Action Research Project Revision and EDLD 5397 Week 4 Assignment

Week 4 Assignment, Part 3
Draft Action Research Project Report

      How are you implementing the vision (ELCC 1.3)

The table below describes in detail how my action research project is being implemented. This description notes who, what, when, where, and how, and emphasis results. Timelines and deadlines of benchmarks to be accomplished are included.  Faculty and community involvement is also noted.

Goal:   To determine the impact of fine arts students on school performance.

                                        Person(s)                    Timeline                       Needed

        Action Steps            Responsible                Start/End                     Resources                Evaluation

1. Discuss Action Research topics with site supervisor	Mark Chambers  Diana Schumacher	02/28/2011 – 03/04/2011	School Data Intern Plan	Establish an Action Research question
2. Gather and organize data concerning discipline referrals, school attendance, TAKS scores, SAT/ACT scores.	Mark Chambers NEISD Research and Information Technologies Mike Lara (Executive Director, Research and Information Technologies	3/28/2011 – 01/22/2012	School Data Go Arts – advocacy research group TEA	Evaluate data to look at statistics in relation to fine arts and non fine arts students
3. Gather and organize data concerning class rankings, and college scholarships	Mark Chambers School Counselors at NEISD seven comprehensive high schools	3/28/2011 – 01/22/2012	Counselor data at NEISD seven comprehensive high schools	Evaluate data to look at statistics in relation to fine arts and non fine arts students
4. Meet with NEISD fine arts teachers to explain Action Research to establish procedures for class evaluations	Mark Chambers NEISD Fine Arts Teachers	8/22/2011	EDLD 5301 Materials Power Point on Inquiry/Action Research	Survey teachers to see if they are willing assist in research by allowing class observations and taking a survey
5. Meet with community leaders to explain Action Research to establish procedures their evaluations	Mark Chambers North Central San Antonio community leaders	11/21/2011	EDLD 5301 Materials Power Point on Inquiry/Action Research	Select Community leaders to participate in survery and seek their input into the process and collaboration
6. Meet with principals of all 7 high schools to seek permission to administer surveys to their teachers and fine arts students	Mark Chambers HS Principals (Bill Boyd, Jeff Vaughan, Pete Martinez, Rick Canales, Michael Cardona, Chris Thompson,	11/21/2011	Principals Meeting CLC room 2.11 Brochure outlining Action Research inquiry, process and plan for sharing information	Determine if principals will assist with research by participating in a survey and allowing an electronic survey to be distributed to their faculty
7. Determine my own thoughts and assessments by reflecting on past experiences	Mark Chambers	December 2011	Personal journal entries Videos	Evaluate objectivity in regards to my conducting this topic
8. Develop a survey that assesses feelings and perceptions of administrators, teachers, community leaders and students concerning fine arts student’s impact on school performance	Mark Chambers Diana Schumacher Joseph Johnson	December 2011	Survey Monkey Previous surveys concerning similar topics
9. Review current literature and statistics regarding Action Research topic as well as NEISD data from previous years	Mark Chambers TMEA Joseph Johnson (NEISD) Mike Lara (NEISD)	Fall 2011	TMEA (Texas Music Educators Association) resource dept. Go Arts.org (Arts advocacy organization School Data	Evaluate data from previous years to see if it is consistent with current data and how it correlates with data from previous literature
10. Electronically distribute administrator, community leader and teacher survey	Mark Chambers	February 2012	E-mail contacts for all participating in survey	Evaluate survey results
11. Distribute student survey to each of the classes at the 7 high schools previous mentioned.  Classes chosen for the survey will be the same sample at each high school.	Mark Chambers Teachers and students of the 7 selected schools and classes	February 2012	Survey forms, collection envelope, pens	Evaluate survey results
12. Disaggregate information	Mark Chambers Joseph Johnson (NEISD) Mike Lara (NEISD)	March 2012	Completed surveys Computer spreadsheets and graph programs	Review and reflect on disaggregated information to determine if revisions to process are necessary
13. Create document with conclusion and recommendations for future research	Mark Chambers Diana Schumacher (site supervisor)	April 2012	All data Examples of other conclusion papers	Distribute paper with selected reviewers to provide feedback before results are distributed
14. Present Conclusion to Principals, Executive staff, teachers, parents and students as well as colleagues in the arts community.  Some presentations will be oral and others will be written or electronic	Mark Chambers NEISD stakeholders TMEA TMAC (Texas Music Administrators Conference)	End of 2011-2012 Academic year Late May 2012	Power Point Brochure with main points Blogs E-mail blasts Website	Observe and evaluate reactions to information.  Determine if perceptions change or remain the same
15. Determine if follow-up research is needed or if more questions develop as a result of the action research project.	Mark Chambers Diana Schumacher Arts Leaders NEISD Stakeholders	June 1012	New wonderings	Brainstorm Survey all stakeholders

