Arts Applications to USOE i3--Key Information and Project Description

Alabama

1 Access to Achievement through the Arts

Alabama Institute for Education in the ArtsMontgomery, AL 36117Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $932,582Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP5: Early Learning, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

AIEA (Applicant) (Official) 1165728.00Dallas Co. Schools (Official)

Project Description:

"The Alabama Institute for Education in the Arts (AIEA) and Dallas County Schools have identified four rural high needs schools with a large percentage of students failing to perform at grade level in math, reading, and writing assessment tests. These schools lack consistent arts instruction, yet extensive research has shown positive correlations between arts-rich environments and/or arts instruction aand student achievement. AIEA has provided standards-based arts professional development to classroom teachers since 1995, working frequently in rural schools. Realistically, many rural schools will never be able to afford arts specialists in every arts discipline. Our 'Access to Achievement through the Arts' will 1)provide arts training to classroom teachers by utilizing national trainers in arts integration; 2) will provide standards-based arts instruction by Teaching Artists to the students in four schools; 3) will provide model teaching by a variety of discipline experts and Teaching Artists to complement the training by national arts integration specialists; 4) will build collaborative learning networks among faculty in each school as school improvement plans including the arts are formulated and implemented; 5)will use use the appeal of the arts to increase community and family involvement in the school. At the beginning of the proeject, school leaders will identify specific achievement areas that are weakest and should be targeted by the arts integrated instruction. During the 3-year implementation of the project, intermim assessments will be frequent and varied to to measure progress. Annual achievement test scores will provide quantitative data. School leaders and faculty will complile information about family attendance at school events, discipline referrals, absenteeism, and observations about student personal growth to support our hypothesis that the arts will increase achievement as well as positively impact the school community."

Arizona

2 Opening Minds through the Arts

Opening Minds through the Arts FoundationTucson, AZ 85716Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,812,698Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

Flagstaff Unified School District (Official) 806145.00Mesa Public Schools (Official) 806145.00Peoria Unified School District #11 (Official) 806145.00Tucson Unified School District (Official) 806145.00

WestEd, Inc. (Official) 698336.00


"The Opening Minds through the Arts (OMA) Model is a whole school operating system that enables schools to implement, through planning and training, the use of arts integration to teach math, science, reading, writing, and social studies in every classroom, every day of the school year, and to reach every child regardless of language, socioeconomic status or ability. The OMA Model is based on brain-based learning, multiple intelligence theories, and the neurological development of children. It is backed by 10 years of development and supported by a training and technical assistance team that is implemented by the OMA Foundation, a nonprofit organization whose mission is to bring arts integration to as many children as possible. The OMA Model has been researched by WestEd, Inc. documenting robust and significant gains in student achievement when this arts integration model is implemented. Teacher focus groups additionally have stated that 'OMA mitigates the impact of poverty, lack of English proficiency, and the high mobility rates prevelant in many schools.' Our Model is exceptional, our experience is exceptional, and our prospects for transforming education in this country are exceptional."

California

3 The Educator

Alameda County Office of EducationHayward, CA 94544Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $6,001,313Award length requested: 4 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Stanford University (SCALE) (Official) 750000.00Performing Arts Workshop (Other) 500000.00Santa Clara County Office of Ed. (Other) 180000.00

Streetside Stories (Other) 500000.00


"ENGAGE will institutionalize a replicable research-based Teacher Action Research Institute professional development model by establishing 1) continuing education through an Arts Integration Specialist Program at the Alameda County Office of Education; 2) a network of schoolwide professional learning communities; and 3) an annual Bay Area Teacher Action Research Summer Institute. The Teacher Action Research Institute treatment brings together these three demonstrated practices through a whole-school Demonstration School network. A core model strategy for improving teacher and principal effectieffectiveness will be the design and implementation of a research-based performance assessment for teachers, developed by Stanford University?s Center for Assessment Learning and Equity (SCALE).

The ENGAGE model directly serve 3,375 K-12 students in 15 elementary, middle and high schools including small schools, charter schools, neighborhood schools and technical high schools designated as Demonstration Schools in the San Francisco Bay Area. ENGAGE will begin in the first year with five ?veteran? Demonstration Schools that have participated in the Alameda COE Arts Learning Anchor Schools Initiative and have demonstrated teacher action research and arts-integrated instruction as effective instructional interventions for improving student learning. In Years 2 and 3, two additional cohorts of five new Demonstration Schools will be identified from school teams attending the annual Regional Summer Institute; schools will be selected based on potential to impact populations of high-needs students (majority-minority schools; high poverty rates; high number of ELL students).

The ENGAGE model will support teachers in the collaborative and interdisciplinary design and instruction of relevant, standards-based curriculum, engaging all students with respect to their assets, interests and prior knowledge."

4 Innovations in Integration: English Language Arts, Visual and Performing Arts, and Digital Media

California County Superintendents Educational Services Association

Sacramento, CA 95814Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $5,000,000Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

CCSESA Region 1 (Official) 291000.00CCSESA Region 10 (Official) 291000.00CCSESA Region 2 (Official) 291000.00CCSESA Region 3 (Official) 291000.00CCSESA Region 4 (Official) 291000.00CCSESA Region 5 (Official) 291000.00CCSESA Region 6 (Official) 291000.00CCSESA Region 7 (Official) 291000.00CCSESA Region 8 (Official) 291000.00

CCSESA Region 9 (Official) 291000.00


"The California County Superintendents Educational Services Association will demonstrate and evaluate a program design for the improvement of arts education in rural K-12 schools, particularly low-performing schools (i3 'Absolute Priority 4 Schools'). The program design emphasizes integration of English Language Arts, Visual and Performing Arts and digital media, has been based on extensive research and previous implementations by CCSESA. K-12 teachers from eleven regions within California will participate in basic and advanced professional development, develop and evaluate instructional units in their classrooms with focus on their impact on student engagement. Goals include increasing policymakers, curriculum administrators and teachers knowledge of the value of integrated instruction, digital media and multiple assessments in improving arts education. The project will be implemented over a three-year period with eleven Regional Arts Leads and a highly qualified Advisory Committee."

5 Increasing the Graduation Rate Among Alternative High School Students: A Long-Term, Arts-Based Approach to Dropout Prevention

The H.E.Art ProjectLos Angeles, CA 90007Indicated organization type: Nonprofit w/ LEAIndicated grant type: Development

Federal funding requested: $4,753,024Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: Private match waiver requested: NoPartner Name Type Budget amount

Los Angeles County Office of Education (Official) 491483.00Culver City Unified School District (Other) 0.00

Los Angeles Unified School District (Other) 0.00


"The HeArt Project (HP) is an 18-year-old Los Angeles-based nonprofit organization that provides a long-term arts-based dropout prevention program and non-academic support services to over 600 high-need teenagers attending 24 low-performing alternative high schools in three school districts in Los Angeles: Culver City Unified School District, Los Angeles County Office of Education (LACOE), and Los Angeles Unified School District (LAUSD). LACOE, the largest public school district in the country, is HP's 'official partner' for this Investing in Innovation grant and has contracted for HP services in its schools for the past 8 years. I3 funding will enable HP and LACOE to build on the success and experience of this partnership through the creation of a 'hub and spokes' delivery model that includes an 'Alternative Arts Academy,' an alternative high school for highly creative, high-need students. In addition to being a high school site, the Academy will serve as the hub for HP's current 24 spoke sites, offering targeted professional development training for teaching artists and classroom teachers serving this teenage population, alumni and parent resources, increased student leadership training, and relevant community connections through internships. Students attending spoke sites will continue to receive The HeArt Project's core program, a 'ladder' of arts programming, and, when appropriate, have the opportunity to transfer to the academy for an arts high school experience. The addition of the hub will increase the quality and consistency of program delivery, provide an opportunity to impact a greater number of students through articulated professional development practices, and improve aspects of our program that address non-academic barriers. Collectively these strategies will increase high school graduation rates at the targeted persistently low-performing alternative high schools."

6 Reaching Academic Potential (RAP) through the Arts

The University CorporationNorthridge, CA 91330Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,025,439Award length requested: 5 years

Absolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

CSU Northridge (Official) 2582440.00LAUSD (Official) 1443000.00


"California State University, Northridge (CSUN) proposes to launch an innovative initiative designed to turn around persistently low-performing schools (Absolute Priority #4), by targeting early learning outcomes (Competitive Preference Priority #5) of English Learners (Competitive Preference Priority #7). RAP will actively target the neediest students, at the onset of their education (PK-3), through the deployment of an integrative arts curriculum designed for implementation within regularly scheduled classroom instruction. Specific measurable objectives are to: (1) improve at-risk students? ELD, literacy and numeracy skills ELs and their inner circle of learning community members, e.g., parents, teachers, and principals; and (2) strengthen and institutionalize ongoing teacher professional development in the arts.Partnering with the Los Angeles Unified School District (LAUSD), Local Districts 1 and 2, which serve 82 and 62 elementary schools respectively, CSUN, and its community based partners, Boeing, the Volunteers of America of Los Angeles, and the Los Angeles County Arts Commission, intend to conduct the program in a manner that not only generates the anticipated improvements in teaching and learning outcomes, but that also results in empirical evidence upon which to further develop and expand the program. During the grant period, the project will engage teachers of Pre-K through Grade 3 in LAUSD Districts 1 and 2, and reachapproximately 7,600 students, 400 teachers, and 40 principals.The special features of the project include a) daily intensive arts education integrated into the state-adopted core subject area texts, b) implemented by the general education classroom teachers throughout the instructional days, c) incorporates an intergenerational model, and d) a unique long-term sustainability plan that includes a broader community of partners comprised of both public and private non-profit organizations, and for-profit partners."

