FAEA—Fine Arts Education Act

2016–2017

Application

FOR

Elementary Arts Funding

RfA—Request for Application

April 2016

Table of ContentsOverview3Introduction4Funding4Eligibility5Application Approval5Addendum Process5Required Components Checklist5 RfA Cover Page6Certification Form7Goals and Objectives8 Progress from 2015–2016 Program Goals toward the 2016–2017 Program Goals8 Measurable Program Goals and Objectives for 2016–20179 FAEA/Classroom Support9Elementary Arts Education Budget 2016–201712Arts Education Budget Worksheet 2015–201613Evaluation and Rubric14Glossary, Funding Formula and ESEA17State Statute, Standards and Training and Experience Index18

Cover and other student artwork from Albuquerque Public School’s Elementary Fine Arts Education (FAEA) programs

2016–2017

FAEA—Fine Arts Education Act

Elementary Arts Funding Application

RfA—Request for Application

This document may be accessed electronically and downloaded through the PED website at www.ped.state.nm.us

Click into the A–Z Directory scroll to Visual and Performing Arts Education

Overview

Submit the renewal application as follows:

Mail two hard copies of the application with required signatures through regular mail after you have submitted the electronic portion of your application and it has been approved by local board.

You will be submitting your application electronically in MS Word. You will save and send your entry by DISTRICT NAME and date as a finished FAEA RfA to the Public Education Department (PED). Submit your 2016–2017 application digitally to: Vicki Breen vicki.breen@state.nm.us

The completed application must be received by the PED by Wednesday, May 18, 2016.

Please mail to the following address:

Vicki Breen

Arts Education, Policy Division

Room 130

Jerry Apodaca Education Building

300 Don Gaspar

Santa Fe, NM 87501-2786

Please read through the entire application and rubric prior to completing each portion.

INTRODUCTION

The purpose of this form is to solicit applications for public education funds through the Fine Arts Education Act (22–15D NMSA 1978).

The Fine Arts Education Act (FAEA) was enacted to provide funding to encourage school districts to offer opportunities for elementary school students to participate in arts education programs, including visual arts, music, theatre, and dance to encourage cognitive and affective development by exhibiting the following:

focusing on a variety of learning styles and engaging students through success

training students in complex thinking and learning

helping students to devise creative solutions for problems

providing students with new challenges

teaching students to work cooperatively with others and to understand and value diverse cultures

The FAEA requires participating districts to create a program plan with

three or more measurable goals (with objectives) that corresponds to student learning in the arts and includes

a description of how the budget reflects and supports these goals.

This is an opportunity to develop a unique arts program plan using measurable goals and best practices to effectively connect students to the curriculum in visual arts, music, theatre, and dance education programs. Applicants are encouraged to make use of, and incorporate, art resources available within their communities and the new ESEA (Title I), STEM/STEAM, 21st Century federal and other funds to enhance the program.

FUNDING

A new section of the Public School Finance Act was legislated during the regular session of New Mexico’s Forty–Seventh Legislative Session to provide funding for elementary arts education programs as part of the State Equalization Guarantee (SEG). The funding period for approved applications will be School Year (SY) 2016–2017. Funds will be distributed only to districts and charter schools that have approved applications.

Newly approved programs (2016–2017 Applications) will be funded based on their 2015–2016, 40th day membership data as reported in the Student Teacher Accountability Reporting System (STARS).

Funding of renewal programs (programs that were previously approved for SY 2015–2016) is based on the previous year’s average of 80- and 120-day count as reported in STARS.

ELIGIBILITY

New Mexico public school districts, state-chartered schools, and district-chartered schools may apply on behalf of those elementary schools that the district proposes to include in the program plan for this RfA. District-chartered elementary schools may apply on their own behalf or may be included in their district’s application.

Districts may not apply as a consortium. However, following the awarding of funds to individual districts, districts may combine fine arts funding as a consortium if it is determined that this will provide the best use of these funds.

For purposes of this RfA, the term elementary school shall be defined as those schools the district has reported through STARS and that serves any of the elementary grades, K–5.

APPLICATION APPROVAL

Successful initial applicants will receive notification by July 2016 that their application has been approved for funding for the 2016–2017 SY. Funding for following years will be contingent on approval of yearly program plan renewal applications and successful compliance with all program plan objectives, as stated and certified in the application for funding.

ADDENDUM PROCESS

If additional information or clarification is needed, applicants will be asked to submit an application addendum. These applicants’ program budget will not be approved until the addendum is additionally approved.

Required Components Checklist

Required Components

Complete

Item

☐

Cover Page

☐

Certification Page

☐

Program Narrative

☐

Budget Page(s)

Optional Component

Complete

Item

☐

Artifacts ~ please send separately on flash drive or disk.

RfA Cover Page

Cover Page of the RfA

☐ Approved

☐ Not Approved

Request for Application

Elementary Arts Education Program

2016–2017 Request for Applications

Name of District or School Applicant →

Please check one →

☐Local Education Agency (LEA)

☒District Authorized Charter School

☐State Authorized Charter School

Please check one →

☐ Initial application

☒ Renewal application

↓ LEA/Non-charter school applicant completes this section ↓

Contact Person

Day-to-Day Program Management

Superintendent

Mailing Address

City/State/Zip

TelephoneFAX

Email

Signature of superintendentDate

Signature of LEA business managerDate

↓Charter school applicant completes this section

Contact Person

Day-to-Day Program Management

Baylor Del Rosario

School District—Complete this box ONLY if you are a district authorized charter schoolAlbuquerque Public Schools

Charter ContactMountain Mahogany Community School

Mailing Address5014 4th Street NW

City/State/ZipAlbuquerque/New Mexico/87107

Telephone(505) 341-1424FAX(505) 341-1428

Emailb.delrosario@mountainmahogany.org

Signature of the authorized representative of the charter schoolDateMay 16, 2016

FAEA Total Statistics

Projected number of elementary fine arts TEACHERS in SY 2016–2017 →Dance

Total number of elementary fine arts STUDENTS to be served in SY 2016–2017 →

158

Media Arts

Music

Theatre

Visual Arts

.54 FTE

Total

.54 FTE

Elementary School(s) Being Served

School (Form may be extended if additional space is needed)Grade levelsNumber of studentsto be served inSY 2016–2017

Mountain Mahogany Community SchoolKindergarten through 6th 158

Total158

Certification Form of the RfA

☐ Approved

Certification Form

For Implementation of the 2016–2017 Elementary Arts Program

Name of Applicant: Baylor Del Rosario, Ph.D.

Please check one →

☐Initial application

☒Renewal application

Certification

by the Superintendent, District Authorized Charter School Director, or State Authorized Charter Director

I certify that the information in this application (initial or renewal) and the arts education plan spanning two school years is true and correct to the best of my knowledge. If funded, the district, state charter, or charter school I represent will

a) implement the arts education program presented in the application, to provide for the educational needs of students in the areas of visual arts, music, theatre, and dance.

b) align the elementary arts education program with the following:

1. NM Content Standards and Benchmarks and/or

2. National ARTS Standards, and/or

3. Applicable Common Core State Standards;

c) provide sufficient classroom space, materials, appropriate instructional time, including the number of classes per week and the qualified personnel to teach the elementary arts education program;

d) provide licensed instructors for the elementary arts education program in both teaching and supervisory roles— non-certified instructors will have appropriate background checks and will be supervised by certified teachers at all times;

e) provide opportunities for instructors and other appropriate staff to participate in professional development, training, and technical assistance in the arts, including team participation in statewide professional development, and other;

f) conduct a self-evaluation that includes an assessment of the district elementary arts education program, and;

g) form and work with a Fine Arts (parental and community arts ~ FAAC) advisory council to participate in annual reviews of the Elementary Arts Education Program and to plan.

Name of Program Contact Person

Baylor Del Rosario, Ph.D.

Mailing Address

5014 4th Street NW

City

Albuquerque

State

NM

Zip

87107

Telephone Number

(505) 341-1424

Fax Number

(505) 341-1428

Email Address

b.delrosario@mountainmahogany.org

Signatures

Superintendent or

charter school director

Date

School board president or Governance council chair

Date

Project director

Date

Fine Arts Advisory Council (FAAC) contact

Date

Goals and Objectives

3. Progress from 2015–2016 Program Goals toward the 2016–2017 Program Goals

A. Were your 2015–2016 goals met? Describe.

Our program goals during school year 2014-2015 involved the development of knowledge, skills, and values around studio/fine arts, learning the technical/know-how of art making in general, and finally the study of art making across historical periods. Progress was measured for the current goals in a number of ways, but primarily through teacher observations tied closely to the NMTeach system, review of specific lessons, assessment of student portfolio (e.g., those used for showing at Robert F. Kennedy Charter School student gallery in spring), and student feedback. This last procedure (student feedback) is one we feel yields the richest information. Sampling of the data, once again, confirmed high engagement by the majority of students regarding the subject matter.

