visual and performing arts program evaluation 2009-10 to 2013-14

Visual and Performing Arts

Program Evaluation

2009-10 to 2013-14

Office of Assessment and Evaluation

Clear Creek Independent School District

Office of Assessment and Evaluation

Visual and Performing Arts Program Evaluation

Presented to Board of Trustees on May 11, 2015

Mr. Dean Muths:

Signature Date

Ms. Shara Appanaitis

Signature Date

Dr. Robert Bayard:

Signature Date

Dr. Steven Ebell:

Signature Date

Dr. Greg Smith:

Signature Date

2014-2015 Board of Trustees Program Evaluation Team Win Weber, President Laura DuPont, Ph.D., Vice President Ken Baliker, Secretary Ann Hammond, Member Charles Pond, Member Page Rander, Member Dee Scott, Member Greg Smith, Ph.D., Superintendent

Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Dean Muths, Director, Visual and Performing Arts Shara Appanaitis, Coordinator, Visual and Performing Arts Robert Bayard, Ed.D., Director, Assessment and Evaluation Laura Gaffey, Data Analyst, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation

Visual and Performing Arts Evaluation 2009-10 to 2013-14

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Executive Summary

As part of the program evaluation process for the Clear Creek Independent School District (CCISD), the Office of Assessment and Evaluation has completed a program evaluation for the Visual and Performing Arts (VPA) program encompassing the five year period from 2009-10 through 2013-14.

Students who participate in the arts often experience higher achievement, and these experiences provide students with a well-rounded education (Ruppert, 2006). House Bill 5 (HB 5), which was passed in 2013, offers five areas of endorsements, including Arts and Humanities, which is earned through a coherent sequence of four credits in art, dance, music, or theatre. Furthermore, HB 5 requires that each campus to be evaluated on eight areas of community and student engagement, including Fine Arts, in which CCISD earned an exemplary rating in 2013-14. The HB 5 rating of Exemplary for CCISD Fine Arts reflects numerous opportunities for students and the community to be involved in the Arts during the year.

The Clear Creek Independent School District’s Visual and Performing Arts program has excelled at local,

regional, area, and state level competitions consistently since the 1950’s, including state honors in One

Act Play, Concert Band, Concert Choir, Orchestra, Art, and Dance. CCISD offers a comprehensive dance

program that has since become the model for other school districts due to the district’s early adoption

of the Dance Educators Assessment of Learning (DEAL) assessment which began in 2011. The CCISD Arts

administrators and teachers were among leaders in the development of the Texas Arts Educators

Association (TAEA) Visual Arts Scholastic Event (VASE) which began in 1994. “VASE is the only art event

of its kind in the nation” (VASE, 2015).

Clear Creek ISD has consistently been in the top five school districts in the number of musicians that are placed in the All-State ensembles at the Texas Music Educators Association (TMEA) Convention each year. In 1958, CCISD won its first Texas UIL One Act Play contest, and has since won five additional contests. CCISD was a founding member of the Houston Arts Partners (HAP) that has been leading the way in connecting the educational communities with Houston’s professional arts organization in a collaboration that seeks to discover and explore ways for academic courses to use Arts integration in order to enhance learning in their subject areas.

The VPA program provides opportunities for students to participate in one or more of five areas in intermediate VPA: band, choir, orchestra, theatre, and art. Students have opportunities in high school in the same areas with the addition of dance.

Students enrolled in CCISD have many opportunities to participate in Visual and Performing Arts (VPA) beginning in kindergarten through grade five with art and music classes. There are 42 different opportunities for students to enroll in a VPA course while in intermediate school; at the high school level, there are over 120 courses are offered in CCISD. (These intermediate and high school courses are listed on pages 6-9). The number of teachers at the intermediate and high school level are detailed on page 10.

The Visual and Performing Arts program was evaluated through seven questions:

1. What is the participation rate of students in the various VPA programs?

Intermediate enrollment in VPA courses has ranged from 6,290 students (70.2% of all intermediate students) in 2009-10 to 7,994 students (87.7% of all intermediate students) in 2013-14. High school enrollment in VPA courses has ranged from 6,702 students (57.5% of all high school students) in 2009-10 to 7,545 students (61.1% of all high school students) in 2013-14. Most students are enrolled in only one


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content area; however, students enrolled in multiple content areas has ranged from 670 in 2009-10 to 2,116 in 2013-14.

For each CCISD demographic subgroup, the top three VPA areas of participation and level (intermediate and high school) are shown in the table below. For example, the top three VPA content areas for female students at intermediate include choir, orchestra, and theatre.

Intermediate F M HI AS BL WH ECO LEP SPD GT AR

Band X X X X X

Choir X X X X X X X X

Orchestra X X X X X X

Theatre X X X X X X

Art X X X X X X X X

High School F M HI AS BL WH ECO LEP SPD GT AR

Band X X X

Choir X X X

Orchestra X X

Theatre X X X X X X X

Art X X X X X X X X

Dance (Class) X X X X X X X X

Dance (Team) X X

Intermediate and high school students have opportunities to participate in various VPA events including contests, concerts, festivals, competitions, and productions, which is detailed on pages 29-35.

As part of the VPA survey completed by secondary band, orchestra, and choir directors, the results showed that over 40% of intermediate band students participate in private lessons while approximately 50% of high school band and orchestra students participate in private lessons. Nearly 30% of the high school band students participated in summer band camp.

Surveys were sent to 10,744 secondary students and parents currently in the VPA program, generating a response rate of 37.5% and 13.0%, respectively. Teachers currently in the VPA program also completed surveys. Both student and parent surveys addressed participation in CCISD VPA programs as well as non CCISD VPA programs. The VPA areas in which students reported they participate outside of CCISD include the following: Dance (13%), Band (12%), Choir (12%), Art (9%), Theatre (9%), Music Theory (8%), Orchestra (6%), and Color Guard (1%). The VPA areas in which parents reported their child participates outside of CCISD include the following: Band (13%), Music Theory (13%), Dance (12%), Orchestra (8%), Theatre (7%), Art (6%), and Color Guard (1%).

Annual retention rates were calculated and are listed by program and grade level on pages 41-42.

2. What are the academic achievements of students who participate in VPA?

Students who take the SAT exam have an opportunity to complete a section pertaining to their academic participation with respect to courses they have taken during high school. Those who self-reported their involvement in a VPA program outperformed the three comparison group averages for each of the five years between 2009-10 and 2013-14. In 2014, CCISD VPA students had an average overall SAT score of 1597 as compared to all of CCISD students who had an average total score of 1588, the state VPA students with a 1501, and the global VPA students who had an average SAT total score of 1551.

AP course enrollment has increased from 41.5% in 2009-10 to 46.5% in 2013-14. The percentage of VPA students who have been awarded as Superintendent Scholars has ranged from 68.9% in 2009-10 to 44.3% in 2013-14. The percentage of VPA students who have been awarded as National Merit winners has ranged from 62.1% in 2009-10 to 47.1% in 2013-14. Performance on AP exams in the five areas


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which are directly connected to VPA is listed on 46 and shows an increase in most areas between 2011 and 2014.

Dance teachers utilize the DEAL assessment, an evaluation conducted annually by the Texas Dance Educators, using a rubric which covers three areas: how students interact and respond to an outside choreographer, how students and their dance teacher interact, and an assessment of the dance learned by the students during one class period.

In the spring of 2015, the Office of Assessment and Evaluation conducted focus groups with teachers from each comprehensive high school campus from each of the VPA content areas. The purpose of the focus groups was to gather feedback from teachers with respect to their programs, including elements which could not be gathered from direct data sources or a survey. Teachers shared their thoughts on how the HB 5 endorsements will impact their programs.

3. What benefits, beyond academic achievements, do students receive from being in VPA?

Students in VPA participate in many community events, which are detailed on pages 49-51.

The three highest Likert scale scores for student and parent responses are listed below (respectively) for the following statement used for questions 27-37: The VPA program has helped me/my student increase my/their proficiency in: Performance skills [4.33, 4.24]; Creative skills [4.21, 4.16]; and Responsibility [4.14, 4.09].

The three lowest Likert scale scores for student and parent responses are listed below (respectively) for the following statement used for questions 27-37: The VPA program has helped me/my student increase my/their proficiency in: Study skills [3.43, 3.41]; Organization skills [3.72, 3.68]; and Problem solving [3.74, 3.69].

The three highest Likert scale scores for teacher responses are listed below for the following statement used for questions 23-33: The VPA program has helped my students increase their proficiency in: Creative skills [4.84]; Performance skills [4.78]; Collaboration [4.74].

The three lowest Likert scale scores for teacher responses are listed below for the following statement used for questions 23-33: The VPA program has helped my students increase their proficiency in: Study skills [4.29]; Organization skills [4.45]; Leadership [4.56].

A comparison of survey results by program for the question in previous paragraphs is on pages 54-55.

As part of the focus group, teachers shared their definition of program success. VPA students enjoy the people in the course(s), the directors/teachers/instructors, and how they’ve

grown and learned about their area of interest. Most students felt like nothing needed to be changed in

their VPA program; however, time and funding was a concern for others.

Parents feel that their student has had a good experience in VPA and are pleased with the

directors/teachers/instructors. They also enjoy the opportunities available to their student. Many

parents felt the program doesn’t need any changes; however, others would like to see a reduction in

their student’s time spent in VPA and an increase in funding.

Teachers enjoy watching students grow and develop into performers and artists, the support from the

campus, district, and community, and the collaborative opportunities within and outside of the district.

They would like to see an increase in funding, stipends (or increase if already receiving them), and

improvements made to facilities in order to meet the demands of student interests.

A comparison of survey results between students, parents, and teachers by program is on pages 66-69.


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4. What types of awards and distinctions are earned by students in VPA?

VPA students participate in many community events, but some include: the Houston Livestock Show and Rodeo, VASE (Junior and High School), Youth Art Month Capitol Exhibit and Governor’s Gallery, Dance Fusion, fall and spring dance concerts, dance and dance team competitions, UIL competitions, and All-State. Through these events and competitions, students have special opportunities to interact with the public community, students, and teachers.

5. What are the post-secondary outcomes for students who have participated in VPA?

There are numerous post-secondary outcomes for students who have participated in VPA. Some examples of post-secondary outcomes based on focus group discussions include lifelong skills, such as organizational skills, collaboration, teamwork, accountability, ability to give and accept criticism, and problem solving. The post-secondary outcomes are listed by content area on pages 88-89.

6. What professional learning opportunities and accolades/distinctions are received by VPA staff?

There are numerous professional learning opportunities for VPA teachers in CCISD. Some examples include Teachers in Studio, conference attendance, collaborative opportunities during late arrival days, competition feedback, vertical and horizontal alignment, and personalized learning opportunities. The professional learning opportunities are listed by content area on page 90.

Many VPA teachers in CCISD have earned accolades/distinctions, which are listed on pages 91-92.

7. What are the revenues and expenses for the VPA program?

VPA courses require extracurricular fees, which range from $0 to $60 annually. The average expenditure per intermediate student over the five year period of this study based on campus and student activity funds is $113.10 for band; $83.83 for choir, $49.17 for orchestra; $26.95 for theatre; and $15.08 for art. The average expenditure per high school student over the five year period of this study based on campus and student activity funds is $759.50 for band; $288.73 for choir, and $149.26 for orchestra, $60.60 for theater, $28.36 for art, $365.96 for dance, and $2.19 for music theory.

The total revenues was $10,410,355, total expenditures was $10,235,600. Average expenditure per student over the five year period of this study was $142.67.VPA general funds serve all students grades K-12 who are enrolled in a VPA course. The expenditure per student ranged from $24.79 to $31.93 during the five year period of this study with an overall average of $26.90 expenditure per student.


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Background Information on Visual and Performing Arts

The purpose of evaluating programs in CCISD shall be multi-faceted and shall result in findings, recommendations, and/or conclusions that:

Ensure program alignment with the District strategic plan;

Assess strengths and weaknesses of the program;

Measure the success of the program in meeting its expressed goals; and/or

Result in improvements in, revisions to, or discontinuation of the program.

As part of CCISD’s program evaluation process, the Office of Assessment and Evaluation has completed a program evaluation for the Visual and Performing Arts (VPA) program encompassing the five-year period from the 2009-10 through 2013-14 school years.

Appendix A details the alignment of the VPA program with CCISD’s Strategic Plan.

Academic Achievement and the Arts Students who participate in arts learning experiences often improve their achievement in other realms of learning and life. In a well-documented national study using a federal database of over 25,000 middle and high school students, researchers from the University of California at Los Angeles found students with high arts involvement performed better on standardized achievement tests than students with low arts involvement. Moreover, the high arts-involved students also watched fewer hours of TV, participated in more community service, and reported less boredom in school (Ruppert, 2006, p.8).

Effects of the Arts in Education A Harris Poll was conducted in 2005 to determine the attitudes of Americans toward the arts in education. Among the findings, 93% believe “the arts are vital to providing a well-rounded education for children.” Of those polled, 86% believe “an arts education encourages and assists in the improvement of a child’s attitudes toward school” (Ruppert, 2006, p.5).

House Bill 5 Arts education in the state of Texas has become more important in recent years, as evidenced by House Bill 5 (HB 5), which was passed by Texas lawmakers in 2013. HB 5 defined the minimum graduation requirements as the Foundation School Program to consist of 4 credits of English language arts; 3 credits of math; 3 credits of science; 3 credits of social studies; 2 credits of languages other than English; 1 credit of fine arts; 1 credit of physical education; and 5 credits of electives. The bill also established endorsements in five categories:

1. STEM 2. Business and Industry 3. Public Services 4. Arts and Humanities 5. Multidisciplinary

House Bill 5 provides students with opportunities to go beyond the four core content areas and allows student to engage in areas for which they have a passion including the Arts.

The Arts and Humanities endorsement includes courses directly related to political science, world languages, cultural studies, English literature, history, and fine arts. Students can earn an endorsement in Arts and Humanities by taking a coherent sequence of four credits in art, dance, music, or theatre.


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House Bill 5 requires that each campus is evaluated on eight areas of community and student engagement:

1. Fine Arts 2. Wellness and Physical Education 3. Community and Parental Involvement 4. 21st Century Workforce Development Program 5. Second Language Acquisition Program 6. Digital Learning Environment 7. Dropout Prevention Strategies 8. Educational Programs for Gifted and Talented Students

For the 2013-14 ratings, CCISD developed a rating system based on the number of community and student engagement opportunities available. If a district has four or more measures, they receive 4 points for a rating of Exemplary. Three measures equals 3 points for a rating of Recognized; two measures equals 1 point for a rating of Acceptable; and zero to one measure equals 0 points for a rating of Unacceptable.

The table below shows many of the indicators that were included in the 2013-14 Community and Student Engagement report for Fine Arts. These activities were opportunities for CCISD students and/or the community to be involved within the Arts during the year.

CCISD Measures of Community and Student Engagement Points Rating

Fin

e A

rts

Spring Shows Art Exhibitions Art Night Artopia

4 Exemplary

Dinner Theatre Drama Club Rodeo Art ExtravaBANDza

Fine Arts Night Guitar Club Holiday

Concerts Imagination Celebration

Musical Theatre Musicals One Act Play Orchestra

So You Think You Can Sing?

Solo & Ensemble

Scholastic Art Contest

School Musicals

Band Choir Dance Fusion Pop Show

Family Art February

Dance Field Trips to Art Exhibits

Fall & Spring Productions

K-2 Art Book Club

Midi Music Improv Nights

Pep Rallys Ballroom

Dancing Mini- Course

PTSA Reflections

Program

Painting with Parents/Kids

Senior Art Awards

Talent Shows Seniors Got

Talent School Plays

UIL Plays VASE Young at Art TMEA Region

Auditions


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The History of VPA in CCISD The Clear Creek Independent School District’s Visual and Performing Arts program has excelled at local, regional, area, and state level competitions consistently since the 1950’s, including state honors in One Act Play, Concert Band, Concert Choir, Orchestra, Art, and Dance.

According to the CCISD Director of VPA, the program has also been a leading innovator in curriculum and pedagogy development, influencing contemporary strategies and systems used across Texas and the United States in the field of Fine Arts.

CCISD offers a comprehensive dance program that has since become the model for other school districts due to the district’s early adoption of the Dance Educators Assessment of Learning (DEAL) assessment which began in 2011.

The CCISD Arts administrators and teachers were among leaders in the development of the Texas Arts Educators Association (TAEA) Visual Arts Scholastic Event (VASE) which began in 1994. “VASE is the only art event of its kind in the nation” (VASE, 2015).

Clear Creek ISD has consistently been in the top five school districts in the number of musicians that are placed in the All-State ensembles at the Texas Music Educators Association (TMEA) Convention each year, regardless of the size of the competing districts. In 1958, CCISD won its first Texas UIL One Act Play contest, and has since won five additional contests.

Clear Creek ISD was a founding member of the Houston Arts Partners (HAP) that has been leading the way in connecting the educational communities with Houston’s professional arts organization in a collaboration that seeks to discover and explore ways for academic courses to use Arts integration in order to enhance learning in their subject areas.


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Intermediate School Visual and Performing Arts

The intermediate VPA program provides opportunities for students to participate in one or more of five areas in VPA: band, choir, orchestra, theatre, and art. The following course descriptions are from the Clear Creek ISD website in the Visual and Performing Arts section:

Band: The intermediate school band program offers a comprehensive instrumental music education that provides outlets for creativity for students who wish to learn to play musical instruments. Elements of music history, performance, reading and writing music, and evaluation are included. Varying levels of instruction are offered. Band classes meet during regular school hours. Rehearsals, competitions, and performances may be required before and after school, evenings, or weekends.

Choir: The intermediate school choir program offers a comprehensive vocal music education that provides creative outlets for students who wish to learn to sing and move rhythmically. Elements of music history, performance, reading and writing music, and evaluation will be included. Varying levels of instruction are offered. Choir classes meet during regular school hours. Rehearsals, competitions, and performances may be required before and after school, evenings, or weekends.

Orchestra: Orchestra provides many fun and unique opportunities for students who wish to play a stringed instrument. Classes are designed to suit student needs from beginning through advanced levels. Classes meet during school hours. Elements of music history, performance, reading and writing music, and evaluation will be included. Orchestra performances include a wide variety of music on and off campus. Occasional rehearsals and performances may be required before and after school or evenings.

