Several questions were submitted at the September 24th club meeting. Mary Planten-Krell, one of our club members and a presenter, has provided in-depth answers to the questions raised during the presentation.
Sponsorship Questions for “Music Means More” (“MMM”)
What is MMM program’s vision? ANSWER: To close the achievement gap for students in District #834 using innovative music education embedded into class curriculum beginning with kindergarten. This is a 3-year pilot project beginning with kindergarten, expanding to grades 1 and 2, focusing on a low-income District elementary school that comprises 50% of English Learner (English Second Language or ESL) students.
2. What is the achievement gap? ANSWER: School data confirms that students from low-income and non-English speaking homes fall behind even before they start kindergarten and never catch up. Their school performance lags, they do not develop needed social skills, they have a lower graduation rate and a lower rate of college attendance. We are using aggregated achievement data for our results measurement.
3. How does music in the curriculum help close the achievement gap? ANSWER: There are many comprehensive studies of brain development that document the positive effect of music education on academic performance and social and emotional development. More importantly, the teachers in our pilot kindergarten classrooms are applying it with direct observation that music is motivating students in the classroom. Finally, our plan intends to provide early opportunities for students who are involved at far lower percentages in music performance ensembles in the middle and high schools, which have documented high GPAs and leadership roles, to obtain the music training to participate. Our long-term vision is 100% music participation.
4. Why isn’t MN funding an MMM like curriculum? Success with this pilot could lead to a variation of DEED or other state funding opportunity. MN has been a recent leader in all-day kindergarten funding; this could provide a boost to sustainability for this pilot, but we are too early to know or commit this. Practically, the State obviously cannot fund all worthy initiatives.
5. What study or studies support music helps close the achievement gap? ANSWER: The curriculum consists of fully integrated music elements (singing, rhythm, sounds, etc.) tied to literacy and basic skills education. We are not basing our pilot on academic studies, although both McPhail and studies provide supporting research; all academic studies have challenges validating that strictly music, rather than the program visibility and attention, caused improved academic performance. However, our planning team consists of five music educators, including the three high school music ensemble directors who individually have more than 20 years direct observation of students beginning in a music ensemble and improving in confidence, leadership and social well being. And one of these directors has contrasted the benefits of music ensemble involvement as far superior to sports involvement on achievement (he was heavily involved in sports).
6. What study or studies support MMM as a high impact project for District 834? ANSWER: This is a 3-year pilot project modeled in general on many others throughout Minnesota in partnership with McPhail Center for Music in Minneapolis (such as White Bear Lake School District and more than 100 other communities)
7. What is action plan for MMM, or how will the vision be delivered in the next 3 years? ANSWER: A leadership team has been developed consisting of School District staff (teaching and administrative), Rotary members and other Stillwater leaders who will oversee 4 work groups: Curriculum, Family and Social Engagement, Results Measurement, and Finance and Funding. Two highly respected community leaders have been approached and responded with interest.
8. Who is writing the curriculum for MMM? ANSWER: The curriculum workgroup is composed of teachers, music specialist teachers, school principal, music staff from the senior high, and curriculum specialists in the district.
9. What are some of the curriculum concepts MMM will deliver? ANSWER: The curriculum uses three fundamental concepts: (1) Music is embedded into the core curriculum led by the core classroom teacher, rather than taught as a separate curriculum “unit” and time; (2) planning has begun to integrate music into other core, required subjects, such as reading and physical education (e.g., moving to music); and (3) the curriculum uses all senses to integrate basic musical concepts into learning to read, to learn colors and rhythms; it is visual and audible, which explains our early plan to place large screens in classrooms to “see” the curriculum with color, sound and movement.
10. What are the expected volunteer needs in the next 3 years? ANSWER: There will be a number of exciting volunteer opportunities to work with students in the classroom, after school, and at home. Monthly events are being planned for students and their families to increase the family’s connection with school with the help of volunteers. Tutoring opportunities, especially one-to-one reading, are expected to be a major avenue for volunteer involvement.
11. What are the expected material expenses (description and amounts) for MMM for the next 3 years? ANSWER: These expenses will include flat screen TVs, classroom teaching supplies, take-home student supplies for use by parents teaching their students, and (by grade 2) musical instruments and instruction.
12. What are the funding and budget goals for the next 3 years? ANSWER: A 3-year budget has been developed tied to project activities. Additional partnerships will be sought in the community for program involvement and funding.
13. Who will measure the results of MMM and how will they be measured? ANSWER: As noted above, one of the 4 workgroups is charged with measuring the impact of the pilot program. Target performance goals and measurements will include reading literacy scores, school performance and attendance data, behavioral encounters, family participation and family survey data, and teacher assessment of key indicators such as literacy development and social development.
14. What similar programs in MN showed success and sustainability and what were their budgets and results? ANSWER: As noted above, McPhail is working with more than 50 school partnership programs in the Twin City metro and greater Minnesota. We don’t have access to their results but they have shared with us consistent progress and program success with these partnerships.
15. How will Rotary be involved in the next 3 years? ANSWER: Rotary will support the project in 3 ways: leadership, volunteering, and funding.
16. Who makes up the MMM Leadership Team and what are their backgrounds? ANSWER: The team consists of the District Superintendent, four pilot teachers, the pilot school principal, music specialists, and five Rotary members: Mary Planten-Krell, Rex Cattanach, Peter Polga, Scott Mercer and Dave Wettergren. Average tenure of our Club members exceeds 10 years.
Thanks to all who helped support our warm welcome to the Brazilian RFE team – whether you contributed funds, tickets or just a smile and a handshake. They were so grateful for everyone’s good wishes. You demonstrated our commitment to #3 on the Four-Way Test – “Will it build goodwill and better friendships?” Yes, it will!