funding. You can access the NAfME Grassroots action center through
http://www.nafme.org/take-action/ grassroots-action-center/ to do so.
After several months of refining the federal aspects of ESSA, the implementation has begun at the state level. In September and October, DESE held a series of stakeholder meetings to gather input on the future of education in Missouri. Much of the information provided focused on the importance of flexibility and equity in implementing state policy and delivering needed resources. Providing individual variation, hands-on opportunities, and building relationships were common themes gathered across these meetings. The input from these meetings have been made publicly available at
https://dese.mo.gov/quality-schools/2016-regional- meetings. DESE has announced that the feedback from these meetings will be used to begin planning MSIP 6, the state ESSA, and reexamine public education goals in Missouri.
The Resource and Procedures Guide of MSIP 5 (Missouri School Improvement Program) specifies the current requirements for music contact time for grades K-6 of 50 minutes per week and 1,500 per year for grades 7-8.2
These regulations also specify
that a full time teacher load should not exceed 750 students per week. While these guidelines are a useful tool in ensuring some access to music instruction, raising these standards could enhance student access. If music is to be realized as an integral component of a well-rounded curriculum, then the resources to provide sequential standards- based instruction in music for all students across the entire school population should follow. The Opportunity to Learn Standards that have been prepared by the Council of Music Program Leaders may provide a valuable resource for envisioning MSIP as part of well roundedness.3
These standards are intended to provide guidance for the curriculum, scheduling, staffing and equipment needed to implement the National Core Music Standards. They establish a minimum of 90
2 DESE (2013). MSIP 5 Resource and Process
Standards for Missouri School Districts. Available
https://dese.mo.gov/sites/default/files/MSIP_5_ Resource_and_Process_Standards.pdf 3
NAfME (2015). Opportunity to Learn
Standards. Available
http://www.nafme.org/ wp-content/files/2014/11/Opportunity-to-Learn- Standards_May2015.pdf
winter 2016 |
www.mmea.net
minutes per week for grades K-8 and a minimum of one music teacher for every 400 students per district at the basic level. These standards also enumerate other aspects that may useful in assessing program quality in curriculum, scheduling, staffing, materials and equipment, technology, facilities, and the serving of special education students. See the accompanying table for an overview of these standards. The list of standards and an accompanying set of detailed checklists that address general music, ensembles and specialized areas of music education can be found at
http://www.nafme. org/my-classroom/standards/
See HELLMAN table, pg. 67 SEKELSKY, from pg. 26
will provide ideas and information that can be incorporated into your daily teaching and more.
Part of the clinic will cover concepts and suggested technology for regularly recording students that build critical listening skills. Included are strategies to make students more accountable for student performance as well as the latest web-based teaching help for all music students. Information on high quality sound solutions for the marching field, for the classroom, and for your ensemble on-the-go will be included as well.
BRANDES, from pg. 25 •
Invite your school board members, county/ district supervisors, state/national lawmakers to your child’s school concert. No, really! They may see it as only a public relations opportunity when they come, but when they leave, they’ll understand why music matters in all schools.
• Reach out to local media. Whether on radio, TV, or in print, your school music program has a story to tell. See the “Public Relations 101” resource for advocates below for more ideas. (NAfME,
http://www.nafme.org/take-action/5-ways-to- support-your-music-program/)
For everyone that is an advocate for music education in schools, it helps to first understand WHY these
See BRANDES, pg 70. 65
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