OUR FINDINGS

The content and format of the professional development currently being offered, ArtsNow Level I Foundational Training for School Teams: Adventures in Creativity, in which teams of educators explore integrating creativity and the arts across disciplines began in February 2006. Thus, this specific body of work is merely three years old. Given this relatively new 2½ day professional development offering, we have already been able to identify positive trends as a result of ArtsNow implementation and are continuing to refine our professional learning offerings and take next steps in our evaluation process.

Currently, a variety of findings substantiate our work:

• Based on observation of schools implementing ArtsNow strategies and interviews with those involved, there is a palpable difference in a school environment that is actively and consistently utilizing the arts to support instruction. Schools using arts integration strategies are typified by excitement, joy, and energy from educators, administrators, and students, as well as demonstrated student success.

 

• In 2009, an elementary school implementing ArtsNow strategies with a focus on science experienced school-wide testing gains with double digit gains in the third grade CRCT science scores.

 

• In 2008, an elementary school implementing ArtsNow strategies with a focus on writing experienced a 6% increase in 5th grade writing scores.
  
  
• During the 2006-07 school year, 55% of elementary and middle schools implementing ArtsNow strategies had lower absenteeism rates than their school system absenteeism rate and improved rates of chronic absenteeism over the previous year. Additionally, 70% of elementary and middle schools implementing ArtsNow strategies during the 2006-07 school year experienced a decrease in discipline referrals from the previous year.
• In one instance, school-wide attendance directly tracked with “ArtsNow days” – the school experienced lower absenteeism on days ArtsNow was being implemented – even when the day shifted. This school also met AYP during the year of implementation, an achievement not evidenced the previous year.
  
  
• One school cited ArtsNow as the reason for an increase in their 5th grade writing scores. In the Spring of 2007, 16% of 5th grade writing scores did not meet standard (vs. 30% at the state level) while 84% met or exceeded standard (vs. 70% at the state level). In the Spring of 2008, only 10% did not meet standard (vs. 23% at the state level), while 90% met or exceeded standard (vs. 77% at the state level).
  
  
• Seen as a vehicle for school-wide transformation, some schools are including ArtsNow in their School Improvement Plans.
• Just this fiscal year, we have trained 50 school teams (July 2008, September 2008, October 2008 and February 2009). Eight of these now have a school-wide focus using ArtsNow strategies (either in their School Improvement Plan or charter). Thus, 18% of the schools trained this year are embracing the use of creativity and the arts to support and improve instruction school-wide. 
  
  
• Several schools report that ArtsNow implementation has been an impetus for instructional change and positive gains for arts education. For example, one elementary school reports the following since instituting ArtsNow:
  
• The arts have been linked successfully to school-wide projects, including the Principal's book of the month. 
• The band grew from 10 members in January 2006 to 60+ members by January 2007. 
• Art and music classes have been expanded from 30 minutes to 1 hour weekly.
  
  

2007-2008 ArtsNow PROGRAM EVALUATION OVERVIEW

To further explore the impact of ArtsNow, an external evaluation was conducted during the 2007–2008 school year. Data were gathered for four ArtsNow Level I Foundational Training for School Teams: Adventures in Creativity workshops. Pre- and post-workshop surveys were completed as well as a follow-up survey five months following the Foundational Training. In addition, the researcher visited four “case-study” schools, where implementation levels were observed first hand. Focus-group and interviews completed the data collection. Download the executive summary and the full evaluation report for more information.

Post-workshop surveys indicate very strong perceptions of the knowledge gained, quality of leaders and presentations, and workshop usefulness. Comments regarding the workshops were extremely positive, indicating a very strong perception of workshop relevance to classroom practice, reinforcement of participants as respected professionals, and an increase of knowledge and confidence in arts integration. With a scale of 1 (strongly disagree) to 6 (strongly agree), the response item “gained useful teaching and learning strategies” was rated 5.7. The response item “excellent use of professional development time” was rated 5.6.

Follow-up surveys conducted five months after the workshop indicated that participants actively applied workshop strategies. Eighty-six percent responded that they applied knowledge gained in the workshop and 100 percent agreed or strongly agreed that “the workshop was an excellent use of professional learning time.” Ninety-four percent agreed that the workshop met their primary professional development need.
Participants felt they were subjected to too many overlapping and conflicting school improvement programs that failed to address classroom realities, whereas ArtsNow workshops were viewed as connecting directly with children’s learning needs.

For the four schools in which a case study was conducted, a chart depicting comparative AYP data is shown below. Although these data are strictly correlative, in each setting, schools actively implemented ArtsNow strategies school-wide. Therefore, these data are indicative that implementation of ArtsNow strategies supports and enhances student learning.





For these case studies the following questions were explored:

• What is the quality of implementation of ArtsNow in selected schools implementing the model of arts leadership teams and in-school creativity workshops?
• What successes and challenges are associated with implementation?

CASE STORIES

• Narvie J. Harris School
  
• Huntley Hills Elementary
  
• Miles Elementary
  
• Mary Lin Elementary

Evaluation Conducted by:
David E. Myers, Ph.D.
Professor and Director, School of Music
University of Minnesota
Minneapolis, MN