Theatre: The intermediate school theatre programs offer a comprehensive theatrical education that provides creative outlets for students who wish to learn to act, direct, build sets, and develop confidence in creative and public speaking. Elements of theatre history, performance, reading and writing scripts, and evaluation will be included. Varying levels of instruction are offered. Theatre classes meet during regular school hours. Rehearsals, competitions, and performances may be required before and after school, evenings, or weekends.

Art: The intermediate school art program offers a comprehensive art education that provides students enriched opportunities for creative expression. These courses are designed for students who wish to learn to draw, paint, design, sculpt, study the great masters of art, and develop confidence in their creative expression. Elements of art history, production, aesthetics, and criticism will be included. Varying levels of instruction are offered.

High School Visual and Performing Arts

The high school VPA program provides opportunities for students to participate in one or more of six areas in VPA: band, choir, orchestra, theatre, art, and dance. The following course descriptions are from the Clear Creek ISD high school Education Planning Guide for the Visual and Performing Arts section:

Band: Band I-IV courses include Cadet Band, Concert Band I and II, Symphonic Band, and Wind Ensemble. All band courses are one credit courses and are offered at each level (I-IV), which is based on the students’ number of years in band. Participation in all marching band activities is required for each band course. These courses consist of marching, concert playing, sight reading, ensemble, and individual instrumental skills. In addition to the previously described Band I-IV courses, the following courses are offered: Band: Jazz Ensemble (I-IV), Band: Instrumental Ensemble I-IV, Color Guard/Winter Guard I-IV, Percussion/Battery I-IV, and Percussion/Pit I-IV.


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High School Visual and Performing Arts (Continued)

Choral Music Choir I-IV courses include Symphonic Mixed, Concert Choir, A cappella Women, Men’s Chorus, Treble Choir, and Fine Arts Choir which consist of singing, listening, music theory, and performance. In addition to the previously described Choir I-IV courses, Vocal Ensemble I-IV courses are offered.

Orchestra: Orchestra I-IV courses include Chamber Orchestra, Symphony Strings, Philharmonic I and II Strings, and Concert I and II Strings. In addition to these Orchestra courses, Instrumental String Ensemble I-IV is offered. Orchestra courses give students opportunities to appreciate music through the development of performance skills and disciplines.

Music Theory and Advanced Placement Music Theory: Music Theory provides students with the opportunity to learn about advanced musical ideas. Ear training; individual sight-reading and the study of musical harmony are emphasized as students prepare for a career in music.

Theatre Arts: Theater Arts courses include Theatre Arts I, Theatre Arts I Advanced, Theatre Arts II-IV, Technical Theatre I-IV, Theatre Production I-IV, and Theatre Improvisation I & II. Theatre Arts courses focus on drama and theatre elements through a variety of performance development skills.

Electronic Media: Electronic Media II-IV extend on the previous course and provides students with an understanding of the principles and elements in graphic design and commercial production.

Jewelry & Ceramics: Jewelry II-IV courses focus on problem solving skills development through experimentation of three-dimensional and spatial skills and other jewelry design elements. Ceramics II-IV courses strengthen students’ three dimensional and spatial skills through exploratory design using various forms, such as clay, glazes, tools, and firing techniques.

Painting & Sculpture: Painting courses include Painting II-IV, and Sculpture courses include Sculpture II-IV. Painting courses allow students opportunities for artistic exploration through the use of tools, techniques, media, and subject matter. Sculpture courses allow students opportunities for artistic exploration through compositional, three-dimensional, and spatial skills using a variety of sculpting materials and tools.

Advanced Placement Studio Art: Studio Art AP courses include Studio Art: 2D Design, Studio Art: Drawing, and Studio Art: 3D Design. Studio Art courses provide highly motivated students with opportunities for artistic growth through college level coursework, which includes a portfolio submission that should include a variety of artistic elements and concepts.

Art & Drawing: Art and Drawing courses include the following: Art I Comprehensive, Art I Advanced Comprehensive, Drawing II: Two Dimensional Design, Drawing III, and Drawing IV. Art courses allow students to express themselves through a plethora of artistic experiences, including various media and other techniques while learning to appreciate past and present artwork.

Art History: AP Art History is a college level course and is designed for highly motivated students who have an interest in and commitment to the study of art history and culture.

Dance: Dance and Advanced Dance I-IV courses include Dance I, Dance I/P, Advanced Dance, Advanced Dance/PE, Dance II, Dance II/PE, Dance III and IV, and Dance Team I-IV. All courses extend on the previous course. Depending on the course, some satisfy the Fine Arts graduation requirement while others satisfy the PE graduation requirement. Dance Team I-IV can be substituted for a PE credit.


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National VPA Offerings A study of the arts in elementary and secondary public schools was conducted by the U.S. Department of Education in 2009–10. The results showed “most of the nation’s public elementary schools offered instruction that was designated specifically for music and visual arts (94 and 83 percent, respectively.

Ninety-one percent of public secondary schools reported that they offered music in the 2008–09 school year, 89 percent offered visual arts, 12 percent offered dance, and 45 percent offered drama/theatre” (Parsad, Spiegelman, & Coopersmith, (2011).

CCISD VPA Offerings Students enrolled in CCISD have many opportunities to participate in Visual and Performing Arts (VPA) courses. Most students at the elementary level participate in Art and Music at each grade level (kindergarten through grade 5). Once students enroll at the secondary level, they can choose to enroll in a variety of courses. There are 42 different opportunities for students to enroll in a VPA course while in intermediate school. As established in House Bill 3 (81st Legislature), all students must be enrolled in at least one fine arts course in grades 6, 7, or 8. At the intermediate level, the following courses are offered in CCISD:

Band Orchestra

Beginner: Bassoon Orchestra: Beginner (Bass)

Beginner: Clarinet Orchestra: Beginner (Cello)

Beginner: Euphonium Orchestra: Beginner (Viola)

Beginner: Flute Orchestra: Beginner (Violin)

Beginner: French Horn Orchestra: Beginning

Beginner: Oboe Orchestra: Intermediate Performing 1

Beginner: Percussion Orchestra: Intermediate Performing 2

Beginner: Saxophone Orchestra: Advanced Performing 1

Beginner: Trombone Orchestra: Advanced Performing 2

Beginner: Trumpet Art

Beginner: Tuba Art: Introduction Grade 6

Band: Intermediate Performing 1 Art 1 COMP

Band: Intermediate Performing 2 Art: Advanced

Band: Advanced Performing Art: Studio (PreAP)

Choir Art: Two Three Dimensional

Choir: Beginner Art: Two Dimensional

Choir: Beginner Girls Intro to Electronic Media Design

Choir: Intermediate Tenor/Bass Intro to Graphic Digital Design

Choir: Intermediate Treble Theatre

Choir: Tenor/Bass Musical Theatre

Choir: Advanced Performing Theatre Arts: Intro to Theatre

Choir: Advanced Treble Theatre Arts: Intermediate Theatre

Theatre Arts: Production


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Students focus on their area of interest once they begin high school in either art, theatre, choir, band, or orchestra. They have two additional opportunities of focus once they enter high school in dance and color/winter guard. They may enroll in multiple areas of interest if their schedule allows. At the high school level, over 120 courses are offered in CCISD.

High School VPA Courses

Art Dance

2-D Design Portfolio AP Advanced Dance 1

2-D Design Portfolio AP/GT Advanced Dance 1/PE

3-D Design Portfolio AP Advanced Dance 2

3-D Design Portfolio AP/GT Advanced Dance 3

Art 1 Comprehensive Advanced Dance 4

Art 1 Advanced Comprehensive Dance 1

Art History AP Dance 1/PE

Art History AP/GT Dance 2

Ceramics 2 Dance 2/PE

Ceramics 3 Dance 3

Ceramics 4 Dance 4

Draw Portfolio AP Dance Team 1

Draw Portfolio AP/GT Dance Team 2

Drawing 2 Dance Team 3

Drawing 3 Dance Team 4

Drawing 4 Theatre

Electronic Media 2 Tech Theatre 1

Jewelry 2 Tech Theatre 2



Painting 2 Theatre Production 1

Painting 2 PAPG Theatre Production 2

Painting 2 Pre-AP Theatre Production 3

Painting 3 Theatre Production 4

Painting 4 Theatre Arts 1

Sculpture 2 Theatre Arts 1 Advanced

Sculpture 2 PAP/GT Theatre Arts 2 Acting

Sculpture 2 Pre-AP Theatre Arts 3 Advanced Acting & Theatre Skills

Sculpture 3 Theatre Arts 4 Advanced Directing & Performance Skills

Sculpture 4


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High School VPA Courses (Continued)

Choir Band

Choir 1 Acappella Women Band 1 Cadet




Choir 1 Concert Band 1 Concert 1




Choir 1 Fine Arts Band 1 Concert 2




Choir 1 Mens Chorus Band 1 Jazz Ensemble




Choir 1 Symphonic Mix Band 1 Symphoniconic

Choir 2 Symphonic Mix Band 1 Wind Ensemble



Choir 1 Treble Band 4 Wind Ensemble

Choir 2 Treble Band 1 Symphonic



Vocal Ensemble 1 Band 4 Symphonic

Vocal Ensemble 2 Percussion 1 Battery



Percussion 4 Battery

Percussion 1 Pit

Percussion 2 Pit

Percussion 3 Pit

Percussion 4 Pit

Color/Winter Guard

Color/Winter Guard 1





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High School VPA Courses (Continued)

Orchestra Music

Orchestra 1 Chamber Music Theory

Orchestra 2 Chamber Music Theory AP

Orchestra 3 Chamber Music Theory AP/GT

Orchestra 4 Chamber

Orchestra 1 Chamber 2




Orchestra 1 Concert 1 Strings






Orchestra 1 Philharmonic 1 Strings








Orchestra 1 Symphony Strings




The Clear Creek ISD student Educational Planning Guide provides students with samples of course selections in various VPA content areas. Students may participate in multiple VPA programs, athletics, and/or AP courses. There are 37 band courses, including four color/winter guard courses, 29 art courses, 28 choir courses, 18 orchestra courses, 15 dance courses, 13 theatre courses, and three music theory courses. Most courses have a specific sequence for students to follow such as Art I, Art II, Art III, and Art IV. Students have a variety of areas to choose within the VPA content areas.


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The number of VPA teachers at the secondary level are included below.

Content Area Art Theatre Choir Band Orchestra Dance Music

2009-10

IS 16 12 11 22 10 1

HS 20 13 7 9 7 10 6

Total 35 25 14 31 14 10 7

2010-11

IS 15 13 11 24 11 1

HS 19 13 8 11 8 9 6

Total 34 26 16 35 16 9 7

2011-12

IS 16 13 11 23 11 1

HS 17 13 9 10 7 10 5

Total 33 26 19 33 16 10 6

2012-13

IS 16 14 12 22 11

HS 17 13 9 10 7 10 6

Total 33 27 19 32 17 10 6

2013-14

IS 17 15 11 25 12

HS 17 13 10 10 9 10 6

Total 34 28 19 35 17 10 6

The number of teachers include those who are housed at either one campus during the whole day or who split their time between two campuses or between content areas during the day. For example, a teacher could teach orchestra at two different intermediates, or at one intermediate and one high school. At the high school level, band, choir, or orchestra teachers also teach Music Theory courses.


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Program Evaluation Questions

The following questions were determined by this program evaluation team to evaluate Visual and Performing Arts:




4. What type of awards and distinctions are earned by students in VPA?



7. What are revenues and expenditures for the VPA program?


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The charts below depict the number and percentage of students who are enrolled in each content area within the VPA program at each level based on the overall enrollment at such level. At both the intermediate and high school level, students may enroll in more than one content area of VPA. For example, an intermediate student could be enrolled in band, choir, and theatre in the same grade level. High school students could be enrolled in multiple content areas or multiple courses within each content area.

Participation in Intermediate VPA Courses

Intermediate 2009-10 2010-11 2011-12 2012-13 2013-14

Intermediate Enrollment

N 8,956 9,037 9,044 9,074 9,107

Choir N 832 929 1,188 1,363 1,356

Band N 1,935 1,920 1,933 2,000 1,990

Orchestra N 722 817 861 1,055 1,040

Theatre N 1,523 1,460 1,919 1,971 2,070

Art N 1,642 1,578 2,042 2,085 2,047

Percentages are based on unique students in each content area

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Percentage of Participants in VPA Courses -Intermediate School

2009-10 2010-11 2011-12 2012-13 2013-14


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Participation in High School VPA Courses

High School 2009-10 2010-11 2011-12 2012-13 2013-14

High School Enrollment

N 11,639 11,725 12,062 12,220 12,336

Choir N 618 651 682 712 705

Band N 782 794 815 888 908

Orchestra N 358 363 390 416 531

Theatre N 1,235 1,288 1,476 1,528 1,532

Music Theory N 105 101 66 93 93

Art N 2,057 2,123 2,123 2,113 2,169

Dance N 1,183 1,075 1,159 1,196 1,098

Percentages are based on unique students in each content area

Number of Students who Participate in Multiple VPA Content Areas

Number of Content Areas

2009-10 2010-11 2011-12 2012-13 2013-14

1 11,362 11,390 10,824 10,693 10,930

2 644 675 1,720 2,167 2,101

3 23 13 20 19 15

4 3 0 0 0 0

Most students are enrolled in only one content area; however, the number of students enrolled in multiple content areas over the five year period of this study ranges from 670 (5.6%) in 2009-10 to 2186 (17.0%) in 2012-13.

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Art Dance

Percentage of Participants in VPA Courses -High School

2009-10 2010-11 2011-12 2012-13 2013-14


Page | 18


Students in grades 1 through 5 take one hour of art and one hour of music each week. Most elementary students are required to take art and music; therefore, the demographics of the art and music students reflect the district elementary demographics.

All VPA content areas have seen an increase in participation over the five year period of this study at the intermediate level. In art, choir, and theatre, there was a much larger increase in enrollment than band and orchestra. This might be attributed to the change in requirements for Pre-AP English Language Arts students’ transition from double to single block classes.

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A demographic comparison is illustrated above, which compares the enrollment of intermediate Choir students to all intermediate students. There are more females enrolled in Choir compared to the overall intermediate enrollment. There are more White students and fewer at risk students enrolled in intermediate Choir as compared to the overall intermediate enrollment.

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LEP SPED GT At Risk

Intermediate Choir Demographics

2009-10 2010-11 2011-12 2011-12 2013-14

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Intermediate Student Demographics

2009-10 2010-11 2011-12 2012-13 2013-14


Page | 20


A demographic comparison is illustrated above, which compares the enrollment of intermediate Band students to all intermediate students. There are more males enrolled in Band compared to the overall intermediate enrollment. There are more White students and fewer at risk and economically disadvantaged students enrolled in intermediate Band as compared to the overall intermediate enrollment.

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LEP SPED GT At Risk

Intermediate Band Demographics

2009-10 2010-11 2011-12 2011-12 2013-14

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LEP SPED GT At Risk


2009-10 2010-11 2011-12 2012-13 2013-14


Page | 21


A demographic comparison is illustrated above, which compares the enrollment of intermediate Orchestra students to all intermediate students. There are more Asian and gifted and talented students and fewer at risk and economically disadvantaged students enrolled in intermediate Orchestra as compared to the overall intermediate enrollment.

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LEP SPED GT At Risk

Intermediate Orchestra Demographics

2009-10 2010-11 2011-12 2011-12 2013-14

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LEP SPED GT At Risk


2009-10 2010-11 2011-12 2012-13 2013-14


Page | 22


A demographic comparison is illustrated above, which compares the enrollment of intermediate Art students to all intermediate students. There are more Hispanic and economically disadvantaged students and fewer at risk students enrolled in intermediate Art as compared to the overall intermediate enrollment.

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LEP SPED GT At Risk

Intermediate Art Demographics

2009-10 2010-11 2011-12 2011-12 2013-14

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LEP SPED GT At Risk


2009-10 2010-11 2011-12 2012-13 2013-14


Page | 23


A demographic comparison is illustrated above, which compares the enrollment of intermediate Theatre students to all intermediate students. There were more females than males in Theatre, however, there has been a rise in male enrollment. There are more White students and fewer at risk students enrolled in intermediate Theatre as compared to the overall intermediate enrollment.

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LEP SPED GT At Risk

Intermediate Theatre Demographics

2009-10 2010-11 2011-12 2011-12 2013-14

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LEP SPED GT At Risk


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Page | 25


A demographic comparison is illustrated above, which compares the enrollment of high school Choir students to all high school students. There were more females than males in Choir. There are more White students and fewer economically disadvantaged students enrolled in high school Choir as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Choir Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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LEP SPED GT At Risk

High School Student Demographics

2009-10 2010-11 2011-12 2012-13 2013-14


Page | 26


A demographic comparison is illustrated above, which compares the enrollment of high school Band students to all high school students. There were more males than females in Band. More students identified as gifted and talented are enrolled in Band. There are more White students and fewer economically disadvantaged and at risk students enrolled in high school Band as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Band Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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LEP SPED GT At Risk


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Page | 27


A demographic comparison is illustrated above, which compares the enrollment of high school Orchestra students to all high school students. There are more Asian and gifted and talented students who are enrolled in Orchestra. There fewer economically disadvantaged and at risk students enrolled in high school Orchestra as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Orchestra Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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LEP SPED GT At Risk


2009-10 2010-11 2011-12 2012-13 2013-14


Page | 28


A demographic comparison is illustrated above, which compares the enrollment of high school Art students to all high school students. There are more Hispanic and White students who are enrolled in Art. There are more economically disadvantaged and at risk students enrolled in high school Art as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Art Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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LEP SPED GT At Risk


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Page | 29


A demographic comparison is illustrated above, which compares the enrollment of high school Theatre students to all high school students. There are more males than female students and more White students who are enrolled in theatre. There are more at risk students enrolled in high school Theatre as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Theatre Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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Page | 30


A demographic comparison is illustrated above, which compares the enrollment of high school Dance class students to all high school students. There are more female students who are enrolled in dance. There are more Hispanic and at risk students enrolled in high school dance as compared to the overall high school enrollment.

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High School Dance Class Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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Page | 31


A demographic comparison is illustrated above, which compares the enrollment of high school Dance Team students to all high school students. There are more female students who are enrolled in a team dance class. There are more White students enrolled in high school Dance Team as compared to the overall high school enrollment.

