PROFESSIONAL DEVELOPMENT FOR ARTS EDUCATORS 2005 GRANTS

Program Abstracts

Little Rock School District

810 West Markham

Little Rock, AR 72201

Contact: I.J. Routen

Phone: (510) 447-1000

Email Address: irma.routen@LRSD.org

The Little Rock School District (LRSD) is the largest public school
district in Arkansas, with a K-12 enrollment of 25,868 in 34 elementary,
8 middle and 5 high schools as of October 1, 2004. The demographics of
the student population are the inverse of the community, with
approximately two-thirds (68 percent) African American and slightly less
than one-third (29 percent) white. Of the remaining students, 3 percent
are Hispanic, and the rest come from Asian and other minority
backgrounds. Fifty-nine percent of LRSD students are eligible for free
and reduced price lunch, and 40 percent participate in Title I programs.

The LRSD currently offers music education for all elementary students as
well as a secondary music program for middle and high school students.
Visual arts education is offered at the middle and high school levels.
Beginning in the fall 2005, all LRSD elementary school students in
grades K-6 will receive 40 minutes of music and 40 minutes of visual
arts education each week of the school year. State and local commitment
to arts education is strong. The Arkansas General Assembly, regular
session 2005, passed Act 245, an act to require weekly music and visual
arts instruction for all students in grades K-6. The law specifies that
the instruction must be based on the state visual art and music
frameworks; children with disabilities or other special needs shall be
included, and the instruction shall be provided by a licensed teacher
certified to teach art or music, as applicable.

By virtue of meeting the poverty criteria as stipulated in the
application, 24 elementary schools have been selected for participation
in the Little Rock School District Professional Development for Arts
Educators initiative, *Expressions*. Each of the participating schools
will be serviced by fully certified elementary music and visual arts
specialists for a total of 48 arts specialists and approximately 48
classroom teachers.

Recognizing that teachers should learn what they are expected to teach,
the LRSD partnership with highly qualified, nationally recognized
clinicians, artists, organizations and institutions (the University of
Arkansas at Little Rock Departments of Music and Art; the Arkansas Arts
Center Museum School; Southern Methodist University, Meadows School of
the Arts, Dallas, Texas; Kalani, Kalani Music; the National Staff
Development Council) has developed a rigorous, comprehensive
standards-based elementary music education professional development
initiative. The initiative is focused on in-depth content knowledge and
related teaching practices that will prepare all students to achieve
higher standards in the areas of music and visual arts education.

**Expressions** includes nine major components: 1) certification in Orff
Schulwerk (Level I, Level II, Level III) and follow-up on-site sessions,
2) five-day annual seminars and ongoing site-based seminars in World
Rhythm Drumming, 3) collegial networking sessions, 4) establishment of a
cadre of elementary master arts specialists, 5) MIDI and Arts Technology
workshops, 6) a *Basically Blues* three-day workshop, 7) model music and
visual arts model demonstration labs and production of video library, 8)
annual five- day summer visual arts institutes, and 9) a partnership
with the Arkansas Arts Center Museum School.

The goals that have been established for **Expressions** are as follows:

-   To establish and nurture an arts educator cadre of master elementary
    music and visual arts teachers to provide ongoing support for all
    LRSD elementary teachers;

-   To establish and nurture a cadre of master classroom teachers who
    will collaborate with the arts educators' cadre to: a) develop a
    standards-based elementary art curriculum and b) develop a resource
    bank of integrated lesson plans and instructional strategies that
    integrate arts instruction with other subject area content;

-   To provide an intensive, ongoing professional development program to
    deepen teacher's knowledge of the music and visual arts content
    disciplines and to equip arts educators with integrated arts
    instructional strategies for all participating teachers; and

-   To engage students in developmentally appropriate learning
    experiences designed to prepare them to achieve the challenging
    Arkansas fine arts content standards.

Phoenix Union High School District

4502 N. Central Avenue

Phoenix, AZ 85012

Contact: Joan Mason

Phone: (602) 764-1342

Email Address: jmason@phxhs.k12.az.us

The Phoenix Union High School District's proposal seeks to develop,
enhance and expand the capacity of targeted high schools, and feeder
schools, having a greater than 50 percent concentration of low-income
students to provide strong standards-based arts education programs as
vital elements of the core academic curricula.

**Project MASTERWORKS** will focus on providing high-quality
professional development to arts educators on how they may effectively
assess student performance and achievement within an aligned and
vertically articulated standards-based arts education program. The
proposal will also seek to demonstrate that students can meet and exceed
challenging state student academic achievement standards in the arts.
Project MASTERWORKS will work to build master teachers who are able to
support and recognize student masterworks.

**Project MASTERWORKS** will employ an innovative, holistic approach by
treating targeted schools as unique academic communities, through
systemically supporting teachers, counselors, administrators and parents
by design and involving appropriate community organizations, where
possible, to maximize the impact and sustainability of the improved and
enhanced standards-based arts education programs in the target high
schools and feeder schools.

**Project MASTERWORKS** seeks to:

-   Provide high-quality professional development grounded in effective
    practice and research to increase the number of teachers qualified
    to teach and competently assess and the number of counselors and
    administrators qualified to effectively support, exemplary
    standards-based arts education programs. Specific emphasis will be
    placed on providing teachers the pedagogical skills and knowledge
    necessary to accurately assess student performance within a
    standards-based arts curriculum; to utilize the resulting data to
    reflect on and inform their instructional practices to improve
    student achievement; and to effectively teach to higher standards in
    the domains of Dance, Drama/Theatre, Music and Visual Arts, while
    supporting the development of higher order and critical thinking
    skills, content knowledge, and effective study habits among all the
    students they serve. Additional emphasis will be placed on providing
    regular classroom teachers professional development on how to use
    the arts to access student learning in other core content areas,
    through integrating and infusing standards-based arts instruction
    with other core academic content areas.

-   Systemically improve and enhance arts education programs by creating
    a unique, online professional learning community of arts educators
    within the targeted schools to foster a meaningful, ongoing dialogue
    concerning reflective practice, student instruction, assessment and
    achievement in the arts and to facilitate the delivery of
    high-quality sustained professional development opportunities and
    evidence-based effective instructional practices and curriculum
    resources.

