Program Impact Report (Spring 2016)

Prepared By: Crystal Taylor, M.B.A., Ed.S. CEO/Lead Evaluator

Steinway Society of

Central Florida

This report was prepared for the Steinway Society of Central Florida.

The writing contained in this evaluation may not be reproduced, transmitted, published or broadcast without

prior written permission of D & C Education Company, LLC dba EduMatrix. Any questions regarding this

evaluation may be directed to Crystal Taylor, CEO of EduMatrix (www.edumatrixUSA.org).

).

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Table of Contents

INTRODUCTION…………………………………. 2

PROGRAM BACKGROUND……………………………………. 2

PROGRAM DESCRIPTION…………………………………… 3

DATA REPORTING RESULTS

STUDENT ENROLLMENT, ATTENDANCE, AND

PARTICIPATION………………………..………. 4

STUDENT DEMOGRAPHICS…………………………………. 5

ACADEMIC STANDARDS AND ACADEMIC

GAINS......................................………………………………………… 6

STUDENT ACADEMIC GAINS–READING AND MATH…...............................9

DEVELOPMENTAL ASSETS AND MUSICAL SKILLS.........…...………………… 10

STUDENT

PROMOTION....……………………………………………………………………………… 12

PARENT SURVEY

RESULTS……………………………………………………………………………………13

PARENT

FEEDBACK……………………………………………………………………………………………14

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Introduction Steinway Society of Central Florida is passionate about providing quality piano lessons after school to a

variety of students that reside in economically disadvantaged communities. The organization, which

was founded in July 2006, is a 501c3 that uses their funding to continue to provide daily services to their

enrolled students.

This Program Impact Report is intended to assess Steinway Society of Central Florida’s progress in

delivering a high quality program which is measured by student enrollment, demographics, attendance,

and Common Core Standards and academic gains in Reading/Language Arts, Math, and Music. In

addition, developmental assets acquired by the students during their time in the program will be

measured, as well as detailed parent survey results.

Program Background Steinway Society of Central Florida’s mission is to stimulate and nourish the musical knowledge and

artistic talents of disadvantaged youth and provide an opportunity for young piano students, proficient

in their skills, to work toward a higher level of excellence. In addition, Steinway strives to encourage

performance experience, audition preparation, and lessons for further study in classical and jazz piano,

and also provides musically talented students with a loner piano and piano lessons through the

establishment of the “Piano Bank”.

All monies generated through memberships, donations and fundraisers are for the purpose of providing

pianos to young pianists. The Society may also sponsor musical events, concerts, recitals, workshops

and master classes for the benefit of the organization. Through the generosity of donors and

partnership with The Steinway Piano Galleries and AMS, the Society is able to provide “second life”

pianos to needy children. Piano study can make a lasting impression on a child’s life. The “Piano Bank”

will make pianos available without charge to economically disadvantaged children. Recommendations

are made by area piano teachers of students who are motivated and show promise of talent, but cannot

afford piano lessons and/or a piano.

In 2009, the Society began giving piano lessons as part of Mayor Dyer’s Parramore Kid Zone. During the

last 5 years the program has grown significantly, and over 15 piano classes are now being offered free of

charge to students in the Central Florida community.

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Program Description Steinway Society of Central Florida provides piano lessons after school at a variety of locations. The

following locations and classes will be included in this Program Impact Report:

Boys & Girls Clubs of Central Florida – Joe R. Lee Club (2 classes offered)

Boys & Girls Clubs of Central Florida – East Altamonte Club (1 class offered)

Boys & Girls Clubs of Central Florida – Walt Disney Clubhouse (1 class offered)

New Image at Shiloh Rec Center (1 class offered)

Shiloh Baptist Church (3 classes offered)

Callahan Center-Downtown Orlando (4 classes offered)

Casselberry Elementary School (multiple classes offered)

South Seminole Middle School (multiple classes offered)

Each class is offered in 3 to 10 week cycles and data is collected at beginning and end of each cycle. At

the end of each cycle, there is a piano recital where students are able to showcase the piano skills they

have learned during that cycle period. Students in elementary, middle and high school are served in the

program. Adult students may participate in the program, as well. Most classes receive at least two 45

minute lessons each week, if feasible.