Colorado

7 Kids Play Math IIColorado Seminary dba the University of Denver

Denver, CO 80208

Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,915,208Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: No

Partner Name Type Budget amount

San Luis Valley BOCES Migrant (Official) 18300.00Sheridan Early Chidlhood Center (Other) 6100.00

Summit School District RE-1 (Other) 6100.00


"The Kids Play Math II project provides unique instructional support for standards-based early mathematics learning PreK-1st grade via a flexible, responsive, multiple learning-trajectory bilingual gaming environment. Mathematical learning will be enhanced in this context via multiple pathways stemming from the implementation of the treatment (the integration of the games into the curricular/instructional environment of the classroom), namely:

1. Play of interactive games using research-based learning trajectories in all standards areas.

2. Enhancement of classroom instructional strategies due to teacher learning of said trajectories via professional development, training and mentoring

3. Individualization of game interactions, leading to optimal efficiency of learning, including student-specific activity levels, choice of language, and use of relevant themes.

4. Targeted actions by teachers and parents using student reports from the gaming software.

The five-year project is based on two new developments: 1) current research in early mathematics learning and microdevelopment, early mathematics differences between socioeconomic (and other) groups, and their far-reaching effects on later educational outcomes, and 2) cutting-edge gaming software capabilities allowing unprecedented interactive flexibility and data-collection/reporting useful in formative assessment and differentiation or individualization of instruction. Kids Play Math II is an extension (to grades K-1) of a current Office of Head Start-funded project creating such games for PreK with research-based supports for teachers and parents. Included are studies feeding back into development and an outside evaluation. The project team combines expertise from early mathematics, early childhood, computer science, mathematics, art, music, statistics and professional development to create a high-quality, appropriate, effective intervention."

Connecticut

8 ARTFUL LEARNING

ARTFUL LEARNING INCFAIRFIELD, CT 6824Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: Development

Federal funding requested: $3,702,043Award length requested: 4 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: Private match waiver requested: NoPartner Name Type Budget amount

Danville High School (Official) 146186.00Desert Garden Elementary School (Official) 219279.00Fairview Elementary School (Official) 146186.00Hillcrest Community Elementary School (Official) 219279.00Hillside Elementary School (Official) 113040.00Jackson Middle School (Official) 113040.00Midway Elementary School (Official) 113040.00Moffett Elementary School (Official) 113040.00Townline Elementary School (Official) 113040.00

Wilson Junior High School (Official) 219279.00

Project Description:"The Artful Learning scope of work during this proposed four-year i3 Development Grant project will provide an innovative approach to over 7,000 students, 500 educators and school leadership teams - along with thousands of concerned parents, artists and other voices of influence - who are passionate about this opportunity for a transformative change in education.

Artful Learning is a K-12 comprehensive school improvement model specially designed to engage students at a deeper level of inquiry and understanding than can be achieved with standard educational approaches. By providing educators and students with a unique framework (Experience - Inquire - Create - Reflect) to present and explore academic content, Artful Learning links the arts and the artistic process to the daily classroom learning experience and improves academic achievement over time.

Artful Learning employs an interdisciplinary approach that is anchored by a central Concept while posing a Significant Question that allow educators to teach a broad spectrum of academic content, actively investigated by students, ultimately realized through an Original Creation coinciding with deep reflection. In addition, differentiation for all learners is amplified by designing academically rigorous Units of Study that engage the visual, auditory and kinesthetic modalities. Artful Learning is a methodology of response that focuses on content mastery, artistic fluency and creativity equally for all students, educators and school leadership.

Studying through the lens of the arts generates a measurably deeper level of comprehension and retention in students. Critical in this process is building the capacity of the school after three years of professional development with an infrastructure to sustain the learning environment while promoting continued and consistent academic excellence."

Washington, DC

9 DC Catalyst: A cohort-based theme integrated model for whole-school transformation DC Public Education FundWashington, DC 20005Indicated organization type: Nonprofit w/ LEAIndicated grant type: Development

Federal funding requested: $4,985,339Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

DC Public Schools (Official) 0.00American University (Other) 845242.00


"Through the DC Catalyst Project, the District of Columbia Public Education Fund (lead applicant) in partnership with the District of Columbia Public Schools seeks 5-year development grant funding to transform five persistently low-performing schools. DC Catalyst will increase student proficiency in reading and math for all subgroups through three research-based strategies: (1) Engage Students; (2) Develop Educators; and (3) Strengthen School Communities. A Science, Technology, Engineering and Math (STEM) theme or an Arts Integration theme provide the catalyst for whole school transformation and an aligned vision for change in each school. In addition, a theme cohort model allows five eligible schools with strong leadership capacity to participate with five schools further along the school performance continuum (for a total of 10 schools) for the sharing of best practices and cohort-wide theme-based professional development offered by supporting partner organizations, including American University (AU), Carnegie Academy for Science in Education (CASE, a department of the Carnegie Institution for Science), and Imagination Quest (IQ). The DC Catalyst Project will serve approximately 3,111 students in the heterogeneous cohort, including 1,300 students in Priority 4 schools (with 1,072 of these designated high-need as determined by Free and Reduced Meal status).

As DCPS' fiscal sponsor, DCPEF will manage funds and pay vendors on the district's behalf in support of this project."

10 Young Playwrights' Theater - In-School Playwriting Program Development Project

Young Playwrights' Theater, Inc.Washington, DC 20009Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $884,819Award length requested: 4 yearsAbsolute Priority Area: AP3: High Standards and High-Quality Assessments

Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Powell Elementary School (Official) 0.00Tyler Elementary School (Official) 0.00

Watkins Elementary School (Official) 0.00


"Young Playwrights' Theater (YPT) teaches underserved students throughout the DC metro area to express themselves clearly and creatively through the art of playwriting. With support from the Investing in Innovation Fund - Development Grant Program, YPT will evaluate and deepen the value of its flagship In-School Playwriting Program, in collaboration with Powell, Watkins, and Tyler Elementary Schools, George Mason University's School of Education and outside evaluator Dr. Barry Oreck. Over the course of four years, YPT will design and conduct a comprehensive, scientific outside evaluation of its programs' impact on student reading, writing and academic engagement at the third grade level, in order to demonstrate and disseminate a national model for advancing student learning of traditional classroom content in the English Language Arts through an interactive, innovative, arts integrated approach. By the end of this project, in spring 2014, YPT will have a complete and replicable model for arts integration in the 3rd grade of public schools throughout the U.S."

Florida

11 Project LEAP (Learning Enhanced through Arts Partnerships)

Center for Creative Education Inc.West Palm Beach, FL 33405Indicated organization type: Nonprofit w/ LEAIndicated grant type: ValidationFederal funding requested: $830,001

Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Wynnebrook Elementary (Official) 0.00


"We arerequesting Investing in Innovation funding (under the validation category) to validate the efficacy of Project LEAP (Learning Enhanced through Arts Partnerships), our highly successful arts in education model program that has demonstrably improved student academic by integrating the arts into the teaching of core curriculum subjects. Project LEAP is the program offered by the Center for Creative Education that provides artist -classroom teacher collaborations that improve student learning and teaching practices by integrating arts and academics into the classroom setting. The aim of Project LEAP is to raise academic achievement by involving students and teachers in learning activities that encourage students to solve academic problems with hands-on arts experiences. Project activities include implementing CCE's highly successful Project LEAP partnership at Wynnebrook Elementary, targeting three grades, having students participate in LEAP classrooms for the three-year project period for the purpose of building upon and further validating (more robust data) a previously studied Project LEAP implementation at the school. Our project goal is to empirically validate the positive impact Project LEAP has on student academic achievement for the purpose of facilitating its broader adoption by school districts across the State of Florida and throughout the United States. The outcomes of this project will include: 1) targeted students will demonstrably improve their academic performance as measured by the Florida Comprehensive Assessment Test (FCAT); 2) participants in our Summer Institute will demonstrate the acquisition of skills and knowledge relating to effective strategies for integrating arts into standard classroom curriculum to improve student academic performance; and 3) increase participants' interest in and enjoyment of the arts. Over the four-year project period, Project LEAP will target approximately 2,200 students over the three-year project period. ."

12 The New American Schoolhouse Project I

Central Florida Young Men's Christian AssociationOrlando, FL 32803Indicated organization type: Nonprofit w/ LEAIndicated grant type: ValidationFederal funding requested: $27,500,000Award length requested: 5 yearsAbsolute Priority Area: AP2: Use of DataCompetitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: No


Central Florida YMCA (Official) 26057700.00University of Central Florida (Other) 1442300.00


"Designed as the centerpiece of community education and programming, the New American Schoolhouse co-locates an elementary school, a YMCA Family Center and other service providers, allowing full integration of curricular and co-curricular programs, activities and practices within an informed environment that includes teachers, administration, principal, Y staff, Y director, family, community volunteers and appropriate professionals. The resulting campus is focused on students while benefitting multiple stakeholders. This facility promotes life long health and learning through maximized use of music, art and skills development labs, a technology robust media center and a cafeteria/performance space. The YMCA Family Center adds support and co-curricular activities along with a gymnasium, child care, locker rooms, aerobics room, wellness center, food court and meeting rooms. These spaces provide the students with a strong involvement beyond the classroom and support co-curricular programs for wellness and adult education. The core school physical plant includes 4 kindergarten classrooms, 12 primary classrooms and 10 intermediate classrooms, specific learning disability labs, administration suite, and counselor's suite."

12a The New American Schoolhouse Project II

Central Florida Young Men's Christian AssociationOrlando, FL 32803Indicated organization type: Nonprofit w/ LEAIndicated grant type: ValidationFederal funding requested: $27,500,000Award length requested: 5 yearsAbsolute Priority Area: AP2: Use of DataCompetitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: No


Central Florida YMCA (Official) 26057700.00University of Central Florida (Other) 1442300.00


"Designed as the centerpiece of community education and programming, the New American Schoolhouse co-locates an elementary school, a YMCA Family Center and other service providers, allowing full integration of curricular and co-curricular programs, activities and practices within an informed environment that includes teachers, administration, principal, Y staff, Y director, family, community volunteers and appropriate professionals. The resulting campus is focused on students while benefitting multiple stakeholders. This facility promotes life long health and learning through maximized use of music, art and skills development labs, a technology robust media center and a cafeteria/performance space. The YMCA Family Center adds support and co-curricular activities along with a gymnasium, child care, locker rooms, aerobics room, wellness center, food court and meeting rooms. These spaces provide the students with a strong involvement beyond the classroom and support co-curricular programs for wellness and adult education. The core school physical plant includes 4 kindergarten classrooms, 12 primary classrooms and 10 intermediate classrooms, specific learning disability labs, administration suite, and counselor's suite."

