School Arts Support Grants (FY26) is sponsored by South Carolina Arts Commission. Reimbursement grant for schools and 4K providers in SC for arts supplies, equipment, professional development, residencies or creative arts therapy services.

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C. Arts Foundation Fund Toggle Accessibility Panel School Arts Support Grants School Arts Support Grants Apply at least five (5) weeks before grant-funded activities begin or purchases are made. August 18, 2025 – May 15, 2026 Applications are accepted through our grants portal, which uses the Foundant platform.

Visit the Grants Portal FAQ before you begin working in the system for more information. To help schools acquire supplies, materials, equipment, professional development, or creative arts therapy services. 4K CERDEP classrooms/providers, most public, private, and charter schools in S.

C. Up to $2,500 per grant request Feb. 6, 2026 – Funding allotted to this category was exhausted prior to the stated deadline, and applications for FY26 are no longer being accepted.

The SCAC looks forward to funding your FY27 project(s) beginning this summer. Thank you for your understanding. To help schools acquire the supplies, materials, equipment, professional development, or creative arts therapy services needed to address student outcomes through innovative arts practices and/or curriculum, arts-enhanced curriculum, or arts-integrated curriculum.

The Kennedy Center writes: “The arts find their way into elementary, middle, and high school classrooms every day in a variety of ways. The variations can be distilled into three main categories: Arts-Enhanced Curriculum. Arts-Integrated Curriculum.

All three variations are important, needed, and valid. ” To read more about the way these variations are defined, please visit their website and read “What is Arts Integration? ” The School Arts Support Grant is intended to support educators pursuing any of the three variations to increase student engagement in their classrooms.

Grant guidelines are subject to change until the application opens. Coaching videos are provided as a guide for applicants in the stated fiscal year and information provided might not apply to subsequent years. In a public school or school district in South Carolina or an SC First Steps 4K Provider.

An SC First Steps or S. C. Department of Education Childhood Early Reading and Development Education Program (CERDEP) 4K Provider.

An Arts in Basic Curriculum (ABC)-certified school with a CERDEP 4K classroom. Non-CERDEP public, private, and corporate preschools/providers are ineligible to apply. Please contact us before applying if: You are unsure of your CERDEP status for eligibility; or the applicant organization is not part of a school district, not a unit of government, or not a non-profit organization.

Arts in Basic Curriculum (ABC) Certified schools are not eligible to apply. The applicant must be a public, private, or charter K-12 school in South Carolina. Private and charter schools must be: currently registered as a charity with the S.

C. Secretary of State’s Office ( Note: Applicants who are exempt from this registration must upload their registration exemption approval.) reflecting S.

C. as the primary address on all current official organizational documents with federal tax-exempt status with the Internal Revenue Service applying through a tax-exempt fiscal agent/receiver organization Note: Applicants who are applying through a fiscal agent/receiver must submit a letter outlining the working relationship and responsibilities of both parties.

In accordance with federal government policy, all organizations – including (but not limited to) private schools, public school districts, government entities, and nonprofit organizations – must provide a valid UEI number* to receive an SCAC grant award.

* Learn about the Unique Entity ID (UEI) Note: If an applicant organization is using a fiscal agent/receiver, separate UEI numbers must be provided for both the applicant organization and the fiscal agent/receiver. Exceptions to separate UEI numbers are organizations run by a local government or a school district. Individual public schools may use their school district’s Unique Entity ID and do not need to register separately.

An arts teacher within the school or an arts professional from outside of the school must serve as a partnering expert in the art form that will be utilized. Commissioners and staff of the S. C.

Arts Commission and members of their immediate families are not eligible to apply for any individual SCAC programs, grants, fellowships, or services that provide financial support or career recognition. A school may receive no more than two (2) SAS grant awards for 4K projects and no more than two (2) SAS grant awards for K-12 projects for a maximum of four (4) SAS grants total per school in a fiscal year.

An applicant may not receive funding for the same exact purchase or project twice. A non-arts teacher may apply if using the funds for arts integration; however, an arts teacher within the school or an arts professional from outside of the school must serve as a partnering expert in the art form that will be utilized. Multiple teachers from the same school may apply jointly if collaborating on the same project.

