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Alabama

1 Access to Achievement through the Arts


Alabama Institute for Education in the Arts
Montgomery, AL 36117
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $932,582
Award length requested: 3 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP5: Early Learning, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
AIEA (Applicant) (Official) 1165728.00
Dallas 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 Foundation
Tucson, AZ 85716
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,812,698
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs, CP8:
Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Flagstaff Unified School District (Official) 806145.00
Mesa Public Schools (Official) 806145.00
Peoria Unified School District #11 (Official) 806145.00
Tucson Unified School District (Official) 806145.00
WestEd, Inc. (Official) 698336.00

Project Description:

"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 Education
Hayward, CA 94544
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $6,001,313
Award length requested: 4 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP6: College Access and Success College Access and Success, CP7:
Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Stanford University (SCALE) (Official) 750000.00
Performing Arts Workshop (Other) 500000.00
Santa Clara County Office of Ed. (Other) 180000.00
Streetside Stories (Other) 500000.00

Project Description:

"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 95814
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $5,000,000
Award length requested: 3 years
Absolute 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 LEAs
Private match waiver requested: No
Partner Name Type Budget amount
CCSESA Region 1 (Official) 291000.00
CCSESA Region 10 (Official) 291000.00
CCSESA Region 2 (Official) 291000.00
CCSESA Region 3 (Official) 291000.00
CCSESA Region 4 (Official) 291000.00
CCSESA Region 5 (Official) 291000.00
CCSESA Region 6 (Official) 291000.00
CCSESA Region 7 (Official) 291000.00
CCSESA Region 8 (Official) 291000.00
CCSESA Region 9 (Official) 291000.00

Project Description:

"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 Project
Los Angeles, CA 90007
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,753,024
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities:
Private match waiver requested: No
Partner Name Type Budget amount
Los Angeles County Office of Education (Official) 491483.00
Culver City Unified School District (Other) 0.00
Los Angeles Unified School District (Other) 0.00

Project Description:

"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 Corporation
Northridge, CA 91330
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,025,439
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
CSU Northridge (Official) 2582440.00
LAUSD (Official) 1443000.00

Project Description:

"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 reach
approximately 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 II
Colorado Seminary dba the University of Denver

Denver, CO 80208
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,915,208
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive 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) 18300.00
Sheridan Early Chidlhood Center (Other) 6100.00
Summit School District RE-1 (Other) 6100.00

Project Description:

"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 INC
FAIRFIELD, CT 6824
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $3,702,043
Award length requested: 4 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities:
Private match waiver requested: No
Partner Name Type Budget amount
Danville High School (Official) 146186.00
Desert Garden Elementary School (Official) 219279.00
Fairview Elementary School (Official) 146186.00
Hillcrest Community Elementary School (Official) 219279.00
Hillside Elementary School (Official) 113040.00
Jackson Middle School (Official) 113040.00
Midway Elementary School (Official) 113040.00
Moffett Elementary School (Official) 113040.00
Townline 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 Fund
Washington, DC 20005
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,985,339
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
DC Public Schools (Official) 0.00
American University (Other) 845242.00

Project Description:

"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 20009
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $884,819
Award length requested: 4 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Powell Elementary School (Official) 0.00
Tyler Elementary School (Official) 0.00
Watkins Elementary School (Official) 0.00

Project Description:

"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 33405
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Validation
Federal funding requested: $830,001
Award length requested: 3 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Wynnebrook Elementary (Official) 0.00

Project Description:

"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 Association
Orlando, FL 32803
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Validation
Federal funding requested: $27,500,000
Award length requested: 5 years
Absolute Priority Area: AP2: Use of Data
Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success
College Access and Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Central Florida YMCA (Official) 26057700.00
University of Central Florida (Other) 1442300.00

Project Description:

"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 Association
Orlando, FL 32803
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Validation
Federal funding requested: $27,500,000
Award length requested: 5 years
Absolute Priority Area: AP2: Use of Data
Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success
College Access and Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Central Florida YMCA (Official) 26057700.00
University of Central Florida (Other) 1442300.00

Project Description:

"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 33135
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Validation
Federal funding requested: $2,400,000
Award length requested: 3 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success
Private match waiver requested: Yes
Partner Name Type Budget amount
Miami-Dade County Public Schools (Official) 1000000.00

Project Description:

"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 Foundation
Atlanta, GA 30302
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $2,032,382
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Consortium of Schools in Atlanta (Official) 99040.00
Atlanta Partnership for Arts in Learning/APAL (Other) 171000.00
Visual Understanding In Eduction/VTS (Other) 110500.00

Project Description:

