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Teisha McKie
Music (Songwriting)

mckietm@gmail.com

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Offering classes to all ages!

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Art League of Ocean City MD | Center for the Arts

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Ocean City Center for the Arts | Art League of Ocean City

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Explore Art in Ocean City MD with the visual arts center of the Art League of Ocean City with art classes, camp & workshops and local Ocean City MD gallery

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Exercise:Begin a story with this line: Where were you last night?	“Where were you last night? Don’t give me none of that hanging out with the guys 🤬.” was the first thing Dyna said when I came out of my room in the morning. Dyna could always tell when a person was lying, so there was little use in giving it an effort. I suppose that’s how one becomes a  director at a halfway house in the first place, there has to be some sort of adeptness for sensing when a junkie is relapsing. “I went into the woods and fell asleep, When I woke up, the sun was already on its way up.”, I rebutted, still woosy form whatever the 🤬 happened when I fell into that hole. “ There are signs up all over for that very reason. DO NOT ENTERis not a suggestion, Maurice.” she exclaimed. I always thought the woods were off limits because of the addicts here at this facility trying to go into the woods and get high, but after last night I had a completely different hypothesis. “ Dyna, what the 🤬 is out there. I mean REALLY out there?” I asked with a rumble in my voice that betrayed my usual bravado. “ Whatever it is, its been here before the facility with the Apaches who lived out here for all those years, and that where I plan on it staying. Leave whatever it is alone, or i’ll right you up and you’ll be on a one way bus ride to three hots and a cot. Don’t play with me Maurice, Ive seen p

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Exercise:Begin a story with this line: Where were you last night?	“Where were you last night? Don’t give me none of that hanging out with the guys 🤬.” was the first thing Dyna said when I came out of my room in the morning. Dyna could always tell when a person was lying, so there was little use in giving it an effort. I suppose that’s how one becomes a  director at a halfway house in the first place, there has to be some sort of adeptness for sensing when a junkie is relapsing. “I went into the woods and fell asleep, When I woke up, the sun was already on its way up.”, I rebutted, still woosy form whatever the 🤬 happened when I fell into that hole. “ There are signs up all over for that very reason. DO NOT ENTERis not a suggestion, Maurice.” she exclaimed. I always thought the woods were off limits because of the addicts here at this facility trying to go into the woods and get high, but after last night I had a completely different hypothesis. “ Dyna, what the 🤬 is out there. I mean REALLY out there?” I asked with a rumble in my voice that betrayed my usual bravado. “ Whatever it is, its been here before the facility with the Apaches who lived out here for all those years, and that where I plan on it staying. Leave whatever it is alone, or i’ll right you up and you’ll be on a one way bus ride to three hots and a cot. Don’t play with me Maurice, Ive seen p

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Herelys Parks. Community School coordinator. Herelys.parks@uwcm.org

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Community school coordinator Herelys Parks . Herelys.parks@uwcm.org

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WELCOME TO SALISBURY ART SPACE - SBY ART SPACE

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"Art for All!" Salisbury Art Space is a unique family art center focused on community, family and the revitalization of downtown Salisbury. You will find amazing classes for children, adults, couples and families- plus amazing events and gallery shows. Drop us a line or stop by!

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Our mission is to bring cultural arts education programming to people in Maryland and the Washington, DC region. We believe that engagement in the arts should be part of everyone’s daily lives and we encourage collaboration between artists and audiences in the creative process.

We focus on Hispanic music and dance arts, as well as other folklife traditions in our community.

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Our mission is to bring cultural arts education programming to people in Maryland and the Washington, DC region. We believe that engagement in the arts should be part of everyone's daily lives and we encourage collaboration between artists and audiences in the creative process.

We create in-person and virtual educational programs to promote and support local and visiting artists. Our work sparks cross-cultural communication through workshops, master classes, residencies, and community events in traditional and non-traditional arts spaces.

We envision creating spaces for people to learn about cultures through the practice of music and dance. We want to create a place where people feel that they are a part of something and have a sense of community that is built through the practice and appreciation of various cultural music and dance forms.

We open spaces for cultural expression by artists and their communities on their own terms, and we invite audiences into those spaces to cultivate cultural understanding.

EducArte values and celebrates diversity. Central to our mission is the representation of cultural practices of historically marginalized communities through our educational programming. We define diversity in terms of race, ethnicity, gender, sexual orientation, ability, and class, as well as life experiences, educational background, and artistic research and practice. Our organization is committed to creating an inclusive environment and to adopting anti-racist practices in both our programming and within our internal team. We are also committed to ensuring that our board and administrative team includes people from diverse backgrounds and experiences.

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Our mission is to bring cultural arts education programming to people in Maryland and the Washington, DC region. We believe that engagement in the arts should be part of everyone's daily lives and we encourage collaboration between artists and audiences in the creative process.

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Contact: Megan Fortman, Program Director, (megan@artwithaheart.net)

Art with a Heart provides hands-on, consistent visual arts programming  to Baltimore City students ages 2-100!

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Serving students from 1-99 in visual arts, theater, music, and dance. https://www.blackrockcenter.org/

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www.annandsteves@gmail.com
To write a poem is to create a beautiful thing out of your life experience. My goal is to help students find the gems in what they have lived, and are living.

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One of the best ways to awaken your creativity is to work within limitations such as form. It feels appropriate in winter to work in small, cozy forms, and in this class we will explore both familiar and unfamiliar poetic forms, including the tritina, the Duplex, and the Golden Shovel. By the end of the class you will have about a dozen new poems and a handful of tested frameworks to return to again and again.

About me: I came to poetry suddenly, specifically, at age 46. Of course everything was leading to it-my decades studying music, my lifetime of voracious reading, along with my pursuit of consciousness through meditation and yoga-it all snapped into place. Within seven years of beginning, I had my MFA and a book and had begun teaching adults, children and teens the craft of writing.

There is nothing like the feeling of a poem being born into the world through your own hands, but as satisfying for me is the joy of seeing a poem come to the world through one of my student's hands. The world comes a little more clearly into focus the more we look at it together through the lens of poetry. I hope that you will join me in this venture.

In Japan, Ma is the essential space of nothingness-the empty, the void.

I've been thinking about the in-between

places lately like the space between

words and the silence between notes

the summer between school years

the nights between days and how

essential the in-betweens are and what

I'm wondering is if death is the in-between

space or if life is

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One of the best ways to awaken your creativity is to work within limitations such as form. It feels appropriate in winter to work in small, cozy forms, and in this class we will explore both familiar and unfamiliar poetic forms, including the tritina, the Duplex, and the Golden Shovel.

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Sheila R. Cherry
Designer / Artist
Specialties: Fiber arts, upcycling art.

E-mail:  Turquoise_c@yahoo.com

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Program Manager
301-830-4588
l.robinson@art-stream.org
ArtStream offers performing arts classes for people with intellectual and developmental disabilities (IDDs), including autism. We are looking to partner with organizations who need teaching artists to serve your participants with IDDs.

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Theatre For An Inclusive World | ArtStream

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ArtStream provides inclusive creative classes and performances in Chevy Chase, Maryland and the surrounding area.

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janikka.simms@wearefrederick.org
443-475-6635

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youth programming, sports
developmentalathletics.com

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price.cherry@ymail.com
202-270-2092

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https://www.facebook.com/besterhope/
dkuhna@sanmarhome.org
240.513.6370 ext. 107

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sosborne@pgcps.org
240-274-1675

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About Community Schools in Maryland

A Community School is a place-based strategy that aims to make the school building a hub for community resources and reinvestment. Rather than an institution where teachers teach and students learn, Community Schools provide a wealth of resources to meet the needs of students and families including health and social services, and community engagement and development. This holistic approach leads to better student outcomes such as increased attendance and academic success and strengthens community fabric.

In Maryland, a statewide coalition - MD4CS - has formed to advocate for further implementation of the Community Schools model by tracking legislation, designing strategy and communications, and working with policy makers to rethink the educational experience for the state's youth.

Our goal is to reduce opportunity gaps that exist in low-income areas by assessing the needs and assets of the community and forming intentional partnerships with local, community-based organizations to eliminate the out-of-school barriers to learning.

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MD Coalition for Community Schools - MOST Network

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About Community Schools in Maryland A Community School is a place-based strategy that aims to make the school building a hub for community resources and reinvestment. Rather than an institution where teachers teach and students learn, Community Schools provide a wealth of resources to meet the needs of students and families including health and social...

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www.ShinDiggsArts.com
shindiggsarts@outlook.com
443-995-9020
Looking for Teaching Artists to do weekly art sessions for teen center

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danielleharrell@ymaryland.org
216-402-3046
The schools I support have students who are interest in the arts and no viable mediums t express their talents.

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www.visionariescoop.org
johnny@visionariescoop.org
443-563-4943

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Google Drive Folder of resources from the Maryland Out of School Time Network.

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Creative Adaptation: Out of School Time Planning Webinar Recording

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Creative Adaptation: Out of School Time Planning Webinar Recording

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Creative Adaptation: Out of School Time Planning 11/23/20

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Creative Adaptation: Building Partnerships with OST Providers Webinar Recording

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Creative Adaptation: Building Partnerships with OST Providers Webinar Recording

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Creative Adaptation: Building Partnerships with Out-of-School-Time Provider 11/20/20

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Building Partnerships with Out-of-School-Time Providers PPT

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Building Partnerships with Out-of-School-Time Providers PPT

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MSAC Teaching Artist Roster (residencies)

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MSAC Teaching Artist Roster (residencies)

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A listing of MSAC's Roster Teaching Artists.

