Arts in Education National Grant Program (AENP) Pre-Application Webinar U.S. Department of Education Office of Innovation and Improvement Improvement Programs March 11, 2015

Agenda  Welcome  Program Overview  AENP Priorities  AENP Selection Criteria  Monitoring and Reporting Requirements  Grant Submission Process  Final Q&A

3 A Few Notes on Q&A W e have budgeted time after each speaker for Q&A. Participants should submit their questions via the webinar Q&A function. Please only submit questions relevant to the topic being addressed by the current speaker. Due to time constraints, we may not be able to answer all questions received. If your question is not addressed, you can submit it to

4 A Few Notes on Q&A (cont’d) What We Can Address Content of the AENP Notice and Application Timeline of the program Application process What We Cannot Address Questions about the eligibility of a specific entity Questions about the competitiveness of a specific entity or project design Substantive explanation of the rationale behind inclusion or exclusion of specific items in the AENP application beyond what is in the Federal Register

AENP Program Authorized under section 10401, part D, Subpart 1 of Title X of the Elementary and Secondary Education Act. To support national level high-quality arts education projects and programs for children and youth, with special emphasis on serving students from low-income families and students with disabilities. Authorization Purpose

AENP Program Eligibility -An organization of national scope that is supported by staff or affiliates at the State and local levels and that has a demonstrated history of advancing high-quality Arts education and Arts Integration for Arts Educators, education leaders, artists, and students through professional development, partnerships, educational programming, and supporting systemic school reform. National Non-profit Arts Organizations

Application Requirements To be eligible for an award, an applicant must: Be a National Non-profit Arts Education Organization. Describe in its application how it would serve Children from Low-income Families and Children with Disabilities. Describe in its application how it would implement the following activities and services at the national level: ▫Professional development based on State or national standards for pre-kindergarten-through-grade-12 Arts Educators.

AENP Priorities One or more high-quality projects that are designed to develop and implement, or expand, initiatives in Arts education and Arts Integration on a national level for pre-kindergarten-through- grade-12 children and youth, with special emphasis on serving Children from Low-income Families and Children with Disabilities. Projects must provide services and develop initiatives in multiple schools and school districts throughout the country, including in at least one urban, at least one rural, and at least one High-need Community. Absolute Priority

Competitive Preference Priorities Improving academic outcomes and/or learning environments for: High-need students Students served by Rural Local Educational Agencies Students with disabilities. English learners. Students in Lowest-performing Schools. Students who are living in poverty and are served by schools with high concentrations of students living in poverty. Disconnected Youth or migrant youth. Low-skilled Adults. Students who are members of federally recognized Indian tribes. CPP 1 -Supporting High-Need Students (0 to 5 points)

Projects that are designed to improve Student Achievement or other related outcomes by addressing one or both of the following: Increasing the preparation of teachers or other educators in STEM subjects through activities that may include building content knowledge and pedagogical content knowledge, and increasing the number and quality of Authentic STEM Experiences. Providing students with increased access to rigorous and engaging STEM coursework and Authentic STEM Experiences that may be integrated across multiple settings. Competitive Preference Priorities CPP 2- Promoting Science, Technology, Engineering, and Mathematics (STEM) Education (0 to 5 points).

Persistently Lowest Achieving Schools Persistently lowest achieving school means- as determined by the state: any Title I school in improvement, corrective action, or restructuring that is among the lowest achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater. The Department considers persistently lowest achieving schools to be schools listed on the School Improvement Grant (SIG) Tier I and Tier II list. Student Improvement Grant site:

School Improvement Grant Site

Q&A Please submit questions via the chat box.

Selection Criteria Significance of the Project Quality of Project Design Quality of Project Services Quality of the Project Evaluation

Significance (15 Points)  The proposed project is likely to build State and local capacity to provide, improve, or expand Arts education and Arts Integration that address the needs of children and youth, with special emphasis on serving Children from Low-income Families and Children with Disabilities; and  The applicant has a history of three or more years of demonstrated excellence in the areas of Arts education and Arts Integration on a national scale.