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DATA REPORTING RESULTS (Reporting Period: Spring 2016)

Student Enrollment, Attendance and

Participation Students are enrolled into the program before each cycle begins. Enrollment forms and attendance

records were collected to analyze student enrollment data, dropped students, participating students,

and average daily attendance records. The following data represents information that was submitted

for evaluation.

Table 1: Student Enrollment and Participating Students Total Enrollment 135

Dropped Students 1

Total # of Participating Students

134

Table 2: Class Average Daily Attendance (ADA)

Class Name # of participating students

Class ADA

Eatonville 2 8 71%

Eatonville 3 6 77%

Walt Disney Clubhouse 10 68%

Shiloh 1 8 81%

Shiloh 2 8 85%

Shiloh 3 6 74%

New Image 1 6 73%

East Altamonte 1 8 84%

Callahan 1 6 75%

Callahan 2 7 73%

Callahan 3 5 91%

Callahan 4 7 89%

Pine Crest Elementary 10 N/A

Casselberry Elementary 26 96%

South Seminole Middle 13 N/A

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Table 3: Program Average Daily Attendance (ADA) Total Program ADA 80%

Students Attending 5 classes or more (of regularly participating students)

95%

Student Demographics Student demographic data includes grade level, gender, race, and free or reduced lunch status.

Table 4: Student Grade Level Percentages

Student Grade Level Percentage of Total

Kindergarten 3.5%

1st grade 5.3%

2nd grade 21.9%

3rd grade 14.0%

4th grade 20.2%

5th grade 21.9%

6th grade 5.3%

7th grade 1.8%

8th grade 3.5%

9th grade 2.6%

Table 5: Student Gender

Gender Percentage of Total

Females 56%

Males 44%

Table 6: Student Race

Ethnicity Percentage of Total

Black 68.3%

White 10.3%

Hispanic 12.0%

Multi-racial 4.3%

Other 5.1%

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Table 7: Student Free/Reduced Lunch Status Free/Reduced Lunch Eligibility

Percentage of Total

Free/Reduced Lunch 77%

No Free/Reduced Lunch 23%

Academic Standards and Academic

Gains Steinway Society of Central Florida’s afterschool piano lessons reinforce educational standards that are

taught during the school day. Florida’s previous New Generation Sunshine State Standards (NGSSS) in

Music, Reading, and Mathematics are being taught in each piano lesson session. Common Core

Standards (CCS) in Reading/Language Arts and Mathematics are also being introduced, as well. Florida

adopted new Florida Standards for the 2014-2015 school year (K-12). These standards are very similar

to, and some are exactly the same as, the Common Core Standards. This report will detail both the

NGSSS and CCS to provide as much information as possible. Steinway Society of Central Florida will be

slowly transitioning to the new Florida Standards in the months ahead.

Reading/Language Arts and Mathematics educational standards and skills that are being taught include,

but are not limited to, the following:

Reading/Language Arts – critical thinking, summarization, questioning, oral presentations, deductive

reasoning, analyzing, sequencing, defining, comprehension, following directions, cause and effect,

referencing, matching, creating, and recording

Mathematics – formulas, counting, drawing musical notes, addition, subtraction, and problem solving

Below, is a chart that lists each NGSSS and Common Core Standard that are being covered during each

cycle.