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FY21 Arts in Education Grant and Teaching Artist Roster Applications are Open!

Find details about FY21 Applications for the Arts in Education Grant and Teaching Artist Roster (an expansion of the Artist in Residence and Visiting Performer rosters) here.

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FY21 Arts in Education Grant and Teaching Artist Roster Applications are Open! Find details about FY21 Applications for the Arts in Education Grant and Teaching Artist Roster (an expansion of the Artist in Residence and Visiting Performer rosters) here.

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MSAC Teaching Artist Roster (performances)

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MSAC Teaching Artist Roster (performances)

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A listing of MSAC's Roster Teaching Artists.

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FY21 Arts in Education Grant and Teaching Artist Roster Applications are Open!

Find details about FY21 Applications for the Arts in Education Grant and Teaching Artist Roster (an expansion of the Artist in Residence and Visiting Performer rosters) here.

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FY21 Arts in Education Grant and Teaching Artist Roster Applications are Open! Find details about FY21 Applications for the Arts in Education Grant and Teaching Artist Roster (an expansion of the Artist in Residence and Visiting Performer rosters) here.

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Funding from the Maryland State Arts Council can support education programming with OST communities (and more!)

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FY21 Arts in Education Grant and Teaching Artist Roster Applications are Open!

The Arts in Education Grant

Applying for a project grant: To be eligible for MSAC funding during the current Governor-declared State of Emergency, a project must be allowable in accordance with established safety standards at the time of application submission. Use the flowchart here to confirm your eligibility to submit a project-based application.

The Arts in Education Grant is a granting program of MSAC that provides matching funds to eligible Maryland-based nonprofit organizations and government entities to support educational engagements led by Teaching Artists on MSAC's Teaching Artist Roster. The Arts in Education Grant and the Teaching Artist Roster work together to accomplish the Arts in Education program's mission.

All activities described in project-based application submissions to any funding program at the Maryland State Arts Council must demonstrate alignment with the Maryland Strong: Roadmap to Recovery plan to be considered eligible.

If multiple applications receive the same score but budget restrictions prevent all applications with that score from being funded, final selections will be based on which applications most closely align with the published strategic goals of the Maryland State Arts Council, in the determination of the MSAC staff: Increase Participation, Provide Intentional Support, Build Capacity, Leverage Connections, Bolster Maryland Arts
Matching Waiver
Applicants may request a waiver from the dollar for dollar match by submitting a Match Waiver Request Form with their application's budget. Match waivers, including the entirety of the Arts in Education Grant Application, will be reviewed by the Arts in Education Grants Panel based on our scoring rubrics.

A rts in Education Equitable Funding Formula

MSAC is dedicated to serving students, youth, and constituents across the state and supporting a variety of arts education needs. In our commitment to Equity, MSAC has budgeted a maximum funding allotment per county according to the Arts in Education Equitable Funding Formula. This formula will guide funding decisions for educational engagements based in school (public or private) settings only. Populations or Communities outside of a school setting do not have an equitable funding formula.

Arts in Education Grant funding for youth audiences (aged 21 and under) will be determined for each county based on the following formula:

20% of the council approved budget base, distributed evenly across 24 counties.

MSAC acknowledges that as new reporting and equity measures are created across the state and nation-wide, this formula may need to be updated in the future. This formula is based on currently available information and considers three different equity factors:

1. 20% of the council approved budget base, distributed evenly across 24 counties: Every Maryland county should have designated funding to host at least two arts education engagements per year (long form such as a residency or other arts program and short form such as a visiting performance or workshop.)

2. 80% of remaining budget by county's percentage of students receiving Free and Reduced Meals: Free and Reduced Meals (FARM) is the most consistent statewide measure of education barriers including family income, household size, foster, migrant, runaway, and/or homeless children, Food Supplement Programs, and Temporary Cash assistance.

3. 20% of remaining budget by student population percentage, comparative to the state: The quantity of resources needed in a particular county is partially determined by the number of students enrolled in school (public and private.)

Important Links and Documents

FY21 Arts in Education Grant Application Process: Visual Flow Chart here.

FY21 Arts in Education Grant Guidelines here.

FY21 Arts in Education Grant application: Submit via Smart Simple here. All applicants must register to apply.

FY21 Arts in Education Grant Budget Template here.

FY21 Arts in Education Grant Scoring Rubrics:

Current MSAC Roster Artists

View the MSAC Teaching Artist Roster (for residencies) here.

View the MSAC Teaching Artist Roster (for visiting performances) here.

FY21 Arts in Education Updates! Powerpoint here.

MSAC Arts in Education Updates Webinar here.

Applications open May 15, 2020 for the FY21 (July 1, 2020 - June 30, 2021) grant period. Funded activities must occur within the grant period. Teaching Artists should allow 90-days to receive payment upon application approval.

Arts in Education Grant applications are reviewed on a monthly basis. Applications submitted by the fifth day of the month will be reviewed by the panel within the same month. Applications received after the fifth day of the month will be reviewed by the panel in the following month. After the monthly panel review, applicants and their selected Teaching Artist will be notified of grant status by the end of the month in which it was reviewed. The first review of FY21 Arts in Education Grant applications will begin in July 2020.

Receipt of an Arts in Education Grant requires submission of a Final Report by the end of the Fiscal Year. As a part of this brief report, MSAC collects participant information to report to the National Endowment for the Arts and the National Association of State Arts Agencies.

The Teaching Artist Roster

The Arts in Education program supports Teaching Artists and the elevation of their careers through the Teaching Artist Roster. MSAC believes Teaching Artists are integral to the arts education ecosystem in providing supplementary arts education experiences that deepen learning. The benefits of becoming an MSAC Teaching Artist include:

Co-funded opportunities for the cost of Teaching Artist fees, which provides financial incentive for Maryland schools and community groups to book Teaching Artists.

Connections to a statewide network of organizations and nonprofits that lead professional development for Teaching Artists.

Individualized feedback and evaluation sessions that help Teaching Artists' strengthen their programming.

Heightened visibility through print and online marketing, including MSAC's Artist Directory.

Important Links and Documents

FY21 Teaching Artist Roster Application Process: Visual Flow Chart here.

FY21 Teaching Artist Roster Guidelines here.

FY21 Teaching Artist Roster application: Submit via Smart Simple here. All applicants must register to apply.

FY21 Teaching Artist Roster Scoring Rubrics:

Current Teaching Artists: View Form for Profile Update Requests here.

Current Teaching Artists: View Review Rubric for Online Programs here.

View Self Assessment Checklist for Online Programs here.

2020 Mid-Atlantic Virtual Teaching Artist Retreat: Maryland Debrief Powerpoint here.

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Arts in Education Applications and Forms

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Applying for a project grant: To be eligible for MSAC funding during the current Governor-declared State of Emergency, a project must be allowable in accordance with established safety standards at the time of application submission. Use the flowchart here to confirm your eligibility to submit a project-based application.

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Federal Full Service Community Schools Grant Program

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Federal Full Service Community Schools Grant Program

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The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2021 for the Full-Service Community Schools (FSCS) program, Assistance Listing Number 84.215J. This notice relates to the approved information collection under OMB control number 1894-0006.

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Office of Elementary and Secondary Education, Department of Education.

Notice.

The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2021 for the Full-Service Community Schools (FSCS) program, Assistance Listing Number 84.215J. This notice relates to the approved information collection under OMB control number 1894-0006.

Applications Available: January 15, 2021.

Deadline for Notice of Intent to Apply: February 1, 2021.

Date of Pre-Application Meetings: The Department will hold pre-application meetings via webinars for prospective applicants. Detailed information regarding these webinars will be provided on the FSCS website at https://oese.ed.gov/​offices/​office-of-discretionary-grants-support-services/​school-choice-improvement-programs/​full-service-community-schools-programs/​.

Deadline for Transmittal of Applications: March 1, 2021.

Deadline for Intergovernmental Review: April 30, 2021.

For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 ( 84 FR 3768) and available at www.govinfo.gov/​content/​pkg/​FR-2019-02-13/​pdf/​2019-02206.pdf.

Elson Nash, U.S. Department of Education, 400 Maryland Avenue SW, Room 4E246, Washington, DC 20202. Telephone: (202) 260-2655. Email:

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The FSCS program is authorized by sections 4621-4623 and 4625 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). This program provides support for the planning, implementation, and operation of full-service community schools that improve the coordination, integration, accessibility, and effectiveness of services for children and families, particularly for children attending high-poverty schools, including high-poverty rural schools.

Background: Full-service community schools provide comprehensive academic, social, and health services for students, students' family members, and community members that are designed to improve education outcomes for children. The growing interest at the State and local level in community schools,[] also known as full-service community schools, coupled with this competition, present an opportunity for nationwide school improvement. The ESEA offers flexibilities at the State and local levels to implement strategies supported by community schools, such as coordination of school and community resources (ESEA sections 1114(b)(5) and 1115(b)(2)) and afterschool programming and support for a community school coordinator (ESEA section 4108(a)(5)(H)). If a State educational agency (SEA) or local educational agency (LEA) (as defined in this notice) lacks the resources to implement community schools at scale, it can productively begin in neighborhoods where community schools are most needed and, therefore, students are most likely to benefit.[] The Department, through the FSCS program, provides catalytic support for the planning, implementation, operation, and coordination of effective services for children and families, particularly in high-poverty urban and rural areas, at the local level.

