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Time for TED debate on Quality PreK! Let’s Get Real!

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If you are a teacher like me, who goes to school everyday with the aim of improving children’s lives through education, please read this article in today’s (06/14/2013) ‘Education Next’ – ‘How Poverty Is Like Global Warming (& Other Parting Thoughts)’.

It is the last of a series of blogs between Michael Petrilli’s and Deborah Meier, the highly respected ‘founder’ of the modern small schools movement.

In the blog, Mr. Petrilli’s comments that “High-quality preschool, for instance, has great potential, but we don’t really know how to scale up the kinds of programs that have gotten dramatic long-term results.”

Read that twice.
What Mr. Petrilli is saying, by default, is that the programs that have gotten results (like Appletree in DC) have uneconomic teacher-student ratios and require lots of intensive training.

I completely disagree with Mr. Petrilli’s sentiments and substance.
I’ve posted my response on the Education Next blog site.

But, just in case, moderators at Education Next decide not to publish the response (be interesting to see), I thought the issue is so important, I’d publish it this blog.
(Update: After 24 hours, my response not yet published!)

Mr. Petrilli might not know how to scale up high quality PreK but I do!
I have spent 10 years doing it – developing Jazzles ELA.
It is a highly scalable ‘Arts in Education’ early education/beginning literacy program that transforms children’s intellectual and emotional engagement.

It’s not theory; its at work in schools in the US and Australia.
Two independent theses proves it works for Kindergarten children.
Anecdotal reports show it works for PreK.

I cannot provide the long-term stats that Mr. Petrilli relies on because that is a chicken and the egg argument.
After all, the egg is now being laid!

What amazes me is that there are so many educators, like Mr. Petrilli, who make statements like this yet so few who invite educational innovators, particularly ordinary, ‘working at the rockface’, teachers like you and me, to present their 21st Century solutions.

Think about this way!
Despite nearly 50 years of national focus, the majority of children in the U.S. are still failing to read at a proficient level.
So academia and mega-publishers really can’t claim to have monopoly on solutions – their record is not that good!

  • Why do we place so much value on their formula solutions?
  • Why do we never ask them to prove their solutions to engage diverse children on standard teacher/student ratios?

Why? Because if you can’t engage, you cannot teach them? And here’s a fact you’ll never read! A 2007 PISA (OECD) study, showed levels of ‘engagement’ is the single factor that differentiated the nations with the highest and lowest levels of student achievement. And that goes for PreK too!

So Mike Petrilli, Sir Ken Robinson, Lord Puttenham, Geoffrey Canada, Dr. Jawanza Kunjufu, step up to the plate for a real debate on what constitutes a new model for high quality PreK that, unlike A+ schools, Appletree, (et.al.) highly scalable, highly cost effective (ok, let’s use the word cheap) and transforming for the disadvantaged.

I’m ready! Let’s do it on TED! BECAUSE it is a debate worth having!
And by the way, lets not focus always on poverty because there are so many abused and stressed kids we need to help too.
If you agree with this post, and your mad with the naysayers, use Twitter and Facebook to send it viral!
It’s worth it!

BIG NOTE:
Love it! New website ‘Teachers’ Letters to Bill Gates‘ is publishing messages from teachers to the Microsoft founder

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Serving a new definition of educators! At last!

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For every one interested in the return of Arts to the mainstream curricula, I encourage you to click the link below and read this excellent article:
Reading Through the Arts – How theater and visual arts can engage students in reading.’

What amazed me was the article’s source – it is from ARTSEDGE, an education program of The Kennedy Center.

Maybe I’m showing a bit of naiveté, but I had never associated The Kennedy Center as a mainstream source for teaching and learning in the arts.
Now, thinking about Jacqueline Kennedy’s role in using the White House to “showcase” the arts and her role in establishing the National Cultural Center, now The John F. Kennedy Center for the Performing Arts, it all makes a lot of sense!