"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 30309
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $6,000,000
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Atlanta Public School System (Official) 2941956.00
Georgia Institute of Technology (Other) 0.00

Project Description:

"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 Illinois
Chicago, IL 60606
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,996,512
Award length requested: 4 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Chicago Public Schools (Official)
Children's Home + Aid (Official) 5000000.00

Project Description:

"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 Arts
Northbrook, IL 60062
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Validation
Federal funding requested: $25,000,000
Award length requested: 5 years
Absolute Priority Area: AP2: Use of Data
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Advanced Clinical Neuroscience (Official) 216000.00
Oakton Community College (Official) 100000.00
Partner Name Type Budget amount
Chicago Public Schools (Other)
Illinois School for the Deaf (Other)
Illinois State University (Other)
Northwestern Illinois Association (Other)

Project Description:

"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 Education
Indianapolis, IN 46202
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $16,479,870
Award length requested: 3 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success
College Access and Success, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Challenge Foundation (Official) 226950.00
Fremont Community (Official) 133500.00
MSD Decatur (Official) 934500.00
MSD Lawrence (Official) 1188150.00
MSD Pike (Official) 488610.00
MSD Steuben (Official) 353775.00
Muncie Community (Official) 186900.00
Orleans Community (Official) 180650.00
Prairie Heights (Official) 126825.00
Springs Valley (Official) 138840.00

Project Description:

"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 ACADEMY
BATON ROUGE, LA 70801
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $1,645,183
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP6: College Access and Success College Access and Success
Private 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 based
learning 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, Inc
New Orleans, LA 70130
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $100,000
Award length requested: 3 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive 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 1581
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Validation
Federal funding requested: $4,915,848
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Arts/Learning, Inc. (Official) 1976004.00
Partner Name Type Budget amount
Boston Public Schools (Official) 1939700.00
New Bedford Public Schools (Official) 646700.00
New England Conservatory (Official) 289513.00
Worcester Public Schools (Official) 1293000.00

Project Description:

"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 Massachusetts
Boston, MA 2111
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $6,125,493
Award length requested: 5 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
VSA LA (Official) 150000.00
VSA MA (Official) 501154.00
VSA NH (Official) 10000.00
VSA TX (Official) 183168.00

Project Description:

"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 Schools
Annapolis, MD 21401
Indicated organization type: LEA
Indicated grant type: Validation
Federal funding requested: $26,613,905
Award length requested: 5 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Anne Arunedel County Public Schools (Official) 6300000.00
Cecil County Public Schools (Other) 691300.00
Howard County Public Schools (Other) 1494500.00
Maryland State Department of Education (Other) 1055000.00
Prince George's County Public Schools (Other) 4141600.00
University of Maryland Baltimore Campus (Other) 3775898.00
Washington County Public Schools (Other) 974800.00
Wicomico County Public Schools (Other) 690600.00
Worcester County Public Schools (Other) 399700.00
yBaltimore City Schools (Other) 2021560.00

Project Description:

"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 studio
space, 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 County
Silver Spring, MD 20910
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $3,369,369
Award length requested: 4 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Partner Name Type Budget amount
Baltimore Public City Schools (Official) 186640.00
Montgomery County Public Schools Consortium (Official) 186640.00
Somerset County Public Schools (Official) 186640.00

Project Description:

"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 in
Montgomery 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 a


clearly defined professional development program focusing on arts integration. Highly skilled
teaching artists will provide professional development workshops and in-classroom mentoring,
integrating drama with the development of the reading comprehension skills specifically tested
on 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 teaching
artists; change their practices to become more effective in serving high-need students; and
become mentors in their schools/districts to build capacity and sustain the goals of the project."

25 Student Motivation Through The Arts (SMARTs)


Dance Makers
Lanham, MD 20706
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $2,992,510
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning
Private match waiver requested: No
Partner Name Type Budget amount
Even Start Family Center (Official) 0.00
Partner Name Type Budget amount
Gaywood Elementary (LEA) (Official) 0.00
Howard B. Science Owen Center (Official) $ $81,000
National Children (Official) 0.00
PG Community College - PGCC (Official) 0.00
PG Community Television CTV (Official) 0.00
Commonweal Foundation (Other) 150000.00

Project Description:

"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 Schools
Portland, ME 4103
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $708,826
Award length requested: 4 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Portland Symphony Orchestra (Other)

Project Description:

"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 Academy
Alpena, MI 49707
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $4,998,661
Award length requested: 3 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Mosaica Education (Official) 454427.00
University of Southern California (Official) 823356.00

Project Description:

"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 College
Detroit, MI 48221
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $2,330,517
Award length requested: 5 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
DAFT (Official) 72000.00
InsideOut (Official) 94500.00
Matrix Theatre (Official) 94500.00
Shlomo Associates (Official) 180000.00
Harmonie Park (Other) 28000.00

Project Description:

"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 Theater
Ann Arbor, MI 48103
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $742,200
Award length requested: 3 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP5: Early Learning, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Ann Arbor Public Schools (Official) 200000.00
Wild Swan Theater (Official) 392200.00
Evaluator (Other) 150000.00
Project Description:

"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 District
Natchez, MS 39120
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $4,801,460
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP8: Rural LEAs
Private 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 64130
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $2,815,604
Award length requested: 3 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities:
Private match waiver requested: No
Partner Name Type Budget amount
Hickman Mills School District (Official) 0.00
Cerner Corporation (Other) 0.00
Cross Point Church of Nazarene (Other) 0.00
Downtown Council (Other) 0.00
Emily's Spotlight (Other) 0.00
KC Police Department (Other) 0.00
Local Initiative Support Corporation (Other) 0.00
Memorial Baptist Church (Other) 0.00
Nelson Atkins Museum (Other) 0.00
UMKC (Other) 0.00

Project Description:

"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 Arts
Darby, MT 59829
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $443,804
Award length requested: 3 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP5: Early Learning, CP6: College Access and Success
College Access and Success, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Corvallis School District (Official) 175000.00
Hamilton School District (Official) 175000.00
Victor School District (Official) 100000.00

Project Description:

"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 Schools
Albemarle, NC 28001
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $3,998,141
Award length requested: 5 years
Absolute 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 LEAs
Private 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 Orchestra
Newark, NJ 7102
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,985,054
Award length requested: 3 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Hewlett-Packard (HP) (Official) 550000.00
Partner Name Type Budget amount
Lakewood Public School District (LEA) (Official) 186000.00
LL Teach (Official) 1515544.00
New Jersey Symphony Orchestra (Official) 1136000.00
The Latino Institute (Official) 1136000.00

Project Description:

"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 College
Bayside, NY 11364
Indicated organization type: N/A
Indicated grant type: Development
Federal funding requested: $4,835,610
Award length requested: 4 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
JHS 226 (Official) 0.00
John Adams HS (Official) 0.00
Newtown HS (Official) 0.00
William Cullen Bryant HS (Official) 0.00
City University of New York (Other) 0.00
Measurement, Incorporated (Other) 240000.00
New York State Education Department (Other) 0.00
Oasis Children (Other) 1208428.00
South Queens Boys and Girls Club (Other) 1043000.00

Project Description:

"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 Arts
Bronx, NY 10474
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $1,847,800
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive 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/ LEA


Indicated grant type: Development
Federal funding requested: $4,998,387
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Global Writes (Official) 615875.00
Partner Name Type Budget amount
KIDSmart (Official) 80000.00
Mississippi Whole Schools (Official) 707125.00
New Settlement (Official) 125000.00
Wolf Brown (Official) 580000.00
Women's Housing and Economic Development Corporation (Official) 125000.00
NYCDOE District 10 (Other) 319625.00

Project Description:

"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 Pathways
Forest Hills, NY 11375
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Validation
Federal funding requested: $24,131,190
Award length requested: 5 years
Absolute 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 LEAs
Private match waiver requested: No
Partner Name Type Budget amount
Corinth School District (Official) 15906481638248.00
Imperial County Office of Education (Official) 1597448.00
Metropolitan School District of Decatur Township (Official) 15906481638248.00
Puyallup School District (Official) 1613848.00
Partner Name Type Budget amount
Teachers College, Columbia University (Official) 175000.00
Yonkers Public Schools (Official) 1638248.00
Ball State University (Other) 252000.00
College of Charleston (Other) 175000.00
San Diego State University (Other) 175000.00
University of Washington (Other) 220500.00

Project Description:

"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 10018
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $5,000,000
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
IS 61q (Official) 36505.00
JHS 189q (Official) 36505.00
PS 20q (Official) 36505.00
PS 230k (Official) 36505.00
Partner Name Type Budget amount
Queens College (Official) 54756.00
NYC public school TBD (Other) 9856.00
NYC public school TBD (Other) 9856.00
NYC public school TBD (Other) 9856.00
NYC public school TBD (Other) 9856.00
NYC public school TBD (Other) 9856.00

Project Description:

"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 Education
New York, NY 10122
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $5,000,000
Award length requested: 4 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAs
Private match waiver requested: No
Partner Name Type Budget amount
HS 425Q (Official) 82000.00
HS 498Q (Official) 82000.00
HS 545K (Official) 82000.00
HS 625M (Official) 82000.00
Partner Name Type Budget amount
MS 208Q (Official) 82000.00
MS 231Q (Official) 82000.00
MS 233X (Official) 82000.00
MS 57K (Official) 82000.00
American Federation of Teachers (Other) 100000.00
UFT - Teacher Center (Other) 100000.00

