OAKLAND UNIFIED SCHOOL DISTRICT
VISUAL AND PERFORMING ARTS
MASTER PLAN UPDATE, 2005-2009
Submitted By Kerry Hamill,
Chair of the Arts Education Task Force
Liz Lindsley Ed.D.
Consultant to the Planning Process
Oakland Unified School District
Visual and Performing Arts Master Plan 2005-2009
In the Spring of 2004, at the request of the State Administrator Dr. Ward, a team of district
and community members was convened to review the status of arts education in Oakland
Unified School District (OUSD) and the 2001 Arts Education Master Plan written by Ann
Wettrich, and to propose a realistic, budgeted action plan for the arts learning. The initial
planning process included gathering information about the current arts education program
in the district, convening meetings with arts specialist teachers and community arts
organizations working in the schools, and facilitating focus groups with a variety of
stakeholders. With this data as a starting point, a larger group was convened to focus on
strategies and action steps in five focus areas: Elementary, Middle School, High School,
After School Programs and Professional Development. The charge was to propose realistic
action steps that would produce visible results within an environment where educational
funding, other than Measure E money, is dwindling. Attention was also given to the
district’s reorganization, which calls for site-based budgeting and accountability, as well as
several exemplary pilot arts programs currently underway through partnerships with
community arts organizations, the Alameda County Office of Education, California
College of the Arts, Harvard University and others.
Long Term Vision
All OUSD students, PreK-12, will have access to top quality, comprehensive,
culturally dynamic, sequential, integrated and standards-based instruction in all the
arts disciplines: Dance, Drama, Music and Visual Arts.
Alignment of the Arts Plan with District Restructuring
This plan for equal access to arts education is designed to be implemented at individual
school sites, in order to align with the site-based accountability and budgeting that is being
implemented throughout OUSD in 2005-06. The program includes intensive professional
development for teachers as well as for principals, who will be key leaders in
implementation of site-based arts plans. It is also envisioned that those involved in arts
education will participate in developing accountability measurements that align with and
support the learning goals established at each site.
PART I: OVERVIEW
Brief Description of Current Program
In reviewing program data, the committee is concerned with the inequality in access to arts
instruction across the district’s schools at all levels. Overall less than 20% of the students
at any level are receiving arts instruction. Less than 1% of the total district budget pays for
arts specialists at the secondary level and 11.4 FTE Prep teachers who teach visual arts or
general music at the elementary level. Measure B & E funding, recently $1.5 million/per
year, has allowed the district to reinstate a pull-out instrumental music program offered in
58 of 61 elementary schools serving 38% of the district’s students in grades 4-5. As part
of this program 4th grade, and in some cases, 3rd grade students are offered pre-instrument
instruction on recorders or song flutes. Although overall the number of students receiving
arts instruction is low, there are some excellent model programs that can show the way to
the future. (See page 6)
At the Middle School level there has been a 37% drop in FTEs in the arts with drama
currently at .4 FTE. Only 6 of the 16 schools offer the arts as part of 6 or 7th grade
exploratory wheel. Middle School is recognized as the area that needs the most attention in
repairing the fabric of OUSD’s arts education program. Five Middle Schools have full-
time music teachers and ten others have part-time instructors, leaving 2 with no music
At the High School level all schools have maintained their visual arts programs and most
offer dance, although at three high schools the visual arts programs are partially funded on
soft money, CA State Academy grants. Only three high schools are mounting drama
productions. The biggest drop in classes offered has been in drama, a subject shown in
research to have dramatic impact on literacy skills and often taught by an instructor with
an English/language arts credential. Five of the six comprehensive high schools have full
time music staff with bands and choirs. The District music festivals are a high point in the
year for over 350 students who meet with and receive instruction from well-known
celebrity musicians in the community.
One of the most serious inequities lies in the access of high school students to advanced
level arts courses, which meet the “F” requirement for UC/CSU admission. The number of
courses meeting this requirement varies from one at McClymonds and Oakland Tech to
nine at Skyline High School.
Funding For The Visual And Performing Arts
The Oakland Unified School District currently provides approximately $3,505,000 for instructors in
visual and performing arts. This is less than 1% of the total District budget and averages approximately
$70 expended per student. These instructors are reaching approximately 20% of the students in the
district. A comprehensive arts education program would cost closer to $200 per student. We propose
that the district and community combined adopt the ultimate goal of $10,000,000 for arts education.
CURRENT SOURCES OF FUNDING 04-05
Oakland Unified School District 3,505,815
Federal and State Grants 509,000 21st Century, USDOE, CA Academies
Measure E 1.500,000 Pull-Out Instrumental Music 4-8
Community Arts Organizations 1,803,000 Detail in Appendix…
School Site Expenditures unkown
Parent Fundraising (approx) 750,000
City of Oakland all programs 418,000
An overview of the funding situation shows the district’s expenditure more than matched by outside
funding including a portion of Measure E, several six-figure federal grants which are funding model arts
integration programs at the elementary level, the Oakland Symphony’s annual contribution of close to a
half a million which provides high quality sectional instruction at 18 schools, and several other multi-year
programs which include professional development in the arts to classroom teachers as well as instruction
for students.(See Appendix 3 for more info). A successful summer school program, which offers
academics in the morning and intensive arts instruction in the afternoon, has been funded by the city for
four years. Community fundraising for the arts in Oakland schools, including Measure E, exceeds the
overall expenditure by the district. The local arts organizations, partnering with the district’s schools,
bring in close to $1,803,000 for arts programming in OUSD schools, although they often have difficulty
finding schools that will dedicate the time to the programs they can offer because of the current
accountability pressure. (More detail available in the Appendices)
PROPOSED FUNDING SOURCES FOR THIS PLAN 05-06
Additional Measure E $500,000 2,000,000 Grants to sites to begin
Continue $1.5 million for Music implementation and cost of
Implementation Leader and Site
Federal and State Grants $250,000 Special Projects at sites
Private Fundraising $250,000 $25,000 for first ten school sites
Site-based Expenditures Minimum $385,000 $35,000 at 11 sites
This proposal fully funds the major components of the proposed plan including: 1) seed grants to the first
11 sties, 2) the maintenance of the two district Visual and Performing Arts Staff positions and 3) a
consulting contract with the Implementation Leader.