13 The Academy of Technology and Multimedia Studies at Lincoln-Marti Charter Schools????

Lincoln-Marti Charter Schools, Inc.Miami, FL 33135Indicated organization type: Nonprofit w/ LEAIndicated grant type: ValidationFederal funding requested: $2,400,000Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP6: College Access and Success College Access and SuccessPrivate match waiver requested: Yes


Miami-Dade County Public Schools (Official) 1000000.00


"The Academy of Technology and Multimedia Studies (ATMS) at Lincoln-Marti Charter Schools will serve as the 9th-12th grade Program of Studies at Lincoln-Marti Charter Schools. Upon acceptance into the Academy, students will participate in a program that will prepare them to lead the next generation of multimedia artists and producers. Students will have access to the latest industry-specific equipment and resources. The curriculum will emphasize real world instruction and the cutting-edge technology that drive the film, television, radio, music business, graphic design, web design, and computer animation industries. Students and faculty will participate regularly in conferences and workshops to sharpen their skills and keep abreast with the latest technology and industry standards and practices. The Academy will offer students the opportunity to participate in field-based learning opportunities which will facilitate student's network within the industry. The curriculum will offer a strong four-year foundation in various areas of multimedia productions, taught by certified instructors, in-field professionals and professors from adjoining colleges. Dual enrollment college-level courses will bridge the pathway from high school to college."

Georgia

14 The Creative Eye Curriculum

Georgia State University Research FoundationAtlanta, GA 30302Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $2,032,382Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning Needs

Private match waiver requested: NoPartner Name Type Budget amount

Consortium of Schools in Atlanta (Official) 99040.00Atlanta Partnership for Arts in Learning/APAL (Other) 171000.00

Visual Understanding In Eduction/VTS (Other) 110500.00


"The result of this project will be a comprehensive, valid curriculum for developing critical and creative thinking that is aligned with assessments and professional development. This project is exceptional by applying empirically-valid and highly promising strategies that will achieve state standards in visual art, reading, language arts, math and science in a way that is economical and has significant promise for being scaled up to the state, regional, and national levels; it will be replicable in diverse student populations and instructional settings. High needs students in the treatment schools, having received differentiated instruction in a curriculum that combines Visual Thinking Strategies (VTS) and cognitively-based creativity training, will perform significantly better and develop faster than students in carefully matched comparison schools on measures of 1) 21st Century Skills, 2) standards-based art learning, and 3) achievement in subjects assessed by standardized tests."

15 The ASC Project Charter

Robert W. Woodruff Arts Center, Inc.Atlanta, GA 30309Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $6,000,000Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: No


Atlanta Public School System (Official) 2941956.00Georgia Institute of Technology (Other) 0.00


"The Woodruff Arts Center, with its official partner, Atlanta Public Schools, seeks a Development Grant to directly support high-need students who might otherwise be lost in a traditional high school, especially one where the arts are not valued or offered. The ASC Project Charter will develop a replicable sequence of curricula and assessments, based upon 21st Century Skills aligned with Georgia?s new Fine and Performing Arts Standards, establish a small high school of the arts and provide a critical pathway for K-8 students to grow through arts learning. This project will test the hypothesis that high-need students who successfully engage in a comprehensive and rigorous sequence of K-12 arts instruction and performance assessment will significantly increase achievement in the arts and other academic areas, with the result being an increase in high school graduates prepared for college entry and the 21st Century workforce, than will high-need students assigned to a carefully matched comparison control group. At the end of the grant, the project will reach 2,500 high-need students and will establish three distinct, but related, replicable and scalable products that are aligned with state standards. These replicable products include:1. A K-12, arts-based 21st Century Skills curricular package of learning units and performance assessments that has demonstrable impact on high-needs students in achieving state standards in the arts and tested academic areas.2. A methodology for changing teaching and learning using authentic arts-integration strategies that is effective with high-needs students, based upon the Reformed Teaching Observation Protocol and the Classroom Assessment for Learning and Teaching.3. An education model, explicitly utilizing 21st Century Skills, leading transitions from elementary to middle to high school, supporting graduation and college-readiness, resulting in the creation of a small school of the arts, the Atlanta Studio Conservatory."

Illionois

16 Comprehensive Community School Model

Children's Home & Aid Society of IllinoisChicago, IL 60606Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,996,512Award length requested: 4 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: No


Chicago Public Schools (Official)Children's Home + Aid (Official) 5000000.00


"The Comprehensive Community School Model will help high-need students (defined as low-income, minority, attending high-minority schools) close the achievement gap by meeting their social-emotional needs and providing academic support. The Model will be implemented at six i3 Absolute Priority 4 schools serving students in kindergarten through eighth grade: Fulton, Earle, Copernicus, Chase, Lowell and Cameron Elementary Schools.

At each school, Children's Home + Aid will provide after-school academic support; after-school sports, social and cultural enrichment programming, and social-emotional learning; in-school and after-school mental health counseling, referral and linkage; and parent support, parent education, and parent leadership engagement. This program will directly serve 2,617 students and their parents. In coordination with 21st Century Community Learning Centers programming implemented at Children's Home + Aid at each school, both programs will serve a combined total of 3,337 students and their parents each year.

The objectives are to turn around persistently low-performing schools and for high-need students to close the achievement gap. The Model will meet its objectives by providing academic support daily from 2:30-4pm. All student participants must attend this session. From 4pm - 6pm daily students are offered a wide variety of enrichment and youth development activities, such as sports, arts, and science club. During the school day, students who have been referred by their teachers may access individual or group counseling with a Master's level clinical therapist. The case manager will connect families in crisis to resources within the school and in the community. Parents will become active leaders in the school and advocates for their children's educational careers.”

17 Scientific Validation of Integrated Learning Through the Arts

International Center on Deafness and the ArtsNorthbrook, IL 60062Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: ValidationFederal funding requested: $25,000,000Award length requested: 5 yearsAbsolute Priority Area: AP2: Use of DataCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Advanced Clinical Neuroscience (Official) 216000.00Oakton Community College (Official) 100000.00

Partner Name Type Budget amountChicago Public Schools (Other)Illinois School for the Deaf (Other)Illinois State University (Other)

Northwestern Illinois Association (Other)


"The International Center On Deafness and the Arts has designed this project to validate an innovative approach for children who are deaf and hard of hearing which integrates academic learning, social skill development and emotional stabilization with the arts through the creative activity of producing a play. The method utilized to accomplish this goal of integrating arts and learning is reviewed in a step by step process. The validation process utilizes a basic science approach by the children through an analysis of quantitative EEG studies of a model group of deaf children which reveals their brain function. Also included will be results from neuro psychological cognitive testing and academic achievement assessment.

Data which provides evidence of success which has resulted from past involvement in the Children's Theater of the Deaf at ICODA by a group of 45 students will be shared. Their thoughts as to how this process helped them to become high achieving adults who function at a much higher level than is customary for individuals who are deaf and hard of hearing are including in the Appendix."

Indiana

18 Summer Advantage USA

Entrepreneurial Ventures in EducationIndianapolis, IN 46202Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $16,479,870Award length requested: 3 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP8: Rural LEAsPrivate match waiver requested: No


Challenge Foundation (Official) 226950.00Fremont Community (Official) 133500.00MSD Decatur (Official) 934500.00MSD Lawrence (Official) 1188150.00MSD Pike (Official) 488610.00MSD Steuben (Official) 353775.00Muncie Community (Official) 186900.00Orleans Community (Official) 180650.00Prairie Heights (Official) 126825.00

Springs Valley (Official) 138840.00


"Summer Advantage USA is a national non-profit organization providing children in grades K-8 with research-based summer learning programs focused on academic gains. SA offers summer learning programs encompassing literacy, mathematics, STEM and extracurricular enrichment. SA operates on the premise that summer learning should be fun and rigorous; provide children with academics and enrichment (i.e., the arts engineering/technology, health/fitness, and community service); connect children with experienced educators and adult mentors; and engage parents in the education of their children. These three elements distinguish SA from typical remedial summer school or summer camp programs. The goals of SA are 1) to ensure all children gain at least two months reading, writing, and math skills during the summer; 2) to provide transformative summer learning experiences to over 10,000 children in Indiana annually; and ultimately, 3) to transform the way our nation educates children."

Louisiana

19 "The Integration of Education and Mentoring For Innovative Learning and Teaching Styles of STEM Subjects and the Digital Arts"

HELIX NETWORK OF EDUCATIONAL CHOICES DBA MENTORSHIP ACADEMYBATON ROUGE, LA 70801Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $1,645,183Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP6: College Access and Success College Access and SuccessPrivate match waiver requested: Yes

[No Budget Partners Listed]Project Description:

"The Mentorship Academy of Baton Rouge will encompass two of the nation's most innovative charter high schools and will provide hands-on learning opportunities for students beginning in the ninth grade in year 2010-2011. Each year thereafter the school will add an additional grade level until grade 12. Class size will not exceed 25 students.

There will be two schools within the Academy: Mentorship Academy of Science and Technology (MAST) and Mentorship Academy of the Digital Arts (MADA).

The Mentorship Academy of Baton Rouge is located in the downtown metropolitan area at 339 Florida Street, Baton Rouge, LA 70801. This will be the Academy?s first year of operation accepting students into the ninth grade for the 2010-2011 Academic School Year. The mission of the Mentorship Academy is to assist in the development of young adults who learn continuously as our economies and communities change. This is accomplished through mentoring relationships with industry professionals, project-based learning, crosscurricular teaching, and technology integration.