Steward the Vision (ELCC 1.4)

Communication of the vision was the key to building a shared commitment to this action research project.  As the above table indicates, many strategies were implemented to build this commitment.  These strategies include informal and formal meetings with stakeholders and participants; inclusion of all stakeholders in the project; solicitation of feedback and opinions of stakeholders; electronic communication that included e-mail, and blogs; monitoring and evaluation that included surveys and assessment of data; reflection and revision bases on results; and presentation of issues and current literature to all stakeholders.  Multiple strategies were included in an effort to make sure that all stakeholders understood the need for the project as well as the vision and procedures for implementation of the project. 

Promote community involvement in the vision (ELCC 1.5) 

Originally, the community outside of the school was involved in the sharing but not the implementation of the vision.  As a result of this course and assignment, I have added community leaders to the process by including them on the survey and interviews.  This change is reflected in the table above and revised on my action research blog. The revised project uses electronic technology (e-mail, bolgs) and oral and visual presentations as methods to communicate and collaborate with community leaders in the implementation of the vision of the action research project.

Manage resources (ELCC 3.3)

Fiscal resources were managed in an effective and efficient manner by using electronic methods of communication when possible as well as minimizing expensive resources when possible.  Example include distributing surveys and collected data for review via the internet without making hard copies.  Additionally, communication for feedback and review was also electronic.  These procedures also proved to be more efficient.  Human resources were managed effectively and efficiently by organizing implementation of the project in a way that minimized wasted time.  In other words, personnel were engaged only when needed and were not engaged when the project did not pertain to them.  Human resources were also managed in an equitable manner by making sure that all stakeholders were included in the vision and implementation of the project with equal access to input.  Consensus building, problem solving, technology, planning; and conflict resolution strategies and skills were also utilized at times to manage human resources.

Mobilize community resources (ELCC 4.3)

Community resources were used to support the vision of the action research project by utilizing school district resources including research department programs and equipment as well as technology throughout the district.  Additonally, district human resources as well as fine arts department resources were also used to support the vision.  Community resources were utilized by accessing date through TEA, TMEA, local libraries and community leaders.

Promote positive school culture (ELCC 2.1)

This action research project will promote a positive school culture by providing needed insight and actual data to support the insight that will enable administration and teachers understand better the impact of fine arts education on the total education of the student in such a way that promotes school success and improvement.  This understanding will allow for better, more accurate, data driven decisions by the administration when determining how to utilize resources in an efficient, equitable and effective manner that best enhances school improvement.

Provide an effective instructional program (ELCC 2.2)

I have not yet completed the project but processes are in place that conduct feedback surveys in order to compare with the intitial needs assessment.  The process in place will also help to determine if the goal was achieved and if that goal helped improve the school culture and learning environment.  The results of the project including date as well as conclusion and recommendations will be presented in a clear, concise format using tables etc.