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High School Dance Team Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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Page | 32


A demographic comparison is illustrated above, which compares the enrollment of high school Music Theory students to all high school students. There are more male and White students who are enrolled in music theory. There are fewer economically disadvantaged and at risk students enrolled in high school music theory as compared to the overall high school enrollment.

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LEP SPED GT At Risk

High School Music Theory Demographics

2009-10 2010-11 2011-12 2012-13 2013-14

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LEP SPED GT At Risk


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Page | 33


In the high school band program, the fall semester is primarily dedicated to marching band where students prepare a marching show to be performed during halftime at football games and at the UIL Marching Band Contest, which occurs in late October each year. Along with the 12 -14 high school football games these students attend each year, the bands are entered in a number of marching band festivals hosted across the area in order to better prepare the bands for UIL Region, Area, and State Marching Contests (State occurs only on even numbered years at the 6A level). One of the larger contests attended each year is the Bands of America Marching Band Contest.

Also during the fall semester, each high school program prepares a Fall/Winter concert, while students individually prepare for Region Band auditions. Students who qualify at Region band auditions also prepare for and audition for Area. Students who qualify at Area band auditions then prepare for and audition for All-State.

In the early spring, high school band students are involved in musicals, individual preparation for Solo and Ensemble Contests, and preparation for UIL Concert and Sightreading Contest with full ensembles. The bands also attend concert festivals hosted by area theme parks where they compete and can hear other bands perform.

Band 2012-13 2013-14

N 868 891

Marching Festivals

2 35.7% 50.7%

3 21.0% 10.3%

4 28.6% 36.3%

5 12.3% 0.0%

Band of America 43.2% 45.2%

School Concerts

1 0.0% 0.2%

2 7.0% 8.4%

3 72.0% 71.8%

4 16.8% 17.3%

Festivals

1 55.0% 70.5%

2 0.0% 5.7%

3 4.6% 0.0%

Summer Band Camp 28.6% 29.2%

Musicals 1.7% 0.1% Data provided by VPA staff

In 2012-13, there were 868 students who participated in high school band events. In 2013-14, there were 891 students who participated in high school band events.


Page | 34


During the fall, intermediate band students prepare for individual region auditions; each band also performs a Fall Concert, Winter Concert, and numerous community concerts at various venues during the holiday season.

During the spring, the intermediate bands prepare for Solo and Ensemble Contest, Concert and Sightreading Contest, attend various area concert festivals, and perform an “End of the Year” Spring Concert for the parents and community.

In 2012-13, there were 1,797 students who participated in intermediate concert band and 1,001 students who participated in competitions. In 2013-14, there were 1,833 students who participated in intermediate concert band and 1,014 students who participated in competitions. All band students are expected to participate in one or more school concerts; however, only students in grades 7 and 8 perform in competitions.

Intermediate Concert Band Students

2012-13 2013-14

N 1,797 1,833

Concerts

1 0.2% 0.7%

2 47.5% 46.2%

3+ 50.6% 50.1% Data provided by VPA staff

Intermediate Competition Band Students

2012-13 2013-14

N 1,001 1,014

Festivals

1 53.9% 62.6%

Concerts

1 0.0% 0.3%

2 22.1% 19.1%



Page | 35


High school orchestra students tryout individually for Region Orchestra in the Fall with the goal of making it to the Area and All-State level in February. The CCISD orchestras prepare Fall and Winter Concerts along with providing numerous holiday performances for local businesses (i.e., retirement centers, hospitals, nursing homes).

Orchestra students perform in musicals, Solo and Ensemble, Concert and Sightreading, and various concert festivals in the spring ending the year with their annual Spring Concerts in May.

High School Orchestra 2012-13 2013-14

N 416 519

Festivals

1 54.2% 65.8%

2 0.0% 10.6%

School Concerts

3 7.7% 3.6%

4 30.8% 37.8%

5+ 61.5% 58.6%

Musicals 3.0% 3.3% Data provided by VPA staff

In 2012-13, there were 416 students who participated in high school orchestra. In 2013-14, there were 519 students who participated in high school orchestra.

Intermediate orchestra students prepare for individual region auditions during the fall semester and each band will perform a Fall Concert and Winter Concert along with numerous community concerts at various venues during the holiday season.

In the spring, like the high schools, the intermediate bands also prepare for Solo and Ensemble Contest, Concert and Sightreading Contest, attend various area concert festivals and perform an “End of the Year” Spring Concert for the parents and community.

Intermediate Orchestra 2012-13 2013-14

N 857 986

Festivals

1 22.6% 30.9%

2 16.8% 14.2%

3 0.0% 1.2%

Concerts

1 0.0% 0.2%

2 0.0% 1.6%

3+ 82.0% 87.7%

Community Events

1 10.9% 27.9%

2 30.3% 28.9%


In 2012-13, there were 857 students who participated in intermediate concert orchestra, of which 485 students participated in competitions. In 2013-14, there were 986 students who participated in intermediate concert orchestra, of which 615 students participated in competitions.


Page | 36


High school choir students tryout individually for Region Choir in the Fall with the goal of making it to the Area and All-State level in February. The CCISD choirs prepare Fall and Winter Concerts along with providing numerous holiday performances for local businesses (i.e., retirement centers, hospitals, nursing homes).

Choir students perform in musicals, Solo and Ensemble, Concert and Sightreading, and various concert festivals in the spring ending the year with their annual Spring Concerts in May.

HS Choir 2012-13 2013-14

N 681 674

Community Performances

1 0.0% 4.7%

2 10.0% 0.1%

4 14.3% 9.8%

5+ 17.6% 18.1%

School Concerts

3 0.0% 3.4%

5 34.7% 72.9%

6 50.7% 19.7%

7 7.4% 0.0%

Musicals 3.8% 13.5%

Pop Show Soloist 13.3% 25.1%

Tommy Tune Awards 3.8% 4.1% Data provided by VPA staff

In 2012-13, there were 681 students who participated in high school choir events. In 2013-14, there were 674 students who participated in high school choir events.


Page | 37


Intermediate choir students prepare for individual region auditions during the fall semester and each choir will perform a Fall Concert and Winter Concert along with numerous community concerts at various venues during the holiday season.

In the spring, like the high schools, the intermediate choirs also prepare for Solo and Ensemble Contest, Concert and Sightreading Contest, attend various area concert festivals and perform an “End of the Year” Spring Concert for the parents and community.

Intermediate Choir Concert Students

2012-13 2013-14

N 821 846

Festivals

1 39.1% 58.0%

4 4.5% 9.2%

5 6.1% 0.0%

School Concerts

1 0.0% 0.2%

2 0.0% 0.1%

3 47.6% 92.9%

Community Events

1 0.0% 11.8%

2 1.1% 8.4%


In 2012-13, there were 1,309 students who participated in intermediate choir, of which 821 students participated in concerts and community events. In 2013-14, there were 1,300 students who participated in intermediate choir, of which 846 students participated in concerts and community events.


Page | 38


Students in high school theatre are involved either on the “acting” side of theatre or the “technical” side of theatre. All students are involved in the productions the department showcases each year, many of which are student directed.

Theatre students participate in class productions, improv shows, and school productions throughout the year. Selected students participate in the UIL One Act Play Contest, held annually in late March. Upon success, One Act Plays can advance from Zone to Region, to Area, and ultimately State each year.

The CCISD Visual and Performing Arts Department historically has not been involved in the production of high school musicals, which is beginning to change as musicals move from senior class fundraisers to all-school musicals that are put on in collaboration with the entire fine arts department at each school. These high school musicals compete for recognition from the Theatre Under the Stars Tommy Tunes Awards program that sends judges to attend high school musicals across the area to determine which campuses have Best Musical, Best Actor, Best Orchestra, etc.

HS Theatre 2012-13 2013-14

N 534 671

Class Productions

1 50.9% 43.4%

2 4.9% 11.5%

3 2.8% 3.3%

4 0.2% 0.4%

5 3.2% 2.2%

Improv Shows

1 2.0% 2.0%

2 0.4% 0.5%

3 20.6% 12.6%

4+ 1.9% 4.4%

School Productions

1 10.9% 8.6%

2 4.5% 9.8%

3 26.0% 18.3%

4+ 0.7% 2.4%

Musical 29.1% 26.2%

Student Directed 13.8% 21.8%

Tommy Tunes 3.6% 3.6% Data provided by VPA staff

In 2012-13, there were 1,205 high school students were enrolled in a theatre course, of which 534 participated in one or more class productions, improv shows, school productions, school musical, a student directed production or Tommy Tunes show. In 2013-14, there were 1,215 high school students were enrolled in a theatre course, of which 671 participated in one or more class productions, improve shows, school productions, school musical, a student directed production or Tommy Tunes show.


Page | 39


Intermediate theatre students prepare and perform numerous class productions for fellow students. Students also tryout for parts in school productions that are presented to the parents and community on each campus. Students may also individually compete in various festivals held across the area.

Intermediate Theatre 2012-13 2013-14

N (grade 6) 1,787 1,761

School Productions

1 20.9% 22.2%

2 4.5% 15.1%

3 3.6% 4.4%

4 1.6% 2.0% Data provided by VPA staff

In 2012-13, there were 1,787 students in grades 6-8 who participated in intermediate theatre. There were 706 grade 7 and 8 students who participated in solos, groups, class productions and shows or filed trips events. In 2013-14, there were 1,761 students in grades 6-8 who participated in intermediate theatre. There were 784 grade 7 and 8 students who participated in solos, groups, class productions and shows or field trip events.

Theatre 2012-13 2013-14

N (grade 7 & 8) 706 784

Solos

1 14.6% 7.9%

2 0.0% 0.6%

3+ 0.6% 1.1%

Groups

1 13.7% 9.7%

2 0.4% 0.6%

3+ 0.0% 0.1%

Class Productions

1 20.1% 27.0%

2 29.5% 27.6%

4+ 27.3% 35.3%

Drama Club 16.0% 27.7%

Renaissance 11.2% 17.1%

Attend Shows/Field Trips

1 37.4% 31.8%

2 18.1% 15.1%

3 3.0% 14.0%

School Productions

1 12.5% 12.8%

2 9.5% 20.3%

3 9.1% 9.4%

4 4.0% 4.6% Data provided by VPA staff

Grade 8 theatre students enroll in the Productions course. Each campus is expected to participate in UIL One Act competition held each spring as well as perform 2 other productions, one in the fall and one in the spring.


Page | 40


The directors of the secondary band, orchestra, choir, completed a survey which included identifying students who took private lessons or who went to summer band camp. The following tables display the number of students in the programs for the 2012-13 and 2013-14 school year and the percentage of students who participated in private lessons or band camp. Over 40% of intermediate band students participated in private lessons, while less than 12% participated in summer band camp. Of the high school band and orchestra students, approximately 50% of them participate in private lessons. Almost 30% of the high school band students participated in summer band camp.

In CCISD, students have the opportunity to study privately with a professional instructor outside of the daily classroom experience. Private lessons can last from a ½ hour to an hour, and Clear Creek ISD controls the amount that an instructor may charge for these lessons. In 2013-2014, students could take lessons from a high school student ($7.00 per hour), a college student ($15.00 per hour), or from a graduate/professional ($20.00 per ½ hour).

Intermediate Band 2012-13 2013-14

N 1,822 1,864

Private Lessons 41.3% 41.9%


High School Band 2012-13 2013-14

N 868 891

Private Lessons 47.5% 56.6%


High School Orchestra 2012-13 2013-14

N 416 519

Private Lessons 42.1% 54.4% N is number of students on Snapshot Day Data provided by VPA staff


Page | 41


Surveys were administered to VPA students, parents, and teachers in early March 2015. The following questions and responses relate to participation data from the survey.

Student Survey (10,744 surveys, 37.5% response rate)

6th 7th 8th 9th

1. Current grade level 21% 16% 16% 16%

10th 11th 12th

12% 10% 10%

Bayside BIS CCIS CLIS

2. Campus 2% 7% 3% 4%

CIS LCIS SIS SCIS

4% 7% 10% 6%

VLIS WIS CBHS CCHS

4% 5% 10% 6%

CFHS CLHS CSHS

11% 8% 12%

Art Dance Band Choir

3.

Which CCISD VPA programs have you participated in this school year?

21% 10% 27% 23%

Orchestra Theatre Music Theory Color Guard

16% 26% 2% 1%

1 2-4 5-10 Other

4.

How many years, including this year, have you participated in the CCISD VPA programs you indicated in the previous question, beginning in grade 6? (If multiple programs, use the one you have been involved with the longest.)

30% 50% 17% 3%

0-5 6-10 11-15 16-20 >20

5.

I have participated in _____ hours after school per week this school year with respect to the CCISD VPA program referenced in the previous question (at school).

56% 11% 3% 2% 4%

Few Many Varies Unknown

2% 1% 3% 19%


Page | 42


Student Survey (Continued)


6.

Which Arts program(s) have you participated in outside of CCISD this school year?

9% 13% 12% 12%


6% 9% 8% 1%

1 2-4 5-7 7-10 > 10 Other

7.

How many years, including this year, have you participated in the nonCCISD VPA programs you indicated in the previous question? (If multiple programs, use the one your student has been involved with the longest.)

13% 20% 8% 5% 5% 49%

0 <= 1 2-3 4-5 6-10 11-15

8.

I have participated in _____ hours of private instruction per week this school year with respect to the nonCCISD VPA program referenced in the previous question.

65% 15% 8% 3% 3% 1%

16-20 >20 Few Many Varies Unknown

1% 2% <1% <1% <1% 1%

Based on the March 2015 survey, 53% of the students surveyed who responded were intermediate students. Students could select from multiple content area choices to designate their participation in VPA. There were 27% of the students who participated in band; 26% in theatre; 23% in choir; and 21% in art.

There were 80% of the students who have been involved in a VPA content area for 1-4 years. Most students (56%), stated they participated in 0 – 5 hours after school in the primary VPA content area, while 11% stated they participate in 6 – 10 hours. When students selected the VPA content area which they participated in outside of CCISD, 13% chose dance, and 12% chose band or choir. There were 33% of the students who participated in 1 – 4 years in a VPA content area outside of CCISD. Most students (65%) did not spend any time participating outside CCISD VPA content areas.


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Parent Survey (10,744 surveys, 13.0% response rate)

6th 7th 8th 9th

1. Current grade level 25% 20% 18% 10%

10th 11th 12th

9% 9% 8%

Bayside BIS CCIS CLIS

2. Campus 3% 3% 5% 9%

CIS LCIS SIS SCIS

7% 9% 9% 3%

VLIS WIS CBHS CCHS

6% 9% 8% 5%

CFHS CLHS CSHS

7% 5% 10%


3.

Which CCISD VPA programs has your student participated in this school year? Choose all that apply

12% 7% 41% 16%


23% 19% 2% 1%

1 2-4 5-10 Other

4.

How many years, including this year, has your student participated in the CCISD VPA programs you indicated in the previous question, beginning in grade 6? (If multiple programs, use the one your student has been involved with the longest.)

28% 54% 17% 1%

0-5 6-10 11-15 16-20 >20

5.

My student has participated in _____ hours after school per week this school year with respect to the CCISD VPA program referenced in the previous question (at school).

68% 15% 6% 2% 1%

Few Many Varies Unknown

1% 3% 3% 2%


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Parent Survey (Continued)


6.

Which Arts program(s) has your student participated in outside of CCISD this school year? Choose all that apply

6% 12% 13% 6%


8% 7% 13% 1%

0 1 2-4 5-10 > 10 Other

7.

How many years, including this year, has your student participated in the non-CCISD VPA programs you indicated in the previous question? (If multiple programs, use the one your student has been involved with the longest.)

43% 11% 21% 17% 6% 3%

0 <=1 2-3 4-5 6-10 11-15

8.

My student has participated in _____ hours of private instruction per week this year with respect to the nonCCISD VPA program referenced in the previous question.

50% 28% 11% 3% 4% 2%

16-20 >20 Few Many Varies Unknown

1% 2% <1% <1% <1% 1%

Based on the March 2015 survey, 63% of the parents who responded have students enrolled in intermediate school. Parents could select from multiple content area choices to designate their students’ participation in VPA. There were 41% of the students who participated in band; 23% in orchestra; 19% in theatre; 16% in choir; and 12% in art.

There were 82% of the parents who indicated their student has been involved in a VPA content for 1-4 years. Most parents (68%), stated they participated in 0 – 5 hours after school in their students’ primary VPA content area, while 15% stated they participate in 6 – 10 hours. When parents selected the VPA content area which their student participated in outside of CCISD, 13% chose band or music theory, 12% chose dance. There were 32% of the parents who stated their student participated in 1 – 4 years in a VPA content area outside of CCISD. Most parents (50%) indicated their student did not spend any time participating outside CCISD VPA content areas.


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The table below shows the yearly retention rate for each VPA program. For example, in 2009-10, 300 students in grade 6 participated in choir. Of the students who returned to the district in 2010-11, 65.6% returned to choir in grade 7. In 2010-11, 290 students in grade 7 participated in choir which includes students who returned from grade 6, students new to the district, and students who did not participate in choir in grade 6.

Students who participate in choir, band, and orchestra at the high school level audition for placement in a respective course. Art, dance, and theatre are elective courses which students may choose to continue or not to continue taking courses. Many students enroll in art, dance, or theatre courses to fulfill a one year VPA graduation requirement.

