EAST GRAND RAPIDS PUBLIC SCHOOLS...2003-2004 2,878 2004-2005 2,893 2005-2006 2,972 2006-2007 3,009...
Transcript of EAST GRAND RAPIDS PUBLIC SCHOOLS...2003-2004 2,878 2004-2005 2,893 2005-2006 2,972 2006-2007 3,009...
EAST GRAND RAPIDS PUBLIC SCHOOLS Kent County, Michigan
BUDGET HEARING of the East Grand Rapids Board of Education The High School Little Auditorium, 2211 Lake Drive SE, East Grand Rapids, MI 49506
For Information: Phone 616-235-3535.
Monday, June 6, 2016 6:00 p.m.
AGENDA
1. Meeting Called to Order 2. Acknowledgment of Guests 3. Board Secretary’s Report: Communications to and from the Board – Beth Milanowski
PRESENTATION/DISCUSSION 4. EGRNow! Check Presentation – Amy Stuursma 5. Budget Hearing: 2016-2017 General Fund Budget – Kevin Philipps (Enclosure #5) 6. Public Comments
ACTION ITEMS – CONSENT AGENDA
Background: In order to save time during the meeting, we are using a Consent Agenda. Items in the Consent Agenda include those that are considered routine or have been previously discussed by the Board of Education. Any board member may request to have any item removed for a separate discussion and vote.
Recommendation: Motion to approve items in the Consent Agenda Numbers 7 through 9.
7. Approval of Minutes of REGULAR Meeting of 5/16/2016 (Enclosure #7) 8. Approval of Payment of Bills – May 2016 (Enclosure #8) 9. Approval of Proposed K-12 Music Curriculum Update (Enclosure #9)
ADMINISTRATIVE REPORTS
10. Superintendent 11. Assistant Supt. of Business 12. Assistant Supt. of Instruction 13. Adjournment * Minutes for this meeting will be available in the Superintendent’s Office at 2915 Hall Street SE, East Grand Rapids, MI 49506. ** If you plan to attend and have a special need and require accommodation to attend this meeting, please contact
Dr. Sara Magaña Shubel, Superintendent, at 616-235-3535. Superintendent’s Office – 6/3/2016
June 6, 2016
Public Hearing
on the
2016-2017 General Fund Budget
“Tradition of Excellence”
“Tradition of Excellence”
Budget Presentation
2015-2016 Final Proposed Budget Amendment Major changes since December
Proposed 2016-2017 Sinking Fund and Debt Retirement budgets General Fund Budget Background and History
Operating vs Capital Budgets Revenue & Expense Trends Fund Balance History History of Budget Reductions
Budget Assumptions and Projected Trends State Funding / Other Revenues Student Enrollment Personnel Costs / Staffing State Retirement
2016-2017 Proposed General Fund Budget and Future Year Projections Potential Budget Adjustments
Discussion/Questions
“Tradition of Excellence”
2016-2017 General Fund Budget
The Budget is a product of our Strategic Plan “Educating and inspiring each student to navigate successfully in
a global community”
Budget is limited to the resources received
Budget is a financial roadmap that changes daily
Budget has been structurally deficient since 2008-2009 $4.3 million in cuts/increased revenue since 2009
$3.2 million in fund reserves used from 2009-2010 to 2014-2015
Use of fund reserves no longer an option
Future years will bring additional financial challenges to overcome
Providing the strongest educational experience while developing & maintaining a structurally balanced budget for next year & the future is the goal Can include reductions in one area and additions in another to provide the
strongest educational experience
“Tradition of Excellence”
2015-2016
Final Budget Amendment
“Tradition of Excellence”
2015-2016 Final Budget Amendment
DecemberAmendment
Amended w/revised sale of
assets Proposed Final
Amended to Final
Variance
Revenues $29,482,265 $29,211,529 $29,223,451 $11,922
Expenses $28,865,654 $28,865,654 $28,869,588 $3,934
Change in Fund Reserve $616,611 $345,875 $353,863 $7,988
Chg. In Structural Fund Reserve ($137,125) ($137,125) ($129,137)
Sale of Assets $753,736 $483,000 $483,000
Beginning Fund Reserve $1,692,479 $1,692,479 $1,692,479
Ending Fund Reserve $2,309,000 $2,038,354 $2,046,342
Ending Fund Reserve % 8.0% 7.1% 7.1%
“Tradition of Excellence”
Variances from Amended
Change in Revenues: Increase of $11,922 Early Childhood: $70,000 State Funding: ($20,865) Special Education Transportation: ($20,360) Medicaid Reimbursements: ($18,000) Others: $1,147
Change in Expenses: Increase of $3,934 Early Childhood Staffing: ($40,000) Administrative Savings: ($15,000) Textbook/Materials Pull-Ahead: $40,000 Utilities: $10,000 Others: $8,934
“Tradition of Excellence”
2016-2017 Sinking Fund Budget
2015-2016 2016-2017
Revenue $330,000 $350,000
Expenses $500,000 $240,000
Net Change ($170,000) $110,000
Ending Fund Balance $465,598 $575,598
“Tradition of Excellence”
Long Term Sinking Fund Plan
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Beginning Balance $465,598 $575,598 $690,598 $778,598 $893,598 $848,598 $998,598
Revenues $350,000 $355,000 $360,000 $365,000 $370,000 $375,000 $380,000
Athletic Turf Fund $40,000 $40,000 $40,000 $40,000 $40,000 $40,000 $40,000
Memorial Bleachers $250,000
Parking Lot Resurfacing $82,000 $60,000 $60,000
Others $200,000 $200,000 $150,000 $150,000 $125,000 $125,000 $125,000
Total Expenses $240,000 $240,000 $272,000 $250,000 $415,000 $225,000 $165,000
Ending Balance $575,598 $690,598 $778,598 $893,598 $848,598 $998,598 $1,213,598
“Tradition of Excellence”
2016-2017 Debt Fund Budget
2015-2016 2016-2017
Tax Collections $6,462,421 $6,673,830
School Bond Loan Fund $2,919,099 $2,903,280
Total Revenues $9,381,520 $9,577,110
Expenses $9,381,520 $9,577,110
Net Change $0 $0
Ending Fund Balance $97,618 $97,618
Millage Levied 9.95 9.95
“Tradition of Excellence”
Debt Repayment Schedule
TaxCollections
School Bond Loan Fund
DebtService
2016-2017 $6,673,830 $2,903,280 $9,577,110
2017-2018 $6,874,045 $2,708,820 $9,582,865
2018-2019 $7,080,266 $2,502,529 $9,582,795
2019-2020 $7,292,674 $2,279,271 $9,571,945
2020-2021 $7,511,454 $507,986 $8,019,440
2021-2022 $7,736,798 $278,062 $8,014,860
2022-2023 $7,968,902 ($2,786,852) $5,182,050
2023-2024 $8,207,969 ($3,043,919) $5,164,050
2024-2025 $8,454,208 ($3,334,508) $5,119,700
2025-2026 $8,707,834 ($3,637,984) $5,069,850
2026-2027 * $8,969,069 ($2,324,066) $5,049,400
* School Bond Loan Fund would be fully repaid at the end of the 2026-2027 school year, leaving room for additional debt capacity, or a lowering of the debt millage rate
“Tradition of Excellence”
General Fund Budget
Background & History
“Tradition of Excellence”
Operational vs. Capital Funding in
Public Schools
Unlike most industries, operational and capital funding exist in separate silos Capital funding cannot be used to pay for employee salaries, benefits, or supplies to
support programs and services or other operating expenses Operational funding is not required to assist in the servicing of debt
District issues voter approved “unlimited tax qualified bonds”, which provides the Board of Education the authority and obligation to set the necessary tax rate for debt retirement annually.
