# data[].attributes.body
Response to RIF Senario (spoiler - you're all correct): https://youtu.be/ZrJYguY7mBs (this link may need some time to process. If it is still processing, please check back later).

Budget Tips (repost from two days ago): https://www.youtube.com/watch?v=1a--JYXS2GE

# data[].attributes.headline
6/30/2021 Youtube Response to Budget Tips

# data[].attributes.subject
6/30/2021 Youtube Response to Budget Tips

# data[].attributes.body
I'll do a part two on Friday or Saturday after everyone has had a chance to post. I cover some Title I info, budget tips, and do a quick overview of the Padlet responses to Budget tips.

# data[].attributes.headline
Guest Speaker: Roosevelt Griffin, July 9, 9am CST

# data[].attributes.subject
Guest Speaker: Roosevelt Griffin, July 9, 9am CST

# data[].attributes.body
Our first guest speaker will be Roosevelt Griffin. For more on Roosevelt, please visit his website/bio in the link.

As with all Zoom sessions, this will be completely optional and recorded for viewing later.

Next week, I'll put out a post to gather any questions that people have ahead of time. Roosevelt specializes in elementary and junior high music programs, and runs the Griffin Institute, a non-profit that focuses on providing arts and mentoring for underserved youth. He is an alum of and teaches in Harvey, IL, with a population of 99% low-income students.

Here is another optional link: this is an interview I did with Roosevelt a couple of years ago: http://www.thebandmasters.com/podcast/2020/2/20/episode-33-dr-roosevelt-griffin-iii-harvey-school-district-152-harvey-il

Disclaimer: I don't do any advertising nor do I receive any money from any linked interviews.

# data[].attributes.attachment_link.readable_text
Chicago Jazz Philharmonic

Jazz Education Network & Berklee College of Music

Concordia University Chicago, Alumni Association

Quinlan and Fabish Music Company

Bronzeville Children's Musuem: Women's Board

Chicago Defender/ Real Times Media

Illinois Education Association

The Jazz Institute of Chicago

Grammy Foundation and Recording Academy

2015 Most Outstanding Alumni College of Visual and Performing Arts Northern Illinois University

Jefferson Foundation, Thornton Township District 205 Ambassadors

Excellence in Teaching Golden Apple Foundation

2014 "Roosevelt Griffin Ave." A street in Harvey, IL was renamed "Roosevelt Griffin III Ave." honoring exemplary work in music education.

Harvey Education Foundation

# data[].attributes.attachment_link.description
Chicago Jazz Philharmonic Jazz Education Network & Berklee College of Music Concordia University Chicago, Alumni Association Quinlan and Fabish Music Company Bronzeville Children's Musuem: Women's Board Chicago Defender/ Real Times Media Illinois Education Association The Jazz Institute of Chicago Grammy Foundation and Recording Academy 2015 Most Outstanding Alumni College of Visual and Performing Arts Northern Illinois University Jefferson Foundation, Thornton Township District 205 Ambassadors Excellence in Teaching Golden Apple Foundation 2014 "Roosevelt Griffin Ave."

# data[].attributes.body
Topic$ for thi$ week include money and communication.

All required material for the week has been posted; again, I don't want to overwhelm everyone all at once, but rather, let you create your own schedule on how to complete the work.

Additional resources will be posted by Wednesday that apply to the course calendar.

As per the previous weeks, please have all required assignments completed by this Friday.

Project proposals are also due this week. These do not have to be in a formal format - an email or brief document will suffice for this.

# data[].attributes.headline
Reading Recommendation: Your School Board Minutes/School Budget

# data[].attributes.subject
Reading Recommendation: Your School Board Minutes/School Budget

# data[].attributes.body
One Tuesday per month, I get a cup of coffee going, sit down in my favorite chair, and I click "refresh" on the browser until my favorite site loads: my district's school board minutes.

You can find a lot of information on the agenda, minutes, and documents posted in the school board minutes. If you haven't taken a look at your district's before, visit their website and look for the board of education subpage. Or, just search "your school" with "School board minutes," and you'll probably get faster results (some districts like to tuck them away on the site).

Additionally, school budgets can provide some entertainingly dense information. Be warned, however, that most school budget spreadsheets go well into hundreds of pages.

Why is this information important to you? I've used it to understand where some money goes, but more importantly, to get more money for my program. I noticed that other departments were getting textbook money, but we were not. I also saw that other programs in the district were getting additional coaches/helpers that were paid from the district, but the music program was not. This information helped my department and I to address some inequities in our departments.

If you have trouble locating your school board minutes, let me know, and I can help you poke around.

