Strategic Plan for the Arts
Rancho Santa Fe School District
“Inspiring all students to engage and connect with the world through the beauty of The Arts.”
Presented to the Board of Education
August 3, 2017
Strategic Plan for the Arts Committee:
Garrett Corduan, Pauline Crooks, Dana Dabney, Elaine Dolnack, Catherine Fox, Kristina Gough, RC Haus, Jessica Henke, Ben Holbert, Sulijah Learmont, Megan Loh, Jackie Mendez, Heidi Moreno, Sarah Neal, Jen Olson, Kim Pinkerton, Juliana Pinto, John Rikkers, Marti Ritto, Courtney Sawada and Ashley Adams, Facilitator
This Strategic Plan for the Arts was created by a committed group of Rancho Santa Fe School District stakeholders in the Spring of 2017. The committee included students, parents, classroom teachers, arts teachers, and administration as well as leaders in San Diego arts education. After considering the Assessment of Programs delivered to the Board in February of 2017, community input, and current best practices in arts education, this committee identified five areas for growth for Rancho Santa Fe District arts programs- each with a specific goal:
ACCESS & EQUITY
We will provide every student in our district with a strong foundation in the visual and performing arts.
CURRICULUM
We will provide an articulated curriculum in each arts discipline that prepares students for future study in high school and a lifetime of arts appreciation and patronage.
INSTRUCTION
Arts teachers and non-arts teachers will use engaging instructional strategies to connect their students to the curriculum and through a variety of subjects.
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
FACILITIES AND EQUIPMENT
We will provide students with appropriate, safe spaces to work, and students will use materials and equipment that support high learning expectations in each arts discipline.
The Strategic Plan for the Arts Committee believes that these goals can be accomplished through the specific, measureable objectives that follow in this plan. Each objective is broken down into actions and phases of implementation. This plan is to be implemented over the next five years with Phase 1 happening in 0-6 months, Phase 2 happening in 1-2 years, and Phase 3 happening in 3-5 years. As school and student needs evolve, this plan should respond to these changes and be revised as needed.
Goal: ACCESS & EQUITY
We will provide every student in our district with a strong foundation in the visual and performing arts.
Objective: Incorporate Dance into the Elementary School.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Establish a new K-5 PE schedule so dance is incorporated
|
Elementary Principal
|
None
|
1
|
New PE schedule
|
2. Hire dance teacher or adjust teacher contract as needed
|
Elementary Principal
|
Additional teacher salary
|
1
|
Planned instruction appropriately staffed
|
3. Develop curriculum for K-5 dance classes
|
Dance Teacher
|
Teacher release time for curriculum research and development
|
2
|
Curriculum for K-5 dance
|
4. Provide adequate dance space and materials/equipment
|
Elementary Principal
Facilities Leadership
|
Classroom configuration and materials costs
|
2
|
Adequate Dance classroom and materials
|
5. Year 1 implementation
|
Dance Teacher
|
None
|
3
|
Dance incorporated into K-5
|
6. Assessment of year 1, necessary revisions made
|
Dance Teacher
|
Unknown
|
3
|
-Assessment of year 1
-Revisions to schedule, staffing, curriculum made
|
7. Continued implementation of Dance in K-5 and appropriate assessment/revision of programs
|
Dance Teacher
|
Unknown
|
3
|
Continued implementation and assessments made
|
Goal: ACCESS & EQUITY
We will provide every student in our district with a strong foundation in the visual and performing arts.
Objective: Implement an arts requirement into the Middle School.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Develop arts elective course offerings and coordinate master schedule
|
Middle School Principal
|
None
|
1
|
Enough arts courses available for students to take 1 arts course during the 6th, 7th, or 8th grade year
|
2. Effectively communicate arts requirement to parents and students
|
Middle School Principal
|
None
|
2
|
Arts requirement communicated in all registration materials and meetings
|
3. Implement arts requirement
|
Middle School Principal
|
Possible extended contracts for arts teachers
|
2
|
Students required to complete 1 arts course in 6th, 7th, or 8th grade
|
4. Track arts electives taken by students in student information system
|
Middle School Principal
|
None
|
3
|
All students take an arts elective during middle school
|
Goal: ACCESS & EQUITY
We will provide every student in our district with a strong foundation in the visual and performing arts.