Influencing the larger context (ELCC 6.3)

The results of the action research project will be disseminated to all stakeholders with a special emphasis to administrators on the campus and at central office as well as the school board.  This group is the most influential in determining implementation of the proposals.  The administration and school board also determines funding in regards to curriculum.  The results will be disseminated electronically via e-mail and will include video and powerpoint presentations.  I will also be presenting an oral presentation with visual back-up to the last Principal/Leadership meeting of the 2011-2012 school year. 

Design a comprehensive professional growth plan (ELCC 2.4)

Using the data from the results as well as the recommendations provided at the conclusion of the project, professional growth strategies include designing one activity to be included on a teacher professional development day that reinforces the conclusion of the project, which hopefully is that fine arts education does indeed impact and increase student achievement and overall school success.  The professional development activity will include some ideas for intergration of the arts into lesson plans as well as an interactive demonstration of the impact of the arts in math.  This demonstration will be music/math specific and will demonstrate the correlation of fractions to meter divisions and note lengths.  The same demonstration will be presented at a principal/leadership meeting in the 2012-2013 school year. 

Key Words, Phrases or Terms describing Action Research Project: 

Key words, terms and phrases describing this project are as follows:

·         Arts Education Advocacy

·         Learning and the Arts

·         Education through the Arts

·         The impact of Music on education

·         Educating the whole child



Draft Action Research Project Report

Below is a progress report on John Chambers' Action Research Project that addresses the following eight outline elements: Title, Needs Assessment, Objectives and Vision of the action research project, Review of the Literature and Action Research Strategy, Articulate the Vision, Manage the organization, Manage Operations, Respond to Community Interest and Needs.

Draft Action Research Project Progress Report

Title 

Determining the impact of fine arts students on school performance 

Needs Assessment:

         In the current economic crisis, states and local governments have experienced a decrease in revenues often resulting in significant cuts to education.  In the 2011 Texas legislative session, lawmakers cut just over 4 billion dollars from education.  In many cases, the fine arts and fine arts education are the first areas to be cut as administrators try to adjust to the loss of revenues.  Some in leadership positions have questioned if fine arts education really helps overall school performance in and effort to justify the arts as the first line of cuts.  O’Connell (2010) states that the California Department of Education released a survey of the states local education agencies that showed that Art, Music and Drama as the 5^th highest area cut in school budgets and the first curriculum area just behind maintenance, administration, and counselors and nurses whereas Athletics ranked 16^th in cutting (see chart below).

Results of K-12 Budget Cuts Survey by Category	Percentage of Respondents
Building, Grounds/Maintenance	65%
District Administration	58%
Instructional Materials	58%
Counselors, Nurses, Psychologists	48%
Art, Music, & Drama	48%
Classified Staff Compensation Reductions	47%
Certificated Staff Compensation Reductions	45%
K-3 Class Size Reduction	35%
Electives	34%
Library	34%
Facilities	33%
Teachers	32%
Professional Development Programs	30%
Paraeducators, Instructional Assistants	29%
Gifted and Talented Education	28%
Athletics	27%
Supplemental Instruction, Summer School	26%
Adult Education	20%
High School Class Size Reduction	18%
Beginning Teacher Support and Assessment	18%
Reduced School Year	16%
Food, Nutrition Services	14%
Technology Services	12%
Transportation	12%
Physical Education	12%
Career Technical Education	11%
School Closure	10%
Child Development, Early Childhood Programs	8%
Compensatory Education	5%
Special Education	5%
Advanced Placement, International Baccalaureate Programs	4%
Driver Education	4%
Safe Schools, Security, School Police	4%
Multilingual Services, Services for English Learners	3%
Regional Occupational Centers and Programs	1%
Homeless Education	0%

The above data is just one of many that will be presented in this action research to establish the need for inquiry.

Objectives and Vision of the action research project. (ELCC 1.1)

Through the collection, analyzation, reflection and dissemination of data; current literature; interviews of fine arts students  and fine arts teachers; as well as local administrators, I will inquire if fine arts students contribute to overall school performance in an effort to validate the funding of arts education in our schools.  The following is my action research template detailing process and procedures as well as measurable outcomes towards the aforementioned objective.

Goal:   To determine the impact of fine arts students on school performance.

                                        Person(s)                    Timeline                       Needed

        Action Steps            Responsible                Start/End                     Resources                Evaluation

1. Discuss Action Research topics with site supervisor	Mark Chambers  Diana Schumacher	02/28/2011 – 03/04/2011	School Data Intern Plan	Establish an Action Research question
2. Gather and organize data concerning discipline referrals, school attendance, TAKS scores, SAT/ACT scores.	Mark Chambers NEISD Research and Information Technologies Mike Lara (Executive Director, Research and Information Technologies	3/28/2011 – 08/22/2011	School Data Go Arts – advocacy research group	Evaluate data to look at statistics in relation to fine arts and non fine arts students
3. Gather and organize data concerning class rankings, and college scholarships	Mark Chambers School Counselors at NEISD seven comprehensive high schools	3/28/2011 – 08/22/2011	Counselor data at NEISD seven comprehensive high schools	Evaluate data to look at statistics in relation to fine arts and non fine arts students
4. Meet with NEISD fine arts teachers to explain Action Research to establish procedures for class evaluations	Mark Chambers NEISD Fine Arts Teachers	4/14/2011	EDLD 5301 Materials Power Point on Inquiry/Action Research	Survey teachers to see if they are willing assist in research by allowing class observations and taking a survey
5. Meet with principals of all 7 high schools to seek permission to administer surveys to their teachers and fine arts students	Mark Chambers HS Principals (Bill Boyd, Jeff Vaughan, Bobbi Turnbo, Rick Canales, Michael Cardona, Chris Thompson,	4/07/2011	Meeting Room Brochure outlining Action Research inquiry, process and plan for sharing information	Determine if principals will assist with research by participating in a survey and allowing an electronic survey to be distributed to their faculty
6. Determine my own thoughts and assessments by reflecting on past experiences	Mark Chambers	March 2011	Personal journal entries Videos	Evaluate objectivity in regards to my conducting this topic
7. Develop a survey that assesses feelings and perceptions of administrators, teachers and students concerning fine arts student’s impact on school performance	Mark Chambers Diana Schumacher Joseph Johnson	3/28/2011 – 4/05/2011	Survey Monkey Previous surveys concerning similar topics
8. Review current literature and statistics regarding Action Research topic as well as NEISD data from previous years	Mark Chambers TMEA Joseph Johnson (NEISD) Mike Lara (NEISD)	Spring 2011	TMEA (Texas Music Educators Association) resource dept. Go Arts.org (Arts advocacy organization School Data	Evaluate data from previous years to see if it is consistent with current data and how it correlates with data from previous literature
9. Electronically distribute Administrator and teacher survey	Mark Chambers	4/20/2011	E-mail contacts for all participating in survey	Evaluate survey results
10. Distribute student survey to each of the classes at the 7 high schools previous mentioned.  Classes chosen for the survey will be the same sample at each high school.	Mark Chambers Teachers and students of the 7 selected schools and classes	May 2011	Survey forms, collection envelope, pens	Evaluate survey results
11. Disaggregate information	Mark Chambers Joseph Johnson (NEISD) Mike Lara (NEISD)	June 2011 – August 2011	Completed surveys Computer spreadsheets and graph programs	Review and reflect on disaggregated information to determine if revisions to process are necessary
12. Create document with conclusion and recommendations for future research	Mark Chambers Diana Schumacher (site supervisor)	August 2011	All data Examples of other conclusion papers	Distribute paper with selected reviewers to provide feedback before results are distributed
13. Present Conclusion to Principals, Executive staff, teachers, parents and students as well as colleagues in the arts community.  Some presentations will be oral and others will be written or electronic	Mark Chambers NEISD stakeholders TMEA Tom Waggoner (Fine Arts, TEA) TMAC (Texas Music Administrators Conference)	Start of 2011-2012 Academic year (late August/early September)	Power Point Brochure with main points Blogs E-mail blasts Website	Observe and evaluate reactions to information.  Determine if perceptions change or remain the same
14. Determine if follow-up research is needed or if more questions develop as a result of the action research project	Mark Chambers Diana Schumacher Arts Leaders NEISD Stakeholders	September 2011	New wonderings	Brainstorm

