GaDOE states that it has also developed a process to provide local education agencies (LEAs) the flexibility to develop and receive approval for custom-pathways. This highlights the importance of providing a well-rounded and supportive education for students. The CDE is looking to create better ties with the arts community; this is an excellent opportunity to become involved and to inform the process of implementing the ESSA plan. 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. States have filed plans with ED that will govern how Federal funding is used in the coming years. Divided into 8 main sections or “Titles”, the Act provides funding through several programs aimed at the education of disadvantaged children, strengthening teacher training, helping English learners acquire English and succeed academically, providing afterschool and extended day school programs and several other programs. Nevada’s State plan also highlights funding under the Title IV, Part A, Student Support and Academic Enrichment (SSAE) program to support well-rounded education among other priorities. 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. Title IV – 21st Century Schools. NASAA maintains authoritative data about state arts agency funding. 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. These plan components provide an opportunity to shape how your State, school districts and schools implement them. 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. Much like the title sounds, programs under this section of ESEA help improve the quality of our teachers, principals and other school leaders (such as vice or assistant principals and superintendents). Kentucky’s mentions of arts offerings and student access to “rich curriculum” in the arts showcase its focus on these topics. 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. ISDE’s State 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 and simply states that funds will be awarded to eligible entities on a competitive basis, taking into consideration whether an applicant would help participating students meet State and local academic standards. 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. In part, VDOE plans to do so by using state set-aside funds to support “professional learning and curriculum development to improve instruction” in the integration of science, technology, engineering, arts, and mathematics (STEAM). Culture and the arts funding. 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. Australian arts in focus Federal arts rescue package: smaller organisations and states fear they could miss out. 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. These plan components provide an opportunity to shape how your State, school districts and schools implement them. You may also want to engage with AOE and provide feedback to encourage it to issue more clear guidance and assistance to better inform local education agencies (LEAs) and schools that arts programs are allowable uses for 21st CCLC and SSAE program funding. 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. Specifically, the State plan cites highlights the following provisions in the law as examples of funding areas: “improving access to foreign language instruction, arts and music education,” and “additional resources foreign language instruction, arts and music education.”. However, it does note that the Oregon Department of Education (ODE) would continue to work with stakeholders to better define indicators for accountability and identify appropriate measures related to opportunity to learn, social-emotional learning and school climate/culture. First, the Student Support and Academic Enrichment Grants program is housed in this title. Furthermore, 21st CCLC grants are available to after-school programs, especially in areas with a higher demonstrated need, which could include the arts. Among the Hawaii Department of Education (HIDOE)’s four main objectives for Strive HI, its school accountability system, the third is titled “Well-Rounded” and is aimed at ensuring “all students are offered and engage in a rigorous, well-rounded education so that [they] are prepared to be successful in their post-high school goals.” While the arts are not explicitly named in measures under Strive HI, “school-/complex-selected measure(s)” – measures selected by schools and complexes themselves - are included within the accountability system, The Office of Curriculum, Instruction and Student Support plans to leverage Title II, Part A funds to enhance access to an equitable, well-rounded education by reaching out to content specialists to provide instruction and professional development where there are gaps, including in the “fine arts.”. Grant Programs. Chart of state arts funding. States have had to submit these plans because Congress amended this law in late 2015. In addition, for each State, recommendations are included on who to talk to in your State, school district or schools to begin helping shape your state’s commitments. The Maine Department of Education (MDE) states in its Every Student Succeeds Act (ESSA) plan that the State has funded the following programs through Title II, Part A, the Supporting Effective Instruction program, to support professional development in visual and performing arts: the Creative Assessment Webinar Series, Creative Assessment Cohorts, Fresh Chapters Book Study, Arts Integration Resource Project Fellows, Creating Artful Early Childhood Classrooms, and Visual and Performing Arts Assessment Conference. 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 can engage your local education agency (LEA) and its leaders and remind them that Federal programs like Title I, as well as 21st CCLC and SSAE can support arts education activities. NASAA surveys state arts agencies twice yearly for updated appropriations and revenue information, and maintains historical information back to the 1960s. These plan components provide an opportunity to shape how your State, school districts and schools implement them. The plan’s specific highlight of the 21st CCLC Program means that program should be a prime opportunity to support the arts. You can engage with NCDPI to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. Contact GIASign Up for GIA News & UpdatesBecome A GIA Member, 522 Courtlandt Avenue, 1st Floor, Bronx, NY 10451-5008 | (929) 452-3740 | gia@giarts.org. You can obtain contact information for your State Department of Education here. NDE further stipulates in its plan that it will continue to support the robust inclusion of the fine arts into schools. You can obtain contact information for your State Department of Education here. Legislators from the Yakima Valley cautioned that getting funding from a state facing shortfalls in the midst of the COVID-19 pandemic will be difficult. Required measures for the indicator include those focused on access to “rich curriculum” including “standards-based visual and performing arts” as well as four other subject areas. Montana also demonstrates its commitment to equitable access to the arts via increased accessibility to the arts for homeless students. You may also look to help shape how HIDOE evaluates 21st CCLC programs that seek to fund the arts. You can obtain contact information for your State Department of Education here. The Arkansas Department of Education (ADE) states in its plan that it is developing a Math Initiative to promote numeracy not just in math classes, but across all subjects, including, as the State plan specifically points out, the arts (both visual art and music are cited as examples.) 