Tucson Unified School District

2025 E. Winsett

Tucson, AZ 85719

Contact: Joan Ashcraft

Phone: (520) 225-4900

Email Address: joan.ashcraft@tusd.k12.az.us

The goal of Opening Minds through the Arts (OMA) is to raise student
achievement for at-risk students by actively supporting and positively
engaging students through integrated arts programming and strengthening
arts instruction. Over the past three years, OMA has transformed three
impoverished Tucson Unified School District (TUSD) elementary schools
into creative, stimulating, positive and productive learning
environments. Our success in improving teacher effectiveness and
enhancing student achievement through OMA has put a national spotlight
on TUSD and the OMA project. A demand has been created for our
professional development (PD) services and materials.

At this time, it has become evident that while our PD model appears to
have been the basis for the documented successes of OMA, the actual
design has not been evaluated nor broadly delivered. We propose a
three-year project that will focus on refining, packaging and delivering
the OMA PD model through an intense evaluation process. We will target
the teachers from three of our lowest achieving schools (Cavett,
Davidson, and Roberts Elementary Schools) to receive full services for
the entire project. PD activities for classroom teachers, OMA Arts
Integration Specialists, principals and teaching artists will include
the Fine Arts Summer Institute (FASI), OMA Artist/Teacher Seminar and
Quarterly PD Meetings throughout the school year.

The OMA PD model will provide experience in constructing arts integrated
lesson plans and appropriate delivery of those plans, effective
collaboration with professional artists and arts organizations to
strengthen lessons and appropriate performance opportunities for
students in grades K-5. The most significant impact of this project is
the systemic change of classroom instruction to improve student
achievement.

Lindsay Unified School District

519 E. Honolulu

Lindsay, CA 93247

Contact: Norma Erwin

Phone: (559) 562-5111

Email Address: nerwin@lusd.k12.ca.us

The Lindsay Unified School District (LUSD) Maximizing Education through
Discovery and Instruction in the Arts (MEDIA) project will establish a
professional development program for the arts and an integrated-arts
curriculum at Jefferson, Washington and Lincoln Elementary Schools.

The city of Lindsay is a small rural community of approximately 11,000
residents, 33 percent of whom are families living in poverty, and 68
percent of whom speak a language other than English at home. LUSD serves
3,586 students in grades K-12. The majority of the district's students
live in poverty (78.7 percent qualify for free/reduced meal services),
and 58 percent are English Learners. At our three participating school
sites, an average of 82 percent of the students live in poverty; 65
percent are English Learners; and overall academic achievement is low.
Research on the impact of the arts on learning and its effect on
students in high-poverty settings has provided data that demonstrate how
an arts-integrated curriculum can improve academic performance in
reading and mathematics, energize teachers and develop positive student
attitudes about their community (Catteral, Waldorff, 2001).

MEDIA is organized around a vision of providing opportunities for all
students to become responsible, creative, reasoning, understanding and
thoughtful citizens. MEDIA incorporates arts content and achievement
standards and California's rigorous academic content standards, as well
as current educational research on best practices and student learning.
The goals of the program are to increase student achievement; provide
high-quality professional development and support linked to the
implementation of arts standards and arts-integrated instruction;
integrate arts into literacy lessons and other content areas; bring
local artists and arts agencies into partnership with teachers and
after-school program staff at all grade levels; and develop an
integrated-arts program to be disseminated throughout all schools in the
district and our four-county region. The following six objectives will
guide the project:

**Objective 1:** Each school participating in the MEDIA program will
demonstrate annual growth on the Academic Performance Index (API)
equivalent to at least 5 percent of the difference between the school's
current API and the state-established target of 800. All significant
subgroups (Hispanic, English learners, and economically disadvantaged
students) will demonstrate similar growth.

**Objective 2:** The number of students meeting or exceeding California
standards in English language arts and mathematics will increase by at
least 1/3 each year as measured by the California Standards Tests (CST).

**Objective 3:** By June 2008, 80 percent of students at our target
sites will meet or exceed standards in English language arts and
mathematics, as measured by LUSD multiple measures Standards
Accountability System (25 percent by June 2006; 50 percent by June 2007;
80 percent by June 2008).

**Objective 4:** By June 2007, and each year of the project, students in
grades one through six will identify and apply elements of art to create
works of art that communicate ideas and experiences, as measured by
student work, projects, portfolios and classroom observation notes.

**Objective 5:** By June 2007, LUSD will provide a comprehensive,
sequential and integrated arts education program as evidenced by
curriculum and implementation in classrooms.

**Objective 6:** By the end of Year 1 (June 2006), eight K-3 teachers
per site (24), three fourth through sixth grade teachers per site (9),
two Resource Specialist, and 24 After School Program staff will be
provided with professional development activities that target arts
instruction and integration of the arts into the core curriculum as
documented by the professional development plan.

**Objective 7:** By the end of Year 2 (June 2007), eight K-3 teachers
per site (24), three fourth through sixth grade teachers per site (9),
two Resource Specialists, and 24 After School Program Staff will
participate in advanced professional development workshops that target
arts instruction and integration of the arts into the core curriculum,
as evidenced by the professional development plan.

West Contra Costa Unified School District

1108 Bissell Avenue

Richmond, CA 94801

Contact: Cynthia LeBlanc

Phone: (510) 620-2193

Email Address: cleblanc@wccsd.k12.ca.us

The proposed project will increase academic achievement and
self-awareness in inner-city youth by training teachers to engage
students in performing and new media arts activities that link to
California academic standards and the District's Open Court language
arts curriculum and promote cultural pride and cross-cultural
understanding. The project expands on a proven model backed by over five
years of experience and research.

The three Title I elementary schools selected for the project (Grant,
Lincoln and Washington Elementary) are characteristic of our ethnically
diverse, low-income community of Richmond, CA. All have high levels of
poverty and large numbers of English Language Learners, a combination
correlated with low academic achievement. All three schools rank below
average on the state Academic Performance Index (API), with two scoring
1 out of 10. The teacher-student ratio in our classrooms is 1 to 32---a
major cause of high teacher turnover. Approximately 60 percent of our
teachers are first year, with some still working towards credentials.
Research shows that training and mentoring new teachers has a positive
impact on retention.

*Learning Without Borders* Professional Development project goals are:

-   Increase the capacity, skill, confidence and leadership of fourth-
    through sixth-grade teachers to integrate arts with other core
    subject areas, especially the Open Court program;

-   Train artists and experienced teachers to mentor and support newer
    participants;

-   Develop and implement curriculum that meets rigorous academic
    standards and positively impacts academic achievement and youth
    development; and

-   Foster a learning community of educators at each participating
    school through which teachers collaborate to improve curriculum and
    teaching practice.