One statistic stands out.
On it’s ‘Welcome to ARTSEDGE’ webpage, The Center says:

“The full impact of ARTSEDGE might be measured by considering that of the eleven million people who participate in Kennedy Center Education Department programming each year, four million do it through ARTSEDGE resources.”
That’s a lot of people!

And the best is yet to come:

The Welcome page continues:
“In an education landscape that is evolving with new ideas of how, when and where we teach, learn and create, the ARTSEDGE team has revisited every part of what— and how—we offer resources. We are expanding our content to serve a new definition of educators, encompassing classroom and out-of-school teachers, with the single-minded goal to support arts-based student learning, whether in the classroom or an informal learning environment, like the home. We’re focused on ways to support innovative teaching with the arts, and meet changing trends in education and to accommodate the ever-evolving impact of technology in our lives. ”

I love it! I hope you do too!
Lesley Beth
(Note: I found the link through Twitter, which provides me with more insight and links to educational movers and shakers than any search engine has ever done.)

Note: From Wikipedia: The John F. Kennedy Center for the Performing Arts is the busiest performing arts facility in the United States and annually hosts approximately 2,000 performances for audiences totaling nearly two million; Center-related touring productions, television, and radio broadcasts welcome 20 million more. Now in its 41st season, the Center presents the greatest examples of music, dance and theater; supports artists in the creation of new work; and serves the nation as a leader in arts education. With its artistic affiliate, the National Symphony Orchestra, the Center’s achievements as a commissioner, producer, and nurturer of developing artists have resulted in over 200 theatrical productions, dozens of new ballets, operas, and musical works.

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Helping the President’s Committee on the Arts And the Humanities!

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Recently, I came across two excellent reports focused on using the Arts to power engaged learning.

The most recent is UNESCO’s ‘Releasing the Power of the Arts – Exploring Arts Education in the Asia-Pacific’, a very detailed case as to why the Arts is moving to the center of education in countries recognized for having some of the best education in the world, like South Korea (ranked #2) Singapore (ranked #3) and Hong Kong (ranked #5).

The second is from the President’s Committee on the Arts and the Humanities focusing on using the Arts to help turn around low-performing schools. Developed in cooperation with the U.S. Department of Education and the White House Domestic Policy Council, the Turnaround Arts initiative is a public-private partnership designed to narrow the achievement gap and increase student engagement through the arts.

On the PCAH website is reference to its “landmark study ’Re-investing in Arts Education: Winning America’s Future Through Creative Schools’ which provides an in-depth study of arts education and its effect on student success.”

In the report’s recommendations, is coverage of three widely used approaches:

  1. Standards-based approach using certified arts specialists.  
  2. Arts integration relying more on classroom teachers.
  3. Teaching artists programs, typically involving working artists.

Each has its merits but generally the report recognizes the constraints of budgets as well as the pressure of ‘teaching for the test’ that has seen dramatic falls in the role of arts.

In an interesting footnote on Page 31 of the report, it says “Many state arts agencies have experienced dramatic budget reductions. The Florida state agency, for example, has less than $1 million for all state arts activities, including arts education, down from a high of $39 million. The Michigan state arts agency had a $29 million budget for grants in 2002 and now has $2 million for the entire state. (In Ohio)… over 80% of classroom teachers report receiving no professional development in the arts.  Arts-related field trips have declined and over one-third of schools have not had an arts related assembly in three years.”

None of this is really new.
That’s why, over 10 years ago, I started looking at ways to integrate the arts in ways that power a relationship with other classroom skills – and particularly literacy.

So it came as no surprise to read in the report that: “The documented benefits of arts integration have also been accumulating over the past decade, although only recently have researchers begun to understand why arts integration may hold unique potential as an educational reform model.
That is really worth reading a second time!

