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Elementary art teachers present curriculum review to Ames CSD board, propose full adoption of 11 National Core Art Standards
Summary
Elementary art teachers told the Ames Community School District board they are moving from four grade‑level performance standards to a K–5 sequence aligned to all 11 National Core Art Standards, and described new behavior and performance scales to support instruction and assessment.
Elementary art teachers presented the Ames Community School District board with a year‑long curriculum review that proposes using all 11 National Core Art Standards across K–5 and new assessment tools for behavior and academic performance.
“Allison Mistroti, elementary art teacher at Sawyer and Mitchell, Rebecca Harding, elementary teacher at Fellows, and Brian Randolph from Edwards described the review,” Associate Superintendent Dr. Hawkins told the board when introducing the presenters.
Allison Mistroti told the board the district currently serves “just under 2,000 students” in elementary art, that students attend art 40 minutes every four days, and that the prior curriculum used only four performance standards per grade level. The teachers said the new plan will tier the 11 anchor standards across grades so students encounter all anchors by the end of fifth grade while allowing reteaching where classes need reinforcement.
The presenters also described a recently piloted behavior assessment aligned to the district PBIS expectations. The team consolidated eight previous classroom behavior grades into three content‑specific categories—individual and social responsibility, thoughtful behavior and safe behavior—reducing grading volume while aligning behavior language across buildings.
The teachers showed work on student‑friendly verbiage for standards and on developing performance scales (rubrics) to distinguish “meets standard,” “needs improvement” and intermediary levels. “The performance scales is our work continue for next year,” one presenter said, noting the team has started with kindergarten and will build rubrics for additional grades.
Board members praised the work and noted the benefits of consistency across buildings and easier transitions for students who change schools. Dr. Hawkins thanked Sarah Davison and curriculum team members who led the process.
No formal board action was taken; the presentation served as an informational report to guide continued curriculum development and rubrics work next year.