Over three years, we will adapt and expand our successful model for
fourth-grade teachers to serve fifth- and sixth-grade teachers and to
encourage more direct participation by teachers in creating and
implementing arts curriculum. Master teachers and artists will lead 30
hours of professional development workshops and "lead teachers" at each
site will mentor new participants. By the end of the grant period, 27
teachers will be trained and the project will directly benefit 870
students. The East Bay Center will also work with established partners
such as the Berkeley Art Museum/Pacific Film Archive, KQED Education
Network and Asian Art Museum to create a community of arts learners at
each school, steeped in high-quality arts education, with the support
needed to successfully improve achievement through arts integration.

San Bernardino County Superintendent

601 North E Street

San Bernardino, CA 92410

Contact: Kimberly Cavanagh

Phone: (909) 386-2607

Email Address: kim_cavanagh@sbcss.k12.ca.us

*Beyond Borders: Literacy Through Performing Arts* is a professional
development for arts educators project offered in collaboration among
San Bernardino County Superintendent of Schools; East L.A. Classic
Theatre (ECT); the San Bernardino County Arts Council; California State
University, San Bernardino; the California Arts Projects for the
counties of Riverside, Inyo, Mono, and San Bernardino (RIMS CAP); and
five school districts across the county (Chino USD, San Bernardino City
USD, Rialto USD, Victor ESD, and Colton USD). The project is designed to
directly serve 299 teachers in seven school sites highly impacted by
poverty and limited English proficiency, through four mutually
supportive components: 1) the creation of a cadre of teacher leaders at
each site who will receive intensive professional development, including
participation in a two-week summer institute provided by RIMS CAP,
monthly ongoing training provided by project staff, and an intensive
in-class arts integrated instruction practicum provided in collaboration
with ECT, 2) the creation of design studio classrooms at each site to
serve as models for other teachers to observe and emulate, 3) ongoing,
onsite training opportunities for all teachers of the target sites, to
ensure that all teachers have the foundation of knowledge in the
*California Visual and Performing Arts Standards*, *California Reading
Language Arts Standards*, and appropriate instructional strategies for
providing arts-integrated language arts instruction, and 4) the infusion
of training and expertise in research-validated instructional strategies
for accelerating achievement of English learners and socio-economically
disadvantaged students throughout all components of the program.

Beyond Borders project objectives target expansion of standards-based
arts instruction (through the provision of intensive leadership training
for six teachers per site and ongoing monthly training for all teachers
at each site and demonstrated annual increases in teacher awareness,
understanding, knowledge, skills and expertise in effective
arts-integrated English language arts instruction); improvement of
student achievement of *California Visual and Performing Arts
Standards*; and improvement of student academic achievement (as measured
by California Standards Test). The *Beyond Borders* design intensively
integrates arts instruction within the English language arts curriculum
at each of the seven target schools.

KIPP Bayview Academy

1060 Key Avenue

San Francisco, CA 94124

Contact: Molly Wood

Phone: (415) 308-0881

Email Address: mwood@kippbayview.org

A consortium of Knowledge Is Power Program (KIPP) charter and small
schools will offer an innovative media arts professional development
program, the Digital Teachers Project, to their fifth- through eighth-
grade language arts, social studies and arts educators. Digital Teachers
will help educators learn the medium of digital storytelling and use it
to teach challenging standards and skills in language arts, social
studies and visual and media arts to low-income KIPP students from
under-resourced neighborhoods. KIPP Schools, led by lead LEA KIPP
Bayview Academy, will partner with Arts in Education Model Development
and Dissemination grantee Streetside Stories.

Using tested curriculum developed with the support of the U.S.
Department of Education's Arts in Education Model Development and
Dissemination program, Streetside and KIPP will provide intensive
training for at least 20 teachers each year for two years to integrate
digital storytelling, an art form that combines media arts, literary
arts and visual arts, into the core curriculum of their language arts,
social studies and arts classes. Teachers will use Project Zero's
Teaching for Understanding model to develop curriculum that helps
students meet grade-appropriate visual arts, language arts and social
studies standards, then implement their challenging, standards-based
digital storytelling curriculum with intensive support from Streetside
mentors. Educators will receive intensive training on projects' mobile
digital media labs, which will become part of the schools' media arts
infrastructure.

At the end of the project period, one educator from each school will
team with Digital Teachers staff to offer replication training to an
additional 15 Bay Area charter school educators.

Digital Teachers will build the skills of individual teachers, helping
them to raise student achievement through an innovative arts program. At
the same time, the project will build KIPP's capacity, creating a tested
and sustainable media arts program that can be replicated throughout the
Consortium, at other charter schools and at KIPP schools nationwide.

Middletown City Public Schools

311 Hunting Hill

Middletown, CT 06457

Contact: Gene Nocera

Phone: (860) 347-8594

Email Address: nocerag@mps1.org

This project will provide professional development opportunities for
urban teachers at Woodrow Wilson Middle School in Middletown,
Connecticut. Development opportunities supported by the grant will allow
teachers the opportunity to gain knowledge and skill in personal
development within the arts as well as knowledge of theory and
strategies to use as they integrate the Connecticut Common Core of
Learning Standards in the Arts with Connecticut Common Core of Learning
Core Content Standards in their classrooms. Experts in the various
arenas of the arts from the Hartford Children's Theatre, as well as
faculty at Saint Joseph College, will provide instruction. Study of
theory, application of learning and classroom support for implementation
will continue throughout the school year and into the summer months.

Evaluation of the program will be conducted throughout the life of the
grant through surveys of teachers and children and through district
mandated assessments, classroom assessments and ethnographic data
collection. Evaluation and feedback will be provided to individual
teachers as they participate in the activities provided through the
grant.