According to a 2017 report, comprehensive community school interventions that incorporate most or all of four features, or pillars (integrated student supports; expanded learning time and opportunities; family and community engagement; collaborative leadership and practice), are associated with a range of positive student outcomes.

"A well-implemented community school leads to improvement in student and school outcomes and contributes to meeting the educational needs of low-achieving students in high-poverty schools. Strong research reinforces the efficacy of integrated student supports, expanded learning time and opportunities, and family and community engagement as intervention strategies." []

Over the last decade, the field has observed a wide range of practices coordinated and implemented in full-service community schools. In a January 2020 study of New York City community schools by the Rand Corporation, assuming strong social capital, stable leadership, and a strong instructional program, community schools have been associated with improved attendance, on-time grade progression, student achievement in math, and fewer disciplinary incidents.[]

This year we encourage applicants to consider where possible the option to give families the choice to apply for services beyond the project's required services to meet the unique needs of students and their families. In order to offer families expanded options, applicants may need to engage in greater collaboration with partners who can meet those unique needs.

Priorities: This notice contains one absolute priority, four competitive preference priorities, and one invitational priority. In accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from section 4625(b)(1)(A) of the ESEA. The competitive preference priorities are from ESEA sections 4625(b)(1)(B), 4625(b)(2), and 4625(b)(3), and 34 CFR 75.226(c).

Absolute Priority: For FY 2021, and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) we consider only applications that meet this priority.

This priority is:

Eligible entities that will serve a minimum of two or more full-service community schools eligible for a schoolwide program (as defined in this notice) under section 1114(b) of the ESEA as part of a community- or district-wide strategy.

Competitive Preference Priorities: For FY 2021, and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), we award an additional two points to an application that meets Competitive Preference Priority 1, and we award an additional point to an application that meets Competitive Preference Priority 2. We award an additional point to an application that meets Competitive Preference Priority 3, and an additional five points to an application that meets Competitive Preference Priority 4. An applicant may receive a maximum of nine competitive preference priority points. Applicants may apply under any, all, or none of the competitive preference priorities. Applicants must identify under Quality of the Project Design the priorities they are addressing in order to receive those points.

These priorities are:

Competitive Preference Priority 1-Rural Districts-Small and Rural or Rural and Low-Income. (0 or 2 points)

The Secretary gives priority to eligible entities that include an LEA that satisfies the requirements of the Small Rural School Achievement (SRSA) program (ESEA section 5211(b)(1)(A), (B), or (C)) or the Rural and Low-Income School (RLIS) program (ESEA section 5221(b)(1)(A), (B), or (C)).

Applicants may determine whether a particular LEA is eligible for these programs by referring to information on the following Department website: https://oese.ed.gov/​offices/​office-of-formula-grants/​rural-insular-native-achievement-programs/​rural-education-achievement-program/​.

An LEA includes a public charter school that operates as an LEA.

Competitive Preference Priority 2-Broadly Representative Consortiums. (0 or 1 point)

The Secretary gives priority to an eligible entity that is a consortium comprised of a broad representation of stakeholders.

Competitive Preference Priority 3-History of Effectiveness. (0 or 1 point)

The Secretary gives priority to an eligible entity that is a consortium demonstrating a history of effectiveness.

Competitive Preference Priority 4-Evidence-Based Activities, Strategies, or Interventions. (0 or 5 points)

The Secretary gives priority to an application that is supported by evidence that meets the definition of promising evidence (as defined in this notice).

Invitational Priority: For FY 2021 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an invitational priority. Under 34 CFR 75.105(c)(1), we do not give an application that meets this invitational priority a competitive or absolute preference over other applications.

This priority is:

Empowering Families With the Delivery of On-Demand Support Services that Meet the Unique Needs of Students.

Projects that allow families to choose up to two service options that are in addition to the five required services under the FSCS program.

Definitions: The definitions of "Community-based organization," "Eligible entity," "Full-service community school," "Local educational agency," "Pipeline services," and "State educational agency" are from sections 4622 and 8101 of the ESEA. The definitions of "Baseline," "Experimental study," "Nonprofit," "Performance measure," "Performance target," "Project," "Project component," "Promising evidence," "Quasi-experimental design study," "Relevant outcome," and "What Works Clearinghouse Handbook" are from 34 CFR 77.1. The definition of "School eligible for a schoolwide program" is from 34 CFR 200.25(b).

Baseline means the starting point from which performance is measured and targets are set.

Community-based organization means a public or private nonprofit (as defined in this notice) organization of demonstrated effectiveness that-

(a) Is representative of a community or significant segments of a community; and

(b) Provides educational or related services to individuals in the community.

Eligible entity means a consortium of one or more LEAs; or the Bureau of Indian Education; and one or more community-based organizations, nonprofit organizations, or other public or private entities.

Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not. Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation ( e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the WWC Handbooks (as defined in this notice):

(a) A randomized controlled trial employs random assignment of, for example, students, teachers, classrooms, or schools to receive the project component being evaluated (the treatment group) or not to receive the project component (the control group).

(b) A regression discontinuity design study assigns the project component being evaluated using a measured variable ( e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes.

(c) A single-case design study uses observations of a single case ( e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment.

Full-service community school means a public elementary school or secondary school that-

(a) Participates in a community-based effort to coordinate and integrate educational, developmental, family, health, and other comprehensive services through community-based organizations and public and private partnerships; and

(b) Provides access to such services in school to students, families, and the community, such as access during the school year (including before- and after-school hours and weekends), as well as during the summer.

Local educational agency (LEA) means:

(a) In General. A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools.

(b) Administrative Control and Direction. The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school.

(c) Bureau of Indian Education Schools. The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the LEA receiving assistance under the ESEA with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency (as defined in this notice) other than the Bureau of Indian Education.

(d) Educational Service Agencies. The term includes educational service agencies and consortia of those agencies.

(e) State Educational Agency. The term includes the State educational agency in a State in which the State educational agency is the sole educational agency for all public schools.

Nonprofit, as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity.

Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance.

Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project.

Pipeline services means a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education, and career attainment. Such services shall include, at a minimum, strategies to address through services or programs (including integrated student supports) the following:

(a) High-quality early childhood education programs.

(b) High-quality school and out-of-school-time programs and strategies.

(c) Support for a child's transition to elementary school, from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce, including any comprehensive readiness assessment determined necessary.

(d) Family and community engagement and supports,

which may include engaging or supporting families at

school or at home.

(e) Activities that support postsecondary and workforce readiness, which may include job training, internship opportunities, and career counseling.

(f) Community-based support for students who have attended the schools in the area served by the pipeline, or students who are members of the community, facilitating their continued connection to the community and success in postsecondary education and the workforce.

(g) Social, health, nutrition, and mental health services and supports.

(h) Juvenile crime prevention and rehabilitation programs.

Project means the activity described in an application.

Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project. Evidence may pertain to an individual project component or to a combination of project components ( e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers).

Promising evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome, based on a relevant finding from one of the following:

(a) A practice guide prepared by WWC reporting a "strong evidence base" or "moderate evidence base" for the corresponding practice guide recommendation;

(b) An intervention report prepared by the WWC reporting a "positive effect" or "potentially positive effect" on a relevant outcome with no reporting of a "negative effect" or "potentially negative effect" on a relevant outcome; or

(c) A single study assessed by the Department, as appropriate, that-

(i) Is an experimental study, a quasi-experimental design study, or a well-designed and well-implemented correlational study with statistical controls for selection bias ( e.g., a study using regression methods to account for differences between a treatment group and a comparison group); and

(ii) Includes at least one statistically significant and positive ( i.e., favorable) effect on a relevant outcome.

Quasi-experimental design study means a study using a design that attempts to approximate an experimental study by identifying a comparison group that is similar to the treatment group in important respects. This type of study, depending on design and implementation ( e.g., establishment of baseline equivalence of the groups being compared), can meet WWC standards with reservations, but cannot meet WWC standards without reservations, as described in the WWC Handbooks.

Relevant outcome means the student outcome(s) or other outcome(s) the key project component is designed to improve, consistent with the specific goals of the program.

School eligible for a schoolwide program means any school eligible under 34 CFR 200.25(b) to operate a schoolwide program.

State educational agency (SEA) means the agency primarily responsible for the State supervision of public elementary schools and secondary schools.

What Works Clearinghouse Handbooks (WWC Handbooks) means the standards and procedures set forth in the WWC Standards Handbook, Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 2.1 (all incorporated by reference, see § 77.2). Study findings eligible for review under WWC standards can meet WWC standards without reservations, meet WWC standards with reservations, or not meet WWC standards. WWC practice guides and intervention reports include findings from systematic reviews of evidence as described in the WWC Handbooks documentation.

Application Requirements: The following requirements are from section 4625(a) of the ESEA. In order to receive funding, an applicant must include the following in its application:

(a) A description of the eligible entity.

(b) A memorandum of understanding among all partner entities in the eligible entity that will assist the eligible entity to coordinate and provide pipeline services and that describes the roles the partner entities will assume.

(c) A description of the capacity of the eligible entity to coordinate and provide pipeline services at two or more full-service community schools.

(d) A comprehensive plan that includes descriptions of the following:

(1) The student, family, and school community to be served, including demographic information.

(2) A needs assessment that identifies the academic, physical, nonacademic, health, mental health, and other needs of students, families, and community residents.

(3) Annual measurable performance objectives and outcomes, including an increase in the number and percentage of families and students targeted for services each year of the program, in order to ensure that children are-

(i) Prepared for kindergarten;

(ii) Achieving academically; and

(iii) Safe, healthy, and supported by engaged parents.

