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qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb Vancouver School Districts Theatre Arts Professional Learning Community nmqwertyuiopasdfghjklzxcvbnmqwer A Final Evaluation Report

To The VSD Arts Resource Team tyuiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuio pasdfghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmrty uiopasdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghjklzxc
12/8/2009 Shanda Veatch, Boise State University, Ed Tech 505

Veatch Theatre PLC

Introduction Theatre educators from the Vancouver School District formed a district sponsored Professional Learning Community (PLC) in order to review and make recommendations to the district regarding the Washington State Theatre Learning Standards and the Classroom Based Performance assessment data from the 2008-2009 school year. The goals for this project were designed to provide educators with district level curricular alignment in the Theatre Arts and to begin a process of identifying Power Standards through which educators could assure that these essential goals were being met within each of the classrooms during the academic year. After viewing the data, the group drafted consensus recommendations regarding 2010 assessment tools. This evaluation was conducted to monitor the progress of the formation of the PLC and the effectiveness of the collaboration in meeting the goals set forth by the district as stated above. The program was designed to assess the process of evaluating the data given to the attendees and the conclusions the PLC drew as a result of these findings. The process of this evaluation occurred in three phases. The initial evaluation took place during a break out session in September of 2009, prior to the beginning of the school year. The attendees consisted of the newly defined Theatre PLC, which had been previously known as the Theatre Cadre. During this session, members were asked their opinions about the current draft of the Theatre Standards and their confidence in being able to meet all the Essential Academic Learning Requirements (EALRs) outlined in the document. After the break out session in which teachers defined Power Standards for the Theatre EALRs for Vancouver School District, a confidence assessment was made regarding the document and its adaptability to the classroom through the implementation of the Power Standards approach to curricular alignment. The final assessment was conducted in December of 2009, at a second Theatre PLC meeting. The Power Standards for EALR 1 that had been defined at the September meeting were compiled into a single document for review by the PLC team. Each assessment established a consensus of dissatisfaction with the existing Theatre Standards. The formation of the PLC team was initially met with skepticism among the cadre members, but has, with district support, become an acceptable and appreciated format for establishing curricular alignment. Ongoing district sponsored PLC planning time has increased the satisfaction levels of its members since the original meeting in September of 2009. While the lack of confidence in the state Theatre Standards has remained consistent though the entire evaluation period, the Power Standards approach has provided most of the educators with a satisfactory work around to working with a flawed document. Description of the program evaluated This PLC was introduced by the Vancouver School District as a constructivist tool for educators to enhance educator engagement in the process of ensuring the success of their students through a shared approach to learning. According to Richard DuFour and Robert Eaker, in their book Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (DuFour and Eaker, Solution Tree, 1998), members of a PLC:

Veatch Theatre PLC

Collectively pursue shared mission, vision, values and goals Work interdependently in collaborative teams focused on learning Engage in ongoing collective inquiry into best practice and the "current reality" of student achievement and the prevailing practices of the school Demonstrate an action orientation and experimentation Participate in systematic processes to promote continuous improvement Maintain an unrelenting focus on results

The Vancouver Arts Institute was established by the district to provide educators of the arts the opportunity to meet with other job-alike instructors in order to share instructional concepts, coordinate performance dates, and establish a link between buildings through the arts. Two years leading up to the formation of this PLC saw the members of these teaching teams sharing curriculum and performance based information. Through the Institute, a Theatre PLC was formed and its members were paid for their time to meet as a team to share curriculum and assessment information. Vancouver has launched multiple PLC teams throughout the district this year and each member participates in two or more. This particular team is a comprehensive group made up of Theatre teachers in the Vancouver School District, grades 6-12. This program is an ongoing process and, with adequate funding, will continue throughout the school year. The evaluation of this program is a relative snapshot of the larger picture. The evaluation covers four months from September through December 2009. Program Objectives The goal for the program evaluation was to assess the PLC teaming format. It was also designed to evaluate team satisfaction with the Standards document and the process for establishing Power Standards for curricular alignment. The Objectives of the PLC were to: Review and make recommendations to the district regarding the Washington State Theatre Learning Standards Create Power Standards for EALR 1 of the Theatre Standards Review and make recommendations to the district regarding Classroom Based Performance Assessment (CBPA) data from the 2008-2009 school year Select common CBPAs for the 2009-2010 school year for both middle school and high school Schedule future meetings to be held after regular school hours. Program Components For the last two years, it has been the job of the cadre to evaluate and discuss the State Standards and the Classroom Based Performance Assessments. The cadre chose from a selection of state provided CBPAs in order to narrow the assessments that were being conducted in the Vancouver classrooms. Last year was the first year the assessments were provided to the students, and this September was the first time the cadre, now called the PLC, team was able to view the results. There were several materials used during this process all of which was given to the facilitators prior to the first PLC meeting. The Classroom Based Performance Assessments and

Veatch Theatre PLC

the latest draft of the Theatre Standards were provided by the State of Washingtons Office of the Superintendent of Public Instruction. A current copy of this document is available on the OSPI website for evaluation (see appendix A). The CBPA data for Vancouver was provided by the school district. The educators found that most of the reported assessments met the CBPA standards for each reported grade level. In grade 8, 200 students were assessed using three different assessment tools: Get a Job, Campfire Story, and Star Power. Of those assessed, 186 met standard, for a 93% success rate. At the high school, 10th grade assessment level there was 100% proficiency, but only 13 students were reported. The tools used were Auditioning with Pantomime and Getting the Part (see appendix B). The final document used was the Theatre Power Standards document generated by the PLC team as a result of the team evaluation of EALR 1, The student understands and applies arts knowledge and skills. The team members selected the standards that each of the classrooms would meet for their grade level content (see appendix C). Evaluation Method Participants The participants in this PLC were Theatre Arts instructors from the Vancouver School District. The initial meeting included middle school teachers from Gaiser, Discovery and Alki Middle School. The high schools represented on the team were from Fort Vancouver and Bay High School. A representative from the Vancouver School of Arts and Academics was also present. The program was administered by the District Arts Resource Coordinator. 213 students in grades 8 and 10 who participate in the Vancouver Theatre Arts programs were evaluated using the CBPAs from the 2008-2009 school year. Procedures After training in August with the district Arts Resource Coordinator, the facilitators were provided with the tools to present to the PLC group. These included the CBPA data, the prospective assessment tools for 2010, and a copy of the current Washington State Theatre Standards. While the facilitators were to introduce the content, the work of the team was collaborative, each member participating in the selection of the standards and the interpretation of the data. The initial process took place in September of 2009 prior to the beginning of the school year. Using the materials, (The district CBPA assessment data and the state Learning Standards documents) the Team reviewed the assessment data and made recommendations to the district regarding 2010 CBPA data collection as well as a choosing a district level assessment tool. The interactions of the educators were monitored by the evaluator throughout this process and evaluations were conducted primarily as participatory observations. The data was collected from these observations and interviews and a final Power Standards document was created for the next meeting which took place in December. It is important to acknowledge the districts support of the PLC concept by providing two hours per month for meetings during regular school hours. This has allowed job-alike instructors the opportunity to meet more frequently than the cadres have in the past. Although the Theatre

Veatch Theatre PLC

Arts team is unable to meet during these hours, middle school Theatre educators are now able to meet for one hour per month, off site, in order to continue the work begun by the PLC. The information from the initial meeting that was presented to the district was a Power Standards document along with a request to the district to speak with the state regarding the format of the Theatre Standards document, selection of the 2010 CBPAs for all district middle schools and high schools, and a commitment to two scheduled meetings during the school year during off school hours. The second meeting date of December 4 was the final date for this program evaluation. The second PLC was also monitored by the evaluator who conducted participatory evaluations of the program. In addition, each member was given a survey to assess his or her satisfaction with the PLC process and the district goals of creating Power Standards for curricular alignment. This data was collected and the results shared with the participants. Data Sources During the evaluation cycle there were several factors that impacted the performance of the participants. There were some schools that were not represented in the meetings. These included River High School and Thomas Jefferson, Jason Lee and McLaughlin Middle School. During the second evaluation, the following schools were absent: Bay and River High School, Thomas Jefferson, Alki, Jason Lee, and McLaughlin Middle School. While this created an incomplete measuring tool, the attitudes and opinions of Thomas Jefferson and Bay were brought to the second meeting by third parties. This sampling appears to be an accurate representation of the attitudes of the Theatre Arts teachers in the Vancouver School District Another factor that impacted the results of the CBPAs was the fact that only 13 students were reported at the 10th grade level. The impact of the report was discussed, and the PLC team noted that few 10th grade students are able to participate in Theatre due to a lack of elective options for students at this grade level. 10th grade is a WASL year. Students who are not meeting or exceeding WASL standards in either Math or English are required to take intervention classes in addition to their regular Math and English classes. Vancouver School Districts high schools have a six period day. If a student is not meeting standard in both Math and English, he or she will have no elective options. Also, foreign language is considered an elective, although it is required for college acceptance. These factors have played a large role in the lack of participation in Theatre courses for 10th grade students. Many students at the high school level are taking Theatre classes in the 12th grade for the first time. There are also a large number of 9th grade students participating in the program. Of the high schools that have Theatre programs (Skyview has no Theatre program), none offers more than one advanced second year class. Educators expressed frustration with the Theatre Standards document. It is currently in a draft form, and feedback is being solicited by the state. The template used to create the document mirrors those of core classes. The document sets Theatre Standards in a chronological format for grades K-12. For each year Theatre standards are provided which build upon the previous years instruction. Vancouver School District does not provide Theatre for the elementary grades. Only three of the six middle schools offer Theatre at the 6th grade level, and one high school (previously mentioned) currently has no Theatre program available. In addition to interviews, the data listed above, and the participatory observations, program participants were provided with a survey which assessed the attitudes of instructors toward the Theatre Standards document and the Power Standards approach to curriculum alignment.

