This article describes a project in which researchers at VSA arts, an international nonprofit organization, attempted to determine the value of embedded arts education (sometimes called "arts integration") for students with disabilities. As part of the mandate of VSA arts to encourage the use of the arts in teaching students with disabilities, the authors investigated the impact of arts integration. Because teachers often use rubrics as tools for organizing criteria for judging or scoring students' work, the authors decided to investigate the potential of rubrics as measures of the results of an integrated arts approach. They developed a model for using rubrics that measure the quality of artistic products or performance and measure the effects of art activities on learning. After developing a prototype, their research on using rubrics to measure gains in the arts occurred in two phases. The first phase involved informal dissemination and feedback over several months with various state member affiliates of VSA arts, as well as a telephone conference with a subset of seven teachers who agreed to review the guide that they were developing and provide informal feedback. The second phase involved the implementation of a rubrics program with another sample of seven teachers located in three states. The lesson plans and rubrics that the researchers collected throughout the project show much creativity and substance reflective of arts-based learning. (Contains 1 figure and 3 tables.)