# data[].attributes.body
Here is Friday's Youtube livestream, for those of you that would like to access.

# data[].attributes.body
Here is Friday's Youtube livestream, for those of you that would like to access.

# data[].attributes.body
Is there something that your program is looking to gain or do that costs a significant amount of money? If so, leave a comment. Class members can offer any help, suggestion or experience. I can be of particular help in ideas and resources for funding trips, commissions, and guest artists/speakers.

# data[].attributes.body
Hi Folks - Unfortunately, I'm unable to get a live session going today at 1pm. There will still be a recorded response to the padlet later today.

If you would like to discuss anything over phone or Zoom later today, please let me know by replying this email or by texting 815-919-8980.

Finally - I've gone through the project proposals that I've received. Please let me know if you did not get a response from me/if the project proposal is not updated in the gradebook.

Thanks,

Don

# data[].attributes.body
Don Stinson
dstinson@vandercook.edu
Cell: 815-919-8980

Please don't hesitate to reach out. You are free to contact me at any time for course related issues, such as content, questions, tech related issues, or ideas. If I don't reply right away, I will do my best to get back to you within 24 hours.

I will keep Fridays open for phone calls/Zoom appointments for groups or individuals. If you'd like to schedule a meeting with me on Friday to talk about any issues with your program, or even just to brag about a success with your students, please reach out!

# data[].attributes.headline
Book recommendation: Grit by Angela Duckworth

# data[].attributes.subject
Book recommendation: Grit by Angela Duckworth

# data[].attributes.body
This book changed that way I approached my students and my own children, and reinforced some other beliefs and actions. In short, it's an interesting view on courage, passion, and fear. Claims are made that talent doesn't necessarily lead to success, but rather, grit.

Also included: a TED talk from Angela Duckworth regarding Grit. Click here for the link.

# data[].attributes.attachment_link.title
Grit: The Power of Passion and Perseverance

# data[].attributes.attachment_link.description
Grit: The Power of Passion and Perseverance - Kindle edition by Duckworth, Angela. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Grit: The Power of Passion and Perseverance.

# data[].attributes.headline
Book recommendation: iGen by Dr. Jean Twenge

# data[].attributes.subject
Book recommendation: iGen by Dr. Jean Twenge

# data[].attributes.body
I read iGen when it was first published in 2017.  The full title is iGen:

Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us.  Check your local library if you're interested.  I found this book to be extremely helpful when understanding behavior; not always negative, but just the day to day behavior, thoughts, and reactions of today's student.

It's not doom and gloom, but it's pretty insightful.  We used to rely on older students driving younger kids to rehearsal; now, the stats are showing that kids are waiting until they're nearly 20 to get their license.  They also like hanging out with their parents and would rather stay home than go to a movie.

# data[].attributes.attachment_link.title
iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us

# data[].attributes.attachment_link.description
Amazon.com: iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us: 9781501152016: Twenge PhD, Jean M.: Books

# data[].attributes.headline
Book Awareness (maybe a recommendation?): Hillbilly Elegy: A Memoir of a Family in Culture and Crisis by J.D. Vance.

# data[].attributes.subject
Book Awareness (maybe a recommendation?): Hillbilly Elegy: A Memoir of a Family in Culture and Crisis by J.D. Vance.

# data[].attributes.body
The book examines one person's experience growing up in rural poverty.  His family moves from Kentucky to Ohio to escape their situation.  The author grows up to attend Yale Law but reflects on members of his family that are unable to escape their situations.

This is a polarizing books among my circle of friends.  Some us related to it, while others thought that the author was on a bit of an ego trip (although I suppose it's hard to avoid this when writing a semi-autobiography/case study of your family).  I've had friends that lived in rural areas both praise the book and also speak out against it due to generalizations.

I read this book when it was released five summers ago.  Disclaimer: it appears that the marketing of this book has changed since I first read it.  There's some promises that reading this will help people understand current political situations.  It's been four years since I've read the book; I'm not sure if this holds true, or if this is just timely marketing.

A movie based on the book was recently released. I have not watched the movie as of yet.