The District School Board of Collier County

5775 Osceola Trail

Naples, FL 34109

Contact: Linda Cummings

Phone: (239) 377-0087

Email Address: <cumminli@collier.k12.fl.us>

This project is a collaboration of the District School Board of Collier
County (CCPS) and The Philharmonic Center for the Arts. The project
focus is on the implementation of a research-based music and arts
curriculum and comprehensive teacher training among all faculty in
selected elementary, middle and high schools. Students are primarily
from low-income homes and attend schools that are considerable distances
from museums and theaters. The Philharmonic Center of the Performing
Arts funded a pilot of the research-based Music Connect curriculum in
four Collier County elementary schools over the past three years. Its
immediate success in increasing student enjoyment and knowledge of the
arts through integration of lessons within reading, language arts,
social studies and math demonstrates the value of this curriculum.
Through the expertise of music and art educators and professional
artists training teachers in the integration of music and art with core
academic subjects, students will gain valuable learning skills. *Music
Connect* integrates music and visual art with the core subject areas of
science, social studies, reading, language arts and mathematics. This
curriculum mirrors the high standards reflected in the National
Standards as well as the Florida Sunshine State Standards. Enrichment
activities conducted at The Philharmonic Center for the Arts will
reinforce the curriculum through theatrical and musical presentations.

**Goals:**

-   Intensify and expand the research-based *Music Connect* curriculum
    among nine elementary schools;

-   Amplify, modify, and implement Music Connect into two middle schools
    and one high school;

-   Integrate choral music instruction at the elementary level to
    improve reading and oral language skills as well as increase the
    understanding of cultures throughout the study of history;

-   Increase enrichment programs for the students, which reinforce the
    music education and the integration of music with other subjects;
    and

-   Train music, arts and core academic educators to work in
    collaboration with subject areas to improve student knowledge of the
    arts and to support learning in mathematics, science, social studies
    and language arts.

**Outcomes:**

-   Improved student achievement in music, literacy and math;

-   Improved teaching quality and alignment of integrated music
    curriculum K-12;

-   Increased integration of music into other subject areas; and

-   Increased student/teacher understanding of curricular connections
    through enrichment opportunities.

Clarke County School District

240 Mitchell Bridge Road

Athens, GA 30606

Contact: Jose Boza

Phone: (706) 546-7721

Email Address: <Bozaj@clarke.k12.ga.us>

The Clarke County School District (CCSD) in Athens, Georgia, has 11,367
students in 13 elementary schools; 4 middle schools; 2 traditional high
schools; an alternative school; and a non-punitive, alternative high
school. Sixty-six percent of our K-12 students are eligible for the
federal lunch program. Eleven of our elementary schools and all four
middle schools have poverty rates above 50 percent. In these 15 schools,
we have 21 art teachers and 10 music teachers who teach 7,523 children.
From one-third to one-half of K-8 students do not meet academic
standards, despite the efforts of many outstanding teachers. The Focus
on the Arts Partnership has been formed between CCSD, the University of
Georgia's College of Education (UGA), and the Georgia Museum of Art
(GMOA), also located in Athens. Over the course of three years, the
proposed project will provide 31 fine-arts teachers and 90 classroom and
resource teachers (special education, English for Speakers of Other
Languages, gifted, Early Intervention Program and reading) with
sustained, intensive, teacher-designed professional-learning
opportunities based on need and on research regarding the potential
impact the fine arts have on student academic achievement. A
*Professional Development for Arts Educators* grant would allow CCSD to
accomplish the following outcomes: 121 teachers will deepen their
knowledge of content and pedagogy through professional-learning
communities; 90 classroom and resource teachers will learn how to
incorporate art, music, drama and dance into their teaching; fine-arts
teachers will write and implement performance standards in the arts;
fine-arts teachers will learn how to utilize technology for the arts;
all K-8 teachers will be able to recognize children with a range of
learning styles and intelligences, which will lead to a higher
percentage of African American and Hispanic children being referred for
the district's gifted program; and student academic achievement and
motivation to learn will improve.

Chicago Public Schools

125 South Clark Street

4^th^ Floor

Chicago, IL 60603

Contact: Carolann Fleming

Phone: (773) 553-1967

Email Address: <cafleming@cps.k12.il.us>

Chicago Public Schools Office of Academic Enhancement's Fine and
Performing Arts Magnet Cluster Program (FRAMCP) and Chicago Arts
Partnerships in Education (CAPE) will conduct Building Curriculum,
Community and Leadership through the Arts (BCCLA)---a sustained and
continuous program of professional development in arts integration for
44 magnet cluster schools. Based on Title I criteria, 50 percent or more
of the students in these schools come from low-income families.

BCCLA will use the resources of its external partner (CAPE) to increase
the capacity of target schools through professional development focused
on the following goals and objectives: 1) develop and deepen arts
integrated curriculum including assessment and documentation; 2) improve
the quality of the schools' educational community; and 3) support and
encourage school leadership in arts planning and implementation.

While principals, classroom teachers and parents receive professional
development, the primary recipients are the magnet cluster lead teachers
(MCLTs). Building on an existing successful CAPE model, BCCLA will
provide sequential professional development to three categories of
schools defined by their readiness levels: 1) model schools, 2)
laboratory schools and 3) mentee schools. The model schools will receive
intensive professional development from experts, then serve as
demonstration sites and partners for the 11 laboratory schools, who
will, in turn, do the same for the 30 mentee schools. The MCLTs will
provide professional development within and across categories of
schools. Action research conducted by individual teachers in their
classrooms will serve as the primary mechanism to empower them in
assessing, monitoring, and improving their own teaching practices.

While the BCCLA project addresses the very real needs of at-risk
students, and those who are seriously challenged in their core learning,
it also serves the needs of the schools, teachers and artists directly
responsible for supporting student learning. As a teacher-training
program, the project provides teachers with the tools to create
innovative and engaging arts-based curriculum that responds to the
particular need of their students. As a school-planning program, it
seeks to promote effective working relationships within the school
community, as well as with external arts providers. As an
arts-integration program, it reaches at-risk students with culturally
relevant and engaging learning opportunities.

BCCLA will apply research-based understandings of successful practices
to the development of an arts integration model that will be replicated
across Chicago Public Schools, in addition to a variety of other
educational settings. A network of nationally recognized arts education
experts will scaffold the project.

Waukegan Public Schools

Community Unit School District No. 60

1201 North Sheridan Road

Waukegan, IL 60085-2099

Contact: Janet Ring

Phone: (847) 599-3967

Email Address: <jring@waukeganschools.org>

The Waukegan Public Schools (WPS) and National-Louis University (NLU)
will establish the Waukegan Arts Integration Project, a comprehensive
professional development program designed to strengthen standards-based
arts education to improve achievement of at-risk students. The project
will demonstrate the importance of drawing upon folk arts, cultural
resources in the community, and ethnic heritage of families, to deeply
engage students in meaningful learning. That learning, informed by
standards-based arts education, stirs their imagination by connecting
classroom learning with life issues reflected in the culture and
concerns of at-risk students. Research reveals the powerful impact of
folk dance performances, cultural festivals and art displays on students
and parents. The studies conclude that such performances are expressions
of deep values and managing, celebrations of community, and markings of
significant events in the lives of people. The arts can help students
tell stories of human experience, promote dialog and understanding and
transcend everyday experiences.