Example: If a dance and a science teacher are working together on an integrated learning unit, they may jointly apply for a $2,500 grant to fund the arts-integrated project. If a teacher teaches at multiple schools, they may not apply for a multi-school grant. Instead, the teacher should choose which school will apply for the grant.

A teacher who teaches at multiple schools may apply for separate grants for each school. Grant funds should supplement, not replace, your current arts budget—meaning that grant funds should pay for materials/projects that are beyond your current budget capacity. Grant funds should not pay for materials/projects so that your current arts budget can be used elsewhere.

May use grant funds to pay for: Artists in Residence or Wolf Trap Residency. Please note: The artist in residence must spend peer-to-peer training time with the teacher to ensure growth in the teacher’s skill level and ability to teach the skill in future years. Grant recipients must use members of the S.

C. Arts Directory for grant-funded activities. Wolf Trap affiliates are listed on the S.

C. Arts Directory . Consumable and non-consumable resources directly related to artist residencies or professional learning in arts strategies or arts integration.

All material purchases must be made and items received within the project dates set in your grant application and confirmed in the grant contract. Grant funds are considered spent—and the “end date” of your project is when materials are received. May use grant funds to pay for: Materials/Equipment/Supplies.

Examples could include: Arts materials that will enhance teaching the Visual and Performing Arts Standards Supplies/equipment for an arts-enhanced or arts-integrated lesson Professional Development Opportunities. Examples could include: Membership in state or national arts education associations Conference, travel, and hotel fees for state or national conferences (travel and hotel must follow the S. C.

state travel guidelines and rates). Substitute teacher costs to allow for peer-to-peer planning for arts-rich learning opportunities. The artist in residence MUST spend peer-to-peer training time with the arts teacher to ensure growth in the teacher’s skill level and ability to teach the skill in future years.

Grant recipients must use members of the S. C. Arts Directory for grant-funded activities (see below for additional information).

SAS Grant funds can purchase materials to support the arts residency. Creative Arts Therapy Project/Experience Grant recipients must use members of the S. C.

Arts Directory for grant-funded activities (see below for additional information). A letter of support from your school’s guidance counselor will be required if pursuing an art therapy project. The letter will need to include the following information: A statement of support from the guidance counselor of the proposed Creative Arts Therapy Project/experience.

Details about the school’s policy on mandated reporting if a student were to disclose information during the art therapy experience that requires immediate action to ensure their safety and well-being. A commitment to obtaining verbal consent from parents for a credentialed therapist to deliver programming in their child’s classroom.

If you are interested in learning more about ways that a school can work with a creative arts therapist, please contact Michelle Robinson, MUSC Arts in Healing program coordinator: robinson@musc. edu . SAS grant funds cannot be used for: Direct student services such as field trips or registration/travel fees for an arts event.

If you are hiring artists or teaching artists For all grant-funded activities (including group lectures, demonstrations, performances, residencies, and short-term arts teaching experiences), the use of S. C. Arts Directory members is required for school and school district grantees and encouraged for grantees that are organizations.

Artists identified as Verified Teaching Artists on the S. C. Arts Directory have been additionally vetted by SCAC through the submission of sample lesson plans, recorded teaching samples, and letters of recommendation.

For any grantee whose grant-funded activities are for K-12 student services, SCAC encourages the use of Verified Teaching Artists. Many school districts require the use of SCAC Verified Teaching Artists for classroom residencies. If working in a school environment, always check with both the individual school and the school district about policies related to hiring artists, arts organizations, and teaching artists.

Learn more about the S. C. Arts Directory .

Additional Requirements of this Grant To capture the impact of the arts on student learning, you will be required to implement an evaluation plan to measure the effect of your grant-funded materials/projects on student outcomes. Below are suggested examples of ways to measure impact and collect data throughout the grant period. Evaluation methods are not limited to these examples .

Examples of possible school-level evaluation activities: If you proposed a project with the goal of impacting student engagement, consider one of the following ways to measure impact: Use an exit ticket on Google or Microsoft Forms. Ask: Did [insert grant-funded activity or supply] increase your enjoyment of [insert subject, class, or school]?