Objective: Implement year-long visual art and music into the Elementary School.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Meeting with administration, visual art, and music teachers to discuss how best to expand these two programs
|
Elementary Principal
|
None
|
1
|
Goals and timeline with defined phases for implementation of year-long visual art and music in K-5
|
2. Develop/adopt new curriculum for year-long visual art and music
|
Elementary Principal
|
Teacher release time for curriculum research and development
|
2
|
K-5 curriculum for visual art and music
|
3. Adjust master schedule and communicate new schedule with classroom teachers
|
Elementary Principal
|
None
|
2
|
-New master schedule
-Effective communication of new schedule
|
4. Hire additional teachers and/or adjust contracts as needed
|
Elementary and Middle School Principals
|
Possible additional teacher salaries
|
2
|
Planned instruction appropriately staffed
|
5. Phase 1 implementation
|
Elementary Principal
|
None
|
3
|
Phase 1 implemented
|
6. Assessment of phase 1, necessary revisions made
|
Elementary Principal
|
None
|
3
|
-Assessment
-Revisions to schedule, staffing, curriculum made
|
7. Phase 2 implementation with continued assessment/revision of programs
|
Elementary Principal
|
None
|
3
|
Continued implementation and assessments made
|
Goal: ACCESS & EQUITY
We will provide every student in our district with a strong foundation in the visual and performing arts.
Objective: Provide opportunities for advanced learning in each arts discipline.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers define desired advanced learning opportunities
|
Arts Leadership
|
Release/Sub time or built into collaboration time
|
1
|
Advanced learning proposals (budget, space, schedule, curriculum, participation requirements) for each discipline
|
2. Advanced learning proposals submitted for administrative approval in each discipline
|
Arts Leadership
|
None
|
2
|
Necessary revisions and approval of advanced learning proposals
|
3. Communicate advanced learning opportunities to students and parents
|
Arts Leadership
|
None
|
2
|
Effective communications around advanced learning opportunities and expectations
|
4. Implement advanced learning opportunities
|
Arts Leadership
|
Possible:
-Instructional costs
-Materials costs
-Field trip/assembly costs
-Travel/competition costs
|
2
|
Advanced learning opportunities in the arts
|
5. Assessment/revision of programs
|
Arts Leadership
|
None
|
3
|
Continued implementation and assessments made
|
Goal: CURRICULUM
We will provide an articulated curriculum in each arts discipline that prepares students for future study in high school and a lifetime of arts appreciation and patronage.
Objective: Introduce Media Art as a 5th arts discipline.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Identify how Media Art will be taught in Elementary and Middle School
|
Elementary and Middle School Principals
|
None
|
1
|
-MIDDLE SCHOOL Media Arts course list
-Elementary instructional plan
|
2. Hire additional Media Arts teachers and/or adjust contracts as needed
|
Elementary and Middle School Principals
|
Possible additional teacher salaries
|
1
|
Planned instruction appropriately staffed
|
3. Develop curriculum for Media Arts classes
|
Media Arts Teacher and possible Arts Integration Team
|
- Teacher release time for curriculum research and development
-Professional development
|
2
|
Media Arts curriculum
|
4. Media Art included as an arts discipline
|
Arts Leadership
|
None
|
2
|
-Media Art teacher(s) participates in arts department collaboration time and professional development
-Media Art included in arts communications and events
|
Goal: CURRICULUM
We will provide an articulated curriculum in each arts discipline that prepares students for future study in high school and a lifetime of arts appreciation and patronage.