New Generation Sunshine State Standards (NGSSS)

Common Core Standards (CCS)

Music

Big Idea: Critical Thinking and Reflection N/A

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MU.4.C.1.1: Develop effective listening strategies and describe how they can support appreciation of musical works. MU.4.C.1.2: Describe, using correct music vocabulary, what is heard in a specific musical work. MU.4.C.2.1: Identify and describe basic music performance techniques to provide a foundation for critiquing one’s self and others. MU.4.C.2.2: Critique specific techniques in one’s own and others’ performances using teacher-established criteria. MU.4.C.3.1: Describe characteristics that make various musical works appealing. Big Idea: Skills, Techniques, and Processes MU.4.S.1.2: Create melodic patterns using a variety of sound sources. MU.4.S.2.1: Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance. Big Idea: Organizational Structure MU.4.O.2.1: Create variations for selected melodies. MU.4.O.3.1: Identify how expressive elements and lyrics affect the mood or emotion of a song. Big Idea: Historical and Global Connections MU.4.H.1.2: Describe the influence of selected composers on the musical works and practices or traditions of their time. Big Idea: Historical and Global Connections MU.4.F.2.1: Describe roles and careers of selected musicians. MU.4.F.3.1: Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.

Reading/Language Arts

Strand: Reading Process LA.4.1.6.1: The student will use new vocabulary that is introduced and taught directly; LA.4.1.5.1: The student will demonstrate the ability to read grade level text; and LA.4.1.6.5: The student will relate new vocabulary to familiar words; LA.4.1.7.4: The student will identify cause-and-effect relationships in text; LA.4.1.6.Pa.b: Listen and respond to stories and informational text. Strand: Communication LA.4.5.2.1: The student will listen to information presented orally and show an understanding of key points; LA.4.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion;

CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.4.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

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LA.4.5.2.3: The student will listen attentively to speakers and take notes as needed to ensure accuracy of information; LA.4.5.2.4: The student will ask questions of speakers, using appropriate tone and eye contact; and

CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-Literacy.L.3.2c Use commas and quotation marks in dialogue. CCSS.ELA-Literacy.L.3.5b Identify real-life connections between words and their use

Mathematics

Big Idea: Big Idea 1 MA.1.A.1.1: Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend." MA.1.A.1.4: Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems. MA.2.A.2.1: Recall basic addition and related subtraction facts. Big Idea: Algebra MA.K.A.4.1: Identify and duplicate simple number and non-numeric repeating and growing patterns. MA.1.A.4.1: Extend repeating and growing patterns, fill in missing terms, and justify reasoning. MA.2.A.4.1: Extend number patterns to build a foundation for understanding multiples and factors – for example, skip counting by 2's, 5's, 10's. MA.2.A.4.3: Generalize numeric and non-numeric patterns using words and tables. MA.2.A.4.5: Recognize and state rules for functions that use addition and subtraction.

CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract. CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.

NGSSS and Common Core Standards listed above are incorporated into the daily teacher-led lessons,

comprehension checks during class, question and answer sessions during class, and also the written pre

and post-test that all students complete during the cycle.

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Student Academic Gains – English

Language Arts and Math Students’ report cards were collected and analyzed to determine if the students’ participation in the

Steinway Society of Central Florida after school piano classes also had an impact on their academic

performance in the areas of English Language Arts (which includes Reading in the curriculum) and Math

during the regular school day. The academic performance of students is detailed below. These

students attended the after school piano classes at different locations and ranged from 2nd graders

through 9th graders.

Table 8: English Language Arts Academic Data

Total # of Students measured (total # of students that submitted their report card for two different nine week periods)

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Students that maintained an “A” in English/Language Arts (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

44%

Students that maintained an “A” or “B” in English/Language Arts (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

61%

Students that maintained a “C” or higher in English/Language Arts (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

96%

Table 9: Math Academic Data

Total # of Students measured (total # of students that submitted their report card for two different nine week periods)

23

Students that maintained an “A” in Math (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

30%

Students that maintained an “A” or “B” in Math (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

83%

Students that maintained a “C” or higher in Math (when comparing 1st nine weeks grade to 2ndor 3rd nine weeks grade)

91%

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Table 10: Student Academic Gains (Piano Class Pre to Post Test) Class Name % of students that either maintained or improved

their grade from pre-test to post-test *Reading/Language Arts, Math, & Music concepts are integrated throughout the test questions. *This data was derived from students that took the pre-test and the post-test. Students that did not take both tests were not included in the count.

