1. Achieving Title I Goals The Role of Arts Education
(A Close Look at Impactful Arts Learning)
Dr. Dale Schmid
Educational Leaders as Scholars Institute
July 17, 2018

2. Title I Goals Student Learning and Mastery School Culture and Climate
Rather - The objective of the NJDOE Title 1 Arts Integration Pilot and the NJDOE Title STEM & Arts-Integration Pilots were/are to create an environment, in which grantees investigated and applied various evidence-based arts-integration techniques as intervention strategies that led to increased student achievement and school improvement. The objective of the next phase of the Pilot is to expand on the models designed by the Pilot schools and institutionalize sustainable arts-integration practices. The current phase of the project draws from STEM topics as subject material for integration interventions,
Program designs must target at least two of the four categorical Title I goals:
Student Learning and Mastery;
School Culture and Climate;
Student Engagement; and
Family and Community Engagement.
Student Engagement
Family and Community Engagement

3. Title I Funding and the Arts
In 2013, the United States Department of Education issued guidance to State Education Agencies (SEAs) advising that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program.
In maintaining consistency with Title I requirements, an LEA may use Title I funds to support arts education as a strategy to assist Title I students with meeting the State’s academic achievement standards.”
The 2013 guidance to State Education Agencies advised that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program…No further guidance was given as to how arts-integration, can bolster school improvement. Several concerted efforts have been made in California and Arizona to pilot evidence-based, arts-integration interventions, but few other examples existed. A desire for evidenced based practices that applies to local concerns in NJ led to a solicitation for funding to this committee last year, to support the launch of a Pilot Program.

4. Title I Funding and the Arts
No further guidance was issued on how the arts can bolster school improvement efforts… While there are limited, but concerted efforts in California and Arizona to utilize arts- integration as an intervention strategy, few examples of research-based arts-integration school reform efforts.
The desire for local examples of effective arts integrated programs of study led to the deployment of the NJDOE Title I Arts- Integration Pilot
In 2013, the United States Department of Education issued guidance to State Education Agencies (SEAs) advising that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program.
In maintaining consistency with Title I requirements, an LEA may use Title I funds to support arts education as a strategy to assist Title I students with meeting the State’s academic achievement standards.”
The 2013 guidance to State Education Agencies advised that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program…No further guidance was given as to how arts-integration, can bolster school improvement. Several concerted efforts have been made in California and Arizona to pilot evidence-based, arts-integration interventions, but few other examples existed. A desire for evidenced based practices that applies to local concerns in NJ led to a solicitation for funding to this committee last year, to support the launch of a Pilot Program.

5. Title I Eligability
In 2013, the United States Department of Education issued guidance to State Education Agencies (SEAs) advising that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program.
In maintaining consistency with Title I requirements, an LEA may use Title I funds to support arts education as a strategy to assist Title I students with meeting the State’s academic achievement standards.”
The 2013 guidance to State Education Agencies advised that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program…No further guidance was given as to how arts-integration, can bolster school improvement. Several concerted efforts have been made in California and Arizona to pilot evidence-based, arts-integration interventions, but few other examples existed. A desire for evidenced based practices that applies to local concerns in NJ led to a solicitation for funding to this committee last year, to support the launch of a Pilot Program.

6. NJDOE Arts Integration Pilot January 1, 2017-July 31, 2017
The Arts Integration Pilot was comprised of Nine elementary & high schools including:
Two charter schools and seven traditional public schools
Southern, Central and Northern regions of New Jersey
Targeted Assistance and Schoolwide Title I programs
In-school, Summer and afterschool programs
Academy of Urban Leadership
Bridgeton
Collingswood
Hopatcong
Passaic City
Queen City Academy
Roselle Borough
Toms River
Wildwood City

