that there will be some measure for collecting this information from the local school district. Will music and arts education be included in the local plan as part of the definition of a well-rounded education? How can the music and arts community ensure that EVERY STUDENT will indeed be provided with access? Now more than ever, it is vital that music and arts educators work collaboratively with their associations, fellow music and arts educators, music dealers and community arts organizations to ensure that districts, and even individual schools, ENSURE that the local plan addresses music and arts education in a manner that specifies, at a minimum, what is articulated in the State Plan.
In particular, music educators will want to get involved with the creation of the Title IV plan, the section of the law bringing new funding specifically for a Well-Rounded Education. You can create your own music education needs assessment for your district using NAfME’s 2015 Opportunity-to-Learn Standards; checklist versions of these standards are now available for your use at
www.nafme.org/standards.
You can also work, if you are at a Title I Schoolwide school, at making certain that music education is included in your school’s Title I Plan. ESSA encourages schools to address a well-rounded education in their Title I schoolwide plans, so now is a great time to get music included for the 2017-18 school year. To find out if you are at a Title I Schoolwide school, check with your principal and while you’re in the office, volunteer to help with the creation of next year’s plan.
This may also be a good time to dig into your music education program’s impact data and be sure that summary information on student participation and learning outcomes are widely available via your school/district website to the entire community. How does music education participation relate to student attendance, participation in advanced coursework (AP), graduation rates, student engagement, and positive school climate including behavior? The Metropolitan Nashville Public Schools published the Prelude Report: Music Makes Us Baseline Research Report which provides exactly this type of information on a district wide level. It may be worth reviewing their findings which are available at:
http://bit.ly/2BaselineResearch. In addition, you want to get a sense of the percentage of students who are actively engaged in music and arts education at your school and begin thinking about how that percentage might be increased to address the needs of students not currently served.
Finally, visit the website of your state Department of Education and search for ESSA Consolidated State Plan. Read through it in detail to see if music and arts education have been included. If not, consider engaging your state music education advocacy group or music education association to participate in efforts to include music and the arts in the Plan. NAfME has provided a formatted sample of how music and arts education can be included in the Consolidated State Plan. That document, along with many others, is available on the NAfME website at
http://bit.ly/NCLBEnds.
How to become part of the process—the four R’s:
1. REACH OUT and get involved in your state and/or local music and arts coalition or advocacy group. Offer your commitment and service. The NAMM Foundation provides a variety of advocacy resources online at
nammfoundation.org. 2. REINFORCE that music is designated as part of a well-rounded education, not only within ESSA, but also within your State Plan 3. REMIND state, district and community leaders as well as other music and arts education stakeholders (parents, administrators, colleagues, community businesses) about the benefits of music and arts education and what it means for students and communities. Provide supportive data. 4. REQUEST that music education be included in your district’s Well-Rounded Education needs assessment and possible funding under Title IV. Also, be sure to request that a well-rounded education be addressed, including music, as part of your district’s Title I plan.
summer 2017 |
www.mmea.net
See NEEL, pg. 35 31
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