Objective: Develop a scope and sequence for each arts discipline that is aligned with the standards and high school curriculum.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Establish an Arts Standards Adoption Team
|
Arts Leadership
|
-Teacher release time
-Sub costs
|
1
|
Adoption of arts standards
|
2. Professional development in the Standards
|
Arts Leadership
|
-Teacher release time
-Sub costs
|
1
|
Familiarity with the standards for arts teachers
|
3. Arts teachers meet with counterparts at high schools to align curriculum and understand high school expectations
|
Arts Leadership
|
-Teacher release time
-Sub costs
|
2
|
Thorough understanding of high school expectations
|
4. Teachers write scope and sequence for each discipline
|
Arts Leadership
|
-Teacher release time
-Sub costs
|
3
|
K-8 vertically aligned scope and sequence for each discipline that is standards-based, includes benchmarks, and aligns with local high schools
|
Goal: CURRICULUM
We will provide an articulated curriculum in each arts discipline that prepares students for future study in high school and a lifetime of arts appreciation and patronage.
Objective: Introduce arts-integrated curriculum in the Elementary School.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts-Integration Team established
|
Elementary Principal
|
None
|
1
|
Team of arts teachers and classroom teachers
|
2. Training for Arts-Integration Team
|
Elementary Principal
|
-Professional Development Costs
-Release/Sub Time
|
1
|
Professional development in arts-integration
|
3. Phase 1 of arts-integration initiatives developed
|
Elementary Principal
|
Release/Sub Time
|
1
|
-Participating arts disciplines selected and Phase 1 timeline defined
-Curriculum and lesson plans for Phase 1
|
4. Implement Phase 1 of arts-integration
|
Arts-integration Team Leadership
|
Educational Supplies
|
2
|
Phase 1 implemented with necessary collaboration time for teachers
|
5. Assessment of Phase 1 and Phase 2 defined
|
Arts-integration Team Leadership
|
None
|
3
|
-Written assessment report
-Phase 2 defined
-Curriculum and lesson plans for Phase 2
|
6. Implement Phase 2 of arts-integration
|
Arts-integration Team Leadership
|
Unknown
|
3
|
Phase 2 implemented
|
7. Continued assessment and refinement of arts-integration
|
Arts-integration Team Leadership
|
None
|
3
|
Assessment and refinement of arts-integration
|
Goal: INSTRUCTION
Arts teachers and non-arts teachers will use engaging instructional strategies to connect their students to the curriculum and through a variety of subjects.
Objective: Provide yearly professional development and networking opportunities for arts and non-arts teachers to support arts instruction.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers and classroom teachers identify areas where professional development is needed to further arts strategic planning goals and they research appropriate professional development opportunities
|
Arts Leadership
|
None
|
1- 3 (yearly)
|
List of professional development requests submitted to administration
|
2. Professional development provided for arts teachers and classroom teachers
|
Arts Leadership
|
-Professional development costs
-Release/Sub Time
|
1-3
|
Arts Instruction strengthened and strategic planning goals reached
|
3. Arts teachers identify useful networking opportunities
|
Arts Leadership
|
None
|
1-3
|
List of requested networking opportunities submitted to administration
|
4. Networking opportunities provided for arts teachers and classroom teachers
|
Arts Leadership
|
-Professional development costs
-Release/Sub Time
|
1-3
|
-Teachers and district participate in a professional community of arts educators
|
Goal: INSTRUCTION
Arts teachers and non-arts teachers will use engaging instructional strategies to connect their students to the curriculum and through a variety of subjects.
Objective: Provide collaboration time for teachers to properly plan arts curriculum, instruction, and events.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Administration meets with teachers to determine collaboration-time requirements (who, when, for what purpose etc.)