This project will be implemented in five low-income schools in Waukegan,
Illinois, impacting 45 teachers and 1,125 students. It will have the
following goals: 1) establish school-based professional development
programs in five focus schools in which teams of teachers (classroom,
arts, media, and computer) collaborate with artists in developing and
integrating standards-based arts education into the K-5 curriculum; 2)
prepare a cohort of folk arts teachers across the focus schools to
integrate folk arts, dance, stories, music and theatre) into the
curriculum, and teach Mexican folk dances to the students; and 3) create
a district-wide Professional Development Arts Council to oversee and
monitor the project and to document and disseminate evaluation findings
and exemplary arts integration strategies throughout the WPS of 16,000
students. The project will coordinate with cultural organizations in
Waukegan and the Chicago area, such as the American Baila: Folkdance
Company of Chicago, the Baker Demonstration School, and the Jack Benny
Performance Arts Center, and in Mexico with the National Institute of
Research and Diffusion of Mexican Folk Dance. The partners will conduct
a 3-year project to build school capacity, improve learning of at-risk
students and evaluate exemplary arts integration strategies.

Jefferson County Public Schools

3332 Newburg Road

Louisville, KY 40232

Contact: Sharon Wuorenmaa

Phone: (502) 485-3150

Email Address: <swuoren1@jefferson.k12.ky.us>

Jefferson County Public Schools (JCPS), the 26^th^ largest district in
the country, will partner with local arts organizations to implement the
Next Steps Arts Project in 88 Title I schools having at least 50 percent
of their students eligible for free- and/or reduced- price meals. Next
Steps will address a critical need found in all JCPS schools---not all
arts teachers are "highly qualified" as defined by *No Child Left
Behind*. Next Steps will focus on three innovative strategies to create
"highly qualified" arts teachers

-   Rigorous professional development in creating /performing in the
    arts;

-   Relevant teacher incentives including an alternative certification
    plan, graduate credit and stipends, and

-   Resources including classroom supplies and classroom follow-up
    visits from an arts curriculum coordinator and "artist-teachers."

By the end of Next Steps, the 88 Title 1 schools will have 1) 110-180
teachers completing 180 hours each of creating/performing arts
professional development; 2) 36 teachers completing the Kentucky
Education Professional Standards Board Continuing Education Option
alternative certification program; 3) a 50 percent increase in schools
with students participating in creating and performing programs at the
district and state level; 4) an increase to the state average in arts
and humanities scores on the high stakes Commonwealth Accountability
Testing System, which is based on National Standards in the arts (visual
art, dance, music, drama/theatre); and 5) a decrease of 10 points in the
achievement gap between white and African-American students.

Lafourche Parish School Board

805 East 7^th^ Street

P.O. Box 879

Thibodaux, LA 70301

Contact: Shannon Lafont

Phone: (985) 435-4657

Email Address: slafont@lafourche.k12.la.us

"Art is a nation's most precious heritage, for it is in our works of art
that we reveal to ourselves, and to others, the inner vision that guides
us as a Nation. And where there is no vision, the people perish."[^1] As
our academic scores remain stagnant, we must ask the question, what is
missing in today's educational system? Art is all too often left out of
daily instruction. In response, Lafourche Parish School Board, Nicholls
State University, Louisiana Division of the Arts, Lafourche Arts
Council, Houma Regional Arts Council, Barateria Terrebonne National
Estuary Program and Jean Lafitte National Historical Park and Preserve
formed *Learning to Integrate, Network and Connect (LINC) Art Across the
Curriculum*. The program goal is to develop a systemic, standards-based
art education instructional program that integrates art throughout the
core academic subject areas.

Lafourche Parish serves 27 schools with a population of over 14, 000
students, in which 22.1 percent of children come from families with
incomes below the poverty line and 58 percent of the children are on
free/reduced lunch. The school system has a diverse make-up of 70
percent Caucasian, 22 percent African American, 1 percent Asian, 4
percent American Indian and 1percent Hispanic. Programs and activities
selected are evidenced based and have been proven effective in a low
socioeconomic, diverse population. Expected outcomes include: (1)
increase professional development both in depth and breadth for K-12
teachers in art content and application of art in core subject areas,
(2) increase student achievement and knowledge in art, (3) develop an
ongoing network of support, (4) increase the presence of art in the
curriculum, (5) develop and disseminate *LINC Art Across the Curriculum*
"best practices" and (6) contribute to research, policy, and improved
professional practice through a quasi-experimental study of the
effectiveness of *LINC Art Across the Curriculum* and its effects on
students' academic achievement.

Lansing School District

519 West Kalamazoo Street

Lansing, Michigan 48933

Contact: Linda Kent

Phone: (517) 325-6169

Email Address: <lkent@lsd.k12.mi.us>

Lansing School District, in partnership with the Lincoln Center for the
Performing Arts, National Art Education Association, Michigan Art
Education Association, Michigan Council for Arts and Cultural Affairs,
Michigan State University and Michigan Department of Education will
provide exceptional, research-based professional development programs
for K-12 arts educators and other instructional staff. These programs
will integrate standards-based arts instruction with core academic
content areas, linking state and national standards to enable all
students to meet challenging expectations and improve academic
achievement in our high needs, urban school district. My Art Project
will serve 12,193 targeted students enrolled in 32 schools---27
elementary, 4 middle and 1 high school. Free/reduced lunch rates,
averaging 71 percent, confirm that each targeted school meets the
eligibility requirements for participation in the program. MI Art
Project, a professional development program for arts educators and other
instructional staff, is designed to rejuvenate Lansing faculty and
provide a forum in which under-prepared teachers can gain expertise,
renew their love for teaching and build a well-rounded arts program,
integrated with core academic subjects, which will reinvigorate learning
at all grade levels. The project will directly serve 116 elementary,
middle and high school teachers and will work toward the following
goals: 1. enhance teachers' content knowledge of the arts; 2. provide
teachers with innovative teaching techniques to implement engaging arts
education lessons; 3. equip art and classroom educators with the skills
to integrate art education and instruction in the core academic subjects
of English Language Arts, Mathematics, Science and Social Studies; 4.
integrate technology into arts education and combined arts/academic
subject instruction; and 5. promote on-going communication among
teachers. MI Art Project activities---Art Immersion Weeks, Art Forums,
Summer Institutes and Workshops, Graduate Study Opportunities and
National and Regional Arts Conferences---will build lasting
relationships with the local arts community while working with
world-class national partners to provide outstanding professional
development. Program outcomes include: 1) increase student appreciation
of the arts and the role they play in our communities; 2) foster a
greater understanding of culture and diversity; 3) promote student
achievement by providing engaging and positive learning experiences that
capitalize on the unique talents, skills and learning styles of our
youth. MI Art Project will build the capacity of the local arts
community to partner with Lansing district schools, ensuring program
sustainability and increasing the long-term impact of the project.
Ongoing, quarterly meetings that include a Project Development
Specialist, Master Teachers, Partnership Coordinators and a Content
Advisory Group will provide a feedback mechanism allowing for evaluation
of completed activities and continuous improvement of both content and
design to ensure that grant components meet teacher and district needs
and promote the achievement of program goals and objectives. A thorough
process and outcomes evaluation by a seasoned external evaluator will
ensure ongoing program improvement throughout the life of the
Professional Development for Arts Educators grant.

