FAME The Fine Arts Model for Education

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FAME (The Fine Arts Model for Education)

• The Fine Arts Model for Education (FAME) emerges
  from the growing body of research documenting the
  critical link between the arts and academic
  achievement particularly for lowincome students.

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Why do we needFAME?(The Fine Arts Model for
Education)

• U.S. Census and U.S. Department of Housing and
  Urban Development (HUD) reports that the number
  of Des Moines residents meeting the federal
  definition of moderate income or poorer (a family
  of four earning 42,900 or less) increased by 8
  in the past decade.
• In 2007, 62 of Des Moines Public Schools
  students participate in the Free/Reduced Price
  Meals program (Iowa Department of Education),
  which is up from 44 just four years ago.

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Why do we needFAME?(The Fine Arts Model for
Education)

• Many children living in poverty do not have
  opportunities to learn in and through the arts
  comparable to their middle class peers.
• Unlike their middle class peers, children
  experiencing multigenerational poverty tend to
  have an external locus of control, little sense
  of personal efficacy, and limited experiences
  with arts and creativity.

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Why do we needFAME?(The Fine Arts Model for
Education)

• As Ruby Payne (2005) points out in A Framework
  for Understanding Poverty, children in
  multi-generational poverty tend to process
  information at a concrete level and depend more
  heavily on visual input and non-verbal
  communication cues.
• Researchers Robert Sampson and Stephen Raudenbush
  report in Durable Effects of Concentrated
  Disadvantage on Verbal Abilities Among
  African-American Children (2007), that children
  growing up in poor neighborhoods experienced
  decreased verbal abilities that were equivalent
  to four IQ points, which is roughly comparable to
  missing a year of school.

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Why do we needFAME?(The Fine Arts Model for
Education)

• In Tough Choices, Tough Times (2007) and Learning
  for the 21st Century (2006), business
  professionals and educators alike call for the
  redesign of K-12 public education to focus more
  on the soft skills of creativity, innovation,
  problem-solving, analytical thinking, cultural
  competency, communication, and teamwork.
• These skills are critical for success in a global
  economy.

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Why do we needFAME?(The Fine Arts Model for
Education)

• These are the very skills developed by a rich
  K-12 arts education program

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Why do we needFAME?(The Fine Arts Model for
Education)

• Partnership for 21st century skills tell us
• Every Student in this nation must be
• An analytic thinker
• A problem solver
• Innovative and Creative
• An effective communicator
• An effective Collaborator
• Information and media literate
• Globally aware
• Civically engaged
• Financially and economically literate

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Why do we needFAME?(The Fine Arts Model for
Education)

• These are the very skills developed by a rich
  K-12 arts education program

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FAME (The Fine Arts Model for Education)

• A growing body of research is establishing the
  positive link between an arts-rich educational
  program and the increased academic achievement of
  low-income children. In A Third Space When
  Learning Matters (2007), Stevenson and Deasy
  report the results of a three-year study of ten
  high-poverty schools in which the arts had a
  positive impact on student learning.

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FAME (The Fine Arts Model for Education)

• The Minneapolis Public Schools have experienced
  similar results for low-income students in the
  Arts for Academic Achievement Student Learning
  in and through the Arts (AAA).

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In 2003, the University of Minnesota released the
following findings

• A significant relationship exists between arts
  integrated instruction and improved student
  achievement in reading and mathematics.
• Students on free and reduced lunch and those
  learning to speak English benefit the most from
  arts integration.
• Teachers are better able to meet the needs of a
  diverse student population when they use the arts
  as part of their instruction.
• The more arts integration that occurs in a
  classroom, the greater the benefit to students.

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FAME (The Fine Arts Model for Education)

• College Board data show that students who have
  participated in sequential arts programs perform
  significantly better on both the verbal and
  mathematics sections of the SAT than their
  nonparticipating peers.

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FAME (The Fine Arts Model for Education)

• The Fine Arts Model for Education (FAME) project
  will target approximately 3,600 high school
  students 4,250 middle school students, and
  11,345 elementary students (19,195 total) in 40
  schools located in high-poverty neighborhoods.

