The ACME Network

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The ACME Network

• Evaluation Overview
• Capacity, Informing Program, and Student Outcomes

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Evaluation Capacity

• Unique Opportunities The ACME website as a data
  collection tool
• Information at multiple group levels
• Ability to assess progress over time
• Ability to inform program on an immediate and
  ongoing basis and to provide information
  regarding best practices.

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Information at Group Levels

• Student Middle School, High School, College
• ELL
• Special Needs
• Low Income or At Risk Students
• (Identified at the school or district level)
• Additional Levels
• Class
• School
• District
• County
• Region
• Statewide
• Nationwide

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Accessing Information

• Participation Data
• On-line Surveys
• On-Air Telecasts
• Sheltered Sites on the ACME Site
• Student Comments
• Student Work
• Pro Review and University Review

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Example of Participation Data
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On-Air Telecasts

• ACME Telecast Rating Rubric
• Telecast Analysis and Comparison
• Beginning and Advanced Telecasts
• Beginning of the year telecasts and end of the
  year telecasts
• Peer/Mentor Dynamics
• Complex Communication Skills

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Sheltered Sites

• Student Comments
• Quality of Comments ACME Rubric
• Complex Communication Skills
• Level of Participation
• Student Work Uploads
• Student Intentions
• Professional Understanding and Skill Level
• Student Work Revisions

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Levels of Evaluation

• Middle School Students
• High School Students
• College Students
• Alumni

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Middle School Students

• Complex Communication Skills
• Student Work
• Cooperative Learning
• Initial Pathway

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Middle School Student Work and Feedback
ExchangeDwyer Middle SchoolTeacher LeRoyce
Hernandez
Talyor W.s Sack Drop
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High School Students

• Complex Communication Skills, Student Work and
  On-Air Telecasts
•  High School Graduation Status
• Student Focus Group
• Transdiscipline Application of Animation
• Student Perceptions about ACME

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High School Graduation Status
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Transdiscipline Application of the Animation
Course
The information obtained by students illustrates
the transdisciplinary application of the skill
sets learned in the animation course and
conversely the application of other coursework
within the animation course. Students stated
that their animation course has helped them in
the following classes and areas Psychology,
Physiology, Economics, Chemistry, other Art
classes, Languages, Biology, History, Physics,
Geometry, Technology, English, Math and
activities at home or work. Several students
stated that the animation skills helped to
illustrate concepts in physics, such as an apple
falling off a tree and Kinetic energy (i.e. the
brick drop and ball bounce).
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High School Student Animation by students at
Capistrano Valley High School Teacher Kent Baker
Lorraine Dasoukis 30 Second Film
Andrew Hoangs 30 Second Film
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Reaching ALL Students

• Special Needs
• ELL
• Low Income/At Risk Students

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Special Animations!From Students at El Dorado
High SchoolTeacher Audra Ross
Madison Yales Cat Jump
Levi Almanzar
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College Students

• Instructor perception of ACME Impact on Student
  Animation Skills
• Instructor perception of ACME Impact on Student
  Communication Skills
• Graduation Status
• Professional Focus
• Employment and Internship Status of Graduating
  Students
• Student Environment Work by Adam Pintek

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College Instructor Perception of ACME Impact on
Animation Skills
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College Instructor Perception of Impact of ACME
on Student Communication Skills
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College Student Educational Goal
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Professional Focus
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Employment and Internship Status for Graduating
Students
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  Pintek.jpg

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ACME Alumni Professionals

• Alumni Perception of Importance of ACME Program
  Elements
• Alumni Job Emphasis
• Alumni Perspectives

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Elements Alumni Perception of Importance of ACME
Program N11
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Alumni Job Emphasis N11
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Alumni Perspectives

• ACME was the acid test for everything I thought
  and did artistically... and at times the program
  was really difficult. If something was awful and
  didn't make a hill-a-beans worth of sense, you
  knew right away.... there was no beating around
  the bush, just good honest feedback and
  suggestions for ways to improve your work and
  yourself. But looking back at it now it had to be
  that way.... when I first started out, I knew
  nothing about the animation industry. I just
  wanted to have fun and make stuff move around.
  But from day one, John and Dave pushed story and
  slowly through failed test after failed test.
  Their feedback started things clicking. Gradually
  I started understanding more about the animation
  process and through that building
  understanding came a clearer realization of where
  I'd like to fit in to this bigger thing. So I
  guess the greatest thing that ACME taught me was
  that animation, no matter what facet of the
  process youre involved in, is all about story.
  Without a good story all the other stuff just
  doesn't make much sense
• ACME was a great tool in how we interacted and
  communicated with professionals and students
  across the country. Not only did we get instant
  constructive critique, information and lectures
  from seasoned pros, we were also able to
  communicate with peers across the nation and see
  how we all equally struggled and progressed
  through all the material presented to us. It's
  an amazing way to teach students and future
  artists how to deal and work with others in a
  collaborative setting from all walks of life.
  You can't work in a vacuum in this field and this
  program helps you to understand that and get the
  skills you need to survive. 

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ACME Future Focus for Evaluation

• Investigation of the ACME model as a tool for
  teacher learning, mentoring, articulation (tech
  prep)
• Further study with respect to impact on diverse
  populations of students
• Identification of Best Practices in terms of
  Teacher Pedagogy and Student Learning
• Evaluation of impact on Students and Teachers due
  to the implementation of the ACME model