Retention Rate by Program

Choir 2009-10 2010-11 2011-12 2012-13 2013-14

N Retained N Retained N Retained N Retained N Retained

6 300 65.6% 316 67.0% 536 66.3% 542 64.9% 526 60.3%

7 292 72.6% 290 75.7% 328 67.1% 506 54.7% 472 61.6%

8 240 56.6% 323 53.3% 324 55.9% 315 50.0% 358 40.1%

9 197 68.1% 192 69.7% 199 68.9% 214 69.2% 203 71.1%

10 147 80.3% 171 71.6% 183 78.5% 183 73.8% 181 78.0%

11 132 84.0% 140 82.7% 160 78.4% 167 71.6% 167 81.3%

Band 2009-10 2010-11 2011-12 2012-13 2013-14


6 772 76.8% 766 74.7% 831 75.4% 851 73.5% 801 73.9%

7 657 75.9% 610 75.0% 601 78.2% 650 74.2% 680 71.6%

8 507 54.8% 544 52.0% 501 66.2% 499 59.1% 509 54.1%

9 281 77.3% 259 75.3% 280 81.0% 302 81.7% 283 81.2%

10 191 76.6% 235 81.0% 202 77.0% 243 78.4% 266 77.0%

11 183 80.6% 153 84.4% 193 75.8% 173 81.1% 208 84.8%

Orchestra 2009-10 2010-11 2011-12 2012-13 2013-14


6 272 82.1% 367 79.3% 358 83.1% 461 83.3% 386 83.0%

7 267 79.8% 229 79.9% 319 81.6% 324 76.9% 393 79.8%

8 183 74.9% 221 71.0% 184 72.3% 273 75.7% 261 60.0%

9 122 62.9% 136 67.7% 164 81.9% 137 83.1% 206 74.0%

10 90 82.6% 77 79.2% 93 82.6% 138 85.8% 116 77.9%

11 80 94.7% 73 84.5% 65 84.4% 83 88.8% 129 86.3% N is the number of students enrolled Retained rate is based on students who remain in CCISD and the program


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Retention Rate by Program

Theatre 2009-10 2010-11 2011-12 2012-13 2013-14


6 809 34.7% 704 45.9% 1,009 38.1% 1,082 42.9% 1,097 41.5%

7 383 61.6% 361 56.2% 538 41.3% 541 47.2% 619 43.2%

8 331 55.5% 395 62.1% 372 54.7% 348 54.3% 354 52.4%

9 520 35.5% 537 33.6% 674 32.6% 603 28.9% 625 33.2%

10 279 37.6% 304 45.7% 342 40.6% 401 42.4% 339 44.0%

11 194 56.4% 248 47.8% 258 46.0% 300 46.7% 314 56.5%

Art 2009-10 2010-11 2011-12 2012-13 2013-14


6 733 41.1% 712 46.3% 987 42.7% 1,023 42.9% 953 44.1%

7 489 38.9% 447 42.3% 631 34.8% 630 32.2% 640 38.3%

8 423 44.1% 419 47.9% 424 50.8% 432 52.3% 454 46.9%

9 673 31.6% 682 32.6% 748 31.0% 720 32.7% 721 29.6%

10 491 39.8% 525 41.9% 498 40.0% 492 41.9% 523 43.1%

11 407 41.7% 479 37.8% 466 38.4% 457 45.8% 486 40.2%

Dance 2009-10 2010-11 2011-12 2012-13 2013-14


9 504 52.1% 415 55.8% 508 45.0% 516 35.7% 531 31.1%

10 336 53.7% 317 51.2% 300 51.6% 304 46.7% 230 54.0%

11 173 56.1% 230 59.6% 194 65.9% 217 55.6% 188 63.9% N is the number of students enrolled Retained rate is based on students who remain in CCISD and the program

The highest rate of return for choir occurs in grades 10 and 11. The lowest rate of return is after grade 8. The highest rate of return for band occurs during the grades 6 and 7, then grades 9 through 11. There is a slight drop in returning student after grade 8. Similar to band, the highest rate of return for orchestra occurs during the grades 6 and 7, then grades 9 through 11. There is a slight drop in returning student after grade 8. This might be attributed to the change in requirements for Pre-AP English Language Arts students’ transition from double to single block classes.

The highest rate of return for theatre occurs in grades 7 and 11. The lowest rate of return is after grade 9. The highest rate of return for art occurs during the grades 8 and 11. There is a slight drop in returning student after grade 9. The highest rate of return for dance occurs during the grades 10 and 11. There is a slight drop in returning students after grade 9. Dance is not offered at the intermediate level.


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Comparison of SAT Scores of VPA Students

Content 2010 2011 2012 2013 2014

Critical Reading

CCISD VPA* 534 531 529 529 534

CCISD 524 521 520 522 530

Texas VPA* 502 496 495 498 503

Global VPA* 520 517 515 514 519

Math

CCISD VPA* 546 548 549 543 549

CCISD 547 548 546 547 549

Texas VPA* 512 510 510 510 512

Global VPA* 522 521 521 520 523

Writing

CCISD VPA* 523 515 515 509 515

CCISD 512 506 504 505 509

Texas VPA* 490 484 483 483 487

Global VPA* 512 510 508 506 509

Total Score

CCISD VPA* 1603 1595 1592 1581 1597

CCISD 1583 1575 1570 1574 1588

Texas VPA* 1504 1490 1488 1491 1501

Global VPA* 1554 1548 1544 1540 1551 * Students who self-reported being involved in the Arts Global is defined as all seniors who have taken the SAT internationally Data Source: College Board - College Bound Seniors Report

Students who take the SAT exam have an opportunity to complete a section pertaining to their academic participation with respect to courses they have taken during high school. The chart above depicts how Clear Creek ISD college bound seniors, who self-reported being enrolled in a VPA course, performed on the SAT as compared to all of CCISD college bound seniors, state, and global college bound seniors who also self-reported being enrolled in a VPA course. The CCISD self-reported VPA students outperformed the three comparison groups in total score for each of the five years of this study. In 2014, CCISD VPA students had an average overall SAT score of 1597 as compared to all of CCISD students who had an average total score of 1588, the state VPA students with a 1501, and the global VPA students who had an average SAT total score of 1551.


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Percentage of VPA Students Enrolled in AP Courses

VPA Program 2009-10 2010-11 2011-12 2012-13 2013-14

N* % N* % N* % N* % N* %

Art** 832 30.2% 841 28.9% 801 27.6% 838 32.9% 841 34.0%

Theatre 385 26.8% 393 31.0% 408 32.8% 459 36.8% 510 38.2%

Choir 218 51.8% 227 53.3% 240 49.6% 253 57.7% 259 53.3%

Band 300 64.7% 289 64.4% 311 61.4% 300 69.3% 325 69.5%

Orchestra 145 77.2% 148 77.7% 129 69.0% 141 74.5% 205 77.1%

Dance 331 33.8% 333 31.8% 342 31.9% 360 38.1% 316 36.4%

Music Theory**

90 76.7% 70 84.3% 48 89.6% 58 82.8% 71 80.3%

Total 2,301 41.5% 2,301 41.4% 2,279 39.8% 2,409 45.2% 2,527 46.5%

*VPA juniors and seniors only **Art and Music Theory have regular and AP level courses

The chart above shows the number of students participating in each VPA content area and the percentage of those students who are also enrolled in at least one AP course. Typically, students enroll in AP courses during their junior and senior year. Juniors and seniors enrolled in band, choir, and orchestra have typically been enrolled in those content areas during their entire high school career. Juniors and seniors enrolled in art, theatre, and dance who are enrolled in those content areas who might be enrolled for one year to fulfill their fine arts requirement for graduation.

Percentage of AP Students Enrolled in VPA Programs

2009-10 2010-11 2011-12 2012-13 2013-14

Enrolled in AP Courses 2568 2840 3105 3492 3529

VPA Students 48.8% 46.8% 45.2% 48.5% 49.6%

The chart above shows the percentage of AP students who also participate in a VPA content area. Nearly half of the AP students are enrolled in one or more VPA courses.


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Percentage of Four Year Superintendent Scholar Students Enrolled in VPA Programs

2009-10 2010-11 2011-12 2012-13 2013-14 Total

Superintendent Scholars 45 30 47 71 115 347

VPA Students 68.9% 53.3% 42.6% 47.9% 44.3% 44.1%

The chart above show the percentage of Superintendent scholars who are enrolled in one or more VPA courses in their senior year. Nearly half of the Superintendent Scholar students participate in a VPA content area. Students must maintain a 95 or better average (85 in Advanced Academic, PreAP, AP and Dual Credit courses) in all courses during the school year to be a Superintendent Scholar.

Percentage of National Merit Winners Enrolled in VPA Programs

2009-10 2010-11 2011-12 2012-13 2013-14 Total

Total National Merit Winners 95 109 114 109 136 563

VPA Students 62.1% 59.6% 49.1% 51.4% 47.1% 53.3%

The percentage of National Merit Winners who are also enrolled in a VPA course, range from 47.1% to 62.1%, with an overall average of 53.3%.

During the five year period of this study, 56.3% of the students who graduated either Valedictorian or Salutatorian from the five comprehensive high schools participated in VPA during their junior and/or senior year while enrolled in CCISD during high school.


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AP Exam Results

Subject Year % >=3 Total

Exams

CCISD Average

Score

State Average

Score

Global Average

Score

Art History

2011 46% 13 2.46 2.69 2.85

2012 67% 15 2.73 2.69 2.86

2013 73% 26 3.46 2.70 2.85

2014 75% 8 3.38 2.85 2.82

Music Theory

2011 58% 31 2.81 2.70 2.97

2012 73% 30 3.63 2.87 3.04

2013 63% 38 3.37 2.89 3.01

2014 67% 27 3.22 2.96 3.07

Studio Art: 2-D Design Portfolio

2011 84% 25 3.44 3.16 3.17

2012 78% 23 3.43 3.27 3.28

2013 88% 26 3.62 3.33 3.34

2014 93% 30 3.63 3.24 3.33

Studio Art: 3-D Design Portfolio

2011 * * * 2.82 2.93

2012 50% 6 3.00 3.06 3.00

2013 100% 6 4.00 2.90 3.03

2014 75% 12 3.25 3.01 3.04

Studio Art: Drawing Portfolio

2011 95% 22 3.68 3.10 3.08

2012 90% 21 3.71 3.12 3.18

2013 80% 10 3.70 3.15 3.27

2014 94% 16 4.13 3.22 3.27 Data Source: College Board

There are five AP exams which are directly connected to VPA: Art History, Music Theory, and three portfolio exams – 2-D Design, 3-D Design, and Drawing. There were gains made in AP exam scores from 2011 through 2014 in Art History, Music Theory and 3-D Design Portfolio. CCISD students performed at a very high level on 2-D Design and Drawing portfolio AP exams as compared to the State and Global average.


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State Dance Assessment

The Dance Educators Assessment for Learning (DEAL) is an evaluation conducted annually by the Texas Dance Educators. A sampling of schools are used for this evaluation annually. Dance teachers, students, and programs are evaluated during one class period using a rubric which covers three areas: how students interact and respond to an outside choreographer, how students and their dance teacher interact, and an assessment of the dance learned by the students during one class period.

Students are taught a routine by a choreography instructor using methods and terminology from the state dance curriculum. Students are evaluated during this fifteen minute session on various components of the curriculum as well as their interaction during the session. Their dance teacher spends the next fifteen minutes working with the students on the routine which was taught by the choreographer.

The final session is an assessment of how well the class learned the dance during 30 minutes of instruction. They are evaluated on technical elements and elements of execution. They need to demonstrate kinesthetic and spatial awareness, improvisation, memory, timing, and tempo along with several other elements.

The assessment has been administered in CCISD during 2011, 2013, and 2015. During the off years, CCISD dance instructors become raters for other districts. All CCISD high schools earned a Division I rating in the three years in which they were assessed.

Based on the focus group discussion with the dance teachers, they use DEAL to assess their level of teaching and their students’ level learning. DEAL is used “to guide programs in achieving exemplary instruction which incorporates technical and creative processes through student knowledge. Students will attain an understanding of the art of dance while developing a coherent set of artistic and intellectual goals. The purpose of the Texas Dance Educators’ Association, Dance Educators Assessment of Learning (DEAL) is to identify exemplary dance practices aligned with the state TEKS to promote student achievement and success in the Art of Dance Education” (TDEA, 2015).


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House Bill 5 provides students with opportunities to go beyond the four core content areas and allows student to engage in areas for which they have a passion including the Arts.

The Arts and Humanities endorsement includes courses directly related to political science, world languages, cultural studies, English literature, history, and fine arts. Students can earn an endorsement in Arts and Humanities by taking a coherent sequence of four credits in art, dance, music or theatre.

In the spring of 2015, the Office of Assessment and Evaluation conducted focus groups with teachers from each comprehensive high school campus from each of the VPA content areas. The purpose of the focus groups was to gather feedback from teachers with respect to their programs, including elements which could not be gathered from direct data sources or a survey.

Art: The Art teachers would like to ensure that students are reflecting on courses that they have taken previously that align with their future plans.

Band: The band directors discussed the impact of HB 5, and while some are concerned that course substitutions will affect band students, others have seen educational changes evolve over time and do not feel that their students will be impacted.

Choir: The choir teachers discussed the impact of HB 5 and the importance of communication to and education of parents regarding the endorsement opportunities. They feel that the parents (and students) look to them for counseling advice and are often confused about the various options available to their students.

Dance: The dance teachers discussed the impact of HB 5 and the endorsements available to students, and they are fearful that their program may suffer because students may want/need to increase their GPA and/or their class ranking through participation of advanced course options.

Orchestra: The orchestra directors feel that it is too soon to tell of any impact.

Theatre: The theatre teachers discussed the impact of HB 5 on their students’ future. Some were concerned that the endorsement opportunities will not directly impact the arts, while another was concerned that the pressure of the endorsements and lack of understanding of what it entails will derail some students onto another path of which they are not as interested.


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Community Events

Students involved in Visual and Performing Arts programs often perform at many community functions. A sampling of community performances which students participated is listed below.

Intermediate 2012-13 2013-14

Orchestra

Veteran’s Day program at Mossman Elementary and Bayside Intermediate; the annual 6th grade Festival; MD Anderson Hospital; Manor Care Nursing Home: Regency Village Nursing Home; and Jones Hall Lobby Performance; Regent Care Nursing Home and Holiday in the Park

Performed with Emmy Award winner Mark Wood in a community concert; the Moody Gardens Festival of Lights

Band

Performed at football games; school pep rallies; at elementary campuses; performed at CCISD Marching Band Extravabanza

Performed at school concerts; various elementary campuses; Senior to Senior Prom; Clear Creek Communities in School Fashion Show; collaborated with a Parkview Intermediate and San Jacinto College; football games; St Bernadette's Preschool

Choir

Raised money for Diabetes Research; performed for elementary campuses; Seabrook's Tree Lighting ceremony; Breakfast with Santa; Harbour View Assisted Living Center; Lakewood Yacht Club

Performed at ESC Principals' Holiday Brunch; raised money for American Diabetes Association; performed at elementary campuses; delivered 400+ singing Valentines; made cards for Children's hospital

Theatre

Hosted Dinner Theatre; offer face painting for staff/students during spirit day; raised money for Red Cross for Moore tornado victims; raised money for Shriner's Children's Hospital; perform at the Talent Show

Performed for elementary campuses; hosted dinner theatre shows; partnered with high school theatre groups


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Community Events (Continued)

High School 2012-13 2013-14

Orchestra

Performed National Anthem at Minute Maid Park prior to Astros game; Chinese New Year World Global Gala

Performed National Anthem at Minute Maid Park prior to Astros game

Band

Pep rallies; Homecoming Parade; drum line attends “Meet the Falcons” for football; epicurean night/ensemble recital every February; performed in the Friendswood Concert in the Park series; Jazz Band has been the opening act at Stevenson Park; League City Holiday Parade

Pep rallies; Homecoming Parade; drum line attends “Meet the Falcons” for football; epicurean night/ensemble recital every February; performed in the Friendswood Concert in the Park series; Jazz Band has been the opening act at Stevenson Park; League City Holiday Parade; percussion played at CLHS ground breaking ceremony

Choir

Performed National Anthem at varsity athletic contests; Minute Maid Park; Toyota Center; pep rallies; League City Veteran's Day ceremony; Space Center Rotary at Christmas; South Shore Harbor Country Club Women's Club; various elementaries; CCISD PTA Mixer; League City Church of Christ Christmas Dinner; Bay Area Chorus Veteran’s Day Concert at Gloria Dei Lutheran Church

Performed with Houston Symphony and various other choirs as part of the "Chorus of Tomorrow"; select students perform with the Clear Lake Symphony Orchestra and Chorus on their Christmas Pops concert; performed National Anthem at varsity athletic contests; combined with intermediate choirs to perform National Anthem before a varsity boys basketball game; perform during Homecoming week; sang 110 singing valentines to raise money for "Nothing by Nets"

Theatre

Collected over 1200 pounds of non-perishable food items to donate to Interfaith Caring Ministries; Participated in Trick or Treats so ToTs Can Eat Campaign; Comedy Troupe and Coffee House productions perform before sellout audiences to raise money for local charities; International Thespian Society collected 3800 lbs of food for the Interfaith Caring Ministry Food Bank

Collaborated with other campuses to produce shows; Thespian Troupe community service included Letters to Soldiers: our Decorating Committee: raised money for Stroke Awareness; Comedy Troupe and Coffee House productions perform before sellout audiences to raise money for local charities; held a Junior High Workshop for intermediate students; International Thespian Society collected over 4:000 lbs of food for local food banks


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Community Events (Continued)

Art

Gilmore fall carnival - painted props and backdrops; Volunteered at the Bauerschlag carnival; painted dance backdrops for spring shows Silverados; Falcon Pass Art Night - volunteers; Bauerschlag Elementary carnival volunteers; Painted backdrops and props for marching band routine; Painted backdrops and props for Dance performances; Volunteer at nursing home for Christmas (dancing: decorating); healthy hART night (PE and art activities benefit for the Bay Area Pet Adoption Center); created and delivered handmade cards to South Shore Harbour nursing home at Thanksgiving; The Art Alliance Center at Clear Lake Fundraiser Auction (students donated artwork); Art Club students adopted a family for Christmas and purchased gifts for their family

Dance

Host a Halloween (Fall Festival) for the residents at Hope Village; Participate in the Friendswood Christmas parade; Host a veterans day recognition at District stadium; Host a Jr. Dance Clinic in the spring; Run & operate the North Pointe Elem school carnival cake walk; Helped Robinson & Bay Elementary teachers set up their classrooms in the beginning of this year; Donated dresses/formal wear for Bayside's Valentine's dance; Adopted a family from Bayside Elementary for the Holidays; Breast cancer charity walk; Participated in Communities in Schools with Bayside: students came to our dance room and played games and interacted with the Emeralds; Collected Toys for Toys for Tots; Made and donated fleece blankets to Ronald McDonald House in Galveston; Cancer treatment fundraiser; Helped Fire Station build Halloween Props; Silver"Bra"dos to raise money for Breast Cancer; Christmas Stocking for Clear Creek Intermediate Community in Schools Program; Collected money for St. Judes Childrens Hospital; Participated in the St. Judes Give Thanks Walk; Delivered Christmas Stockings to Memorial Hospital in the Medical Center; Participated in Wreaths Across America- Veterans Memorial Cemetery; Collected money for breast cancer research- Kicks for every dollar donated

Students benefit from participating in the arts learning experiences through their academic achievement along with their social development. There are more “than 65 distinct relationships between the arts and academic and social outcomes”. These include skills in reading and language, mathematics, thinking, social, motivation to learn, positive school environment (Ruppert, 2006, p.10). As noted on page 46, CCISD SAT reading and mathematics scores for are higher for students who participate in the arts (self-reported) than for students who do not participate in the arts.


