You can engage with OSDE to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. Tennessee’s State plan highlights the 21st Century Community Learning Centers (21st CCLC) program funding as a way to provide opportunities for academic enrichment and support services. State … Nonprofit arts organizations employing hundreds of thousands of artists in community engagement programs across the state can breathe a sigh of relief for the moment as Gov. The budget funds made disposable as a result of this will flow into the Global Stipend funding programme. 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 engage with OSSE to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. Increase public recognition and appreciation for the arts, arts organizations and individual artists Our Supporters The Alabama State Council on the Arts is funded by state legislative appropriations, tax refund donations, Support the Arts license plate sales, and a partnership agreement with the National Endowment for the Arts… ISBE states that it will invite a stakeholder group starting in the 2018-19 school year to consider available data and a more nuanced indicator with appropriate weight, to be included within its accountability system in 2021-22. In its State plan, the Iowa Department of Education (IDE) states that it intends to support local educational agencies (LEAs) to creatively leverage and coordinate well-rounded educational opportunities, as permitted, in ways that best support local district needs, such as through fine arts programs. The Indiana Department of Education (IDOE) states in its Every Student Succeeds Act (ESSA) plan that it recognizes subjects including music and the arts are “not luxuries” in a child’s education but rather important features of whole-child development. Title III – English Language Acquisition. 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. Luckily, there are art grants and funding for fine-art professionals such as artists, curators, and researchers, who can apply for such programs to put on an art exhibition, conduct research, or to create artwork. 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. You may also look to help shape how NCDPI evaluates 21st CCLC programs that seek to fund the arts. States have had to submit these plans because Congress amended this law in late 2015. It also emphasizes that this decision does not limit an LEA’s options for how it may use this funding. Title IV – 21st Century Schools. The Oklahoma State Department of Education’s (OSDE) plan also articulates that it plans to use Title IV, Part A, Student Support and Academic Enrichment (SSAE) program funds in part to develop Program of Distinction requirements/rubrics, including one that informs how local educational agencies (LEAs) can better incorporate the fine arts. 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. Stating that “all elementary and middle settings should offer every Louisiana student access to quality visual and performing arts,” Louisiana states that this indicator will be designed to measure whether schools are providing students with access to a well-rounded education and exposing them to diverse areas of learning in which they can develop their skills and talents. This highlights the importance of providing a well-rounded and supportive education for students. Indiana is also committed to enhancing equitable access to well-rounded education and supporting students pursuing arts careers through its work in advancing industry certifications. In addition, NYSED acknowledges that it received feedback advocating for the inclusion of creative arts therapists as Specialized Instructional Support Personnel in the State under ESSA. Well-rounded education, which could include the arts, is specifically mentioned as a priority of PRDE for the 21st CCLC grant program. Connecticut’s accountability system incorporates 12 indicators for use in assessing the performance of schools. However, it states priority is given to programs serving students attending underperforming schools. You can engage with the ADE to provide feedback on what information would be useful in performance reports in order to further well-rounded education opportunities in your work. Specifically, this would include the percentage of students who have spent a percentage of weekly time in school allocated to dance, music, theatre and visual arts (for grades 1-3, 20% of time; for grades 4-6, 10% of time, and for grades 7-8, 55 hours per year by a certified arts instructor.) 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. Budgets for social programs are also being cut, and corporations are tending to give more to socially geared charitable organizations. You may also want to encourage the ISBE to encourage it to explicitly state that arts programs can be funded under the 21st CCLC and Student Support and Academic Enrichment (SSAE) grants. 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