Duluth Public Schools

215 N. First Avenue East

Duluth, MN 55802

Contact: Kathy Bogen

Phone: (218) 733-2156

Email Address: Kathybogen@msn.com

Independent Public School District 709 (DPS) will collaborate with the
Duluth Art Institute and the Grant Community School Collaborative (GCSC)
to initiate and implement the Leonard Bernstein *Artful Learning* School
Reform Model at Grant Language and Art Magnet School (Grant) during both
the formal school day and extended day programming.

*Artful Learning* is an arts-based, K-12 comprehensive school reform
model inspired by the vision of the great American composer Leonard
Bernstein. The Leonard Bernstein Center (LBC) model was developed to
strengthen education on a national level and prepare teachers to use the
arts and the artistic process to reinforce teaching and learning across
all academic subjects. The model is concept-based and interdisciplinary,
with teaching and learning centered on the exploration of masterworks,
the asking of significant questions, rigorous scholarship, active
creation, and deep reflection. Using this sequence and incorporating the
mandated content standards, teachers design Bernstein Units of Study
(BUS). The model includes both school and classroom level components. At
the classroom level, the focus is on building teachers' capacity for
on-going evaluation and adaptation of their classroom practices and
curriculum and in using art as an entrée to the core curriculum, which
includes language arts, math, science, and social studies. At the school
level, there is an emphasis on instructional collaboration, shared
leadership, "train the trainer," and on-going research, assessment and
evaluation.

## Goals

1\. Integrate standards-based arts education programs throughout the
Grant Language and Art Magnet School (Grant) core curriculum.

2\. All Grant students meet or exceed state academic content and
achievement standards.

3\. All Grant teachers receive intensive and sustained professional
development.

Goals are met by implementing research-based instructional design that
increases student achievement. The *Artful Learning* model draws on a
broad range of theoretical constructs for its foundation. *Artful
Learning* embeds best teaching practices like experiential learning,
inquiry and project-based instruction, collaboration, developmental
appropriateness and direct links to state standards. Providing
additional enrichment in the form of extended-day, arts-integrated
programming, adds an essential strategy for improving student
achievement. A number of studies indicate after-school program
participation is associated with higher grades, increased attendance and
test scores, especially for low-income students. (Grossman, 2002).

The project design draws upon the recommendation of The Center for
Research on Evaluation, Standards and Student Testing (CRESST) at UCLA.
CRESST undertook a three-year external evaluation of the *Artful
Learning* model. Recommendations included on-site LBC facilitation,
increased parental involvement, and additional support for both BUS
design and math/science integration. CRESST will undertake the
evaluation for the first three years of this project.

Perpich Center for Arts Education

6125 Olson Memorial Highway

Golden Valley, MN 55422

Contact: Bryon Richard

Phone: (763) 591-4721

Email Address: <bryon.richard@pcae.k12.mn.us>

The Perpich Center for Arts Education, a state and local education
agency, will conduct the *Quality Teaching in the Arts: The Minnesota
Arts Education Network* to expand and enlarge the work of the Minnesota
Arts Quality Teaching Networks (QTN).

QTN is dedicated to actively engaging students in learning and supports
improved student achievement. QTN has guided and documented the
classroom-focused professional development of over 150 teachers since
1998. In addition to improving their teaching skills in collaborative,
regional cohorts, QTN participants have refined their skills in
classroom-level assessment by collecting and collaboratively evaluating
portfolios of student work using the Minnesota Academic Standards in the
Arts and the state guideline arts rubrics. Their work has been
instrumental in identifying levels of quality in student work. Currently
two school districts are engaged in a pilot project to formalize a
system of statewide evaluation panels.

The Perpich Center will implement *Quality Teaching in the Arts: The
Minnesota Arts Education Network* through QTN over the next three years
to focus on and include more students and teachers from high-poverty
schools across the state. *Quality Teaching in the Arts* has three
critical objectives for its participating teachers: 1) to better
understand the Minnesota arts standards and to implement them in the
classroom, 2) to identify significant products of student learning for
ongoing and summative assessment, and 3) to articulate the level of
quality in student work that meets a standard.

To ensure these objectives are met, *Quality Teaching in the Arts* will
augment the ongoing work of the QTN by adding twelve high-poverty school
districts to the pilot project to formalize a system of statewide
evaluation panels. These schools will also receive curriculum review
assistance. In addition, teachers will receive on-site coaching and be
recruited to joint a regional QTN.

P.S. 70 South Bronx

New York City Board of Education

1691 Weeks Avenue

Bronx, NY 10457

Contact: Ariana Markoe

Phone: (212) 736-4499

Email Address: santana@flamenco-vivo.org

Working with arts education innovator and practitioner Mitchell Korn,
*Flamenco Vivo Carlota Santana* is developing a major Professional
Development partnership project for third, fourth, and fifth grade
teachers in P.S. 70, an identified School in Need of Improvement (SINI)
in the South Bronx, New York City and an elementary school of over 1,600
students, 65 percent of whom are Hispanic, and 75 percent of whom live
in poverty. The project is a capacity building proposal to equip NYC
elementary teachers with research-based and effective practices in arts
education to improve motivation and increase student performance.