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Students benefit from participating in extracurricular activities which cannot be measured through an assessment or displayed on a scale. “By participating in extracurricular activities students learn lessons in leadership, teamwork, organization, analytical thinking, problem solving, time management, learning to juggle many tasks at once and it allows them to discover their talents” (Massoni, 2011, p.3).

A series of questions was asked of students, parents, and teachers as part of the survey administered in March 2015, which relate to those skills learned outside of the content of the VPA course in which they participate. The following tables show the survey results.

Student Survey

Use the following statement for the next eleven (11) questions: The VPA program has helped me increase my proficiency in:

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

27. Study skills 4% 12% 38% 29% 17% 3.43

28. Time management 4% 8% 25% 36% 27% 3.75

29. Collaboration 2% 3% 21% 38% 36% 4.03

30. Initiative/self-direction

2% 3% 20% 39% 36% 4.03

31. Organization skills 4% 7% 29% 34% 27% 3.72

32. Problem solving 3% 6% 30% 34% 26% 3.74

33. Responsibility 2% 3% 17% 35% 43% 4.14

34. Leadership 3% 5% 25% 32% 36% 4.02

35. Productivity 2% 3% 20% 39% 36% 4.02

36. Performance skills 2% 2% 12% 30% 54% 4.33

37. Creative skills 2% 3% 16% 32% 48% 4.21

Parent Survey

Use the following statement for the next eleven (11) questions: The VPA program has helped my student increase their proficiency in:

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

27. Study skills 3% 11% 41% 32% 13% 3.41

28. Time management 2% 7% 25% 41% 24% 3.76

29. Collaboration 2% 4% 16% 47% 31% 4.02


2% 4% 16% 46% 32% 4.02


32. Problem solving 2% 6% 32% 40% 19% 3.69

33. Responsibility 2% 3% 15% 45% 35% 4.09

34. Leadership 2% 5% 26% 38% 29% 3.87

35. Productivity 2% 5% 28% 42% 23% 3.80


37. Creative skills 2% 3% 14% 40% 41% 4.16


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Teacher Survey

Use the following statement for the next eleven (11) questions: The VPA program has helped my students increase their proficiency in:

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

23. Study skills 1% 2% 11% 42% 44% 4.29

24. Time management 1% 1% 1% 38% 59% 4.57

25. Collaboration 1% 0% 4% 18% 77% 4.74


1% 0% 0% 30% 69% 4.70


28. Problem solving 2% 0% 4% 23% 72% 4.66

29. Responsibility 1% 0% 1% 28% 70% 4.70

30. Leadership 1% 0% 8% 27% 64% 4.56

31. Productivity 1% 0% 1% 37% 61% 4.61


33. Creative skills 1% 0% 1% 15% 84% 4.84

Students responded that their participation in the VPA program has helped increase their proficiency in all areas with mean score averages ranging from 3.43 to 4.33; parent responses ranged from 3.41 to 4.24; and teacher responses ranged from 4.29 to 4.84.


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Survey results were analyzed and compared by content areas for students, parents, and teachers. The following tables show the mean score for each content for all three groups.

Survey Results for Mean Score Comparison by VPA Content

Band Choir

Student Parent Teacher Student Parent Teacher

Total Number of Responses 1083 575 22 930 219 14

Intermediate Responses 670 398 17 483 147 7

High School Responses 413 177 5 447 72 7

27. Study skills 3.64 3.51 4.41 3.37 3.27 4.29

28. Time management 3.98 3.86 4.59 3.65 3.65 4.36

29. Collaboration 4.08 4.02 4.73 4.04 4.05 5.00

30. Initiative/self-direction 4.07 4.00 4.59 4.02 3.98 4.57

31. Organization skills 3.82 3.75 4.55 3.60 3.56 4.36

32. Problem solving 3.84 3.70 4.56 3.61 3.55 4.43

33. Responsibility 4.31 4.14 4.77 4.12 4.03 4.57

34. Leadership 3.98 3.87 4.68 4.00 3.89 4.57

35. Productivity 4.06 3.80 4.64 4.00 3.75 4.43

36. Performance skills 4.41 4.25 4.86 4.40 4.30 4.93

37. Creative skills 4.15 4.09 4.86 4.13 4.14 4.71

Mean Score 3.99 3.94 4.49 3.91 3.89 4.45

Orchestra Theatre





27. Study skills 3.60 3.65 4.53 3.41 3.26 4.23

28. Time management 3.81 3.89 4.53 3.71 3.58 4.62

29. Collaboration 4.02 4.21 4.60 4.18 4.09 4.89



32. Problem solving 3.82 3.82 4.53 3.83 3.74 4.77

33. Responsibility 4.28 4.22 4.67 4.14 4.05 4.65

34. Leadership 3.99 4.00 4.53 4.05 4.04 4.54

35. Productivity 4.09 3.95 4.53 4.05 3.79 4.54


37. Creative skills 4.24 4.32 4.53 4.30 4.23 4.92

Mean Score 4.01 4.10 4.42 4.04 3.92 4.45


Page | 59


Survey Results for Mean Score Comparison by VPA Content (Continued)

Art Dance



Intermediate Responses 505 109 15 N/A N/A N/A


27. Study skills 3.32 3.26 4.07 3.07 3.43 4.56

28. Time management 3.65 3.64 4.52 3.59 4.16 4.89

29. Collaboration 3.81 3.75 4.56 4.03 4.16 4.89



32. Problem solving 3.68 3.59 4.85 3.59 3.96 5.00

33. Responsibility 3.94 3.91 4.59 4.14 4.37 4.89

34. Leadership 3.64 3.57 4.22 4.01 4.15 5.00

35. Productivity 3.97 3.77 4.59 3.97 4.04 5.00


37. Creative skills 4.33 4.29 4.93 4.15 4.29 5.00

Mean Score 3.82 3.85 4.44 3.80 3.94 4.84

The results of the student, parent, and teacher average mean scores across VPA content areas was high. Scores for students ranged 3.80 for dance to 4.01 for orchestra. Scores for parents ranged 3.85 for art to 4.10 for orchestra. Scores for teachers ranged 4.42 for orchestra to 4.84 for dance.


Page | 60


Results from focus group discussions and how the teachers define if their program has been a success are detailed below.

Art: Students take ownership of their successes, and those successes are celebrated and showcased in a variety of ways. Teachers share a bond between one another, which they attribute to their students’ successes. The artistic foundation is built in Art I, and all other courses extend and build upon the foundational learning from that initial course.

Band: Band directors measure success of their program by the retention rate, individual student growth, individual and group accomplishments, student feedback, student morale, student pride, leadership development, the transformation that occurs in students between their freshman and senior years, and the appreciation students expressed towards them after high school. The two biggest compliments they have received has been from the students who want to follow in their footsteps as future band directors and the parents who recommend the program to others.

Choir: The choir teachers measure success of their program by the retention rate, the reflection of the classroom community which has been created, the rigor of the program, personalized learning opportunities, and individual student growth over time. They feel that while the measure of success isn’t necessarily quantifiable, the choir program offers an outlet to students to thrive over their four year high school career.

Dance: Dance teachers measure success of their program through the high performance levels, including the terminology in which students understand and master, creative choreography mastery, and the complete transformation in which students undergo throughout the four year period of high school. They feel that if the dance program could be implemented in intermediate school, their opportunities with students would be limitless, and the skills in which students would learn at a younger age would greatly benefit them as well as grow the program.

Orchestra: Orchestra directors measure success of their program through subjective recording tests that measure individual student growth, the sense of community created, the social aspect, and the sense that the orchestra community is the students’ home away from home. Furthermore, they feel that their students are always striving to be better.

Theatre: While the Theatre teachers are proud of the awards and nominations earned through Tommy Tunes and UIL, they define success as the students’ drive and desire to perform on stage and/or behind the scenes. Referred to as a “student-run program,” the theatre teachers see themselves more of facilitators and coaches supporting their students through the many peer teaching opportunities allotted to them throughout their experience in theatre courses. Theater teachers also credit success of the program to the relationships built with elementary and intermediate students and their families during community outreach events and performances.


Page | 61


Student Survey

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

9.

The VPA program teachers/directors show interest in my academic success.

3% 2% 15% 33% 47% 4.19

10.

I feel actively engaged in learning and improving my talent level in the VPA program.

2% 3% 13% 34% 48% 4.22

11.

The teachers/directors who are participating in the VPA program are valuable to my success in the VPA program.

2% 2% 14% 34% 48% 4.23

12.

The VPA teachers/directors are aware of my strengths and weaknesses with respect to the VPA program.

2% 4% 18% 39% 36% 4.02

13. The VPA program teachers’/directors’ expectations are clear.

2% 2% 12% 37% 46% 4.23

14.

I have access to the resources and materials I need in order to improve my talent with respect to the VPA program.

2% 3% 15% 39% 41% 4.15

15.

My experience in the VPA program has contributed to my growth in developing future college and/or career goals.

4% 7% 24% 33% 33% 3.84

School Athletics

Advanced Academics

A job NHS or NJHS

Debate Other

16.

I participate in other activities outside of the VPA program. Choose all that apply

29% 29% 13% 17% 2% 58%


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Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

17. I have adequate time for VPA activities in which I am involved.

3% 6% 25% 43% 24% 3.77

18. I have adequate time for outside activities in which I am involved.

3% 8% 25% 39% 25% 3.74

19. I am satisfied with my experience in the VPA Program.

3% 3% 14% 36% 44% 4.16

20. I would recommend the VPA program to other students.

3% 3% 14% 31% 49% 4.22

21.

My grades have improved since my involvement in the VPA program.

5% 11% 44% 24% 16% 3.36

22.

My attendance has improved since my involvement in the VPA program.

4% 9% 45% 22% 20% 3.45

23.

I believe that additional support/expenditures (outside of what is provided by CCISD) is necessary for me to be successful in the VPA program.

5% 12% 34% 28% 21% 3.48

24.

The VPA program promotes my understanding and respect for other cultures and people.

2% 4% 24% 38% 31% 3.91

25.

The VPA program curriculum effectively incorporates the use of technology.

5% 13% 36% 30% 16% 3.90

26. The VPA program in my school has the support of the public.

2% 4% 25% 39% 30% 3.91

Mean Score for all Likert Scored Questions 3.82


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38. Why did you choose to participate in the VPA program?

Many students choose to participate in VPA for their love/like of band, music, choir, art, singing,

dance, or theatre

Most enjoy their VPA experience or find it fun

They are participating to learn more

39. What is one aspect you like best about the VPA program?

The people in the course whether it’s existing friendships or newly created ones

They like the directors/teachers/instructors

They like how they have grown and learned about their area of interest in the VPA program

40. What is one aspect you would like to change about the VPA program?

Most student felt like nothing needed to be changed in their VPA program

Time was a concern for students. Either needing more time to complete projects or reducing the

amount of time spent during rehearsals/practice

Students would like to see additional funds spent on their VPA program

Current VPA students in grades 6-12 completed a VPA student survey. Questions 9-15 and 17-37 were measured with a Likert scale of 1-5 with 1 being “Strongly Disagree” and 5 being “Strongly Agree”. For question 9-15 and 17-37, Likert scale scores were averaged to determine an average score per question and an overall average for those questions.

Average Likert scale scores for question 9-15 and 17-26 ranged from 3.36 to 4.23. The overall average Likert scale score for questions 9-15 and 17-37 was a 3.82.


Page | 64


Parent Survey

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

9.

The VPA program teachers/directors show interest in my student’s academic success.

4% 5% 13% 33% 45% 4.10

10.

My student feels actively engaged in learning and improving his/her talent level in the VPA program.

4% 5% 9% 34% 49% 4.21

11.

The teachers/directors who are participating in the VPA program are valuable to my student’s success in the VPA program.

3% 3% 7% 29% 58% 4.35

12.

The VPA teachers/directors are aware of my student’s strengths and weaknesses with respect to the VPA program

3% 4% 13% 35% 44% 4.14

13. The VPA program teachers’/directors’ expectations are clear.

3% 5% 9% 38% 45% 4.18

14.

My student has access to the resources and materials they need in order to improve their talent with respect to the VPA program.

2% 5% 12% 42% 39% 4.11

15.

My student’s experience in the VPA program has contributed to his/her growth in developing future college and/or career goals.

4% 6% 20% 33% 37% 3.93

School Athletics

Advanced Academics

A job NHS or NJHS

Debate Other

16.

My student participates in other activities outside of the VPA program. Choose all that apply

31% 46% 8% 22% 1% 57%


Page | 65



Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

17.

My student has adequate time for VPA activities in which they are involved.

2% 5% 10% 52% 32% 4.08

18.

My student has adequate time for the outside activities in which they are involved.

2% 7% 13% 53% 25% 3.94

19. My student is satisfied with their experience in the VPA Program.

4% 6% 9% 34% 48% 4.16

20. I would recommend the VPA program to other parents

3% 3% 8% 33% 53% 4.30

21.

My student's grades have improved since his/her involvement in the VPA program.

4% 12% 53% 18% 12% 3.22

22.

My student's attendance has improved since his/her involvement in the VPA program.

4% 8% 63% 13% 12% 3.22

23.

I believe that additional support/expenditures (outside of what is provided by CCISD) is necessary for my student to be successful in the VPA program.

4% 12% 26% 33% 25% 3.63

24.

The VPA program promotes students’ understanding and respect for other cultures and people.

2% 3% 24% 40% 32% 3.97

25.


2% 6% 33% 38% 20% 3.68

26. The VPA program in my student's school has the support of the public.

1% 3% 21% 44% 31% 4.00



Page | 66



38. Why did your student choose to participate in the VPA program?

Their student loves/likes band, music, art, theatre, choir, or dance

Their student enjoys participating or shows an interest in band, music, art, theatre, choir, or

dance

Someone influenced them to participate – a friend, family member, or had a sibling in the VPA

program


Their student has had a good experience and/or has learned much through the VPA program

The directors/teachers/instructors are good

The great opportunities their student has been offered through VPA


Many parents felt the program doesn’t need any changes

Parents would like to see a reduction in the time spent by their students in the VPA which they

are most involved.

Increase funding for the VPA program which their student is most involved.

Current VPA parents in grades 6-12 completed a VPA parent survey. Questions 9-15 and 17-37 were measured with a Likert scale of 1-5 with 1 being “Strongly Disagree” and 5 being “Strongly Agree”. For question 9-15 and 17-37, Likert scale scores were averaged to determine an average score per question and an overall average for those questions.

Average Likert scale scores for question 9-15 and 17-26 ranged from 3.22 to 4.35. The overall average Likert scale score for questions 9-15 and 17-37 was a 3.91.


Page | 67


Teacher Survey

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

7.

I am aware of my students' strengths and weaknesses with respect to the VPA program.

1% 0% 1% 10% 88% 4.88

8. My expectations are clear.

1% 0% 0% 20% 79% 4.80

9.

My students have access to the resources and materials they need in order to improve their talent with respect to the VPA program.

4% 6% 8% 40% 42% 4.13

10.

My students' experience in the VPA program has contributed to their growth in developing future college and/or career goals.

2% 0% 5% 27% 65% 4.58

11.

My students have adequate time for VPA activities in which they are involved.

3% 7% 16% 42% 32% 3.95

12.

My students have adequate time for outside activities in which they are involved.

2% 7% 21% 40% 30% 3.92

13.

My students' grades have improved since their involvement in the VPA program.

1% 1% 21% 48% 29% 4.06

14.

My students' attendance has improved since their involvement in the VPA program.

1% 0% 25% 41% 33% 4.07


Page | 68


Teacher Survey (Continued)

Strongly Disagree

(1) Disagree

(2) Neutral

(3) Agree

(4)

Strongly Agree

(5)

Mean Score

15.

I believe that additional support/expenditures (outside of what is provided by CCISD) is necessary for my students to be successful in the VPA program.

3% 7% 12% 25% 53% 4.21

16.

The VPA program promotes students' understanding and respect for other cultures and people.

1% 0% 3% 31% 65% 4.63

17.


1% 5% 24% 52% 18% 3.84

18. The VPA program in my school has the support of the public.

1% 1% 5% 45% 47% 4.40

19.

The VPA curriculum is consistent with the district's mission statement.

1% 0% 5% 32% 63% 4.59

20.

The VPA professional learning program supports classroom instruction.

2% 2% 12% 42% 43% 4.25

21.

The VPA professional learning program improves classroom instruction.

2% 2% 14% 45% 37% 4.17

22.

I have an impact on my students becoming college and career ready.

1% 0% 2% 31% 66% 4.65



Page | 69


Teacher Survey (Continued)


The students: watching them grow and develop into performers and artists; seeing them

develop and mature as young adults; witnessing their creativity

The support from the campus, district, parents, and community

Collaboration with colleagues within and outside of the district


Increase funding for VPA programs

Teachers would like stipends or have them increased if already receiving a stipend

Improve facilities to meet the demands of student interest

Current VPA teachers in grades 6-12 completed a VPA teacher survey. Questions 4-32 were measured with a Likert scale of 1-5 with 1 being “Strongly Disagree” and 5 being “Strongly Agree”. For question 4-32, Likert scale scores were averaged to determine an average score per question and an overall average for those questions.

Average Likert scale scores for question 7-22 ranged from 3.84 to 4.88. The overall average Likert scale score for questions 4-32 was a 4.48.


Page | 70


Survey Results – Comparison of Means Across Contents

Band Choir






4.29 4.10 4.73 4.23 4.10 5.00


4.27 4.18 4.68 4.29 4.31 4.71


4.32 4.36 4.73 4.26 4.34 4.86

The VPA teachers/directors are aware of my strengths and weaknesses with respect to the VPA program

4.09 4.12 4.82 4.01 4.15 4.86

The VPA program teachers’/directors’ expectations are clear.

4.34 4.17 4.55 4.25 4.19 4.86


4.21 4.12 3.77 4.13 4.10 4.36


3.90 3.93 4.46 3.83 3.88 4.71

I have adequate time for VPA activities in which I am involved.