Provide the percentage who responded Yes and No. If you used the funds for teacher professional learning, ask teachers: After implementing [the professional learning strategy], did you observe an increase in student engagement in your classroom? Provide the percentage who responded Yes and No. Ask for testimonials from students or parents and provide the feedback you received.

You can also observe positive or negative feedback to changes in classroom practices and/or parent engagement. If you proposed a project with the goal of impacting student attendance, provide the average percentage of students attending the class a month or semester before the grant-funded activity and the average percentage of students attending the class after the grant-funded activity.

If you proposed a project with the goal of impacting student achievement, provide the class average assessment score for a topic/lesson assessment before the grant-funded activity. Then, provide the class average assessment score after the grant-funded activity.

If you proposed a project with the goal of increasing kindergarten readiness, provide assessment data that shows student progress in the designated indicator from the Profile of the Ready Kindergartener . Primary Contact Requirement The primary contact listed in the grant application must be the main point of contact throughout the application process and, if awarded, during the grant period.

For organizations, the primary contact must be an employee or active volunteer of the organization applying for the grant. Intermediaries, such as hired consultants or external representatives, are not permitted to serve as the primary point of contact. The primary contact will be responsible for all communications with the SCAC, including responding to inquiries, providing updates, and submitting required documentation.

Failure to adhere to this requirement may result in disqualification from the grant process or revocation of awarded funds. Priority may be given to: Schools on this S. C.

Department of Education list of schools with low-income student populations above 70% . Schools in SCAC FY26 Opportunity Initiative Counties: Application period: July 21, 2025 – February 17, 2026. No applications will be accepted after Tuesday, Feb.

17, 2026. Applications must be submitted at least five (5) weeks before grant-funded activities begin or purchases are made. However, earlier applications are encouraged.

Applicants do not need to wait until five weeks before their project starts to apply. Projects can begin as early as Aug. 18, 2025.

Applications may be submitted until 11:59 p. m. (Eastern Time) on the deadline date.

However, staff members are not available to assist you with questions or technical difficulties after SCAC closes at 5 p. m. All grant-supported activities must be implemented between August 18, 2025 and May 15, 2026.

A 4K provider may receive up to two (2) grants for a maximum total of $5,000 per fiscal year for 4K projects. A K-12 school may receive up to two (2) SAS grants for a maximum total of $5,000 per fiscal year for K-12 projects. (See “Restrictions” section of these guidelines for details.)

Federal funding note: This grant might be funded using federal dollars. The SCAC will notify the grantee if federal dollars are used. In the event federal dollars are used, the grantee’s match must not consist of federal funding.

A 1:3 match means that for each dollar granted, the grantee must match with $0. 33 of their own funds. For example, if the total project cost is $1,800, the applicant may request $1,350 and must provide the remaining $450 from other sources.

*Exception: No match is required for 4K providers located in SCAC Opportunity Counties (listed in the “Priority” section of these guidelines). A 1:2 match means that for each SCAC dollar granted, the grantee must match with $0. 50 of their own funds.

For example, if the total project cost is $1,800, the applicant may request $1,200 and must provide the remaining $600 from other sources. *Exception : No match is required for schools on this S. C.

Department of Education list of schools with low-income student populations above 70% . The match for this category must be 100% cash; no in-kind expenses may be counted as part of the applicant’s match. In addition to the federal funding restriction, another SCAC grant cannot be used to match these funds.

Are you wondering what makes for a strong application? The SCAC recommends using the rubrics in this section as a guide when writing your application. Grant panelists will score your application responses based on the criteria within these rubrics.

FY26 SAS 4K Grant Application Evaluation Rubric This rubric, by intent, does not total 100 points. Materials/Activities/Professional Learning – 46% of Total Score Grant Funding Purpose 0-3 points: The applicant does not identify or detail relevant professional learning, activities, and/or materials. 4-6 points: The applicant identifies and details somewhat relevant professional learning, activities, and/or materials.

7-8 points: The applicant identifies and details relevant professional learning, activities, and/or materials. 9-10 points: The applicant identifies and details clearly relevant professional learning, activities, and/or materials. Classroom Arts Integration 0-4 points: The applicant does not explain how the professional learning, activities, and/or materials will be used to integrate the arts into the classroom.