7. Title I Funding and the Arts
The early successes of the Pilot led to the Title I STEM & Arts-Integration Pilot…
The NGO will be going out soon to the districts The NJDOE has
dedicated 2 Million dollars to this most effort to support arts and STEM & Arts integration as an intervention strategy for struggling students and means of school improvement.
In 2013, the United States Department of Education issued guidance to State Education Agencies (SEAs) advising that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program.
In maintaining consistency with Title I requirements, an LEA may use Title I funds to support arts education as a strategy to assist Title I students with meeting the State’s academic achievement standards.”
The 2013 guidance to State Education Agencies advised that, “activities that support the arts, in conjunction with other services, can form an important part of an LEA’s Title I program…No further guidance was given as to how arts-integration, can bolster school improvement. Several concerted efforts have been made in California and Arizona to pilot evidence-based, arts-integration interventions, but few other examples existed. A desire for evidenced based practices that applies to local concerns in NJ led to a solicitation for funding to this committee last year, to support the launch of a Pilot Program.

8. STEM & Arts-Integration Pilot Program Goals
The goals of both Pilots supported by the NJDOE were/are twofold:
Promote practitioner-research to inform programmatic improvement; and
Identify and disseminate lessons learned regarding conditions and instructional circumstances under which STEM & Arts -Integration supports student learning and mastery, and fosters increased student, family and community engagement.

9. STEM & Arts-Integration Pilot Program Goals
The vision is that educators across the state will be able to emulate thoughtfully-executed Arts-Integration and STEM & Arts-Integration practices, which contribute to school improvement, where appropriate to local circumstances. Content for integration interventions shall be drawn from Science, Engineering, Technology, and Math (STEM) subject matter...

10. Arts Integration: Definition of Terms…
Arts Integration is a teaching strategy in which the arts are integrated with the non-arts curriculum to deepen student’s understanding of both.
Isenberg & Jalongo, 2010, Werner & Freeman, 2001

11. STEM: Definition of Terms…
STEM education is being defined as, “the use of science, technology, engineering, mathematics, and their associated practices, to create student-centered learning environments in which students investigate, engineer solutions to problems, and construct evidence- based explanations of real-world phenomena. (NJDOE, 2015; NRC, 2012).

12. NJDOE Title I Arts-Integration Pilot(s)
Engage schools in action research that informs student achievement & school improvement efforts;
Develop & implement effective arts integration programs, which lead to increased student achievement & school improvement;

13. The Title I Arts-Integration Pilot Looking to the Future
Preliminary indicators are that the integration of the arts and non-arts subjects have a dramatic, positive impact on student engagement and academic achievement , as well as improved school climate during the first year of this study.
One year is not a trend. More time for a longitudinal study of the impact of arts-integration on school climate and academic achievement.
Teachers and arts service providers need of a deeper understanding of how assessment can inform programmatic improvement.
Project activities were well under way prior when the Project Evaluator joined the NJDOE team and when site visits commenced, precluding the use of pre-attitudinal surveys.

14. The Title I Arts-Integration Pilot Looking to the Future
Greater emphasis on Instructional coaching; coaches will help build local capacity for co-planning, co-teaching, and gathering evidence of learning to sustain robust arts-integration programs.
Continued efforts to support arts and non-arts assessment as a pedagogical tool; particularly with an emphasis on transference of learning in and across arts and non-arts content;
Continued emphasis on building common understanding of what arts and STEM & Arts-integration is and is not and a laser focus on sustainability.

15. The Title I STEM & Arts-Integration Pilot Program
Proposed project period:
November 15, June 30, 2019
New Competitive Process (NGO Pending):
Selection of a new cohort of schools will be driven by demonstration of capacity to implement robust STEM & Arts -Integration programs as well as a history with a STEM and/or arts integration.

16. Title I Arts-Integration Pilot Finding
A surprising finding stemming Arts Integration Pilot was that there was not always agreement about what elements comprised the necessary ingredients for successful arts-integration among the community of service providers partnering with schools across the state to foster meaningful arts-integration. This realization sparked a statewide dialogue making the need for powerful examples of robust integration an even greater imperative.

17. STEM & Arts-Integration Pilot Innovations: Instructional Coaches
Instructional Coaches will work with the NJDOE program staff as direct liaisons to the Pilot schools.
The coaches primary duties include providing:
Direct Technical assistance with implementation of developmentally-appropriate and instructionally-effective STEM and arts-integration strategies that demand reflective practice.
Technical Assistance with record keeping and gathering of empirical data used as supporting evidence of learning and/or indicators of programmatic successes under varied circumstances
Assistance shall be delivered virtually and in-person.

18. STEM & Arts-Integration Pilot Innovations: Instructional Coaches
Additionally, the Instructional Coaches shall help ensure the Pilot schools reflect the impact of STEM and arts-integration intervention strategies on stated project goals, including the notation of any necessary instructional modifications that were undertaken, and teacher/student journaling; and
Inform the districts about effective means of using assessment and evaluation data to chart growth and informing programmatic improvement…

19. STEM & Arts-Integration Pilot Innovations: Instructional Coaches
Finally, the Instructional Coaches will support the NJDOE in documenting, substantiating, and disseminating findings from the pilot, including an illumination of various conditions or circumstances under which STEM and evidence-based arts- integration strategies can be attributable to improvements in:
1) Student Learning and Mastery;
2) School Culture and Climate;
3) Student Engagement; and/or
4) Family and Community Engagement.

20. School Video: Arts Integration NJ Evidence of What Works
Hopatcong Program Video
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NJDOE facilitated three full-day professional learning sessions for the Pilot schools to provide guidance on action research, arts-integration strategies, assessment methodologies, and data gathering.
Conducted 25 site visits to Pilot schools during which focus group and interviews were conducted with students, teachers, program administrators, program coordinators, parents, project thought partners and guest artists.

21. Observations From Teachers
Teachers across all sites reported an improvement in the social-emotional development of participating students. Specifically, increases in:
Confidence,
Self-esteem;
Self-awareness;
Engagement in the classroom;
Perseverance in completing tasks;
Courage and risk taking; and
Creativity.
Expand the body of evidence‐based research practices demonstrating ways in which thoughtfully planned and executed arts-integrated paradigms strengthen core academic programs in schools;
Document & substantiate circumstances under which arts-integration strategies can be attributable to improvements in student achievement and school culture.

22. Observations From Teachers
Improvement in various academic indicators, including increased homework completion;
Increase in enthusiasm for completing school work;
Improved student reading or English language proficiency;
Improved mastery of math skills; and,
improved behavior.
Improved behavior was noted in every Pilot school. Students who regularly had behavior incidents were very engaged in program & didn’t behave differently than peers.
Expand the body of evidence‐based research practices demonstrating ways in which thoughtfully planned and executed arts-integrated paradigms strengthen core academic programs in schools;
Document & substantiate circumstances under which arts-integration strategies can be attributable to improvements in student achievement and school culture.

23. Observations From Teachers
Students worked through everything by helping each other, and working together.
Students loved working together and helping each other.
The Pilot enabled students to express themselves more and to be more engaged in their schoolwork.
Expand the body of evidence‐based research practices demonstrating ways in which thoughtfully planned and executed arts-integrated paradigms strengthen core academic programs in schools;
Document & substantiate circumstances under which arts-integration strategies can be attributable to improvements in student achievement and school culture.

24. Observations From Teachers Direct Quotes
Students are deciding what the art will look like, so they are deciding what equations they are going to use. They are doing less mimicking and more creation.
Students see the connections between math and the world and see how they use math to create art.
Students are now excited about the work they are doing in the math classes because of the arts.
Students are also seeing greater value in music.
Expand the body of evidence‐based research practices demonstrating ways in which thoughtfully planned and executed arts-integrated paradigms strengthen core academic programs in schools;
Document & substantiate circumstances under which arts-integration strategies can be attributable to improvements in student achievement and school culture.