(4) Pipeline services, including existing and additional pipeline services, to be coordinated and provided by the eligible entity and its partner entities, including an explanation of-

(i) Why such services have been selected;

(ii) How such services will improve student academic achievement; and

(iii) How such services will address the annual measurable performance objectives and outcomes described above under (d)(3).

(5) Plans to ensure that each full-service community school site has a full-time coordinator of pipeline services at such school, including a description of the applicable funding sources, plans for professional development for the personnel managing, coordinating, or delivering pipeline services, and plans for joint utilization and management of school facilities.

(6) Plans for annual evaluation based upon attainment of the performance objectives and outcomes described above under (d)(3).

(7) Plans for sustaining the programs and services described in the application after the grant period.

(e) An assurance that the eligible entity and its partner entities will focus services on schools eligible for a schoolwide program under section 1114(b) of the ESEA.

Applications that do not address the application requirements are not eligible for funding and will not be reviewed.

as amended sections 4621-4623 and 4625 of the Elementary and Secondary Education Act (ESEA) of 1965 ( 20 U.S.C. 7275).

Projects must be awarded and operated in a manner consistent with the nondiscrimination requirements contained in the U.S. Constitution and the Federal civil rights laws. Projects serving children with disabilities must be operated consistent with the requirements of the Individuals with Disabilities Education Act.

Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) 34 CFR 200.25.

The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes.

The regulations in 34 CFR part 86 apply to institutions of higher education only.

II. Award Information

Type of Award: Discretionary grants.

Estimated Available Funds: $13,700,000.

Estimated Range of Awards: $275,000-$500,000 for each 12-month budget period; $1,375,000-$2,500,000 for the entire project period.

Estimated Average Size of Awards: $450,000 for each 12-month period.

Maximum Award: We will not make an award exceeding $2,500,000 for the entire project period.

Minimum Award: The Secretary is prohibited by section 4625(d) of the ESEA from making a grant under the FSCS program in an amount that is less than $75,000 for each year of the grant. Therefore, we will reject any application that proposes an amount that is less than $75,000 for any budget period.

Estimated Number of Awards: 30.

The Department is not bound by any estimates in this notice.

Project Period: Up to 60 months.

III. Eligibility Information

1. Eligible Applicants: A consortium of-

(a)(i) One or more LEAs; or

(ii) The Bureau of Indian Education; and

(b) One or more community-based organizations, nonprofit organizations, or other public or private entities.

A consortium must comply with the provisions governing group applications in 34 CFR 75.127 through 75.129.

If you are a nonprofit organization, under 34 CFR 75.51, you may demonstrate your nonprofit status by providing: (1) Proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; (2) a statement from a State taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual; (3) a certified copy of the applicant's certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; or (4) any item described above if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate.

2. a. Cost Sharing or Matching: To be eligible for an award, an applicant shall provide matching funds through non-Federal contributions, either in cash or in-kind donations. The applicant must propose the amount of cash or in-kind resources to be contributed for each year of the grant.

The Bureau of Indian Education may meet the matching requirement using funds from other Federal sources.

The Secretary does not, as a general matter, anticipate waiving the matching requirement in the future. Furthermore, given the importance of matching funds to the long-term success of the project, eligible entities must identify appropriate matching funds in the proposed budget.

b. Supplement not Supplant: This program is subject to supplement-not-supplant funding requirements. Grantees must use FSCS grant funds to supplement, and not supplant, any other Federal, State, and local funds that would otherwise have been available to carry out activities authorized under section 4625 of the ESEA.

c. Indirect Cost Rate Information: This program uses a restricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/​about/​offices/​list/​ocfo/​intro.html.

d. Administrative Cost Limitation: This program does not include any program-specific limitation on administrative expenses. All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E of the Uniform Guidance.

3. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application.

4. Planning: Interagency collaborative efforts are highly complex undertakings that require extensive planning and communication among partners and key stakeholders. Partnerships should be based on identified needs and organized around a set of mutually defined results and outcomes. Under section 4625(c) of the ESEA, applicants under this program may not use more than 10 percent of the total amount of grant funds for planning purposes during the first year of the grant. Funding received by grantees during the remainder of the project period must be devoted to program implementation.

5. Use of Funds: Under section 4625(e) of the ESEA, grantees must use FSCS grant funds to: (1) Coordinate not less than three existing pipeline services, as of the date their grants are awarded, and provide not less than two additional pipeline services, at two or more public elementary schools or secondary schools; (2) to the extent practicable, integrate multiple pipeline services into a comprehensive and coordinated continuum to achieve the annual measurable performance objectives and outcomes under section 4625(a)(4)(C) of the ESEA to meet the holistic needs of children; and (3) if applicable, coordinate and integrate services provided by community-based organizations and government agencies with services provided by specialized instructional support personnel.

6. Evaluation: Under section 4625(g) of the ESEA, grantees must conduct an annual evaluation of their project's progress in meeting the purpose of the FSCS program set out in section 4621(2) of the ESEA and use those evaluations to refine and improve activities carried out under the grant and the annual measurable performance objectives and outcomes in section 4625(a)(4)(C) of the ESEA. Grantees must make the results of their annual evaluation publicly available, including by providing public notice of the availability of such results.

Nothing in section 4625 of the ESEA shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded school or LEA employees under Federal, State, or local laws (including applicable regulations or court orders) under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employees and their employers.

IV. Application and Submission Information

1. Application Submission Instructions: For information on how to submit an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 ( 84 FR 3768) and available at www.govinfo.gov/​content/​pkg/​FR-2019-02-13/​pdf/​2019-02206.pdf, which contains requirements and information on how to submit an application.

2. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the FSCS program, your application may include business information that you consider proprietary. In 34 CFR 5.11, we define "business information" and describe the process we use in determining whether any of that information is proprietary and, thus, protected from disclosure under Exemption 4 of the Freedom of Information Act ( 5 U.S.C. 552, as amended).

Because we plan to make successful applications available to the public, you may wish to request confidentiality of business information.

Consistent with Executive Order 12600, please designate in your application any information that you believe is exempt from disclosure under Exemption 4. In the appropriate Appendix section of your application, under "Other Attachments Form," please list the page number or numbers on which we can find this information. For additional information please see 34 CFR 5.11(c).

3. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition.

4. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

5. Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you (1) limit the application narrative to no more than 150 pages and (2) use the following standards:

A "page" is 8.5″ × 11″, on one side only, with 1" margins at the top, bottom, and both sides.

Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, tables, figures, and graphs.

Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch).

Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial.

The recommended page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; the assurances and certifications; or the one-page abstract, the resumes, the bibliography, or the letters of support. However, the recommended page limit does apply to all of the application narrative.

6. Notice of Intent to Apply: The Department will be able to develop a more efficient process for reviewing grant applications if it has a better understanding of the number of entities that intend to apply for funding under this competition. Therefore, the Secretary strongly encourages each potential applicant to notify the Department of the applicant's intent to submit an application for funding by sending a short email message indicating the applicant's intent to submit an application for funding. The email need not include information regarding the content of the proposed application, only the applicant's intent to submit it. This email notification should be sent to with "INTENT TO APPLY" in the subject line by February 1, 2021. Applicants that do not notify us of their intent to apply may still apply for funding.

V. Application Review Information

1. Selection Criteria: The selection criteria for this competition are from 34 CFR 75.210. The maximum score for all of the selection criteria is 100 points. The maximum score for each criterion is included in parentheses following the title of the specific selection criterion. Each criterion also includes the factors that reviewers will consider in determining the extent to which an applicant meets the criterion.

Points awarded under these selection criteria are in addition to any points an applicant earns under the competitive preference priorities in this notice. The maximum score that an application may receive under the competitive preference priorities and the selection criteria is 109 points.

The selection criteria are as follows:

(a) Quality of the Project Design (up to 25 points).

The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers-

(1) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable.

(2) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs.

(b) Quality of the Project Services (up to 25 points).

The Secretary considers the quality of the services to be provided by the proposed project. In determining the quality of project services, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. In addition, the Secretary considers the following-

(1) The likely impact of the services to be provided by the proposed project on the intended recipients of those services.

(2) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services.

(c) Adequacy of Resources (up to 15 points).

The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers the following factors-

(1) The relevance and demonstrated commitment of each partner in the proposed project to the implementation and success of the project.

(2) The extent to which the costs are reasonable in relation to the number of persons to be served and to the anticipated results and benefits.

(d) Quality of the Management Plan (up to 20 points).

The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors-

(1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks.

(2) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project.

(e) Quality of the Project Evaluation (up to 15 points).

The Secretary considers the quality of the evaluation to be conducted of the proposed project. In determining the quality of the evaluation, the Secretary considers the following factors-

(1) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project.

(2) 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.

(3) The extent to which the methods of evaluation will provide valid and reliable performance data on relevant outcomes.

2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, and compliance with grant conditions. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.

In addition, in making a competitive grant award, the Secretary requires various assurances, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department ( 34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).

3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.205, before awarding grants under this competition the Department conducts a review of the risks posed by applicants. Under 2 CFR 3474.10, the Secretary may impose specific conditions and, in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D; has not fulfilled the conditions of a prior grant; or is otherwise not responsible.

4. Integrity and Performance System: If you are selected under this competition to receive an award that over the course of the project period may exceed the simplified acquisition threshold (currently $250,000), under 2 CFR 200.206(a)(2), we must make a judgment about your integrity, business ethics, and record of performance under Federal awards-that is, the risk posed by you as an applicant-before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. You may review and comment on any information about yourself that a Federal agency previously entered and that is currently in FAPIIS.

Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII, require you to report certain integrity information to FAPIIS semiannually. Please review the requirements in 2 CFR part 200, Appendix XII, if this grant plus all the other Federal funds you receive exceed $10,000,000.

5. In General: In accordance with the Office of Management and Budget's guidance located at 2 CFR part 200, all applicable Federal laws, and relevant Executive guidance, the Department of Education will review and consider applications for funding pursuant to this notice inviting applications in accordance with the following:

Selecting recipients most likely to be successful in delivering results based on the program objectives through an objective process of evaluating Federal award applications (2 CFR 200.205);

Prohibiting the purchase of certain telecommunication and video surveillance services or equipment in alignment with section 889 of the National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 200.216);

Promoting the freedom of speech and religious liberty in alignment with Promoting Free Speech and Religious Liberty (E.O. 13798) and Improving Free Inquiry, Transparency, and Accountability at Colleges and Universities (E.O. 13864) (2 CFR 200.300, 200.303, 200.339, and 200.341);

Providing a preference, to the extent permitted by law, to maximize use of goods, products, and materials produced in the United States (2 CFR 200.322); and

Terminating agreements in whole or in part to the greatest extent authorized by law if an award no longer effectuates the program goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We may notify you informally, also.

If your application is not evaluated or not selected for funding, we notify you.

2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice.

We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant.

3. Open Licensing Requirements: Unless an exception applies, if you are awarded a grant under this competition, you will be required to openly license to the public grant deliverables created in whole, or in part, with Department grant funds. When the deliverable consists of modifications to pre-existing works, the license extends only to those modifications that can be separately identified and only to the extent that open licensing is permitted under the terms of any licenses or other legal restrictions on the use of pre-existing works. Additionally, a grantee or subgrantee that is awarded competitive grant funds must have a plan to disseminate these public grant deliverables. This dissemination plan can be developed and submitted after your application has been reviewed and selected for funding. For additional information on the open licensing requirements please refer to 2 CFR 3474.20.

4. Reporting: (a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b).

(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html.

(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee with additional funding for data collection analysis and reporting. In this case the Secretary establishes a data collection period.

5. Performance Measures: We have established one performance measure for the FSCS program: The percentage and number of individuals targeted for services and who receive services during each year of the project period.

6. Continuation Awards: In making a continuation award under 34 CFR 75.253, the Secretary considers, among other things: Whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, the performance targets in the grantee's approved application.

In making a continuation award, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department ( 34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

Accessible Format: On request to the program contact person listed under FOR FURTHER INFORMATION CONTACT, individuals with disabilities can obtain this document and a copy of the application package in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format.

Electronic Access to This Document: The official version of this document is the document published in the Federal Register. You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Frank T. Brogan,

Assistant Secretary for Elementary and Secondary Education.

[FR Doc. 2021-00725 Filed 1-14-21; 8:45 am]

BILLING CODE 4000-01-P

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government federal register executive rulings notices

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Applications for New Awards; Full-Service Community Schools Program

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The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2021 for the Full-Service Community Schools (FSCS) program, Assistance Listing Number 84.215J. This notice relates to the approved information collection under OMB control number 1894-0006.

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Healthier Kids For Our FutureMental Health Grant

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Healthier Kids For Our FutureMental Health Grant

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In 2019, Cigna launched Healthier Kids For Our Future, a five-year, $25 million initiative to improve the health and well-being of children around the world—with an initial focus on food insecurity—in recognition that regular access to nutritious and sufficient food is the starting point for a healthier, more productive life.

In 2020, we expanded the initiative with a focus on mental health.

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Mental Health Grant | Cigna Healthier Kids for Our Future

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The Cigna Healthier Kids for Our Future mental health grant funds programs that address loneliness, anxiety, depression, and suicide prevention for children. Apply now.

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InterAct Story Theatre—Ali Oliver-Krueger, Emily Townsend

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InterAct Story Theatre—Ali Oliver-Krueger, Emily Townsend

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Ali@interactstory.com
301-879-9305

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Arts are for everyone ... and everyone learns through the arts! InterAct Story Theatre is a multidisciplinary arts-in-education organization and touring theatre for young audiences.

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michaelanthonyw55@gmail.com

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Matt@kidsmakethingsbetter.com
202-390-2723

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FutureMakers Snacks! - Hands-on materials for STEM learning at any distance!

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ultramat@starpower.net
410-647-8699

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The many history-inspired shows of History Alive! by Mary Ann Jung. Queen Elizabeth i, Clara Barton, Sally Ride, Rosalie of Riversdale, Amelia Earhart, Margaret Brent, and more groundbreaking women will lead you on adventures to show you that history is never boring.

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artsxculture@gmail.com
617-794-9391

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josetteyoung1@gmail.com
301-455-5170

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"Mission to entertain inspire and educate, Home is what inspires my craft, there is no place like home."

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ridgway.jennifer@gmail.com; yarddramas@gmail.com
301-500-0915

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tiology@gmail.com
571-232-7903

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All about Ti Coleman! Comedian. Teacher. Storyteller. Improvisor. Writer.

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niceshotmhi@gmail.com
443-468-4523

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chris@synetictheater.org
706.799.1843

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Synetic continually redefines theatre by blending innovative techniques and movement, investing in our artists' growth, and creating unforgettable visceral experiences for every audience.

Our kinesthetic approach to learning helps students create personal connections to subject material, giving teachers and students tools for creating meaningful context for academic goals. Synetic's pedagogical methods motivate students to find personal empowerment through self-expression, search for answers to important questions through the cooperative artistic process, and cultivate compassion, empathy and understanding through physical theatre arts.

Performances and dates coming soon.

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Synetic continually redefines theatre by blending innovative techniques and movement, investing in our artists' growth, and creating unforgettable visceral experiences for every audience. Our kinesthetic approach to learning helps students create personal connections to subject material, giving teachers and students tools for creating meaningful context for academic goals.

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pmatthews@singlecarrot.com
503-951-9192

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We Stand In Solidarity

In light of the recent violence against George Floyd, Breonna Taylor, Nina Pop, Ahmaud Arbery, Tony Mcdade, and the many other Black and Brown lives lost that still go unnamed:

Single Carrot Theatre stands in solidarity to fight for racial justice and dismantle systems of white supremacy. We acknowledge that we benefit from these systems of oppression and are actively working against how they show up within our organization, while also building equity in our artistic practice. We commit to enacting long-term change. We will not be free until we can all stand together in power and peace.

While there is a long road ahead of us to address racist structures upon which our nation was built, here are some local organizations you can support and learn about to take immediate action.

Baltimore Racial Justice Action
(Area anti-racism resources and trainings)

Baltimore Legal Action Team's Community Bail Fund
(Bail fees available for those arrested in protests)

No Boundaries Coalition
(Community led advocacy in Central West Baltimore)

Mentoring Mentors
(A mentorship program for black youth )

_________________________________________________________________

Single Carrot Theatre
3001 Old York Road
Baltimore, MD 21218
(443) 844-9253
info@singlecarrot.com

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In light of the recent violence against George Floyd, Breonna Taylor, Nina Pop, Ahmaud Arbery, Tony Mcdade, and the many other Black and Brown lives lost that still go unnamed: Single Carrot Theatre stands in solidarity to fight for racial justice and dismantle systems of white supremacy.

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carlaperlo@gmail.com
240-353-2418

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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nipun07@gmail.com
3015523702

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khaleshia@dramatic-play.com
240-780-8990

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Arts Education Experiences | dramatic-play | United States

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At dramatic-play create and deliver freshly approached arts education, arts experiences and arts solutions that meet the 21st Century needs of communities, schools, businesses and beyond.

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Story  Tapestries: Arianna Ross and the Ensemble

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Story  Tapestries: Arianna Ross and the Ensemble

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Program Manager: Valerie Baugh-Schlossberg
Managing Director: Steven Barker
program@storytapestries.org
301-916-6328

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Learn

Improve your knowledge & skill with our educator resources.
Find Out More

We Are Story Tapestries

Story Tapestries empowers, educates and encourages children and adults to integrate the arts into all aspects of their lives.

Why Story Tapestries?

Our professional artists share the magic of the arts and enhance individuals' literacy, social-emotional and STEAM skills through performances, workshops, artist residencies and educator training programs. Increasing access to the arts within school and community settings can be life-changing. Story Tapestries executes programs guided by the belief: "With arts, understanding; with understanding, community."
Learn More

Latest News

Do you have an interest in arts, education, social equity, and youth? Are you looking for a meaningful volunteer opportunity? ...
Read More

Register for Storytelling Broadcasts HERE! Register for Story Circles HERE! Read below for more information. Share Your Life Stories is ...
Read More

Story Tapestries is excited to announce the launch of our Silent Auction! Items are open for bidding, with new items ...
Read More

Testimonials

This was one of the best, if not the best, program we have heard in the past ten years' offerings for Reading night. We highly recommend Arianna with her Story Tapestries programs for any age.

Rochell H. Grey
Media Specialist
Quantico Base, VA

I loved having Mrs. Ross in my class these past four days. Through her methods my students were able to see, connect to, and comprehend complex story elements...

Ms. Williams
Language Arts Teacher
Zebulon Middle School

This helps me write because I can see myself as the character!

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Improve your knowledge & skill with our educator resources. Find Out More Story Tapestries empowers, educates and encourages children and adults to integrate the arts into all aspects of their lives.

