Fine Arts Initiatives: RtI, Fine Arts PLC, IA Assessment Support, DATA WALL
Visual Arts Data Wall Construct
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Response to Intervention (RtI)
What does RtI intervention look like in the fine arts department at Red Oak High School?
The art department sees response to intervention as a multi-tiered approach to help struggling learners.
It is the mission of the art department to support the RtI initiatives of the Red Oak High School and overall Red Oak District.
In accordance with RtI best practices the art department will:
-have clear classroom expectations posted in each classroom.
-review class norms/procedures on a regular recurring basis.
-have students make use of Schoology and email for many assessments as well as for planning (due dates/deadlines).
-have project objectives for each class on the board and will review directions/objectives daily.
-provide methods for organizing student work (individual storage drawers for students) (individual folders for brainstorming work, prints, etc.).
-provide an organized curriculum (files, worksheets, demo's) accessible with extra support resources through a fine art website (www.scribblerscove.weebly.com).
-contact the parents of struggling students of concern by email, phone, or both.
-make use of differentiated instructional practices, scaffolding, and other group arrangements that may better meet the needs of a student.
-check for understanding of content, skills, and progress with each student 1-on-1 each class day.
-provide manipulatives and/or demonstrations during each unit with examples of art methods, techniques, styles, structures, etc.
The art department teaches each lesson based upon Iowa Common Core Arts Companion Standards, National Fine Arts Standards, and addresses 21st Century Skills and Language Arts competencies in each unit as well. It is the goal of the art department to offer a general 'core' art curriculum to all students as well as to incorporate and support the core school subjects of math, science, reading, and writing.
A variety of formative assessments are administered to determine whether or not students are attaining and applying knowledge, skills, and content. In each art course formative assessments are administered to all students on a regular basis at the beginning, mid-point, and end of units of study to determine skill strengths and deficits. Formative assessments range from teacher observations with notes, worksheets, student in-progress self-evaluations, and quizzes.
For struggling students or students of concern an RtI evaluation form is kept on file in the art department in a secure digital location in an effort to determine the nature of a struggling student's problem in class and what can be done to address the concern.
RtI Intervention Procedures:
Initially, students of concern will have a meeting with the teacher to further determine if their deficits stem from skill deficits or motivational problems, or both.
If an initial meeting does not or cannot rectify the deficit, then parents or guardians will be contacted to further discuss student progress.
Students struggling are always afforded extra assistance through scaffolding (student/peer assistance), through extra 1-on-1 assistance, and are offered the opportunity to spend time before or after school or during Seminar as a means to catch up if they are behind.
Seating or table groups may be re-arranged so that the student is in a more effective grouping.
Additional exposures to the subject matter, content, or techniques may be used. Extensions on assignments and project deadlines may be given due to case-by-case circumstances and alternative assessments may be used to determine if the student has in fact mastered the essential course outcome or content/skill.
The fine arts are heavily project-based in terms of learning an art technique and in developing skill. Students that struggle with project completion but show competency and growth in skill acquisition may be allowed a differentiated project structure. This may help them become increasingly accustomed to developing and completing artworks; from the early stages of idea inception to physical creation and final completion and reflection.
RtI informational forms will be held electronically and securely in the art department and utilized as required. Forms may serve as evidence of intervention success and successful strategies may be shared with other administrators or certified staff.
Unsuccessful interventions may be brought to the attention of the high school Student Assistance Team as required to further explore how to help a particular student achieve success.
It is the mission of the art department to support the RtI initiatives of the Red Oak High School and overall Red Oak District.
In accordance with RtI best practices the art department will:
-have clear classroom expectations posted in each classroom.
-review class norms/procedures on a regular recurring basis.
-have students make use of Schoology and email for many assessments as well as for planning (due dates/deadlines).
-have project objectives for each class on the board and will review directions/objectives daily.
-provide methods for organizing student work (individual storage drawers for students) (individual folders for brainstorming work, prints, etc.).
-provide an organized curriculum (files, worksheets, demo's) accessible with extra support resources through a fine art website (www.scribblerscove.weebly.com).
-contact the parents of struggling students of concern by email, phone, or both.
-make use of differentiated instructional practices, scaffolding, and other group arrangements that may better meet the needs of a student.
-check for understanding of content, skills, and progress with each student 1-on-1 each class day.
-provide manipulatives and/or demonstrations during each unit with examples of art methods, techniques, styles, structures, etc.
The art department teaches each lesson based upon Iowa Common Core Arts Companion Standards, National Fine Arts Standards, and addresses 21st Century Skills and Language Arts competencies in each unit as well. It is the goal of the art department to offer a general 'core' art curriculum to all students as well as to incorporate and support the core school subjects of math, science, reading, and writing.
A variety of formative assessments are administered to determine whether or not students are attaining and applying knowledge, skills, and content. In each art course formative assessments are administered to all students on a regular basis at the beginning, mid-point, and end of units of study to determine skill strengths and deficits. Formative assessments range from teacher observations with notes, worksheets, student in-progress self-evaluations, and quizzes.
For struggling students or students of concern an RtI evaluation form is kept on file in the art department in a secure digital location in an effort to determine the nature of a struggling student's problem in class and what can be done to address the concern.
RtI Intervention Procedures:
Initially, students of concern will have a meeting with the teacher to further determine if their deficits stem from skill deficits or motivational problems, or both.
If an initial meeting does not or cannot rectify the deficit, then parents or guardians will be contacted to further discuss student progress.
Students struggling are always afforded extra assistance through scaffolding (student/peer assistance), through extra 1-on-1 assistance, and are offered the opportunity to spend time before or after school or during Seminar as a means to catch up if they are behind.
Seating or table groups may be re-arranged so that the student is in a more effective grouping.
Additional exposures to the subject matter, content, or techniques may be used. Extensions on assignments and project deadlines may be given due to case-by-case circumstances and alternative assessments may be used to determine if the student has in fact mastered the essential course outcome or content/skill.
The fine arts are heavily project-based in terms of learning an art technique and in developing skill. Students that struggle with project completion but show competency and growth in skill acquisition may be allowed a differentiated project structure. This may help them become increasingly accustomed to developing and completing artworks; from the early stages of idea inception to physical creation and final completion and reflection.
RtI informational forms will be held electronically and securely in the art department and utilized as required. Forms may serve as evidence of intervention success and successful strategies may be shared with other administrators or certified staff.
Unsuccessful interventions may be brought to the attention of the high school Student Assistance Team as required to further explore how to help a particular student achieve success.
Iowa Assessment Support
The art department will support the school district's Iowa assessment goals by seeking to incorporate math (in terms of geometry and measuring skills) through drawing projects where a map/coordinate type grid is utilized as well as through other means (making templates via measuring/drawing using geometric angles). The art department will seek to incorporate and improve science knowledge by exploring the chemical make-up of art materials in certain lessons (paint oxides/elements, clay components/chemicals) and will attempt experiments in varying ways (students creating custom glaze mixtures, discussions on physics of light and color, and through research projects). Reading and writing support is addressed through writing reflection papers, art history papers/term papers, and other required readings/discussions.
Fine Arts PLC
The fine arts (visual art) department is involved in an on-going project learning community (PLC) with the instructors of the Music department. We meet regularly to discuss departmental goals, visions, to discuss successes and concerns, to complete tasks, and participate and interact with other PLC groups as needed.