Operational Capital
“Tradition of Excellence”
State Funding History
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-162016-17(Budget)
2016-17Vs
2008-09
Foundation Allowance $7,867 $7,867 $7,867 $7,397 $7,397 $7,450 $7,500 $7,628 $7,737 ($130)
Section 147(a) $0 $0 $0 $102 $106 $69 $78 $78 $78
Section 20(f) Hold Harmless
$0 $0 $0 $0 $0 $0 $0 $17 $17
Best Practices Grant $0 $0 $0 $100 $52 $52 $50 $0 $0
Performance Funding Grant
$0 $0 $0 $0 $0 $40 $70 $0 $0
Total State Funding $7,867 $7,867 $7,867 $7,599 $7,555 $7,611 $7,698 $7,723 $7,832 ($35)
“Tradition of Excellence”
Student Enrollment History
1999-2000 2,646
2000-2001 2,700
2001-2002 2,778
2002-2003 2,854
2003-2004 2,878
2004-2005 2,893
2005-2006 2,972
2006-2007 3,009
2007-2008 3,010
2008-2009 2,977
2009-2010 2,998
2010-2011 3,005
2011-2012 2,992
2012-2013 2,987
2013-2014 2,996
2014-2015 2,940
2015-2016 2,952
Blended Full Time Equivalent (FTE) is calculated using 10% of the prior spring countand 90% of the current year (fall count)
“Tradition of Excellence”
Salary/Wage History
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
2016-2017
Budget
Total for last
7 years
Teacher 1.00%
+ Step
0.00%
+ Step
0.00% 0.00%
+ Step
0.00% 0.00% 1.00% 2.00%
+ 3 steps
Administration (2.00%) 1.00%
+ Step
0.00% 0.00%
+ Step
0.00% (2.00%) 1.00% (2.00%)
+ 2 steps
Custodian (15.00%) 0.00%
+ Step
1.00% 1.00%
+ Step
0.00% 0.00% 1.00% (12.00%)
+2 steps
Support Staff 1.00%
+ Step
0.00%
+ Step
0.00% 1.00%
+ Step
0.00% 0.00% 1.00% 3.00% +
3 steps
“Tradition of Excellence”
Health Insurance History
(Annual Cost for Family Coverage)
MESSADistrict
Cost WMHIPDistrict
CostStateCap
2010-2011 $16,367 $16,367 $14,830 $14,830 n/a
2011-2012 $16,570 $16,090 $16,066 $12,853 n/a
2012-2013 $16,128 $15,000 $16,737 $13,390 $15,000
2013-2014 $14,141 $14,141 $15,203 $15,203 $15,525
2014-2015 $15,000 $15,000 $14,975 $14,975 $15,975
2015-2016 $16,768 $16,343 $15,125 $15,125 $16,343
2016-2017 $19,206 $16,751 $15,911 $15,911 $16,751
- In 2013-2014, employees receiving MESSA insurance moved to a $1,300/$2,600 high deductible plan, lowering premiums- In 2011-2012, administration began contributing for 20% of the medical premium- In 2013-2014, administration/non-collective bargaining support staff moved to a Blue Cross High Deductible plan- In 2014-2015, administration/non-collective bargaining support staff moved to a $1,300/$2,600 high deductible plan with
Priority Health
“Tradition of Excellence”
MPSERS State Retirement History
Difference between total cost and district cost is School Aid Fund contribution to MPSERS
24.32% 24.79%25.78% 25.78% 24.94%16.54% 16.94%
20.66%
24.46% 25.92%
29.35%
34.58%36.31% 36.64%
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
State Retirement Contribution Rate
District Contribution Rate Total Implicit Retirement Rate
“Tradition of Excellence”
Personnel Expense Trend
(2008-2009 to 2015-2016 Budget)
Wages Health TotalRetirement
RetirementOffsets
Net Retirement
2008-2009 $15,773,478 $2,890,277 $2,594,430 $0 $2,594,430
2009-2010 $16,001,020 $2,925,490 $2,634,789 $0 $2,634,789
2010-2011 $15,792,998 $2,908,473 $3,101,768 $0 $3,101,768
2011-2012 $15,824,414 $3,092,473 $3,734,246 $304,634 $3,429,612
2012-2013 $15,764,475 $2,471,727 $4,145,622 $618,763 $3,526,859
2013-2014 $15,533,137 $2,509,419 $4,628,377 $1,058,811 $3,569,566
2014-2015 $15,430,045 $2,720,728 $5,429,796 $1,687,786 $3,742,010
2015-2016 (Budget) $14,656,464 $2,740,931 $5,495,971 $1,721,212 $3,774,759
Net Change since 2008-2009 ($1,117,014) ($149,346) $2,901,541 $1,721,212 $1,180,329
“Tradition of Excellence”
Bulletin 1014 – 5 year trend
2010-11 2011-12 2012-13 2013-14 2014-15
Total Sample 786 797 813 829 841
General Fund Revenues 282nd 186th 253rd 288th 304th
Expenses:
• Basic Program 101st 52nd 59th 60th 58th
• Added Needs 695th 703rd 706th 735th 735th
• Instructional Support 148th 147th 192nd 180th 203rd
• Operations & Maintenance 303rd 309th 658th 638th 675th
• Business & Administration 386th 476th 482nd 523rd 498th
Total GF Expenses 254th 202nd 236th 241st 242nd
Avg. Teacher Salary 47th 44th 53rd 45th 42nd
* 2012-13 drop in rankings for general fund revenues and operations & maintenance is the result of separating recreational millage revenue and related expenses from the General Fund
Fund Reserve History
16.91%
15.36% 15.07%
12.78%
9.99%
7.67%
5.70%7.10%
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Fund Reserve Percentage Minimum Fund Reserve Preferred Fund Reserve
“Tradition of Excellence”
“Tradition of Excellence”
History of
Budget Reductions
“Tradition of Excellence”
History of Budget Reductions
SUPPORT SERVICES
Custodial: $425,000 • 15% pay reduction in 2010• Several positions eliminated • Two positions outsourced
Central Office Support: $285,000• 6.3 of 12.6 positions eliminated (50%)• Print Center services eliminated • 4.3 secretarial positions consolidated to 2.0• Front desk receptionist vacated • Payroll consolidated with Accounting Supervisor
Building Secretarial: $225,000 4.5 positions eliminated
• 1.0 Middle School Office• 2.0 High School Office • 1.0 Food Service • 0.5 High School Media Center
“Tradition of Excellence”
History of Budget Reductions
SUPPORT SERVICES
Technology Staff: $133,000 • 1.6 staff positions reduced• Teacher Building Coordinator stipends eliminated
Energy Manager: $30,000• Program eliminated, Director of Operations oversees energy
management
PAC Management: $25,000 • Net cost reduced through increased rentals, reduced supply budget
ADMINISTRATIVE SERVICES/COSTS: $310,000
• Two 2% pay reductions (2010-2011 and 2015-2016)• Health Care efficiencies • Director of Operations assumed oversight of transportation• Director of Special Education assumed Early Childhood (2011-2015)
“Tradition of Excellence”
History of Budget Reductions
CO-CURRICULARS
Athletics: $285,000• Eliminated funding support for middle school athletics • Eliminated funding support for wrestling and softball • Shift to “drop only” transportation• Pay-to-Participate from $100 to $250 per sport
Non-Athletics: $90,000• Eliminated funding support for high school clubs • Pay-to-Participate program for drama program
“Tradition of Excellence”
History of Budget Reductions
CLASSROOM SUPPORT
Building Supply Budgets: $250,000• Three 10% reductions since 2009
Media Center Staffing: $400,000• 100% reduction• Three media specialists eliminated • Paraeducators in each building eliminated
Guidance Counseling: $153,000• 1.0 Counselor at middle school • 1.0 Counselor at high school
Intervention Specialist: $80,000• Elimination of 0.8 FTE position
Youth Development: $50,000• Elimination of funding support for program/services
“Tradition of Excellence”
History of Budget Reductions
CLASSROOM
Special Education Teaching: $430,000• 4.8 FTE reduction due to less students requiring services• All services maintained• District have met Federal Maintenance of Effort standards every year
• Increase in total dollars, or dollars per student each year
Special Education Paraeducators/Teacher Assistants: $170,000• 3.0 Teacher Assistants eliminated • 1.5 Paraeducator positions
General Education Teaching: $400,000• 4.5 FTE reduction due to lower student counts, increased class sizes
across all buildings, reduced support classes, scheduling efficiencies
Classroom Paraeducators: $140,000• Two hours/day in half day Young 5 classrooms• Two hours/day in full day Kindergarten & 1st grade classrooms
Reading Support: $90,000• Reduction from 4.0 to 3.0 reading support teachers
“Tradition of Excellence”
2016-2017
Budget Assumptions
“Tradition of Excellence”
State Funding Projection
(In Millions $) 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
School Aid Fund Revenues $11,520.5 $11,747.1 $12,067.4 $12,402.4 $12,760.8 $13,121.5
Year over Year Growth $226.6 $320.3 $335.0 $358.4 $360.7
Growth % 2.0% 2.7% 2.8% 2.9% 2.8%
MPSERS Contribution ($274.0) ($216.5) ($90.0) ($5.0) ?
Net Incremental Funds ($47.4) $103.8 $245.0 $353.4 $360.7
Projected Students 1,500,000 1,496,000 1,484,000 1,474,500 1,474,500
Incremental Funds/student ($32) $69 $165 $240 $245
Actual/Projected Increase in Funding/pupil
$50 $25 $109 $75 $100
GF Contribution to SAF $45.9 $226.0 $57.4 $57.4
Increase in GF contribution is the main reason for the $109/pupil increase for 2016-2017. GF contribution not budgeted for 2017-2018.
“Tradition of Excellence”
EGRNow! Contributions
2012-2013 $520,470
2013-2014 $270,855
2014-2015 $145,400
2015-2016 $255,310
2016-2017 $400,000
5-Year Average $318,407
2017-2018 (Budget) $250,000
2018-2019 (Budget) $250,000
State Enrollment/Birth Rate Trends
Live Births in Kent County
7,800
8,000
8,200
8,400
8,600
8,800
9,000
9,200
9,400
9,600
9,800
10,000
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Class of 2016, 227 students
Class of 2017 & 2018, 248 & 264 students
2014-15 K = 1972015-16 K = 1872016-17 K = 165 (Bdgt.)