3-5 Year Action Steps
The planning group recognized several model arts programs already in place within the district as
examples of how quality site-based arts education programs can be developed, as the district reorganizes.
It is recommended that priority be given to working at the site level, encouraging the development and
implementation of an arts education plan specific to that campus. There are four components necessary to
achieve the goal of reaching all sites by 2008-09.
1. BUILD SITE-BASED ARTS EDUCATION PROGRAMS AT ALL SCHOOLS
In order to create equal access to the arts for all of OUSD’s students at each grade level, schools site
programs will be developed in four phases, beginning at 10-11 sites who self-select in the first year, with
three more groups of school sites following in the second through fourth years. The principal is viewed as
key in this process which will involve personnel action, scheduling and site-based budgeting. Every
principal will understand how essential the arts are to student achievement and be supported in planning
for his/her arts program by an experienced coach.
1. Professional development for principals elementary, middle and high school, who elect to
develop an arts plan at their site. Schools would individually consider what is best for the
students at their site: whether it is arts integration, arts classes, coaching, professional
development, teaching artists, arts teachers, etc. The first group of schools would be identified
during the Spring of 2005, so that they could take advantage of professional development
opportunities that Summer and be ready to implement their plans in 05-06. The next school year
the goal would be to add 20 more sites and, etc.
As part of the Alameda County Alliance for Learning Leadership Strategic Planning
Process, a group of arts organizations is already developing a professional development
program for principals to assess their school’s learning needs and plan for a partnership
with an arts organization.
2. Coaching for the principal as the arts planning progresses. The coach would help to identify
appropriate community resources and opportunities and guide the planning process. A cadre of
coaches, experienced in arts education program planning, would be trained for OUSD district and
be assigned to various sites during the year. Each site would receive up to 60 hours of coaching.
3. Provide seed grants to the schools to create and implement arts plans, $35,000 the first year of
implementation and $10,000 in the second year. The idea is to help the site find a way to fund the
arts program from its own site budget after two years of grant funding.
2. HIRE A MASTER PLAN IMPLEMENTATION LEADER
This consultant to the district would be responsible for implementation of the plan, and report to the
Superintendent’s core leadership team as well as supporting and guiding the efforts of the Visual and
Performing Arts (VAPA) staff, the Arts Education Task Force, schools, community and funders.
Among the responsibilities of this person are:
• Hire, train and oversee a group of coaches who would work with the principals and teachers at
individual school sites
• Work with district VAPA staff to write grants for professional development and establishing
• Shape professional development for the group of principals involved in arts planning
• Link with VAPA staff to take full advantage of model programs already underway in the district
including the National Endowment for the Arts grant for elementary music teachers to develop
integrated approaches to music instruction with Larry Scripp and for more teachers to learn the
studio framework of thinking in the visual arts with Lois Hetland of Harvard Project Zero.
• Work with community arts organizations as they partner with various schools
• Establish a district-wide arts education infrastructure
Eventually, after all the sites cycle through the planning and coaching phase, this position
will no longer be necessary.
3. MAINTAIN DISTRICT VISUAL AND PERFORMING ARTS STAFF
Two positions, one focused on Music and Dance and the other on Visual Arts and Theater would ensure
that students in OUSD have equal access to sequential high quality arts instruction. As sites develop their
plans it may be possible that they will share instructors between sites. These staff will take on a leadership
role overseeing and maintaining consistent standards-based instruction.
Responsibilities of these staff are to:
• Oversee and evaluate specialist teachers, for example music teachers who serve more than one
sight, making sure that all students have access to quality teaching in the arts.
• Establish student assessment protocols
• Establish standards-based curriculum so that students build their skills sequentially
• Coordinate Professional Development providers
• Serve as Staff to the Arts Education Task Force
• Coordinate district-wide exhibitions and performances
• Write and distribute an arts education newsletter featuring best practices
• Create and maintain an arts education resources web page and library
4. BUILD ON MODEL PROGRAMS CURRENTLY UNDERWAY IN OUSD
Initiatives are currently underway in OUSD to look deeply at how the arts contribute to a child’s
development and academic achievement. These programs are producing teacher leaders who can
serve as professional development providers to their peers, as other sites develop their arts programs.
These projects are models of instructional delivery that can be disseminated throughout the district,
especially to the new small schools and charter schools.
