January 17, 2007

FOCUS ON COALITION BUILDING: How to Create School Board Support for Music Programs

When our school district decided to cut the elementary music program two years ago, I jumped up to help. My daughter had the academic and social benefit of being good at something. My son was just getting started in music. It’s only natural, as a parent, to want to try to help keep a good thing going.

I was PTA president of the elementary school and heard about an informational meeting to discuss the cuts. I attended and got involved with the music coalition already formed by middle school parents and a few elementary school teachers. Their goal was to save all levels of elementary music.

When I learned that saving elementary music programs helps preserve high school music programs, I realized that taking action to protect the elementary music program would benefit our community for years to come. That made doing something to stop the cuts doubly important – not just for my kids and the other elementary students but for our entire community.

Open & Honest Dialogue is Key

If your district is talking about cutting the budget for music and you want to do something about it, the first step is to get to know the school board members yourself. I started by attending board meetings to watch the interactions among school board members and between them and staff. After I spoke up at a meeting, one board member requested a roll call vote so each board member’s position would be recorded. Even though the music program was defeated in that vote, I found two supportive board members and initiated conversation about our situation.

Those who voted against music requested an informational meeting with district parents. Many parents voiced concerns about the high school music program, especially the cost to participate. I explained that saving elementary music programs actually helps preserve high school music programs: based on national studies, losing elementary programs results in a 65% reduction of instrumental music students in the higher grades. The parents, even those who wrongly believed the coalition was “just a few teachers trying to save their jobs,” then understood that our coalition wanted to help all children in the district – from the elementary grades all the way through high school.

I cannot overstress the value of respectful, consistent communication. You must have a clear goal and communicate your group’s intentions and goals to the public. I already had community recognition as past PTA President, and kept parents informed about district level discussions and encouraged them to voice their concerns and questions.

Media Attention & Broader Community Support Helped Turned the Tide

Whenever the Superintendent made promises to our coalition, I shared this information via my community email list and the local media, who were very happy to help us spread the word. Music industry leaders (national corporations and local retailers) assisted us by printing and distributing thousands of direct mail pieces; they also helped us write and submit media releases. And, we worked with many well-respected music advocates all along the way.

These efforts convinced school officials that we were serious, particularly since our situation had started to attract some national attention. Our school district realized parents saw music as a priority. Finally, our superintendent made a statement at a board meeting that funds were available to re-instate the elementary music program. However, since this funding still represented a relative cutback in music programming, our coalition’s work, and my work as a parent, continues.

Stay Focused on the Children

Board members often say there simply isn’t any more money for music programs. But school districts receive funding based on Average Daily Attendance (ADA). Additional monies, called “categorical monies,” are designated for specific needs determined by federal and state governments.

Many parents don’t realize that all school board level prioritizing boils down to one thing: where will the money come from? If school districts are dependent on ADA formulas to obtain funds, the children are our most valuable district resource. Focusing on children and their needs shifts discussions, very dramatically, from declining enrollment and lack of funds to “how can we attract and keep students? Where else can we make cuts to keep music a priority?”

Board members should be encouraged to filter every recommendation through the question of “how will this action most directly benefit children?” This child-centered perspective helps create a school district that’s more appealing to parents; and a larger ADA helps school districts attract the funds connected to increased enrollments.

In my recommendations to the school board, I strongly urged them to move to a solutions-based problem solving system. I asked them to stop reacting to outside forces (such as money we didn’t get) and instead to focus on creating a school district where people want to put their children. I said, “let’s work together to make this the #1 school district so people will see the value in their real estate and a reason for keeping their children in public education.”

Observe, Take Notes & Communicate Constantly

In addition to following advice about how to form a music coalition , here are some of the things we did to get and keep school board members focused on the value of music education:

1. Call board members individually. Ask if they can “shed some light” on upcoming budget cuts. Their responses will reveal whether or not they are thinking about what’s best for the kids .

2. Do your homework on board members’ voting records. Your district may publish a local community eBlog with meeting highlights or televise meetings on your local cable station.

3. Develop relationships with board members who listen and are willing to help you find answers and solutions.

4. Prepare a list of points and parents/community speakers for school board meetings. If possible, schedule people in sequence to potentially move the board vote in favor of music. Arrive early so you can find out what points other speakers might also be making. High school students who have been through the program can have a profound effect by explaining, in their own words, how they benefited from the program..

5. Be prepared for a long campaign. School officials know that parents often give up because their children move out of the program. It’s very important to discuss this in your coalition meetings so members understand the long-term value of protecting elementary music programs.

6. During school board election periods, make sure voters and the media know where candidates stand on music education programs. Help with “get out the vote” efforts.

Even though my daughter has now graduated from the elementary music program, I still ask, “how will cutting back music programs impact the children in our district?” I believe a strong elementary music program helps build a better school district, a better community and a better education system, so I’ve decided to stay involved in this process – not only as a coalition member but as a voter. In our 2006 school board elections, I’m happy to say our community elected two pro-music program candidates.

- Angel LaMarca is a past PTA President of the elementary school in her district and current chairperson of her school district’s Music Matters Coalition.

Additional reading: “Dancing With The School Board” by Joan Schmidt