“Tradition of Excellence”
Enrollment Projections
2015-2016 2016-2017 2017-2018 2018-2019
Previous Year Enrollment 2,940 2,952 2,945 2,925
Graduating Seniors 234 226 248 264
Incoming K/Young 5s 187 165 180 180
Schools Of Choice 55 24 25 25
Community Growth 4 30 23 24
Actual / Projected Growth 2,952 2,945 2,925 2,890
“Tradition of Excellence”
Salary & Health Benefit Assumptions
Salary: Budget assumption for all employees is based on the salary formula in
place with collective bargaining employees Based on 2,945 students and $109/student increase in state funding,
formula would provide a 1% scale increase, with no seniority step increase
Student enrollment over 2,950 would provide a seniority step increase, and no scale increase
Student enrollment below 2,925 would provide no increase in salary
Health Care/Dental Health:
State contribution cap is increasing by 2.5% for 2016-2017 Cost of MESSA increasing 16.3%, employees responsible for
difference between 16.3% and 2.5%. Cost of WMHIP increasing 5.2%. Plans are underneath state cap, so
district increase will be 5.2% Dental: 5% increase budgeted (100% self funded plan)
“Tradition of Excellence”
State Retirement
Assumptions and Projections
District Cost: Maintain current contribution rate of 24.94% Unfunded liability to current retirees capped at 20.96% Difference between 24.94% and 20.96% is the cost of an additional
year for current employees (“normal cost”) Assumption is for the “normal cost” to be stable in the near future
School Aid Fund cost: Currently 11.70% School Aid fund contributes whatever the retirement system needs
above the 20.96% to make required payments to current retirees Investment rate of return, performance of other actuarial
assumptions critical to the required contribution of the School Aid Fund
Current state assumption is for the contribution from the School Aid Fund to level off and stay consistent in near future
District assumption is the School Aid fund will contribute more in near future, which shows up in state funding assumption.
“Tradition of Excellence”
2016-2017 Proposed
General Fund Budget &
Future Years Forecast
“Tradition of Excellence”
Budget Balancing options from May
One year pause for budgeted part time central office support staff position: ($45,000)
Reduce Net Cost of Athletics: ($25,000) District support of Barwis Methods student conditioning program reduced to $8,000
for 2016-2017, as part of a 3-year phase towards 100% private support ($20,000) Other expense efficiencies: ($5,000)
Administrative consolidation: ($70,000) Management of the High School Performing Arts Center and Pioneer Auditorium
transferred to the Director of Technology & Assessment and technology staff Elimination of the Performing Arts Center director position 15-20 hour/week increase in technology staffing
Savings Analysis:
PAC Director Salary $63,086
PAC Director Retirement/FICA $28,073
PAC Director Health/Dental $14,124
Total Cost of PAC Director $105,283
Reduction in Rental Revenues ($15,000)
Addt’l. Tech Help/Contract Svcs. ($20,000)
Net Budget Savings $70,283
“Tradition of Excellence”
Revised Budget Adjustments
Recommended Budget Savings for 2016-2017: One year pause for budgeted part time central office support staff
position: ($45,000 savings) Reduce Net Cost of Athletics: ($25,000 savings)
District support of Barwis Methods student conditioning program reduced to $8,000 for 2016-2017, as part of a 3-year phase towards 100% private support ($20,000)
Other expense efficiencies: ($5,000)
Recommended items funded by EGRNow! contributions in excess of $250,000 for 2016-2017: Administrative Consolidation: ($70,000)
Performing Arts Center director position will be maintained, and not consolidated with the Director of Technology & technology staff
Reinstatement of Kindergarten & 1st grade classroom paraeducators ($108,000 addition to budget) 2 hours per day of service in each K and 1st grade section
Positions are only in the 2016-2017 budget, as EGRNow! is budgeted at $250,000 for 2017-2018 and 2018-2019.
“Tradition of Excellence”
2016-2017 Proposed Budget
2016-2017 Forecast
2017-2018Forecast
2018-2019Forecast
Revenues $29,123,816 $29,058,901 $29,098,625
Expenses $29,074,009 $29,258,719 $29,352,609
Change in Fund Reserve $49,807 ($199,818) ($253,984)
Beginning Fund Reserve $2,046,342 $2,101,503 $1,896,331
Ending Fund Reserve $2,096,148 $1,896,331 $1,642,346
Ending Fund Reserve % 7.2% 6.5% 5.6%
“Tradition of Excellence”
2016-2017 Budget Sensitivity Analysis
2,920 students
2,930students
2,945 students
2,951 students
2,965 students
Revenues $28,915,821 $29,007,769 $29,123,816 $29,190,706 $29,299,024
Expenses $28,867,074 $29,074,009 $29,074,009 $29,301,638 $29,301,638
Change in Fund Reserve $48,747 ($66,240) $49,807 ($110,932) ($2,614)
Beginning Fund Reserve $2,046,342 $2,046,342 $2,046,342 $2,046,342 $2,046,342
Ending Fund Reserve $2,095,089 $1,980,101 $2,096,148 $1,935,410 $2,043,728
Ending Fund Reserve % 7.3% 6.8% 7.2% 6.6% 7.0%
Salary Formula No increase1% scale increase
1% scale increase
Step Increase(2.1%)
Step Increase (2.1%)
“Tradition of Excellence”
Summary
Proposed Budget for 2016-2017 is structurally balanced Structural balance does include the incredible contributions of EGRNow! Significant improvement over last two years to achieve structural balance
Collaboration with collective bargaining groups, reductions, efficiencies
Can structural balance be maintained?: $200K - $250K deficits in 2017-2018 and 2018-2019
Includes $250,000 in EGRNow! contributions for both years State Funding: Michigan unemployment low, auto sales high, yet net funding
increases have been $50 (0.7%), $25 (0.3%), $109 (1.4%) last 3 years. What happens when auto sales slow, which is directly correlated to jobs in Michigan?
Retirement system: Does the School Aid Fund contribution level off, or continue to increase?
Student Enrollment challenges Grades K-6: 209 per class, Grades 7-12: 249 per class Birth rates at lowest levels in 20 years Revenue decreases at a much higher rate than expenses with declining enrollment
2016-2017 Budget provides the best possible educational program for students based on the resources received
“Tradition of Excellence”
Questions/Discussion?
Our Mission Educating and inspiring each student to navigate successfully in a global community
EAST GRAND RAPIDS PUBLIC SCHOOLS Kent County, Michigan
REGULAR MEETING of the East Grand Rapids Board of Education James E. Morse Administration Center at Woodcliff 2915 Hall Street SE, East Grand Rapids, MI 49506
Monday, May 16, 2016
MINUTES
The REGULAR MEETING of the East Grand Rapids Public Schools Board of Education, Kent County, Michigan, was held on Monday,
May 16, 2016, in the Community Board Room of the James E. Morse Administration Center at Woodcliff, 2915 Hall Street SE,
East Grand Rapids, MI 49506.
BOARD OF EDUCATION
Present: Robert Wolford, Elizabeth Welch, Beth Milanowski, Natalie Bernecker, Michelle Rabideau, Mark Hessler, Brian Coles
Absent: None
Administration: Dr. Shubel, Jeanne Glowicki, Kevin Philipps, Doug Jenkins, Jenny Fee, Bill Behrendt, Craig Weigel, Anthony Morey,
Caroline Breault-Cannon
Meeting Called to Order President Wolford called the meeting to order at 6:00 p.m.
Acknowledgment of Guests – None
Public Comments Michelle Rabideau – 3000 Hall Street, announced that she will not be running for re-election on the EGRPS Board of Education. Her current term ends December 31, 2016. Michelle shared that she has thoroughly enjoyed serving on the board for the past eight years. President Wolford, on behalf of the board, publicly thanked Michelle for her service. Elizabeth Welch – 955 Cambridge, announced that she will run for re-election for another 4-year term on the EGRPS Board of Education. Mark Hessler – 2223 Estelle Drive, announced that he will run for re-election for another 4-year term on the EGRPS Board of Education. Board Secretary’s Report: Communications to and from the Board The board received a Thank You from Kristen Lecours, Lakeside 5th grade teacher, for the Schuler gift card on the birth of her daughter, Madelyn. The board received a Thank You from Casey Longo, middle school teacher, for the Schuler gift card on the birth of his son, Grayson. The board received a Thank You from Josh Rabideau on behalf of the high school yearbook committee for purchasing an ad in the 2015-2016 yearbook. The board received a congratulatory letter from the State of Michigan Department of Health and Human Services for adopting a comprehensive 24/7 tobacco-free school policy prohibiting the use of new generation tobacco products.
High School Student Council President’s Report – Grace Schumar, high school senior, reported that prom was a success, and sophomores are already working on securing a venue for next year’s prom. She also reported that graduation preparations are underway. Francesca Aquino will be next year’s Executive Board President.
