Executive Summary. Nashville School of the Arts

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1 Metropolitan Nashville-Davidson City Public Schools Dr. Gregory Stewart, Principal 1250 Foster Avenue Nashville, TN Document Generated On April 5, 2013

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 7 Additional Information 9

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? The is located at 1250 Foster Avenue in Nashville, Tennessee. Although the campus is a leased property, the school maintains approximately 140,665 square feet and houses an average of 700 students, grades The Nashville School of the Arts was awarded "A Tennessee Reward School" in 2012 by the State of Tennessee Department of Education. The is a school like no other in Middle Tennessee. Within its walls is a community of dedicated artists, both student and professional. There is a heart and diversity that is immediately detectable by visitors to our campus that fuels the commitment to develop and enrich the human spirit. Students at The have a rigorous schedule that requires more than just a commitment to their discipline within the arts. In addition to their artistic development, our students must also meet the regular curriculum requirements set forth by the state and district that all other high schools in Tennessee are required. Essentially, students graduate with additional credits beyond the expected graduation credits completed at traditional high schools throughout the state. The is a public, thematic specialty high school serving fine arts students in grades nine through twelve living within Metropolitan Nashville Public School District in Davidson County. As a magnet school, The maintains an entrance requirement that is completely skills-based through an auditioning process with no regard to lottery protocol as other magnet schools in the district. All students approaching grades 9-12 that are bona fied residents of Davidson County are eligible to apply for entrance. Applications are accepted as governed by the district in November of each year and auditions occur in early January. Students who are accepted major in an artistic program of studies specifically designed for each student in their area of concentration; either dance, theatre arts, visual arts, choral music, strings, band, guitar, piano, or media. Our faculty is a blend of young recent college graduates and veteran instructors. All have the same dedication and passion that we observe in the students at The. The fine arts specialists and the academic core professionals work collaboratively to afford students the ability to develop through an integrated extrinsic approach utilizing each student's intrinsic motivator. Additionally, our goal is to not only provide students instruction and development for future artistic endeavors, but to provide a rigorous college preparatory education for post-secondary plans. 45% of faculty members hold bachelor degrees; 47% hold master's degrees; 4% hold education specialist degrees; and 4% hold doctorate degrees. The teachers have received recognition for their achievements, including the Secondary Teacher of Excellence Award for Tennessee awarded by the National Council of Teachers of English, the Metropolitan Nashville Public Schools High School Teacher of the Year, the Tennessee Teacher of the Year, the Nashville Nissan Teacher of the Week, the Tennessee outstanding Achievement Award, the Golden Apple Award, and the Who's Who of Teachers. Our student population and demographics are consistent with similar arts academies in the nation. The socioeconomic data depicts a 31.48% qualification for meal assistance plans throughout a gender population of 63.84% female and 36.16% male demographic. Furthermore, the school's ethnicity enrollment maintains 34.85% Black, 56.52% White, 5.56% Hispanic, 2.49% Asian, 0.29% American Indian, and 0.29% Pacific Islander. The student population at The consistently holds a 94% attendance rate and a current 94.5% graduation rate. Approximately 80% of graduates enroll in a 4-year college or university, and 10% to a 2-year college. A sampling of the post-secondary schools attended by NSA graduates includes Columbia College (Chicago), Belmont University, Tuskegee University, Vanderbilt University, University of the South (Sewanee), Fisk University, Morehouse, Clark Atlanta, Berklee, Watkins College of Art and Design, Savannah College of Art and Design, Brown University, Howard University, Sterling University, Middle Tennessee State University, Carson-Newman, and University of Tennessee. 15% of The students pursue careers including those in the fine arts and performing arts, humanities, and the military upon graduation. Although unique in the design of entrance and the integration of artistic and curricular instruction, the greatest challenge is that of a Page 2

5 permanent home for such an incredible group of learners and professionals. The campus was designed to house The Nashville School of the Arts for only two (2) years and yet we are currently completing our tenth (10) school year at the present location. Unfortunately, the governances of student ratio compared to actual square footage prevent a desired increase in student enrollment and denies the affordability to accept additional applicants qualified for entrance. The physical property was renovated with temporary walls to divide an open space into modest classrooms, particularly in the academic wing of the campus. This design has somewhat created a crowded environment that does not fully support advanced technological infrastructures necessary for acceptable best practices for 21st Century instruction nor a venue for visual and media arts showcases. Moreover, the lack of an expected state of the art performance theatre is a crucial challenge for such an outstanding model of instruction and future national recognition. Page 3