Integration of various student projects will be a challenging bureaucratic, cultural and programmatic enterprise. It will be necessary to cross curriculum boundaries, address different academic cultures and norms, and ensure the integrity of the courses, especially with regard to adding to and not diluting their impact. To accomplish this, the integration efforts will be coordinated by and led by the PI and Co-PI/Program Coordinator with the assistance and advice of the academic instructors. The I3 project will focus on the following: (1) Project basedlearning and student presentations; (2) Student Advocacy and Leadership Development; (3) Academic Coaching Program; (4) Student Showcases and participation in the High School Louisiana Science and Engineering Fair Projects and Digital Arts Creations Competition. (5) Summer Outreach Programs for students at univ across the US and Teacher Training Programs"

20 YO NOLA

Southern Rep, IncNew Orleans, LA 70130Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $100,000Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: Private match waiver requested: No[No Budget Partners Listed]Project Description:

"Southern Rep and New Orleans Charter School KIPP: McDonogh 15, based in the French Quarter district, are joining forces to create an arts and life-skills building program for a diverse population of traditionally under-served youth. YO NOLA (Youth Onstage New Orleans, LA),

to be launched in our 2010/2011 season, will be a theatre company that is run via an after school program for a diverse population of urban youth, ages 8 to 12. Each YO NOLA Member will serve the company in multiple, rotating rolls, responsible for the running, operating, and creative output of this junior theatre company. Along with daily mentor supervised operations (including meetings with staff, board, and topic specific committees), Members take classes in acting, writing, directing, design, stage management, marketing, fundraising and theatre business management. Mentors are local and national theatre and business professionals as well as local university graduate students, with visits from special guest artists. Not only are we nurturing future artists and audience members, but Company Members of YO NOLA gain valuable communication and life skills that build self esteem, and invaluable real life tools that can be applied to any path of learning or future employment."

Massachusetts

21 Music as Key to Higher Student Achievement

Arts|Learning, Inc.Natick, MA 1581Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: ValidationFederal funding requested: $4,915,848Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Arts/Learning, Inc. (Official) 1976004.00

Partner Name Type Budget amountBoston Public Schools (Official) 1939700.00New Bedford Public Schools (Official) 646700.00New England Conservatory (Official) 289513.00

Worcester Public Schools (Official) 1293000.00


"Arts|Learning is a non-profit organization that proposes to close the student achievement gap of at-risk urban youth by a proven effective music program in grades K-5 of underperforming Massachusetts public schools in our partnering districts of Boston, New Bedford, and Worcester. Our targeted approach focuses on a time increase in a core academic subject area, the arts, as defined by Section 9101(11) of the ESEA. Our model for preparing students mentally for improved learning is the structured, sequential Kod

22 VSA Arts-Integrated Learning Initiative

VSA arts of MassachusettsBoston, MA 2111Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $6,125,493Award length requested: 5 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: No


VSA LA (Official) 150000.00VSA MA (Official) 501154.00VSA NH (Official) 10000.00

VSA TX (Official) 183168.00


"VSAM will implement a project to improve access to the general curriculum by all students, including students with disabilities, by employing arts-integrated instruction techniques to accomplish the goals of UDL."

Maryland

23 Project ExCLAIMS!

Anne Arundel County Public SchoolsAnnapolis, MD 21401Indicated organization type: LEAIndicated grant type: ValidationFederal funding requested: $26,613,905Award length requested: 5 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP7: Unique Learning Needs


Anne Arunedel County Public Schools (Official) 6300000.00Cecil County Public Schools (Other) 691300.00Howard County Public Schools (Other) 1494500.00Maryland State Department of Education (Other) 1055000.00Prince George's County Public Schools (Other) 4141600.00University of Maryland Baltimore Campus (Other) 3775898.00Washington County Public Schools (Other) 974800.00Wicomico County Public Schools (Other) 690600.00Worcester County Public Schools (Other) 399700.00

yBaltimore City Schools (Other) 2021560.00


"Project ExCLAIMS! Excellence via Cloud Learning for Arts Integration in Maryland Schools will positively impact elementary and middle school teachers, principals and students through reforms that educators make in their schools as they adopt, embrace, and implement Arts Integration (AI) as an instructional suite of strategies for their schools.

A consortium of 8 MD K-12 School Systems, the University System of MD, the MD State Department of Education, and Arts Education in MD Schools Alliance are collaborators on ExCLAIMS! The school systems in the consortium are: Anne Arundel, Baltimore City, Cecil, Howard, Prince George?s, Washington, Wicomico, and Worcester. These districts range from small rural remote districts, to suburban districts, to the large urban school district of Baltimore City. All districts have unique teaching/learning challenges large numbers of high-need students, including high numbers of ELL students.

School teachers and principals from across MD will receive long-term AI professional development and make a commitment to teach all subjects through AI teaching. Student engagement, learning, and achievement, especially for ELL students, will rise in correlation with fidelity of AI implementation by the classroom teacher

A unique feature of ExCLAIMS! is the virtual learning studio space - our AI Cloud where educators go for professional development and professional & personal networking. Cloud virtual learning technology based at UMBC will facilitate the replication and validation of our AI model in our 21st Century world without walls where innovation means embracing new boundless possibilities for learning, teaching, and living. The heart of the project is intensive AI immersion for educators followed by longitudinal AI development offered by universities and non-profit Arts partners ? from al a carte workshops, courses, performances, virtual studiospace, pod/vodcasts. 50,000 students and 1,800 professionals in 96 schools will be touched."

24 Arts Integration: An Innovative Strategy for Developing Reading Comprehension Skills

Arts and Humanities Council of Montgomery CountySilver Spring, MD 20910Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $3,369,369Award length requested: 4 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: No


Arts & Humanities Council of Montgomery County (Official) 2809449.00Baltimore Public City Schools (Official) 186640.00Montgomery County Public Schools Consortium (Official) 186640.00

Somerset County Public Schools (Official) 186640.00


"Arts Integration: An Innovative Strategy for Developing Reading Comprehension Skills

The Arts and Humanities Council of Montgomery County (AHCMC) and its partners -the rural Somerset County Public Schools, the suburban consortium of elementary schools inMontgomery County, and the urban Baltimore City Public Schools, all located in Maryland -propose a project to address Absolute Priority One: Teacher and School Leader Effectiveness.

This Development Grant project will improve student achievement for high-need students,focusing specifically on the improvement of reading comprehension skills across content areas,in grades three to five for students whose reading skills are at least one year below grade level.Over four years, this project will serve a total of 7,920 students and 264 teachers.

The project's innovative approach to improve student achievement will be through aclearly defined professional development program focusing on arts integration. Highly skilledteaching artists will provide professional development workshops and in-classroom mentoring,integrating drama with the development of the reading comprehension skills specifically testedon the Maryland State Assessment (MSA) and part of the Common Core States Standards.These literacy skills are key to student success at every grade level.

Through this project teachers will: collaborate with teaching artists to design, plan,implement, and assess arts integrated lessons focusing on drama and reading comprehension;design, implement, and document effective arts integrated lessons independent of the teachingartists; change their practices to become more effective in serving high-need students; andbecome mentors in their schools/districts to build capacity and sustain the goals of the project."

25 Student Motivation Through The Arts (SMARTs)

Dance MakersLanham, MD 20706Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $2,992,510Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP5: Early LearningPrivate match waiver requested: No


Even Start Family Center (Official) 0.00Gaywood Elementary (LEA) (Official) 0.00Howard B. Science Owen Center (Official) $ $81,000National Children (Official) 0.00PG Community College - PGCC (Official) 0.00PG Community Television CTV (Official) 0.00

Commonweal Foundation (Other) 150000.00


"SMARTs is designed to improve the declining performance of Gaywood Elementary School?s K-3rd grade and reduce the probability further decline when they attend middle school on the ?need improvement? list for 9 years. SMARTs also addresses the correlation between declining academic performance and students? negative perceptions regarding learning opportunities and parental involvement. Students are immersed in developing, staging, marketing and performing a theatrical production where all production tasks and activities are correlated directly to core curriculum skills. The core subject focus areas are Language Arts, Math, Science, and Life Skills. The number of students to be served are 100 ? 125 Monday ? Friday. A SMARTs ?Parent College? provides literacy and support services to families.

The Project Partners are Gaywood Elementary School, Thomas Johnson Middle School, Prince George?s Community Television (CTV), Prince George? Community College, National Children?s Museum, Even Start, Commonweal Foundation and Howard B. Owens Science Center of Prince George?s County Public School System."

Maine

26 To Ride Alongside a Light Beam

Portland Public SchoolsPortland, ME 4103Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $708,826Award length requested: 4 years

Absolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Portland Symphony Orchestra (Other)


"The project submitted, 'To Ride alongside a Light Beam', will address needs of the two lowest-achieving elementary schools in Portland Schools with significant numbers of Limited English Proficient (LEP) students - Riverton and East End Elementary Schools. (At Riverton, 46% of students are LEP; at East End, 39% are LEP.) Portland, a federal refugee resettlement area, supports a very diverse public school population, 28% of students, out of a total of 6,938, are Limited English Proficient (LEP), speaking more than 50 different languages. (Since Fall, 2009, Portland schools have enrolled 432 new refugee and immigrant students who alone speak 31 of the 50 languages in the system.)For our refugee and immigrant students, the need to adopt a new country derives from severely traumatic situations. Displacement brings not only the joys of living in a free and democratic society, but also heartaches, loneliness, poverty and many other challenges. The Portland schools will help their students meet these extraordinary challenges by offering an innovative and sustainable instrumental music program that combines the best of the Portland Symphony Orchestra (PSO), and the Portland Youth Symphony Orchestra (PYSO) with Portland Public Schools' music educators, beginning in grade 3 and expanding to grades 4 and 5 in subsequent years. In partnership with the PSO and PYSO, Portland educators will institute the 'El Sistema' model of music education, a positive, innovative and creative model, proven for its effectiveness in Venezuela and other countries. The approach will provide more time for students in grades three through five to learn instrumental music by increasing the school day to provide daily instrumental music instruction in ensemble experiences. Research shows that disadvantaged youth who participate in this intense instrumental program, with music ensembles being the key to learning and performing, improve academically, behaviorally, and raise education aspirations."

