Merryl Goldberg Summer Institute 2013

 Kids who CARE about learning,

 Primary Goal: Engaging students in reading through visual arts and theater  Integrating the Arts – the motivating tool for engagement and authentic tool for assessment of student learning

 DREAM Video DREAM Video

 Who…  3 rd and 4 th 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

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 Design Random 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

Coached teachers…  Integrated arts 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.

Teachers Integrate the Arts to further:  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

 Vocabulary comprehension  Inference  Visual literacy skills  Visual arts and theater ability

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.

 Creative/innovative thinking  ELL/opportunity  Aligned with Common Core (whew)  Brings excitement to learning!  Brings joy to teaching

Standardized Test Scores Year 1: Modest to little impact Year 2: Notable impact on 3 rd grade 3 rd Grade 2010 Mean ELA Score 2011 Mean ELA Score Improveme nt Coached group Institute-only group Comparison group

Standardized Test Scores Year 1: Modest to little impact Year 2: Notable impact on 3 rd grade 3 rd Grade 2010 Mean ELA Score 2011 Mean ELA Score Improveme nt Coached group Institute-only group Comparison group Basic Proficient Below Basic

Impact on Standardized Test Scores Year 2: Impact on 4 th grade 4 th Grade 2010 ELA Mean Score 2011 ELA Mean Score Mean Improveme nt Coached group Institute-only group Comparison group

Capability and Test Scores Students Teachers

 DREAM kids and teachers aren’t particularly talented or special….they did, however, have an opportunity that let them succeed.  How did we all do it?

DREAM Team Approach Infrastructure Evaluator Arts Coaches

Planning & Reflective Practice Approach to Institute Coaches’ meeting

Engaging Teachers as Professionals  Respect  Reflection – blogging  Setting the context for learning  Engaging with authors and artists

 Coach as vehicle  Coaches Meetings  No recipe for coaching

 Meteors fly like a fly  Maybe it’s a butterfly  with its wings spread  high in the sky   Butterfly fly like a fly  With its wings spread high in the sky  I don’t know why  But it can fly   I like a fly cause it flys  Like a butterfly  With its wings spread high in the sky  I’d like to be a butterfly   If I could fly  Where would I go?  I would go across the sea and the desert  I’d like to fly with the hawks, the falcons  I’d like to fly

 Madeline Albright  History, politics, geography

 Reading! Writing!

 And more questions!

 Ask for more.  It’s the law.  Merryl: