Arts Po We R Using Inquiry Based Arts

Arts Po. We. R! Using Inquiry Based Arts Integration in Title Schools

Presentation Plan • Overview • Why Arts Education? • Title and Arts Alignment • Guidelines and Tools • Next Steps

How this journey began • Arizona’s Efforts • Colorado Need

An Arizona Case Study How we got here…. • Innovative- state-level response to new research from Tucson, AZ schools - Opening Minds through the Arts • Serendipitous - a Superintendent of Public Instruction who is long-time arts education advocate… and an arts education specialist who also is a Title I specialist • Fortuitous - "expiring" Title I-F dollars, Title VA innovation funds, Title IA Stimulus - to support quality projects

An Arizona Case Study Schools and Arts as Partners • Use of Technical Assistance Providers (state level approved) to help design and develop quality arts integration reform models • Valuing roles of classroom teachers, arts educators and community arts partners in creating a quality arts integration reform program

An Arizona Case Study ARRA - Stimulus • Influx of funds • Title 1 Department flush with distribution • DOE Support – The Arizona Department of Education encourages Arizona Title I Schoolwide schools to consider using their ARRA (Stimulus) funds for jump-starting an arts integration approach to comprehensive school reform. Quality arts integration programs have a proven track record of helping Arizona students achieve in the AYP tested subject areas. Nancy Konitzer Deputy Associate Superintendent Title I and NCLB Coordinated Activities Arizona Department of Education

An Arizona Case Study Timeline When What April, 2009 Title I ARRA (Stimulus funds) available for application. Allocations sent to schools May 5, 2009 Release of RFP for Technical Assistance Providers June 5, 2009 Panel reviews and juries TA Provider list June 15, 2009 List of state approved TA Providers available September 30, 2009 School Application Deadline September 30, 2010 85% of Title I ARRA funds must be spent or obligated September 30, 2011 All Title I ARRA Funds must be spent

Today’s Agenda • Overview • Why Arts Education? • Title and Arts Alignment • Guidelines and Tools • Next Steps

Arts Integration and Title I • Not a “new” concept USDOE quote: An LEA could to use Title I funds to support activities involving the arts provided those activities are part of an instructional strategy that is designed to improve the teaching and learning of at-risk students so they can meet challenging State academic standards.

Arts Integration and Title • Secretary Arne Duncan-2009 Under ESEA, states and local school districts have the flexibility to support the arts. Title I, Part A of ESEA funds arts education to improve the achievement of disadvantaged students. Funds under Title II of ESEA can be used for professional development of arts teachers as well as for strategic partnerships with cultural, arts, and other nonprofit organizations.

Arts Integration and Title I • Secretary Paige-2004 There is much flexibility for states and local school districts under the No Child Left Behind Act with respect to support for the core subjects. In Arizona, for example, as part of Superintendent Tom Horne's current "content-rich curriculum" initiative, $4 million in Comprehensive School Reform (Title I, Part F) funds are supporting arts education at 43 current Comprehensive School Reform schools throughout the state. Additional Arizona Arts Education Initiative school sites are being supported with Title V (Innovative Programs) funding under NCLB. Under NCLB, Title I, Part A funds also can be used by local education agencies to improve the educational achievement of disadvantaged students through the arts.

Arts Integration and Title I Why Arts Education? (Arts learning and student achievement research and data) Title I and Arts Education Integration Project Development (How to approach site based needs, responses, outcomes) (How arts education integration relates to Title I) A perfect fit? (Examining how Title I funding guidelines fit a school sites needs, responses and desired outcomes)

Arts Education Research Highlight: Music the study of music has a direct positive effect on students’ ability in math. Shaw and Rauscher, 1997 Case Study 1 Percentage Points Second graders who received piano instruction plus practice with a math video game along with math instruction, scored 15 to 41 percent higher on a test of ratios and fractions than second graders who received extra English lessons plus the math video game, and students who received no special lessons in addition to traditional math. 100 90 80 70 60 50 40 30 20 10 0 Test Scores Piano Lessons No Piano Lessons

Arts Education Research Highlight: Visual Arts the study of visual arts has a positive impact on overall student learning. Case Study 7 Percent A 1996 study by Howard Gardner involved 96 1 st graders in eight classrooms. Four classes were arts enriched and four were controls which received only the standard arts curriculum. After seven months, 77 percent of the artsenriched classes scored at grade level, compared to 55 percent of the control group. The reading scores of the experimental classes, which averaged below the control groups at the beginning, caught up. (Jensen, pg. 59) 90 80 70 60 50 40 30 20 10 0 Arts-enriched Classes Control Group Percentage of Students Scoring at Grade Level