Our leadership team, which comprises of faculty, instructional leaders, and parent representative, are also in the process of continuously reviewing teacher as well as program effectiveness in terms of alignment with our charter’s mission and vision through a comprehensive school-wide survey (one that goes well beyond the statutory Quality of Education survey). This school/program survey is administered closer to the end of the school year. Previous anecdotal comments especially of the student feedback clearly show that we are meeting one of our overall charter goals of “joyous learning” not to mention application of the charter’s arts integration approach across the curriculum which elementary education teachers implement on a near daily basis through their Main Lesson Block—a remnant of our school’s Waldorf inspired beginnings.

B. Have your school district or community needs changed? Describe.

There are no anticipated changes to our community in terms of demographics (race, ethnicity, socio-economic, gender, etc.) when comparing 2015-2016 to 2016-2017. Our K-8 charter school has been stable in this regard although we had a slight dip in enrollment in the upper grades. Our charter itself, however, was renewed by our authorizer, Albuquerque Public Schools (APS), in November 2014 for a duration of 5-year term. This renewal included a specific emphasis on integrating the arts within the general curriculum by ALL teachers. As a result general educators across the grades are required to input arts-based activities within their weekly lessons as specified in their Long-Range Plans (LRPs) which is our scope and sequence for the school year. In short, art education is no longer the sole domain and responsibility of the art educator. Our curriculum coordinator/instructional coach, curriculum committee, and Leadership Team are committed to ensuring this tenets of our charter supportive of the arts is upheld by our entire faculty since self-governance by faculty on curriculum matters is an emphasis at our school.

FAEA RfA SY 2016–2017Page 24

4. Measurable Program Goals and Objectives for 2016–2017

Include a list of three or more goals and measurable objectives for your visual arts, music, dance, and/or theatre programs aligned with the following:

a.)the NM Arts Content Standards and Benchmarks (http://www.ped.state.nm.us navigate to the A–Z Directory, scroll down to V and open Visual and Performing Arts), and/or

b.) the National Arts Standards (http://nationalartsstandards.org), and/or

c.) the new Elementary Secondary Education Act—ESEA—content includes—but is not limited to—sequential and developmentally appropriate curriculum

Goals

Steps, Outcomes

1. Goal: To develop knowledge of basic concepts around self-expression and creativity.

Students, through grade-level course/coursework, will know colors, principles and elements of design, a range of art media and how to properly and safely use the materials for self-expression, how to develop their creative ideas and problem solving, how to cultivate their imagination.

NM Arts Content Standards

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

Standard 4: Demonstrate an understanding of the dynamics of the creative process.

Standard 8: Contribute to communities by sharing expertise in dance, music, theatre/drama and visual arts and by participating in the activities of cultural institutions.

National Core Arts Standards

Generate and conceptualize artistic ideas and work.

Organize and develop artistic ideas and work.

Develop and refine artistic techniques and work for presentation.

Perceive and analyze artistic work.

2. Goal: To develop skills in analyzing, evaluating, and critiquing works of art including one’s own while incorporating, to the extent possible, CCSS in ELA and/or Math.

Students, through grade-level course/coursework, students will be able to appropriately respond verbally and artistically to a variety of visual art and images in visual culture, make analytic judgments about art, create artistic works inspired by diverse sources, self-reflect and make decisions about their making process, sequentially develop the technical skills necessary for making a variety of two and three dimensional art, safety in studio practice.

NM Arts Content Standards

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

Standard 2: Use dance, music, theatre/drama and visual arts to express ideas.

Standard 5: Observe, discuss, analyze and make critical judgments about artistic works.

Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

National Core Arts Standards

Perceive and analyze artistic work.

Apply criteria to evaluate artistic work.

3. Goal: To develop values of art making across history of art including the present.

Students, through grade-level course/coursework, students will gain an understanding of movements in art history and how they evolve over time, diverse peoples and cultures through their art and art history, public art in our community, how artists have contributed to society, how art is a complement to and can enhance students’ comprehension in other areas of academia, and students will gain an understanding of the collaborative, methodical process of art making.

NM Arts Content Standards

Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.

Standard 6: Show increased awareness of diverse peoples and cultures through visual and performing arts.