# data[].attributes.attachment_link.title
Hillbilly Elegy: A Memoir of a Family and Culture in Crisis

# data[].attributes.attachment_link.description
Hillbilly Elegy: A Memoir of a Family and Culture in Crisis [Vance, J. D.] on Amazon.com. *FREE* shipping on qualifying offers. Hillbilly Elegy: A Memoir of a Family and Culture in Crisis

# data[].attributes.headline
Strategy/Tip: Shifting Your Repair Budget

# data[].attributes.subject
Strategy/Tip: Shifting Your Repair Budget

# data[].attributes.body
Instrument repairs can eat up a budget quickly.  If your instrument repair budget is too small or you work out of one budget for everything, consider investigating options under capital outlay.  Capital outlay refers to the purchase and sometimes service of assets.  Larger instruments may be covered under capital outlay.  We were able to negotiate moving our instrument repair budget to the building repair budget.  This freed up funds to be used in other ways and even increased the amount of repairs we were able to do.  This also includes piano tuning.  (This is of course, an idea that you'd have to bring to an administrator).

# data[].attributes.body
Does your program have a strong and reliable parent organization?  Speak to them about considering applying for 501(c)(3) status through the IRS.

Major pros: tax-exempt; can accept donations that are tax-deductible to the donor; my program does not have to get any approval for fundraising since it is technically done by the offsite 501(c)(3) group.

Cons: application process is involved; must have a strong, reliable group; must work to maintain status and supervise the group; initial set-up may cost money for attorney, accountant, or other consultant.

My suggestion?  If you need to make some significant money for you organization and you can get this rolling, do it.  It does take a lot of time and effort to set-up, but the legitimacy of the status combined with the increased autonomy helps to pursue some significant financial help for your group.

Check out the FAQ below.  If you have more questions, please let me know how I can help.

# data[].attributes.attachment_link.description
Frequently asked questions concerning 501(c)(3) and other nonprofit organizations.

# data[].attributes.body
What do your school or program budgets look like (the ones that you know about)?

# data[].attributes.headline
Required Reading/Discussion: How To Ask For Money & Budget Tips

# data[].attributes.subject
Required Reading/Discussion: How To Ask For Money & Budget Tips

# data[].attributes.body
I often had trouble asking for money or supplies for my program. Here's a pretty exhaustive routine/method that I have had significant success with for many years. It's not necessarily the method, but it's a method.

I'm positive that many people here have some money and budget related tips.  If you have any that you would like to share with the course, please share in the comments.  If you don't have any money or budget tips, feel free to either copy down all of the tips or ask a school finance related question.

# data[].attributes.headline
Required: Reading/Discussion: Title I Funding

# data[].attributes.subject
Required: Reading/Discussion: Title I Funding

# data[].attributes.body
Please view the link on Title I funds: https://docs.google.com/document/d/16bcdkiKTpzAYnuKumMhjJomH9gdRJqA_mktORH-qpac/edit?usp=sharing

I tried to make a synopsis of Title I as briefly as I could. It's still five pages. Following the link above, please view the NAFME link attached to this post.

There is a link in the NAFME post to an ed.gov site. Use this link instead: https://www2.ed.gov/programs/titleiparta/index.html

For those in Title I Schools: what questions, concerns, or experiences do you have with Title I funds?  Do you need suggestions on accessing these funds?

# data[].attributes.attachment_link.readable_text
The Elementary and Secondary Education Act (ESEA) provides national funds for primary and secondary schooling. It was signed into law by Lyndon B. Johnson in 1965. The No Child Left Behind Act of 2001 is the current reauthorization of ESEA.
What is Title I?
Title I ("title one") is the section of ESEA that distributes funds to schools with high percentages of students from lower socio-economic households.
Title I and Music Education
Support for music education is absolutely an allowable use of Title I funds under the current iteration of ESEA. In a 2009 letter, U.S. Education Secretary Arne Duncan articulated that "Title I, Part A of ESEA funds arts education to improve the achievement of disadvantaged students." Unfortunately, though, the language of the bill that speaks to this does not expressly articulate it as such, (it chooses to speak of funding purposes from a 40,000 ft. level), and so NAfME spends a great deal of time on Capitol Hill working to create clarity on this very issue.

The purpose of the Title I is "to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education" (Title I Sec. 1001). The Title I policy further establishes that programs using Title I funds shall "[implement] school-wide reform strategies that...strengthen the core academic program in the school" (Title I Sec. 1114(b)) and "help provide an accelerated, high-quality curriculum, including applied learning" (Title I Sec.1115(c)). As components of a quality arts education program, these elements support the suitability of using Title I funds to allow students fair and equal access to an arts education. While there is no explicit mention of music education, music is defined as one of the four disciplines that make up the "arts"-a core academic subject under ESEA.

//
Pending 2013 ESEA Reauthorizations
Currently, three competing bills have been offered. In this Education Week article, author Alyson Klein compares the three proposals. Klein notes that while all three proposals move away from NCLB's emphasis on Annual Yearly Progress, the bills differ on their approaches to issues such as teacher evaluation and how to improve low-performing schools. The chart at the bottom of Klein's article offers a succinct comparison of how each bill addresses these and other important topics.

