New York plans to address the arts’ role in education in many ways, including by providing resources for arts integration in schools, arts career pathways, professional development in the arts for 21st CCLC leaders, and creative arts therapists. This “post-secondary readiness” indicator is 20% of total weight for the high school grades. You may also want to discuss with them how you can be a partner in helping them provide a well-rounded education for students in your community. NDDPI states that it also recognizes the importance of supporting local educational agencies (LEAs) in developing accelerated arts programs as well as enhancing Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. Under Title I, Part A, ADE states that it will support schools and LEAs to provide a well-rounded education for students as they transition from grade to grade and from school to school, including in programs such as the arts. Arts programs can apply for 21st CCLC grants and are prioritized if they serve at-risk students or low-performing schools. California’s State plan articulates that the State’s Expanded Learning Programs (ELPs) support local educational agencies (LEAs) and local communities by aligning with the regular school day for a “well-rounded and supportive education for students,” which could include arts programs and programs which integrate the arts. For measures that are not included in a school’s accountability index, particularly ones that may be incorporated in the future, including them as reporting indicators on school and district report cards provide valuable local data and may spur conversations about programmatic and or policy changes at the State and local level. Michigan’s long-term goal for this sub-indicator is to reach 116 students to 1 teacher by 2024-2025. If you are part of an after-school arts program or would like to start one, you may want to reach out to your LEA to jointly submit an application for a 21st CCLC program grant, especially if you are serving a community that would otherwise not have access to such a program. You can engage your LEA and its leaders and remind them that Federal programs like Title I, as well as 21st CCLC and Title IV, Part A, SSAE grants can support arts education activities. For measures that are not included in a school’s accountability index, States may include them in reporting on school and district report cards to highlight the importance of providing a well-rounded and supportive education for students. Specifically, the State plan notes that a STEM focus, and in some instances a STEAM focus (Science, Technology, Engineering, Arts and Math), is an element of every funded 21st CCLC grantee program. Pennsylvania is also seeking arts stakeholder input in these processes. You may also want to discuss with them how you can be a partner in helping them provide a well-rounded education for students in your community. If you are part of an after-school arts program or would like to start one, you may want to apply for a 21st CCLC, especially if you are serving a community that would otherwise not have access to such a program. Under the model for K-8 schools, schools would receive 10 points for each indicator met under the category of “acceleration readiness” for a maximum of 50 points or 50 percent of the total weight. The tricky bit is that the path from investment to profit is rarely clear. The Every Student Succeeds Act (ESSA) requires States to rate schools based on the performance of all groups of students, including on an additional indicator of school quality or student success that is valid, reliable, comparable and Statewide. You may also want to contact the MDE to encourage it to explicitly state that arts programs can be funded under the 21st CCLC grants. Deadline: 10-Jan-21 The Arlington Commission for the Arts is seeking applications for the Individual Artist Grant for individual artists to address its investment in arts infrastructure. You may also want to contact the OPI to encourage it to explicitly state that arts programs can be funded under the 21st CCLC grants. You can engage with ODE to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. Title I – Education of the Disadvantaged. Wyoming’s State plan emphasizes the importance of providing a well-rounded and supportive education for students. The California Department of Education (CDE)’s Every Student Succeeds Act (ESSA) plan does not highlight the use of 21st Century Community Learning Centers (21st CCLC) program funds for any specific subject matter or type of educational opportunities however, it states that funding priority will be given to expanded learning programs that target services to students and families who primarily attend schools that enroll students who may be at risk for academic failure, dropping out of school, involvement in criminal or delinquent activities, or who lack strong positive role models. Bodies like Arts Council England state that for every £1 invested, the nation benefits by £4 of rewards. You can engage your local school district and its leaders and remind them that Federal programs like Title I, as well as 21st CCLC and SSAE can support arts education activities. Illinois is committed to teacher professional development in the arts, uniform curriculum standards and working to make the arts part of accountability measures in response to stakeholder input. Grant Programs. This indicator measures the ratio of students to educators instructing courses in the “fine arts (dance, music, theater or performance and visual arts)” and a physical education instructor for all K-8 schools. SCDE’s State plan also articulates that the State Superintendent has recommended counting schools’ incorporation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) curricula and Arts in Basic Curriculum programs as bonus points towards the School Quality metric in 2018-2019. South Carolina shows in its plan that it values equitable access to arts programs and encourages local education agencies (LEAs) to aid homeless children in accessing fine arts. You may want to reach out to your LEA and its leaders to provide input on existing gaps in access to arts education, and how to resolve these gaps. These plan components provide an opportunity to shape how your State, school districts and schools implement them. Winston-Salem, NC (December 22, 2020) - The Arts Council of Winston-Salem & Forsyth County has announced more than $400,000 in "NC CARES for Arts" awards to 21 arts and cultural organizations based in Forsyth County. The State Government has responded to the needs of the culture and the arts sector in Western Australia, providing $23.4 million in funding and support as part of COVID-19 responses. Budgets for social programs are also being cut, and corporations are tending to give more to socially geared charitable organizations. For measures that are not included in a school’s accountability index, States may include them in reporting on school and district report cards to highlight the importance of providing a well-rounded and supportive education for students. As COVID-19 continues to disrupt the economy at large, many states are in the process of allocating supplemental CARES Act funding to support state arts agencies, arts and culture organizations, and creative businesses. The CDE states that under the 21st Century Community Learning Centers (21st CCLC) program, it will award grants for 21st CCLCs that offer students well-rounded and supportive education, such as through arts and music programs. These plan components provide an opportunity to shape how your State, school districts and schools implement them. PDE recognizes that there is unequal access to arts opportunities, and states that it will advise local education agencies (LEAs) in how to provide more equitable access to the arts. The indicator assesses the percentage of students in grades 9 through 12 participating in at least one dance, theater, music, or visual arts course in the school year. By including “Beyond the Core” and “Pathway Completion” as additional indicators in its accountability system, Georgia is collecting statewide data and using it to access how schools are performing. IDOE further states that it will permit the use of Federal funding to support music and the arts where allowable, and when based upon the needs assessments of the school or local educational agency (LEA). You can engage your LEA and its leaders and remind them that Federal programs like Title I, as well as 21st CCLC and Title IV, Part A, Student Support and Academic Enrichment (SSAE), can support arts education activities. 166 United States Art Grants & Culture Grants 166 Arts and Culture Grants for United States. Well-rounded education, which could include the arts, is specifically mentioned as a priority of PRDE for the 21st CCLC grant program. You may also want to discuss with them how you can be a partner in helping them provide a well-rounded education for students in your community. These plan components provide an opportunity to shape how your State, school districts and schools implement them. WDE also states that it will invite districts to take advantage of initiatives to support their work as they consider ensuring a well-rounded education for all students. First enacted in 1965, the Elementary and Secondary Education Act (ESEA) is the Federal government’s main K-12 assistance to States, school districts and schools. By leaving open the possibility of including access to the arts as a future additional indicator in its accountability system, New Jersey could in the future collect statewide data on this indicator and use it to assess how schools are performing in providing a well-rounded and supportive education for students. KSDE also states that based on stakeholder feedback, Title IV, Part A funds may be used to support college access and career competency activities (which could include the arts), among other things. The Arizona Department of Education (ADE) states that it will make school and Local Educational Agency (LEA) searchable school report card profile information available online through its Department of Education website. You can obtain contact information for your State Department of Education here. Kentucky also specifies that after-school arts programs are eligible to compete for 21st CCLC grants. You can obtain contact information for your State Department of Education here. Our grants strengthen arts education as part of k-12 basic education. SCDE states that it will convene stakeholders to develop a metric capturing this in 2017-18 and anticipates amending its ESSA plan to include these measures. You may also want to engage with CDE and provide feedback to encourage it to issue more clear guidance and assistance to better inform LEAs and schools that arts programs are allowable uses for 21st CCLC and SSAE program funding. You can engage with the State Department of Education to help it develop an early indication tool as well as interventions and practices that address the needs of students including via arts approaches. You can engage your LEA and its leaders and remind them that