The projects identified include:
Values Project: This collaboration between Alameda County Office of Education, CA College of Arts,
Museum of Children’s Art, and BAYCES is currently being piloted in three small schools. The Values
project utilizes tools and frameworks developed at Harvard Graduate School of Education and aims visual
arts instruction at learning needs and overarching understanding goals. This model project is replicable in
other small schools in OUSD. Through disciplinary understanding of the arts, teachers and students build
their disciplinary understanding of other disciplines as well. Teachers use the arts to scaffold learning and
differentiate instruction. Each year a summer institute for teachers is provided with the expectation that in
Summer 06 100 new teachers will participate in an intensive workshop.
Open Court Integration Project: This project is funded by a grant from the US Department of
Education in K-1 classrooms in East Oakland under Kevin Woolridge. It includes curriculum created by
MOCHA and Luna Kids Dance that enhances the literacy focus and Open Court benchmarks. Again this
program is replicable in other grade levels and other schools. Research concerning student achievement is
part of the program.
Music Integration Literacy Enhancement (MILE) Conservatory Lab Schools: These projects involve
intensive collaboration between music specialists and classroom teachers to develop an integrated
curriculum in which music instruction fosters learning and student achievement across the curriculum. It
provides an opportunity for both the music specialist and the classroom teacher to broaden pedagogical
practice, meeting the learning styles and needs of more students. Funding for the Conservatory Lab
School is from the National Endowment for the Arts and includes collaboration with nationally known
music educator Larry Scripp, from the New England Conservatory of Music.
Budget for 1st Year of Implementation
VAPA Staff 190,000 District Funds
Implementation Leader 60,000 Part-time Consultant, Measure E
Coaches 56,000 60 hours Per Site Measure E
Grants to 11 Sites 385,000 Measure E and Private Fundraising
2nd-4th Year of Implementation
VAPA Staff 200,000
Implementation Leader 60,000
Coaches 112,000 20 sites, 60 hours each
Grants to 40 sites 610,000 11 @ $10,000 & 20 @ $25,000
Total per year 982,000
PLAN FOR ACCESS TO THE ARTS IN ALL SCHOOLS
DISTRICT SUPERINTENDENT, CORE LEADERSHIP TEAM and SCHOOL BOARD
ARTS TRANSITION TEAM
Arts Implementation Leader
Visual and Performing Arts staff
ARTS LEARNING COUNCIL
Expands to Include Parents, Business
Partners and Arts Organizations
TEAM OF COACHES WORKS WITH SITES AS THEY
DEVELOP AND IMPLEMENT ARTS EDUCATION PLANS
YEAR 1 Goal of up to 11 SITES elect to include the ARTS
2005-06 COACHING for Principals (60 hours per site)
Seed GRANTS TO SITES
$35,000 first year - $10,000 second year
Goal of 30 SITES elect to include the ARTS (20 NEW)
YEAR 2 COACHING for Principals (60 hours per site)
2006-07 Seed GRANTS TO SITES
$35,000 each first year - $10,000 second year
Goal of 50 SITES elect to include the ARTS (20 NEW)
YEAR 3 COACHING for Principals (60 hours per site)
2007-08 Seed GRANTS TO SITES
$35,000 each first year - $10,000 second year
YEAR 4 ALL SITES INCLUDE THE ARTS
COACHING for Principals (60 hours per site)
2008-2009 Seed GRANTS TO SITES
$35,000 each first year - $10,000 second year
Guiding Principles: for OUSD as it develops its Arts Education Program
Equity of access to quality, sustained arts instruction in all schools and for every student at all
grade levels. This equal access must include advanced high school level courses that are required
for UC/CSU admission. As part of federal guidelines set forth in the No Child Left Behind Act,
the arts are considered part of the academic core that all children will receive. We do not exclude a
student from instruction in reading and writing and in the same way we will not exclude any child
from instruction in the arts.
There is continuity to a quality arts education program as students meet assessable benchmarks
progressing from pre-K to 12th grade. The arts, like other core disciplines, require continual
practice and progressively more complex concepts and tasks/challenges.
A cohesive program is developed by attending to the movement of students from one grade level
and one level of schooling to the next and assisting a student in continuing their chosen focus on a
particular arts discipline.
High quality arts curriculum follows the major strands of the CA Visual and Performing Arts
Standards and the California Framework for the Visual and Performing Arts. Students understand
and aim their performance to meet these visual and performing arts standards.
The arts, when taught well, develop habits of mind or cognition that are transferable to other
disciplines and to life. For example, inherent in the arts disciplines is continual striving for
excellence, self-critique and improvement.
Arts are integrated across the curriculum, systemically embedding creative practices and
methodologies inherent in the arts with the academic curriculum to support teaching and learning
in all areas. Arts are essential to education because they are in themselves languages in which we
can express knowledge in all other disciplines and they connect us to each other in a way no other
Rigorous student assessment is an essential piece of a quality arts education. Continuous self-
assessment is at the center of the practice of any arts discipline.
Students receive instruction from teachers who are themselves artists and have in-depth
knowledge, including college level coursework and professional experience in the discipline they
The rich technical vocabulary of the four arts disciplines is fostered in teaching and utilized by
students in talking about their work and the work of others.
Arts learning is visible through out the OUSD learning community and in the larger community.
The Community of Oakland is proud of the high level of achievement of its students in the arts as
well as academics. Faculty, administrators and parents understand the vital importance of the arts
in a child’s education and life. Students have the opportunity to share their work in high quality
facilities through community-wide festivals, exhibits.
District leadership and an Arts Education Task force will ensure that the program continues to
develop and flourish.