PRESENTATION / DISCUSSION
Recognition of Middle School Odyssey of the Mind State Championship
Dr. Shubel and Bill Behrendt, Interim Middle School Principal, announced that the middle school Odyssey of the Mind team won the
State Championship competition. On behalf of the board, they commended the team and coaches who worked so hard and recognized them for their accomplishments. The team was presented with certificates of recognition from the board.
DRAFT
BOARD OF EDUCATION May 16, 2016 Page 2
Recognition of We The People State Championship Dr. Shubel and Jenny Fee, High School Principal, announced that the high school We The People team won the State Championship competition and competed in the national competition. The board commended the team and coaches who worked so hard and recognized them for their accomplishments. The team was presented with certificates of recognition from the board. Ken Goodson, President of the West Michigan Chapter of the Michigan Society of the Sons of the American Revolution, presented Janice Yates, high school social studies teacher, with the Dr. Tom and Betty Lawrence American History Teacher award. President Wolford also congratulated Yates on behalf of the board. Proposed K-12 Music Update (Enclosure #8) Jeanne Glowicki, Assistant Superintendent of Instruction, along with Kathy Larson and Mark Wells, middle school and high school music teachers, presented on the renewal of the K-12 music curriculum. An overview was provided as described in Enclosure #8. A discussion was held among the board. President Wolford moved Agenda Item #18 to accommodate Jeff Soles with Thrun Law Firm to present on the refunding of bonds. Approval of Confirming Resolution for the Refunding of 2007 and 2008 Bonds – Kevin Philipps (Enclosure #18) Background: In March, the Board of Education granted administration the authority to advance refund the 2007 and 2008 Athletic
Facility Bonds. $6.4 million of the $8.5 million in bonds were refinanced with “bank qualified” status. Total projected
interest savings from the refunding total $1.25 million, and net present value interest savings are $835,973, or 11.925%.
The savings are well in excess of the minimum parameters required to complete the refunding. Administration, in
partnership with its financial advisor, Public Financial Management, recommend accepting the interest rates offered and
supporting the resolution to complete the refunding. The Finance Committee has reviewed the refunding results and
recommends support of the resolution.
Recommendation: Motion to approve the confirming resolution accepting the interest rates for the refunding of the 2007 & 2008 Athletic
Facility bonds as recommended by the Finance Committee and Superintendent.
Kevin Philipps, Assistant Superintendent of Business, announced that Jeff Soles, attorney with Thrun Law Firm, was present at this evening’s meeting to provide an overview and answer any questions relating to the refunding of bonds as presented in Enclosure #18. Jeff Soles provided background information on the bond refunding and the results. A discussion was held among the board. Member Rabideau moved to approve the resolution for the refunding of 2007 and 2008 bonds as presented in Enclosure #18. Member Coles seconded the motion. A discussion was held among the board. Motion passed 7-0. 2016-2017 Budget Recommendations (Enclosure #9) Kevin Philipps, Assistant Superintendent of Business, presented a Budget Update and Recommendations as presented in Enclosure #9. Further information will be shared at the Budget Hearing on June 6, 2016, with final budget adoption at the regular meeting on Thursday, June 9, 2016. A discussion was held among the board. Board members thanked Philipps for his presentation and updates on the budget. The board and administration thanked the EGR Schools Foundation and applauded the efforts of the EGRNow! fundraising committee and community members for their incredible support of our schools and students. Member Milanowski left the meeting at 7:05 p.m.
ACTION ITEMS – CONSENT AGENDA Background: In order to save time during the meeting, we are using a Consent Agenda. Items in the Consent Agenda include
those that are considered routine or have been previously discussed by the Board of Education. Any Board Member may
request to have any item removed for a separate discussion and vote.
Recommendation: Motion to approve items in the Consent Agenda Numbers 10-15.
Approval of Minutes of SPECIAL Meeting of 3/24/2016 (Enclosure #10) Approval of Minutes of SPECIAL Meeting of 4/19/2016 (Enclosure #11) Approval of Payment of Bills – April 2016 (Enclosure #12) Approval of Proposed IB Music (Enclosure #13) Approval of Proposed STEM Robotics Elective (Enclosure #14) Approval of High School Curriculum/IB Resources (Enclosure #15)
Member Hessler moved to approve Consent Agenda Items 10-15. Member Rabideau seconded the motion. Motion passed 6-0.
BOARD OF EDUCATION May 16, 2016 Page 3
OTHER ACTION ITEMS
Approval of KISD Budget for 2016-2017 (Enclosure #16) Background: The State of Michigan requires that local school boards review their ISD’s proposed budget and act in support or non-
support of the budget. The Finance Committee has discussed the KISD 2016-2017 budget and recommends support.
Recommendation: Motion to support the KISD 2016-2017 budget as presented.
Kevin Philipps, Assistant Superintendent of Business, provided background information on the KISD Budget for 2016-2017. Member Welch moved to approve the KISD Budget for 2016-2017 as presented in Enclosure #16. Member Wolford seconded the motion. A discussion was held among the board. Motion passed 6-0.
Approval of Bids to Purchase Phones/Intercoms/Clocks from 2014 Bond Program–Kevin Philipps (Enclosure #17) Background: Administration has requested and received bids to replace our district phone system, intercom/paging system, and clocks
district wide as part of the 2014 Bond program. The district technology staff has reviewed the bids for accuracy &
completeness. After reviewing the bids, administration recommends awarding the phone system bid to BSB
Communication for $204,320.08, Intercom/Paging bid to ICOMM USA for $78,491.00, and the clock bid to ICOMM
USA for $57,482.00. The total of the three recommended bids is $340,293.08, which is less than the $350,000 budgeted
for the projects. The Facilities Committee has reviewed the bids and recommended acceptance as presented.
Recommendation: Motion to accept the three bids totaling $340,293.08 as recommended by the Facilities Committee and Superintendent.
Kevin Phillips presented an overview of the bids as presented in Enclosure #17 and recommended board approval. A discussion was held among the board. Member Bernecker moved to approve the bids to purchase phones/intercoms/clocks from the 2014 Bond Program as presented in Enclosure #17. Member Coles seconded the motion. A discussion was held among the board. Motion passed 6-0. Member Bernecker left the meeting at 7:14 p.m.
Approval of the Superintendent’s Evaluation and Contract Extension The Board conducted the annual evaluation of Dr. Shubel on April 19, 2016. After a very thorough review, the board deemed Dr. Shubel to be highly effective. While everyone recognizes that public schools continue to be in a very difficult financial environment, Dr. Shubel is still able to move our district forward with her team. Based on those factors, the board is recommending that we extend Dr. Shubel’s contract by one year to June 30, 2019. Member Hessler moved to approve the Superintendent’s Evaluation and extend her contract by one year to June 30, 2019. Member Welch seconded the motion. Motion passed 5-0.
ADMINISTRATIVE REPORTS Superintendent Dr. Shubel announced that there are three staff members in the district who will be receiving tenure as listed in Enclosure #20. Dr. Shubel announced the upcoming dates of: Baccalaureate – Tuesday, May 24 at 6:00 p.m. at Fountain Street Church High School Graduation Ceremony – Thursday, May 26 at 7:00 p.m. at Memorial Field Staff Retirement Breakfast – Thursday, June 2 at 8:00 a.m. Assistant Supt. of Business
None Assistant Supt. of Instruction None
BOARD OF EDUCATION May 16, 2016 Page 4
Board Member Reports Communications Committee – No reports. Facilities Committee – No reports. Finance Committee – No reports. Joint Facilities Committee – President Wolford that a meeting was held last week and another meeting is scheduled on May 24 to continue discussions. Legislative Liaison Committee – Member Welch reported that the final meeting of this year was held, and the committee is planning for next year. Personnel Committee – President Wolford reported that a meeting will be held on May 31. Policy Review Committee – No reports.
Liaisons EGR Schools Foundation – Member Rabideau reported that Mill Steel is contributing matching donations to EGRNow! for all new donors. Community Action Council – No reports. PTO Council – President Wolford reported that the Annual Spring PTO Luncheon will be held at Wealthy Elementary on May 23. Parks & Recreation – No reports. Superintendent’s Advisory Council (SAC) – Member Coles reported that the April meeting was canceled. Leadership & Youth Development (LYD) – Member Rabideau reported that the LYD board added four new members. Senior Retreat has been planned, and Freshman Connection leaders have been named and training has been planned. The intern will return next year to run TEAM, STEP, TATU, and she will have office hours. Healthy High has a new date in January 2017. Parent Advocates for Special Education (PASE) – No reports.
The annual Budget Hearing will be held on Monday, June 6, 2016, at 6:00 p.m.
ADJOURNMENT President Wolford adjourned the meeting at 7:23 p.m.
Respectfully submitted, Beth Milanowski, Secretary East Grand Rapids Public Schools Board of Education
* Minutes for this meeting will be available in the Superintendent’s Office at 2915 Hall St. SE, East Grand Rapids, MI 49506. The phone number is 235-3535. ** If you plan to attend and have a special need and require accommodation to attend this meeting, please contact Dr. Sara M. Shubel, Superintendent, at 235-3535. jmm 5/17/2016
BUSINESS OFFICE
MEMORANDUM
Date: June 6, 2016
To: Dr. Sara Magaña Shubel, Superintendent The Board of Education
From: Kevin D. Philipps, Assistant Superintendent of Business
Subject: May 2016 Payment of Bills
APPROVE May General Fund (11) – check #125285 through check #125332 in the total amount of $399,376.94.