Michigan

27 Michigan School Leadership Development Partnership

Bingham Arts AcademyAlpena, MI 49707Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $4,998,661Award length requested: 3 yearsAbsolute Priority Area: AP1: Effective Teachers and Principals

Competitive Preference Priorities: CP6: College Access and Success College Access and Success, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

Mosaica Education (Official) 454427.00University of Southern California (Official) 823356.00


"The goal of the program is to address the large gaps in professional development for school administrators, a largely unmet need for leaders of new and turn-around schools. Through this program, Bingham Arts Academy and its partners will (1) expand and develop our innovative professional development practices to enable it to serve as a model of best practice, (2) partner with the private sector including Michigan State University, Michigan Association of Public School Academies, Mosaica Education, and other schools in the state of Michigan, and (3) document best practices in professional development that can be shared and taken to scale based on demonstrated success. To address Priority 1, Bingham Arts Academy and its partners will form the Michigan School Leadership Development Partnership to help build capacity by expanding the Mosaica Leadership Institute and offering it to other school administrators."

28 Transition to High School: Marygrove College Consortium to Deliver Innovative Science/Technology/Arts Education in Seven Middle Schools

Marygrove CollegeDetroit, MI 48221Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $2,330,517Award length requested: 5 yearsAbsolute Priority Area: AP1: Effective Teachers and Principals

Competitive Preference Priorities: CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

DAFT (Official) 72000.00InsideOut (Official) 94500.00Matrix Theatre (Official) 94500.00Shlomo Associates (Official) 180000.00

Harmonie Park (Other) 28000.00


"Marygrove College?s Institute for Arts Infused Education (IAIE), in consortium with 7 public schools or academies and arts organizations, proposes establishing arts-infused education units in grades 6-8 wherein students use arts and technology to investigate renewable resources, clean energy, and environmentally responsible living. This program is an extension of one established on a limited basis in 2005. Although the research is anecdotal, results have been very positive. Other similar IAIE programs (grades 3-5) show impressive academic increases documented by two quantitative research studies reporting the program had a ?large treatment effect.? (Greene et al, 2009).The five year arts-infused integration (AIE) project will:? improve academic success for high-need students (direct service);? improve teacher and principal effectiveness (professional development);? decrease dropout rates in high schools (?transition to high school? programs; and? close technology gaps for these high-needs schools (free access to technology)Objectives:? 30 hours of instruction in 42 classrooms annually (total 168 classrooms x 25/classroom x 30 hours=126,000 contact hours over grant term);? 10 hours of teacher professional development annually (10 x 7 schools x 4 years= 280 hours) and unlimited free access to online lesson plans;? free access to computers/technology and training in new media use;? access to college campus programs and ?transition to high school? workshops and individual counseling for grades 6-9 students and parents (2 workshops per school per year and by-appointment individual sessions=14 workshops and # individual sessions).Outcomes:? Students will engage with real-world issues with adults using new media that will prepare them for rigors and issues of their future;? Schools and teachers will receive training in new media and equipment to build capacity, enliven the curriculum, increase effectiveness, and create communities of practice."

29 Books Alive: Reading and Writing through Dramatic Art

Wild Swan TheaterAnn Arbor, MI 48103Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $742,200Award length requested: 3 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Ann Arbor Public Schools (Official) 200000.00

Partner Name Type Budget amountWild Swan Theater (Official) 392200.00

Evaluator (Other) 150000.00


"Wild Swan Theater (WST), a professional theater for families, is partnering with the Ann Arbor Public Schools to bring its award-winning literacy program to the early elementary curriculum for Title 1 schools in Washtenaw County, MI. WST piloted Books Alive (BAP) through Head Start with over a dozen Detroit area schools and libraries in 2001-2002, and is seeking to develop the program locally with underperforming schools where achievement gap issues have been persistent. BAP is designed to inspire a lifelong love of reading and writing. Drama workshops for children enable them to bring 'books alive' and learn about the basic components of a story. This kinesthetic and abstract learning is reinforced with classroom activities and live performances by Wild Swan artists. BAP also trains teachers how to use drama as an ongoing part of their curriculum. Independent evaluation (see Appendix H) has shown the early model of the Books Alive program to be highly effective in introducing and reinforcing literacy skills. The new program will be residency-based in three core schools in Ann Arbor where WST will train teachers, perform stories, and lead workshops where children will create their own dramatic works. Through the BAP, youth will improve skills in literacy, story creation, cause-effect awareness, creativity and imagination; improve reading proficiency; increase quality and quantity of writing; increase involvement with and attractiveness of literature. Teachers will increase kinesthetic activities; increase experimentation with drama and student participation; increase effective teaching of reading and writing. In a 3-year period, Wild Swan will develop a core team of skilled teachers in each school who are then able to train subsequent faculty in Books Alive methods. BAP addresses needs of high-risk students; uses innovative methods with good initial results and its lead project team has decades of experience with literacy skills development."

Mississippi

31 LEARN SMART

Natchez-Adams School DistrictNatchez, MS 39120Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $4,801,460Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing Schools

Competitive Preference Priorities: CP8: Rural LEAsPrivate match waiver requested: Yes[No budget partners listed]Project Description:

"Under the Learn, Engage Actively, Research, Never-endingly (LEARN) Science, Math, Arts & Activity, Research & Technology (SMART) The Natchez-Adams School District (NASD) has chosen to propose under the Development Grant and address the Absolute Priority 4?Innovations that Turn Around Persistently Low-Performing School.Extensive training will be provided by NASD to engage actively teachers, administrators and students, in ?never-ending? research (LEARN), to teach and supervise technology rich science, math, arts, research and technology (SMART) instructional activities and offer students extended learning opportunities. Approximately 150 teachers and administrators will be served and an estimated 5,400 students over the five-year period of the project trial. Technology rich innovative practices will engage students in grades 5 through 8.NASD, considered a Rural and Low-Income School (RLIS) under this program authorized under Title VI, Part B of the ESEA."

Missouri

30 Swope Out-of-School Time Project

Swope Corridor Renaisance/Upper Room, Inc.Kansas City, MO 64130Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $2,815,604Award length requested: 3 years

Absolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: Private match waiver requested: NoPartner Name Type Budget amount

Hickman Mills School District (Official) 0.00Cerner Corporation (Other) 0.00Cross Point Church of Nazarene (Other) 0.00Downtown Council (Other) 0.00Emily's Spotlight (Other) 0.00KC Police Department (Other) 0.00Local Initiative Support Corporation (Other) 0.00Memorial Baptist Church (Other) 0.00Nelson Atkins Museum (Other) 0.00

UMKC (Other) 0.00


"Swope provides high quality academic programs for low-income families in the urban core of Kansas City, Missouri and Kansas City, Kansas. By significantly increasing the hours of core learning instruction through both after school and summer programs for 700 students at two chronically low-performing elementary schools in Kansas City, Missouri, Swope plans to turn around these schools academically over the next three years, if it receives a development grant.In addition to academics, Swope plans to balance these out-of-school programs with music, art, and dance, and other enhancement activities. Currently only 25% of students are proficient in reading or math in the two low-performing schools. Swope has as its expected outcome to have these schools reach a level where 80% of the students are proficient in reading and math.In addition to the effort by Swope, the Institute of Urban Education at University of Missouri Kansas City will provide professional development training for all the staff at these schools. Some special features of our model are that we operate out of churches, we have our own fleet of buses, we use hundreds of one-on-one reading tutors, and have many community stakeholders involved."

Montana

32 MAPS Media Institute

Florence Prever Rosten Foundation for the Media ArtsDarby, MT 59829Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $443,804Award length requested: 3 yearsAbsolute Priority Area: AP4: Persistently Low-Performing Schools

Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

Corvallis School District (Official) 175000.00Hamilton School District (Official) 175000.00

Victor School District (Official) 100000.00


"The MAPS Media Institute is a highly innovative program that has been introduced on a limited basis in rural Ravalli County, Montana and with the assistance of the Investing in Innovation grant will expand to a during-the-school-day program that includes students from three local Title I high schools. The MAPS Media Institute's (MAPS) mission is to inspire, educate, train and create quality jobs in the media arts for students living in highly rural Western Montana. This will be done through a unique partnership between the Florence Prever Rosten Foundation for the Media Arts, a 501 (c)(3), and the local Licensed Education Agency (LEA). The project will engage at-risk, underserved rural youth by providing opportunities that combine education and business experience. To date, the results have been very positive academic, behavioral and economic outcomes. For example, MAPS student products have brought in nearly $200,000 in professional fees since 2005 and just four out of 200 MAPS students have dropped out of school. In 2008, Ravalli County had a per capita personal income of $29,743, which ranked it 37th out of the 56 counties in the state. This per capita income represented just 86 percent of the state average and 74 percent of the national average. The low per capita income and the high unemployment rates translate into high poverty rates within the three schools targeted for assistance: Corvallis, Hamilton and Victor high schools. In 2008, the most recent year available, 42 percent of Corvallis, 33 percent of Hamilton and 58 percent of Victor high school students were eligible for Free or Reduced Lunch. Of the 1,122 students enrolled in the three high schools, 439 were enrolled in the Free or Reduced Lunch program. All three high schools have Title I Targeted Assistance status. Of the three schools, only Victor High School made Adequate Yearly Progress (AYP). Both Corvallis and Hamilton high schools were in their first year identified for improvement under NCLB."