Additionally, I liked the following recommendation on page 50 of the report:

Recommendation 2. Develop the field of arts integration.
Many individuals cited the promise of the arts integration approach; we learned about model arts integration programs and efforts to train arts specialists and classroom teachers in arts integration methods. As arts integration has not received as much concerted attention as standards-based approaches, the field needs development and support to realize its full promise. We agree that the arts will have a more secure place in the curriculum when teachers experience firsthand the deepening of learning in their subjects that comes from incorporating arts teaching strategies, and working in collaboration with arts specialists and teaching artists.

No one agency or professional association “owns” arts integration, so the potential for development, including evaluation and codification of quality practices, is wide open. Further development of the field of arts integration will depend on initiatives undertaken by institutions of higher education (for both pre-service and in-service education), professional development providers (including state arts and education agencies, nonprofit arts organizations), and state agencies and private funders providing targeted support.”

End Thought
For Kindergarten, arts integration has actually received concerted attention from me in a standards-based approach. So naturally, I have offered Jazzles ELA as a best practice case study to PCAH. We have two theses to assist them

The lack of any publisher interest in Arts Integration, is why Jazzles ELA is the only scalable program of its type in the world.

Effectively, it comes as an ‘in-the-box’ package that can be rolled out today and made available to every school in the USA in time for August 2013.
Why and How?
Because all Jazzles ELA needs is an internet connection and a few web-hosted seminars to familiarize teachers with the methodology.
(Note: Music and drama teachers just get it straight away! It’s so intuitive!)

If you are looking for an Arts in Education/Integrated Arts Program for:

  • Kindergarten (and/or PreK) 
  • Virtual School
  • After Hours
  • Summer Camp
  • Mixed Ability/Diverse Classes

just contact me, Lesley Beth and I’ll deliver you a ‘PCAH-style’ package for you. It’s the only such program in the world!

Lesley Beth

 

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Arne Duncan Experiencing the Power of Songs

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 U.S. Secretary of Education

Arnie Duncan, U.S. Secretary of Education

Straight off!  They were not my reading songs but the outcomes are identical.

“As a parent, I have witnessed the ability of one arts educator to enrich the learning of my daughter and son, who attend a public elementary school that weaves science throughout the curriculum.

The school’s music teacher writes and teaches songs to the kids about science. In his music room, children sing about gravity, sedimentation, rocks, and the planets. Students sing, clap, and dance about solids, liquids, and gases.

On holidays celebrating American heroes, Mr. Puzzo writes songs for the students about them. Years later, when students sit down to take their SATs, they report humming Mr. Puzzo’s songs to recall historical and scientific content.

These musical experiences provide more than a memorization tool to master facts. They provide opportunities to experience learning in creative ways.
They engage students in musical experiences that introduce them to the power and beauty of the creative process for its own enjoyment and enrichment.

It’s an unfortunate truth that many schools today are falling far short of providing students with a full experience of the arts that helps them engage and succeed in other academic areas and build skills that would serve them well in the innovation economy. Too often, students are saddled with boring textbooks, dummied-down to the lowest common denominator. Today’s curriculum fails to spark student curiosity or stimulate a love of learning. As this report documents, the arts significantly boost student achievement, reduce discipline problems and increase the odds that students will go on to graduate from college. It demonstrates that arts education can play an important role in narrowing the achievement gap between minorities and whites. And it offers examples of arts-rich schools where teachers and visiting artists use the magic of the arts to illuminate literature, social studies, math, science, and other subjects.”

Source: President’s Committee on the Arts and the Humanities, Reinvesting in Arts Education: Winning America’s Future Through Creative Schools, Washington, DC, May 2011 Download the full report by clicking here.

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‘The Arts’ of Reading Excellence

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So much emphasis on English and math testing to the annihilation of the arts!
The tide has turned!

All over the country, parents want to know what creative arts programs their children will be offered.
They understand the benefits of creativity through music, art and drama.
Above all, they want their children to be eager to go to school, socialize with their peers, as well as having learning confidence!

Teachers are overwhelmed with overcrowded curricula.
Cut backs have chewed into music, performance and visual arts programs.
But now, even governments are recognizing the positive evidence for including the Arts in schools

But what if Visual and Performing Arts became the medium through which children learn to read, write and communicate?