APPROVE May Athletic Fund (21) – check #21190 through check #21195 in the amount of $1,439.93.
APPROVE May Sinking Fund (41) – check #512 in the total amount of $1,744.60.
APPROVE May Capital Projects 2014 (43) – check #245 through check #249 in the amount of $18,572.73.
APPROVE May Student Activity Fund (61) – check #24964 through check #25007 in the total amount of $47,062.50.
APPROVE May Joint Facilities Fund – no checks this month.
APPROVE May Debt Retirement – no checks this month.
KP/jmm
Why do we teach music? Not because we expect you to major in music. Not because we expect you to play and sing all your life. Not so you can relax. But...so you will be human. So you will recognize beauty. So you will be sensitive. So you will have something to cling to. So you will have more love, more compassion, more gentleness, more good; in short, more life.
Of what value will it be to make a prosperous living unless you know how to live? That is why we teach. ~ Unknown
K-12 Music Curriculum May 2016
William Bier Katherine Larson
James Borst Annie Schmieder
Jeanne Glowicki Mark Wells
Mary Hillyard Michael Woodward
East Grand Rapids Public Schools
K-12 Music Curriculum Committee
2015-2016 Board of Education
Robert D. Wolford, President
Elizabeth Welch, Vice President
Beth A. Milanowski, Secretary
Natalie Bernecker, Trustee
Michelle Rabideau, Trustee
Mark Hessler, Trustee
Brian J. Coles, Trustee
Sara Magaña Shubel, Ph.D., Superintendent
Jeanne M. Glowicki, Assistant Superintendent of Instruction
Kevin D. Philipps, Assistant Superintendent of Business
Music Curriculum Committee Members ...................................................................................................... Inside front cover
Board of Education ....................................................................................................................................... Inside front cover
Vision & Mission Statements .................................................................................................................................................. 1
Introduction .............................................................................................................................................................................. 2
Elementary Level – Grades K-5 Music Curriculum .......................................................................................................... 4-24
Composers .............................................................................................................................................................................. 25
Middle School & High School Level – Grades 6-12 Music Curriculum ......................................................................... 26-31
K-12 Music Professional Learning Plan ................................................................................................................................ 32
Table of Contents
1
Our vision is to provide an exemplary music education for all music students so they will demonstrate a personal artistic appreciation, technical expertise, and an ability to use these skills and understanding to impact the global community.
Vision
Educating and inspiring each student to navigate successfully in a global community ~ EGRPS Mission Statement
Mission
Pursue a personal music journey through an understanding of emotional and personal expressivity
Participate in musical experiences through a progressive and aligned curriculum
Develop a strong foundation of musical skills and a deep appreciation of a vast array of musical styles and excellent performances.
Maximize music aptitude and achievement.
Discover how music contributes to the quality of the human experience
In East Grand Rapids Public Schools students will have the opportunity to...
2
Introduction
The 2014 Music Standards are all about Music Literacy. The standards emphasize conceptual understanding in areas that reflect the actual processes in which musicians engage. The standards cultivate a student’s ability to carry out the three artistic processes of:
Performing
Responding
Connecting
These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. And isn’t competence in Performing, Responding, and Connecting what we really want for our students?
Students need to perform – as singers, as instrumentalists, and in their lives and careers.
Students need to respond to music, as well as their culture, their community, and their colleagues.
3
4
I would teach children music, physics, and philosophy, but most importantly music
for the patterns in music and all the arts are the keys to learning. ~ Plato
East Grand Rapids Public Schools
Music Curriculum
ELEMENTARY LEVEL Grades K-5
5
Kindergarten
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness
Demonstrate resting tone
Demonstrate beginning pitch matching
Demonstrate an awareness of upward and downward melodic contour
Experience rhythm and tonal patterns
Experience the concept of the tonal center
Be introduced to proper vocal production
Experience vocal timbre (tone colors)
Listening exercises
Echo-singing
Pitch-matching
Solo/Group
Hand signals
Movement
Chanting
Singing games
Puppet play
Visual props
Speaking vs. singing voice
Performance
Verbal
Observation
Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate beat awareness
Demonstrate performance of locomotor/non-locomotor movement to a pulse
Demonstrate mirror movement
Experience a variety of unpitched percussion and keyboard instruments
Song accompaniment
Sound stories
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Performance
Verbal
Observation
Project
6
Kindergarten (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Use creative movement to accompany stories, rhymes, poetry, and song using creative movement
Create rhythmic patterns using unpitched instruments and voice
Rhythm patterns
Vocal response
Chanting
Creative movement
Performance
Verbal
Observation
Project
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Choose an instrument
Improvise movement to a song
Partner activities
Body percussion
Singing games
Performance
Verbal
Observation
Project
5. Read and notate music Skill introduced beginning at grade 2.
6. Listen to, analyze, and describe music
Experience rest within rhythm patterns
Experience major and minor songs
Experience duple and triple metered chants
Experience the difference between the beat and rhythm of the words
Demonstrate sensitivity to differences in musical expression
Experience AB form through verse/chorus songs
Listen to and identify various unpitched percussion instruments
Songs with sound/silence
Movement: space, weight, time and flow activities
Partner activities
Listening exercises
Songs/chants
Speaking vs singing voice
Use of a visual chart
Perform and identify duple/triple meter
Performance
Verbal
Observation
Project
7
Kindergarten (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Performances in class and community
Individual/group discussions
Performance
Verbal
Observation
Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Experience nursery rhymes
Perform sound stories and sequences
Develop a movement vocabulary
Singing games
Seasonal/folk songs
Songs from diverse cultures
Vocal inflections/pronunciations
Folk dances from various cultures
Performance
Verbal
Observation
Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Historical features of songs
Nursery rhymes
Composer study (See Page 25)
Performance
Verbal
Observation
Project
If you can walk, you can dance. If you can talk, you can sing.
~ Zimbabwe Proverb
8
First Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness
Demonstrate resting tone
Demonstrate beginning pitch matching
Demonstrate an awareness of upward and downward melodic contour
Demonstrate rhythm and tonal patterns
Demonstrate the concept of the tonal center
Experience proper vocal production
Experience vocal timbre (tone colors)
Listening exercises
Echo-singing
Pitch-matching
Solo/Group
Hand signals
Movement
Chanting
Singing games
Puppet play
Visual props
Speaking/singing
Visual melodic line
Performance
Verbal
Observation
Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate performance of movement to a pulse
Demonstrate mirror movement
Experience a variety of unpitched percussion and keyboard instruments
Experience performing micro and macro beats of duple and triple meters
Experience upward and downward melodic contour
Perform a rhyme and an accompanying ostinato in a chant
Experience tonal patterns going up/down
Song accompaniment
Sound stories
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Performance
Verbal
Observation
Project
9
First Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Use creative movement to accompany stories, rhymes, poetry, and song using creative movement
Create rhythmic patterns using unpitched instruments and voice
Improvise a simple melody/accompaniment for chants, songs, and stories
Rhythm patterns
Sound stories
Vocal response
Creative movement to music
Chanting
Performance
Verbal
Observation
Project
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Create sound accompaniments for songs, chants, movement, and stories
Choose an instrument
Improvise movement to a song
Partner activities
Body percussion
Singing games
Performance
Verbal
Observation
Project
5. Read and notate music Skill introduced at grade 2.
6. Listen to, analyze, and describe music
Experience sound/silence patterns
Experience major and minor songs
Demonstrate and beginning to identify duple and triple metered music
Experience the difference between the beat and rhythm of the words
Demonstrate sensitivity to differences in musical expression
Experience different song forms through verse/chorus songs
Listen to and identify various unpitched and pitched instruments
Recognize the tonal center in a song
Songs with sound/silence
Movement: space, weight, time and flow activities
Identification of instruments
Partner activities
Listening exercises
Speaking/singing
Visual chart
Perform and identify duple/triple meter
Performance
Verbal
Observation
Project
10
First Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Performances in class and in community
Individual/group discussions
Performance
Verbal
Observation
Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Experience nursery rhymes
Perform sound stories and sequences
Develop a movement vocabulary
Experience folk dances and stories
Singing games
Folk dances from various cultures
Songs from diverse cultures
Sound stories and sequences
Performance
Verbal
Observation
Project
9. Understand music in relation to history and culture
Develop a repertoire of songs/literature from diverse cultures
Songs/singing games
Songs from diverse cultures
Nursery rhymes
Patriotic/seasonal/folk songs
Composer study (See Page 25)
Historical features of songs
Performance
Verbal
Observation
Project
The voice is the first and most important instrument. Vocal activities in a musical environment enrich and support language development. Singing also provides an opportunity for self-expression and helps to develop the sense of self.