Eatonville 2 100%

Eatonville 3 100%

Walt Disney Clubhouse 100%

Shiloh 1 100%

Shiloh 2 100%

Shiloh 3 100%

New Image 1 100%

East Altamonte 1 100%

Callahan 1 100%

Callahan 2 100%

Callahan 3 100%

Callahan 4 100%

Pine Crest Elementary 100%

South Seminole Middle 100%

Casselberry Elementary 100%

Total Program (all classes combined)

100%

Developmental Assets and Musical Skills Steinway Society of Central Florida’s after school piano lessons not only develop the students musically

and academically, but also helps students improve their developmental assets. Student evaluations,

based on developmental assets, are completed by the teacher at the end of the program and the results

are displayed below in Table 11. The teacher also evaluates the students’ progress in musical skills.

Musical skill results are displayed below in Table 12.

Table 11: Students that have exhibited improvement in developmental assets by the end of the 3 - 10 week cycle based on student evaluations completed by the teacher

Developmental Assets Percentage of students

Family Support 100%

Positive Family Communication 100%

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Other Adult Relationships 99%

Service to Others 100%

Positive Peer Influence 98%

High Expectations 97%

Achievement Motivation 98%

Learning Engagement 98%

Caring 100%

Integrity 100%

Honesty 99%

Responsibility 99%

Planning and Decision Making 98%

Interpersonal Competence 99%

Resistance Skills 99%

Peaceful Conflict Resolution 100%

Personal Power 99%

Self-Esteem 100%

Sense of Purpose 98%

Positive View of Personal Future 98%

Table 12: Students that have exhibited improvement in musical skills during the 3 - 10 week cycle based on student evaluations completed by the teacher

Musical Skills Percentage of students

Cognitive Skills 98%

Finger Numbers 98%

Good posture/Hand position 98%

Keyboard pitch concept 99%

Finding black notes/white notes 99%

Finding middle C 96%

5 finger position on board 97%

Rhythm 99%

Ear training 99%

Sight reading 98%

Amount of material ready for presentation 98%

Ensemble playing 99%

Theory 98%

Musicality 98%

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Student Promotion Students that attend the Steinway Society of Central Florida’s after school piano lessons are

recommended for promotion or session remediation by their after school teacher at the end of each

cycle. Student promotion percentages are displayed in Table 13 below.

Table 13: Student Promotion

Student Promotion Percentage of Total

Promoted to next session (next session will include more challenging work)

97%

Recommended for remediation (student will need to repeat the current cycle)

3%

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Parent Survey Results Parents complete a survey at the end of the cycle about how the program has affected their child in

multiple areas. The results of the survey are shown below.

Table 14: Parent Survey Results Parent Survey Questions Percentage of parents

that answered "Yes" (for those parents who completed the survey)

Did your child perform better in school (improved grades) over the last 10 weeks?

93%

Has your child's behavior at home improved over the last 10 weeks?

98%

Has your child's behavior at school improved over the last 10 weeks?

98%

Has your child's attendance improved in school over the last 10 weeks?

91%

Has your child expressed that they would like to continue piano classes after the recital?

98%

Has your child's self-esteem improved over the last 10 weeks?

93%

Is your child more motivated to go to school due to their participation in the piano classes?

86%

Does your child have a more positive view about their goals and future due to their participation in the piano classes?

93%

I will sign my child up for piano classes through Steinway Society of Central Florida again.

98%

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Parent Feedback In addition to filling out a parent survey, parents also write comments about how they feel about

Steinway Society of Central Florida’s after school piano lesson classes that their child had the

opportunity to be a part of. Here are some of the comments that were received:

“I love this opportunity because Lianys always says that she looks forward to going to the piano

classes every Friday. She said it’s fun and she even wants to participate in the piano recital.”

- Parent of Lianys (3rd grader)

“I want to thank you for the opportunity kids have with this program and a special thanks to Sylvia for

being terrific with the kids. My daughter loves and respects her.”

- Parent of Mayte (3rd grader)

“I love the program. Looking forward for my kids to learn more.”

- Parent of Anthony (2nd grader)

“I think it’s a great way to keep children involved through music. Brianna looks forward to playing.”

- Parent of Brianna (3rd grader)

“I am so happy that my son got the opportunity to get piano classes. Music is very good for children.

It helps them in countless ways at home and at school, and will also make their lives more meaningful

as adults. If the program is offering classes during the summer, I would like to sign him up. Thank you

so much to all the teachers. We, the parents, are very grateful. God Bless.”

- Parent of Shoaib (7th grader)

“He loves it. Blessed he has the opportunity.”

- Parent of Dominic (6th grader)

“He loves the piano. He plays as much as he can on his keyboard at home. Thank you very much.”

- Parent of Scartensky (5th grader)

“I really like it because Neremiah sings at home all the time. She loves to sing. And going into the

piano program helps her learn the keys to other instruments. And she likes the sound of each note.”

- Parent of Neremiah (2nd grader)

“I love the piano program.”

- Parent of Exenid (5th grader)

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“The program is excellent! Jonathan is a little bit more outgoing since he started the program. He has

shown more self-confidence and is very proud of himself when he completes his lessons and pieces.

He enjoys playing for others.”

- Parent of Jonathan (2nd grader)

“Carla has great pride in knowing that not many kids her age can play as well as she – and she does

not take that for granted. She practices almost every day and aims to excel in each and every

segment of the lessons. Her goal is one day to teach other children so they can experience the same

opportunity she has been granted.”

- Parent of Carla (5th grader)

“Wonderful instructor and program.”

- Parent of Blake (2nd grade)

“I like the program. It is very beneficial for Luigi.”

- Parent of Luigi (8th grader)

“I believe it’s a great program. Both my child and I like it.”

- Parent of Iris (4th grader)

“The piano lessons has been a very great program for my children. They like the idea of learning new

notes every week and different keys.”

- Parent of Keena (6th grader)

“Zachary enjoys the lessons and he likes the idea of learning new techniques each week.”

- Parent of Zachary (8th grader)

“The piano lesson is very important to Shayna. She enjoys coming to class to learn new lessons. It

opens her mind to a whole new language.”

- Parent of Shayna (4th grader)

“This opportunity greatly benefits my daughter. She tends to be more outgoing and confident within

school and at home. She has demonstrated more interest and effort to do new things. She is

becoming a well-rounded individual that does not fear new experiences.”

- Parent of Tanyne (2nd grader)

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“Piano lessons have been great exposure for Jaeda. She is really proud of her new skill and talent.

Ms. Sylvia is very good with the kids and challenges them to greatness. She is always available on

time and devotes equal time to each student. Jaeda will be back.”

- Parent of Jaeda (2nd grader)

“It is a very good program and I would like for it to continue.”

- Parent of Jaya (5th grader)

“It’s a great program.”

- Parent of Alqualios (9th grader)

“Thank you Ms. Sylvia for your piano classes. Thank you to the rest of the wonderful people who

make it possible so that our children have this amazing opportunity of piano classes. God Bless all of

you!”

- Parent of Samuel (9th grader)

“We are very thankful for this unique opportunity of piano classes. May God Bless all of you! Thank

you so much.”

- Parent of Jose (2nd grader)

“God Bless you! Thank you for everything you do for us. We really appreciate the piano classes.”

- Parent of Diana (8th grader)