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The Georgia Wolf Trap Project 2005-2008 & Georgia Wolf Trap for English Language Learners 2008-2012. A collaboration of Alliance Theatre, Fulton County Schools, and Georgia State University. Funded (2005-2012) by the U.S. Department of Education - PowerPoint PPT Presentation
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The Georgia Wolf Trap Project The Georgia Wolf Trap Project 2005-20082005-2008
&&Georgia Wolf Trap Georgia Wolf Trap
for English Language Learnersfor English Language Learners2008-20122008-2012
A collaboration of
Alliance Theatre, Fulton County Schools, and Georgia State University
Funded (2005-2012) by the U.S. Department
of Education
Arts Education Model Development and
Dissemination Program (AEMDD)
AEMDD CriteriaAEMDD Criteria
Discipline-specific arts instruction Discipline-specific arts instruction andand
Enhancement of academic achievement Enhancement of academic achievement
Low-income childrenLow-income children
Context of the Context of the InterventionIntervention
Language development in early childhood Language development in early childhood predicts school performance.predicts school performance.
The The ““achievement gapachievement gap”” begins before the begins before the childchild’’s first day of school.s first day of school.
Low-income children begin Kindergarten Low-income children begin Kindergarten with less than half the vocabulary of with less than half the vocabulary of high-income students, challenging high-income students, challenging literacy development.literacy development.
Premises of the Premises of the InterventionIntervention
Social and communicative experiences that Social and communicative experiences that support the development of symbolic support the development of symbolic functioning are essential in early functioning are essential in early childhood.childhood.
Pretend play, the developmental foundation Pretend play, the developmental foundation of drama, is the childof drama, is the child’’s s ““first language.first language.””
Joint pretense and story sharing can Joint pretense and story sharing can unpack language. Drama engages childrenunpack language. Drama engages children’’s s emotions and intellect, transcending emotions and intellect, transcending culture and class.culture and class.
11stst Project – 2005-8 Project – 2005-8
All Kindergarten classes in 6 schoolsAll Kindergarten classes in 6 schools
Random assignment of low-income Random assignment of low-income schools to conditions; pre-schools to conditions; pre-intervention/post-interventionintervention/post-intervention
Professional learning opportunities Professional learning opportunities for Kindergarten teachers in summer for Kindergarten teachers in summer and fall; artists and teachers and fall; artists and teachers collaboratively infuse drama into collaboratively infuse drama into language lessons in January and language lessons in January and FebruaryFebruary
Sample CharacteristicsSample Characteristics
N= 545 students
36% special needs
71% qualified for free or reduced lunch
94% African American
Sample Starting PointSample Starting Point
HypothesesHypotheses
Intervention students will show more improvement than control students in
Language Development
Writing (near transfer)
Academic Achievement (far transfer)
Language Development:Language Development:SyntaxSyntax
Writing: QuantityWriting: Quantity
Vocabulary
Sentences
Writing: QualityWriting: Quality
Percentage of Students with Improvement over Time
Report Card GradesReport Card GradesFirst Grade (Cohorts 1& 2)First Grade (Cohorts 1& 2)
Special NeedsSpecial Needs
CRCT ScoresCRCT ScoresFirst Grade (Cohorts 1& 2)First Grade (Cohorts 1& 2)
Special NeedsSpecial Needs
ContributionsContributions Drama = Developmental Appropriateness Drama = Developmental Appropriateness
Helping children find their voice—child-Helping children find their voice—child-centered education supports symbolic centered education supports symbolic developmentdevelopment
Authentic, meaningful activity in a Authentic, meaningful activity in a language-rich and emotionally engaging language-rich and emotionally engaging contextcontext
Usefulness of this approach for development Usefulness of this approach for development and and learninglearning
Next?Next?Georgia Wolf Trap for Georgia Wolf Trap for
English Language LearnersEnglish Language Learners
Context
In 2008 Latino students were the largest minority in American schools - 11 Million or 22%
Facing an educational crisis: Less likely to be enrolled in pre-K programs
Twice as likely to be retained Highest dropout rates—18.3 % in 2008 (compared to the total rate of 8%).
White House Initiative on Educational Excellence for HispanicsOctober 19, 2010
White House Initiative advocates enhanced pre-K preparation and K-12 educational reforms for Latino students
Fulton County was the third most populous Latino community in GA; over 20% living in poverty; many students with limited English proficiency
FC schools are English only
Pull out/push in services in K=45 minutes/day
Achievement gap in 2008
70% of Fulton County ELL K students finished the year with low English proficiency
33%were below academic expectations after 1st grade
only 39% passed all areas of GA high school graduation test
Language minority and low income status = double risk for academic failure
Background: Quantity of exposure to English in class does not predict acquisition; quality of engagement with English does (Snow et al., 1998).
Hypothesis: an emphasis on meaningful communication experiences will support acquisition.