Federal programs like Title I, as well as 21st CCLC and Title IV, Part A, Student Support and Academic Enrichment (SSAE) can support arts education activities. This highlights the importance of providing a well-rounded and supportive education for students. Nonmembers may purchase the Sourcebook in the NASAA Shop. NDDPI also states that within State activities it will conduct using the 7% Title I set-aside for school improvement under ESSA, it will conduct monitoring and evaluating programs and activities, including over arts and music activities and STEM activities. You may also look to help shape how HIDOE evaluates 21st CCLC programs that seek to fund the arts. PRDE also includes “Reading Comprehension Through Urban Art and Music” as a professional development workshop topic for teachers and other school personnel that serve students identified as Spanish learners. The package included a $5.65 million venue hire waiver for performing arts companies for free access to State Government venues, including those managed by the Perth Theatre Trust, Botanic Gardens and Parks Authority and VenuesWest. Specifically, WDE states in its Every Student Succeeds Act (ESSA) plan that a school’s score on this indicator will be the percentage of each school’s twelfth grade students who meet the State’s definition of post-secondary readiness based on one of three options – two of which require completion of a college preparatory curriculum, which includes two years of “fine/performing arts” or foreign language or career/technical education. You can engage with the State Department of Education to provide feedback and input as it creates a dashboard to determine the “extent to which LEAs are providing students with a well-rounded education” including “music and arts programs.” You can obtain contact information for your State Department of Education here. It states that the Delaware Department of Education (DDOE) will examine current practices in the State and nationwide to encourage all local education agencies (LEAs) to engage in effective access strategies for students. ADE also plans to continue to provide instructional content and program support for “fine arts” educators. Lastly, funding for SSAE Grants presents an opportunity to fund an arts education initiative or integrate the arts into existing initiatives with a school district. This program provides over $1 billion to States and school districts to help operate extended day and afterschool programs. By developing an “Interests and Opportunities” additional indicator with stakeholder input as for future inclusion in its accountability system, Louisiana plans to collect statewide data on this indicator beginning in the 2019-2020 school year and use it to assess how schools are performing in providing a well-rounded and supportive education for students. You can obtain contact information for your State Department of Education here. You can obtain contact information for your State Department of Education here. Texas highlights the flexibility districts and schools have under ESSA to invest Federal dollars, such as those under the Student Support and Academic Enrichment (SSAE) and 21st CCLC program in ways that most align with their students’ needs, which could include arts education. In the State plan. You can engage with the ADE to better understand or help facilitate its numeracy initiative and how it might incorporate the arts, perhaps advocating for a STEAM (Science, Technology, Engineering, Art and Mathematics) approach to this work. The following featured resources represent the most recently completed reports articulating state arts agency revenues. You may also want to discuss with them how you can be a partner in helping them provide a well-rounded education for students in your community. If you are part of an after-school arts program or would like to start one, you may want to apply for a 21st CCLC, especially if you are serving a community that would otherwise not have access to such a program. You may also want to discuss with them how you can be a partner in helping them provide a well-rounded education for students in your community. Oregon does not include access to the arts as an additional indicator of school quality or student success in its accountability system. You can obtain contact information for your State Department of Education here. Furthermore, ISDE articulates that it plans to leverage state and local resources to expand offerings for students in subjects including the arts, specifically through partnership with organizations such as the Idaho Commission on the Arts. ADE’s plan articulates that it will also fund programs based on needs assessments that improve student access to well-rounded activities, such as, activities which “[use] music and the arts to promote student engagement.” ADE states that it will also award grants for 21st Century Community Learning Centers (21st CCLC) programs that offer a broad array of programs and activities, such as “arts and music programs.” ADE also emphasizes that Rural and Low-Income School (RLIS) program funds are designed to carry out activities that may be used to improve teaching and learning as well as improve equity in the classroom, such as Title IV, Part A activities. A million dollars that seek to fund the arts are notoriously known for always being chronically of. Piloted in the midst of the ESSA plan by private and other activities funded... Develop students ’ access to “ rich curriculum ” in the arts as an additional of... 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