~ Anonymous
11
Second Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness
Demonstrate resting tone
Demonstrate rhythm patterns in duple and triple meters
Perform tonal center in major/minor tonality
Perform tonic and dominant patterns
Beginning to develop proper vocal tone production
Experience knowledge of tempo and dynamic changes
Experience rest within rhythm patterns
Perform two-part canons and rounds
Listening exercises
Echo-singing
Solo/Group
Hand signals
Movement
Chanting
Singing games
Puppet play
Visual props
Speaking/singing
Visual melodic line
Singing in rounds
Performance
Verbal
Observation
Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate performance of beat to a song
Demonstrate mirror movement
Demonstrate appropriate playing technique on pitched and non-pitched instruments
Perform micro and macro beats of duple and triple meters
Perform music with an accompanying ostinato
Experience tonal patterns
Demonstrate knowledge of tempo and dynamic changes
Use speech/body percussion patterns as an ostinato
Experience a multi-part accompaniment
Song accompaniment
Sound stories
Vocal response
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Performance
Verbal
Observation
Project
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic) using voice
Improvise a simple melody/accompaniment for chants, songs and stories.
Rhythm patterns and ostinato (Plural?)
Sound stories
Vocal response
Creative movement to music
Chanting (passing the melody games)
Performance
Verbal
Observation
Project
12
Second Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Create sound accompaniments for songs, chants, movement, and stories
Choose an instrument
Visual chart
Pitched/unpitched percussion instruments
Create two-measure patterns in duple meter using these note values: quarter, eighth, half
Performance
Verbal
Observation
Project
5. Read and notate music Introduce musical notation of known repertoire
Use of music text
Score construction using a variety of materials
Visual Chart
Rhythmic patterns
Performance
Verbal
Observation
Project
6. Listen to, analyze, and describe music
Demonstrate rest within rhythm patterns
Beginning to differentiate between major/minor tonalities
Demonstrate and continue to identify duple and triple metered music
Identify musical content within a song
Demonstrate sensitivity to differences in musical expression
Experience different song forms through verse/chorus songs
Listen to and identify various instruments and instrument families
Listen to and identify vocal and instrumental styles of music
Beginning to develop concept of musical form, ie phrasing, sections, AB, ABA
Movement: space, weight, time and flow activities
Partner activities
Listening exercises
Song form activities
Use of music text
Visual Chart
Score construction using a variety of materials (rearranging musical selections)
Perform and identify duple/triple meter
Performance
Verbal
Observation
Project
13
Second Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Performances in class and in community
Individual/group discussions
Use of music textbook
Performance
Verbal
Observation
Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Perform sound stories and sequences
Develop a movement vocabulary
Experience folk dances and stories of a variety of cultures
Use of musical text
Songs/singing games
Seasonal/folk/ patriotic songs
Folk dances from various cultures
Performance
Verbal
Observation
Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Songs/singing games
Patriotic/seasonal songs
Composer study (See Page 25)
Use of musical text
Songs from diverse cultures
Song types: call-response, singing games, patriotic, seasonal, rounds, and folk songs
Historical features of songs
Performance
Verbal
Observation
Project
14
Third Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness
Demonstrate resting tone
Demonstrate rhythm patterns in duple and triple meters
Perform tonal center in major/minor tonality
Perform tonic and dominant patterns
Beginning to develop proper vocal tone production
Experience knowledge of tempo and dynamic changes
Perform two-part canons and rounds
Listening exercises
Echo-singing
Solo/Group
Hand signals
Movement
Chanting
Singing games
Visual props (slinky, slide whistle)
Sheet music
Singing in rounds
Performance
Verbal
Observation
Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement
Demonstrate appropriate playing technique on pitched and non-pitched instruments
Perform micro and macro beats of duple and triple meters
Experience tonal patterns
Demonstrate a multi-part accompaniment
Sing and perform chord roots to known songs
Song accompaniment
Sound stories
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Performance
Verbal
Observation
Project
15
Third Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic and dominant) using voice
Improvise a simple melody/accompaniment for chants, songs and stories.
Create a melodic question/answer between teacher /student, student/student
Singing (passing the melody/rhythm game)
Sound stories
Small percussion and barred instruments
Vocal response
Creative movement to music
Performance
Verbal
Observation
Project
4. Compose and arrange music within specified guidelines
Introduce song composition
Experience a sound composition
Choose an instrument
Use of sheet music
Pitched/unpitched percussion instruments
Performance
Verbal
Observation
Project
5. Read and notate music Identify patterns in musical notation of known repertoire
Perform basic rhythmic patterns in duple and triple meters
Experience the five-line staff with the treble clef
Use of sheet music
Score reading using a variety of materials
Rhythmic dictation
Performance
Verbal
Observation
Project
6. Listen to, analyze, and describe music
Identify major/minor tonalities
Identify duple and triple metered music
Identify musical content within a song (instruments, patterns, dynamic changes, etc.)
Demonstrate sensitivity to differences in musical expression
Identify and discriminate phrases and sections in songs
Listen to and identify various instruments and instrument families
Experience vocal and instrumental styles of music
Use of music text
Listening exercises
Various musical aspects of songs (form, meter, tonality…)
Instruments
Movement
Partner activities
Performance
Verbal
Observation
Project
16
Third Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Performances in class and in community
Cultural arts activities
Individual/group discussions
Performance
Verbal
Observation
Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Develop a movement vocabulary
Experience folk dances and stories of a variety of cultures
Use of music text
Singing games
Seasonal songs
Songs/dances from diverse cultures
Performance
Verbal
Observation
Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Use of music text
Songs/dances from diverse cultures
Composer study (See Page 25)
Song types: spirituals, singing games, patriotic, seasonal, canons/rounds, ballads…
Songs from diverse cultures
Performance
Verbal
Observation
Project
Musical training is a more potent instrument than any other because rhythm and harmony find their way into the inward places of the soul, on which they mightily fasten, imparting grace.
~ Plato
17
Fourth Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness, resting tone, and rhythm patterns
Perform tonal center in major/minor tonality
Perform tonic and dominant patterns
Develop healthy vocal tone production
Perform tempo and dynamic changes
Perform two-part canons/rounds
Experience singing songs with ostinati
Perform chord roots to songs
Listening exercises
Echo-singing
Solo/Group
Hand signals
Movement
Chanting
Singing games
Visual props
Sheet music
Performance
Verbal
Observation
Project
Student Journal Written Performance Peer
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement
Demonstrate appropriate playing technique on the recorder
Perform micro and macro beats of duple and triple meters
Perform tonal patterns
Demonstrate a multi-part accompaniment
Sing and perform chord roots to known songs
Perform rhythmic rounds/canons
Perform rhythm patterns
Perform B, A, and G on soprano recorders
Song accompaniment
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Recorders
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
18
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Create movement to accompany musical selections
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic and dominant) using voice
Improvise a simple melody/accompaniment for chants, songs and stories.
Create a melodic question/answer between teacher /student, student/student
Creative movement
Vocal response
Passing the melody games
Use of a variety of instruments
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
4. Compose and arrange music within specified guidelines
Notate and perform a song composition
Create and perform a variation of a song
Create and perform a sound composition
Create a visual score using a variety of materials
Sound composition
Story orchestrations
Partner activities
Standard musical notation
Recorder composition projects
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
5. Read and notate music Identify patterns in musical notation of known repertoire
Perform basic rhythmic patterns in duple and triple meters
Label the pitches of the treble clef
Dictate basic rhythm patterns Explore dynamic markings
Use of music text
Rhythmic dictation
Theory worksheets
Group activities using terms, notes, and rhythms
Sheet music
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
19
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
6. Listen to, analyze, and describe music
Identify major/minor tonalities
Identify duple and triple metered music
Identify musical content within a song (instruments, patterns, dynamic changes, etc.)
Demonstrate sensitivity to differences in musical expression
Identify and discriminate phrases and sections in songs
Listen to and identify various instruments and instrument families
Experience vocal and instrumental styles of music
Listening exercises
Use of music text
Instrument identification games
Form maps of master works
Various musical aspects of songs (form, meter, tonality…)
Sheet music
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Performances in class and community
Use of music text
Individual/group discussions
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Develop a movement vocabulary
Experience folk dances and stories of a variety of cultures
Discuss lyrics within diverse genres of musical selections
Use of music text
Diverse songs/folk dances
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
20
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Use of music text
Songs from diverse cultures
Composer study (See Page 25)
Song types: spirituals, singing games, cumulative, patriotic, seasonal, canons/rounds, and ballads
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
Our woods would be very silent if no birds sang there except those that sing the best.