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FAME (The Fine Arts Model for Education)

• The free/reduced price meal enrollment for this
  group of schools is as follows
• Northeast North 74, East 59, Hiatt 91,
  Harding 84, Hoyt 82, Carver 93, Willard
  93, Findley 92, Moulton 87, Capitol View
  87, Stowe 86, Oak Park 80, Cattell 80,
  Madison 79, Garton 76, Brubaker 69.
• Northwest Hoover 56, Meredith 60, Callanan
  58, King 92, Monroe 78, Windsor 66, Perkins
  63, Woodlawn 63, Hillis 57, Hubbell 50.
• South Scavo 82, Weeks 71, McCombs 60,
  McKinley 90, Edmunds 89, Morris 73, Howe
  71, Jackson 70, South Union 67, Park Avenue
  63, Lovejoy 84, River Woods 60, Studebaker
  56, Wright 53

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FAME (The Fine Arts Model for Education)

• While there is a growing body of empirical
  evidence supporting rich K-12 arts program and
  arts integration into all areas of instruction
  many teachers are not aware of this research and
  all that it implies. Teachers need more
  strategies for integrating the arts,
  project-based and problem-based learning, and
  21st century skills into all curricular areas.

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FAME (The Fine Arts Model for Education)

• The Fine Arts Model for Education (FAME) will use
  a multi-year approach to support the development,
  refinement, and replication of the FAME model
  strategies in the Des Moines Public Schools with
  the intent of developing an effective model that
  can be adopted by other schools.

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FAME (The Fine Arts Model for Education)

• The Fine Arts Model for Education (FAME) has
  received a 290,322.00 grant from the U.S.
  Department of Education in support of this
  initiative.

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FAME (The Fine Arts Model for Education)

• Fine Art Model for Education Grant
• Comprehensive Goal - Increased academic
  achievement for low income and minority students
• Year 1-Intensive professional development and
  refinement of curriculum and assessment standards
  for the Arts Cadre in first-year schools. East,
  Hoyt, Meredith, Brubaker, Lovejoy, Carver,
  Willard, Samuelson, Wright, Howe, King.
• Year 2 - Addition schools added to Arts Cadre
  and initiation of professional development for
  curriculum integration.
• Year 3 8-10 Implementation in 8-10 schools
  with additional schools added to Arts Cadre
  focusing on key factors critical to fidelity of
  model replication based on alignment with growth
  in student achievement in meeting standards and
  overall academic achievement.

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FAME (The Fine Arts Model for Education)
Objectives

• Provide Full time Coordinators
• Develop Arts Cadre with outstanding instructional
  and leadership skills
• Provide Professional Development in
  Research-based Strategies
• Integrate Strategies in K-12 classrooms

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FAME (The Fine Arts Model for Education)
Objectives

• Improve Student Engagement with School
• Improve Student achievement in reading, math,
  science
• Increase Interdisciplinary and project-based
  learning

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FAME (The Fine Arts Model for Education)
Objectives

• Increase access of low-income students to the
  Arts
• Showcase student work and Develop Community
  Relationships

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FAME Professional Development Objectives

• Establish full-time a Art and Music Curriculum
  Coordinators to facilitate the professional
  development program.
• Develop an Elementary, Middle and High School
  Arts Cadre with outstanding instructional and
  leadership skills to increase the capacity of
  DMPS to deliver intensive, on-going professional
  development.

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First Year School Arts Cadre

• East -Art Teachers Shirley Gooch Jason
  Soliday, Principal Mike Zelenovich
• Hoyt - Art Teachers Joe Leahy, Principal Laura
  Kacer
• Meredith - Art Teacher Sharon Baeth, Principal
  Cindy Flesch
• Brubaker - Art Teachers Ken Esveld Liz Huether,
  Principal Mike Lord
• Lovejoy - Art Teacher Wendy Glenn Principal Peg
  Floden
• Carver - Art Teacher Tim Dow, Principal Cecil
  Brewton
• Willard - Art Teacher Shawn Reynolds, Principal
  Raul DeAnda
• Samuelson - Art Teacher Sharon Campbell,
  Principal Cindy Roerig
• Wright - Art Teacher Karen Wright-Maresh,
  Principal Lindsey Cornwell
• Howe - Art Teacher Liz Huether, Principal Dianna
  Anderson
• King - Art Teacher Lisa Rasmussen, Principal
  Thomas Simmons