Community artists and arts organizations work together and collaborate in delivering arts
instruction and professional experiences in the arts to students at all levels. Artists and teachers
appreciate and learn from each other how to improve teaching in the arts and other core
It will take many years to establish an arts education tradition with longevity in Oakland’s
educational community. Once it is accomplished expectations at each grade level will be clear to
all, students, parents, teachers, administrators and the community.
Additional Arts Education Goals and Strategies Identified by the Planning Group
During the planning process, the group focused on specific strategies that they believed were practical and
powerful leverage points for developing the arts education program in OUSD. From these ideas a larger
vision was developed and is presented above. Many of these strategies led to the creation of the larger
vision and these strategies will be taken into consideration as the sites develop their own arts education
ELEMENTARY SCHOOLS (Margot, Deitra, Eric)
Goal: Work with a cohort of schools to integrate arts curriculum into other core subjects, phasing
in arts instruction over a period of three years.
Issue Description: Although research (Burton, Horowitz & Abeles, 1999) shows that the arts are
critical in a young child’s cognitive development, less than 20% of the students in the OUSD receive arts
instruction. Music skills, for example, are difficult to build at the 4th or 5th grade level when students, at
more formative ages, have not received foundational music experiences. This is certainly why at a
national and state level the arts are recognized as an essential part of the core curriculum every child
should be receiving. A composite study conducted by the US Dept. of Education (Deasey, 2002) has also
shown that social skills, student motivation, creative thinking, and problem solving ability are increased
through arts instruction. These are certainly among the goals OUSD holds for its students.
An essential part of quality arts instruction is engaging the child in discussion and evaluation of her work
as well as the work of others. A technical vocabulary which when used heightens awareness in qualitative
ways of the world and the concepts students must learn as they progress through school. The arts are
themselves languages through which we can communicate understandings, realizations, and new
knowledge. Not unlike other disciplines, the arts require continual practice, and student skills including
literacy are built sequentially, becoming more sophisticated each year. Minimal exposure to the arts does
not provide the benefits of a more comprehensive instructional package.
Currently many of the community’s arts organizations are capable of offering high quality arts instruction
and professional development to teachers, but unfortunately they are unable to find schools that will
commit the time needed for these programs because of the pressure to improve student test scores.
Educational research has shown that test scores of students don’t suffer because of time spent away from
math and reading to engage in the arts. In many cases academic achievement improves especially in lower
socio-economic populations (Catterall, 1996). Arts organizations in most cases can offer this instruction
and professional development free to the schools because of the fundraising they have been able to
accomplish for the benefit of the students of Oakland.
STRATEGIES IMPLEMENTATION TASKS BUDGET
1. Phase in arts instruction at • Identify sites that are willing to be part of $15,000 or more from site budget
elementary school sites beginning the 3-year development program. $15,000 per site from Measure E
with K-1 the first year, adding two • Site Principal will hire and supervise
grades each of the following years additional teaching personnel supported
until all are receiving year-long by an experienced colleague who works
arts instruction. as a mentor and can assist with budgeting
and personnel needs.
• Document student progress and teaching
methods to share with other school sites
2. Find models that work to teach • Identify successful programs within and Arts Implementation leader, Arts Staff
arts and still maintain the beyond OUSD and Task Force members
academic rigor that will lead to • Invite those with successful programs to
high student performance on share with those in other schools. No cost
accountability measures. • Find best format to reach the largest
amount of people with this information.
3. Link arts instruction to other • Identify teachers and artists who are $150 per teacher per day of work
core content standards i.e. already successfully integrating the arts. $450 per teacher (3 days)
Harcourt Math, Open Court • Form a study group of teachers who 2 per discipline= 8 teachers
benchmarks receive a stipend to develop integrated Total cost $3600
approaches to teaching arts, math and
reading. This could be done during the
summer using the Summer School as a
lab school for lesson development.
• Offer these lessons to teachers at other
sites during their Professional
Development on one minimum day per
4. Music Integration Literacy • Pilot program redefining the role of the $187,000 NEA grant
Enhancement Program (MILE) elementary music teacher to music District VAPA staff
specialist, and offering sequential music
instruction in grades 1-4 to all students
beginning in 3-6 schools and expanding
in subsequent years
• MILE program will develop integrated
music curriculum directly tied to Math
and Language Arts standards.
• This project is in collaboration with Dr.
Scripp and the New England
Conservatory of Music. As part of the
grant, Dr. Scripp will supervise the
development of the integrated curriculum
student assessment necessary to provide
high quality, standards-based music
• A research component of this program
will look at efficacy of this approach in
developing student achievement.
GOAL: Increase arts opportunities for Middle School students.
ISSUE DESCRIPTION: Currently only six of sixteen middle schools offer students arts classes, in a 6-8
week course as part of sixth or seventh grade exploratory wheel. Many students are unable to schedule an
arts course into their day because they are required to take remedial classes in language arts or math.
Enrollment in arts courses at this level is not reflective of the diversity of the student population. Students
are effectively being denied an equal access to arts instruction, which is recognized nationally in No Child
Left Behind legislation as one of the core academic subjects. Over the past three years the number of
courses available to students at the middle school level has dropped by 55 sections, a loss of 11.4 FTEs or
STRATEGIES IMPLEMENTATION STEPS BUDGETARY IMPLICATIONS
Create a specific Arts Task Force Include teachers, principals from all three None
for Middle School to explore and levels, small school consultants. VAPA Staff
recommend actions to be taken to .
increase the opportunities for
students to receive arts instruction.