~ Thoreau
21
Fifth Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness, resting tone, and rhythm patterns
Perform tonal center in major/minor tonality
Perform tonic and dominant patterns
Develop healthy vocal tone production
Perform tempo and dynamic changes
Perform two-part canons/rounds
Perform songs with ostinato, chord roots, and countermelodies,
Perform chord roots to songs
Demonstrate the ability to perform a two-part score
Listening exercises
Echo-singing
Two part singing
Solo/Group
Hand signals
Movement
Chanting
Singing games
Visual props
Sheet music
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement
Demonstrate appropriate playing technique on instruments
Perform micro and macro beats of duple and triple meters
Perform tonal patterns
Demonstrate a multi-part accompaniment
Sing and perform chord roots to known songs
Perform rhythmic rounds/canons
Perform rhythm patterns
Song accompaniment
Creative movement
Body percussion
Play unpitched percussion/mallet instruments
Simple chord bordun
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
22
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Create movement to accompany musical selections
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic and dominant) using voice
Improvise a simple melody/accompaniment for chants, songs and stories.
Create a melodic question/answer between teacher /student, student/student
Perform simple vocal improvisations
Experience creative movement to demonstrate theme and variations
Vocal response
Play small percussion and barred instruments
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
4. Compose and arrange music within specified guidelines
Notate and perform a song composition
Create and perform a variation of a song
Create and perform a sound composition
Create a visual score using notation
Creative movement utilizing form
Composition projects using instruments
Partner activities
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
5. Read and notate music Identify patterns in musical notation of known repertoire
Perform basic rhythmic patterns in duple and triple meters
Label the pitches of the treble clef
Introduce the grand staff
Dictate basic rhythm patterns Identify and perform dynamic and symbolic marking
Read a two-part rhythmic or melodic score
Review note value names
Use of music text
Rhythmic and tonal dictation
Theory worksheets
Group activities using terms, notes, and rhythms
Sing and play instruments
Sheet music
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
23
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
6. Listen to, analyze, and describe music
Identify major/minor tonalities
Identify duple and triple metered music
Identify musical content within a song (instruments, patterns, dynamic changes, etc.)
Demonstrate sensitivity to differences in musical expression
Identify and discriminate phrases and sections in songs
Listen to and identify various instruments and instrument families
Experience vocal and instrumental styles of music
Use of music text
Listening exercises
Instrument identification games
Form maps of masterworks
Major/minor tonality
Movement activities
Sheet music
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
7. Evaluate music and music performances
Evaluate various recorded performances
Recognizes differences from the beginning to the end of the performance.
Perform in class and in community
Use of music text
Individual/group discussions
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs
Develop a movement vocabulary
Experience folk dances and stories of a variety of cultures
Discuss lyrics within diverse genres of musical selections
Use of music text
Diverse songs/folk dances
Creative movement
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
24
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Songs from diverse cultures
Use of music text
Song types: folk, spirituals, singing games, jazz, popular, patriotic, seasonal, canons/rounds, and ballads
Composer study (See Page 25)
Performance
Verbal
Observation
Project Student Journal Written Performance Peer
25
Composers
Antonio Vivaldi 1678-1741 Johann Sebastian Bach 1685-1750 Wolfgang Amadeus Mozart 1719-1787 Franz Joseph Haydn 1737-1806 Ludwig Van Beethoven 1770-1827 Pyotr Ilyich Tchaikovsky 1840-1893 John Philip Sousa 1854-1932 Scott Joplin 1868-1917 George Gershwin 1898-1937 Duke Ellington 1899-1974 Aaron Copland 1900-1990 Woodie Guthrie 1912–1931 John Williams 1932- Andrew Lloyd Webber 1948- Beatles Formed: 1957, Liverpool, England; Disbanded 1970
*Music teachers at the elementary level will meet at the beginning of each year to coordinate music and composer activities.
26
~ Pat Conroy
East Grand Rapids Public Schools
Music Curriculum
MIDDLE SCHOOL & HIGH SCHOOL LEVEL Grades 6-12
27
Secondary Music Key
Grade Level Suggested Corresponding Ensemble
6 - 7
6th Grade Like-Instrument Classes (Violin, Viola, Cello, Bass, Flute, Oboe, Bassoon, Clarinet, Saxophone, Trombone, French Horn, Trumpets, Baritone, Percussion)
6th Grade Girls Choir
6th Grade Boys Choir
7th Grade Girls Choir
7th Grade Boys Choir
7th Grade Band
7th Grade Orchestra
7 - 8
7th Grade Band
7th Grade Orchestra
8th Grade Band
8th Grade Orchestra
7th Grade Boys Choir
7th Grade Girls Choir
8th Grade Boys Choir
8th Grade Girls Choir
8 - 10
8th Grade Band
8th Grade Orchestra
8th Grade Boys’ Choir
8th Grade Girls’ Choir
HS Concert Band
Freshman Orchestra
9th Grade Men’s Chorus
9th Grade Women's Chorus
Chamber Singers
10 - 12 HS Symphony Band
Bella Voce
Madrigals
28
Performing Analyze
Analyze the structure and context of varied musical works and their implications for performance. Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance? 6 - 7 7 - 8 8 - 10 10 - 12
Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
Interpret Develop personal interpretations that consider creators’ intent.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works?
6 - 7 7 - 8 8 - 10 10 - 12
Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.
Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers' technical skill to connect with the audience.
Rehearse, Evaluate, and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their performance? 6 - 7 7 - 8 8 - 10 10 - 12
Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.
Develop strategies to address technical challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.
29
Performing (continued)
Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. Essential Question: When is a performance judged ready to present?
How do context and the manner in which musical work is presented influence audience response? 6 - 7 7 - 8 8 - 10 10 - 12
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
Demonstrate an awareness of the context of the music through prepared and improvised performances.
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles.
Demonstrate an understanding of the context of the music through prepared and improvised performances.
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres.
Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.
Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.
30
Responding Analyze
Analyze how the structure and context of varied musical works inform the response. .Enduring Understanding: Response to music is informed by analyzing context (social cultural, and historical)
and how creators and performers manipulate the elements of music. Essential Question: How does understanding the structure and context of the music influence a response?
6 - 7 7 - 8 8 - 10 10 - 12
Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.
Describe how understanding context and the way the elements of music are manipulated inform the response to music.
Understand how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
Understand how the analysis of structures and contexts inform the response to music.
Interpret Support an interpretation of a musical work that reflects the creators’/performers’ expressive intent.
Enduring Understanding: Through their use of elements and structures of music, performers provide clues to their expressive intent. Essential Question: How do we discern the musical performers’ expressive intent?
6 - 7 7 - 8 8 - 10 10 - 12
Identify interpretations of expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text.
Understand and appreciate interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.
Appreciate interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and the varied researched sources.
Evaluate Support personal evaluation of musical works and performances, based on analysis, interpretation, and established criteria.
Enduring Understanding: Their personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?
6 - 7 7 - 8 8 - 10 10 - 12
Identify and describe the effect of interest, experience, analysis and context on the evaluation of music.
Explain the influence of experiences, analysis and context on interest in and evaluation of music.
Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.
Evaluate works and performances based on personally- and collaboratively-developed criteria, including analysis of the structure and context.
31
Connecting Connecting
Connecting Personal Knowledge/Experience to Classroom Music. Synthesize and relate knowledge and personal experiences to make music. Enduring Understanding: Musicians understand connections to varied contexts and daily life and
connect their personal interests, experiences, ideas and knowledge to creating, performing and responding. Essential Question: How do musicians, other arts, disciplines, contexts and daily life
inform and make meaningful connections to creating, performing and responding to music? 6 - 7 7 - 8 8 - 10 10 - 12
Students bring experiences to the classroom which can be expressed and connections can be found to relate their experiences to the music being performed.
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as appropriate to the experience level of the learner.
32
Purpose of Meeting During the 2015-2016 School Year: Our goal was to convene the K-12 Music Department to review, update, and articulate our music curriculum which reflects EGRPS’s current classes and the 2014 National Music Standards.
Music Learning Plan
Classroom Recording Capabilities (2014 Bond) Pilot Classrooms (microphones/recording) for two classrooms @ $3,400 each .............................. $6,800.00
Large Studio Speakers ...................................................................................................................... $1,200.00
Three more classrooms at the High School to be completed (already purchased) ......................... $10,200.00
Two more classrooms at the Middle School to be completed this summer ..................................... $6,800.00
Updated Carts/Projectors (Completed Summer 2015)
TOTAL .................................................................................................................................................. $25,000.00
For Future Consideration
Professional Learning Continue to explore financial opportunities for Music Staff to attend the Michigan Music Conference
Possible Classes Middle School Choral Expansion
Jazz Band
Additional support for 6-12 String Department
Purchase and Replacement Plans for Music Develop a 3-5 year plan for equipment purchase and replacement
Develop a 3-5 year plan for maintenance of uniforms
Assess and plan for replacement of the elementary electronic pianos
K-12 Music Professional Learning Plan
33
Music has always been an important part of my life. I have listened to it, danced to it, dreamed to it, loved to it, laughed to it, and cried to it… What a tragedy it would be if we lived in a world where music was not taught to children.
