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GRAMMY IN THE SCHOOLS
Click here for info.

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AB 351 PE CREDIT FOR MARCHING BAND
Dear AB 351 Fans,

I hope that this email finds all of you well and with your programs growing in vitality.

I have not contacted you for quite a few months. To recap, I hope that all of you recall the assembly bill sponsored by Assemblymember Mary Salas last year that sought to amend the California Education Code to allow PE credit for marching band, JROTC, cheer, drill team, color guard and California Cadet Corps. While that bill, AB 351, was transformed into a two year bill, it is still alive. However, the larger development was Senate Bill 1569 introduced last July, sponsored by the Chair of the Senate Education Committee, Senator Gloria Romero, which removes many of the amendments that we accepted trying to make peace in the Assembly and seeks to return the bill to its true form, as well as its original intent.

With the election of a new Speaker of the Assembly (John Perez, Los Angeles ) and some other political changes, this note is to ask you and your members about your experiences this last semester. Have the concessions we succeeded in winning been enough? Should we – that means all of us working together – push forward with SB 1569? Senator Romero stands ready to assist, as does Assemblymember Mary Salas.

I would remind you of our victories:

1) After months and months, the California Department of Education finally issued guidance in our favor which you can read by clicking here: http://www.cde.ca.gov/nr/el/le/yr09ltr0511.asp

2) The State Board of Education also amended the PE Frameworks in response to our concerns: You can read it on page 23 here: http://www.cde.ca.gov/ci/cr/cf/documents/2009peframework.pdf

I would also remind you of one loss:

1) In June, also after months and months of waiting, the California Commission on Teacher Credentialing issued guidance that stated teachers must now have two credentials, one for PE and the other for the subject. You can read the text of that here: http://www.ctc.ca.gov/notices/coded/2009/0910.pdf

We know we had the votes last year, we know the arguments are on our side, but we also know that there was considerable political pushback from CAHPERD, the PE teachers association, which is why the bill got pulled back into Assemblymember Brownley’s Education Committee where, in the words of one gleeful CAHPERD member, “It will live for all eternity.” We also cannot underestimate Assemblymembers Torlakson and Brownley in their opposition. Interestingly, we remain CAHPERD’s # 1 Action Alert, as you can read here: http://www.cahperd.org/legislation/action_alerts.html. PE teachers actively make donations, walk precincts and show up at phone banks for assembly candidates which means they have formidable influence.

However, the arguments and much of the research are on our side, if we can get this to a vote.

Another interesting element in all of this is that both Senator Romero and Assemblymember Torlakson are running against each other to succeed Jack O’Connell as State Superintendent of Public Instruction in November and it is already shaping up to be a large battle. Astonishingly, our bill – and our beloved programs -- seem to be a small central piece in that battle. If Assemblymember Torlakson wins, there can be very little doubt that his interpretation of current Ed Code will not include PE credit for these programs.

What we want to know is how all of this activity has translated for you over the last semester? Are YOU better or worse off? Please email me personally and give me your perspective, your experiences this last semester. Should we commit our valuable time and resources to trying to pass this bill again? One last thought is that the push we made last spring did a great deal to educate California legislators up and down the state about the importance and vitality of these programs, particularly in light of the current budget crisis where all of these programs are at risk. The education of our legislators may also make this worth the effort.

Please keep your response short, even though I did not. (My apologies.)

I hope to hear from all of you.

Katherine Nakamura

Trustee, Board of Education

San Diego Unified School District

--
CBDA Administrative Assistant
Hanford West High School Music Department
(559) 904-2002 - cell
(559) 583-5903 ext. 8601 - voicemail
(559) 583-5964 - fax

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MUSIC ADVOCACY
Music education in the elementary school level is a vital aspect of a successful school’s curriculum.  Researchers have continually gathered evidence supporting the benefits and positive effects of music education within the school and have clearly demonstrated the need for elementary music programs.  This paper identifies several of these key benefits of elementary music programs and illustrates why it is crucial for this school to keep its current elementary music program....
(see pdf file for more)

