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W.A.M.P. The Willamette Arts Mapping Project 2014-2015 Proof of Concept Proposal. I. PROGRAM DESCRIPTION.

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    1. W.A.M.P. The Willamette Arts Mapping Project 2014-2015 Proof of Concept Proposal

    2. I. PROGRAM DESCRIPTION • The Willamette Arts Mapping Project (WAMP) will produce an audit, or map, of structured in-school and out-of-school arts learning programs in Bethel, Eugene, and Springfield K-12 school districts. • Goals: • A) to gain a contextualized, local perspective of arts learning initiatives in the area • B) to collaborate with Lane Arts Council, Culture and Education Alliance, the Arts Administration graduate program, local arts organizations, and school districts for rigorous data • C) to create shared resources between schools and community leaders, artists, teachers, and parents for a comprehensive view and collective support of arts education in these locales

    3. WHO & WHY? • Population Served: K-12 youth in Bethel, Eugene, and Springfield school districts. • Potential to expand, including all districts in Lane County and the state of Oregon. • Needs:To understand the arts initiatives currently offered in Eugene, Springfield, and Bethel K-12 school districts and who is and is not providing these experiences to schools. • A central question is: “How much arts instruction are kids getting”? – LioraSponko, Lane Arts Council

    4. JUSTIFICATIONS “Arts Matter”: arts audit, Springfield public schools (2010) AFTA Arts Education Navigator (2013) The Kennedy Center: A Community Audit for Arts Education (2007) Arts Integration Survey – Higher Education: Linda Krakaur, University of Maryland graduate research (2014) NCES: Arts Education in Public Elementary and Secondary Schools 1999-2000 and 2009-2010 NASAA: Critical Evidence: How the Arts Benefit Student Achievement (2006) National Assessment of Education Progress (1998) Wester, M.: Arts Education: Defining, Developing, and Implementing a Successful Program

    5. II. LEADERSHIP Mapping Team Zachary Dietz: graduate student, Arts Administration Erin Empey: graduate student, Arts Administration Dr. Lori Hager: Professor of Community Arts, Arts & Administration LioraSponko: Executive Director, Lane Arts Council Julie Voelker-Morris: Instructor, Arts Administration Leadership Team Devon Ashbridge: Communications Specialist, Springfield Public Schools Pat Avery: Theatre Director, South Eugene H.S. Dr. Sheldon Berman: Superintendent, Eugene 4J RonnelCurry: Executive Director, Springfield Education Foundation Mike Fisher: Principal, A3, Springfield Brian Flick: Principal, Irving Elementary, Bethel School District Jennifer Geller: board member, Eugene 4J Dr. Nancy Golden: Chief Education Officer, Oregon ED Investment Board Jonathon Light: Board Chair, Springfield School Board of Education Tom Maloney: Principal, Camas Ridge Elementary School, Eugene 4J LioraSponko: Executive Director, Lane Arts Council Lauren Suveges: Arts Education Program Manager, Lane Arts Council Peter Tramba: Technology Director, Eugene 4J Al Villanueva: Performing Arts Director, Churchill H.S. Deb Vaughn: Arts Education Coordinator, Oregon Arts Commission Marilyn Williams: Language Arts + Special ED teacher, Eugene 4J

    6. TEAM ROLES & RESPONSIBILITIES Mapping Team Will work with the leadership team to define the objectives and goals of the project, present research on case studies of similar effect, best practices, etc. They will also design and implement the audit survey tool to be used, and analyze, interpret, and disseminate the findings to the Leadership Team. Leadership Team • Will provide information regarding knowledge of the field, their respective sites, and informed dialogue and decision making as to the direction and further implications of the audit results in conjunction with Lane Arts Council, Culture and Education Alliance, Arts Administration, and the Oregon Arts Commission.

    7. PRIMARY OVERSIGHT & COORDINATION Dr. Lori Hager will act as project manager for WAMP LioraSponko will act as advisory council for WAMP

    8. III. RESOURCES • The Mapping Team will bring research/best practices on similar projects concerning arts learning audits in public education. • They will utilize the Leadership Team for prior experience and their ‘eyes and ears’ on the ground for initial data reports. • Other research resources: • Oregon Education Database: tracks school’s implementation of graduation goals and state initiatives of Gov. John Kitzhaber • Access to Arts Education in OR Schools Database: Oregon Arts Commission • (see justifications slide for additional resources used) • Arts organizations in Eugene & Springfield will provide insight on education/outreach programs currently in place (or not). • Lane Arts Council will provide current artist-in-residency and OST programming currently being offered

    9. IV. PLANNING & IMPLEMENTATION Spring 2014 Obtain research on case studies from previous arts audits in public K-12 education Determine ‘best practices’ for conducting an audit of this size/scope to accurately compile and disseminate data Present a ‘proof of concept’ document, including the survey tool and delivery mechanism, with timelines for data collection, analysis/interpretation, and recommendations for future use Define sites for data collection Define delivery mechanism Create and distribute ‘purpose’ letter to sites Determine the scope/reach of the study (local, county, and state levels) Understand HOW the audit will further dialogue and affect new goals for future progress.

    10. IV. PLANNING & IMPLEMENTATION Summer 2014 TBD. Possible assembly of online or on-site survey tool and defining Mapping Team roles/responsibilities for Fall.

    11. IV. PLANNING & IMPLEMENTATION Fall 2014 Begin data collection with Mapping Team in Eugene, Bethel, and Springfield school districts per the implementation strategy set in Spring.

    12. IMPLEMENTATION STRATEGIES & CHALLENGES • Strategies: TBD. Either an online (indirect) survey tool where participants complete and send electronically OR site visits (direct) with coordination of the Leadership Team to collect data and documentation i.e. photos, etc. from teachers, principals, and administrators. • Challenges: • Too many ‘irons in the fire’ • Lack of initial objectives/clear direction from Lane Arts Council, Culture and Education Alliance • Gathering accurate and complete data from schools and teachers • Participant incentives for ‘buy in’

    13. V. TEACHERS • Expectations: • A) Leadership Team should be available to devote time and human resources to obtaining an honest and complete assessment of objectives/goals over the duration of the project, from conception to evaluation. Clear and effective communication between all players is expected. • B) Increased collaboration between school districts and the players that facilitate arts learning in and out-of-schools and the WAMP project team. • Incentives: • To support teachers, we plan to provide incentives for completing the survey and providing timely feedback. These may include: professional development units/credits, school stipends, or in-kind donations from partnerships in the form of supplies and materials for classrooms and school facilities.

    14. VI. EVALUATIONS • Benefits: Addressing the need for continuing arts learning and understanding the ‘gap’ in arts program delivery and consistency. • A) Biweekly work sessions w/ Dr. Lori Hager to document progress and address challenges. • B) Monthly updates @ Culture and Education Alliance meetings • C) Monthly meetings w/LioraSponko @ Lane Arts Council • D) Leadership Team acts to provide feedback on drafts and concepts to reflect the aim of the audit to be conducted as well as implications for future utilization.