|
Elementary and Middle School Principals
|
None
|
1
|
Collaboration time defined
|
2. Schedule adjusted to accommodate needed collaboration time
|
Elementary and Middle School Principals
|
None
|
1
|
Collaboration time included in schedule
|
3. Year 1 implementation
|
Elementary and Middle School Principals
|
None
|
2
|
Arts collaboration time
|
4. Continued assessment and refinement of collaboration time
|
Elementary and Middle School Principals
|
None
|
3
|
Assessment and refinement of collaboration time
|
Goal: COMMUNITY ENGAGEMENT
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
Objective: Each discipline cultivates at least one relationship a year with a San Diego arts organization.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers submit their selected partner organizations to Arts Leadership
|
Arts Leadership
|
None
|
1-3 (yearly)
|
List of targeted arts organizations
|
2. Arts teachers communicate with the education departments of arts organizations and discuss collaboration opportunities
|
Arts Leadership
|
None
|
1-3
|
Report submitted to Arts Leadership summarizing meeting
|
3. Arts teachers create a yearly plan, providing a budget and outline of collaborations with their arts organization
|
Arts Leadership
|
None
|
1-3
|
Plans and budgets approved
|
4. Arts teachers follow through with plan
|
Arts Leadership
|
Costs for assemblies, field trips, and/or teaching artists
|
1-3
|
Yearly collaborations with San Diego arts organizations in each arts discipline
|
Goal: COMMUNITY ENGAGEMENT
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
Objective: Each discipline organizes at least one outreach project a year in the RSF community.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers meet with parent organization to brainstorm possible outreach projects in the RSF community for the current school year
|
Arts Leadership
|
None
|
1-3 (yearly)
|
List of outreach ideas
|
2. Parents and teachers research different outreach ideas from the list
|
Arts Leadership
|
None
|
1-3
|
Research on outreach presented
|
3. Arts Teachers and parents meet to select outreach projects and leadership
|
Arts Leadership
|
None
|
1-3
|
-Outreach projects selected
-Parent lead selected to organize each outreach event with teacher
|
4. Outreach projects executed throughout school year
|
Arts teachers and parent leads
|
None
|
1-3
|
At least 1 outreach project in each discipline
|
5. Assessment of outreach efforts
|
Arts teachers and parent leads
|
None
|
1-3
|
End-of-year assessment of outreach efforts and recommendations made for improvements
|
Goal: COMMUNITY ENGAGEMENT
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
Objective: Each discipline brings in at least one teaching artist a year to enhance teaching and learning.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers examine curriculum and identify areas where the expertise of a teaching artist would be useful
|
Arts Leadership
|
None
|
1-3 (yearly)
|
Teaching artist needs identified
|
2. Arts teachers include teaching artist costs in yearly discipline budget
|
Arts Leadership
|
None
|
1-3
|
Budget submitted
|
3. Upon approval of budget by administration, teaching artists hired
|
Arts Leadership
|
Teaching artist costs
|
1-3
|
Teaching artists hired
|
4. Arts teachers meet with teaching artists
|
Arts Leadership
|
None
|
1-3
|
-Schedule determined
-Lesson plans set
-Teacher and student expectations established
|
5. Teaching artists work with students
|
Arts Leadership
|
None
|
1-3
|
Teaching artists work with R Roger Rowe students
|
6. Post-teaching meeting between teaching artist and arts teacher to debrief and provide feedback
|
Arts Leadership
|
None
|
1-3
|
Written report on success of collaboration, recommendations made
|
Goal: COMMUNITY ENGAGEMENT
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
Objective: Twice a year the entire R Roger Rowe school community will come together through a multi-disciplinary arts event.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts teachers meet and identify two community-building events for the school year (Arts Day and Arts Showcase or other)
|
Arts Leadership
|
None
|
1
|
Two community-building events identified
|
2. Planning meeting(s)
|
Arts Leadership
|
Release/sub time or built into collaboration time
|
1
|
-Itinerary and leadership established -Coordination and communication with administration, classroom teachers, and parent volunteers
|
3. Two community-building arts events executed during the year
|
Arts Leadership
|
Event materials or other expenses
|
2
|
Two community-building events
|
4. Event leadership debriefs after event and uses this information to adjust the plan for the following year
|
Arts Leadership
|
None
|
3
|
Event debrief and recommendations made
|
Goal: COMMUNITY ENGAGEMENT
Our arts programs will build community at our school, in Rancho Santa Fe, and in the greater San Diego area.