National Core Arts Standards

Select, analyze, and interpret artistic work for presentation.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

5. FAEA/Classroom Support

A. How many teachers do you have teaching the arts? List your teachers and the grade levels taught by each.

Area

# of Teachers

Grades Levels Taught

Dance

Music

Theatre

Visual Arts

.54 FTE

Kindergarten-6th

Total # of Teachers

.54 FTE

Kindergarten-6th

Because of our charter’s emphasis on integration of the arts across the curricula (Mountain Mahogany School Charter, p. 52) ALL elementary education teachers MUST integrate the visual/performing arts into their curriculum.

Below is an excerpt of our charter’s emphasis on arts integration (p. 53 of the document)

“At Mountain Mahogany Community School, the arts play an important role not only in their own right, but also as a tool for learning, exploring and mastering material and to enliven the entire curriculum. Arts integration results in a curriculum that is interwoven with art to enhance learning, as a form of self-expression for students, and a way to exhibit students’ understanding of material they have already mastered.

Art education has been found to provide many benefits for those students participating in it. Through it children, despite their differences, have an opportunity to completely participate in their own education.4 According to Slay and Pendergast, "a strong arts education improves the academic achievement, creates a climate more conductive to learning, and encourages students and teachers to discover unsuspected talents.[footnoteRef:1]" This fosters higher levels of self-confidence.6, [footnoteRef:2] “ [1: Slay, J. V. & Pendergast, S. A. (May 1993). Infusing the Arts Across the Curriculum; A South Carolina School Lifts Students’ Self Esteem through Arts Study. The School Administrator, 50(5), 32-35.] [2: Fox, J. E. & Diffly, D. (Winter 2000). Integrating the Visual Arts; Building Young Children’s Knowledge, Skills, and Confidence. Dimensions of Early Childhood, 3-10.]

FAEA/Classroom Support (cont.)

B. How frequent are your elementary arts classes, and what is the length of class time?

Minimum two (2) times per week for a minimum of 50 minutes with one course offered four (4) days per week for 50 minutes.

C. How does classroom space and instructional materials support your arts program?

During the summer of 2015 office and storage space were created for staff who work in the program. We are committed to supporting our visual arts professionals with our operational and facilities funds in order to improve outcomes for students.

1. What measurable assessments of students learning in the arts are you utilizing? (Examples: EoC exams, report card grades, surveys, portfolio assessment, other)

Student surveys, NMTeach Observations of student engagement, and portfolios.

E.Is your district matching FAEA funds and/or expanding the program each year? (through ESEA, STEM/STEAM, 21st Century and

other funds?) Describe.

We do not currently have external funds, but have put-forth efforts to secure them (e.g., 21st Century) to help bolster our arts program.

F. Describe district support for arts teachers. Include areas such as adequacy of program planning time, budget/support planning, ESEA,

G. and collaboration time.

Our curriculum committee is dedicated to supporting and growing our arts program. Budgetary support is provided for materials (in the 4 years that we have had the program no materials requests by teachers have EVER been denied!). Also, planning/preparation time which is also used for collaboration is proportionally greater than regular elementary education teacher planning/preparation time since we recognize the unique needs of the arts educator professional.

6. Describe additional arts education and exploration opportunities offered to district students (field trips, workshops, other).

Below are two (2) examples of the numerous arts-based activities in which our students took part outside of the typical fine arts classes taken on a regular basis. There are many more examples that include exhibits at school festival(s) and murals painted on the garden wall, shed, and office spaces.

Figure 1. Broader community art show.

Figure 2. Weekly community-wide publications of student work through school newsletter.

Figure 3. Mural on garden shed.

7. What professional development, training, and/or technical assistance in the arts are being provided for arts teachers and administrators

· through local, regional, state, or national professional workshop settings?

· that are recommended trainings ? These include, but are not limited to, the NMAEA (Art Education Association) Annual Conference, the FAEA Winter Meeting, the All-State Music Conference, the EdTA (Educational Theatre Association) Conference, and the NDEO (National Dance Educational Organization) Conference.

One particular area that our art program has improved, but continues further work in is professional development. Although one of our art teachers/educators (we have 2 part-time instructors) was able to attend a national fine arts conference out-of-state a few years ago most professional development opportunities have occured within the school and at the annual winter workshop in Santa Fe held every February. This past year we were able to send BOTH art teachers/educators given the proximity of the conference (i.e., Rio Rancho) as part of our school’s commitment to nurture the professional needs of these educators.