Veatch Theatre PLC

Results After reviewing the states Theatre Standards document the group reached a negative consensus regarding its format and efficiency for use as a curriculum alignment tool. The only school that was able to work with it in its existing format was VSAA, although the representative from that school considered the goals too vague for teaching purposes. The document presupposes ongoing Theatre Arts classes, ranging from kindergarten through grade 12. Teachers noted the need for a levels approach to curriculum alignment. It was suggested that the first year high school Theatre program replicate the second year middle school Theatre program and that students who complete two years Theatre in middle school be eligible for recommendation to the second year high school Theatre class. All first year high school Theatre students would be held to the same performance standard regardless of grade level. . This recommendation was shared with the district and was communicated to the state. The state denied the request, stating that all grade level expectations must be concurrent with the template used for core classes. The district is amenable to providing opportunities for advanced Theatre students at the middle school to be recommended into the second year Theatre programs at the high school, but will not recognize it as a high school credit, regardless of teacher qualification. In the summative survey, (see appendix D) response to the question, Are you satisfied with the state Theatre EALRs in its current form as a document for curricular alignment for Washington State? 100% of the respondents chose No. When explaining their answers, the participants voiced concerns with the document in the following statements: Difficult to align with learning targets Too much information Difficult to comprehend Vague and general Too over sweeping Unrealistic It is a flawed document We do not feel the standards are representative of what we teach.

It was clear from the responses that the existing document does not find favor with the educators. The participants were pleased to learn that the district had brought their concerns regarding the impracticality of delivering instruction through this document to the state in a timely manner. There was general disappointment with the states negative decision During the first meeting, the task was given to the participants to create Power Standards for EALR 1. They successfully completed this task, and a final document was presented to the group during the December meeting. The response to this task was mixed on the survey. The question was asked, Do you find the Power Standards approach to aligning curriculum in the VSD to be a helpful tool in complying with state standards? 75% of the respondents agreed while 25% did not. When asked if they would be willing to continue creating Power Standards for the remaining three Theatre EALRs, again the responses were 75% for and 25% against. When asked if the purpose of the Power Standards was a valid teaching tool, all of the respondents stated that the document would be used as a tool to alleviate inconsistencies and unrealistic goals set forth in the state Theatre Standards document.

Veatch Theatre PLC

Upon reviewing the CBPAs from 2008-2009, teachers requested that there be 100% reporting during the 2009-2010 academic year, rather than a sampling. The data was perceived as incomplete and in need of full evaluation next fall. The district has agreed to this request. The team chose a common assessment tool for 2009-2010. All middle schools will be using Campfire Story and all high schools will be using Getting the Part. This also was reported and approved by the district. All members agreed that the PLC format was beneficial to ongoing professional development and curricular alignment. Each member is involved in at least two PLCs, and each member agreed to another meeting in June to summarize CBPA data from 2010 prior to the beginning of the next school year. There was marked increase in the level of enthusiasm regarding the PLC from the initial meeting in September to the December meeting. The participants added an additional meeting in March to further their collaborative efforts. Discussion The purpose of this evaluation was two-fold. It was both formative and summative in its nature. The summative analysis demonstrated that the members of the Theatre PLC were able to meet all of the goals set forth by the district. There are some concerns about the various needs of the different buildings in regards to curricular alignment. VSAA is a unique magnet school that draws students from throughout the district who have an interest in the arts. The program is exclusive and probationary for students. Students must maintain passing grades, audition and interview for acceptance, and may be removed at any time. The needs of this school are unique, and sometimes present a challenge to other members of the PLC. The level of competencies are far more rigorous at this institution, and do not naturally align with the other schools. The student management issues are also not shared between VSAA and the other schools. Teachers new to teaching Theatre in the district have expressed feeling overwhelmed by the goals suggested by the instructors from the Arts Academy (VSAA). The results of the CBPAs were encouraging, but not surprising. The group is in agreement that the CBPA does not accurately measure the Theatre skills being taught in the classroom, and, as a result, the standards are easily met by the students. Teachers have agreed to continue with the state generated CBPAs to allow more freedom for content delivery in the classroom. The attitude of the instructors is to Get it done and move on to more important things. The PLC does not wish to create a new assessment at this time. The Power Standards document was met with mixed reviews. While the document itself provided Theatre teachers with the ability to align curriculum through specific learning targets, it was considered primarily a work around to compensate for an inconsistent, unrealistic instructional template The formative aspect of this evaluation was to assess the attitudes and responses of the Theatre PLC team members as they made the transition into a cohesive PLC team. The cadre had been working together for two years under a different title, so the transition was easy for the members to make, although the name change was met with some skepticism. The PLC has become more committed to working as a team as a result of the investment the district has made toward supporting the program. Reimbursement and common planning times have had an impact on the attitude of members of PLCs district-wide. Although this PLC is unable to meet as frequently as some others, the outcome has been that the middle school Theatre instructors have been given the opportunity to meet monthly during the work day. The District Arts Resource

