Principal - Crayola Supplement - September/October 2016 - 7

Champion Creatively Alive Children

Those funds, however, do come with strings attached.
Title I programs must demonstrate that they use researchbacked effective strategies to meet any one (or several)
of the four Title I goals: student achievement, student
engagement, parent involvement, and school climate/
culture. A compelling body of evidence shows that arts
strategies have been effective in reaching each of those
four goals.
In turn, federal Title I policy clearly allows schools
and districts to include arts education in their strategies
to achieve Title I goals. At the state level in California,
however, the alliance found that there was a lack of clarity
about whether and how the arts could play a role in Title
I. That lack of clarity, coupled with a fear of reprisal-the
potential revocation of funding for programs that didn't
meet state or federal expectations-was keeping schools
and districts from including arts education in their
strategies for achieving Title I goals, or including them
in a way that would draw no attention to those practices.

California's Title I Initiative
The intent of the Title I Initiative, therefore, was
to develop and clarify a policy pathway-a shared
understanding aligned across school, district, state, and
federal levels of leadership regarding what is allowable
when it comes to expending Title I funds on arts
education. This pathway, when fully activated, could have

Coronita Elementary School,
Corona, California

the effect of breaking barriers to access across the state for
implementing proven, effective programming for some of
the state's most under-resourced students.
The process wasn't rocket science. Progress is measured
one step at a time. It's exciting to see results in school
districts that are actually doing the work, and hearing
conversations around Title I shifting from "Can we do it?"
to "How do we do it?" The alliance's strategy has been to
get the word out as clearly and as often as possible-and to
empower others to have similar conversations. Following
these recommendations could help your community access
Title I funds for arts education:
n

n

E.M. Downer Elementary School,
San Pablo, California

www.naesp.org

Start with school-level, district, and community leaders
around the state talking about Title I goals and how art
helps achieve them.
Use the alliance's online resource, title1arts.org.
It provides guidance based on the Title I yearlong
planning cycle, with each stage of the planning cycle
having its own dedicated resource "room." For example,
the "Identifying a Strategy" resource room is dedicated
to the Title I requirement of selecting a research-based
strategy for a schoolwide Title I program. Use the
research matrix that draws from the Arts Education
Partnership's ArtsEdSearch, with more than 200 vetted
studies on the impact of arts education, and maps the
studies onto the four Title I goals.
Principal Special Supplement n September/October 2016

7


http://www.title1arts.org http://www.naesp.org

Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

Contents
Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
Principal - Crayola Supplement - September/October 2016 - 3
Principal - Crayola Supplement - September/October 2016 - 4
Principal - Crayola Supplement - September/October 2016 - 5
Principal - Crayola Supplement - September/October 2016 - 6
Principal - Crayola Supplement - September/October 2016 - 7
Principal - Crayola Supplement - September/October 2016 - 8
Principal - Crayola Supplement - September/October 2016 - 9
Principal - Crayola Supplement - September/October 2016 - 10
Principal - Crayola Supplement - September/October 2016 - 11
Principal - Crayola Supplement - September/October 2016 - 12
Principal - Crayola Supplement - September/October 2016 - 13
Principal - Crayola Supplement - September/October 2016 - 14
Principal - Crayola Supplement - September/October 2016 - 15
Principal - Crayola Supplement - September/October 2016 - 16
Principal - Crayola Supplement - September/October 2016 - 17
Principal - Crayola Supplement - September/October 2016 - 18
Principal - Crayola Supplement - September/October 2016 - 19
Principal - Crayola Supplement - September/October 2016 - 20
Principal - Crayola Supplement - September/October 2016 - 21
Principal - Crayola Supplement - September/October 2016 - 22
Principal - Crayola Supplement - September/October 2016 - 23
Principal - Crayola Supplement - September/October 2016 - 24
Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
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https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
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https://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
https://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
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https://www.nxtbook.com/nxtbooks/manifest/principal_20170102
https://www.nxtbook.com/nxtbooks/manifest/principal_20161112
https://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
https://www.nxtbook.com/nxtbooks/manifest/principal_20160910
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