Within-school professional development is on-going with our art teachers/educators.. This school year an additional school administrator (4-days per week contracted) with fine arts background (i.e., BA major/minor in fine arts and is a practicing professional artist) began oversight work with both instructors as well as the head administrator to help allign the visual arts curriculum across the grades and levels (i.e., from elementary to middle school). Lastly, the art teachers/educators, the newly hired administrator, and the head administrator will be participating in Rosenberg’s (2013) Non-Violent Communication (NVC training) in late May 2016 in order to incorporate the school’s charter goals with the arts-integrated program already in existence.

8. Fine Arts Advisory Council (FAAC)

A. Briefly summarize how the district FAAC assists in the review of measurable goals and priorities of the program and makes appropriate recommendations for changes or revisions in the program plan.

Our Leadership Team serves as the Fine Arts Advisory Council (FAAC) at Mountain Mahogany which meets once per week online and once per month face-to-face to discuss relevance and effectiveness of the Visual Arts Program. This school year the FACC reviewed student evaluations of the program, which is one approach to determine progress towards established goals for the 2015-2016 school year.

B.Attach FAAC survey results that

1.provide anecdotal evidence to show how arts and arts education are influencing your students;

2.show program outcomes based on measurable, developmentally appropriate, applied student learning; and

3.show how outcomes will be used to refine, improve, and strengthen the program.

(Data beyond anecdotal evidence) Aside from the annual survey of programs and staff administered to parents/community that is required by our school’s Leadership Team (developed by a trained Program Evaluator who is a parent volunteer) the most telling and informative surveys come directly from the students themselves. Below are examples of some on the Visual Arts Program’s effect and influence on students—directly from the students.

Figure 3. Sample student surveys of the art program.

9.Describe district expectations for FAEA program instruction and job descriptions for instructors (Refer to the rubric for further information)

· Highly qualified, licensed school instructors and supervisors insure excellence in arts education. Ensure their use here and, if unavailable, please include details as to how the applicant will comply with the requirement that—when an art resource, non-licensed person provides instruction for the arts program—a licensed teacher (the teacher of record) is supervising the program, the instruction, and the provider, including lesson planning.

· State and ensure that background checks are conducted.

Our two (2) art teachers/educators have achieved Levels 2 and 3 NMPED issued licenses respectively. As with the rest of our faculty they have cleared necessary background checks resulting in our school’s 100% compliance with such requirements. NMPED teaching licenses for both individuals include appropriate endorsements in visual and/or performing arts. Our STARS report on the 120D confirms 100% HQT.

10. Program Plan Summary (one to three pages)

Include a narrative description and self-evaluation of your instructional program, instructors, and evaluation plan/compliance elements. Include any ESEA (such as Title I), STEM to STEAM, 21st Century, and other endeavors to assist FAEA program growth. See Appendix A at the end of this document.

11. Elementary Arts Education Budget or Budget Worksheet

Demonstrate budget support for the program and include aligned, measurable goals

To do so, use either the proposed budget or the budget worksheets below. Be certain to align your goals with the budget. If using the budget worksheet, complete it by listing the planned expenditures that will support the 2016–2017 Elementary Arts Education Program. Include all additional funding sources that will support the program plan.

Inform your business office and STARS representative about your budget, complete expense records for program expenditures, and retain copies for your files. All program directors should maintain a file for this and other purposes in order to implement, maintain, and cultivate this program.

$31,715.88 is projected amount

Elementary Arts Education Budget 2016–2017

FAEA Funding

Other Funding Sources

District

Funds

Total

A

Instructional

Licensed Personnel Services

Salaries

Visual Arts

$25,590

$25,590

Salaries

Music

Salaries

Dance

Salaries

Drama

B

Professional Development

Registration Fees

Travel mileage

Meals $ per day

Hotel $ per day

Contract Services

Consultant

Artist/Consultants

$131

$131

C

Instructional Supplies

(Specify)

D

Instructional Resources

(Specify)

$1,080

$1,080

E

Student Supplies

(Specify)

F

Student Travel

(Specify)

G

Other

H

Other

ERB, FICA, etc.