Objective: Revitalize the parent and teacher arts organization with improved communications, volunteer opportunities, and closer collaboration with the arts teachers.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Planning meeting(s) for parents and teachers
|
Arts Leadership
|
None
|
1
|
-Parent and teacher arts organization defines mission, leadership structure, and logistics
-Yearly goals identified
|
2. Parent and teacher arts organization meets and pursues goals
|
Volunteer Organization Leadership
|
None
|
2
|
Yearly goals Implemented
|
3. End-of-the-year debrief
|
Volunteer Organization Leadership
|
None
|
3
|
Debrief and new goals set
|
Goal: FACILITIES AND EQUIPMENT
We will provide students with appropriate, safe spaces to work, and students will use materials and equipment that support high learning expectations in each arts discipline.
Objective: Develop a system to establish and maintain safe classroom and performance spaces as well as arts equipment.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Arts space and equipment meeting with Arts Leadership, arts teachers, and facilities
|
Arts Leadership
|
None
|
1
|
Identify rooms and equipment in need of maintenance
|
2. Teachers and staff develop checklists and protocols for identified arts spaces and equipment
|
Arts Leadership
|
None
|
1
|
Systems for maintenance of spaces and equipment proposed to administration
|
3. Systems for maintenance of arts spaces and equipment put into use
|
Arts Leadership
|
None
|
1
|
Teachers use systems
|
4. Systems assessed and revised as needed
|
Arts Leadership
|
None
|
2,3
|
Assessments and revisions of maintenance systems
|
Goal: FACILITIES AND EQUIPMENT
We will provide students with appropriate, safe spaces to work, and students will use materials and equipment that support high learning expectations in each arts discipline.
Objective: Prioritize the arts in PAC scheduling.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Identify PAC scheduling system to be used
|
Administration
|
None
|
1
|
Scheduling system and protocol identified
|
2. Enter all arts events in PAC schedule with ample time for rehearsals
|
Arts Leadership
|
None
|
1-3
|
Arts events and rehearsals entered
|
3. Update and adjust schedule as needed to respond to arts needs
|
Arts Leadership
|
None
|
1-3
|
-Arts events and rehearsals updated
-Arts maintain priority in PAC
|
Goal: FACILITIES AND EQUIPMENT
We will provide students with appropriate, safe spaces to work, and students will use materials and equipment that support high learning expectations in each arts discipline.
Objective: Ensure that any future building plans consider arts needs.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Assessment of arts facilities and current program needs
|
Arts Leadership
|
None
|
1
|
Written report
|
2. Projection of arts program facility needs in next 5-10 years
|
Arts Leadership
|
None
|
2
|
Projection of needs submitted to school administration and Board of Education
|
3. Arts Leadership included on new building committee
|
Arts Leadership
|
None
|
2,3
|
Arts Leadership participates in new building meetings and committees
|
Goal: FACILITIES AND EQUIPMENT
We will provide students with appropriate, safe spaces to work, and students will use materials and equipment that support high learning expectations in each arts discipline.
Objective: Develop an arts event protocol and checklist.
Actions
|
Leadership
|
Resources/$
|
Phase
|
Outcome
|
1. Event Protocol Meeting with Arts Leadership, administration, arts teachers, and Facilities
|
Arts Leadership
|
None
|
1
|
-List of tasks to be done before, during, and after an event with reporting structure
-Necessary forms and templates created
|
2. PAC Training
|
Arts Leadership
|
None
|
1
|
All individuals who use PAC are familiar with basic operations and are trained in safe practices
|
3. Arts event protocol and checklist developed
|
Arts Leadership
|
None
|
1
|
-Event protocol and checklist approved by administration
-Teachers trained on use of protocol
-Teachers use checklist for all arts events
|
4. Revision of arts event protocol and checklist
|
Arts Leadership
|
None
|
2
|
-Assessments made as protocol is used
-Revisions made as necessary
|
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