*Flamenco Vivo Carlota Santana* has been working in partnership with
P.S. 70 for the last two years, teaching third, fourth, and fifth
graders and special education students an appreciation of Hispanic
culture through the hands-on teaching of Spanish dance. In addition,
they have been working in the North Carolina elementary schools and
community centers, at the invitation of the highest-ranking arts
educator in the state. For the past five years the company has been
intensively working with students, both North Carolina natives and the
large influx of Spanish-speaking students to bring an appreciation of
Spanish culture.

*Flamenco Vivo Carlota Santana* would like to expand upon its foundation
at P.S. 70 by conducting school year and summer professional development
workshops for self-selected teachers in the third, fourth, and fifth
grades over the next three years. The focus would be in practical,
comprehensive and sequential workshops to develop methods of using the
arts, specifically dance, for learning in core subject areas across the
curriculum, focusing specifically on literacy, math and science.
Professional development sessions will focus on the modeling of
successful arts integrated lessons, resources and methods. These will be
integrated with both the New York State Education requirements in the
Arts and the New York City Board of Education requirements.

The new skills the teachers will learn will enable them to use the arts
to enhance standards. The sessions will let the teachers be "students"
themselves. They will be given ample opportunity to experiment using the
arts to teach grade-specific concepts and objectives under experienced
facilitation. This project is constructed to enable the teachers to
apply their professional development experiences on the very next day in
the classroom.

Mr. Mitchell Korn will conduct the sessions, assisted by the
supervisor/trainer, along with two experienced Spanish dance teaching
artists and a guitarist. The program will involve 12 two-hour sessions,
totaling 48 hours of professional development time in after-school
hours, and a summer institute involving four six-hour days. All
participating teachers will receive an honorarium, which is a set rate
consistent with union contracts for the time spent at professional
development sessions.

Research shows a correlation between arts integrated practices and
successful learning. The project will be instrumental in bringing into
effect long-term school-wide improvement by giving the teachers the
tools to integrate the arts into their teaching of core subjects: The
project will:

-   Focus on the concepts and objectives that are providing difficulty
    for teachers to teach and children to learn in the grade-specific
    context;

-   Be integrated with the New York State and New York City education
    requirements;

-   Help make teachers' teaching more effective;

-   Be practical, hands-on and immediately applicable;

-   Address the reduced presence of the arts (and learning through the
    arts) resulting from an increased emphasis on testing; and

-   Use the content and nature of Spanish dance---stories, diversity,
    history, costume and music---to teach tested subjects, including
    math, literacy and science.

The project will begin with a needs assessment, based on separate grade
level meetings with teachers of each of the third, fourth and fifth
grades. The project will also involve on-going evaluation, using teacher
surveys, journals and observation of classrooms, which will record use
of material covered in the workshops and its influence on teaching
methods. The external evaluation consultant will develop methods for
documenting student learning outcomes with teachers at the beginning of
the workshop process. These outcomes will then be used to modify and
improve the project in years two and three.

Nine teachers a year (three from each grade level) will be self-selected
to participate in the professional development workshops. Nine new
teachers will be added in year two and nine in year three. These
teachers will not only affect the classes they teach during these three
years, but we anticipate that they will have permanently changed their
teaching methods and will affect hundreds more students. Mr. Korn has
successfully developed the NYC Annenberg Foundation Arts Education
Challenge and the Chicago Arts Partnership in Education Initiative,
which have already been widely replicated. We believe that his
professional development workshops, using Spanish dance, will also be
highly successful and will be able to be replicated at P.S. 70, as well
as at other elementary schools throughout New York City.

New York City Department of Education---District 75

400 First Avenue

New York, NY 10010

Contact: Katherine London

Phone: (212) 802-1622

Email Address: <Klondon2@nycboe.net>

District 75, which serves 23,000 students with special needs in New York
City, 89 percent of whom are Title I eligible, is conducting the
Creative and Integrative Arts Educators Professional Development program
(CIAE). The District is developing the program in partnership with the
Manhattan New Music Project (MNMP), an arts organization specializing in
creation-based educational methods.

CIAE is a professional development program designed to encourage
students' creative inquiry and artistic expression, using a musical
theater production as its organizing concept. Through a series of
professional development workshops and extensive in-school support,
participating teachers will learn skills and strategies across all arts
disciplines (drama, music, dance, visual arts and creative writing) to
facilitate student artistic creation, based on themes from their
academic curricula. Rather than viewing students as passive consumers of
the arts, District 75 seeks to foster active, inquisitive, collaborative
creators, who are capable of self-expression through a variety of arts
disciplines and media.

The standards-based professional development model will focus each year
on a group of 24 teachers, representing arts and academic teachers from
eight District 75 schools, who will attend a series of intensive
professional workshops. These workshops will offer both strategies for
the fostering of student collaborative creation and opportunities for
reflective practice and peer input. Participants will also receive
ongoing school-based support in the form of partnership with MNMP's
mentor teaching artists, as well as access to community cultural
resources. At the end of each program year, participating teachers and
mentoring teaching artists will develop best practices for integrative
arts education based on their classroom experiences, creating a lasting
resource for all educators.

New York City Board of Education

Region 7

715 Ocean Terrace

Building A---Room 314

Staten Island, NY 10301

Contact: Maria Palma

Phone: (718) 420-5628

Email Address: <Mpalma@nycboe.net>

Region 7 of the New York City Department of Education (NYCDOE), in
collaboration with ArtsConnection, a US Department of
Education-recognized model arts education organization, seeks funding
for a region-wide professional development initiative that will improve
teaching and learning in the arts in grades K-12. The project will take
place over three years and seeks to create a system of learning and
support among the 400 arts specialists in the city's largest
instructional region (128 schools, 137,700 students) that will build
capacity for all arts specialists to provide comprehensive, sequential,
standards-based instruction in visual arts, music, theater and dance;
develop a cadre of 44 master arts specialists who will form a "critical
mass" of instructional leadership in the arts for the region; support
the professional growth of new teachers and non-certified specialists
and provide opportunities for veteran arts specialists to expand and
deepen their teaching practice. This project is particularly timely in
light of the recent release of a *Curriculum Blueprint for Teaching and
Learning in the Arts* by the New York City Department of Education,
which promotes consistency of arts curricula across all schools through
benchmarks for student learning K -- 12 and five strands of arts
learning.