Arts Education Research Highlight: Dance the study of dance has a positive impact on language arts development Case Study 8 70 Percentage Points 60 50 40 District-wide Dance Students 30 20 10 0 Year 1 Year 2 In Seattle, 3 rd grade students studied language arts concepts through dance activities. Although the district-wide reading scores showed a decrease of 2 percent, the students involved in the dance activities boosted their Metropolitan Achievement Test reading scores by 13 percent in six months. (Leroux & Grossman, 1999)

Arts Education Research Highlight: Drama the study of drama is correlated to higher college entrance scores. College Board, 2001 Case Study 7 b 80 70 60 50 40 30 20 10 0 tio n od uc es Ac tin g/ Pr la ss an a C ra m D Y e ar s o f D la ss t C 4+ o Ar N ce Math and Verbal Scores es Percentage Points There are correlations with movement arts and higher college entrance scores. The College Board reports that for the 1999 school year, there are differences between scores of students taking dramatic arts those with no coursework in this content areas. § students in drama study scored 44 points higher; §students with acting or production experience scored 53 points higher on the averaged math and verbal scores.

Arts Education Research Highlight: Arts Integration the study of the arts in OMA elementary schools in Tucson led to increases in SAT-9 scores in ALL subject areas. Tucson Unified School District Opening Minds through the Arts 2 nd year findings (2003): - 2 nd Grade Students in the program for two years outscored their peers in statistically significant ways on all three sections of the SAT-9 test - The gains were greatest for students with an Hispanic background West. ED Research 70 60 50 40 30 20 10 Reading Language Math OMA Comparison

Reviewing research highlights • What do they have in common? • What is of interest to you? • What may be of interest to a school in your community?

Research Commonalities • Intentionality • Partnering across/with others And… Discuss with a shoulder partner other commonalities you see

Contact Information State of Arizona Department of Education Lynn Tuttle Mandy Buscas Director of Arts Education Arizona Department of Education 1535 W. Jefferson Phoenix, AZ 85007 Lynn. Tuttle@azed. gov 602 -364 -1534 Arts Learning Director Arizona Commission on the Arts 417 W. Roosevelt Phoenix, AZ 85003 mbuscas@azarts. gov 602 -771 -6525

Today’s Agenda • Overview • Why Arts Education? • Title and Arts Alignment • Guidelines and Tools • Next Steps

Colorado Need • Confusion about what could be included in a Title Application • Needed state guidance • Alignment to Unified Planning

National Center for Urban School Transformation Dedicated to identifying, studying, and promoting the best practices of America’s highest achieving urban schools in a manner that supports urban districts in transforming teaching and learning http: //www. ncust. org 4 th Annual Symposium: May 7 th & 8 th, 2009 in San Diego

Myth 2 • High-performing Title I schools teach only the subjects taught on the state exam. Art, music, physical education, social studies, drama, etc. are all sacrificed for time spent on English/reading and mathematics.

Truth 2 • Most high-performing Title I schools teach a wellrounded curriculum that includes substantial offerings in art, music, physical education, and elective courses. • In these high-performing schools, teachers work together to identify ways to integrate the teaching of critical math and reading/language arts skills into other areas of the curriculum.

Title & Arts Integration • Effective Instructional Strategies • Innovative Instructional Strategies Recent research shows connections between arts education and increases in academic achievement Quality, intensive professional development for participating teachers and partners. • Professional Development “A Three-Legged Stool. ” Quality arts education integration involves community arts partners, arts specialists and general/subject teachers • Parental Involvement Parental involvement and family engagement through artistic processes and performance

Today’s Agenda • Overview • Why Arts Learning? • Title and Arts Alignment • Guidelines and Tools • Next Steps

Draft- Inquiry Based Arts Integration Guidebook Carla Mc. Guane Title Consultant

Determining an arts integration response • How can an arts integration approach support Title schools? • … and what are identified schools needs and priorities in your community?

Measuring realistic outcomes • What is the school hoping to have change using an arts integration approach/reform strategy? – Student achievement? – Teacher practice? – Student engagement? – Parental/family/community engagement?

Today’s Agenda • Overview • Why Arts Learning? • Title and Arts Alignment • Guidelines and Tools • Next Steps

Your Input is Needed • How do you see these options impacting your work and those you serve? • What supports need to be offered to ensure success? Short Term Medium Long Term

Homework Conduct conversations with your partners at school/district/community: Is an inquiry based arts integration approach the right one for your school and its needs? If yes… q Updated Title Application– with a comprehensive reform model plan that includes arts integration q Updated Unified Plan – look at areas within the improvement strategies that arts integration strategies could be used

Resources What else is out there? q. Americans for the Arts q. Arts Education Partnership q. National Assembly of State Arts Agencies q. Foundation Center

Contact Information Karol Gates Content Specialist for the Arts Colorado Department of Education 201 E. Colfax Ave. Denver, CO 80203 gates_k@cde. state. co. us 303 -866 -6188