Include dance as a part of the Contact the personnel office to make sure any Principals, Personnel Office
required PE class at least 8 weeks new PE teachers hired have a dance None
per year. background.
If a teacher is hired with a dance background
she/he could travel from one school to
another at 8-week intervals.
Start with Sixth grade wheel to Require all sites to provide arts instruction Measure E impact???
make sure the arts are taught at all during the day to at least one grade level by Site budget impact????
Through partnership with Identify Schools that are interested. VAPA Staff
community artists and arts Match with community artist or arts Implementation Leader
organizations establish afterschool organization Community Arts Orgs.
drama productions, dance clubs Cost dependent on shape of program
and music groups.
Through partnerships with Pilot in one or two classrooms Utilize Professional Development
community theater groups help all Offer to others offered by Community Arts Org.
Language Arts teachers develop a Develop teacher leaders
drama unit possibly with school-
wide theme that leads to large
High Schools (Anisa, Vali, Arthur, Ted)
GOAL: Ensure that all students have access to arts courses at the high school level and are not
preempted/blocked from pursing this academic discipline because of other requirements and/or
ISSUE DESCRIPTION: The state of California now requires all students wishing admission to either a
UC or CSU university must have one year of advanced study in the arts. Currently the courses offered that
fulfill this requirement vary from one at Castlemont and Oakland Tech to nine courses available at
Skyline High School. This inequity in opportunity to fulfill UC/CSU entrance requirements must be
In the past three years the district has lost 5 FTE positions the arts. Drama has suffered the most losing 3.2
FTE and is currently 2.8 FTEs serve 9 High Schools. This is especially disturbing in light of educational
research, which shows drama above all the arts affects growth in verbal ability. Only three schools are
mounting drama productions, 5 have bands, one has an orchestra, and 6 have choirs.
As high school campuses are increasingly being divided into smaller theme-based schools, arts courses
are harder and harder to schedule into a student’s day. Student’s who come to the high school with
considerable ability in music, for example, are unable to find an appropriate band or orchestra class to
further their study. Lower level courses are often used as dumping grounds for students who cannot make
it in other classes. The level of instruction and achievement in the arts suffers as a result. Teachers at the
high school level are often teaching beginning skills, such as reading music or basic color mixing, rather
than meeting state defined standards in the arts.
Time and time again we’ve heard stories of students whose academic interest and motivation was saved
by their experience in an arts performance or arts class. The arts have successfully engaged students who
may have otherwise been academically low performers. We must not abandon the power the arts have to
motivate students to become productive members of their community of learners.
STRATEGIES IMPLEMENTATION STEPS BUDGETARY IMPLICATIONS
1. Re-assess the interventions put in • Develop an assessment plan (Secondary Director of Instruction)
place 4 years ago that limit ability • Assign department heads to develop a Study group commissioned at each site
of students to take arts classes, i.e. committee to carry out the assessment including a counselor
Globe Feron, High Point, and • Publish the information to all sites. No-cost
Algebra Lab. • Develop new approaches to remediation
• Evaluate the success of remediation Who would make ultimate decisions
continually about whether to continue with these
programs or develop alternatives???
2. Examine and Review “F” • Where are they being offered? Number Arts Task Force with members from
required courses for UC/CSU so of students passing. Are they adequately each secondary site.
that the current inequality in staffed? What is the curriculum? Are the
number of courses offered can be standards being taught and met? Cost: 2-3 sections per site at approx.
corrected. • Create recommendations for courses to $16,000 per section
be added at sites that have very few
offerings, working with department
heads and counselors.
3. Ensure that the instructional day • Talk with counselors who are finding a Counselors, Secondary Director and
is designed in a way to allow room way to include the arts. Who are they??? Principals
for arts as well as other core • Develop a list of options, which will No cost
subjects? allow more room for the arts to be taught.
• Present those options to secondary
Director and Principals
4. If cuts in the number of sections Determine across the board decreases for Principals and Counselors
offered at a high school are each department. Arts department chairs
necessary, make sure the arts are
not cut disproportionately to other
5. Work with Counselors to ensure Counselors meet annually with Junior High
those students who are coming to arts teachers to exchange information about
high school with a foundation in the students who are entering High School
arts can continue their progress and looking for arts and music courses and
access the courses they need. opportunities.
6. Develop a Secondary Summer • Identify those teachers or artists who are $60,000 approx.
Arts Program willing to implement the program.
(This may be a way to make the • Create a phased budget. Secondary teacher leaders in the arts
arts more accessible to all high • Identify potential sources of funding and along with artists and arts organizations
school students including advanced partnership with community Local Community Colleges
courses.) organizations or businesses.
• Start small with one or two courses.
Professional Development (John, Karen N, Catherine, Ann, Mary, Meg)
GOAL ONE: 100% of Administrators receive Professional Development in the arts, which focuses
on the value of arts education.
GOAL TWO: 25% of K-8 teachers participate in an in-depth professional development program,
which includes modeling, practice teaching and coaching by Summer 2006.
ISSUE DESCRIPTION: If the arts are going to be included in the curriculum for every child in OUSD,
it is not financially possible in the next 3-5 years to hire enough arts teachers to teach each of the discrete
disciplines, visual arts, dance, drama and music. The current music program funded at $1.5 million
mainly by Measure E reaches only 38% of the students in grades 3 - 8.