That’s what Jazzles ELA does. It uses the Arts to absolutely power vocabulary, phonemic awareness, print awareness, letter-sound correspondence, comprehension and fluency through its ‘learn to read’ songs and themed activities.

Jazzles amusing, animated and ‘captioned’ songs, simultaneously engage visually, kinetically and aurally – so every child’s learning style is addressed. Optimized, and mostly intuitive, children are learning all the 6 beginning reading skills through hearing, singing, following the words while performing ‘karaoke (they love that!), miming, dancing and playing percussion instruments to the beat.
Children are interacting socially through choral singing and performance, to learn, automatically and happily, initial sound frequency, high frequency/sight words and grammatical information – all in alliterative, song stories with meaning! It’s all fun practice and never rote.

Afterwards, children collaboratively work in pairs or groups to re-purpose internalized song sentences and research related topics to become script-writers, TV reporters or producers of mini dramas. You can even video these performances for review!
It’s massive, creative engagement – powering contextual vocabulary and oral language delivery – as well as non-cognitive skills of co-operation, performance, confidence and self-esteem.

And after school, brimming with confidence, your students will go home and ‘teach’ their parents and siblings the songs they’ve learned, showing off their word power while explaining the roles they’ve played!
Even if their parents can not functionally read, they can sing a song..
So now there is positive ‘schools to home connect’ with literacy benefits!

Jazzles ELA has a ‘learn to read’ package with over 400 scaffolded, song-themed, interactive resources integrated into its research-based methodology and pedagogy. Two independent theses prove it works at exceptional levels.

We all know the recall-power of music and song!
Just watch American Idol and see the judges sing every memorized word along with the performers!
Music, performance and coral singing engage students. Every teacher understands how beneficial that can be!

Compare Jazzles ELA to other early reading program relying on rote practice and sight word cards!
Which do you think students would rather?

Could marrying Creative Arts with Language Arts be the ultimate solution?

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What one of America’s Most Respected Educators Thinks About Jazzles

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Back in 2008, James J. Harrigan Principal New York State Recognized Closing the Gap School, agreed to write a review of our Jazzles program. Since then, we have done an enormous amount of work on integrating Jazzles to meet and mostly exceed the Common Core State Standards for Kindergarten ELA; created ‘advanced’ ELA Lesson Plans, added a few resources, and renamed the program Jazzles ELA.

Principal Harrigan is a veteran educator with over 30 years experience within the nation’s largest Public School System. He is a past recipient of the New York State Catholic Teacher’s Association’s EDUCATOR OF THE YEAR, the New York City Board of Education SUPERVISOR OF THE YEAR award and the Emerald Society’s EDUCATOR OF THE YEAR. Here is his forword to a manual we created on the Jazzles methodology and pedagogy, soon to be republished.

THE JAZZLES LEARNING SYSTEM

If someone told you that your 5-6 year old child could be guaranteed to graduate from high school, more than likely graduate from college as well, and earn an extra million dollars over the course of their work career, you’d probably say “Where do I sign up?”

Well, the above scenario is not a hypothetical situation. In reality, nearly 40% of parents of children beginning school in kindergarten or grade one face this situation. Why? Because their children do not have the requisite skills to become proficient readers and will be relegated to a second class academic and economic status.

The cold statistics of decades of educational research confirm the following statement: Nothing is more critical to the academic success of a child, as well as their future economic and social well being, than the ability to read well and with understanding.

That is why, as a principal of an urban elementary school for 20 years, I strongly recommend the Jazzles Learning System as an effective and cost efficient tool to increase student reading achievement.

Before I return to why I know Jazzles is an effective program to help struggling reading and enhance the reading ability of all young readers, let’s briefly examine the state of reading in the United States:

Despite nearly 50 years of national focus on reading development, from the 1960’s ESEA legislation to the recent NCLB initiative, the majority of children in the U.S. are still failing to read at a proficient level. These statistics, based upon the most recent (2007) National Assessment of Educational Progress *(NAEP) of reading achievement, are sobering, if not alarming.