5-9 points: The applicant somewhat explains how the professional learning, activities, and/or materials will be used to integrate the arts into the classroom. 10-12 points: The applicant clearly explains how the professional learning, activities, and/or materials will be used to integrate the arts into the classroom.

13-15 points: The applicant meaningfully explains how the professional learning, activities, and/or materials will be used to integrate the arts into the classroom. Student Impact 0-1 points: The applicant is unclear on how many students will be impacted by this grant. 2-3 points: The applicant has a vague sense of how many students will be impacted by this grant.

4 points: The applicant has a realistic sense of how many students will be impacted by this grant. 5 points: The applicant has a clear and realistic sense of how many students will be impacted by this grant.

Addressing Student Needs – 39% of Total Score Kindergartner 0-3 points: The applicant did not explain how grant-funded activities, purchases, or professional learning, address the indicators in the SC Profile of the Ready Kindergartner. 4-6 points: The applicant somewhat explains how grant-funded activities or purchases, along with professional learning, address the indicators in the SC Profile of the Ready Kindergartner.

7-8 points: The applicant explains how grant- funded activities or purchases, along with professional learning, address the indicators in the SC Profile of the Ready Kindergartner. 9-10 points: The applicant compellingly explains how grant-funded activities or purchases, along with professional learning, address the indicators in the SC Profile of the Ready Kindergartner.

Evaluation 0-4 points: The applicant has not identified one area of the Profile of the Ready Kindergartener and/or does not have a plan to evaluate the impact of materials, activities, and professional learning on student outcomes. 5-9 points: The applicant identified one area of the Profile of the Ready Kindergartener and has a vague plan to evaluate the impact of materials, activities, and professional learning on student outcomes.

10-12 points: The applicant identified one area of the Profile of the Ready Kindergartener and has a clear plan to evaluate the impact of materials, activities, and professional learning on student outcomes. 13-15 points: The applicant identified one area of the Profile of the Ready Kindergartener and has a compelling plan to evaluate the impact of materials, activities, and professional learning on student outcomes.

Budget – 15% of Total Score Budget Details 0-1 points: The applicant’s budget is not detailed and shows inadequate financial resources to complete the proposed activities. 2-3 points: The applicant’s budget is somewhat detailed but has unrelated expenses or limited financial resources to complete the proposed activities.

4 points: The applicant’s budget is detailed and has adequate financial resources to complete the proposed activities. 5 points: The applicant’s budget is very detailed and shows strong financial resources to complete the proposed activities. Supporting Budget Documents 0-1 points: The applicant does not provide support budget documents.

2-3 points: The applicant provides supporting budget documents that are not aligned with the items in their budget spreadsheet. 4 points: The applicant provides support budget documents for all grant expenses in their budget spreadsheet. 5 points: The applicant provides clear supporting budget documents for each of their planned grant expenses as outlined in their grant budget spreadsheet.

Printer-friendly 4K providers rubric . FY26 SAS K-12 Grant Application Evaluation Rubric Student Outcomes and Approach – 61% of Total Score Student Outcomes 0-1 points: The applicant has not identified the student outcome(s) they are aiming to address through this grant funding. 2-3 points: The applicant has somewhat identified the student outcome(s) they are aiming to address through this grant funding.

4 points: The applicant has identified the student outcome(s) they are aiming to address through this grant funding. 5 points: The applicant has, in detail, identified the student outcome(s) they are aiming to address through this grant funding. Arts Curriculum Approach Reasoning 0-3 points: The applicant does not explain or connect their selected arts curriculum approach to the student outcomes identified.

4-6 points: The applicant explains and somewhat connects their selected arts curriculum approach to the student outcomes identified. 7-8 points: The applicant explains and clearly connects their selected arts curriculum approach to the student outcomes identified. 9-10 points: The applicant explains and meaningfully connects their selected arts curriculum approach to the student outcomes identified.

Grant Expenses 0-3 points: The applicant does not identify what they are planning to purchase using the grant funds. 4-6 points: The applicant somewhat identifies what they are planning to purchase using the grant funds. 7-8 points: The applicant identifies what they are planning to purchase using the grant funds.

9-10 points: The applicant identifies in detail what they are planning to purchase using the grant funds. Classroom Implementation 0-4 points: The applicant does not offer a clear plan for how they will utilize the grant funded materials or implement practices from grant funded professional development during the grant period. A timeline of planned activities is missing or is not feasible.