6 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The Shared Vision " is committed to leading the nation in the integration of arts and academics." The Shared Mission "We will provide our students with a rigorous college preparatory education and the skills to succeed as professionals in the visual and performing arts." The Values and Beliefs "We believe that The primary goal of our school community is the pursuit of artistic and academic excellence. Educational growth will occur through the consistent integration of arts and academics. Artistic excellence requires exhibition and performance in a public venue. Through the lens of Common Core, we will provide knowledge and opportunities that are culturally relevant, globally aware, and based in 21st Century skills. Local, national, and international collaboration is vital to our success. The offers opportunities for excellence in both the academic and artistic development for every student. Within any arts discipline that a student chooses to pursue, a rigorous academic curriculum is also provided with an expected mastery level of any university or fine arts performance or study. Thus, the program of studies at The embodies standard, honors and advanced placement course sessions throughout. Honors courses are offered within every grade level and recently the offering of additional advanced placement course sessions have now become inclusive of grades Advanced Placement courses include AP English, AP U.S. History, AP Government, AP Human Geography, AP Environmental Science, AP Chemistry, AP Calculus, AP Spanish, AP Music Theory, AP Art History, and AP Studio Art (2D and 3D). Furthermore, the dance department is currently working to certify Choreography I and Choreography II as an Advanced Placement course and credit. Future professional constructs and expectations are that each certificated professional at The will be certified in at least one Advanced Placement Course and will offer at least one session in their daily master schedule. The school counseling department is designed to address the needs of all students by helping them to acquire competencies in career planning and exploration, knowledge of self and others, and academic development and expectations. Certified school counselors organize and implement the counseling program with the active involvement and support of parents, students, teachers, and administrators. The counseling department provides individual planning through test interpretation, academic planning, and college and career counseling. Responsive services are available for personal and small group counseling implemented through large group activities, classroom guidance, newsletters, and transition services. Additionally, the counseling program provides systemic support through parent/school communication and by building staff and community relationships. Juniors and seniors who wish to earn college credits while still in high school may participate in Dual Enrollment through Nashville State Community College or other participating institutions. Students may attend classes on campus, or participate in online courses. Students may receive both high school and college credit for all dual enrollment courses and the credits may fulfill core requirements at many colleges Page 4

7 and universities. To qualify, students must have a 3.0 GPA, and for academic classes, meet specific ACT subtest scores. Most importantly, student must be motivated to participate in a challenging courses session in a college environment. Furthermore, students are now afforded the option to be a part-time student within the Metropolitan Nashville Public School System Virtual School and thereby take a maximum of two (2) courses virtually per semester. Part-time enrollment allows for enhanced course offerings where students may take Advanced Placement Courses, courses for advanced credit, or other courses not offered. Learners are instructed online by highly qualified, certificated professionals who facilitate the course session and ensure student mastery via the district's Learning Management System (LMS) and other innovative instructional technologies. All courses are aligned with the district's instructional goals and Tennessee's academic standards, curriculum frameworks, and assessments. Additionally, all courses are accredit4ed and approved by the Tennessee Department of Education and Tennessee State Board of Education. MNPS Virtual School courses are free for MNPS students meeting the eligibility requirements and taking the course as part of their regular school day. An additional approach that embodies the purpose and vision of The is a Project Based Learning modality that is beginning to foster a holistic approach to instruction. Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. Such activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom. Project Based Learning is synonymous with learning in depth and a well-designed project provokes students to encounter (and struggle with) the central concepts and principles of a discipline, or interdisciplinary curricula. Project Based Learning teaches students 21st Century skills as well as content. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills. Project Based Learning is generally completed by groups of students working together toward a common goal. Performance is assessed on an individual basis, and takes into consideration the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization. Finally, Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general. An obvious correlation to the Project Based Learning approach is that of a Senior Capstone Experience. In the coming school year, , the will embark on a piloting exercise of the implementation of Senior Capstone Experiences. A capstone experience is a project that affords students to embrace their own learning and experiences by moving an idea or dream toward a topic of interest, specialization, community need, or career choice. Within the next two (2) years, all seniors will complete a capstone experience which may include, but is not limited to: senior project, virtual enterprise, internship, externship, work-based learning, service learning, and community service. Though not limited to a single approach, the obvious avenue through which students at The complete a capstone experience is through a senior showcase. The entire process is correlated through multiple educational departments, both artistic and academic. As the completed project is comprised of four primary elements, paper, product, portfolio, and presentation, each step of research and public performance is orchestrated through individual arts advisors and academic content instruction including Science, Mathematics, and English. Capstone Course Requirements Paper - A research paper that must be completed in conjunction with the senior English Class. Furthermore, the goal of the is to additionally utilize the senior math course sessions as a data and statistical dissemination laboratory of research analysis. The paper must be a minimum of ten (10) pages typed, double-spaced, MLA format and focus on a research topic that is related to the capstone project selected. The English teacher will assist students in completing this assignment and a grade for the paper will be assigned through the English Class. Each school's English department may assign additional requirements for honors, dual enrollment, AP, and IB courses. Page 5