$4,933

$4,933

Total

Arts Education Budget Worksheet 2016–2017

Fund

Sub-Fund

Function

Object Code

Description

Dollar Amount

Goal Alignment with the Budget

Goal Number

Goal is on

page #

11000-1000-51100-1010-001098-1411-00000

.54 FTE Art Educator Salary

$25,590

1, 2, 3

9

11000-1000-52111-0000-001098-0000-00000

ERB

$2,496

1, 2, 3

9

11000-1000-52112-0000-001098-0000-00000

RHC

$359

1, 2, 3

9

11000-1000-52210-0000-001098-0000-00000

FICA/Soc Sec

$1,587

1, 2, 3

9

11000-1000-52220-0000-001098-0000-00000

Medicare

$371

1, 2, 3

9

11000-1000-52500-0000-001098-0000-00000

SUTA

$84

1, 2, 3

9

11000-1000-52710-0000-001098-0000-00000

Workers Compensation Premium

$36

1, 2, 3

9

11000-1000-53414-1010-001098-0000-00000

Professional Development

$131

1, 2, 3

9

11000-1000-56118-0000-001098-0000-00000

Instructional Supplies

$1,080

1, 2, 3

9

Total

$31,734

☐ Approved

Evaluation and Rubric

Applications will be read and evaluated through a PED review process. Application requirements that receive average scores of 0 or 1 on any rubric section must be completed or clarified through the addendum process as described in the RfA.

Rubric Scoring

0 = Information not included

1 = Information is included but lacks some specificity or relevance

2 = Information is included, accurate, and pertinent

Requirements for Elementary Arts Education Program

0

1

2

1. Cover page complete

2. Certification page complete

3. Progress from 2015–2016 Program Goals toward the 2016–2017 Program Goals

A. Were your 2015–2016 goals met?

1. Have the art needs of your school district or community changed?

4. Measurable Program Goals(s) and Objectives for 2016–2017

Three or more goals and measurable objectives aligned with the following:

· The NM Arts Content Standards and Benchmarks (http://www.ped.state.nm.us, navigate to V and click on the Visual and Performing Arts link) and/or

· The National Arts Standards (http://nationalartsstandards.org/)

· The new ESEA Act, and

· Sequential and developmentally appropriate curriculum

5. FAEA/Classroom Support

Teachers teaching the arts, and grade levels?

Frequency of elementary arts classes, and length of class periods?

Classroom space and instructional materials support the arts program?

Assessments of student learning in the arts being utilized?

How the district FAEA and other funds are enlarging the program yearly (PD support, ESEA, other state and federal funds)?

District support for arts teachers as seen in adequate planning (PD support, ESEA, other state and federal funds)?

Adequate time provided for collaboration?

7. Describe additional arts education and exploration opportunities offered to district students

What professional teacher and administrator development, training, and/or technical assistance in the arts are being provided.

· workshop settings?

· the Elementary Secondary Education Act (ESEA), recommended state and national trainings?

8.Fine Arts Advisory Council (FAAC)

· Reviews of goals and priorities and recommendations for program revisions.

· FAAC survey results that show

1.how arts and arts education are influencing your students;

2.program outcomes; and

3.how outcomes will be used to improve the program.

9. Highly Qualified Instructors

Ensure the use of highly qualified instructors and supervision. If providers do not hold valid teaching licenses, include

· how the applicant complies with requirement that—when an art resource, non-licensed person provides instruction for the arts program—(the teacher of record) directs the program, the instruction, and the provider, including lesson planning

· how the district/charter school ensures that the licensed teacher is present at all times during classroom instruction by a non-licensed provider.

· how background checks are conducted.

10. Program Plan Summary

· 1–3 pages

· Description of instructional program—instructor, evaluation plan,

compliance elements, ESEA elements, (Title I and other state and federal available funds)

11. Elementary Arts Education Budget

· Demonstrates budget support for the program (program growth through state or federal funds, e.g., Title I, ESEA, STEM/STEAM)

Total Score

GLOSSARY

Arts Education Standards Allow for More Than Mere Exposure to the Arts

The existence of a standards document in the arts indicates that students at all grade levels will be actively engaged in comprehensive, sequential programs of arts education that include creating, performing, and producing—as well as studying, analyzing, and reflecting. This expectation implies that these programs provide consistent, timely instruction in the arts by any combination of highly qualified arts specialists, visiting artists, artists-in-residence, performance groups, trained volunteers, and/or a variety of local arts-related resources. It also implies that these entities work in collaborative partnerships, with instructional goals to expand and deepen students’ competences, which are informed and guided by the standards.