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GUITAR WORKSHOP
GAMA, the Guitar and Accessories Marketing Association, in conjunction with MENC and NAMM, sponsors workshops that provide guitar training to school music teachers. The program has been in existence for about a decade, we have trained nearly 2000
teachers to date. GAMA has created a short video which introduces the program and
details the advantages of becoming involved in classroom guitar. This
video is now on line at: http://www.discoverguitar.com/educatormovieplayer.html The benefits to teachers are numerous. Educators that attend this free
workshops receive:
-Three Graduate Credits
-A free Guitar and books and accessories
(The workshops represent a value of over $1,300) Our surveys show that teaching guitar has a number of rewards for teachers
- 54.76% of respondents feel that teaching guitar has brought them
more support from School Administrators.
- 61.43% of respondents feel that teaching guitar has brought them
more support from Parents and students.
- 70% of respondents feel that teaching guitar has made their careers better.
- 37.14% of respondents feel that teaching guitar has brought them
more job security.
- 100% of respondents would recommend the Teaching Guitar Workshops to
other educators. Best of all, these workshops do not cannibalize existing music
programs, generally, they bring new children to music, a lot of
children!

Guitar is a great way to bring music to more students and
give teachers new skills that can improve their careers.

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MEMBER RESOURCE: HISPANIC HERITAGE MONTH
Celebrate Hispanic Heritage Month from September 15 to October 15. Experience new music and build bridges to different communities. Learn about the different arts and cultures of North America, the Caribbean, Central America, Europe, and South America. Take advantage of MENC online resources at http://www.menc.org/guides/hhmonth/hhmain.html as we connect with the music of Hispanic cultures!

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MUSIC FOR ALL FOUNDATION:
The Music for All Foundation is a national non-profit organization committed to expanding the role of music and the arts in education, to heightening the public's appreciation of the value of music and arts education, and to creating a positive environment for the arts through societal change. Go to http://music-for-all.org

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THE LATEST FROM MENC

THE NEW HANDBOOK OF RESEARCH ON MUSIC TEACHING AND
LEARNING --
An essential resource on music education and cognition developed by leading
scholars across the globe. This collection features chapters on arts advocacy, music
and medicine, teacher education, and studio instruction. Now available from Oxford
University Press at a 30% discount ($122.50 instead of the list price of $175.00).
Order online at http://www.oup.com/us, or call 1-800-451-7556. To receive your
discount, use promotion code 23703. Discount subject to change.

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UPDATES FROM CAAE: THE CALIFORNIA ALLIANCE FOR ARTS EDUCATION

SCHOOLS MAY MISINTERPRET “No Child Left Behind” AT THE EXPENSE OF THE ARTS
The American Music Conference is advising parents and local educators
that despite good intentions, local interpretation of the federal “No Child
Left Behind” education law may seriously affect access to music education
for America's public school students. Click here for the complete story.

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PARENTS AND TEACHERS
Please visit Supportmusic.com
The website not only gives solid and practical information in an organized fashion,
but also gives the opportunity for parents to get involved in the process.

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TALKING TO LAWMAKERS ABOUT SCHOOL POLICY
This list of straightforward tips for communicating effectively with
elected officials can help teacher leaders influence critical
education policy decisions. Face-to-face meetings with lawmakers and
their key staff aides can open up communication channels for key
issues. Legislators, busy as they are, will usually find time to meet
with their constituents. Study these tips and you'll be ready for your
first contact with the movers and shakers who make education policy.
Go to http://www.teacherleaders.org/Resources/talkingtips.html
[Excerpted from PEN Weekly, http://www.publiceducation.org]
Guide to Help School Leaders Communicate NCLB

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COMMUNICATING NCLB:
A Principal's Desktop Guide is designed to help principals communicate with parents and the public about the No Child Left Behind (NCLB) Act and schools in need of improvement. The Desktop
Guide contains talking points, frequently asked questions regarding NCLB, key provisions of the law, timelines, and much more. Go to http://www.principals.org/advocacy/frr/frr_current.cfm#art1
[Excerpted from PEN Weekly, http://www.publiceducation.org]

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