Through a series of proven methodologies developed and adapted by
ArtsConnection that conform to the National Standards for Professional
Development, arts specialists will work in cohorts to produce study
units that reflect the city's *Blueprint*, learn new skills in their art
form and build a cadre of master arts specialists who can continue to
lead these activities and support professional growth after the grant
period ends. In addition, through established networks and communication
vehicles, Region 7 and ArtsConnection will share this work throughout
the city's public school system and nationally to extend the impact of
the project and provide a model of collaboration and professional
development in the arts.

Columbus Public Schools

270 E. State Street

Columbus, OH 43215

Contact: Linda Edgar

Phone: (614) 365-5024

Email Address: <ledgar0714@columbus.k12.oh.us>

The Columbus Public Schools (CPS), in collaboration with the Greater
Columbus Arts Council (GCAC), BalletMet Columbus (BMC), Opera Columbus
(OC) and the Jazz Arts Group (JAG; which includes the Columbus Jazz
Orchestra), seeks to provide high-quality professional development for
all of its visual and performing arts staff and local classroom teachers
in interdisciplinary teams in order to improve academic achievement and
attendance for all schools. During the first year, this proposal will
provide for the professional development needs of teachers of the Urban
Academy, an initiative of CPS, the Columbus Education Association (CEA),
and The Ohio State University (OSU) College of Education at four school
sites.

Through job-embedded professional development, Urban Academy educators
learn instructional strategies and assessment techniques focusing on
subject matter that will successfully increase student academic
achievement on state and district standards.

It is significant that this project focuses on providing initial
training for teachers, who themselves will provide subsequent
professional development to other interdisciplinary teams throughout the
district. It is intended that over the course of the three-year
proposal, at least 135 teachers will receive high-quality professional
development and that those teachers, in turn, will have spread the
benefits of this training to over 350 additional teachers. This training
will positively impact the academic achievement and cultural literacy of
over 13,600 K-12 students by the end of Year 3 of the project and many
more beyond. By integrating and aligning this proposal with other
district initiatives and utilizing a trainer-of-trainers model of
professional development, Columbus Public Schools and its partners will
build a capacity to carry out the objectives of this proposal after the
end of the grant period.

Lancaster County School District

300 South Catawba Street

Lancaster, SC 29720

Contact: Paul McKenzie

Phone: (803) 416-8861

Email Address: pmckenzi@lcsd.k12.sc.us

As part of a year-long assessment and planning initiative designed to
address significant student achievement gaps, the Lancaster County
School District proposes a partnership effort that includes:

Lancaster County Arts Council and their member agencies:

Lancaster Community Playhouse;

Lancaster Choral Society; and

Lancaster Symphony.

Two goals have been established for the project:

1.  Increased capacity of teachers to provide quality, research-based
    arts education;

2.  Increased student achievement in core subjects, through involvement
    in the arts.

To achieve these goals, a wide range of strategies are proposed and
include:

**Alignment of Curriculum with State Standards**

With the assistance of local and state consultants, district teachers
and administrators, the *curriculum will be aligned across each grade
level and for all arts disciplines.* Ongoing support, including
classroom observations, will help ensure fidelity of instructional
practices with curriculum standards.

## Support to Arts Instructors Eligible for National Board Certification

With the assistance of local and state consultants, the district will
provide on-site study and review groups, technical assistance in
development of the assessment portfolio, and scholarships to faculty
needing assistance with the application fee.

## Technical Assistance on Integrating Arts into Core Academic Subjects

Training will be provided to district teachers on ways to incorporate
arts instruction into reading, mathematics and social studies. Training
to be provided by local, state and national instructors.

## Increased Access to Arts Programming

Existing instructional gaps will be addressed through the addition of a
visual arts program at one middle school and creation of a drama program
at another.

### Discipline-Specific Training on Current Arts Instruction Strategies 

To assist faculty with updating their knowledge base, resources will be
provided for extensive professional development including graduate level
training, access to a high quality national conference, and support from
local, state and national consultants.

Educational Service District 105

33 South Second Avenue

Yakima, Washington 98902

Contact: Dr. Jane M. Gutting

Phone: (509) 575-2885

Email Address: janeg@esd105.wednet.edu

The Educational Service District 105 (ESD105), a proven leader in
building regional academic capacity across 25 school districts in four
central Washington State counties, seeks funding to support the creation
of a Regional Arts Leadership Cadre (RALC) for its' K-12 schools. In
collaboration with seven (7) community arts organizations, this project
will train a cadre of arts educators in the WA State Arts Standards and
Assessments. The cadre of teachers will receive training in integration
of standards and assessment into classrooms and lesson plans. The
project will contain a coaching and mentoring dynamic and will assist in
placing cadre members on individual school building planning committees
to facilitate visibility of, and access to, highly trained arts
professionals. Finally, the trained and sustaining cadre will be
available to all districts via centralized coordination of the ESD105.

The WA State Office of the Superintendent of Public Instruction (OSPI)
will partner with the ESD105 to provide arts standards and assessment
training and to assist with evaluation and dissemination of the project.
Community arts programs and professionals will be enhanced in their
outreach to the schools. ESD105 staff will assist with integration
training and web-based connection on behalf of arts. To assure project
success, the ESD will draw upon its previous successes in building
regional professional cadres in math, science and writing as it
cultivates the RALC. The ESD105 rural region is one of high poverty,
high mobility, limited English proficiency, and low academic
achievement. Arts education for many students will be experienced only
via the public K-12 system. The districts provide what is possible, but
have limited expertise to create and support the arts. The ESD105 2005
*Service Development Priorities* support the WA State Learning Goals by
providing "professional development for arts essential academic
requirements," thereby making ESD105 uniquely poised to *cultivate* a
Regional Arts Leadership *Cadre*, strengthen *core* arts education
knowledge and expertise of teachers, and help students achieve success
in the State Arts *Essential Academic Learning Requirements (EALRs).*

The ESD105 rural region is one of high poverty, high mobility, limited
English proficiency, and low academic achievement. Arts education for
many students will be experienced only via the public K-12 system. The
districts provide what is possible, but have limited expertise to create
and support the arts. The ESD105 2005 *Service Development Priorities*
support the WA State Learning Goals by providing "professional
development for arts essential academic requirements," thereby making
ESD105 uniquely poised to *cultivate* a Regional Arts Leadership
*Cadre*, strengthen *core* arts education knowledge and expertise of
teachers, and help students achieve success in the State Arts *Essential
Academic Learning Requirements (EALRs).*

[^1]: Fulbright, H. *Creative America, a report to the president*. 1997