Professional development in the arts and arts integration for the generalist classroom teacher is one way to
provide more students with arts instruction. Unfortunately most classroom teachers did not receive arts
instruction themselves in K-12 schooling or at the university level. Therefore they are beginners when it
comes to practicing the arts. Needless to say, it is difficult to teach a subject you have little proficiency in
yourself. Therefore a tremendous amount of professional development is necessary for an elementary
generalist to be able to provide standards- based instruction in the arts, something that is considered part
of the core educational experience by Federal and State guidelines.
The arts have been found to provide powerful entry points and connections between other academic
disciplines. Many of Oakland’s arts organizations that are capable of offering professional development to
teachers, are unable to find schools that will commit the time to professional development and/or to arts
instruction for their students because of the pressure to improve student test scores. Educational research
has shown that test scores of students do not suffer because of time spent away from math and reading to
engage in the arts. In many cases academic achievement improves especially in under privileged
populations. The arts are often what motivate students to come to school and have been shown repeatedly
to improve a schools attendance record, therefore affected ADA funding. Arts organizations in most cases
can offer this professional development free to the schools because of the fundraising they have been able
to accomplish for the benefit of the students of Oakland.
STRATEGIES IMPLEMENTATION STEPS BUDGETARY IMPLICAITONS
1. Identify and work within the • Gather list of scheduling opportunities Director of Elementary Education
existing Professional Development for Professional Development
programs and structures already in • Develop offerings that fit the structure
place in the district. • Share offerings with principals and book
at end of 2005 for next year 05-06 etc
2. Link professional development Develop and market research based strategies
in the arts to attainment of math linked to curricular goals. (See Elementary
and reading benchmarks. Strategy #3)
3. Find ways to take advantage of a • Offer TCAP Summer Program in the $900 per teacher, # units ?
new course being offered by the District
California Arts Project, which is • Theater and Visual Arts 2005
NCLB, certified as preparation to • Music and Dance 2006
teach the arts. • Use Summer School program as Lab
4. Present Professional Find a time when all are available. Utilize Larry Scripp visit
Development to Administrators Present alternative times and formats but the VAPA Staff
which focuses on the value of arts expectation that all attend Implementation Leader
education in a child’s education Arts Organizations
and the recognizable components
of quality arts instruction.
AFTER SCHOOL AND Summer School ARTS PROGRAMS
GOAL ONE: Provide consistent, quality, comprehensive After School Programs in the Arts
ISSUE DESCRIPTION: This was chosen, as one of the most feasible ways to bring the arts to students
in the current high stakes accountability environment and also because of the federal funding is currently
available for afterschool programs. The City of Oakland has contributed $62,000 each of the last 4 years
to fund an arts intensive afternoon program that accompanies the regular academic morning program at
one site. This program has been very popular, serves 250 students per year.
Concerns are that quality in-depth instruction not be replaced by short-term introductory offerings that
merely provide a taste of the more comprehensive discipline. Care needs to be taken that students are
offered standards-based instruction even in the afterschool setting.
STRATEGIES IMPLEMENTAION STEPS COST/ RESPONSIBILITY
Provide better link between arts • ID existing arts providers, both Afterschool program Administrator
providers and a coordinated organizations and individuals Major providers: OCASA, Safe Passages
network of afterschool programs • Convene partners to share information
linking with OCASA and Safe Passages
• Document and share best practices
• Define as a group what quality instruction
GOAL TWO: Build upon the success of the existing model the Oakland Fine Arts Summer
Program expanding it to two-three sites and increase the number of students enrolled at each site.
STRATEGIES IMPLEMENTAION STEPS COST/ RESPONSIBILITY
1. Add more Summer School sites • Begin planning in January 05 between Summer Program Lead
OUSD the City and other community City Recreation Lead
partners Community Arts Education Providers
• Identify current and future funding
• Develop 1-3 year plan for sustainability
of the program
• Retain focus on the arts for two 2 hour
periods for 4 weeks
2. Summer School utilized as Develop interdisciplinary approach in
teaching lab for teacher morning session to include arts in remedial
professional development work
Burton, J., Horowitz & Abeles. (1999) Learning in the through the arts: curriculum implications. Center
for Arts Education Research, Teachers College, Columbia University In Champions of Change, E Fiske
ed. Arts Education Partnership: Washington D.C.
Catterall, J., Chapleau, R., & Iwanga, J. (1999) Involvement in the arts and human development. The
Imagination Project at UCLA Graduate School of Education and Information Studies, University of
California Los Angeles, In Champions of Change, E. Fiske ED. Arts Education Partnership: Washington
US Department of Education, Arts Education Partnership. (2002) Critical links: learning in the arts and
student academic and social development. D. Deasy ED. Washington D.C.
Planning Team Members
Kerry Hamill, Chair
Jessica Evans, Director of Elementary Education
John Broussard, Visual Arts Teacher on Special Assignment
Phil Rydeen, Visual and Performing Arts Manager
Louise Music, Alameda County Office of Education, Arts Learning Coordinator
Ann Wettrich, California College of the Arts, Center for Arts in Public Life
Liz Lindsley Ed.D. Independent Planning Consultant
McLaughlin, Mary The California Arts Project, BayCAP
Allen, Selana Opera Piccola
Lee, Carol Visual Arts Teacher, Sobrante Park Elementary
Nelson, Karen Oakland Museum of Calif.