5-9 points: The applicant offers a vague plan for how they will utilize the grant funded materials or implement practices from grant funded professional development during the grant period. They have provided a timeline of planned activities that is somewhat feasible.

10-12 points: The applicant offers a clear plan for how they will utilize the grant funded materials or implement practices from grant funded professional development during the grant period. They have provided a feasible timeline of planned activities.

13-15 points: The applicant offers a detailed and well-organized plan for how they will utilize the grant funded materials or implement practices from grant funded professional development during the grant period. They have provided a very feasible timeline of planned activities. Impact on Student Outcomes 0-4 points: The applicant does not explain how grant purchases and activities will impact the stated student outcome(s).

5-9 points: The applicant somewhat explains how grant purchases and activities will impact the stated student outcome(s). However, the explanation lacks specificity or clear evidence. 10-12 points: The applicant explains how grant purchases and activities will impact the stated student outcome(s).

13-15 points: The applicant explains in detail how grant purchases and activities will meaningfully impact the stated student outcome(s). Project Evaluation – 28% of Total Score Evaluation 0-6 points: The applicant does not provide a clear plan for measuring the impact of grant-funded purchases or activities on the stated student outcome(s). Methods for evaluating effectiveness are missing or insufficiently described.

7-12 points: The applicant provides a basic plan for measuring the impact of grant-funded purchases or activities on the stated student outcome(s). Some methods are mentioned, but the approach lacks clarity and/or specificity. 13-17 points: The applicant provides a clear plan for measuring the impact of grant-funded purchases or activities on the stated student outcome(s).

Data collection methods are appropriate and feasible. 18-20 points: The applicant provides a comprehensive and well-structured plan for measuring the impact of grant-funded purchases or activities on the stated student outcome(s). Methods are appropriate and strongly align with the stated student outcome(s), demonstrating a thoughtful approach to measuring effectiveness.

Number of Students Impacted 0-1 points: The applicant does not state how many students will be impacted by this grant. 2-3 points: The applicant states how many students will be impacted by this grant but does not provide how they arrived at this figure. 4 points: The applicant states how many students will be impacted by this grant and provides an explanation of how they arrived at this figure.

5 points: The applicant states how many students will be impacted by this grant and provides a detailed explanation of how they arrived at this figure. Project Budget – 11% of Total Score Budget Details 0-1 points: The applicant’s budget is not detailed and shows inadequate financial resources to complete the proposed activities.

2-3 points: The applicant’s budget is somewhat detailed but has unrelated expenses or limited financial resources to complete the proposed activities. 4 points: The applicant’s budget is detailed and has adequate financial resources to complete the proposed activities. 5 points: The applicant’s budget is very detailed and shows strong financial resources to complete the proposed activities.

Supporting Budget Documents 0-1 points: The applicant does not provide support budget documents. 2-3 points: The applicant provides supporting budget documents that are not aligned with the items in their budget spreadsheet. 4 points: The applicant provides support budget documents for all grant expenses in their budget spreadsheet.

5 points: The applicant provides clear supporting budget documents for each of their planned grant expenses as outlined in their grant budget spreadsheet. Printer-friendly K-12 providers rubric . Applications are accepted through our grants portal, which uses the Foundant platform.

New to Foundant? For frequently asked questions, registration instructions, and other helpful information, we highly recommend visiting the Grants Portal FAQ before you begin working in the system. Your Grants Portal Account Applicants must have an active account in our grants portal (Foundant).

If you have previously used Submittable to apply for other SCAC grants or programs, please note that Foundant is a different system. Your Submittable credentials will not work; you will need a Foundant account to apply for this grant. If you have used the grants portal as both an artist and for a school or organization, be sure you log on with the correct account to apply for this grant.

Helpful Hint: The primary contact person for this grant should be the arts teacher who will administer the grant activities. To ensure the correct person is listed as the primary contact for your application, that person should be the one to log on and click the “Apply” button to start the application .

The primary contact person for this grant should be the person who will: edit and submit the grant application; manage this grant’s activities, and receive and respond to communications from the SCAC about this grant. All School Arts Support grant applications are required to include a letter of support from the school’s principal or center director. Explanation of the need for the grant.