—The National Arts Standards

ESEA Reauthorization is Finalized as Every Student Succeeds Act (ESSA)

On Thursday, December 10, 2015, President Obama signed into law the legislation (S.1177 Every Child Achieves Act of 2015) to reauthorization the Elementary and Secondary Education Act (ESEA). The new ESEA reauthorization, which will be known as “Every Student Succeeds Act” (ESSA), reauthorizes and amends the Elementary and Secondary Education Act of 1965 (ESEA). This reauthorization addresses issues such as accountability and testing requirements, distribution and requirements for grants fiscal accountability requirements, and the evaluation of teachers. The arts and music are included in a definition of a “well-rounded education” - a term that has replaced the current definition of “core academic subjects,” which had included the “arts.” (In this context, the arts include the visual arts, dance, and theater.) The well-rounded education definition broadens the list of subjects and appears in provisions related to afterschool and expanded learning time, English language learners, literacy, and more. This means that advocates can encourage local and state education policymakers to use their federal funds in these areas to support arts and music education

· The subjects listed in the definition of a well-rounded education - including arts education - appear to be specified as eligible uses of Title I funds. Title I funds are the largest pool of federal resources dedicated to ensuring equitable access to a complete education for all students.

· The programs supported by the current Arts in Education fund are retained as a newly named “Assistance for Arts Education” fund.

· Arts and music education are specified as eligible uses for new, state-administered “Student Support and Academic Enrichment Grants” including support for the arts in STEM education.

· 21st Century Community Learning Center funding is maintained, and arts and music education are specified as eligible for support under “expanded learning time” provisions.

Funding Formula

FAEA formula for 2016–2017 is calculated in the following manner:

80/120 student count

STARS average X FAEA MEM 1.0 X 0.0500 X T & E index X unit value

Project directors will need to calculate the amount they will receive as follows:

1) STARS average is the average of School Year 2015–2016’s 80- and 120-count;

2) FAEA MEM is 1.0

3) 0.0500 is the multiplier from FAEA statute

3) T & E index comes from the district

16-17—$4,040.24 11000 operational fund

4) Unit value—operational—

The amount per student is derived from the available Public School Support—State Equalization Guarantee Funding Formula.

New Mexico Arts Standards

At the state level, the New Mexico Content Standards and Benchmarks for the Arts are mandated for students in grades K–8. The standards are required in the arts as electives for participating students in grades 9–12, and the state does have a fine arts or practical arts graduation requirement; as adopted by local school districts. Arts and Entertainment has been included as one of seven career clusters endorsed by the governor’s office for secondary students to consider, as they become aware of, explore, and experience a variety of career opportunities.

Literature and research published by a multitude of individuals and organizations all conclude that the arts are a hallmark of excellence in any school district. Nationwide, there is a direct correlation between high-performing schools and comprehensive, instructionally sound programs in visual and performing arts. What are the unique benefits of an education in the arts and why do the arts deserve an equal role in the education offered to our students?

The arts provide a set of tools for making critical choices as well as for creating, communicating, and understanding others’ ideas…

Education in the arts affects the quality of learning in all content areas and to the overall learning environment…

The arts provide a context for learning those skills and personal qualities identified as essential for success in the workplace…

Education in the arts provides students with opportunities to use divergent modes of thinking and explore the notion that problems may have multiple solutions…

The arts appeal to, and hold benefits for, all students, regardless of their level of functional capacity…

The arts have the unique capacity to engage students intellectually, emotionally, and physically.

A comprehensive curriculum that includes the arts at all levels greatly enhances the credibility and attractiveness of the public education system as communities compete to recruit business and industry that can have a significant economic impact.

—The New Mexico Arts Standards

NM Arts Content Standards and Benchmarks (http://www.ped.state.nm.us navigate to V and open the link to Visual and Performing Arts) and/or navigate to N and open the link to National Arts Standard (http://nationalartsstandards.org/)

SEG

State Equalization Guarantee www.ped.state.nm.us  Look in the A to Z Directory. Navigate to S, and click on the School Budget link.

T & E

Training and Experience (T&E) index—The T&E index is a formula component that compensates districts for the educational levels and years of experience of their staff.

State Statute Training and Experience Index

22-8-24. Instructional staff training and experience index; definitions; factors; calculations.

A For the purpose of calculating the instructional staff training and experience index, the following definitions and limitations shall apply:

(1) “instructional staff” means the personnel assigned to the instructional program of the school district, excluding principals, substitute teachers, instructional aides, secretaries and clerks;

(2) the number of instructional staff to be counted in calculating the instructional staff training and experience index is the actual number of full-time equivalent instructional staff on the October payroll;

(3) the number of years of experience to be used in calculating the instructional staff training and experience index is that number of years of experience allowed for salary increment purposes on the salary schedule of the school district; and

(4) the academic degree and additional credit hours to be used in calculating the instructional staff training and experience index is the degree and additional semester credit hours allowed for salary increment purposes on the salary schedule of the school district.

