DREAMDeveloping Reading Education

with Arts Methods

March 14, 2012

BRENDA HALLNORTH COUNTY PROFESSIONAL DEVELOPMENT FEDERATION

Project Overview:Following the DREAM

• 3rd and 4th grade teachers received training to integrate visual and theatre arts into their reading instruction.

• 10 north San Diego County school districts in collaboration with CSUSM, NCPDF and the SDCOE

• 141 teachers and approximately 3,000 students

DREAM Video

PATTI SARANIEROMOXIE RESEARCH

Project Evaluation

Evaluation Questions• Which professional development model

increases teacher proficiencies in arts integration? How does it increase proficiency?

• Which professional development model improves student academic performance in reading? How does it improve performance in reading?

Study DesignRandom assignment to one group:• Two treatment groups – Institute-only teachers: Institute (n=25)–Coached teachers: Institute & in-school

coach (n=25)• One comparison group

Quantitative Data • Teacher demographics• Teacher pre-test/post-test on

arts integration• Institute observation• Post-institute survey• Student arts vocabulary

assessment• Arts coach assessment• Lesson plan rubric• Mid-year teacher survey• Standardized test scores

Qualitative Data• Teacher pre-test/post-test

on arts integration• Institute observation• Post-institute survey• Arts coach assessment• Focus group/interviews

with teacher participants and art coaches

IMPACT ON TEACHER LEARNING & TEACHING

Coached teachers…• Integrated more frequently (particularly

theatre) than institute-only or comparison teachers;

• Integrated the arts into more areas of the reading curriculum than institute-only or comparison teachers;

• Were more confident integrating the arts than institute-only or comparison teachers.

Teacher Work Samples• Coached teachers were better able to

demonstrate their learning.• Teachers in both treatment groups improved in

the quality of their lesson plan work samples over the course of the intervention year.

• However, coached teachers made greater improvement than did institute-only teachers.

How Teachers are Using Integration• Character analysis & development• Reading comprehension• Inference• Vocabulary acquisition• Plot• Setting

Teacher Engagement• Greater satisfaction and engagement

with teaching;• Recognition of need for alternative

teaching strategies and assessments;• Greater enthusiasm for and use of arts

integration.

Impact on Student Learning

Students with teachers in both treatment groups:• Greater student engagement and

enthusiasm for learning;• Deeper learning in and retention of reading

curriculum; and,• Improved participation and greater focus in

class.

Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade

3rd Grade 2010 Mean ELA Score

2011 Mean ELA Score

Improvement

Coached group 278.80 366 87.20

Institute-only group 299.15 339.86 40.71

Comparison group 295.58 320.87 25.29

Standardized Test ScoresYear 1: Modest to little impactYear 2: Notable impact on 3rd grade

3rd Grade 2010 Mean ELA Score

2011 Mean ELA Score

Improvement

Coached group 278.80 366 87.20

Institute-only group 299.15 339.86 40.71

Comparison group 295.58 320.87 25.29

Basic

Basic

Proficient

Below Basic

Impact on Standardized Test ScoresYear 2: Impact on 4th grade

4th Grade 2010 ELA Mean Score

2011 ELA Mean Score

Mean Improvement

Coached group 325.21 354.52 29.31Institute-only group 281.22 334.23 53.01

Comparison group 318.73 317.83 -.90

MERRYL GOLDBERGCALIFORNIA STATE UNIVERSITY SAN MARCOS

Project Analysis

Capability and Test ScoresStudents Teachers

DREAM Team Approach

InfrastructureEvaluator

Planning & Reflective Practice

Approach to InstituteCoaches’ meeting

Engaging Teachers as Professionals

• Respect• Reflection – blogging• Setting the context for learning• Engaging with authors and artists

BRENDA HALLNORTH COUNTY PROFESSIONAL DEVELOPMENT FEDERATION

Building and Maintaining Partnerships

• Maintaining project leadership throughout the four years of the grant.

• Looking for ways to build relationships beyond the grant between CSUSM, the districts, and the county.

• Communicating continually with our district partners through our DREAM blog, emails, and meetings with site and district leaders.

• Reminding teachers about lesson plans, surveys and focus group participation through clear and repeated communication.

• Providing incentives and recognizing those individuals who provide data in a timely way.

• Connecting with teachers in person when possible through art coaches who are working at the school sites.

• Working with key district data administrators to preview our requests to ensure efficient data collection.

• Simplifying data collection as much as possible by providing reasonable timelines and creating formatted spreadsheets.

• Ensuring that teachers receive excellent

training and coaching. Their engagement and enthusiasm is critical for ongoing district support and commitment.

• Informing teachers throughout the course of the project about the importance of the research in helping to educate others about the importance of arts integration.

MERRYL GOLDBERGCALIFORNIA STATE UNIVERSITY SAN MARCOS

Dissemination

Dissemination

• Press Conference• Dissemination Website

http://dream.sdcoe.net• Conferences/Presentations

Press ConferencePlanning

Getting the word outThe “who” of the messaging counts

Dissemination Website• Video• Scholarly Papers• Newspaper Articles/Press • Nuts and bolts• (Teachers’ blog)

Conferences & Papers & Presentations – Oh My!

• NCPDF/County Office of Education• University research Colloquium• Community College presentations• AERA 2011• Denver, Colorado & India

Questions & Discussion