Harrison, Margot OUSD
Wirth, Allan Teacher, Garfield Elementary
MacDonald, Jeanette Principal, Franklin Elementary
Kahn, Kathy Skyline PTSA
Wellner, Cathryn Stagebridge
Ransom-Lehman, Karen MOCHA
Atkins, Deitra Principal, Glenview Elementary
Rasheed, Anisa Principal, Robeson School Visual and Performing Arts
Burke, Mary Ann OUSD, Grants Manager
Allen, Ted Music teacher, Skyline High School
Swihart, Eric Music Teacher, Westlake Middle School
Madden, Meg Music in Schools Today
Lockett, Arthur East Oakland School of the Arts
Towns, Vallie East Oakland School of the Arts
Contributions to OUSD Arts Education From Community Partner Sources 2003-04
Oakland Symphony 489,000
Oakland Museum of California 90,000
Opera Piccola 130,000
USDOE 3 yr. Grant
Oakland Youth Chorus 300,000
CA College of the Arts 36,250
Luna Kids Dance 45,000
Alameda County Office of Education 300,000
USDOE 3 yr. Grant
City of Oakland
Cultural Fund Grants 221,943
Passport After School Program 135,826
Summer School 62,000
Oakland Unified School District - Visual and Performing Arts Education
WHERE WE ARE NOW? (2003-2005)
Administrative Leadership Funding Picture Community Arts Resources/Partnerships
• Arts Policy adoption 2001 47,750 Students: Approx $73 of District funding per City of Oakland: Grants to in school programs
student for arts instruction $221,943, Passport Summer program $135,826 serves
• Visual and Performing Arts Content • $3,505,000 from District budget less than 1% 200 students
Standards adoption 2001 of the total budget spent on teaching staff and
artist residencies. Oakland Symphony: Provides ongoing sectional
• State Administrator charges Arts Task Force instruction to music students at 18 schools, $489,000
with creating a new plan for funding available • $1,229,000 in Federal and State grants
as a result of Measure E (1.5 million) State of California for Arts Academies at the Oakland Museum of California 52 schools participate
High School level in variety of activities costing approx $90,000
$500,000 US Dept of Education funding for
• One full-time VAPA Program Manager & one Extended K programs at 5 sites, 3 yr grant Opera Piccola: 35 in school residencies and 57 after
Part-time Teacher on Special Assignment school residencies $80,000 district/ $130,000 Opera
serve as Arts Administrators • Over $3,230,000 raised from the community Piccola
including 1.5 million for music from Measure E,
an estimated $500,000 parent fundraising for ACOE Values Project $300,000 grant for visual arts &
theater restoration and instruction and materials literacy program in 3 schools, partnership with CA
at various sites, and through partnerships with College of Arts and Harvard School of Education.
the city and local arts organizations for artists in
the schools programs (see more detail to right). MOCHA and Luna Kids Dance provide artists to teach
Open Court arts integrated program funded by $500,000
• VH1 $50,000 03-04, $200,000 04-05 grant for US Dept of Education grant. Serving 5 elementary
• CA Dept of Education $20,000 Model Arts
Elementary Schools (62) Middle Schools (16) High Schools (9)
• 59 of 62 schools offer pull-out instrumental Teachers: FTE 2000/01 03/04 04/05 Teachers: FTE 2000/01 03/04 04/05
music in grades 4-5, approx. 4500 students Visual Arts 11 9 9.2 Visual Arts 21 18.6 19.6
• 1200 students at 40 schools receive song flute Drama 5 0.4 0.4 Drama 6 1.6 2.8
instruction in 3 grade Music 15 9 9.8 Music 9 7.4 7.2
• 20 FTE in music program (.4 vacancy) Dance 0 0.2 0.2 Dance 5 5.8 6.4
• 11.4 FTE as teacher prep release time in the th
arts at 19 schools 6 schools have 6 grade visual arts or music courses # of classes meeting UC/CSU entrance requirements
• Cohort group of 18 schools with arts plans 2002 offered on an exploratory wheel ranges from 1 at McClymonds and Oakland Tech to 9 at
• 18 teachers receive 40 hours of professional Skyline
development in the arts (2001) through the
California Arts Project $243,000 CA Academy grants fund arts classes at three
OAKLAND UNIFIED ELEMENTARY ARTS PROGRAMS 2003-04
DISTRICT AFTER SCHOOL CITY ACOE CITY
School Prep Msic EXT K 21ST Passport VALUES Cultural CA College
Pullout Century bridge Piccola Fund Dance of Art
Allendale .8 VA
Cleveland .4 VA
Cole .6 VA
Crocker .5 VA
Foster .4 VA
Franklin .8 VA
Hawthorne 1.2 VA
Lazear .4 VA
Lincoln 1 MUSIC
Longfellow 0.4 VA
Horace Mann .6 MUSIC
Manzanita 1 MUSIC
Markham .6 VA
Marshall .4 VA
Miller .6 MUSIC
Montclair .5 VA
Swett .4 VA
KIPP .2 VA
Total 11.4 FTE 500,000 135,826 46,500 239,663 300,000 221,943
16% of OUSD's Elementary students get arts weekly as part of release time fudned by the dsitrict
38% of OUSD"s Elementary students participate in the pull out instrumental music program.
