Arts in Schools Collaborative

“Pursuant to the organization's bylaws, the executive committee, which consists only of directors, is authorized to act for the board between its regular meetings.”

“The form 990 was prepared by independent accountants. The form 990 is reviewed by the executive director and board chair and then the entire board prior to submission.”

“Each board member and the executive director completes a d&o disclosure statement annually. Additionally, potential conflicts are consistently discussed throughout the year.”

“The executive director is paid by musicopia, inc. Arts in schools collaborative reimburses musicopia for this expense based on the board approved affiiliation agreement.compensation for the executive director is determined by the executive committee based on the review of compensation from comparable organizations. The executive director is not a voting member of the board and does not participate in those deliberations.”

“The salary of the president, who is also the executive director, is determined by the executive committee based on review of compensation from comparable organizations. The president/executive director is paid by musicopia, inc. Arts in schools collaborative reimburses musicopia for this expense based on the board approved affiiliation agreement. The president is nonvoting and does not participate in those deliberations. No other officers are compensated.”

“Governing documents are available for public inspection, by appointment, during regular business hours. In addition, financial statements are available via guidestar, www.guidestar.org and the foundation center, www.foundationcenter.org.”

“The mission of the program is to foster self-esteem, social awareness, and joy in children by providing the opportunity to learn and perform ballroom dance. In the 2019-2020 academic year, dcp served more than 3,200 students 61 public, parochial, and charter schools across the greater philadelphia area. Dancing classrooms philly is an in-school social and emotional learning program that cultivates essential life skills in fifth and eighth grade students. The program works to change the way communities view social and cultural difference by building confidence and instilling joy in children, inspiring respect for others, and working together as partners to break down barriers through the practice of ballroom dance. Through our standards-based, in-school residencies, we used the vocabulary of ballroom dance to cultivate the positive feelings that are inherent in every child. The maturity necessary to dance together fosters respect, team work, and a sense of joy and accomplishment that dcp believes every child should experience. Social dance calls on, and improves, a range of behavioral skills, including decision-making, goal-setting, communication, and relationship building, that are proven to provide long-term benefits to health and well-being. The program was structured around 10-week semesters, with classes taking place twice weekly, and all fifth or eighth grade students and classroom teachers were required to participate. The dcp program brought a proven curriculum - also known as the dulaine method - directly to the classroom and served children who reflect the demographic of the region as a whole. Teaching artists instructed students in social dance such as the merengue, foxtrot, rumba, tango, swing, and waltz and selected "sugar" dances-such as the cha cha slide and stomp. Each residency also included a video lesson, a guest artist visit, and finished with a culminating event.”