Professional development for teachers as before —teaching artists as coaches, November-March
Drama activities—“improvised guided enactment”—can disambiguate language
Story sharing; analyzing and enacting; re-telling and reflecting
Elements in common with ESOL strategies language embedded in meaningful contexts
using the senses, props, facial expressions
physicalization, repetition incorporating students’ ideas
Design
Paired Cluster/random assignment of schools to conditions (6 schools; all K classrooms)
Random selection of research participants (all ELL)
Schools range from 39-68% ELL
Participants
514 Kindergartners over three years 2009-12
All qualified as ELL, all speak Spanish at home
97% qualified for free or reduced lunch
All regular education students
Measures District ESOL Screening Measures - English
WAPT-L/S - at registration Kindergarten ACCESS for ELLs - January/February
WMLS-R - two languages - pre (Sept & Oct) and post (April & May)
Story Writing - English only - pre and post
G-KIDS - first grade readiness test - English only
Significance Testing: Significance Testing: Treatment ReceivedTreatment Received
All three years of professional All three years of professional
learning (N=12 teachers)learning (N=12 teachers)
Control group (N=31 teachers)Control group (N=31 teachers)
Total Oral EnglishTotal Oral English
Story Writing - FluencyStory Writing - Fluency
Story Writing - QualityStory Writing - Quality
Academic Achievement Academic Achievement GKIDSGKIDS
Academic Achievement GKIDS
What We LearnedWhat We Learned
Drama = links among emotion, Drama = links among emotion, meaning, wordsmeaning, words
Brief intervention Brief intervention —>—> noteworthy effects in language noteworthy effects in language and mathematicsand mathematics
Enhanced language Enhanced language engagementengagement (versus exposure or drill)(versus exposure or drill)
What is driving all What is driving all this?this?
Professional LearningProfessional Learning
Professional LearningProfessional Learning
Key toKey to
Positive Positive student student
outcomes outcomes
andand
true reformtrue reform
PL ProcessPL Process PL is most effective when teachers PL is most effective when teachers are taught as they would teachare taught as they would teach Workshops employed Wolf Trap strategiesWorkshops employed Wolf Trap strategies
PL takes timePL takes time Summer studySummer study Opportunities throughout year to Opportunities throughout year to observe, co-teachobserve, co-teach
Three years durationThree years duration
Evaluation SourcesEvaluation Sources Teachers’ evaluationsTeachers’ evaluations
Teaching artists’ evaluationsTeaching artists’ evaluations
Focus groupsFocus groups
Classroom observationsClassroom observations
Teachers’ self-assessment surveysTeachers’ self-assessment surveys
Performance MeasuresPerformance Measures 100% 100% developed lessons developed lessons integrating integrating dramadrama during the residenciesduring the residencies
95%95% employed employed drama management drama management techniquestechniques
95% 95% used used Best Practices in DramaBest Practices in Drama during the residenciesduring the residencies
90%90% indicated they would indicated they would develop develop lessons lessons using Best Practices in using Best Practices in Drama after the residencies endedDrama after the residencies ended
What Did You Learn?What Did You Learn? ““I learned to put down my guard and try I learned to put down my guard and try new things ‘dramatically’ with the new things ‘dramatically’ with the students.”students.”
““I learned how to effectively use my body I learned how to effectively use my body and my voice to tell a story.”and my voice to tell a story.”
““I learned how to build drama into my I learned how to build drama into my literacy instruction.” literacy instruction.”
““I learned how to incorporate Wolf Trap I learned how to incorporate Wolf Trap ideas in other areas of teaching.”ideas in other areas of teaching.”
PL ConclusionsPL Conclusions
Teachers recognize the learning taking Teachers recognize the learning taking place in their students – socially, place in their students – socially, emotionally, linguistically, and emotionally, linguistically, and cognitively.cognitively.
Teachers applaud the PL model used, Teachers applaud the PL model used, especially the Teaching Artist as coach especially the Teaching Artist as coach in the classroom.in the classroom.
Over time, teachers increasingly used the Over time, teachers increasingly used the strategies throughout their teaching.strategies throughout their teaching.
Oral Language
Story Writing: Quality
It Makes a DifferenceStory Writing:
Fluency
AcknowledgementsAcknowledgements
Fulton County SchoolsFulton County Schools
Alliance Theatre Education DepartmentAlliance Theatre Education Department
Jackie Gray, Carol Jones, Michele Mummert, Jackie Gray, Carol Jones, Michele Mummert, Denise Jennings, Jes BoothDenise Jennings, Jes Booth
GSU: GSU: Audrey Ambrosino, Brooke Bays, Judy Orton, Lynda Audrey Ambrosino, Brooke Bays, Judy Orton, Lynda Kapsch, Heather Smith, Nicole Lorenzetti, Carol Ashong, Kapsch, Heather Smith, Nicole Lorenzetti, Carol Ashong, Josephine Lindsley, Callie Reeves, Daniel Medina, Josephine Lindsley, Callie Reeves, Daniel Medina, Kareema Spells, Peter Samuelson, Elizabeth McGarragh, Kareema Spells, Peter Samuelson, Elizabeth McGarragh, Macy Strickland, Lisa Quick, Joanna Sherwood, Beatrice Macy Strickland, Lisa Quick, Joanna Sherwood, Beatrice Moreno, Araceli Santa Cruz, Inez McDaniel, Renzo Gobea, Moreno, Araceli Santa Cruz, Inez McDaniel, Renzo Gobea, Brandi Harper, Kathryn Taylor, Meghann Griffin, Rachael Brandi Harper, Kathryn Taylor, Meghann Griffin, Rachael Kaplan, Emily White, Billy ThompsonKaplan, Emily White, Billy Thompson
Thank you!Thank you!