3.89 4.04 4.36 3.83 4.09 3.93

I have adequate time for outside activities in which I am involved.

3.79 3.94 4.09 3.81 3.87 3.79

I am satisfied with my experience in the VPA Program.

4.21 4.16 N/A 4.15 4.13 N/A

I would recommend the VPA program to other students.

4.31 4.31 N/A 4.19 4.30 N/A


3.43 3.25 4.27 3.32 3.11 4.00


3.56 3.26 4.05 3.42 3.11 3.86


3.65 3.77 4.46 3.37 3.49 3.86


3.93 3.96 4.46 3.95 4.01 4.79


3.35 3.64 3.77 3.61 3.66 3.50

The VPA program in my school has the support of the public.

3.97 4.02 4.50 4.02 4.02 4.21

Mean Score 3.99 3.94 4.49 3.91 3.89 4.45


Page | 71


Survey Results – Comparison of Means Across Contents (Continued)

Orchestra Theatre






4.30 4.29 4.67 4.17 4.15 4.96


4.39 4.35 4.60 4.18 4.26 4.62


4.35 4.54 4.93 4.20 4.34 4.96


4.13 4.39 4.80 4.02 4.13 4.85


4.34 4.40 4.73 4.20 4.18 4.89


4.33 4.36 4.07 4.10 4.06 3.81


4.02 4.23 4.53 3.87 3.99 4.46


3.91 4.20 3.87 3.71 4.06 3.77


3.82 4.04 4.00 3.75 3.94 3.73


4.26 4.39 N/A 4.16 4.18 N/A


4.40 4.54 N/A 4.23 4.28 N/A


3.50 3.43 4.00 3.35 3.19 3.85


3.44 3.34 3.80 3.41 3.19 4.00


3.63 3.73 4.33 3.44 3.43 4.19


3.91 4.10 4.53 3.96 4.03 4.58


3.35 3.78 3.40 3.51 3.77 4.00


3.95 4.11 4.47 3.95 4.05 4.39

Mean Score 4.01 4.10 4.42 4.04 3.92 4.45


Page | 72


Survey Results – Comparison of Means Across Contents (Continued)

Art Dance



Intermediate Responses 505 109 15 N/A N/A N/A



4.15 4.05 4.89 4.00 3.83 5.00


4.13 4.22 4.67 4.12 4.16 5.00


4.11 4.36 4.93 4.06 4.07 5.00


3.90 4.03 4.93 3.95 4.03 5.00


4.07 4.15 4.85 4.13 3.87 5.00


4.07 4.15 4.33 4.03 3.72 4.78


3.77 3.79 4.56 3.67 3.83 5.00


3.66 4.17 3.59 3.55 3.83 4.78


3.74 4.08 3.93 3.34 3.46 4.22


4.10 4.12 N/A 3.98 3.96 N/A


4.10 4.27 N/A 4.10 4.10 N/A


3.39 3.22 4.04 3.03 3.26 4.33


3.38 3.15 4.15 3.47 3.48 4.67


3.36 3.27 4.04 3.51 4.05 4.56


3.85 3.90 4.63 3.77 3.89 5.00


3.43 3.71 4.07 3.22 3.63 4.11


3.70 3.87 4.22 3.90 4.01 4.89

Mean Score 3.82 3.85 4.44 3.80 3.94 4.84


Page | 73


Teacher Survey Results – Comparison of Means Across Contents (Continued)

Band Choir Orchestra Theatre Art Dance

Teacher Teacher Teacher Teacher Teacher Teacher


Intermediate Responses 17 7 11 13 15 N/A


The VPA curriculum is consistent with the district's mission statement.

4.36 4.64 4.53 4.65 4.59 5.00

The VPA professional learning program supports classroom instruction.

4.09 4.43 4.27 4.12 4.15 5.00

The VPA professional learning program improves classroom instruction.

4.82 4.21 4.27 4.08 4.00 4.67

I have an impact on my students becoming college and career ready.

4.50 4.64 4.67 4.65 4.67 4.89

An analysis was completed to display the comparison of average Likert scales scores of student, parent, and teachers by VPA content areas. Scores for students ranged 3.80 for dance to 4.01 for orchestra. Scores for parents ranged 3.85 for art to 4.10 for orchestra. Scores for teachers ranged 4.42 for orchestra to 4.84 for dance.

Teachers were asked additional questions with respect to curriculum, professional learning, and assisting students in becoming college and career ready. Average scores ranged from 4.00 to 5.00.


Page | 74


Art Accomplishments

Houston Livestock Show and Rodeo Accomplishments

2012-13 2013-14 Total

Elementary

Best of Show 2D 1 1 2

Gold Medal 2D 1 1 2

Special Merit N/A 6 6

Intermediate

Gold Medal 2D 1 1 2

Special Merit 3 N/A 3

High School

Best of Show 2D 1 1 2

Best of Show 3D 1 N/A 1

Gold Medal 2D 1 1 2

Special Merit 5 4 9 Data provided by VPA staff

The Houston Livestock Show and Rodeo Association is dedicated to the preservation of the Texas heritage through events such as the School Art Program. Texas is proud of its heritage and the major role the Rodeo has played in shaping that heritage.  

At the district event, each artwork is judged and awarded a ribbon: Blue (1st), Red (2nd), or White (3rd). The Rodeo committee then selects works of art that reflect the true spirit of the rodeo and are considered to be excellent in execution, theme, craftsmanship, and creativity. The Best in Show Award is presented to one artwork from each division; elementary, intermediate, and high school. Artwork that displays a Blue Ribbon with a Gold Star is work that was in contention for this award. Two Gold Medal Awards are awarded from any division and judged as the best in the exhibit. These exemplary artworks then advance to the Reliant Center Hayloft Gallery in Houston and are displayed at the Rodeo.  

The judges are encouraged to select additional high school works of art that they have deemed as exemplary examples of western themed art. The artworks are given the prestigious title of Judges Merit Award and may be auctioned at the Houston Livestock Show and Rodeo School Art Auction. Students receive a percentage of the sale of the artwork with the remaining funds going to a student scholarship fund.


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Art Accomplishments (Continued)

Scholastic Accomplishment 2012-13 2013-14 Total

Intermediate

Regional Honorable Mention N/A 1 1

Regional Silver Key N/A 1 1

Regional Gold Key 1 1

High School

Regional Honorable Mention 9 17 26

Regional Silver Key 13 23 36

Regional Gold Key 13 18 31

Harris County Department of Education Superintendent's Award - $250

N/A 1 1

Harris County Department of Education Trustee's Exemplary Award - $1000

N/A 1 1

Harris County Department of Education Women in the Arts and Literary Arts Award - $500

N/A 1 1

Data provided by VPA staff

Scholastic Art & Writing Awards, founded in 1923, provides young artists and writers in grades 7-12 with the chance to showcase their work as it identifies and documents their outstanding achievements. The Awards program is the longest-running, most prestigious initiative of its kind, having fostered the creativity and talent of millions of students through recognition, exhibitions, publications and scholarships. Over the past five years, students have submitted more than one million works of art and writing and more than $40 million has been made available in scholarships and awards to top winning participants. The competition’s mission is to bring outstanding visual art and writing created by teens to a national audience by showcasing the work and encouraging creativity and career development. Former Scholastic Art & Writing notables who earned awards in high school include Truman Capote, Richard Avedon, Andy Warhol, Sylvia Plath, Robert Redford, and Zac Posen.

Fewer than 10% of regional entries are awarded a Gold Key and advance to compete at the national

competition, and only 15 monetary awards are given to regional participants.


Page | 76


VASE Accomplishment 2012-13 2013-14 Total

Intermediate

Junior Regional Medal N/A 19 19

Junior Silver Medal N/A 3 3

High School

Regional Medal 135 179 314

Area Medal 25 28 53

State Medal 15 24 39

Gold Seal 7 7 14 Data provided by VPA staff

Junior VASE The Texas Art Education Association (TAEA) has sponsored the Junior Visual Art Scholastic Event (JrVASE) since 2000. Students are provided the opportunity to bring artworks created in their art classes to a regional event where they are interviewed by a certified juror who evaluates their work based on a standard based rubric and their understanding of the art processes involved in the development of their artwork. Only academically eligible 6th, 7th, and 8th grade students enrolled in Texas schools can participate in JrVASE.

The jurors look for originality of concept, technical expertise, understanding of the Texas Essential Knowledge and Skills (TEKS), and the interpretation of the student's stated intent. Each student that enters receives a Certificate of Merit for having his or her artwork selected to participate at the Regional level. Medals are awarded to those students receiving a superior (Rating 4) rating in each division at the regional event. A Silver Medal is awarded to a percentage of artworks receiving a Superior rating and selected by the juror panel (TAEA VASE, 2015)

High School VASE The purpose of the Texas Art Education Association Visual Art Scholastic Event (VASE) is to recognize exemplary student achievement in visual art through individual and original expression of ideas applying the elements and principles of art based upon research of art media and art history. Academically eligible students are allowed to enter up to two original works, which are evaluated by certified jurors using a scoring rubric.

Each student who enters receives a Certificate of Merit for having his or her artwork selected to participate at the Regional level. Regional medal awards are presented to students who receive Superior Rating (IV) at the Regional Event. Area medal awards are presented to students who are chosen to advance from the regional to the state competition. State medallions are presented to students who receive an Exemplary Rating (IV) at the state event. Gold Seal medallions are awarded to artworks selected as Distinguished.

In 2014, Texas VASE hosted 25 regional high school events with 26,838 registered entries, of which 1,626 advanced to the state event. At the state event, 818 artworks were awarded a Superior rating, and 152 earned Distinguished status and the Gold Seal award. In addition, 35 students were awarded scholarships ranging from $100 to $1,000 based on works they created on-site at the state event workshops (TAEA VASE, 2015).


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Youth Art Month Capitol Exhibit & Governor’s Gallery Each year, districts across the state may submit a limited number of artworks made by Pre-Kindergarten through 12th grade student artists to be selected for exhibition in the Youth Art Month (YAM) Capitol Exhibit held at the State Capitol. Only 100 student artists are chosen from across the state for this honor.

The Office of the Governor selects ten works of art from the YAM State Capital Exhibit to be showcased in the Governor's Office for a year. The works are framed by the Texas Art Teacher Association (TAEA) and the students are invited to a private reception in their honor.

  2011-12 2012-13 2013-14

YAM Capitol Pieces 3 4 5

Governor's Gallery 2 1 1

Data provided by VPA staff

Dance Fusion Dance Fusion is an annual collaborative performance by all five high school dance departments. With approximately 1,000 dancers participating each year, this program unites dance students from across the district in a public performance. For many students, Dance Fusion is the first opportunity they have to exhibit dance technique along with creative expression. As they demonstrate an extension of the classroom and the dance performance TEKS, they exhibit self-confidence as well as the lifelong skill in balancing mind and body. With only one group rehearsal, you will be amazed at the teamwork as the students express their love of dance.

Approximately 98% of all dance students participate in Dance Fusion.

Dance Fusion is attended by a limited live audience; however, it is streamed live online. There were over 1,400 unique live stream viewers for the last Dance Fusion.


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Each year, dance teams compete at a variety of local and state competitions such as American Dance Team, Champions, Crowd Pleasers, January Jubilee, Miss Drill Team Texas, and Showmakers. Dance team participants have the opportunity to compete in team, ensemble, and/or solo performances; most participants perform in multiple categories at each competition. Written and oral critiques are given by each judge after the performances, and awards vary by competition. Participants are scored on criteria such as choreography, creativity, technique, precision, showmanship, and overall effect.

Fall Dance Concerts for Dance Class Each campus hosts an annual or bi-annual fall dance concert. This public performance highlights dance students in Dance I-IV and includes multiple styles/genres of dance. For many students, this is their first public showcase. Dancers exhibit the skills and techniques learned in class and demonstrate collaboration.

Spring Dance Concerts for Dance Teams Each campus hosts an annual spring dance concert. This public performance gives the dance team members the opportunity to showcase competition pieces and original choreography; team, ensemble, and solo performances are included.

Dance Team In 2012-13, there were 107 individual students who won an award over six dance competitions, either as a solo and/or as part of an ensemble. There were 91 students who competed in 1-9 ensemble events; 9 competed in 10-19 events; and 6 competed in 20-30 events. There were 25 students who competed in 1-9 solo events.

In 2013-14, there were 117 individual students who won an award over six dance competitions, either as a solo and/or as part of an ensemble. There were 90 students who competed in 1-9 ensemble events; 11 competed in 10-19 events; and 12 competed in 20-30 events. There were 35 students who competed in 1-9 solo events.

2012-13

Number of Events Ensemble Solo

1 - 9 91 25

10 - 19 9 N/A

20 - 30 6 N/A

Total 106 25

2013-14

Number of Events Ensemble Solo

1 - 9 90 35

10 - 19 11 N/A

20 - 30 12 N/A

Total 113 35 Data provided by VPA staff

In 2012-13, there were 19 teams comprised of 788 students from the five comprehensive high schools who competed in team events at six dance competitions. In 2013-14, there were 19 teams comprised of 607 students from the five comprehensive high schools who competed in team events at six dance competitions.


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Team Dance Awards

2012-13 2013-14 Total

1st Place 16 43 59

1st Place and Best in Class 8 4 12

1st Place and Best in Class Runner Up 1 N/A 1

1st Place in Division N/A 1 1

1st Runner State of Champions N/A 4 4

1st Runner Up 25 24 49

1st Runner Up Grand Champions N/A 6 6

2nd Place 9 12 21

2nd Runner Up 21 25 46

3rd Place 2 14 16

3rd Runner Up 1 N/A 1

3rd Runner Up Grand Champions N/A 1 1

4th Runner Up Grand Champion N/A 4 4

Best in Class N/A 4 4

Choreography Award 22 24 46

Crowd Pleaser Award N/A 2 2

Elite Circle Award 4 5 9

Grand Champions 1 1 2

Highest Scores in Precision Award 4 N/A 4

Judges' Award 1 8 9

Outstanding Choreography Award 5 N/A 5

Outstanding Technique Award 4 1 5

Overall Champion N/A 4 4

Overall Jazz Award N/A 1 1

Precision Award N/A 1 1

Showcase Elite Top Scoring N/A 3 3

Showmanship Award 4 13 17

Super Sweepstakes 12 8 20

Sweepstakes Award 4 2 6

Team Entertainment Award 4 N/A 4

Team Grand Champion N/A 1 1

Team Showcase Elite 1 N/A 1

Team Sweepstakes Award 1 1 2

Technical Merit 1 N/A 1

Technique Award 6 10 16

Top High Scoring Team 1 2 3

TX State Champion N/A 1 1

Winner's Circle and 1st Runner Up for Best in Class N/A 4 4

Totals 158 234 392 Data provided by VPA staff


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Dance Awards

Ensemble 2012-13 2013-14 Total

1st Place 181 246 427

2nd Place 173 182 355

3rd Place 69 162 231

3rd Runner Up N/A 10 10

5th Place N/A 7 7

Audience Crowd Pleaser Award from the Judges N/A 7 7

Best in Category 5 6 11

Choreography Award 41 27 68

Crowd Pleasers Award N/A 6 6

Elite Circle, 1st Place in Division, and Overall State Grand Champions

N/A 6 6

Grand Champions N/A 6 6

High Scoring Award 4 10 14

Judges Award 6 5 11

Officer Sweepstakes Division 4 6 10

Outstanding Choreography 11 14 25

Outstanding Technique 6 N/A 6

Precision Award 5 5 10

Runner Up Grand Champions 4 5 9

Showcase Elite Top Scoring N/A 6 6

Showmanship Award 9 16 25

Social Media N/A 6 6

Super Sweepstakes 17 6 23

Sweepstakes 5 9 14

Technique 6 5 11

Technique Award 9 17 26

Technique, Showmanship, and Choreography N/A 6 6

Top 5 all classes N/A 6 6

TX State Champion N/A 13 13

Winner's Circle N/A 6 6

Winners Circle, Best in Class, Judges Award, Showmanship Award, Technique Award, Choreography Award

N/A 6 6

Total 555 812 1367 Data provided by VPA staff


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Dance Awards

Solo 2012-13 2013-14 Total

1st Place 40 67 107

2nd Place 3 N/A 3

3rd Place 1 3 4

4th Place 1 3 4

5th Runner N/A 1 1

Solo Finalist 20 10 30

Solo National Champion 1 N/A 1

Sophomore Solo Finalist Runner Up 2 N/A 2

Top 10 N/A 2 2

5th Place 1 2 3

Total 69 88 157 Data provided by VPA staff

Dance students have earned numerous awards over the past two years of the evaluation in whole team events, ensembles, or in individual solo events. Each event has different naming conventions for the awards won at their event.

Theatre Awards

Tommy Tune Nominations/Awards 2010 2011 2012 2013 2014

Nominations 11 6 16 14 16

Awards 0 0 0 1 9

Clear Lake, Clear Brook, Clear Springs, and Clear Falls High Schools have all been nominated for Tommy Tune Awards during the five year period of this evaluation. In 2013, Clear Springs High School won the Best Featured Performer. In 2014, Clear Springs High School won Best Musical, Best Leading Actress, Best Supporting Actor, Best Direction, Best Musical Direction, Best Ensemble/Chorus, Best Crew & Technical Execution, Best Scenic Design, and Best Lighting Design.


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UIL Concert and Sightreading Contest All of the intermediate and high school music ensembles participate in UIL Concert and Sightreading Contest in the spring. In each category, Concert and Sightreading, UIL uses three judges to assess the ensembles using an adopted rubric.

Ensembles are broken down into the following categories: Varsity, Non-Varsity, and Sub-Non Varsity (if needed).

Varsity is the top performing group from a campus, and Non-Varsity is the second highest performing group from a campus. In the event that there are three ensembles from a campus, a Sub-Non-Varsity group is established. In the event that there are four or more ensembles from a campus, a Non-Varsity “A” and a Sub-Non-Varsity “A” category could be used as well. UIL uses these categories to help judges understand the level of the student for which they are assessing. Judges use higher standards for judging Varsity ensembles as compared to Sub-Non-Varsity ensembles.

Ensembles are given the following scores using the system below, which is based on tone, technique and musicianship:

Division I Superior

Division II Excellent

Division III Average

Division IV Below Average

Division V Poor

For the Concert portion of this assessment, each ensemble must prepare three pieces, which are taken from the UIL Prescribed Music List and performed on stage in front of a live audience and three judges.