North Carolina

33 Stanly Arts Community

Stanly County SchoolsAlbemarle, NC 28001Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $3,998,141Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality Assessments

Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: Yes[No Budget Partners listed]Project Description:

"Stanly Arts Community will contribute to achievement because it will make school a more enjoyable place; students will develop a positive attitude toward learning and become more engaged. Students who are connected to school are more likely to make better grades, graduate from high school and thus, be better prepared to enter the workforce or post-secondary institution of higher learning. Instruction through the arts (Instrumental Music, Vocal/Handbells, Visual Arts and Theatre Arts) may be uniquely effective in raising the achievement of at-risk learners because it enables students to express themselves, to do real work for real audiences, and as a result, students put their hearts and souls into learning.The objective(s) of SAC is to close achievement gaps, increase graduation rates, and increase the percent of at-risk students taking college level coursework by providing students opportunities to express themselves through the performing arts. The project will provide an equitable pathway for students in a rural setting such as Stanly County to develop talents in the areas of the arts. The project will be implemented over a five-year timeframe and have the capacity to impact every student in our system. Organizations and institutions supporting this grant proposal are Stanly Community College, Pfeiffer University and Stanly County Arts Council. ?????"

New Jersey

34 Arts Improving Math Scores (AIMS)

New Jersey Symphony OrchestraNewark, NJ 7102Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,985,054Award length requested: 3 yearsAbsolute Priority Area: AP4: Persistently Low-Performing Schools

Competitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Hewlett-Packard (HP) (Official) 550000.00Lakewood Public School District (LEA) (Official) 186000.00LL Teach (Official) 1515544.00New Jersey Symphony Orchestra (Official) 1136000.00

The Latino Institute (Official) 1136000.00


"The New Jersey Symphony Orchestra (NJSO), The Latino Institute of New Jersey, LL Teach Inc., Lakewood Public Schools, and Hewlett-Packard have formed a consortium called Arts Improving Math Scores (AIMS). The goal of the AIMS program will be to combine each partners strengthens to provide a comprehensive approach to a major restructuring of the Lakewood Public School District. The AIMS partnership will also conduct an experimental study of music education practices as they impact student math and literacy performance in grades K to 12. The project targets 2,740 elementary and secondary students in the Lakewood Public School district over 36 months in an effort to reform and revitalize the failing Lakewood school district.

AIMS will build upon the most successful programs from each of its partners to propose a unique and comprehensive approach to school reform. This will include music education and instrumental instruction programming from the NJSO with a verifiable record for improving the academic and social outcomes of program participants. This programming will be combined with a proven approach to math learning from LL Teach called 'Communicator Math.' It will engage parents and the larger Lakewood community (previously inhibited from participating in their children's education due to a language barrier) with the expertise of the Latino Institute of New Jersey, and provide the technology and IT infrastructure to prepare Lakewood's students for future success."

New York

35 The Community Campus Project

RF-CUNY on behalf of Queensborough Community CollegeBayside, NY 11364Indicated organization type: N/AIndicated grant type: DevelopmentFederal funding requested: $4,835,610Award length requested: 4 yearsAbsolute Priority Area: AP4: Persistently Low-Performing Schools


JHS 226 (Official) 0.00John Adams HS (Official) 0.00Newtown HS (Official) 0.00William Cullen Bryant HS (Official) 0.00City University of New York (Other) 0.00Measurement, Incorporated (Other) 240000.00New York State Education Department (Other) 0.00Oasis Children (Other) 1208428.00

South Queens Boys and Girls Club (Other) 1043000.00


"The CCP is a targeted approach to help turn around persistently low-performing schools through the creation of expanded out-of-school time learning opportunities in core academic subjects, integrated student supports to address non-academic barriers to student achievement, and multiple pathways to earn high school diplomas.The CCP also addresses competitive priorities 6 and 7 by providing educational programs to support college access/success and address the needs of limited English proficient (LEP) students. The CCP 4-year program design is anchored by two out-of-school time programs at the QCC campus: a 30 week after-school program for 100 HS students and a 6 week summer program operated by 75 HS and 180 MS students. Activities include Dual Enrollment Courses taught by QCC Professors, Homework Assistance/Tutoring, SAT Prep,College/Financial Aid Application Assistance, Visual and Performing Arts, Sports/Rec, Service-Learning, Leadership/Character Education, Job Training/Certification Programs, and College Student Supports."

36 The Fusion of Arts Integration and Collaborative Co-Teaching

Bronx Charter School for the ArtsBronx, NY 10474Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $1,847,800Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning Needs

Private match waiver requested: No[No budget partners listed]Project Description:

"Bronx Charter School for the Arts has implemented a unique and powerful school model - the fusion of arts integration and collaborative co-teaching - that has increased student achievement and growth in our population of under-represented students as measured by standardized tests and the development of critical, analytical, and creative thinking skills. Our approach has proven to be particularly effective for students with disabilities, approximately 20% of our student body. We believe that the key to the success of our school model is the blending of our intensive arts education programming and collaborative co-teaching. The integration of these two non-traditional instructional strategies allows us to use a variety of instructional practices and strategies to effectively meet the diverse needs of all individual learners in our underserved school community. While this combination of practices has not been widely adopted or extensively evaluated, our student achievement results strongly suggest that an investment in the further development and systematic study of our innovative school model will demonstrate its potential to increase the success of under-represented students in academically rigorous courses."

37 The Arts Learning Community: A Model Pathway to Academic Success

Dreamyard

Bronx, NY 10456

Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,998,387Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP7: Unique Learning Needs


Global Writes (Official) 615875.00KIDSmart (Official) 80000.00Mississippi Whole Schools (Official) 707125.00New Settlement (Official) 125000.00Wolf Brown (Official) 580000.00Women's Housing and Economic Development Corporation (Official) 125000.00

NYCDOE District 10 (Other) 319625.00


"The Arts Learning Community represents a three-pronged initiative for collaboration and sharing of successful arts-integrated strategies within 14 schools in New York City, five of which are Schools In Need of Improvement (SINI), or in Corrective Action. DreamYard Project and their partner Global Writes hypothesize that the arts have a unique and positive impact on a child's transition to school-from grade to grade within schools, and the transition between primary and secondary schools. Our goal is to understand these phenomena and employ strategies at the transition points we view as key to academic achievement for schoolchildren. DreamYard believes that if schools can provide well-articulated, arts-rich transition strategies that scaffold learning and promote development children will follow a path toward college and productive careers.

We will examine developmental transition points in the educational lives of schoolchildren, with a concentration on the effect of high-level arts integration on 1) Kindergarten to 12th grade curricula, 2) overall student achievement and 3) use of synchronous and asynchronous technology to encourage family involvement in impacting school and neighborhood culture change as well as serve as a resource for collaboration with other arts organizations developing parallel models for whole school reform through the arts."

38 Innovation Zones

Center for Educational PathwaysForest Hills, NY 11375Indicated organization type: Nonprofit w/ LEAIndicated grant type: ValidationFederal funding requested: $24,131,190Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success College Access and Success, CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

Corinth School District (Official) 15906481638248.00Imperial County Office of Education (Official) 1597448.00

Partner Name Type Budget amountMetropolitan School District of Decatur Township (Official) 15906481638248.00Puyallup School District (Official) 1613848.00Teachers College, Columbia University (Official) 175000.00Yonkers Public Schools (Official) 1638248.00Ball State University (Other) 252000.00College of Charleston (Other) 175000.00San Diego State University (Other) 175000.00

University of Washington (Other) 220500.00


"Through classroom-based comic book publishing companies and youth-driven music record labels, the Innovation Zones, proposed by the Center for Educational Pathways, applicant for the project, train classroom teachers to leverage creativity, inquiry, and entrepreneurship for student learning; create standards-based curricula around student-driven, multidisciplinary projects; use new technologies and digital media in the classroom to create original comic books or compose original music; foster inquiry into topics from the core subjects; and teach students to manage production, distribution, and sales of their original products. We establish a hub in each partner LEA, to provide professional development in five regions: the Northeast (Yonkers Public Schools, Yonkers, NY), the South (Corinth School District, Corinth, MS), the Midwest (Metropolitan School District of Decatur Township, Indianapolis, IN), the Southwest (Imperial County Office of Education, El Centro, CA), and the Northwest (Puyallup School District, Puyallup, WA). Each year, we recruit teachers of high-need students from ever wider rings around each hub. Professional development includes 5 summer workshop days, 3 Saturday workshops, and in-classroom coaching and modeling as teachers develop Innovation Zones curricula and implement it in the classroom.Project goals include: 1) Student learning outcomes will improve in the core academic subjects; 2) In districts where it is a focus, English learners will advance their English language development in reading, writing, listening, and speaking; 3) School districts will gain standards-based curricula and teachers trained in innovation; 4) Students will gain entrepreneurial skills and internship opportunities in 21st century career paths; 5) Students will show improved interest in school."

39 Developing English Language Literacy Through the Arts

THE ARTSCONNECTION INC.New York, NY 10018Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $5,000,000Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

IS 61q (Official) 36505.00JHS 189q (Official) 36505.00

Partner Name Type Budget amountPS 20q (Official) 36505.00PS 230k (Official) 36505.00Queens College (Official) 54756.00NYC public school TBD (Other) 9856.00NYC public school TBD (Other) 9856.00NYC public school TBD (Other) 9856.00NYC public school TBD (Other) 9856.00

NYC public school TBD (Other) 9856.00


"Developing English Language Literacy through the Arts (DELLTA) seeks to close the achievement gap for English Language Learners (ELLs) in English Language Arts (ELA) and in meta-cognitive thinking skills. Originally developed by ArtsConnection, a nationally recognized arts in education organization in New York City, with funding from two US ED AEMDD grants (2005, 2006), the proposed model will work in grades 3-8 through an innovative approach to supporting language acquisition for ELL students through standards-based instruction in dance and theater. Professional development will build the capacity of teaching artists and classroom teachers to create semantic-rich contexts for learning, and to help students make connections between the arts and ELA through collaboratively designed, standards-based interdisciplinary units of study that incorporate formative assessment strategies. A Development Grant will allow ArtsConnection to refine and test the DELLTA model on a greater scale than previously implemented, conduct research to verify its effectiveness and generalizability, develop materials for the field and share them via the web, and further build capacity of the organization, partner schools, and area teachers to take the model to scale.

