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The report outlines the impact evaluation design, including research questions, sample identification and assignment, missing data handling, baseline equivalence testing, and data collection measures, followed by analyses of impact findings and communication and socialization outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/district-75-new-york-city-department-of-education-everyday-arts-for-special-education-impact-evaluation/585403/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/district-75-new-york-city-department-of-education-everyday-arts-for-special-education-impact-evaluation/585403.png","ImageObject",300,407,{"name":42,"@type":43},"Aria Callaghan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the Everyday Arts for Special Education (EASE) program and who funded it?","Question",{"text":63,"@type":64},"EASE is a special education program funded through an i3 Development Grant to District 75 in New York City.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the program operate for students in District 75?",{"text":68,"@type":64},"EASE students were in elementary grades (K–5) across 10 district schools, with services delivered through organizational “sites” in buildings. Instruction occurred in EASE teachers’ classrooms, sometimes grouped by disability and sometimes mixed.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report include regarding the evaluation approach?",{"text":72,"@type":64},"The report covers impact evaluation design, including research questions, sample identification and assignment, handling of missing data, baseline equivalence testing, data collection measures, and analysis of impact findings and communication and socialization skills.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585403,1792210715,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","District 75, New York City Department of Education Everyday Arts for Special Education Impact Evaluation  \ni3 Development Grant – US Department of Education  \nDr. Rob Horowitz, Evaluator  \nArtsResearch  \nDecember 2016  \nThe research reported here was supported by the Office of Innovation and Improvement (OII), U.S. Department of Education, through Grant \\# U396C100275 to District 75, New York City Department of Education.  \n[rob.horowitz@artsresearch.net](rob.horowitz@artsresearch.net) [www.artsresearch.net](www.artsresearch.net) 212-781-3730  \nContents  \n1. Summary of Intervention ............................................................................................................2  \n1.1. Research Questions ...........................................................................................................5  \n2. Impact Evaluation Design............................................................................................................5  \n2.1. Sample Identification, Selection and Assignment ................................................................5  \n2.1.1. Identification/Selection of Study Schools and “Sites”...............................................5  \n2.1.2. Identification/Selection of Students ........................................................................7  \n2.1.3. Treatment of Missing Data ......................................................................................7  \n2.1.4. Baseline Equivalence Testing ...................................................................................7  \n3. Data Collection ...........................................................................................................................8  \n3.1. Measures...........................................................................................................................8  \n4. Analysis ......................................................................................................................................9  \n4.1. Baseline Equivalence Testing ..............................................................................................9  \n4.2. Impact Findings................................................................................................................10  \n4.3. Student Assessment: Communication and Socialization Skills............................................10  \n5. Summary ..................................................................................................................................11  \n6. References ...............................................................................................................................12  \n7. Appendix ..................................................................................................................................13  \nDistrict 75, New York City Department of Education Everyday Arts for Special Education Impact Evaluation  \n1. Summary of Intervention  \nEveryday Arts for Special Education (EASE) was funded through an i3 Development Grant to District 75, New York City’s special education district. When the grant began in 2010, District 75 employed 4,000 teachers in 56 schools within each of New York City’s five boroughs. Of the District’s 23,000 students, 71% were eligible for Title I support, 86% were from minority populations, 15% were English Language Learners, and 60% were assessed on New York State alternate academic achievement standards. Students’ disabilities encompassed a wide range, including autism spectrum disorders, cognitive disabilities, emotional disturbance, severe learning disabilities, and multiple handicaps (physical and cognitive) . The students required highly specialized educational programs and support systems.  \nThe participating EASE students were all in elementary grades (K-5) within 10 District 75 schools. However, the meaning of “district,”“school” and “grade” were different than a conventional setting. District 75 is not a geographical dist","cbCaitukRmBEf3dt","https://ap.wps.com/l/cbCaitukRmBEf3dt","pdf",829817,16,"English","# Summary of Intervention\n## Research Questions\n# Impact Evaluation Design\n## Sample Identification, Selection and Assignment\n# Data Collection\n## Measures\n# Analysis\n## Baseline Equivalence Testing\n## Impact Findings\n## Student Assessment: Communication and Socialization Skills\n# Summary\n# References\n# Appendix","[{\"question\":\"What is the Everyday Arts for Special Education (EASE) program and who funded it?\",\"answer\":\"EASE is a special education program funded through an i3 Development Grant to District 75 in New York City.\"},{\"question\":\"How did the program operate for students in District 75?\",\"answer\":\"EASE students were in elementary grades (K–5) across 10 district schools, with services delivered through organizational “sites” in buildings. Instruction occurred in EASE teachers’ classrooms, sometimes grouped by disability and sometimes mixed.\"},{\"question\":\"What does the report include regarding the evaluation approach?\",\"answer\":\"The report covers impact evaluation design, including research questions, sample identification and assignment, handling of missing data, baseline equivalence testing, data collection measures, and analysis of impact findings and communication and socialization skills.\"}]","District 75, New York City Department of Education Everyday Arts for Special Education Impact Evaluation | PDF",1792054638]