ࡱ> NPM~ QgbjbjVV 4<<Q_ZZ\ ,k9>.B $O!NNN%N N:,$X"* ;0k4R"z""PNNNNNNNNNNkNNNN"NNNNNNNNNZ c:  Arts Model and Development and Dissemination Grants Program 2005 Cohort Profiles Grantee Name: School District of Pittsburgh Project Name: Greater Arts Integration Initiative (GAIN) City, State: Pittsburgh, PA Grant Performance Period: 2005-2009 Project Contact: Joanna Papada Telephone Number: (412) 322-1773 Email:  HYPERLINK "mailto:jpapada@mcg-btc.org" jpapada@mcg-btc.org Grantee Information: The School District of Pittsburgh (PPS) collaborated with the Manchester Craftsmen's Guild (MCG), a nationally renowned arts organization with a track record for helping at-risk youth, to integrate visual arts into the curriculum for grades six through eight at Faison Academy Intermediate School. MCG artists worked with teachers to develop and implement arts-integrated lessons for Communications, Math, World Cultures and Science classes. Professional development workshops helped teachers become more familiar with arts-integration techniques and uses in the classroom. In addition, a designated Behavior Specialist coached teachers on classroom-management strategies. In grant year two, MCG placed permanent artists in the school to work with teachers on arts-integrated project designs and implementation (APR08). Description of Service Population: The School District of Pittsburgh (PPS), the second-largest school system in Pennsylvania, faces great challenges to academic achievement. On the Pennsylvania State Standard Assessment (PSSA) in 2004, over 55 percent of fifth, eighth and eleventh graders scored below proficiency in mathematics and over 45 percent scored below proficiency in reading. The student population self-identified as 80 percent African American and 11 percent mixed ethnicity. High levels of poverty and single-parent homes, high-risk behaviors, and low attendance rates among students all demonstrate the obstacles to success for students in PPS. Compounding these challenges, PPS undertook a major restructuring of the school system just before the first grant year in 2006-07; new curricula were introduced, 22 school buildings were closed and the majority of remaining schools were reorganized. Greater Arts Integration Initiative (GAIN) was implemented at a newly created school, Faison Academy, which experienced significant leadership problems during the first semester. The GAIN evaluator initially described the school as in meltdown, with extreme behavioral and classroom-management issues, noise disruption, minimal learning and outright violence between students and teachers. Considering the schools desperate situation, the impacts made by GAIN, beginning in the first grant year, are all the more impressive and notable. Description of Activities: MCG provided several professional development opportunities, including positive-behavior and classroom-intervention strategies, artist-led arts-integration projects and teacher workshops. After the first grant year, a designated Behavior Specialist consultant offered training sessions and coaching support to teachers, providing important skills for improving the schools learning environment. Working with teachers, MCG artists helped to design and implement arts-integrated curricula for Communications, Math, World Cultures and Science lessons using a variety of visual-arts projects. Examples of arts-integrated lessons include: creating shadow self-portraits while learning about solar energy; learning cuneiform writing as part of a lesson on ancient civilizations; producing newspaper pages from Colonial America; using urban calligraphy to improve literacy; making polygon stained glass in math class; and designing roller coasters while exploring physics concepts. Visiting artists also presented occasional classroom demonstrations and spoke to students about their careers as artists (APR07). Project Goals and Objectives: GAIN sought to improve student performance and increase teacher and administrator efficacy by integrating the arts into the core curriculum. Key objectives were: To raise academic achievement and improve behavioral patterns by engaging students in arts-based experiential learning activities; To provide ongoing professional development to broaden and develop teachers pedagogical skills; and To train teachers to develop arts-integrated lessons plans across the core academic subject areas. Results: Considering the severe behavioral and classroom-management issues at Faison Academy at the start of the grant, the positive impact of GAIN on student behavior and attendance demonstrates substantial progress. Student behavior, measured by numbers of suspensions and discipline referrals, improved from 2007 to 2008, with the average number of incidents per student decreasing from 3.1 in 2007 to 2.18 in 2008. The data suggest a statistically significant improvement in frequency of target behaviors such as less yelling and pushing in hallways, less name-calling and backtalk in class, and improvement in following directions over a one-year period. The treatment school outperformed the control school in student behavioral incidents, and in interviews, some teachers attributed better behavioral patterns to students participation in arts-integrated projects. Student attendance also improved from 2007 to 2008, with average unexcused absences declining from 8.4 days to 5.1 days, and average excused absences declining from 10.1 days and 7.6 days. The treatment school also outperformed the control school in student attendance (APR08). As the learning environment improved, students academic achievement increased. In 2007, treatment seventh-grade students significantly outperformed control students on the Pennsylvania State Standard Assessment (PSSA) in Reading and Math, with 23.6 percent and 20.8 percent achieving proficiency or above on each section respectively, as compared to 11.8 percent of the control group for each section (APR07). In 2008, eighth graders significantly improved their PSSA scores in Reading with 42.6 percent scoring proficient or advanced, as compared to the previous year when 27.2 percent scored at that level. Additionally, on the Math portion, grades six, seven and eight each improved their scores from the previous year, making gains of between 8.3 percent and 11.9 percent (APR08).  