Over five years, the project will reach an estimated total of 10,000 non-duplicated students in grades 3-8 in 14 elementary and middle public schools in New York City. An additional 100 ESL teachers in the NYC region, who will reach a total of 3,000 additional students, will participate in a three-credit college course to learn how to use DELLTA?s innovative approaches in their teaching."

40 21st Century Arts Integration Resource Curriculum and Support Initiative

The Center for Arts EducationNew York, NY 10122Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $5,000,000Award length requested: 4 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: NoPartner Name Type Budget amount

HS 425Q (Official) 82000.00

Partner Name Type Budget amountHS 498Q (Official) 82000.00HS 545K (Official) 82000.00HS 625M (Official) 82000.00MS 208Q (Official) 82000.00MS 231Q (Official) 82000.00MS 233X (Official) 82000.00MS 57K (Official) 82000.00American Federation of Teachers (Other) 100000.00

UFT - Teacher Center (Other) 100000.00


"The Center for Arts Education, together with its school and organizational partners propose an ambitious and innovative curriculum expansion through the arts initiative, that will improve student achievement, attendance, and overall school environment for high -need urban public school students, K-12. The 21st Century Arts Integration Resource Curriculum and Support Initiative is a radical rethinking of the very standards, assessments, curriculum, delivery, design, and supports necessary to meet the great challenge/opportunity of the arts in the 21st century, including addressing the deep knowledge gap of administrators and teachers regarding what they need to know and be able to do, the kaleidoscope of options for how the arts are defined and delivered in schools today, and the profoundly changed nature of the arts as they are classified, created, disseminated, and engaged with.

The project design calls for flexible, comprehensive arts integration resource curriculum that is driven by curricular crosswalks across domains, arts disciplines, and grades by topic, subject area, and specific content, with a special focus on integration with the draft ELA Common Core Standards, while also including other core subjects. Supporting and expanding the resource curriculum will be a wide range of tools including new performance-based student assessments, tools to evaluate principal and teacher effectiveness, and more. As a whole, the wide range of key information, resources, tools and materials will be highly customizable according to the needs of students and supported widely through national dissemination with the project's partner organizations and key allies.

41 Everyday Arts for Special Education

District 75/New York City Department of EducationNew York, NY 10010Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $4,633,397Award length requested: 5 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

Manhattan New Music Project (Official) 3135501.00

Partner Name Type Budget amountDr. Rob Horowitz (Other) 461000.00


"District 75 serves 23,000 students with special needs in New York City, with over 4,000 teachers in 56schools across all five boroughs. In partnership with the Manhattan New Music Project, we are seekingfunding for a five-year initiative to increase the number of effective teachers in special education settings.Everyday Art for Special Education (EASE) is a professional development program designed to improvestudent achievement in the areas of communication, socialization, academic learning, and arts proficiency through integrated, arts-based approaches. Through a series of training workshops and extensive in-school support, participating teachers in ten treatment schools will learn skills and strategies across multiple arts disciplines (music, dance, visual arts, and theater) in order to integrate the arts into their classroom instruction. In addition, we will broaden the reach of the project beyond these schools by offering EASE training to other teachers within District 75 through our District-wide professional development program, to special education teachers and college students through Summer Seminar workshops, and to special education administrators nationwide through Administrators? Workshops. Through treatment schools and other training efforts, EASE will serve 40,795 students. Manhattan New Music Project is a leader in arts education for special needs populations in New York City, and longstanding collaborator with District 75. Our project will be evaluated by Dr. Rob Horowitz, Associate Director of the Center for Arts Education Research at Teachers College, Columbia University."

42 Active Learning Leads to Literacy (ALLL)

Learning through an Expanded Arts Program, LLCNew York, NY 10024Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $4,470,458Award length requested: 4 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP5: Early LearningPrivate match waiver requested: NoPartner Name Type Budget amount

New York University (Other) 473953.00


"ABSTRACT - The Active Learning Leads to Literacy Project (referred to as ALLL or the PROJECT) requests support under the Development category of the Investing in Innovation Fund. The PROJECT is intelligently designed to address a perennial education question concerning the link between the arts and differentiated teaching (to pupils displaying diverse learning styles). Since the evolution of homo sapiens, humans have created art; the arts are an essential part of our nature and all children respond to one art form or another. The PROJECT will further scientifically test the efficacy of a well-defined promising arts-integrated instructional methodology on the teaching and learning of English language arts skills by grades K - 2 pupils.

The PROJECT uses drama, dance/creative movement, the visual arts, music, cooking, and games to promote growth in literacy skills of kindergarten through second grade pupils. Sample instructional activities include: making shapes of letters with their body while singing the sounds of the letter and dancing to reinforce letter recognition, creating phonic flap books to build decoding skills, miming to foster learning of new sight words, using puppets to tell stories, using drama presentations to teach character analysis, singing songs such as The Silent Letter 'E' to illustrate phonemic concepts, and other interactive strategies to teach the school's 'business as usual' (BAU) early childhood curriculum."

43 Multiple Early Literacies Development (MELD) Program

Invalid information sheet (Appendix F) submittedThe Metropolitan Opera Guild, Inc.New York, NY 10023Indicated organization type: (not provided)Indicated grant type: DevelopmentFederal funding requested: $5,999,600Award length requested: Absolute Priority Area: Competitive Preference Priorities: Private match waiver requested: No[No budget partners listed]Project Description:

44 Arts Achieve: Impacting Student Success in the Arts

The Studio in a School Association, Inc.New York, NY 10019Indicated organization type: Nonprofit w/ LEAIndicated grant type: DevelopmentFederal funding requested: $4,372,801Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: Private match waiver requested: NoPartner Name Type Budget amount

92nd Street Y/Harkness Dance Center, Dance Education Laboratory (Official) 333000.00ArtsConnection, Inc. (Official) 333000.00Cooper-Hewitt, National Design Museum, Smithsonian Institution (Official) 453000.00New York City Department of Education (Official) 1212492.00

Partner Name Type Budget amountThe Studio in a School Association, Inc. (Official) 1708308.00

Weill Music Institute at Carnegie Hall (Official) 333000.00


"The Studio in a School Association, Inc.; Weill Music Institute at Carnegie Hall; ArtsConnection, Inc.; 92nd Street Y / Harkness Dance Center, Dance Education Laboratory (DEL); and Cooper-Hewitt, National Design Museum, Smithsonian Institution are partnering with the New York City Department of Education to create Arts Achieve. The goals of the proposed project are to:

? Improve student achievement in the arts through the development and implementation of balanced arts assessments that are aligned to high student content and academic achievement standards.? Translate the standards and information from assessments into classroom practices that support improved arts achievement for all students.? Promote innovations in student and teacher access to content and assessment feedback through the use of technology.

Arts Achieve will result in the creation of on-line / open educational resources that have been validated and informed by the results of the assessments and made available nationwide. This grant will also enable technology to be introduced into arts classroom practice to facilitate art creation, documentation, research, feedback, reflection, collaboration and file-sharing within and beyond the schools: Student-to-student, student-to-teacher, student-to-parent, and student and teacher to partnering arts institution. As such, Arts Achieve puts formative and summative assessment to work to empower students to reflect, direct and enhance their experience and performance in the arts and to connect to resources that these high-need students could not otherwise access. The project will also produce objective measures by which the partners can assess what they believe to be the significant correlation of arts achievement on improved English Language Arts performance. Arts Achieve will involve 7,200 students during the term of the grant, and has the potential to impact the more than 1.1 million children who attend NYC Department of Education schools."

45 The Fresh Ed Project

Urban Arts PartnershipNew York, NY 10013Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $3,208,959Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: No[No Budget partners listed]Project Description:

"Urban Arts Partnership (UAP) has provided exemplary arts-integrated education programs in Title I New York City (NYC) public schools since 1992. In 2009 the organization piloted the Fresh Ed Project, a music, media and Hip Hop based curriculum and teaching model linked to core academic subject areas. The Fresh Ed pilot program was successful with 80% of participating students passing their New York State Global Studies Regents exam for high school students (each student had failed previously between 1 and 5 times) and 94% of students passing the English exam ? including 100% of special needs students in both subjects. Five of these exams are required to graduate from most high schools in New York State. UAP will expand the project?s curriculum development and professional development series through the i3 Development grant. UAP will develop and provide Fresh Ed to a consortium of seven schools in year one, reaching 1,156 students as well as 68 teachers, increasing the Fresh Ed network successively in each year of the i3 grant that, by year five, will have reached a total of 43,840 students and 2,240 teachers. The Development Grant will enable UAP to further close the ?achievement gap? for ?high needs? youth, addressing Absolute Priority 3 and Competitive Priority 7 through clear outcomes to be measured by independent evaluator Philliber Research Associates. Expected outcomes include statistically significant increased percentages of students passing NYS Regents assessments, as well as English Language Arts and Math assessments in elementary and middle schools, increases in graduation rates, and indicators of higher student engagement. The Fresh Ed project features an innovative model of teaching and learning supported by the online site www.myfreshprep.org, and is poised for expansion through partnerships with the NYC DOE and private foundations, with a potential magnitude of effect for urban communities nationwide."