Declaration of support for the grant. Agreement and understanding that this grant funding is reimbursement based. Letter must be on the applying school’s letterhead.

Must be physically signed by the school’s principal or center director. Font size cannot be smaller than 11 pt. Font type is limited to Arial, Calibri, or Times New Roman.

Acceptable file types to upload: . pdf Starting Your Application Follow the “Apply” link below. The online grants management system will open in a new browser tab or window.

Log on, then click the “Apply” link at the top of your Applicant Dashboard. Find “School Arts Support” in the list of available grant applications, and click the “Apply” button to the far right. Not quite ready to apply?

You can preview the application before you create an account or start an application. The Grants Team will review submitted applications for completeness and compliance with guideline and application requirements. SCAC program staff and management will evaluate the applications based on the published review criteria and priority areas.

An applicant’s panel comments are available to them upon request. Staff will develop funding recommendations, based on these evaluations and the availability of funds. Final funding decisions are approved by the deputy director.

Award notification is expected in four (4) to five (5) weeks of submission. If You Receive a Grant Award If your application is funded, you (and/or your fiscal agent/receiver, if applicable) will enter into a contractual agreement with the South Carolina Arts Commission.

All parties agree to comply with all applicable federal, state, and local laws, statutes, regulations, executive orders, provisions, and requirements stated in the contract. You will receive notification and instructions when your contract is available in the grants portal. You must submit your completed contract packet, including signatures and other documentation as instructed, by the date indicated in the system.

You must also complete all other assigned follow-ups by the due date. Please note: Any significant revisions to grant-funded activities must be approved in writing, in advance , by the SCAC. Significant revisions to grant-funded activities must be emailed to grants@arts.

sc. gov to be processed for approval or denial. Additional details about managing an SCAC grant are available on our agency website.

This grant operates on a reimbursement basis, meaning grantees must pay for approved expenses upfront. Reimbursements are only for approved expenses incurred within the grant period. A final report is required to close out this grant.

The grantee will not receive payment until the final report is submitted and approved. ALL GRANTEES are required to submit a final report at the end of the grant period. The final report due date is stated in the grant contract.

Failure to submit an accurate and complete final report by the due date will result in cancellation of the award and repayment of any funds received. SCAC will not fund applicants who have outstanding final reports. Delinquent Grantee Communication Policy Definition of Delinquency A grant is considered delinquent if the grantee fails to complete any of the following tasks: Submit required reports by the deadline.

Fulfill grant agreement terms (e.g., project deliverables, financial documentation). Respond to SCAC requests for updates or corrections. Upon identifying delinquency, the SCAC Grants Office will: First Attempt: Notify the grantee via email and phone within five (5) business days, detailing the delinquency and required actions.

Second Attempt: If no response after 10 business days, send a follow-up email with “FINAL NOTICE” in the subject line and attempt contact via a second phone call. Third Attempt: If no response after an additional 10 business days (25 days total since initial delinquency), send an email and certified letter to the grantee’s official address on file, stating intent to cancel the grant.

If the grantee does not respond or rectify the delinquency within 15 business days of the certified letter’s receipt, or 30 business days of sending if receipt is not confirmed, the grant will be formally canceled. The grantee will be notified in writing of the cancellation and any required repayment of funds. Canceled grants may impact eligibility for future SCAC funding.

Extensions may be granted for emergencies (e.g., natural disasters, documented organizational crises) at the discretion of the SCAC Executive Director. If you are seeking advisement, please contact Arts Learning Coordinator Mikayla Moore (803. 734.

8495 | mdmoore@arts. sc. gov ) before submitting an application.

If you have submitted an application, and/or you have a current grant, please contact the Grants Office (803. 734. 8695 | grants@arts.

sc. gov ). We also highly recommend a visit to our Grants Coaching webpage , for category-specific information for grant applicants, and opportunities for one-on-one assistance .

Did you miss a group call or session? Look for the video link to access a recording of that presentation. 1026 Sumter St.

, Ste. 200 The South Carolina Arts Commission is supported in part by an award from the National Endowment for the Arts and collaborates in its work with the National Assembly of State Arts Agencies and South Arts.