Year Four Data

In Year 4 evaluation observations and analysis concentrated on data measuring the following-long term outcomes from Year 4:

Maintain/increase student enrollment in band, choir and art

Increase student learning and skills in music, art and theater

Improve student engagement in school (attendance, grades)

Increase community engagement, interest in and support of the arts

Student enrollment numbers in band, choir and art were maintained and/or increased, triggering school district funding for music and art offerings previously supported, at least in part, by Studio grant funding.

Grading and assessment practices in music, art and drama measured student learning in each discipline and provided insights about students might become more effectively engaged in their creative arts learning.  Although a systematic analysis of attendance data was planned, it did not occur because we were not able to isolate and compare student groups.   Attendance observations remained primarily anecdotal.

Finally records of community participation and attendance at arts events provided baseline data upon which we plan to build in Year 5.


Year Five Planning

Year 5 decisions about the evaluation data to be collected will be guided by three overarching questions:

How does the school environment enable varied, relevant and high quality arts learning opportunities?

What professional development opportunities should be in place to support sustainable high quality arts learning?

What financial structure is needed to sustain and grow music and arts learning?

These questions were developed to respond specifically to the following Studio to School principles:

Provide varied, relevant and high-quality opportunities for students to engage in arts learning

Cultivate a school environment in which arts learning can thrive


The Planning Process

Prior to the October monthly Studio Committee meeting members will individually complete a Studio to School Project Evaluation Planning – Year 5 analysis form for each of the three evaluation questions.

Each team member will also complete an Individual Reflection Worksheet on each of the Studio to School Principles selected.  These worksheets will be submitted to the OCF Evaluation Team prior to the OCF/SRMF-La Pine Studio team meeting on December 5th.

The Studio team will use these documents to decide upon the data needed, and how and when it will be collected and analyzed.   Predictions about what we hope the data will tell us and how that information will help us move forward will also be written.

As part of this process short and long-term outcomes on the Year 5 Evaluation Plan may be adjusted.

High Quality Student Learning and a Supportive School Environment

With regards to the school environment, high quality student learning and community involvement support for arts learning, much of the data we collected and analyzed in Year 4 we will continue to collect in Year 5.  Student enrollment numbers in music, choir, art and other creative arts elective classes will be significant.  Also important will be documentation of parent and community involvement in project activities.

There are some areas in which we plan to change what we do and what we measure about student learning and the school environment based on the Year 4 Evaluation.

In Year 5 we will design activities in both elective and co-curricular classes to more closely include and respond to the individual interests of students.   We will explore ways to involve and intersect with the community at large in planning and carrying out these activities.

We learned from Year 4 assessment data that when students had more choice and “say” over their assignments and more opportunity to perform for or relate with the community at large, they tended to be more enthused about their participation and learning.  We hope the changes we make will have a positive effect on the Year 5 data.


Also new in Year 5 we will work with district officials to electronically identify students enrolled in music nnd arts classes so that we can compare their grades and attendance with those who are not participating in these activities.  We hope to see higher grades and better attendance among students who choose to participate in arts activities.


Finally we learned from drama and guitar co-curricular classes that students believe they learn more and, as a result, remain more committed when activities are more highly structured and include public performances.  We plan to offer activities in smaller blocks with defined objectives.  Students will have more opportunity to enroll or re-enroll in new “clubs” as opposed to remaining continuously enrolled in the same activity from fall to spring.



Professional Development and Sustainable Financial Structure


To respond to questions regarding professional development and ensuring a sustainable financial structure, we will pool our individual thinking to define the data needed and how we will collect it and analyze it at the Studio Team meeting in October.