8 Product - An actual product that the student plans develops, and implements based upon what they have learned through their experiences or research paper. Examples of products are: inventions, models, events, policies/procedures, manuals, campaigns, websites, apps or programs. Requirements include creation by the student, tangible, and relatable to the research paper and/or the documented field hours. Students who are choosing to do a project that involves other seniors have the option of combining their product and presentation as well as collaborating with other seniors to complete this requirement. Examples of this would be seniors who wish to perform a concert with songs they wrote or two seniors who showcase a completely student driven choreographed piece in public. Portfolio - Students maintain a binder that documents all work the student has completed through the capstone project. The portfolio must include a resume, letters of recommendation, documentation of hours, the research paper, photographs of the experience and product. All capstone students must document a minimum of forty (40) contact hours in the field. These hours may be earned at any time during the students' high school career, but must relate to the project. Presentation - Not to be confused with the product (i.e. - a performance or concert) student must create a PowerPoint or similar advanced technological document that is an overview of their capstone project and present to a minimum of three (3) educators, one (1) school administrator, three (3) students, and three (3) community members. Presentations must be between minutes leaving at least three minutes for questions. Student presentations must also reflect defining moments in their education, defining moments in their capstone experience, and future educational goals and career plans. An additional component of support and integration of both the academic and artistic vision and purpose of The Nashville School of the Arts is the newly adopted process of having all professionals involved throughout the audition entrance process. The current practice of such inclusion of all academic certified professionals have substantiated and established an expectation for all students and for all personnel. The most revealing element within the practice is that each academic teacher at NSA possesses artistic insights that complement the established arts specialists' expertise and fosters a collaborative unit of camaraderie and common purpose. Moreover, many professionals, including the current administration and parental stakeholders, has begun the practice of providing extracurricular master classes beyond the sanctioned school hours of the daily schedule in both artistic content areas and academic curriculum. For example, the Executive Principal offers courses in Advanced Music Theory while the orchestra director provides remediation in ACT preparatory sessions. Or, the choir director facilitates a writing course while two English teachers sponsor a Forensic Team and a Glee Club. The obvious integration of the faculty and staff supports the primary purpose and vision of The as it creates a model for students depicting that the historical separation of arts and academics is no longer an accepted practice or expectation through diminished and blurred boundaries between the two entities. Page 6

9 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Notwithstanding that the students at The are some of the most intelligent and talented students assembled in one school environment, areas of notable achievement presents an increase in the academic performance framework. As a title of "Reward School" by the Tennessee State Department of Education, the Metropolitan Nashville Public School Academic Performance Framework notes that The is "Achieving" with an overall performance rating of points. In 2012, the achievement level increase resulting in an 18.8% gain with a proficient and advanced level of mastery at 66.3%. Additionally, the achievement gap at NSA was decreased by a 2.3 index, a 48.4% total of 21+ score on ACT, and a graduation rate of 94.5%. Relevant findings in terms of End of Course Assessments show 82% of our students are Proficient or Advanced in English I and 84% of our students are Proficient or Advanced in English II. Furthermore, 55% of our students are Proficient or Advanced in Biology and 100% of our students are Proficient or Advanced in US History. Finally, 60% of our students are Proficient or Advanced in Algebra I and 11% of our students are Proficient or Advanced in Algebra II. 45% of our students are meeting all four benchmarks on the PLAN Assessment while 15% of our students are meeting all four College Readiness benchmarks on the ACT. Our average composite ACT Score is The current trend of ACT Achievement Data for Nashville School of Arts is as follows: Composite English Math Reading Science/Reasoning In 2012, our average ACT composite score was Ultimately, the goal for the upcoming year junior class is a 21+ average composite ACT score. The average ACT Mathematics score was 18.4 and the goal for 2013 is a 19 average on the Mathematics portion of the ACT. In 2012, our average ACT Science score was 20.4 thus the goal for 2013 is a 21 average on the Science portion of the ACT. The average ACT English score was 22.1 and the goal for 2013 is a 22.5 average on the English portion of the ACT. In 2012, our average ACT Reading score was 21.7 and the goal for 2013 is a 22.1 average on the Reading portion of the ACT. The also seeks to improve all four average college readiness benchmark scores. In 2012, the percentage of The students meeting all four college readiness benchmarks was 15%. The goal for 2013 is to increase the number of NSA students meeting all four benchmarks by 10%, increasing that number up to 25% of all NSA students. In 2012, the number of students meeting the benchmark in Mathematics was 25%. In 2013, the goal is to increase that number to 35%, a 10% gain from last year. In 2012, the number of students meeting the benchmark in Science was 23%. In 2013, the goal is to increase that number to 30%, a 7% gain from last school year. In 2012, the number of students meeting the benchmark in English was 82%. In 2013, the goal is to increase that number to 85%, a 3% gain from last school year. In 2012, the number of students meeting the benchmark in Reading was 53%. In 2013, the goal is to increase that number to 63%, a 10% gain from last school year. In terms of closing the achievement gap between our two largest demographic populations in each of the four college readiness benchmark areas, 6% of Black students at The met the benchmark in Mathematics in 2012, while 39% of White students met the benchmark. The obvious goal is to close this gap by 11%. In 2012, only 8% Black students met the benchmark in Science, while 34% of White students met the benchmark. Thus, the goal is to close this gap by 8.5%. In 2012, 68% of Black students met the benchmark in English, while 92% of White students met the benchmark. The goal is to close this gap by 8%. In 2012, only 32% of Black Page 7

10 students met the benchmark in Reading, while 65% of White students met the benchmark. The goal is to close this gap by 11%. Page 8

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. N/A Page 9