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lilianeblom@gmail.com
301.518.5312

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Some of my Four Seasons paintings are being featured mural size as part of the Visarts new Art Walk pilot project at Westfield Montgomery Mall.

Located by the Cheese Cake factory, come see them, they are looking fab!

​

Instagram Feed

Seasonal Rhythms Transforming an Urban Garden

Galleries

Rockville Made

Peerless Rockville is thrilled to debut Rockville Made in their gift shop! Several months ago, they put out a call for local artists to look to Rockville's history, heritage and culture for inspiration in creating art for Peerless Rockville's gift shop. Bookmarks, cards, magnets, posters anyone?

​

In the Historic Red Brick Courthouse
29 Courthouse Square, Rockville, MD 20850

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Immersive Art | Liliane Blom Art Studio | United States

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Instagram Feed Seasonal Rhythms Transforming an Urban Garden Galleries Rockville Made Peerless Rockville is thrilled to debut Rockville Made in their gift shop! Several months ago, they put out a call for local artists to look to Rockville's history, heritage and culture for inspiration in creating art for Peerless Rockville's gift shop.

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storytelling@noabaum.com
703-244-1938

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info@rockcreeksteeldrums.com

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Rockcreek Steel Drums is one of the largest manufacturers of steel drum musical instruments in the United States. We build steel drums and teach people how to play them. We also play them ourselves in our bands Bermuda Blue and The Geckos.

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Rockcreek Steel Drums is one of the largest manufacturers of steel drum musical instruments in the United States. We build steel drums and teach adults and children how to play them. We also play them ourselves in our bands Bermuda Blue and The Geckos.

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Linda.Kohler@ltyc.net
443-261-LTYC

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February 16, 2021

Join LTYC and friends for a virtual luncheon to learn more about LTYC's mission and vision and newest initiatives to impact youth and families through arts education. The event will be held on February 16, 2021 at 12PM featuring host, Dionne Joyner-Weems of the AudaCity Group, Keynote Speaker and Owner of Mess In A Bottle, Kalilah Wright, a cooking demonstration by Executive Chef Aaron Taylor of the Atlas Restaurant Group, performances, artist collaboration, a virtual arts gallery, and more!

November 7, 2020

MOVE Maryland is a virtual day of wellness taking place online on Saturday, November 7, 2020 beginning at 9AM. Participants who fundraise at least $200 for their favorite cause will receive a unique access code to view the workout sessions, groove to energizing music, and receive an absolute abundance of inspiration. Show your support by contributing to our campaign before November 6, 2020! Visit https://give.movemaryland.org/ltycarts to give!

July 13, 2020 - July 17, 2020

LTYC LEARN's Virtual Arts Camp is 5 weeks of online arts for students and families. Through live virtual classrooms, portfolio creation, virtual field trips and home-based projects, LTYC LEARN camp will ignite creativity and inspire us all to reimagine the art of learning. LTYC LEARN is a space to share ideas and resources, access creative opportunities and experiences and collaborate with a network of other arts lovers your age.

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February 16, 2021 Join LTYC and friends for a virtual luncheon to learn more about LTYC's mission and vision and newest initiatives to impact youth and families through arts education.

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Info@craftyants.art
202.641.5567

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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laurenmhowie@gmail.com
443.531.2345

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ashley@creativityfirstcompany.com
301-879-9319

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brookspeter@msn.com
202-210-8816

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When the city of Baltimore determined that my grandfather's house was of no historical significance, I felt I had to do something and show people how the accomplishments of their ancestors are still important and relevant today.

My grandfather was a part of what I call "the single most important purely cultural event in American History," the Harlem Renaissance.

In my speech, I reveal the 5 key elements that caused this event to happen. These are the secret passage ways that you and your organization can use to:

Remain relevant 100 years hence.

Be resilient in the face of overwhelming odds.

Enjoy a comprehensive increase in productivity and creativity.

Appreciate and be inspired by our journey to this point.

We are at a critical juncture in our society. We can either continue to dispel our history, or we can cultivate from it the tools and mechanism our ancestors used to build a great culture.

Both my grandfather and grandaunt helped propel the An educator, dancer, singer, and marketing professional, Harlem Renaissance. My Aunt Blanche was the first African-American sex symbol, and my grandfather laid the foundation for both rock and roll and hip hop music in America.

I share with groups and students practical ways in which we can overcome problems and obstacles by taping into this "golden age" of American culture.

I have helped organizations of all sizes and industries achieve elite level results, particularly in operations and business development.

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When the city of Baltimore determined that my grandfather's house was of no historical significance, I felt I had to do something and show people how the accomplishments of their ancestors are still important and relevant today. My grandfather was a part of what I call "the single most important purely cultural event in American History," the Harlem Renaissance.

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janicethegriot@aol.com
443-253-1804

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Thema and the

Thema and the Wonderful Black Gourd is a delightful coming of age story set in Ghana. As Thema struggles with growing up away from her parents she is helped by a beautiful reflection in the river. Grow with Thema and you may discover the lesson hidden in the Wonderful Black Gourd.

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Thema and the Thema and the Wonderful Black Gourd is a delightful coming of age story set in Ghana. As Thema struggles with growing up away from her parents she is helped by a beautiful reflection in the river. Grow with Thema and you may discover the lesson hidden in the Wonderful Black Gourd.

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molly.hoopes@baltimorecity.gov
(410) 396-7839

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tresubira@gmail.com
443-819-0601
Looking to collaborate with other artists and find opportunities to provide programming.

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Afrikan Youth Alchemy (AYA Inc.) is a community-based organization that utilizes cultural education, media arts, and expeditionary learning as tools to foster leadership and civic engagement among urban youth. Established in 2008, the organization facilitates 2 programs: The Griot's Eye Program and Independent Afrikan Minds Program (IAM).

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artsofevergreen@gmail.com
301.801.1475

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Welcome to Evergreen!

At Evergreen, we believe in Learning by Doing. Using our 130-acre historic farm and surrounding forest as an outdoor classroom, we offer opportunities for hands-on learning about the world around us. Our abundant natural resources provide a meaningful place for children, youth, and adults to learn, grow, and thrive. Read more about our mission to empower children through experiential education HERE.

To receive our quarterly Newsletter send an email to foundation@evergreenheritagecenter.org

Thank you for visiting! - Janice Keene, President Evergreen Heritage Center Foundation

Become a Friend of Evergreen!

Become a "Friend of Evergreen" and your contribution supports a variety of museum and agriculture projects, educational programs and workshops for the schools and community, and continued conservation and property maintenance.

Living Off the Land Agricultural Museum

In 2017-18, the EHC Foundation restored the property's bank barn, which per historical experts was professionally built over 200 years ago. With the restoration of the upper barn complete, the EHC turned its attention to establishing the agricultural museum in the Barn's lower level stables. The museum's objective is to share the heritage and history of 200 years of rural Western MD farm life through the display of handmade tools and implements telling the story of the farm. Both the farmhouse and the barn will be available for public tours, school field trips, and bus tours once Maryland's gathering restrictions are lifted.

This new museum was set to debut with Evergreen's Spring open house event and plant sale, however, due to gathering restrictions, the in-person event was postponed. In the meantime, Evergreen offers the public a virtual tour of the new Living Off the Land Agricultural Museum, housed in the stables of the recently restored 200 year old Evergreen Barn. The new Museum is filled with hundreds of farm antiques and artifacts that tell the story of farming at Evergreen from its settlement in the late 1700s. The EHC has developed a guided video tour and a short clip which gives a brief glimpse into the Agricultural Museum. CLICK HERE

Take a virtual tour of the Evergreen Heritage Center

Tour our award-winning programs in action, and learn about our unique history spanning three centuries.

Read our latest Evergreen Highlight:

Check out this article on the newly renovated barn HERE

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At Evergreen, we believe in Learning by Doing. Using our 130-acre historic farm and surrounding forest as an outdoor classroom, we offer opportunities for hands-on learning about the world around us. Our abundant natural resources provide a meaningful place for children, youth, and adults to learn, grow, and thrive.

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Rachel Martin
grants@clancyworks.org
301-717-9271

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Dance Educator's Training Institute

DETI is Going Virtual!

Our annual Dance Educator's Training Institute (DETI) is scheduled to take place August 17-19, 2020.

This year, we've decided to take DETI online, due to COVID-19.

While we are saddened not to be able to hold DETI in person, we are excited to welcome people from around the world, who might not otherwise be able to join us! We will have more information about DETI Online in the coming days.
Click here to learn more!
(Press ESC key to close popup.)

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ClancyWorks Dance Company | Shifting Perceptions Through Performance

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DETI is Going Virtual! Our annual Dance Educator's Training Institute (DETI) is scheduled to take place August 17-19, 2020. This year, we've decided to take DETI online, due to COVID-19. While we are saddened not to be able to hold DETI in person, we are excited to welcome people from around the world, who might not otherwise be able to join us!

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Cori Dioquino, Asian Pasifika Arts Collective

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Cori Dioquino, Asian Pasifika Arts Collective

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cdioquino@baltimoreapac.org
Looking to learn more about applying to grants and fundraising. I would also love to connect with people who have expertise on social media marketing and how to manage social media accounts for a small organization.

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Thank you for joining us virtually on Saturday, October 24, 2020 for our second annual storytelling slam, AAPI Voices. The event was hosted by A++ Comedy Improv troupe's Sam Brunner and featured stories by AAPI artists Ryan Artes, Kyunghee Chen, Kyosin Kang, Precious Ringor and Nexus as well as performances by La Ti Do and Broadway actor Al Guerzon.