EMBED MSGraph.Chart.8 \s  Figure  SEQ Figure \* ARABIC 1 Graph showing the results of the Pennsylvania State Standard Assessment from the 2006-2007 school year for project ("treatment") and control ("comparison") students. In interviews, teachers commented on the more positive engagement of students in learning as a result of participation in GAIN. Pre- and post-treatment student surveys showed increases in students comprehension of school subject content and positive feelings about their schoolwork (APR08). There was an increase in the number of students who agreed that "the things I learn in art help me understand other subjects," from 32.5 percent in 2006 to 41 percent in 2007 (APR07). Teachers also developed positive views about the role of arts in schooling. In interviews, nearly all teachers said that the professional development workshops helped enhance their appreciation for the potential of arts to be used as a learning tool and said that they would incorporate arts integration into lessons. In 2008, more teachers reported a comfort level with arts integration as a tool of instruction, as compared with the previous year (APR08). Summary of Evaluation Plan: GAIN used a quasi-experimental design with a matched control school for comparison. Academic achievement was measured by the Pennsylvania State Standard Assessment (PSSA) and student grades in the subjects of Communications, Math, Science, World Cultures and U.S. History. PPS attendance records demonstrated attendance and behavioral impact. Qualitative measures included observation by a Behavior Specialist, student pre- and post-project surveys, teacher surveys and interviews. Lessons Learned: The results suggest the importance of classroom-management and behavioral strategies as the foundation for a viable learning environment. Along with teaching arts-integration skills and techniques, GAIN provided teachers with MCG trainings on classroom management and the additional support and guidance of a Behavioral Specialist. The extreme disciplinary problems of the Faison Academy, and the positive impact of GAIN on student attendance, behavior, and attitude towards learning, offers a lesson for other schools with notable discipline issues. Grantee Name: Project GRAD Houston Project Name: FAME (Fine Arts Matter in Education) Fine Arts Program City, State: Bellaire, TX Grant Performance Period: 2005-2009 Project Contact: Ann Stiles Telephone Number: (832) 325-0467 Email:  HYPERLINK "mailto:abstiles@projectgradhouston.org" abstiles@projectgradhouston.org Project Evaluator: Kwami Opuni Telephone Number: (832) 325-0325 Project Webpage:  HYPERLINK "http://www.projectgradhouston.org/fineArts/FAOverview.pdf" http://www.projectgradhouston.org/fineArts/FAOverview.pdf Grantee Information: In partnership with the Houston Independent School District (HISD), Project GRAD Houston, an education reform non-profit, introduced the Fine Arts Matter in Education (FAME) Fine Arts Program in 1999 to provide students with a comprehensive foundation of knowledge in the visual arts as well as in performing arts and music. The programs success earned it AEMDD funding in 2005. Implemented in the six elementary schools and one middle school within the Davis High School Feeder Pattern in the HISD, FAME involved around 3,100 elementary students and 1,000 middle school students. In the first two years of the grant, the number of teachers participating in professional development trainings increased from 21 to 31. Arts specialists taught classroom sessions and worked with teachers to develop lessons and integrate arts into the curricula. Description of Service Population: The FAME project schools serve an inner-city community that is 90 percent Hispanic, eight percent African American and one percent White. During the 2003-04 school year, four of the six elementary schools were 96 percent Hispanic or higher, while the two remaining elementary schools were around 20 percent African American. In addition, each school had approximately 60-70 percent at-risk students and 22-60 percent Limited English Proficiency (LEP) students, and more than 90 percent of students received free or reduced-price lunches. All of the schools served are within Houstons 20-square-mile Empowerment Zone. Description of Activities: Arts specialists provided students with weekly instruction in art, drama, and music, including instrumental music. Classroom teachers received professional development training in a variety of fine arts, music, theater arts and dance, as well as ongoing assistance from arts specialists to embed arts in their teaching. Students also benefited from visits by community artists to the schools, and from performing and displaying their artwork in the community. Parents supported the program through family field trips, performances and art fairs. Project Goals and Objectives: Since FAME was first implemented in elementary schools in 1999, evaluations have consistently demonstrated its positive impact on students math and reading performance on standardized tests. However, the gains made in elementary school were lost in middle school, to which the program did not continue. The AEMDD grant allowed FAME to extend into the middle school and build on the progress of previous years. FAMEs goal was to enhance, expand and disseminate its model for integrating standards-based arts education into the core curriculum. There were three primary objectives. The first was to strengthen standards-based arts instruction in the elementary and middle schools. The second objective was to improve students academic performance, including their skills in creating, performing and responding to the arts. The third objective was to create and disseminate a replicable model that fosters an interconnected relationship between the larger arts community and students and communities that historically have not had the benefit of substantial engagement with the arts. Results: FAME students outperformed their control-group peers on the Stanford Achievement Test in the second grant year, scoring 22 percentile units higher in reading and 24 percentile units higher in math (APR07). Further, FAME teachers who highly implemented arts integration into the curricula saw a clear pattern of academic performance gains over the course of the grant. On the reading portion of the Stanford Test, students in high-implementation classes achieved a 14.1 months average growth, compared to a 6.1 months average growth for low-implementation classes (APR07). The following year, students in high-implementation classes achieved a 13 months average growth, compared to a 7 months average growth for low-implementation classes (APR08). Results for the math portion of the Stanford Test were similar. Students in high-implementation classes achieved a 12.2 months average growth, compared to a 9.6 months average growth for low-implementation classes (APR07). The next year, students in high-implementation classes achieved a 22 months average growth, compared to 11 months average growth for low-implementation classes (APR08). Student survey data corroborate this academic progress, with 33 percent of students commenting on their improvement in learning efficiently in math, reading and science (APR08).  EMBED MSGraph.Chart.8 \s  Figure  SEQ Figure \* ARABIC 1 Graph showing the results of the Stanford Achievement Test from the 2007-2008 school years for project ("treatment") and control ("comparison") students.  EMBED MSGraph.Chart.8 \s  Figure  SEQ Figure \* ARABIC 2 Graph showing the results of the Stanford Achievement Test from the 2008 school years for project ("treatment") and control ("comparison") students. In addition to academic achievement, students greatly improved their artistic knowledge and skills, as shown by teacher assessments. In each year of the grant, more than 90 percent of students met or exceeded state and national standards for understanding and knowledge of the arts, with performance levels increasing from grades two through eight (APR06, APR07, APR08). Students reported their progress in singing and drawing on a student survey (APR08), and parents noted increased creativity as a result of students using the arts across a range of subjects (APR06). The positive impacts of FAME on affective and social outcomes were reported in parent focus groups, where parents expressed appreciation for their childrens participation in the program. Many parents cited increased motivation and engagement, with examples of students enjoying going to school, focused on doing their best, and engaged in the arts. Students increased their self-confidence, expressing pride in their accomplishments. Improvement was also noted in expressiveness, communication and social skills, particularly from theater and dance activities (APR06, Eval07). In a survey, 33 percent of students said they had improved their ability to express themselves or their emotions (APR08). Summary of Evaluation Plan: FAME used a quasi-experimental design with carefully matched pairs of comparison students. Academic achievement was measured by the Stanford Achievement Test for reading and math, Texas Assessment of Knowledge and Skills (TAKS) a state criterion-referenced test and Aprenda, a national norm test. Additional outcomes were measured by student interviews and surveys, teacher observations, and parent focus groups. Lessons Learned: The FAME model is designed to provide uninterrupted exposure to comprehensive and sequential fine-arts education. As students transition from grade to grade and from school to school, their involvement in various fine-arts programs continues, providing valuable reinforcement of the benefits of arts integration. The success of FAME suggests that arts integration should begin in elementary school and, importantly, continue through the middle school years in order to have the most impact. Grantee Name: Jersey City Public Schools Project Name: Theater Arts Infusion City, State: Jersey City, New Jersey Grant Performance Period: 2005-2009 Project Contact: Nancy Healy Telephone Number: (201) 915-6043 Email:  HYPERLINK "mailto:nhealy@jcboe.org" nhealy@jcboe.org Evaluator: Elaine M. Walker Telephone Number: 609-377-6254; 201-432-1911 Grantee Webpage: http://www.educationalartsteam.org/documents/Theater%20Infusion%20Student%20Report.pdf Grantee Information: Theater Arts Infusion is a partnership between Jersey City Public Schools and the Educational Arts Team (EAT), a Jersey City-based non-profit organization, to infuse theater arts strategies into the core curriculum. During the first two years of the grant, the project was implemented in 28 fourth- and fifth-grade classrooms within seven Jersey City Public Schools. In the third grant year, Theater Arts Infusion was expanded throughout the school district to reach more than four thousand students and 225 teachers. EAT visiting artists provided professional development for teachers, addressing arts and core-curriculum standards, drama strategies, and methods of integrating theater arts into lesson plans. Description of Service Population: The Jersey City School District has been state-run since 1989, the longest-running takeover of a failing school system in the nation. Serving more than 30,000 students, the school districts multi-racial and multi-ethnic population makes it the most diverse in New Jersey. In 2005, at the beginning of the grant, the student population was identified as 39 percent Latino, 35 percent of African descent, and the remaining 24 percent a broad range of ethnicities, including Asian American, Haitian, Native American and a growing Egyptian population, among others. More than 30 languages other than English were spoken by district students, and nearly 57 percent of students received bilingual and ESL instruction. Among the seven targeted schools for Theater Arts Infusion, poverty rates ranged from 70.5 percent to 80.4 percent, and standardized-test scores were among the lowest in the district, particularly in the area of language arts literacy. Description of Activities: Visiting teaching artists taught full-day professional development workshops for teachers, providing skill training, curriculum-integration strategies and coaching. Teachers also received a handbook of 40 lessons that use a variety of theater arts as strategies for learning. Creative drama games, puppetry, mime and movement, and storytelling were integrated into classroom lessons on reading comprehension, brainstorming for writing assignments, character development, and the study of historical figures and events. One unit for fourth-grade students used role-play to examine varied perspectives about how the American Revolution affected colonial relationships and native tribes; fifth-grade students created a drama that explored the lives and culture of ancient Egyptians. Project Goals and Objectives: The main goal of Theater Arts Infusion was to improve teaching methods and increase academic performance for elementary and middle school students by integrating theater arts standards into the language arts and social studies curricula. In particular, the project focused on improving oral and written language skills, and student motivation and engagement. To carry this out, key objectives were: To develop and implement a series of theater arts-integrated lesson plans, based on national and state standards, into the language arts and social studies curricula; To provide professional development training to all fourth- and fifth-grade teachers in the district by the end of the third grant year; To publish a handbook of applied theater arts strategies and lesson plans for broad dissemination; and To evaluate and document findings to demonstrate the efficacy of the arts in improving academic performance. Results: Data from standardized testing revealed that students who had participated in the Theater Arts Infusion project outperformed their peers in the control group. On the 2008 New Jersey Assessment of Skills and Knowledge (NJASK) English Language Arts test, 66 percent of treatment students scored as proficient or advanced, compared to 50 percent of students in the comparison control group. The findings also suggest that exposure to the arts at an earlier age enhances the academic benefits: Students who were in the treatment group in fourth grade scored higher on the NJASK than students who began treatment in fifth grade. Teacher assessments supported these results, demonstrating increased retention, understanding, and mastery of language arts and social studies content and skills by treatment students. Teachers also reported student improvement in higher-order thinking skills, understanding task assignments, and creativity (Final APR08).  EMBED MSGraph.Chart.8 \s  Figure  SEQ Figure \* ARABIC 1 Graph showing the results of the New Jersey Assessment of Skills form the 2007-2008 school year for project ("treatment") and control ("comparison") students. In addition to significant academic progress, treatment students made great strides in positive school behavior and social outcomes. Teachers reported that fourth-grade students in Theater Arts Infusion improved in regular class attendance, completing homework in a satisfactory manner, and behaving appropriately in the classroom. Students worked more effectively both independently and on group assignments. Student surveys showed an increased motivation to learn, and teachers cited particularly high student engagement during theater arts workshops held in class (APR07). Teachers also noted increased confidence in students, particularly shy students who became engaged with theater arts activities (Final APR08). These positive impacts for students were reflected in teachers responses to professional development sessions. Surveys showed that workshops improved teachers knowledge of theater arts strategies and arts standards. Demonstration lessons and mentoring increased teachers understanding of how to integrate the arts into the teaching of social studies and language arts. Importantly, teachers also gained a greater appreciation for how arts integration into classroom subjects can benefit all students. Summary of Evaluation Plan: Theater Arts Infusion was based on an experimental treatment/control design, in which 28 classrooms in seven schools each were randomly assigned to be either part of the project or the control group. Academic performance was evaluated with the English Language Arts portion of the New Jersey Assessment of Skills and Knowledge (NJASK) and grades from the first and fourth marking periods. Affective and behavioral outcomes were measured by teacher assessments of homework completion, participation and attentiveness in class, and motivation to learn; student surveys; and data on attendance and disciplinary behaviors. Additionally, professional development training was evaluated with pre- and post-project teacher surveys, teacher interviews and videotaped classroom instruction. Lessons Learned: The results demonstrate that Theater Arts Infusion made a significant difference in how students developed both academically and socially. One important lesson is the advantage of early exposure to the arts. The impact on treatment fourth-grade students was greater and more sustained beyond that grade in comparison to students who participated in the project for the first time as fifth graders. Another lesson learned is that direct instruction is not necessarily the most effective pedagogical approach when teaching at-risk students. 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