What does NAEP tell us? It tells us that only 67% of grade 4 students scored at or above the basic level, with only 33% of students scoring at the proficient level. Conversely, this means that one-third of this national representative sample of 4th graders scored below basic, that is, they do not even have an even partial mastery (the definition of basic) of the skills necessary to become good readers.

So what is the usual reaction to this dire news and depressing statistics?

Both parents and educators usually grasp on to the latest reading initiative or embrace the “flavor of the month” reading program. Alas, as any experienced teacher will tell you, there is no panacea or “silver bullet” to generate skilled readers.

However, there are communities and schools using curricula and programs, which defy the odds and turn out proficient and advanced readers. Their success story can be duplicated.

From my personal experience, the Jazzles Learning System falls into this elite category. Why? For a number of reasons:

Jazzles is practical and time-tested. An early childhood teacher with over 20 years of classroom experience teaching kindergarten and grade one students developed the program.

Jazzles utilizes a multi-sensory approach, emphasizing visual, auditory and kinetic activities and Jazzles is consistent with the latest brain research on learning. It takes the traditional activities of early childhood education and integrates them with 21st century literacy benchmarks and classroom technology advances – particularly interactive whiteboards.

What it really does superbly is take these traditional early childhood classroom activities, and through its interactive program of music, movement and creative games, it enhances and reinforces the literary skills expected of kindergarten and grade one students today.

Most importantly, Jazzles corresponds clearly with any balanced, comprehensive and sequential reading curriculum. Its games and activities are consistent with the essential elements of reading – phonemic awareness, phonics, fluency, comprehension and vocabulary development. For example, the Jazzles Learning System emphasizes nearly three quarters of the English language words included in most high fluency and sight word lists.

Jazzles is an individualized and differentiated learning system. The technology allows the students, whatever their reading ability, to access the program at their own level. The scaffolded learning system allows students to advance at their own pace. Jazzles also works especially well for ELL and special needs students who react immediately to the positive reinforcement and feedback built into the program’s strategy. As these special populations increase in number and percentage in our schools, Jazzles can be one pragmatic solution to help these students reach state and national literacy standards.

Lastly, and most importantly in a school or home setting, Jazzles is a near perfect supplement to a K-1 reading program. Through its feedback assessment system, it allows teachers to identify and isolate particular reading deficiencies and utilize Jazzles activities to target, remediate and reinforce the skills necessary to bring students up to grade level.

There is probably no greater joy for a parent or educator than to see a reluctant or struggling reader become totally engaged and enthusiastic about reading.

I have seen this occur consistently with students using the Jazzles Learning System- you can make it happen for your children as well.

James J. Harrigan
Principal
New York State Recognized Closing the Gap School

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Neuroeducation specialist wanted to test Jazzles ELA Conceptual Model.

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We are trying to find a neuroscientist / neuroeducation specialist to research why the Jazzles ELA program  and conceptual model achieves boosts in learning and reading skills.  
Educational equity would be the major beneficiary as well as facilitating quality teaching.
If you know of any institute or PHD who would be interested, please let me know.
Sincerely
Lesley Beth 
lesleybeth@jazzles.com
The Brief
Does the conceptual framework and the pedagogical methodology approach typified by Jazzles ELA boost memory, attention, language, reading skills, mathematical patterns, curiosity, preparedness for learning and global intelligences and if so how can this be demonstrated using for example fMRI,EEG with supporting data and images.
Background
Jazzles ELA is a very large music/song powered VAK multimedia program independently researched to boost literacy outcomes/reducing learning times.
Musically animated videos, catchy ‘can’t get it out of your head’ ear-worms/repetunes plus key changes and ‘same language’ subtitles appear to be the major factors.
Educational equity would be the major beneficiary as well as facilitating quality teaching.

See my previous blog Creating Mass Literacy – Overcoming Disadvantage

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