25. Observations From Students
During focus groups conducted at every Pilot school, students were shared valuable insights about the impact of the program on them and their classmates. They:
Reported being more interested in the subject matter that is the focus of the arts integration and more engaged in class
Felt learning is fun when partnered with the arts.
Talked about class dynamics and reported greater cooperation with their peers. For several students this extended to successfully managing conflict within a group or team, partially due to more opportunities for team-based projects and more independence in the learning process.
Reported liking the ability to help other students.

26. Observations From Students
When cross-curricular learning occurred, they were able to articulate the transference.
They saw arts-integration as helpful to their struggling colleagues. One student commented on how a colleague went from copying her math work to asking her for help doing math.
They described how they used their imagination in their different classes.

27. School Video 2
Toms River Program Video

28. Examples Student academic growth
Twenty student all failed their math final in June and all passed the final after the summer program with a grade of 75 or above The class average was a B+.
Students showed gains in the PERTS school climate survey. The average PERTS rate increased from 35% pre-program participation to 47% post-program participation.
LLI scores for three groups of students were compared and the greatest increase from the pre to post test scores was for AIM students who improved by nearly two letter grades.

29. Examples Teacher Impact
For many teachers, this program represented an important shift in their pedagogy. As one teacher stated, this program “enabled me to add so much more depth to my instruction. It also showed me ways to reach those students who are struggling.”
Teachers reported that this program expanded their teaching strategies, improved teacher-student communication and improved their job satisfaction.
Many teachers reported that this program was having a positive impact on meeting National Core Arts Standards.

30. School Video 3 (School Climate)
Collingswood Program Video

31. Impact on Student Engagement
Teachers were asked to observe students and comment on their engagement and behavior at least once a week. Students were assessed on whether they were on or off task and whether they demonstrated positive or negative behavior. Students were grouped in grade level bands, K-1, 2-3 and 4-5.
The following comes from a survey administered to participating teachers regarding student growth:

32. Impact on Student Engagement
67% reported that they saw improved student ability to complete a task, improved attitude towards learning, improved student confidence, improved student appreciation for the arts; 89% reported that they saw improved student peer relations among program students; and 78% reported that they saw improved student engagement, improved general attitude towards school, improved grit, and improved teamwork. These numbers are not broken down to specific socio-emotional indicators.
In addition, the teachers reported that they had succeeded in increasing student engagement through addressing the various learning styles of their students. As one teacher noted, “I have gained a deeper understanding of the importance of offering differentiated instruction in a learning environment… I believe that this type of multisensory learning approach contributed to each child’s academic and personal gains.”

33. Impact on Student Engagement
In another instance...teachers’ assessed when students exhibited on-task and positive behavior. The teaching artists were also asked to contribute to the google doc on individual student growth. They agreed with the teachers that the students were showing a greater level of engagement than they had when they started working with them.
In addition, the teachers reported that they had succeeded in increasing student engagement through addressing the various learning styles of their students. As one teacher noted, “I have gained a deeper understanding of the importance of offering differentiated instruction in a learning environment… I believe that this type of multisensory learning approach contributed to each child’s academic and personal gains.”

34. Impact on Teachers
In one school, the teachers were all engaged in a project google classroom. The teachers are really collaborating, they are reaching out to each other. They are in different schools, but they have really become a team. They talked about engaging additional teachers – their visual arts teacher and their band teacher - who had not participated in the program.

35. Impact on Teachers
When the program was first introduced to the teachers, the arts teachers were not math interested and the math teachers were not art interested. They were asked to coexist and they discovered they could work together. This hesitation with the unknown was combined with a concern about having more work. For many teachers at this school, this program represented an important shift in their pedagogy.

36. Impact on Teachers
According to one school principal, the teachers involved in the program walked away from the experience better educators and invigorated of the year to come. According to the teachers, through this program they were able to collaborate with colleagues that they do not usually have the opportunity to work with. All teachers reported that they learned and grew professionally from the new partnerships they formed with teachers in other content areas.

37. School Video 4 (Engagement via Arts Enhancement)
Roselle Program Video
The Transformative Power of the Arts

38. Goal Tracker