Miss the slam? It's okay! You can still catch the full recording on our Facebook: @baltimore.apac!

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Thank you for joining us virtually on Saturday, October 24, 2020 for our second annual storytelling slam, AAPI Voices. The event was hosted by A++ Comedy Improv troupe's Sam Brunner and featured stories by AAPI artists Ryan Artes, Kyunghee Chen, Kyosin Kang, Precious Ringor and Nexus as well as performances by La Ti Do and Broadway actor Al Guerzon.

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Naturezen@yahoo.com
703-371-4495
In the program World Music and Technology A joyful journey students are exposed to many different instruments they listen to recordings of world music and they get hands-on experience with tablets provided by Mr. Kennedy that have many musical apps installed on them. If done virtually family members are encouraged to dig out the old cell phones and I explain how to install the music apps on their phones. This program can be done virtually as students are encouraged to use their parents cell phones. I tell them how to put the apps on them

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davidcolonialmusic@gmail.com
410-544-6149
We've presented "Music of Colonial Maryland" many hundreds of times over several decades. In colonial costume we present songs stories and instrumental works on replica period instruments: harpsichored, violin, hammered dulcimer, djembe, Baroque guitar and English guitar. The music, discussion, and Q&A inform about gender roles, social class and the vastly different technologies and living arrangements of 250 years past. We love doing this as a complement to our adult programming and lecturing, leading of teacher institutes, academic writing and recording projects.

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Databases

Based on decades of research, the Colonial Music Institute's research facilitated the creation of a number of research databases on Early American music and dance.

Explore the Databases

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Based on decades of research, the Colonial Music Institute's research facilitated the creation of a number of research databases on Early American music and dance. Explore the Databases

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smalltimorehomes.org@gmail.com
Resources Available:
- Virtual Service Learning Hours
- STEAM Programming
- Weekly Tools training and volunteer engagement of ALL AGES to Build micro-shelters
- Water filtration demonstrations
- Power - Solar and Hand Generator Demonstration
- Homelessness Awareness and Advocacy

Resources Needed:

- 21215 Preschool families (English and Spanish Speaking)
- Access to families and children for PreK FREE 30 wk Early Learning Programming
-Other teaching Artist with free weekly and Monthly programming for Virtual After School Programming
-More Materials to use to construct shelters (scrap and left over materials from commercial sites)
-Corporate sponsorship for funding and volunteer support

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An Affordable Housing Initiative

Smalltimore Homes is an affordable housing and sustainable living solution designed to improve communities and help to end homelessness. Smalltimore Homes focuses on enhancing community living and improving neighborhoods by creating alternative ownership opportunities through micro shelters and tiny dwellings . Our ownership programs and volunteer building activities are designed to be a catalyst that helps our villagers to reach their goals and fulfill their potential.

Learn more about the positive impact we have and join us in bringing about positive change.

​

SponsorShip and In-Kind Donations

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Home | Smalltimore Homes | Batimore, Maryland

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An Affordable Housing Initiative Smalltimore Homes is an affordable housing and sustainable living solution designed to improve communities and help to end homelessness. Smalltimore Homes focuses on enhancing community living and improving neighborhoods by creating alternative ownership opportunities through micro shelters and tiny dwellings .

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egreen@gbul.org
4433006639
Resources Available:
Virtual service learning hours, youth development programming/coaching, cultural competency in programming

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Nonprofit organization that works to enable African Americans and other minorities to achieve equal opportunities in education, employment, housing, and healthcare.

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Levine Music
swilliams@levinemusic.org

Educational Programs Manager for Levine Music Theatre.

We are looking for other partner programs, teaching artists and to learn about summer programs being offered.

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Find Your Course

Levine offers outstanding music instruction and programs to students of all ages, interests, and skill levels at five campuses in the DC area. Come explore our year round classes and programs in classical music, jazz, rock, musical theatre, folk and so much more! At Levine, we come together in music. View Course Catalog "

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Levine offers outstanding music instruction and programs to students of all ages, interests, and skill levels at five campuses in the DC area. Come explore our year round classes and programs in classical music, jazz, rock, musical theatre, folk and so much more! At Levine, we come together in music.

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Barb Wirsing
Education Director
barbw@hippodromefoundation.org

Theater experiences can be life-changing.  Through free outreach and education programs, the Hippodrome Foundation works to introduce Maryland students and community members to the arts and all of the assets of the France-Merrick Performing Arts Center. By exposing young people to new possibilities, we are raising the curtain on opportunity.

Currently providing virtual master classes and Camp Hippodrome during the summer.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Melissa Seltzer Gordon Center for Performing Arts at the JCC of Greater Baltimore https://www.jcc.org/gordon-center

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Melissa Seltzer Gordon Center for Performing Arts at the JCC of Greater Baltimore https://www.jcc.org/gordon-center

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Habimah Arts Camp

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Story Tapestries is a leading arts service organization that increases accessibility and equity in educational and community spaces through:

1) professional performances in storytelling, theater, dance, spoken word and other art forms in a variety of public spaces;

2) workshops and in-depth training programs to build students of all ages’ ability to use the performing, visual, and literary arts to develop their voices, share their stories and increase their literacy, social-emotional and STEAM skills; and

3) collaborations with other service-providing organizations as a means to spark open community dialogue that promotes social justice and inclusivity and shifts the power dynamic, breaking down the barriers that apparently divide us to connect with our humanity and bring light to our likenesses.

Our vision is to make the arts, in all of its forms, a part of daily life for every person.

Our Core Values:

The Arts
The Arts are at the core of every Story Tapestries program – be it a live performance, a community conversation, a professional development workshop, a class for children, an artist-in-residency at a school or an exhibition of work. We firmly believe, and have observed, that those who integrate the arts into all aspects of their life live a richer, more fulfilling existence. Our vision is for every individual to understand how to use the arts as a vehicle for change, making a global difference in how we communicate, learn and support one another.

Creating open spaces
Providing people the opportunity, time and place to learn and express themselves is a fundamental component of Story Tapestries. We guide people to recognize the value of their story and to develop their voice. We help them create the space to listen and hear other people. Furthermore, our collaborative process both in planning and executing programs nurtures understanding as well as trust and gives people the opportunity to participate actively in the conversation.

Weaving a tapestry of diversity
Every art form is valuable. Every learning style is important. Every subject matter needs time. Every person has a story and a perspective, and every story is valuable and can benefit others. If you weave all of the art forms, stories, subjects and perspectives together you have a stronger, more resilient community.

Education is key to success
Story Tapestries seeks to activate the minds of every type of learner and help to dissolve barriers to education. Our programs incorporate evidence-based practices that develop literacy, STEAM, social-emotional and 21st century skills. We work with artists, community leaders and educators to design programs that maximize impact.

It takes the whole community to build community
Our hope, in collaboration with our partners, is always to serve children and adults equally. We have seen that in order to effect lasting change, we must engage entire communities regardless of age, race, financial situation, gender, religion and ability. Therefore, we have designed a collaborative planning process that begins with meeting organizations and individuals to listen to their stories and moves forward by collectively creating a custom-designed project that involves and serves everyone.

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Learn

Improve your knowledge & skill with our educator resources.
Find Out More

We Are Story Tapestries

Story Tapestries empowers, educates and encourages children and adults to integrate the arts into all aspects of their lives.

Why Story Tapestries?

Our professional artists share the magic of the arts and enhance individuals' literacy, social-emotional and STEAM skills through performances, workshops, artist residencies and educator training programs. Increasing access to the arts within school and community settings can be life-changing. Story Tapestries executes programs guided by the belief: "With arts, understanding; with understanding, community."
Learn More

Latest News

In 2017, the Montgomery County Police in Maryland reported a 26% increase in bias incidents over the previous year. Of ...
Read More

Friday, October 16, 2020, 5pm to 7pm To join our ten year celebration, purchase your place card ticket for your ...
Read More

Join Story Tapestries and Game Genius for our Virtual Family Game Night to play together in creative ways! Story Tapestries ...
Read More

Testimonials

This was one of the best, if not the best, program we have heard in the past ten years' offerings for Reading night. We highly recommend Arianna with her Story Tapestries programs for any age.

Rochell H. Grey
Media Specialist
Quantico Base, VA

I loved having Mrs. Ross in my class these past four days. Through her methods my students were able to see, connect to, and comprehend complex story elements...

Ms. Williams
Language Arts Teacher
Zebulon Middle School

This helps me write because I can see myself as the character!

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Improve your knowledge & skill with our educator resources. Find Out More Story Tapestries empowers, educates and encourages children and adults to integrate the arts into all aspects of their lives.

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Baltimore classical Guitar Society

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Adventure Theatre MTC
We provide afterschool experiences for students at our studios as well as in partnership with schools and other community organizations.

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Welcome to ATMTC Academy! ATMTC Academy provides programs for students in grades K-12 that give them the opportunity to explore musical theatre through class and performance opportunities. Our goals are: To expose students to the joy of theatre and performance To provide students with comprehensive musical theatre training To prepare students for college and/or a [...]

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rasmith55@gmail.com

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Www.maykesler.com www.keslerdances.com Or just call me at +13016023551 www.keslerdances.com

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janikka.simms@wearefrederick.org

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We are looking for talented visual arts teachers to join our staff and lead full-day camps for for the following weeks:

Week 6: August 2-6, Grades K-2
Week 8: August 16-20, Grades 2-4

Week 9: August 23-27, Grades K-2

We are also looking for teachers for future Fall class programming. Contact programs@hocoarts.org for more info.

hocoarts.org/camp

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Substitute faculty as needed. Students will be notified of long-term faculty changes.