Project Description:

"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 Education
New York, NY 10010
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $4,633,397
Award length requested: 5 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Manhattan New Music Project (Official) 3135501.00
Dr. Rob Horowitz (Other) 461000.00

Project Description:
"District 75 serves 23,000 students with special needs in New York City, with over 4,000
teachers in 56
schools across all five boroughs. In partnership with the Manhattan New Music Project, we are
seeking
funding 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
improve
student 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, LLC
New York, NY 10024
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $4,470,458
Award length requested: 4 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP5: Early Learning
Private match waiver requested: No
Partner Name Type Budget amount
New York University (Other) 473953.00

Project Description:

"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) submitted
The Metropolitan Opera Guild, Inc.
New York, NY 10023
Indicated organization type: (not provided)
Indicated grant type: Development
Federal funding requested: $5,999,600
Award 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 10019
Indicated organization type: Nonprofit w/ LEA
Indicated grant type: Development
Federal funding requested: $4,372,801
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities:
Private match waiver requested: No
Partner Name Type Budget amount
92nd Street Y/Harkness Dance Center, Dance Education Laboratory (Official) 333000.00
ArtsConnection, Inc. (Official) 333000.00
Cooper-Hewitt, National Design Museum, Smithsonian Institution (Official) 453000.00
New York City Department of Education (Official) 1212492.00
The Studio in a School Association, Inc. (Official) 1708308.00
Weill Music Institute at Carnegie Hall (Official) 333000.00

Project Description:
"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 Partnership
New York, NY 10013
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $3,208,959
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs
Private 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 District
Rochester, NY 14614
Indicated organization type: LEA
Indicated grant type: Validation
Federal funding requested: $7,208,449
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP7: Unique Learning Needs, CP8: Rural LEAs
Private match waiver requested: Yes
Partner Name Type Budget amount
East Rochester Union Free (Official) 140153.00
Elba Central School District (Official) 95111.00

Project Description:
"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 48J
Beaverton, OR 97006
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $4,041,659
Award length requested: 5 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
U of Washington (Other) 43376.00
West Ed (Other) 914650.00
Youth Audiences - National (Other) 571178.00
Youth Audiences - Oregon (Other) 861918.00

Project Description:

"The Beaverton School District Arts for Learning Lessons Project


Beaverton 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 Houston
Houston, TX 77204
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $2,349,678
Award length requested: 5 years
Absolute Priority Area: AP4: Persistently Low-Performing Schools
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Houston Independent School District (Official) 96250.00
Partner Name Type Budget amount
University of Houston, School of Theatre & Dance

Project Description:

"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 District
Dallas, TX 75204
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $5,000,000
Award length requested: 3 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP5: Early Learning
Private match waiver requested: No
Partner Name Type Budget amount
Michael Cohen Group Evaluation (Official) 1134994.00

Project Description:
"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 University
Dallas, TX 75205
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Development
Federal funding requested: $5,000,000
Award length requested: 3 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities: CP6: College Access and Success College Access and
Success, CP7: Unique Learning Needs
Private match waiver requested: No
Partner Name Type Budget amount
Satellite Events Enterprises Inc. (Official) 3500000.00

Project Description:
"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 20191
Indicated organization type: Nonprofit w/ consortium of schools
Indicated grant type: Validation
Federal funding requested: $5,433,127
Award length requested: 3 years
Absolute Priority Area: AP1: Effective Teachers and Principals
Competitive Preference Priorities: CP6: College Access and Success College Access and Success
Private match waiver requested: No
Partner Name Type Budget amount
Careers through Culinary Arts Program (C-CAP) (Official) 3121881.00
Family, Career and Community Leaders of America, Inc. (Official) 1981246.00
Multiple LEAs/Consortium of Schools (Official)
National Research Center for College and University Admissions (Official) 330000.00
Project Description:

"Careers through Culinary Arts Program, FCCLA and NRCCUA Validation Grant
Project 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 District
Renton, WA 98057
Indicated organization type: LEA
Indicated grant type: Development
Federal funding requested: $3,770,749
Award length requested: 4 years
Absolute Priority Area: AP3: High Standards and High-Quality Assessments
Competitive Preference Priorities:
Private match waiver requested: No
Partner Name Type Budget amount
Bethel School District (Other)
Kent School District (Other)
Seattle Public Schools (Other)
The BERC Group (Other) 750000.00
Project Description:

"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."

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