.5 A.CP.2.1 A.CP.2.2 A.CP.2.3 Create dances using appropriate movement choices; choreographic principles, structures, and processes; and production elements to fulfill choreographic intent and meet aesthetic criteria. Create dance based on an analysis of movement choices and structural forms used in a variety of significant American dance works. Monitor the use of personal aesthetic criteria to guide the creative process in dance. Generate innovative solutions to movement problems with personal choreography and the choreography of others. Create dance for performance based on ideas, experiences, feelings, concepts, images, or narratives that have personal meaning or social significance. Monitor appropriate behaviors and etiquette in a variety of dance roles (dancer, performer, choreographer, and observer) in order to maintain a positive and supportive environment. Integrate performance values when creating and performing dance. Evaluate personal performance in dance using feedback from a variety of sources. 29