Cancel a program at any time for reasonable cause.

Deny registration or entry when deemed necessary for public safety.

Ask any student to leave if he or she is disruptive or interferes with the safety of others and to suspend a child from a program, without refund, after notifying parent of disciplinary problems.

Photograph program participants for publicity, educational, or documentary use.

Adjust program details as necessary.

Medical Information/Emergencies:

It is the responsibility of participants to consult with a physician regarding their/ their child's physical condition and ability to participate in this program.

All program participants must complete HCCA's Emergency Form Waiver & Release.

For emergencies requiring immediate medical attention, staff will call 911 and notify the student's parents or emergency contact.

Rules of Conduct Include:

No smoking in the building.

No soliciting or loitering.

No inappropriate or indecent conduct or language.

No interference with employee duties.

No defacing property.

No unauthorized use of illegal drugs, intoxicants and/or weapons.

Any other conduct that is disruptive or may jeopardize the safety of others is strictly prohibited.

Neither the facility staff nor instructors are responsible for children before or after the scheduled program/class unless otherwise pre-arranged in writing. It is your responsibility to take your child to the teacher at the start of the program and pick your child up from the teacher immediately after the program. A fee of $5 for the first five minutes and $5 per minute for each additional minute will be assessed if your child is not picked up at the close of the program/class and no prior arrangements have been made with the staff.

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Arts Camps - Explore | Howard County Arts Council

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Substitute faculty as needed. Students will be notified of long-term faculty changes. Cancel a program at any time for reasonable cause. Deny registration or entry when deemed necessary for public safety.

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Director of Communications & Outreach
allie@createartscenter.org
301-588-ARTS (2787)
https://createartscenter.org

CREATE is seeking teaching artists for a variety of programming - onsite/online/afterschool classes for youth; no school day and seasonal break camps; 11 weeks of summer art camp; and adult workshops.

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Denise Jones, Director of Community Engagement at Carpe Diem Arts, Inc.

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Denise Jones, Director of Community Engagement at Carpe Diem Arts, Inc.

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www.carpediemarts.org, Denisejones@carpediemarts.org, (301) 442-3194
" We create opportunities for people of all ages and walks of life to participate in the visual, literary and performing arts by initiating and promoting multigenerational and multicultural community events and arts outreach activities in the National Capital Region and on Maryland's Eastern Shore. "
* Youth ArtBeat - cultural arts, visual arts, music instruction, dance, STEAM programs for youth Gr. to 5
* ArtVentures: Artists for Social Change
* Jump Start with the Arts - for early child learners and caregivers
* Parent, youth , teen and adult content with our partner, Brass Ring Company, led by Denise Jones www.facebook.com/brassring4u

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Carpe Diem Arts VIRTUAL After-School and Summer Programs-Menu of Options 051520

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BlackRock has provided access to the arts through exceptional classes, performances, exhibits, and community and family events.

And the last year exposed just how much we truly need community, connection, and creativity in order to survive and thrive.

​

For this reason, BlackRock has evolved beyond just a cultural arts center into a central resource for families in and around Upcounty Montgomery County Maryland.

​

This includes feeding over 1,000 families every week, providing essential social and emotional learning to children, sustaining the conversation around racial injustice and inequity, and keeping the arts accessible to all when we all need them the most.

​

BlackRock is here for you, our community, and beyond.

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Arts | BlackRock Center for the Arts | United States

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Leading Cultural Arts Center providing arts education, camps, performances, and exhibits. The current home of the Upcounty Hub.

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Nicole Humphreys
Director of Maryland and DC Programs

We operate an after school and summer camp (Holistic Me) and are always looking for great enrichment partners to bring to our students.

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Prince George's County Parks and Recreation - Arts on a Roll Program

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Prince George's County Parks and Recreation - Arts on a Roll Program

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Lila Stone Newberry
Arts on a Roll Program Coordinator
lila.stone-newberry@pgparks.com

We are looking for teaching-artists for upcoming virtual programming.

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I'm a community schools principal looking for more outlets for my kids!

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Robotics 101-103
Computer Programming 101-103
3D Pen Arts & Tech 101-103
Online Virtual Sessions with Hands on Kits! 21st century skills challenged and reinforced.

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Sydney Allen Resident Teaching Artist for Wide Angle Youth Media 

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Sydney Allen Resident Teaching Artist for Wide Angle Youth Media 

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" Through media arts education, Wide Angle Youth Media cultivates and amplifies the voices of Baltimore youth to engage audiences across generational, cultural, and social divides. Our programs inspire creativity and instill confidence in young people, empowering them with skills to navigate school, career, and life. Since 2000, Wide Angle Youth Media has worked with over 5,500 youth from across Baltimore City who have produced hundreds of digital media projects about their lives and communities. "

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EVENTS Programs Support Media Watch WAYM Movies BSO 2018 Spring Zine Know Your Rights!

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Meg@FitnessFunandGames.org
We have 14 sites in Baltimore City, with ages 4 to 14, before and after school and summer. We are seeking ways to include more arts that could be on site and/or remote.

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Fitness Fun & Games is a non-profit organization established to provide quality programs for children, ages 2 to 18, which support healthy growth of the individual including cognitive, physical, social and emotional development, during out-of-school hours. To find a program in your neighborhood, visit the locations page. Or, you have any questions, please email us

find a location email us

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Fitness Fun & Games is a non-profit organization established to provide quality programs for children, ages 2 to 18, which support healthy growth of the individual including cognitive, physical, social and emotional development, during out-of-school hours. To find a program in your neighborhood, visit the locations page.

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Technical Director at Montpelier Arts Center in Laurel, MD
alan.ernstein@pgparks.com
We hold a variety of classes and are always looking for interested instructors.

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Linda Kohler, Nonprofit Consultant at Leaders of Tomorrow Youth Center

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Linda Kohler, Nonprofit Consultant at Leaders of Tomorrow Youth Center

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linda.kohler@ltyc.net - looking for candidates for virtual/media art, 1-2 hours a week

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aadams@elev8baltimore.org

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Handmade tile, tile and mosaic murals, paper engineering.
Virtual residencies as well as asyncronous lessons.

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Amanda Pellerin - Making creative AHA moments for students of all ages!

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Are you interested in creating something awesome together?
I'd love to hear from you!

Send me a note and let me know what's inspiring you. I love to work with school age and adult students on anything from hand-made tile mosaic projects, to pottery, to sculpture, to developing clay inspired STEAM integrated lesson plans.

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Contact - Amanda Pellerin - Making creative AHA moments for students of all ages!

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Send me a note and let me know what's inspiring you. I love to work with school age and adult students on anything from hand-made tile mosaic projects, to pottery, to sculpture, to developing clay inspired STEAM integrated lesson plans.

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Denise Jones, Teaching Artist, and Lead facilitator of cultural and creative arts programs for children, youth, teens and adults. Parent engagement work is delivered in English, and Spanish or Amharic. www.facebook.com/brassring4U 

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Denise Jones, Teaching Artist, and Lead facilitator of cultural and creative arts programs for children, youth, teens and adults. Parent engagement work is delivered in English, and Spanish or Amharic. www.facebook.com/brassring4U 

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www.brassringcompany.com
(301) 442-3194
Denise@brassringcompany.com

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Maura Dwyer, muralist and crankie artist, available for OST workshops both virtual and in-person (pandemic pending) 

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Maura Dwyer, muralist and crankie artist, available for OST workshops both virtual and in-person (pandemic pending) 

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Contact: maurasdwyer@gmail.com

Baker Portfolio:
https://bakerartist.org/portfolios/maura-dwyer

MSAC Roster Listing: https://www.msac.org/artists-in-residence-roster/maura-dwyer

Young Audiences Listing:
https://www.yamd.org/artist/maura-dwyer/

Mural Studio website:
http://www.spectrumstudio.org/

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Danielle Mathers, School Partnerships Manager, Imagination Stage (dmathers@imaginationstage.org)-- seeking teaching artists for summer/ networking with schools

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Danielle Mathers, School Partnerships Manager, Imagination Stage (dmathers@imaginationstage.org)-- seeking teaching artists for summer/ networking with schools

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Mosaic Kits, Pop up Book Kits, Handmade Tiles From Home

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Pre- Covid our professional theatre would become an entirely educational home for artistic expression over the summer!

We offered full-day, full-week summer camp experiences for students entering Grades K-8.

Now, we are offering summer programs however, we are still working on what exactly that looks like.

We are excited to get to know the Teaching Artists and networking with the other providers.

For more information please visit our website below,
call 443. 776.8580,
or email Education@everymantheatre.org

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Your creative journey begins with Everyman Education. Through dynamic and diverse programming, Everyman Education welcomes students across lifespan to engage in safe theatrical experiences that encourage discovery, build confidence, and inspire artistic growth.

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Your creative journey begins with Everyman Education. Through dynamic and diverse programming, Everyman Education welcomes students across lifespan to engage in safe theatrical experiences that encourage discovery, build confidence, and inspire artistic growth.

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Tammy Burr, Coordinator of Special Programs, St. Mary's County Public Schools

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Tammy Burr, Coordinator of Special Programs, St. Mary's County Public Schools

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tjburr@smcps.org

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Fitness Fun & Games
MSDE licensed child care for ages 3 to 14, at 14 locations in Baltimore City, mostly in public schools, including several summer programs. Seeking partnerships with artists, preferably along with funding, in-person or virtual.