 Elaine M. Walker, Professor, Department of Education Leadership, Management and Policy, Seton Hall University & Sametric Research  Carmine Tabone, Executive Director, Educational Arts Team  Dani Kopoulos, Teaching Artist, Dramatic Impact

 Grades 4 and 5: 2005-2008  Grades 6 and 7: 2008-2011  Grades 2 and 3: 2011-2014

Conley found that the following four intellectual standards were paramount, within and among the disciplines:     1. Read to infer/interpret/draw conclusions.

2. Support arguments with evidence.

3. Resolve conflicting views encountered in source documents.

4. Solve complex problems with no obvious answer.

 Writing is equally weighted to reading.

 “The standards define what all students are expected to know and be able to do, not how teachers should teach." (2010, p. 6).

(Found in Lucy Calkins’, Pathways to the

Common Core: Accelerating Achievement)

 CCSS.ELA-Literacy.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

 CCSS.ELA-Literacy.W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences.

 CCSS.ELA-Literacy.RL.6.3

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

  Complexity: The standards require regular practice with complex text and its academic language Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational

 CCSS.ELA-Literacy.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

 CCSS.ELA-Literacy.RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

 Students in our projects in grades 4, 5, 6 and 7 have consistently outperformed control students on the state assessments.

 Students who have been in the program for two consecutive years achieve significantly better results than students in the control group, or students in the program for one year.

 Students no longer in the program have sustained their learning gains in the next grade level.

As a result of a USDOE language arts program for 2nd and 3rd graders, NJASK test scores at 6 Jersey City treatment schools increased from 38.4% proficient to 55.6% for a gain of 17.2%. Students in treatment classrooms had a proficiency rate of 69%!

90% of the 4 th and 5 th grade students who had our workshops for a two-year period passed the NJ standardized Language Arts tests, versus 70% of the control group.

 91% of fourth graders who were in the program for one year passed the Language Arts fifth grade state assessment as compared to 66% of students in the control group;  78% of eighth graders who participated in the arts integration project when they were in the seventh grade were successful in grade 8 on the state’s assessment in Language Arts, as compared to 69% of control students

 Middle grade students in the arts integration program were significantly more prepared for high school than those who were not in the program.

 Once in high school, male students in particular who were part of the arts integration project were more likely to perform better than those students who were not in the project

 CCSS.ELA-Literacy.W.3.2

Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

  CCSS.ELA-Literacy.RL.5.3

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

CCSS.ELA-Literacy.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 CCSS.ELA-Literacy.RL.6.1

text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the  CCSS.ELA-Literacy.W.6.1

evidence.

Write arguments to support claims with clear reasons and relevant

  CCSS.ELA-Literacy.RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

 CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly

 Students are engaged to the point that they are excited and willing to struggle with a complex text.

 Reading work is infused with interesting writing prompts and processes that can be used to gauge student literacy learning.

www.corestandards.org/ELA-Literacy

November 1, 2013 NJPSA 12 Centre Drive, Monroe Township (609) 860-1200

The Role of the Theater Arts In Promoting Student Success

Carmine Tabone Executive Director, Educational Arts Team, Jersey City, New Jersey [email protected]

201-432-1912 Elaine Walker, Professor Seton Hall University and Sametric Research [email protected]

973-275-2307 Dani Kopoulos, Teaching Artist Dramatic Impact [email protected]