46 Integrating Arts Across Academic Boundaries

Rochester City School DistrictRochester, NY 14614Indicated organization type: LEAIndicated grant type: ValidationFederal funding requested: $7,208,449Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing SchoolsCompetitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAsPrivate match waiver requested: Yes


East Rochester Union Free (Official) 140153.00Elba Central School District (Official) 95111.00


"The IA3 project is a targeted reform effort for grades K-6 in Rochester's low achieving, high poverty elementary schools, a rural high poverty school district and an area suburban district. The project is based on the success of Rochester's 2006-2009 Federal Arts in Education Model Development and Dissemination experimental, randomized study that showed statistically significant growth in K-6 student achievement. The proposed i3 project enhances the 2006 AEMDD project by incorporating identified project activities and replicating successful strategies among the general education populations in 13 elementary schools as well as Limited English Proficient students and Students with Disabilities. The project continues to focus on 10 hours of high quality integrated arts professional development to core class teachers and Teaching Artists, and emphasizes special professional development for Special Education teachers and ESOL/Bilingual teachers. Grades K & 5 will receive music integration, Grades 1, 2, & 6 will receive theatre/movement integration, and Grades 3 & 4 will receive Visual arts integration."

Oregon

47 The Beaverton School District Arts for Learning Lessons Project

Beaverton School District 48JBeaverton, OR 97006Indicated organization type: LEAIndicated grant type: Development

Federal funding requested: $4,041,659Award length requested: 5 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP7: Unique Learning NeedsPrivate match waiver requested: NoPartner Name Type Budget amount

U of Washington (Other) 43376.00West Ed (Other) 914650.00Youth Audiences - National (Other) 571178.00

Youth Audiences - Oregon (Other) 861918.00


"The Beaverton School District Arts for Learning Lessons ProjectBeaverton School District, the third largest school district in Oregon, in partnership with Young Audiences Oregon and Southwest Washington, Young Audiences Arts for Learning National Office, and the University of Washington, will develop, implement, and evaluate the Arts for Learning Lessons program (A4L). Designed by YA National in partnership with researchers led by Dr. John Bransford at the University of Washington, A4L is an academic program that integrates standards-focused, text-based content and arts strategies to improve students' achievement in literacy, learning, and life skills. With this grant, we will: (1) develop and enhance A4L for students in grades 3-5, (2) implement A4L in grades 3-5 across the district, and (3) conduct comprehensive evaluations - both formative and summative -- to continuously monitor the implementation of the program as well to rigorously evaluate the impact of A4L on student achievement. The award of an i3 grant will allow BSD to do more, faster-leveraging our existing systems, capacity, stakeholder support, and other available state and federal resources to significantly and rapidly improve all of our students' reading and writing achievement, particularly our high-needs students - i.e., English Language Learners, students with disabilities, economically disadvantaged students, and ethnic/racial minority students. An estimated total of 12,850 students will be served by this 5-year project."

Texas

48 Performing Arts for Creative Education (PACE)

University of HoustonHouston, TX 77204Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $2,349,678Award length requested: 5 yearsAbsolute Priority Area: AP4: Persistently Low-Performing Schools


Houston Independent School District (Official) 96250.00University of Houston, School of Theatre & Dance


"University of Houston School of Theatre & Dance (UHSOTD) in partnership with Houston Independent School District (HISD) will offer Performing Arts for Creative Education (PACE) a comprehensive Arts Education Initiative for PK-8 in the HISD Wheatley Feeder Pattern located in the improvished 5th Ward, Houston neighborhood. PACE will provide quality theatre arts education during the regular school day for 3 fifth grade classes of approximately 20 students, 6 fourth grade classes of approximately 20 students each, 1 PK class of approximately 15 students, and 2 Special Ed/Life Skills classes of approximately 5 students each. In addition, PACE will offer a select number of students from the PACE student population additional after-school enrichment in theatre arts three days per week for one hour each day. All classes will be taught by a team of professional teachers and BFA undergraduate students in training to be teachers in theatre arts with an emphasis on at-risk students."

Dallas Total Learning: Integrated Arts Professional Develoment

Dallas Independent School DistrictDallas, TX 75204Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $5,000,000Award length requested: 3 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP5: Early LearningPrivate match waiver requested: No


Michael Cohen Group Evaluation (Official) 1134994.00


"This proposal for a Development grant would bring a proven arts-integrated model, Total Learning (TL) Professional Development, to 3 schools in West Dallas with goals of improving student achievement and closing the achievement gap. TL is a model that provides teachers with multi-modal, multi-sensory strategies through embedded professional development, thereby impacting student learning simultaneously with teacher effectiveness. Teachers learn arts-integrated strategy a week, and how to apply that strategy directly to literacy and numeracy skills and understandings. TL has been shown effective, as measured by formative and summative assessment by a third party, independent evaluator, over the past three years in an urban district with characteristics similar to West Dallas.??..TRUNCATED"

50 e-Learning Universe: Integrating Middle School Literacy and Science Instruction Infused with the Arts

Southern Methodist UniversityDallas, TX 75205Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: DevelopmentFederal funding requested: $5,000,000Award length requested: 3 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: CP6: College Access and Success College Access and Success, CP7: Unique Learning NeedsPrivate match waiver requested: No


Satellite Events Enterprises Inc. (Official) 3500000.00


"Recent attention in education has focused on enhancing the quality of science instruction in our nation?s schools. What has not received as much attention is the reality that low achievement in science is often linked to low performance in literacy. Problems of low literacy and science performance are especially apparent in schools that serve primarily students from low-income families. Since literacy proficiency in our information driven society largely determines a child?s academic, social, occupational, and health trajectory for the rest of his or her life, it is critical that low literacy be addressed. Likewise, with increased emphasis on science in the career sector, poor scientific performance reduces a student?s career choices.

To address both low science and literacy skills, we propose to build an integrated 8th grade curriculum built within the e-Learning Universe., that links literacy instruction and science instruction using themes derived from 8th grade integrated physical science. The center piece of e-Learning Universe will be a multi-player virtual environment (MPVE) featuring an epistemic game that students will be able to access both within and outside of school. We will call this game 2060. It will be based on the premise that Sir Isaac Newton predicted that world will come to an end in 2060. As the year 2060 approaches, the world is faced with increasing earthquakes, weakening magnetism, and dramatic climate change. Students are charged with examining the forces behind these changes in order to design solutions. As part of the curriculum and game, students will be asked to complete missions to solve problems based on their current understanding of physics. Missions will be competed in collaborative groups, with each member on the mission team having a specific career role on the mission.

To achieve our vision for e-Learning Universe, we have assembled a multidisciplinary team of educational researchers, reading and science experts, curri... [Truncated, 2000 Character Length Exceeded]"

Virginia

51 Careers through Culinary Arts Program with FCCLA and NRCCUA

Family, Career and Community Leaders of America, Inc.Reston, VA 20191Indicated organization type: Nonprofit w/ consortium of schoolsIndicated grant type: ValidationFederal funding requested: $5,433,127Award length requested: 3 yearsAbsolute Priority Area: AP1: Effective Teachers and PrincipalsCompetitive Preference Priorities: CP6: College Access and Success College Access and SuccessPrivate match waiver requested: No


Careers through Culinary Arts Program (C-CAP) (Official) 3121881.00Family, Career and Community Leaders of America, Inc. (Official) 1981246.00Multiple LEAs/Consortium of Schools (Official)

National Research Center for College and University Admissions (Official) 330000.00


"Careers through Culinary Arts Program, FCCLA and NRCCUA Validation GrantProject Description and Activities: The primary mission of this joint program for validation and enhancement is to bolster the effectiveness of teachers and administrators that are operating a hands-on program in schools with high need. This program has seen tremendous local success in engaging students in career training and activities that instill a motivation to pursue higher education and ultimately a successful career. Funding will go directly to increases in staff, infrastructure, evaluation and resources on the ground. This grant will allow the educators and staff of the Family, Community and Career Leaders of America (FCCLA) to leverage their access to high-need students combined with the resources, knowledge and existing program success of C-CAP. Together, they can engage the National Research Center for College and University Admissions (NRCCUA), a non-profit educational research organization, to track the longitudinal impact that this program has on participating students.

Summary of Project Objectives and Expected Outcomes: The project has three primary objectives. The first objective is to leverage the complementary strengths of C-CAP and FCCLA to enhance the efficacy of the existing program. This will put more resources, training and opportunities in the hands of more teachers and students impacted by the existing program. The second objective is, through the collaboration of FCCLA, C-CAP and NRCCUA, to provide validation for the existing and enhanced program. Through this validation, project participants will have the tools necessary to provide this and similar programs to more students on a wider scale. Finally, this grant should lead to the launching of new program locations to validate existing successes in other environments. This is a vital step in creating a roadmap for future growth and impact of teacher effectiveness/student success."

Washington

52 Arts Impact Development Project

Puget Sound Educational Service DistrictRenton, WA 98057Indicated organization type: LEAIndicated grant type: DevelopmentFederal funding requested: $3,770,749Award length requested: 4 yearsAbsolute Priority Area: AP3: High Standards and High-Quality AssessmentsCompetitive Preference Priorities: Private match waiver requested: No


Bethel School District (Other)Kent School District (Other)Seattle Public Schools (Other)

The BERC Group (Other) 750000.00


"Puget Sound Educational Service District will fully develop, refine and pilot-test the Arts Impact instructional model in grades K-5, building on previous experience and making the improvements to fully develop Arts Impact as a model to strengthen arts education and increase literacy and math achievement of traditionally underperforming students. Arts Impact provides teachers with intensive professional development in the Arts Impact instructional model so that teachers can effectively use arts infused strategies in teaching core content subject area skills and as a result increase arts, literacy and math achievement of underperforming students. Arts infused teaching provides the avenue to reach students with different cultural, social, and economic backgrounds that result in very different ways of thinking, learning, and behaving. The project will address: 1) need for teachers to learn how to infuse arts instruction into basic curricular content areas to increase the potential for student learning; 2) need to infuse arts instruction directly into basic curriculum; and 3) the need for valid assessment strategies that can provide evidence of learning in the arts, literacy and math in balance with and as a complement to high stakes tests."

Documents

Arts Applications to USOE i3--Key Information and Project Description