Oakland Unified School District
Secondary Arts Program: Course Offering Inventory 2003-04
TOTAL FTEs 46.2 @ $70,000=$3,234,000
High School Visual Arts FTE Music FTE Dance FTE Drama FTE
Architecture Academy 3 Adv. Art .6 Bronson 3 Choir .6 Manuel 5 Adv. PE 1 Travick 1 Drama (.2 .2
5 Arch Design 1 Dulkin Dance Johnson) Johnson
Castlemont 11 Art 1 1 Jones 2 Music Literacy 1 Towns
(Fashion Design Academy) 1Art Adv. Placement .6 Barnes Vocal Ensemble
1 Computer Graphics 1 Risio 1 Choir Beg.
Dewey 3 Art 1 .6 Ingersol
Far West (6-12)
Fremont Federation 6 Art 1 .4 Bronson 3 Beg. Dance .6 Travick 1 Drama .2
3 Adv. Placement 1 Ponce Garland
1 Adv. Art
Life Academy 1 Art .2 Reyes
Mandela Choir 2 Beg. Dance .4 Travick
Mc Clymonds 6 Art 1 Noble 4 Music Literacy 1 Robinson 2 Drama .4 Ough
1 Photo 1 Beg. Choir
1 Adv. Art 1 Int. Choir
1 Beg Band
1 Int. Band
Media College Prep 4 Art 1 .8 Ponce 3 Beg Dance 1 Travick 4 Adv. 1
2 Adv. Dance Drama Jackson
Oakland 4 Comm. Arts (.8 .8 Begrin 1 Inst. Music .5 Manuel 3 Beg. Dance .8 Ritter
(Visual Arts Academy) Begrin) 1 Hunter 2 Choir (In PE)
$81,000 from California 4 Photo 1 Williams 1 Music 1 Adv. Dance
Partnership Academy 8 Art 1 1 Scott Appreciation
pays for 2 sections at each 1 Adv. Art Broussard (1 Manuel)
grade level, 240 students 2 Adv. Placement Art 1 Brown
Oakland Tech 9 Art 1 (1 Miller) 1 Miller 2 Beg Choir 1 Bandy
1 Adv. Art (.2 Chan) .2 Chan 1 Int. Choir
Robeson 5 Art 1 1 Bronson 2 Choir .6 Manuel 4 Dance .8 Travick
5 Adv Placement 1 Strings
Skyline 7 Art 1 1 Johnson 1 Orchestra 1 Allen 5 Beg. Dance 1 James
(Architecture Academy) 5 Ceramics (1 1 DeMarco 1 Beg& Int. Band 1 Watkins w. Adv.
DeMarco) 1 Postma 1 Adv. Band
5 Graphic Design (1 1 Tyrogulas 1 Jazz Band
Postma) .2 Nelson 3 Music Tech
5 Architecture (1 2 Choir
Tyrogulas) 1 Int/Adv. Choir
Social Justice 1 Adv. Dance .2 Beckham
Total FTE DISTRICT 18.6 7.4 5.8 1.6
# teachers 04 22 ? 7 3? 4
# teachers 01 21 8 5 6
Materials budgets typically $1,100 per department to be split between several teachers, leaving less than $100 per section.
$500 per section, a more reasonable amount per Visual Arts section, was suggested.
No content area meetings this year.
District allows for Professional Development through Professional Teaching Organization Conferences
No Student Fees are collected. Skyline raised $400,000 with Tom Hanks, Oakland High sells jewelry at fairs and Oakland Museum to raise money for scholarships.
School Visual Art FTE Music FTE Dance Drama FTE
Bret Harte 3 Art .6 Matter Zero Period Band .2 Worm
Bunche 1 Choir
Calvin 2 Exploratory Fine .4 Almendarez 3 Music Exploratory .6 White 1 Intro to Drama .2 Douglas
Verdese 4 Art 6th 1 Brubaker
Charter 3 Art 7/8
Claremont .5 Lockett
Cole Middle Course Titles ???? .3 Wood
Edna Brewer 6 Art for 6th only 1 Kollias 1 Intro to Drama .2 Holland
Elmhurst 5 Art for 8th only 1 Pieteuse Course titles??? 1 FTE Jack
Havenscourt 1 Band .5 Turner
1 Choir 6-8
King Estates 2 Beg. Band .6 Armistad
2 Choir 6-8
Laney 1 ART 6th .2 Whitson
exploratory .6 Donchick
2 Art 7 exploratory .2 Alexander
1 Art 8 exploratory
2 Art 1
Madison Course Titles .5 Sims
Melrose Ldrs 1 Art .2 Gonzales
Montera 5 Art 6th grade 1 Nishiyama 1 Beg. Band 1 Kwiatkowski 1 Ballet
1 Choir 7-8 .2 Kafka
1 Adv. Band
1 Int. Band
2 General Music
Roosevelt 1 Orchestra zero 1 Green
1 Beg Band
1 Choir 6-8
1 Beg. Piano
1 Beg. Strings
1 Adv. Strings
John Sweet Course Titles??? .3 Raxford
Urban Promise 2 Beg. Band .6 Rendon
Westlake 1 Adv. Strings 1 Porter
1 Beg. Strings
1 Adv. Band
1 Beg Band
Total FTE 6 7 .2 .4
# teachers 04 9 9 1 2
# teachers 01 11 0 0 6
Opera Picolla Dimensions Dance Oakland Symphony Other
Far West (6-12)
Media College Prep
Lowell Destiny Arts