B Academic classification as determined by years of experience and training are provided in the following table:

Years of Experience

0–2

3–5

6–8

9–15

Over 15

Academic Classification

Bachelor’s degree or less

.75

.90

1.00

1.05

1.05

Bachelor’s degree plus

15 credit hours

.80

.95

1.00

1.10

1.15

Master’s degree or

bachelor’s degree plus

45 credit hours

.85

1.00

1.05

1.15

1.20

Master’s degree plus

15 credit hours

.90

1.05

1.15

1.30

1.35

Post-master’s degree or

master’s degree plus

45 credit hours

1.00

1.15

1.30

1.40

1.50

C The instructional staff training and experience index for each school district shall be calculated in accordance with instructions issued by the state superintendent [secretary]. The following calculations shall be computed:

multiply the number of full-time equivalent instructional staff in each academic classification by the numerical factor in the appropriate years of experience column provided in the table in Subsection B of this section;

add the products calculated in Paragraph (1) of this subsection; and

divide the total obtained in Paragraph (2) of this subsection by the total number of full-time equivalent instructional staff.

D In the event that the result of the calculation of the training and experience index is 1.0 or less, the district’s factor shall be no less than 1.0.

E In the event that a new school district is created, the training and experience index for that district is 1.12.

Appendix A

Program Plan Summary

Our program goals during school year 2015-2016 involved the development of knowledge, skills, and values around studio/fine arts as well as learning the technical/know-how of art making and art history. Progress was measured for the current goals in a number of ways such as teacher evaluations of specific lessons, assessment of student portfolio (e.g., those used for showing at Robert F. Kennedy Charter School student gallery in spring and NMTeach Domains 1, 2, 3, and 4), and student feedback. This last procedure (student feedback) is one we feel yields the richest information. Our leadership team, which comprises of faculty and parent representatives, are also in the process of reviewing teacher as well as program effectiveness in terms of alignment with our charter’s mission and vision through a comprehensive school-wide survey (one that goes well beyond the statutory Quality of Education survey). This school/program survey is administered closer to the end of the school year. Previous anecdotal comments especially of the student feedback clearly show that we are meeting one of our overall charter goals of “joyous learning” not to mention application of the charter’s arts integration approach across the curriculum.

Although there was a slight change in demographics during this year (i.e., MMCS did not meet criteria for continued supplemental funding through Title 1) changes to our community was slight in terms of demographics (race, ethnicity, socio-economic, gender, etc.) when comparing 2015-2016 to 2016-2017. Our K-8 charter school has been stable in this regard.

General educators too across the grades are required to input arts-based activities within their weekly lessons as specified in their Long-Range Plans (LRPs) which is our scope and sequence for the school year. Art education is no longer the sole domain and responsibility of the art educator. Our curriculum coordinator and committee are committed to ensuring these tenets of our charter supportive of the arts is upheld by our entire faculty since self-governance by faculty on curricular matters is an emphasis in our school.

Some areas that were particularly effective this past year that we are hopeful will carry-over to 2016-2017 are as follows:

0. Instructional Accountability—Ms. Sheafe (our art teacher/art educator) was required to submit a detailed lesson plan to the directorship beginning three (3) years ago at the start of each week that explicitly detailed skills to be taught to students based on program goals and performance standards. She also explicitly linked and integrated language arts and mathematics related skills during the week that classroom teachers were working on in her own lessons. This was facilitated by the fact that we are a small community school and teachers have ample opportunity to work together in a collaborative manner. In addition, during walk-through observations the plans were carried out with high fidelity.

0. Direct Instruction—Instruction also improved as the year progressed. Specifically, the developmental range of students from Kindergarten through sixth grade here at Mountain Mahogany was vast and behavioral challenges, specifically, was experienced especially at the beginning of the year by the teacher in a number of the classrooms. However, with the help of some colleagues and the directorship improved classroom management have resulted. Evidence of this improvement was documented in formal evaluations and had extended to others on staff who work with the same students for consistency across the school day.

0. Program Publicity—An area of need in the past that we improved in is publicity of our elementary arts program. We were able to showcase student art on and off campus specifically at school functions and at the Robert F. Kennedy Charter School art show. Our program is certainly moving towards the right direction in regards to its development. The school community has recognized how the program has positively impacted students namely in the area of “joy and security” which is integral to our charter mission. Arts-integration is embedded across all grades in the general curriculum as part of the institutionalized process for the program.