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
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