For Sightreading, each ensemble moves from the stage to an adjacent room where three different judges assess the ensembles’ ability to sightread a piece of music in which they have never seen or rehearsed. Each director is given a prescribed amount of time to discuss and study the music with their students. After the prescribed time, the group performs the music for the judges.


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High School Concert Band UIL Concert and Sight Reading Results

Concert Scores 2010 2011 2012 2013 2014

I II I II III I II I II I II

Varsity 3 2 2 3 2 4 1 4 1

Non-Varsity 3 1 2 3 1 4 5 3 1

Sub Non-Varsity 1 3 1 1 1 2 1 1

Non-Varsity A 1

Sub Non-Varsity A 1

Total 7 4 5 6 1 4 6 11 2 9 3

Sightreading Scores

2010 2011 2012 2013 2014

I II III I II III I II I II I II

Varsity 3 4 4 1 3 2 5

Non-Varsity 4 3 2 3 2 4 1 3 1

Sub Non-Varsity 2 2 1 1 1 2 1 1

Non-Varsity A 1

Sub Non-Varsity A 1

Total 7 2 2 8 3 1 7 3 7 6 10 2 Data provided by VPA staff (TMEA UIL Region 17)

CCISD high school bands have scored a rating of I, 36 out of 58 times over the five year period of this study for their Concert performances. They have scored a rating of I, 39 out of 58 times over the five year period of this study for their Sightreading performances.

High School Marching Band UIL Results

Marching Band

2009 2010 2011 2012 2013

I II I II I I II 1

Varsity 3 4 5 4 1 5

Non-Varsity 1 1

Total 3 1 4 1 5 4 1 5 Data provided by VPA staff (TMEA UIL Region 17)

CCISD high school marching bands have scored a rating of I, 21 out of 24 times over the five year period of this study at UIL Marching Band competition.


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High School String Orchestra UIL Concert and Sight Reading Results

Concert Scores 2010 2011 2012 2013 2014

I II III I II I II I II I II III

Varsity 2 1 4 4 1 2 2

Non-Varsity 1 1 2 1 1 1 1 2 1 2

Non-Varsity A 1 1 1

Sub Non-Varsity 1

Sub Non-Varsity A 1 1 1

Sub Non-Varsity B 1 1 1

Sub Non-Varsity C 1

Total 1 2 1 3 1 7 2 7 4 6 5 1

Sightreading Scores

2010 2011 2012 2013 2014

I II III I II I II I II III I II

Varsity 1 1 1 4 3 2 3 1

Non-Varsity 1 1 2 1 2 2 1 3

Non-Varsity A 1 2

Sub Non-Varsity 1

Sub Non-Varsity A 1 1 1

Sub Non-Varsity B 1 1 1

Sub Non-Varsity C 1


CCISD high school string orchestras have scored a rating of I, 24 out of 40 times over the five year period of this study for their Concert performances. They have scored a rating of I, 25 out of 40 times over the five year period of this study for their Sightreading performances.


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High School Full Orchestra UIL Concert and Sight Reading Results

Concert Scores

2010 2011 2012 2013 2014

I II I II I III 1 1

Full Orchestra 1 1 1 1 1 1 1 2

Grand Total 1 1 1 1 1 1 1 2

Sight Reading Scores

2010 2011 2012 2013 2014

I II I I II II I

Full Orchestra 1 1 2 1 1 1 2

Grand Total 1 1 2 1 1 1 2 Data provided by VPA staff (TMEA UIL Region 17)

CCISD high school full orchestras have scored a rating of I, 3 out of 7 times over the five year period of this study for their Concert performances. They have scored a rating of I, 5 out of 7 times over the five year period of this study for their Sightreading performances.

High School Choir UIL Concert and Sight Reading Results

Concert 2010 2011 2012 2013 2014

I II I II I II I I II

Mixed Chorus 5 4 1 5 2 5 2 2

Tenor/Bass Chorus 4 3 2 3 1 3 2 1

Treble Chorus 5 4 9 2 9 2 8 11

Total 14 4 16 5 17 5 16 15 3

Sightreading 2010 2011 2012 2013 2014

I II I II I II I II III I II

Mixed Chorus 3 2 5 2 5 4 1 3 1

Tenor/Bass Chorus 3 1 2 3 3 1 2 1 3

Treble Chorus 8 1 7 4 10 1 5 3 11

Total 14 4 14 7 15 7 11 4 1 17 1 Data provided by VPA staff (TMEA UIL Region 17)

CCISD high school choirs have scored a rating of I, 78 out of 95 times over the five year period of this study for their Concert performances. They have scored a rating of I, 71 out of 95 times over the five year period of this study for their Sightreading performances.


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Intermediate Choir

Concert Scores 2010 2011 2012

I II III IV I II III I II

Mixed Chorus Non-Varsity 1

Varsity 2 1 1 1 1 2 1 2 1

Tenor/Bass Chorus

Sub Non-Varsity

Non-Varsity

Varsity-Combined 1

Varsity 1 1 1 1

Treble Chorus Non-Varsity 2 1 2 1 2 1

Varsity 5 2 7 6 4

Total 10 2 1 1 6 12 2 11 6

Concert Scores 2013 2014

I II III I II III

Mixed Chorus Non-Varsity

Varsity 1 1 1 1 3

Tenor/Bass Chorus

Sub Non-Varsity 1

Non-Varsity 1 1 1 1 1

Varsity-Combined

Varsity 1 1 1 1 1

Treble Chorus Non-Varsity 1 1 2

Varsity 6 1 1 5 3 1

Total 11 4 4 8 10 2 Data provided by VPA staff (TMEA UIL Region 17)

CCISD intermediate choirs have scored a rating of I, 46 out of 90 times over the five year period of this study for their Concert performances.


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Intermediate Choir

Sightreading Scores 2010 2011

I II III I II III IV V

Mixed Chorus Non-Varsity 1

Varsity 2 2 1 2 1 1

Tenor/Bass Chorus

Sub Non-Varsity

Non-Varsity

Varsity-Combined 1

Varsity 1 2

Treble Chorus Non-Varsity 2 1 1 2

Varsity 3 2 5 1 1 2

Grand Total 8 2 4 10 4 1 4 1

Sightreading Scores 2012 2013 2014

I II III I II III IV I II III

Mixed Chorus Non-Varsity

Varsity 2 1 2 1 2 2

Tenor/Bass Chorus

Sub Non-Varsity 1


Varsity-Combined

Varsity 1 1 1 1 1 1

Treble Chorus Non-Varsity 3 2 1 1

Varsity 6 3 1 4 1 3 4 4 1

Grand Total 12 4 1 11 1 6 1 9 9 2 Data provided by VPA staff (TMEA UIL Region 17)

CCISD intermediate choirs have scored a rating of I, 50 out of 90 times over the five year period of this study for their Sightreading performances.


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Intermediate Band

Concert Scores 2010 2011 2012 2013 2014

I II III I II III I II III I II III I II III

Concert Band

Sub Non-Varsity 4 3 1 4 1 1 3 3 2 4 2 5 3

Non-Varsity A 1 1 1 1

Non-Varsity 2 1 2 1 2 1

Varsity 6 2 5 4 7 3 8 2 7 3

Total 12 6 1 11 7 1 10 8 1 10 8 2 12 6 1

Sightreading Scores 2010 2011 2012 2013 2014

I II III I II I II I II III I II

Concert Band

Sub Non-Varsity 5 3 1 5 1 6 1 6 1 5 2

Non-Varsity A 1 1 1 1

Non-Varsity 3 3 2 1

Varsity 4 4 5 4 8 2 7 3 7 3


CCISD intermediate bands have scored a rating of I, 55 out of 96 times over the five year period of this study for their Concert performances. They have scored a rating of I, 59 out of 96 times over the five year period of this study for their Sightreading performances.


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Intermediate Full Orchestra


I I

Full Orchestra Varsity 1 1

Total 1 1

Sightreading Scores 2010 2011

I I

Full Orchestra Varsity 1 1

Total 1 1 Data provided by VPA staff (TMEA UIL Region 17)

CCISD intermediate full orchestras have scored a rating of I, 2 out of 2 times over the five year period of this study for their Concert performances. They have scored a rating of I, 2 out of 2 times over the five year period of this study for their Sightreading performances.

Intermediate String Orchestra

Concert Scores 2010 2011 2012

I II III I II III IV I II III

String Orchestra

Sub Non-Varsity 2 1 1 2

Non-Varsity 2 1 2 1 1 1 2 3

Varsity 4 1 3 1 1 8 1

Non-Varsity Combined 1

Varsity Combined 1 2

Total 10 1 1 8 2 3 1 12 1 3


I II III I II III IV

String Orchestra

Sub Non-Varsity 2 3


Varsity 5 4 1 5 3 2

Non-Varsity Combined

Varsity Combined

Total 9 6 1 9 7 2 1 Data provided by VPA staff (TMEA UIL Region 17)

CCISD intermediate string orchestras have scored a rating of I, 48 out of 77 times over the five year period of this study for their Concert performances.


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Intermediate String Orchestra Continued

Sightreading Scores 2010 2011 2012 2013 2014

I II III I II III I II I II I II

String Orchestra

Sub Non-Varsity 2 1 1 2 2 2 1

Non-Varsity 2 1 3 1 1 3 2 3 1 4 2

Varsity 3 2 3 2 8 1 8 2 8 2

Non-Varsity Combined 1

Varsity Combined 1 2


CCISD intermediate string orchestras have scored a rating of I, 48 out of 77 times over the five year period of this study for their Sightreading performances.


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High School All-State Results

Event 2012 2013 2014

4A Symphonic Band N/A 1 1

5A Concert Band 5 2 2

5A Symphonic Band 6 6 4

Men's Choir 5 6 3

Mixed Choir 2 3 6

Philharmonic Orchestra 8 6 9

String Orchestra 4 6 3

Symphony Orchestra 6 7 4

Women's Choir 3 2 4 Data provided by VPA staff

The Texas Music Educators Association (TMEA) sponsors the Texas All-State audition process to promote students' dedication to musical knowledge and skill. TMEA encourages member directors to support their students in this development.

All-State is the highest honor a Texas music student can receive. Over 1,500 students are selected through a process that begins with over 60,000 students from around the state vying for this honor to perform in one of 15 ensembles (bands, orchestras, and choirs). Therefore, an All-State Musician represents the top 2.5% of those who tried out and only the strongest musicians from each school tryout for All-State. This competitive process begins throughout the state in auditions hosted by 28 TMEA Regions. Individual musicians perform selected music for a panel of judges who rank each instrument or voice part. From this ranking, a select group of musicians advances from their Region to compete against musicians from other Regions in seven TMEA Area competitions. The highest-ranking musicians judged at the TMEA Area competitions qualify to perform in a TMEA All-State music group. These All-State students participate in three days of rehearsals directed by nationally recognized conductors during the annual state TMEA Clinic/Convention. Their performances before thousands of attendees bring this event to a close.

In 2013, Westbrook Intermediate earned the distinction of being named the state Honor Band. In addition, Space Center Intermediate was named Honor Band in 1995 and 1999, and Clear Lake Intermediate was named Honor Band in 1985 and 1989.

In 2014, Clear Lake High School earned the distinction of being named the High School String Honor Orchestra. Clear Lake High School was also named the High School Full Honor Orchestra in 2013, 2011, and 1991. In 2011, Westbrook Intermediate earned the distinction of being named a top orchestra as the JH/MS String Honor Orchestra, and Clear Lake Intermediate was named the JH/MS String Honor Orchestra in 1984.

For the current 2014-15 year, Clear Creek ISD has 51 students participating in the Bay Area Youth Symphony. These students practice on Sundays and perform many concerts each year. A sampling of the venues which they have performed at: Jones Hall, Galveston Opera House, and the Capitol in Austin, TX.


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There are numerous post-secondary outcomes for students who have participated in VPA. Some examples of post-secondary outcomes based on focus group discussions are listed below:

Art: In order to prepare students for post-secondary college and or career opportunities, the art teachers feel that students are well prepared through the problem solving skills learned, their willingness to see things from different perspectives, their ability to give and accept criticism, and their need to grow as a learner.

Through students’ experiences in art, they have learned to analyze and critique their work and understand the necessary diligence it takes to complete a piece of artwork. A Clear Creek High School graduate recently had her graphic animation showcased on Google’s homepage. After high school graduation, her passion of art continued to thrive in college, and she is now employed by Google.

Band: In order to prepare students for post-secondary college and or career opportunities, the band directors feel that their students learn the following organizational and life skills through their participation in band: time management, study skills, multi-tasking, work ethics, problem-solving, citizenship, and teamwork. Students also realize early on that failure is not an option. Through their high level of performances, students learn to be self-starters and create a unique bond with one another for one unified purpose. The skills developed through their experience in band will be applicable to any real life situation.

Band directors reflected on their former students and the correspondence between them after their high school careers. Some students have furthered their experience in band through opportunities in college band, while others have assisted with CCISD summer sectionals while others have chosen a different path, but wish they had stuck with band. Students have shared their appreciation of their experience in band and the positive influence it had on their lives.

Choir: In order to prepare students for post-secondary college and or career opportunities, the choir teachers feel that teamwork, collaboration, risk-taking, goal setting, persistence, dedication, time management, opportunities for personal and professional growth, and accountability are just a few of the traits in which they teach throughout their program, which students can apply to all areas in life. Students also are given opportunities to travel for choir to places in which they may not have been able to visit under other circumstances, including New York and Florida. Students also have visited the symphony in Houston, and Clear Lake High School’s choir recently performed at one of the Houston Rockets’ games.

Students learn the importance of persistence and accountability through their experience in choir. Choir teachers recall letters and emails from former students who thank them for not giving up on them and for preparing them for the future. The former students often comment that they miss their choir family. In December 2014, a CCISD graduate and former choir student who was the recipient of the Michael Feinstein Award, was given the opportunity to sing the National Anthem at the Colts vs. Texans game.


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Dance: In order to prepare students for post-secondary college and or career opportunities, dance teachers feel that their students learn the following organizational and life skills through their participation in dance: teamwork, professionalism, self-awareness, confidence, self- and peer-critiquing, and acceptance of constructive criticism, time management, problem-solving, public speaking, and the ownership of a process. Many of the dance teachers are former CCISD students.

Dance teachers reflected on their conversations with former students, and their former students have shared the impact of the life skills they learned through their dance experience in high school, such as the ability to work with and communicate effectively with others and the need to constantly evolve as a learner. All of the dance teachers have received email messages from students (and parents) thanking them for having faith in them (or their child) when they didn’t have it in themselves.

Orchestra: In order to prepare students for post-secondary college and or career opportunities, the orchestra directors feel that their students learn the following organizational and life skills through their participation in orchestra: importance of teamwork, problem solving, critiquing, evaluating, discipline, practice, attention to detail, and fine motor skill development. Students learn that their opportunities in orchestra are limitless.

Orchestra directors measure success of their program through subjective recording tests that measure individual student growth, the sense of community created, the social aspect, and the sense that the orchestra community is the students’ home away from home. Furthermore, they feel that their students are always striving to be better.

Theatre: Theatre teachers teach and reinforce core curriculum through the culmination of all content areas such as literary analysis, historical analysis, science and math concepts that directly or indirectly apply to theatre and how to apply those skills in everyday life.

Much of their students’ success comes from the students’ ability to peer teach through teamwork, collaboration, problem solving, and critical thinking skills. Theatre teachers develop and sustain relationships with students through various methods of correspondence. Some students pursue their love of theatre in college while others may or may not continue their work in the theatre field. The biggest compliment to the theatre teachers is when students tell them that they taught them how to be a better person through the many opportunities for collaboration, teamwork, and problem solving.


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6. What professional learning opportunities and accolades/distinctions are received by VPA

staff?

Examples of professional learning opportunities based on focus group discussions are listed below:

Art: Professional learning opportunities available to them in CCISD, such as Teachers in Studio, which is a four week hands-on workshop opportunity teachers participate in each summer. Teachers in Studio is open to all K-12 Art teachers in CCISD. Teachers meet three days a week during this four week period to share artistic techniques, discuss vertical alignment, visit artists’ studios for gallery crawls, complete art projects, and collaborate with one another on their teaching and learning. Teachers also conduct and attend conferences across the country, attend courses at Glassell School of Art in Houston, and attend Advanced Placement updates at Rice University. Teachers also participate in curriculum writing, which focuses on lesson development and alignment with the TEKS.

Band: Professional learning opportunities include collaboration opportunities during late arrival days and the vertical alignment discussions with feeder campuses. Each band director benefits greatly from the visits of retired band directors (clinicians) who work with the bands a few times per month on various instructional techniques. The bands also compete in UIL and Bands of America competitions, and the feedback provided from each competition allows the band directors opportunities for professional growth. The goal is to provide entertainment, which appeals to the masses.

Choir: Professional learning opportunities include attendance at the Texas Music Educators Association (TMEA) and the Texas Choral Directors Association (TCDA) conferences in which participants attend college-level workshops and learn about the newest literature regarding high school choir. Choir teachers also have opportunities to collaborate with one another during late arrival days, in which professional learning regarding horizontal alignment occurs in conjunction with sharing students’ experiences.

Dance: Dance teachers also attend summer workshops in Austin, Dallas, or Houston, but feel that they are leading the way of dance in the state and are ready to attend out of state workshops and conventions in order to further their learning as dance teachers. They feel that their collaboration opportunities are attributes of the success of the program.

Orchestra: Professional learning opportunities include district professional learning days which allow them participate in personalized learning. The orchestra directors also attend the Texas Music Educators Association (TMEA) conference and the Texas Orchestra Directors Association (TODA) conference. Attendance at both conferences accumulates up to sixty hours of professional learning (up to thirty hours each). Directors also judge UIL competitions for professional learning hours.

Theatre: Professional learning opportunities include conference attendance (Texas Educational Theatre Association (TETA) conference in Dallas and the National Qualifier in Lincoln, Nebraska). The teachers work closely with Theatre Under the Stars, or TUTS, and Alley Theatre in order for students to have opportunities to tour the facilities. Teachers also prepare students for college theatre auditions. One teacher does freelance work for various production companies, which also provides students with networking opportunities for post-secondary career options.