Review of the Literature and Action Research Strategy

Many studies exist supporting the correlation between the study of the arts and higher achievement in other academic areas. In 2008, a more definitive study by the Dana Arts & Cognition Consortium provided more concrete evidence connecting the study of music to improved cognition. While its intrinsic value is a fundamental reason for studying music, the fact that music study positively affects academic performance in other subjects should elevate its importance in the curriculum.  Romm (2010), states that research of our brains on music leads to the conclusion that music education needs to be preserved—and revamped, as needed, when further insights demonstrate, say, how the concentration mustered to play the clarinet or the oboe can help a problem student focus better in math class (http://www.scientificamerican.com/article.cfm?id=hearing-the-music-honing)

The decision to implement this action research project was as a result of reviewing of the above and other recent literature.  The decision was made in consultation with my superviser and many of the arts teachers in the North East School District as well as feedback from two principals in the district.  Current budget status, arts education statistics were also considered and factored into the decision to proceed with this project.  Following these considerations and agreement to implement this project, decision were made regarding participants, target group, processes and procedures, analyzation, review and dissemination of the information.   

Articulate the Vision

The vision of this action research project was communicated to staff in an curriculum in-service day in August 2011.  Additionally, an email detailing the vision of the project as well as the process will be sent to parents of participating students prior to the student survery and data collection.  Community leaders will also be included in communication following the completion of the project.  Sharing of results and conclusions as well as suggestions for future actions and inquiries will take place with the community via oral and visiual presentation using powerpoint and video.  E-mail and newsletters will also be sent to all interested and necessary individuals and organizations.

Manage the organization

Stratagies for organizing and implementing the project include utilizing multiple entities and individuals in our district including the following:  NEISD Departments of Human Resources, Pupil Personnel, Research, Campus Support and Fine Arts.  Several individuals in each of these departments will be helping gather and analyze data as well as providing resources and expertise towards the project.  Specific persons are identified in the Action Research Project included in the report.  Time spent on the project by these individuals and departments is voluntary and outside of NEISD work hours.  Additionally, all monies and expenditures are covered by the intern (John Chambers) with the exception of incidental expenses associated with equipment used by district personnel in the gathering and disseminating of data (i.e. power required for computers etc.).  All expenditures will be managed by John Chambers.  Student safety is a priority and will be ensured by following district policies that include the Protection of Pupil Rights Amendment and that all proper documentation is in place, such as active parental consent forms for student surveys.  All FERPA Guidelines will also be followed.

Manage Operations

This project began as an inquiry by principals in our district who wanted to know how to justify expenses for the arts in light of the current financial crisis.  They wondered and openly asked “how does fine arts contribute to our schools success?”  With this open inquiry, an honest discussion began by engaging in a needs assessment that included studying the impact of this financial crises on arts education as well as the review of literature indicating that cuts in the arts would be counterproductive to increasing student achievement.  The needs assessement was then communicated to multiple stakeholders as previously listed in this report and conflicts were resolved through consensus building activities at an August Inservice meeting.

Respond to Community Interest and Needs

This action research project will serve the needs of all students, however, it will be especially beneficial to economically disadvantaged students as well as ethnic minority groups including Hispanic and African American Students in that many of these populations will not have access to the arts and arts education if it is not provided by the school system.  This project seeks to establish the benefits of these courses in helping students achieve academic success.  With this establishment as the background, cuts in funding in arts education will have a disproportional impact on the previously identified groups therby establishing these groups as special needs.  The preservation of arts education funding through the results and advocacy provided by this research will help address these specific needs as well as the needs of all students.