Quality of the Project Design (35 points)  The design of the proposed project is appropriate to, and will successfully address, the Arts education needs of pre-kindergarten-through-grade-12 children and youth, with special emphasis on Children from Low- income Families and Children with Disabilities;  The proposed project will provide high-quality professional development for pre-kindergarten- through-grade-12 Arts Educators who provide instruction in music, dance, drama, media arts, or visual arts, including folk arts;  The proposed project is supported by Strong Theory.

Strong Theory Strong theory means a rationale for the proposed process, product, strategy, or practice that includes a logic model. The following links are resources available to assist you in developing a logic model: archive.htmlhttp:// archive.html

Logic Model Resources

Quality of Project Services (25 points)  The services to be provided by the proposed project involve the collaboration of appropriate partners in order to maximize the effectiveness of project services; and  The proposed project will provide services and initiatives that will reach students and Arts Educators in multiple schools and school districts in urban, rural, and High-need Communities throughout the country.

Quality of the Project Evaluation (25 points)  The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible.  The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress towards achieving the intended outcomes.  The extent to which the methods of evaluation will, if well implemented, produce evidence of promise.

Evidence of Promise Evidence of promise means there is empirical evidence to support the theoretical linkage(s) between at least one critical component and at least one relevant outcome presented in the logic model for the proposed process, product, strategy, or practice.

Evidence of Promise Evidence of promise means the conditions in paragraphs (i) and (ii) are met: i) There is at least one study that is a— (A) Correlational study with statistical controls for selection bias; (B) Quasi-experimental study that meets the What Works Clearinghouse Evidence Standards with reservations; or (C) Randomized controlled trial that meets the What Works Clearinghouse Evidence Standards with or without reservations. ***All studies should have both a treatment and a control group.*** (ii) The study referenced in paragraph (i) found a statistically significant or substantively important (defined as a difference of 0.25 standard deviations or larger), favorable association between at least one critical component and one relevant outcome presented in the logic model for the proposed process, product, strategy, or practice. What Works Clearinghouse Procedures and Standards Handbook (Version 2.1, September 2011), link:

Monitoring and Reporting Requirements Quarterly calls are conducted to monitor the progress of projects and to provide technical assistance. Annual performance reports are required in order to receive continuation funding. Project Performance Measures must be addressed as part of the interim annual performance report. At the end of your project period each grantee is required to submit a final performance report, including financial information.

GPRA Performance Measures (1) The total number of students who participate in standards-based Arts education sponsored by the grantee. (2) The number of teachers participating in the grantee’s program who receive professional development that is Sustained and Intensive. (3) The total number of students from low-income families who participate in standards-based Arts education sponsored by the grantee. (4) The total number of students with disabilities who participate in standards-based Arts education sponsored by the grantee.

Q&A Please submit questions via the chat box.

Application Submission Procedures and Tips  Step 1 - Find Grant Opportunity  Step 2 - Download Application Package  Step 3 - Complete the Registration Process  Step 4 - Complete and Submit the Application Package via Grants.gov by April, at 4:30:00 p.m., Washington, DC time.

Submission Procedures and Tips

Register early in Grants.gov Obtain DUNS Number Register with SAM Username & Password AOR Authorization TRACK AOR STATUS

Submission Procedures and Tips

What to Expect After Submitting an Application:  Submission Confirmation Screen  Submission Receipt (with "Track My Application" link)  Submission Validation (or Rejection with Errors)  Grantor Agency Retrieval  Agency Specific Tracking Number Assignment

Application Review Process Reviewers will read applications, prepare a written evaluation, and score the applications assigned to their panel, using the selection criteria. OII will prepare a rank order of applications based on the evaluation of their quality by the peer reviewers according to the selection criteria. The Secretary will make final awards after considering the rank ordering and other information. Applicants will receive notification of application status (successful, unsuccessful). Applicants will receive application scores and comments.

Final Q&A Please submit questions via the chat box.

CONTACT US If your questions were not addressed today, or if you have additional questions please contact us. AENP Program website: ndex.html ndex.html Call: