Arts in Education Model Development and Dissemination grants are designed to enable LEAs and other eligible entities, partners, etc., to further develop and create materials for the replication or adaptation of current comprehensive approaches for integrating a range of arts disciplines, WHICH INCLUDE music, dance, theater, media arts, and visual arts, including folk arts into the elementary and middle school curricula.

Applicants may propose to:

• Further the development of programs designed to improve or expand the integration of arts education in elementary or middle school curricula;
• Develop materials designed to help replicate or adapt the program;
• Document and assess the program's results and benefits; and
• Develop products and services that can be used to replicate the program in other settings.

Uses of funds may include, but are not limited to:

• Field testing and evaluating model professional development programs;
• Ensuring comprehensive coverage of multiple arts disciplines;
• Developing partnerships among schools, arts organizations, and others with expertise in the arts;
• Creating materials documenting the implementation and achievement of the model program for other educators and agencies; and
• Obtaining the services of outside experts in the implementation and assessment of the model development.

Yes, the Department will only fund applications from eligible applicants that propose to enhance, expand, document, evaluate, and disseminate innovative cohesive models that are based on research and have demonstrated their effectiveness in (1) integrating standards-based arts education into the core elementary or middle school curriculum, (2) strengthening standards-based arts instruction in the elementary or middle school grades, and (3) improving the academic performance of students in elementary or middle school grades, including their skills in creating, performing, and responding to the arts.

In order to meet this absolute priority, an applicant must demonstrate that the model project for which it seeks funding (1) serves only elementary school or middle school grades, or both and (2) is linked to state and national standards intended to enable all students to meet challenging expectations and to improve student and school performance.

Yes, there are four competitive preference priorities.

Competitive Preference Priority one (1): Building Evidence of Effectiveness

Projects that propose evaluation plans that are likely to produce valid and reliable evidence in one or more of the following priority areas: (a) Improving project design and implementation or designing more effective future projects to improve outcomes. (b) Identifying and improving practices, strategies, and policies that may contribute to improving outcomes.

Under this priority, at a minimum, the outcome of interest is to be measured multiple times before and after the treatment for project participants and, where feasible, for a comparison group of non-participants.

Competitive Preference Priority two (2): Supporting Programs, Practices, or Strategies for which there is Strong or Moderate Evidence of Effectiveness

Projects that are supported by strong or moderate evidence. A project that is supported by strong evidence (as defined in the Notice Inviting Applications (NIA)) will receive more points than a project that is supported by moderate evidence.

Competitive Preference Priority three (3): Turning Around Persistently Lowest-Achieving Schools

Projects that are designed to address one or more of the following priority areas:
(a) Improving student achievement (as defined in the NIA) in persistently lowest-achieving schools (as defined in the NIA).
(b) Providing services to students enrolled in persistently lowest-achieving schools (as defined in the NIA).

Competitive Preference Priority Four (4): Technology

Projects that are designed to improve student achievement (as defined in the NIA) or teacher effectiveness through the use of high-quality digital tools or materials, which may include preparing teachers to use the technology to improve instruction, as well as developing, implementing, or evaluating digital tools or materials.

Grant recipients will be required to submit an annual performance report that documents yearly progress towards meeting the expected programmatic outcomes. Grantees will also be required to submit a performance report, no later than 90 days after the end of the project period, in addition to any materials developed in the documentation, evaluation, and dissemination of the proposed products.

State or local non-profit or governmental arts organizations are required to partner with at least one LEA to be eligible. Applicants should provide verification as to the extent to which each partner in the proposed project is committed to the implementation and success of the project throughout the years proposed in the application.