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. You can obtain contact information for your State Department of Education here. 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 can engage with OSSE to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. 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. Utah’s State plan highlights the importance of providing a well-rounded and supportive education for students. Kansas highlights the flexibility districts and schools have under ESSA to invest Federal dollars, such as those under the SSAE and the 21st Century Community Learning Center (21st CCLC) program, in ways that most align with their students’ needs. OPI’s State 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 and simply states that funds will be awarded to eligible entities on a competitive basis, taking into consideration whether an applicant would help participating students meet State and local academic standards. 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 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. 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. 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. ALSDE’s plan also articulates that it plans to use Title IV, Part A, Student Support and Academic Enrichment (SSAE) program funds in part to enhance students’ access to a well-rounded education. 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 grant. Tennessee highlights the flexibility districts and schools have under the Every Student Succeeds Act (ESSA) to invest Federal dollars, such as those under the SSAE program, in ways that most align with their students’ needs. You can obtain contact information for your State Department of Education here. Title III – English Language Acquisition. Iowa demonstrates its commitment to the arts by updating its fine arts standards in the 2017-2018 school year and partnering with the Iowa Alliance for the Arts Education to develop arts education and arts integration curriculum. You may also want to engage with the State Department of Education to provide feedback on what information would be useful in performance reports in order to further well-rounded education opportunities in your work. You may also want to encourage the IDOE to explicitly state that arts programs can be funded under the 21st CCLC and SSAE grants. Massachusetts does not include access to the arts as an additional indicator of school quality or student success in its list of future indicators it is currently considering for inclusion in its accountability system. You may also want to contact IDE to encourage it to explicitly state that arts programs can be funded under the 21st CCLC grants. 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. The Florida Department of Education (FLDOE) states in its ESSA plan that it will use a portion of Title IV, Part A, Student Support and Academic Enrichment Grants (SSAE) program State activities funds to conduct a needs assessment to gain input from LEAs in areas including well- rounded educational activities in which LEAs need assistance within the SSAE program. In addition, OPI emphasizes that the agency itself, LEAs, and schools may partner with organizations such as nonprofits, institutes of higher education and community organizations to offer programs and services to students. Maine has identified the arts as an important aspect of implementing a well-rounded education, and it has dedicated time and resources to determine how to best to leverage funding to support the arts. The State 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 and simply states that priority will be given to applicants serving schools targeted for improvement and/or at-risk students. You may also want to engage with the State Department of Education to provide feedback on what specific information would be useful in performance reports in order to further well-rounded education opportunities in your work. GaDOE’s plan states that its Every Student Succeeds Act (ESSA) Education of the Whole Child Working Committee will coordinate with its Federal Programs team to create guidance for LEAs and schools to leverage Title IV, Part A, Student Support and Academic Enrichment (SSAE) program funds. New Mexico’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. In addition to its arts focus in the State’s accountability system, Connecticut’s State plan also highlights the 21st Century Community Learning Centers (21st CCLC) program funding as a way to offer well-rounded educational opportunities including “art and music” opportunities. 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. ADE also plans to continue to provide instructional content and program support for “fine arts” educators. NDDPI stats within its plan that its emphasis on STEAM is based on the idea that the arts help students problem solve and can also help engage students that would not otherwise be interested in STEM education. PRDE highlights Partnership schools as unique public schools allowed the freedom to be more innovative while being held accountable for advancing student achievement, such as through creating a unique school culture in the performing arts for example. You can engage with ISBE to provide input on effective strategies to enable all students to access a well-rounded curriculum, including arts programs. This title houses two programs that are essential to the operations of school districts and schools across the country. It notes that the Every Student Succeeds Act (ESSA) outlines numerous permitted activities for the funds. However, it should be noted that this measure will not be reported on the State’s scorecard. 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 program grant, especially if you are serving a community that would otherwise not have access to such a program. In terms of providing students a well-rounded education (and specifically in response to stakeholder engagement comments that the State and school districts should be held accountable for providing students access to the full range of arts subjects) New Jersey articulates that it believes curriculum, course offerings and learning strategies are best determined at the local level. The plan outlines steps to award SSAE subgrants to LEAs in amounts consistent with ESSA requirements. HIDOE notes in its plan specific arts integration efforts it has partnered with schools on to develop and deliver thematic instruction that crosses multiple disciplines. The State plan also highlights the flexibility districts and schools have under ESSA to invest Federal dollars, such as those under the SSAE and the 21st CCLC program, which could include supporting arts education. You may also want to engage with NDE and provide feedback to encourage it to issue more clear guidance and assistance to better inform local education agencies (LEAs) and schools that arts programs are allowable uses for 21st CCLC and SSAE program funding. 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. Districts will need to submit an application identifying need as well as which priority - for example,well-rounded educational opportunities - they intend to address under the specific program. 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