Each bill addresses music and the arts differently:

- Senator Harkin's bill, the "Strengthening America's Schools Act of 2013,″ endorses the concept of funding a well-rounded education for all students, specifically mentioning music. It also mentions arts education in reference to specific programs, including 21st Century Learning, Expanded Learning Time, and programs that encourage involvement for all students, including those with disabilities

- Representative John Kline's (R-Minnesota) bill, the "Student Success Act," articulates Title I support for the arts, incorporates all core subjects (including the arts) in school turnaround provisions, adds "art and design" into the definition of STEM, cites the arts as an eligible activity for Extended Learning Time, and maintains current "Arts in Education" grant funding program in "well-rounded" section

Get the Form Pro widget and many other great free widgets at Widgetbox! Not seeing a widget? ( More info)

# data[].attributes.attachment_link.description
The Elementary and Secondary Education Act (ESEA) provides national funds for primary and secondary schooling. It was signed into law by Lyndon B. Johnson in 1965. The No Child Left Behind Act of 2001 is the current reauthorization of ESEA. What is Title I?

# data[].attributes.headline
Required: Discussion: RIFS and New Windows

# data[].attributes.subject
Required: Discussion: RIFS and New Windows

# data[].attributes.body
RIFs (reduction in force/lay-offs) just happened at your school. The French teacher was cut and now only Spanish is offered as a foreign language. Two art teachers were also laid off, reducing the art department to one teacher. The district says they are needing to significantly cut back in some areas.

One month later, the school gets brand new windows. How/why do you think this happens?

# data[].attributes.headline
Required: Reading: Thoughts and Suggested Frequency of Communication (posted 7/1)

# data[].attributes.subject
Required: Reading: Thoughts and Suggested Frequency of Communication (posted 7/1)

# data[].attributes.body
Comments welcome but not required: An essay I wrote last year on communication methods and frequency pertaining to low-income high need schools.

# data[].attributes.headline
Required: Discussion: Teaching Your Students Financial Literacy

# data[].attributes.subject
Required: Discussion: Teaching Your Students Financial Literacy

# data[].attributes.body
I spend a day in class each year conversing about finances. We talk about taxes, LLCs, saving, retirement, and multiple streams of income. It usually comes up organically when one of my students get a holiday gig playing in the community. When I taught beginner lessons, we did not go as deep with this, but we did talk about things like cost of instruments, etc. Do you talk to your students about money? What do you wish you knew as a student and how might you deliver this information to your own class? Finally - do you think talking about finances may be overstepping your role as a teacher, or is it a necessary talk in your situation?

# data[].attributes.headline
Course Calendar (Updated 6/20 to reflect assignment 2 change)

# data[].attributes.subject
Course Calendar (Updated 6/20 to reflect assignment 2 change)

# data[].attributes.body
Here is the course calendar. It's available in the Schoology site under Course Information, but it's probably easier if it's just posted here. It is uploaded in Excel format - if you cannot view, please let me know and I can make a PDF of it for you.

# data[].attributes.body
Some posts were directly transferred over to this week. I'm posting this for your reference for discussions and any video responses.

# data[].attributes.body
Some posts were directly transferred over to this week. I'm posting this for your reference for discussions and any video responses.

# data[].attributes.headline
Required: Project 2/Final Project Information

# data[].attributes.subject
Required: Project 2/Final Project Information

# data[].attributes.body
(Copied from Previous Week) Based on school report card submissions and classroom discussion, I've replaced project two with a proposal for your final projects.  The original second project would have been redundant and low-level for where we are at. (Please take that as a compliment.)  Furthermore, the final project may take more time than I originally anticipated.

Project two is now replaced with a final project proposal that is due Thursday, July 1.  This will segue directly into the final project.

I have linked this as both a Powerpoint and PDF, just in case you do not have access to Powerpoint.

# data[].attributes.body
Attached is a folder of a few requests I had that were successful or are in progress. Despite administrators not having a lot of time to look over documents, I've found a lot of success with detailed proposals that present solutions and answer potential questions. We don't have an official process for asking for funds at our school, so I just went with this. Some of these proposals were sent to my school administrators. One year, our school did not have any funds left for additional summer programs, so I asked the city. I wasn't sure exactly who to send the proposal to,  so I just sent it right to the mayor.  It got approved.

Please feel free to utilize any of these documents if you think they might help.

Documents program proposals, uniform proposals, and guest artist proposals.

# data[].attributes.body
For anyone that is unable to access PowerPoint.