Veatch Theatre PLC

Coordinator is currently bringing a proposal to the district to support two meetings per month for job-alike arts instructors. Support by the district is a key factor in meeting the goal of districtwide curricular alignment, and in a district that provides services to 22,500 students, it is critical that instructors be given the opportunity to collaborate on instructional design, assessment and data analysis.

Project Cost 10 days @ $500 per day 80 miles per day @ 55 cents per mile 30 copies @ 3 cents per copy Total for services rendered $5,000.00 $ 440.00 $ 9.00 $5,449.00

Veatch Theatre PLC

Appendix A. Washington States Essential Academic Learning Requirements for Theatre Arts, available on the Office for the Superintendent of Public Instruction Teaching Resources Website: (http://www.k12.wa.us/Arts/Standards/pubdocs/GLEdrafts/TheatreStandards2009.pdf B. The 2008-2009 Vancouver School District CBPA assessment data: THEATRE Grade Assessment Task Proficiency Percentage 8 Get a Job 151/164 90% 8 Campfire Story 18/19 95% 8 Star Power 17/17 100% 12 Auditioning with Pantomime 7/7 100% 12 Getting the Part 6/6 100% C. Vancouver School Districts Theatre Power Standards for EALR 1: Component 1.2.1: Develops theatre arts skills and techniques Acting Techniques/Skills 7/8 Applies understanding of given circumstances of a script to create facial expression, gestures, body movement/stance, stage positions, blocking, and business for a character in a performance. of a script to create character movement incorporating character business for performance. 9/10 Analyzes given circumstances of a script to create facial expression, gestures, body movement/stance, stage positions, blocking, and business for a character in a performance. Voice 7/8 Applies understanding of given circumstances to make vocal choices of projection, articulation, expression and breath support for a performance. tion, articulation, and expression based on given circumstances for a performance. 9/10 Analyzes and applies vocal choices of projection, articulation, and expression based on given circumstances in creating a performance. given circumstances in creating a performance. asing diaphragmatic breathing. Character Development 7/8 Creates a character that uses tactics to overcome obstacles and achieve objectives within a script. 9/10 Analyzes script to identify character objectives, obstacles, and tactics. Improvisation 7/8 Creates an improvisation that establishes setting,character and conflict with resolution

Veatch Theatre PLC

10

9/10 Creates an improvisation that establishes complex settings, multi-layered characters and conflict with effective resolution. Component 1.2.2: Develops theatre arts foundations 7/8 Analyzes a role to determine skills and techniques necessary for a specific genre. ive and to identify obstacles and tactics. 9/10 Evaluates the effectiveness of a role development. Component 1.3: Understands and applies theatre arts styles from various artists, cultures and times 6 Creates a performance using a theatre genre from various artists, cultures and/or times. Component 1.4: Understands and applies audience conventions in a variety of arts settings and performances for theatre 7/8 Understands and applies the relationship and interactive responsibilities of the artist/performer and audience in theatre. how audience behavior and response impacts the performance and performers. 9/10 Analyzes, applies and evaluates how audience conventions differ according to style and culture in theatre.

appropriately. D. Summative Survey: 1. Are you satisfied with the state Theatre EALRS in its current form as a document for curricular alignment for Washington State? 2. If your answer was yes to question #1, please skip to question #5.If the answer to question #1 is no, please list some of the issues you have with the current document. 3. Do you find the Power Standards approach to aligning curriculum in the VSD to be a helpful tool in complying with the state standards? 4. Would you be willing to continue identifying power standards for all of the Theatre EALRS? 5. Do the Power Standards serve more as a teaching tool or a tool to be used to alleviate unrealistic goals or inconsistencies in the Theatre GLE document?

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