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Staff Accolades

Campus Teacher Accolade

Clear Brook High School Alicia Moore Two person exhibition at San Jacinto College Gallery

Clear Creek High School Sue Lienhart Two person exhibition at San Jacinto College Gallery; Woodlands Waterway Arts Festival Best of Show in Drawing/Pastels

Clear Falls High School Shara Appanaitis Fund For Teachers grant recipient; Clear Creek Education Foundation Grant recipient; BIG Show participant ; Lawndale Art Center

Clear Springs High School Eric Pearce Fund For Teachers grant recipient

Goforth Elementary Dawn Laird Presenter at TAEA State meeting (Galveston); Teaching American History grant recipient

Mossman Elementary Andrea Donovan-Hull

Clear Creek Education Foundation Grant recipient

Clear Creek High School Sue Lienhart Colored Pencil Society Presenting Artist

Clear Creek High School Terri Foltz-Fox Professional Development consultant for Alief ISD; International Quilt Festival invited artist

Clear Springs High School Lisette McClung Clear Creek Education Foundation Grant recipient

Gilmore Elementary Maryanna Rudecki Clear Creek Education Foundation Grant recipient

Goforth Elementary Dawn Laird Teaching American History grant recipient

League City Elementary Charlotte Aalund Campus Teacher of the Year

Mossman Elementary Andrea Donovan-Hull

Campus Teacher of the Year

Clear Springs High School Eric Pearce BIG Show participant ; Lawndale Art Center

Clear Springs High School Lisette McClung National Society of Artists Juried National Exhibition; National Society of Artists presenting artist (plein air painting)

Goforth Elementary Dawn Laird Campus Teacher of the Year

North Pointe Elementary Shara Mills Clear Creek Education Foundation Grant recipient

Clear Brook High School Chelsea Dowden CEDFA Conference presenter

Clear Falls High School Christina Singleton TDEA Director of the Year Data provided by VPA staff (TMEA UIL Region 17)

Art and dance teachers at all levels, have received numerous awards and honors for their contributions to the Arts. The above table is a small sampling of some of the awards and honors teachers have received over a three year period.


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Staff Accolades

Campus Teacher Accolade

Brookside Andie Troutman Teacher of the Year for 2013-14 school year for Brookside Intermediate; served as conductor for Deer Park and Pasadena All City Bands

Westbrook Tom Dinardis Conducted a middle school region orchestra in PISD last year

Clear Springs HS David Barker Texas Thespian State Convention 2014; Texas Educational Theatre Association; Theatrefest 2012

Clear Lake Intermediate

Teri Brockway Conducted the Region 19 Junior High Band in the fall of 2013

Clear Springs HS Rob Phillips Directed the TMEA Region 10 High School Men’s Choir in 2012-2013; 2014 TCDA Conference (Junior High Division): Pop Show Makeover

Clear Lake HS Megan Beard An HEB Excellence in Education State Finalist in spring of 2013

Clear Lake HS Bryan Buffaloe

Conducted 6 region All-region orchestras; Conductor – South Carolina All-State Philharmonic; TMEA State Honor Director 2013 and 2014; Inducted into Mu Omicron – Professional Orchestra Directors Fraternity 2012; National Orchestra Gold Cup Director 2012; Clinician at TMEA Convention 2012 and 2013; Clinician for TODA Convention 2012 and 2013; Staff development Presenter for Fort Bend ISD – August 2012; Staff development Presenter Cy-Fair ISD – August 2013

Data provided by VPA staff (TMEA UIL Region 17)

Band, orchestra, and theatre teachers have received numerous awards and honors for their contributions to the Arts. The above table is a small sampling of some of the awards and honors teachers have received over a three year period.


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Class and Extracurricular Fees Fees for classes range from $0 to $60 for the year. District Extracurricular Fee applies for all students participating in Choir, Color/Winter Guard, Dance Team, Marching Band, Orchestra, and designated Theatre courses. Extracurricular fees for intermediate students is $30 for the first student and $20 for each additional family member up to three additional members. High school student fees are $50 for the first student and $30 for each family member up to three additional members. Economically disadvantaged students have fees reduced or waived. Extracurricular fees began in 2012-13 in CCISD.

Intermediate

Course Fee

Art grade 6 $20

Art (2 and 3 dimensional) $10

Advanced Art $25

Studio Art $25

Intro to Electronic Media $10

Choir $20

High School

Course Fee

Art $25

Drawing $40

Painting and Sculpture $50

Jewelry $60

Ceramics $50

Electronic Media $50

Art History $25

Studio classes $50

Theatre $20

Music Theory $30

Band

School owned instrument $100

School owned instrument – summer $25

Orchestra

School owned instrument $100

School owned instrument – summer $25

Uniform cleaning (each cleaning) $5.50

Choir $20 Fees based on CCISD Student EPG


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Based on revenues and expenditures provided by the CCISD Finance Department, the cost per student is calculated for intermediate student activity funds, high school student activity funds, and for all students enrolled in the VPA program the expenses from general funds.

General fund expenditures include supplies, textbooks, furniture, equipment and equipment repair, travel, membership dues, food, insurance, and extra duty pay. Salaries and stipends were not included as part of the activity or general fund expenses.

Intermediate Revenues and Expenditures by Content

Intermediate Student Activity Fund Band Choir Orchestra Theatre Art

2009-10

Revenues $258,610 $72,478 $66,155 $49,631 $27,226

Expenditures $234,474 $70,573 $65,223 $47,018 $26,939

N 1,935 832 1,080 1,523 1,642

Expenditures Per Student $121.18 $84.82 $60.39 $30.87 $16.41

2010-11

Revenues $214,770 $70,170 $76,654 $43,467 $25,345

Expenditures $233,796 $66,614 $70,923 $39,178 $19,217

N 1,920 929 1,180 1,460 1,578


2011-12

Revenues $217,851 $110,190 $47,285 $56,238 $33,982

Expenditures $240,434 $107,569 $56,871 $43,887 $28,659

N 1,933 1,188 1,251 1,919 2,042


2012-13

Revenues $186,319 $125,640 $53,814 $51,591 $36,230

Expenditures $171,896 $123,831 $55,060 $54,164 $32,553

N 2,000 1,363 1,471 1,971 2,085


2013-14

Revenues $232,343 $100,705 $80,121 $55,644 $46,567

Expenditures $225,315 $106,571 $74,133 $56,789 $34,318

N 1,990 1,356 1,571 2,070 2,047


Summary

Revenues $1,109,892 $479,184 $324,028 $256,572 $169,349

Expenditures $1,105,914 $475,158 $322,210 $241,036 $141,687

N 9,778 5,668 6,553 8,943 9,394


Financial data provided by CCISD Finance Department

Intermediate student revenues are based on student class, standard extracurricular fees including UIL participation fees for Concert and Sightreading competitions, booster club contributions, student fundraisers, or donations made to the organization. Examples of expenses are class supplies, travel, and fees for competitions.

The average expenditure per intermediate student over the five year period of this study based on campus and student activity funds is $113.10 for band; $83.83 for choir, $49.17 for orchestra; $26.95 for theatre; and $15.08 for art.


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High School Revenues and Expenditures by Content

High School Student Activity Fund Band Choir Orchestra

2009-10

Revenues $601,742 $181,120 $243,034

Expenditures $560,592 $170,816 $236,228

N 782 618 1,080

Expenditures Per Student

$716.87 $276.40 $218.73

2010-11

Revenues $658,772 $214,287 $164,835

Expenditures $654,967 $226,954 $149,641

N 794 651 1,180


$824.89 $348.62 $126.81

2011-12

Revenues $462,144 $173,309 $111,265

Expenditures $454,599 $163,457 $117,436

N 815 682 1,251


$557.79 $239.67 $93.87

2012-13

Revenues $804,078 $165,198 $293,883

Expenditures $840,773 $152,130 $301,183

N 888 712 1,471


$946.82 $213.67 $204.75

2013-14

Revenues $673,833 $241,592 $163,051

Expenditures $669,108 $259,098 $173,640

N 908 705 1,571


$736.90 $367.51 $110.53

Summary

Revenues $3,200,570 $975,506 $976,067

Expenditures $3,180,038 $972,454 $978,128

N 4,187 3,368 6,553


$759.50 $288.73 $149.26


High school student revenues are based on student class, standard extracurricular fees including UIL participation fees for Concert and Sightreading competitions, booster club contributions, student fundraisers, or donations made to the organization. Examples of expenses are class supplies, travel, and fees for competitions.

The average expenditure per high school student over the five year period of this study based on campus and student activity funds is $759.50 for band; $288.73 for choir, and $149.26 for orchestra.


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High School Revenues and Expenditures by Content (Continued)

High School Student Activity Fund Theatre Art Dance Music Theory

2009-10

Revenues $67,365 $68,145 $403,474 $139

Expenditures $62,240 $65,635 $386,375 $0

N 1,235 2,057 1,183 105


$50.40 $31.91 $326.61 $0.00

2010-11

Revenues $67,337 $66,448 $391,036 $0

Expenditures $65,966 $57,096 $363,909 $907

N 1,288 2,123 1,075 101


$51.22 $26.89 $338.52 $8.98

2011-12

Revenues $75,154 $55,897 $408,012 $0

Expenditures $75,001 $57,586 $394,429 $0

N 1,476 2,123 1,159 66


$50.81 $27.12 $340.32 $0.00

2012-13

Revenues $158,743 $65,118 $515,376 $0

Expenditures $160,895 $60,880 $518,862 $0

N 1,528 2,113 1,196 93


$105.30 $28.81 $433.83 $0

2013-14

Revenues $71,501 $66,318 $438,574 $550

Expenditures $63,661 $59,000 $426,436 $96

N 1,532 2,169 1,098 93


$41.55 $27.20 $388.38 $1.04

Summary

Revenues $440,100 $321,924 $2,156,473 $689

Expenditures $427,762 $300,198 $2,090,012 $1,003

N 7,059 10,585 5,711 458


$60.60 $28.36 $365.96 $2.19


The average expenditure per high school student over the five year period of this study based on campus and student activity funds is $60.60 for theater, $28.36 for art, $365.96 for dance, and $2.19 for music theory.


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Summary of Secondary Revenues and Expenditures

Intermediate

Total High School

Total Total Campus Activity Funds

2009-10

Revenues $474,099 $1,565,019 $2,039,118

Expenditures $444,227 $1,481,887 $1,926,113

N 7,012 7,060 12,992


$63.35 $209.90 $148.25

2010-11

Revenues $430,406 $1,562,715 $1,993,121

Expenditures $429,728.00 1519439.88 $1,949,168

N 7,067 7,212 13,099


$60.81 $210.68 $148.80

2011-12

Revenues $465,546 $1,285,781 $1,751,328

Expenditures $477,420 $1,262,508 $1,739,928

N 8,333 7,572 14,654


$57.29 $166.73 $118.73

2012-13

Revenues $453,594 $2,002,396 $2,455,990

Expenditures $437,505 $2,034,721 $2,472,226

N 8,890 8,001 15,458


$49.21 $254.31 $159.93

2013-14

Revenues $515,380.14 $1,655,419 $2,170,799

Expenditures $497,126.19 $1,651,039 $2,148,166

N 11,203 8,076 15,539


$44.37 $204.44 $138.24

Summary

Revenues $2,339,025 $8,071,330 $10,410,355

Expenditures $2,286,006 $7,949,594 $10,235,600

N 32,989 37,921 71,742


$69.30 $209.64 $142.67


A summary of all revenues and expenditures at the secondary campuses during the five year period of this study is displayed in the above table. The total revenues was $10,410,355, total expenditures was $10,235,600. Average expenditure per student over the five year period of this study was $142.67.


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District Level VPA Activity and General Fund Revenues and Expenditures

VPA Activity Fund

2009-10 Revenues $84,941

Expenditures $53,757

2010-11 Revenues $5,808

Expenditures $5,333

2011-12 Revenues $7,535

Expenditures $5,153

2012-13 Revenues $4,071

Expenditures $4,563

2013-14 Revenues $0

Expenditures $0

General Fund Revenues and Expenditures

2009-10

Revenues $30,912


N 28,159

Expenditures Per Student $26.26

2010-11

Revenues $42,157


N 28,463


2011-12

Revenues $39,715


N 29,212


2012-13

Revenues $46,907


N 29,773


2013-14

Revenues $40,774


N 30,132


Summary

Revenues $200,465

Expenditures $4,121,562

N 145,739

Expenditures Per Student $28.28 Financial data provided by CCISD Finance Department

The VPA activity fund is used for major events where admission is charged and revenues are used to pay for the performing artist. Donations for scholarships are also included in the revenues and the scholarship payments are reflected in the expenditures.

VPA general funds serve all students grades K-12 who are enrolled in a VPA course. The expenditure per student ranged from $24.79 to $31.93 during the five year period of this study with an overall average of $26.90 expenditure per student.


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VPA Secondary Stipends

Intermediate

2011-12 2012-13 2013-14 2014-15

Band Director $6,250 $6,250 $6,250 $6,500

Assistant Director $3,200 $3,200 $3,200 $3,650

Choir Director $3,500 $3,500 $3,500 $3,500


Orchestra Director $4,250 $4,250 $4,250 $4,400


Theatre Arts Director $1,550 $1,550 $1,550 $1,600

Assistant $1,250 $1,250 $1,250 $1,250

High School

2011-12 2012-13 2013-14 2014-15

Band Director $12,500 $12,500 $12,500 $15,000


Color Guard Sponsor $3,000 $3,000 $3,000 $3,000

Choir Director $5,500 $5,500 $5,500 $5,750


Orchestra Director $6,850 $6,850 $6,850 $6,850


Dance Team Sponsor $6,750 $6,750 $6,750 $6,950

Assistant $2,900 $2,900 $2,900 $3,070

Theatre Arts Director $4,500 $4,500 $4,500 $4,750

Assistant $3,350 $3,350 $3,350 $3,350

Intermediate and high school directors and sponsors for band, choir, orchestra, theatre arts, color guard, and drill team receive a stipend. Stipends range from $1,250 for assistant theatre directors to $6,500 for band directors at the intermediate level. Stipends range from $3,000 for color guard sponsor to $15,000 for band directors at the high school level.


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Appendix A

CCISD’s Strategic Plan includes the following seven strategies, and the VPA Program aligns with each strategy as detailed below:

I. We will inspire learning through an array of personalized opportunities and experiences. Students are exposed to art and music classes in elementary school and are required to enroll in at least one fine arts course in intermediate school. Students who enroll in VPA courses experience personalized learning opportunities in order to maximize their learning, which is tailored to their interests in Visual and Performing Arts, including school theatre productions, concerts, participation in festivals and community events/performances, participation in drama club, opportunities for solo and group performances, and opportunities to attend field trips.

II. We will provide student support to meet the needs and aspirations of each student. As conveyed in the VPA focus groups, VPA teachers support students’ needs and aspirations through the relationships they build with their students and the community in which the teachers and students create. Teachers feel that through the students’ experiences in VPA courses, they have acquired the necessary lifelong skills, which will help them be successful in everyday life, including, but not limited to skills such as teamwork, collaboration, persistence, critiquing, and problem-solving.

III. We will ensure safe and nurturing learning environments. Teachers provide a community in which students can take risks in their learning, and as a result, they have developed problem solving skills which allow them to thrive in their learning environment. Through their experiences in VPA courses, students learn to provide critical feedback and criticism to their peers as well as to accept it. Students internalize the need to grow personally and professionally as an actor, artist, dancer, singer, band member, or member of the orchestra.

IV. We will ensure each student understands and assumes his or her role as a productive citizen. Throughout students’ high school experience, their class time is valued in each of the VPA courses as their experiences continue beyond the course curriculum, which supports and expands upon their productivity in the community. Conveyed in the teacher focus groups, students have been encouraged to take risks and be effective and efficient problem solvers through experimentation, which will not only help them in the classroom, but beyond the classroom doors as well. Through the many community events and performances in which students participate, they learn how to interact with community members in order to support the district and the community as a productive citizen.

V. We will broaden and strengthen connections within our communities. Since art and music participation begin in elementary school and continue in intermediate and high school (with the addition of other VPA content areas), PK-12 communities play a crucial role in supporting one another through community VPA events and performances. CCISD’s VPA program has also established many community partnerships which allow the community members to experience VPA performances firsthand and in turn, provides the students opportunities to give back to the community.


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Appendix A

VI. We will ensure mutual understanding and support through effective communication. Through the students’ experiences in VPA courses, they learn effective communication skills as they collaborate with one another through the many opportunities available to them within each of the VPA content areas. In terms of communication regarding community events, information is communicated via the CCISD website and to all of CCISD’s employees via email. Furthermore, teachers discussed in the focus groups the importance or interacting and collaborating with their content area peers, district-wide. They feel that these opportunities for communication and support of one another maximize the program’s potential.

VII. We will build capacity for organizational change. As evidenced through the focus group discussions, teachers enjoy the collaborative professional learning opportunities within their VPA content areas that are available to them and feel that those opportunities greatly benefit them. Teachers also enjoy the flexible personalized professional learning opportunities available to them. Many VPA teachers also attend and conduct professional learning sessions outside of the district through their attendance at state conferences which specialize in their specific content area.


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References

Massoni, Erin (2011). Positive Effects of Extra Curricular Activities on Students, ESSAI: Vol. 9, (27), pages 1-4.

Parsad, B., Spiegelman, M. & Coopersmith, J. (2011). A snapshot of arts education in public elementary and secondary schools: 2009–10 first look, p. 1-75. Retrieved from: http://nces.ed.gov/pubs2011/2011078.pdf

Ruppert, Sandra S. (2006) Critical evidence: How the arts benefit student achievement, pg. 1-20. Retrieved from http://www.nasaa-arts.org/Publications/critical-evidence.pdf.

Texas Art Education Association (TAEA) Visual Arts Scholastic Event (VASE) (2015) Jr and HS VASE Overview. Retrieved from: http://www.taea.org/vase/default.asp.

Texas Dance Educators Association (TDEA) (2015). Dance educators assessment of learning. Retrieved from: http://www.tdea.org/deal.html.

http://nces.ed.gov/pubs2011/2011078.pdf

http://www.nasaa-arts.org/Publications/critical-evidence.pdf

http://www.taea.org/vase/default.asp

http://www.tdea.org/deal.html


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Superintendent’s Recommendations

1. We will consider developing a cycle of replacement instruments for students who are economically disadvantaged by March 2016.

2. We will develop metrics in the VPA Program and incorporate them in the Community Based Accountability Report by August 2015.

visual and performing arts program evaluation 2009-10 to 2013-14

Documents