greetings from DPI
3. Welcoming all students who want to learn music, regardless of their ex- ceptionalities, various identities and backgrounds.
4. Seeking to learn about musical styles and traditions that are not part of our own musical background.
Examine the impact of systems, structures, policies and practices on learners and families. We can examine the arts education land- scape for our state, district and school to see who the system serves and does not serve. A review of arts courses, and who is enrolling in these courses, helps our investigation of equity and access to these learning opportunities. The Wisconsin Arts Education Data Project provides a tool to start the conversations on equity and access.
The Wisconsin Arts Education Data Project, launched in April 2018, provides a three-year view of arts education course and enrollment data across the state. The project displays a data dashboard and report highlighting arts course and enrollment data from 2013-14, 2014-15, and the 2015-16 school years for art, dance, music, theatre and other fine arts courses. The Wisconsin Department of Public Instruction has compiled this data to use in the review of access to arts op- portunities and equity. This data shows by grade level (students in pre-kindergarten through 12th grade) who has access to arts education opportunities in the Wisconsin public school districts (Source: https://dpi.
wi.gov/fine-arts/data).
Here is a sample of the “Key Findings from the Arts Education Data Project for the 2015/2016 School Year” for us to consider in our work with equity and access (Source: Morrison, R., Young, A., Parsons, E., Cirillo, P. 2018. Arts Educa- tion Data Project Wisconsin Executive Summary Report).
• Seventy-seven percent of all stu- dents participated in arts education courses. This represents more than 600,000 students. Participation
Wisconsin School Musician
rates increase with the percentage of students receiving Free/Reduced Price Lunch (FRPL).
• The proportion of students with- out access to any arts courses was greatest in schools where more than 75 percent of students receive Free/Reduced Price Lunch when compared to the distribution of the total student enrollment.
• Student access to the two required arts disciplines (Art and Music) is lowest in schools where more than 75 percent of students receive Free/ Reduced Price Lunch.
• Access to music programs is sig- nificantly lower for students in schools where more than 75 per- cent of students receive Free/Re- duced Price Lunch when compared with access to art (48 percent for Music and 98 percent for Art).
The key findings focus on the statewide data, the big picture of Wisconsin public schools’ arts course access to students and offerings. Visit the Wisconsin Arts Edu- cation Data Project dashboard at (https://
dpi.wi.gov/fine-arts/data/dashboard) to look at your school community through various grain sizes: county, district and school level. This information provides a snapshot and a starting point for important conversations about equity and access. With the three-year view and discipline dashboards, viewers can dig deep into the arts education landscape to see what students have had access to and to discuss any supports or barriers in place.
Believe all learners can learn.
Fostering equitable educational opportuni- ties for all students is vital. Our defining statement for Educational Equity shared: “All students deserve to have access to the resources and educational rigor they need at the right moment in their education.” This belief is actionable through the re- flections about our identities and personal experiences, NAfME strategies shared, and through courageous conversations about the data with our school communi- ties. Consider how you can build an edu- cational equitable learning environment
Go to the online version of WSM to easily access hyperlinked content within this article.
for all in your music classroom.
The next article in January, “Educational Equity – WILL, FILL, SKILL - Part II,” will provide in-depth information about the “FILL” concept from the framework.
References:
“Five Factors That Facilitate Sustained Implementation of a Culturally Responsive Multi-Level System of Support in Wisconsin.” Retrieved from
https://www.wisconsinrticenter.org/ assets/files/resources/1493996457_2017- Evaluation-Brief-Sustainability- Five-Factors.pdf?utm_source=rti- website&utm_medium=rti- website&utm_campaign=2017- eval-brief on July 12, 2018.
Morrison, R., Young, A., Parsons, E., Cirillo, P. (2018). Arts Education Data Project Wisconsin Executive Summary Report.
“Inclusivity and Diversity in Music Education.” Retrieved from https://
nafme.org/about/position-statements/ inclusivity-diversity/ on July 12, 2018.
Winn, L. (2017). Title I-D Conference: Advancing Equity for All: Wisconsin’s Framework for Equitable Multi- Level Systems of Support. Wisconsin Department of Public Instruction.
Wisconsin Arts Education Data Project. Retrieved from
https://dpi.wi.gov/fine- arts/data on July 12, 2018.
Wisconsin RtL Center. Retrieved from
https://www.wisconsinrticenter.org/ assets/files/resources/1434982114_ Cultural%20Competence%20Model.pdf on July 12, 2018.
Julie Palkowski is fine arts and creativity edu- cation consultant for Wisconsin Department of Public Instruction.
Email:
julie.palkowski@
dpi.wi.gov 13
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