~ H. Norman Schwarzkopf, General, U.S. Army, Retired
June 6, 2016
Public Hearing
on the
2016-2017 General Fund Budget
“Tradition of Excellence”
“Tradition of Excellence”
Budget Presentation
2015-2016 Final Proposed Budget Amendment Major changes since December
Proposed 2016-2017 Sinking Fund and Debt Retirement budgets General Fund Budget Background and History
Operating vs Capital Budgets Revenue & Expense Trends Fund Balance History History of Budget Reductions
Budget Assumptions and Projected Trends State Funding / Other Revenues Student Enrollment Personnel Costs / Staffing State Retirement
2016-2017 Proposed General Fund Budget and Future Year Projections Potential Budget Adjustments
Discussion/Questions
“Tradition of Excellence”
2016-2017 General Fund Budget
The Budget is a product of our Strategic Plan “Educating and inspiring each student to navigate successfully in
a global community”
Budget is limited to the resources received
Budget is a financial roadmap that changes daily
Budget has been structurally deficient since 2008-2009 $4.3 million in cuts since 2009
$3.2 million in fund reserves used from 2009-2010 to 2014-2015
Use of fund reserves no longer an option
Future years will bring additional financial challenges to overcome
Providing the strongest educational experience while developing & maintaining a structurally balanced budget for next year & the future is the goal Can include reductions in one area and additions in another to provide the
strongest educational experience
“Tradition of Excellence”
2015-2016
Final Budget Amendment
“Tradition of Excellence”
2015-2016 Final Budget Amendment
DecemberAmendment
Amended w/revised sale of
assets Proposed Final
Amended to Final
Variance
Revenues $29,482,265 $29,211,529 $29,223,451 $11,922
Expenses $28,865,654 $28,865,654 $28,869,588 $3,934
Change in Fund Reserve $616,611 $345,875 $353,863 $7,988
Chg. In Structural Fund Reserve ($137,125) ($137,125) ($129,137)
Sale of Assets $753,736 $483,000 $483,000
Beginning Fund Reserve $1,692,479 $1,692,479 $1,692,479
Ending Fund Reserve $2,309,000 $2,038,354 $2,046,342
Ending Fund Reserve % 8.0% 7.1% 7.1%
“Tradition of Excellence”
Variances from Amended
Change in Revenues: Increase of $11,922 Early Childhood: $70,000 State Funding: ($20,865) Special Education Transportation: ($20,360) Medicaid Reimbursements: ($18,000) Others: $1,147
Change in Expenses: Increase of $3,934 Early Childhood Staffing: ($40,000) Administrative Savings: ($15,000) Textbook/Materials Pull-Ahead: $40,000 Utilities: $10,000 Others: $8,934
“Tradition of Excellence”
2016-2017 Sinking Fund Budget
2015-2016 2016-2017
Revenue $330,000 $350,000
Expenses $500,000 $240,000
Net Change ($170,000) $90,000
Ending Fund Balance $465,598 $555,598
“Tradition of Excellence”
Long Term Sinking Fund Plan
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Beginning Balance $465,598 $545,598 $640,598 $708,598 $805,598 $744,598 $879,598
Revenues $350,000 $335,000 $340,000 $347,000 $354,000 $360,000 $368,000
Athletic Turf Fund $40,000 $40,000 $40,000 $40,000 $40,000 $40,000 $40,000
Memorial Bleachers $250,000
Parking Lot Resurfacing $82,000 $60,000 $60,000
Others $200,000 $200,000 $150,000 $150,000 $125,000 $125,000 $125,000
Total Expenses $240,000 $240,000 $272,000 $250,000 $415,000 $225,000 $165,000
Ending Balance $545,598 $640,598 $708,598 $805,598 $744,598 $879,598 $1,074,598
“Tradition of Excellence”
2016-2017 Debt Fund Budget
2015-2016 2016-2017
Tax Collections $6,462,421 $6,673,830
School Bond Loan Fund $2,919,099 $2,903,280
Total Revenues $9,381,520 $9,577,110
Expenses $9,381,520 $9,577,110
Net Change $0 $0
Ending Fund Balance $97,618 $97,618
Millage Levied 9.95 9.95
“Tradition of Excellence”
Debt Repayment Schedule
TaxCollections
School Bond Loan Fund
DebtService
2016-2017 $6,673,830 $2,903,280 $9,577,110
2017-2018 $6,874,045 $2,708,820 $9,582,865
2018-2019 $7,080,266 $2,502,529 $9,582,795
2019-2020 $7,292,674 $2,279,271 $9,571,945
2020-2021 $7,511,454 $507,986 $8,019,440
2021-2022 $7,736,798 $278,062 $8,014,860
2022-2023 $7,968,902 ($2,786,852) $5,182,050
2023-2024 $8,207,969 ($3,043,919) $5,164,050
2024-2025 $8,454,208 ($3,334,508) $5,119,700
2025-2026 $8,707,834 ($3,637,984) $5,069,850
2026-2027 * $8,969,069 ($2,324,066) $5,049,400
* School Bond Loan Fund would be fully repaid at the end of the 2026-2027 school year, leaving room for additional debt capacity, or a lowering of the debt millage rate
“Tradition of Excellence”
General Fund Budget
Background & History
“Tradition of Excellence”
Operational vs. Capital Funding in
Public Schools
Unlike most industries, operational and capital funding exist in separate silos Capital funding cannot be used to pay for employee salaries, benefits, or supplies to
support programs and services or other operating expenses Operational funding is not required to assist in the servicing of debt
District issues voter approved “unlimited tax qualified bonds”, which provides the Board of Education the authority and obligation to set the necessary tax rate for debt retirement annually.
Operational Capital
“Tradition of Excellence”
State Funding History
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-162016-17(Budget)
2016-17Vs
2008-09
Foundation Allowance $7,867 $7,867 $7,867 $7,397 $7,397 $7,450 $7,500 $7,628 $7,737 ($130)
Section 147(a) $0 $0 $0 $102 $106 $69 $78 $78 $78
Section 20(f) Hold Harmless
$0 $0 $0 $0 $0 $0 $0 $17 $17
Best Practices Grant $0 $0 $0 $100 $52 $52 $50 $0 $0
Performance Funding Grant
$0 $0 $0 $0 $0 $40 $70 $0 $0
Total State Funding $7,867 $7,867 $7,867 $7,599 $7,555 $7,611 $7,698 $7,723 $7,832 ($35)
“Tradition of Excellence”
Student Enrollment History
1999-2000 2,646
2000-2001 2,700
2001-2002 2,778
2002-2003 2,854
2003-2004 2,878
2004-2005 2,893
2005-2006 2,972
2006-2007 3,009
2007-2008 3,010
2008-2009 2,977
2009-2010 2,998
2010-2011 3,005
2011-2012 2,992
2012-2013 2,987
2013-2014 2,996
2014-2015 2,940
2015-2016 2,952
Blended Full Time Equivalent (FTE) is calculated using 10% of the prior spring countand 90% of the current year (fall count)
“Tradition of Excellence”
Salary/Wage History
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
2016-2017
Budget
Total for last
7 years
Teacher 1.00%
+ Step
0.00%
+ Step
0.00% 0.00%
+ Step
0.00% 0.00% 1.00% 2.00%
+ 3 steps
Administration (2.00%) 1.00%
+ Step
0.00% 0.00%
+ Step
0.00% (2.00%) 1.00% (2.00%)
+ 2 steps
Custodian (15.00%) 0.00%
+ Step
1.00% 1.00%
+ Step
0.00% 0.00% 1.00% (12.00%)
+2 steps
Support Staff 1.00%
+ Step
0.00%
+ Step
0.00% 1.00%
+ Step
0.00% 0.00% 1.00% 3.00% +
3 steps
“Tradition of Excellence”
Health Insurance History
(Annual Cost for Family Coverage)
MESSADistrict
Cost WMHIPDistrict
CostStateCap
2010-2011 $16,367 $16,367 $14,830 $14,830 n/a
2011-2012 $16,570 $16,090 $16,066 $12,853 n/a
2012-2013 $16,128 $15,000 $16,737 $13,390 $15,000
2013-2014 $14,141 $14,141 $15,203 $15,203 $15,525
2014-2015 $15,000 $15,000 $14,975 $14,975 $15,975
2015-2016 $16,768 $16,343 $15,125 $15,125 $16,343
2016-2017 $19,206 $16,751 $15,911 $15,911 $16,751
- In 2013-2014, employees receiving MESSA insurance moved to a $1,300/$2,600 high deductible plan, lowering premiums- In 2011-2012, administration began contributing for 20% of the medical premium- In 2013-2014, administration/non-collective bargaining support staff moved to a Blue Cross High Deductible plan- In 2014-2015, administration/non-collective bargaining support staff moved to a $1,300/$2,600 high deductible plan with
Priority Health
Fund Reserve History
16.91%
15.36% 15.07%
12.78%
9.99%
7.67%
5.70%7.10%
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
16.00%
18.00%
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Fund Reserve Percentage Minimum Fund Reserve Preferred Fund Reserve
“Tradition of Excellence”
“Tradition of Excellence”
MPSERS State Retirement History
Difference between total cost and district cost is School Aid Fund contribution to MPSERS
24.32% 24.79%25.78% 25.78% 24.94%16.54% 16.94%
20.66%
24.46% 25.92%
29.35%
34.58%36.31% 36.64%
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
State Retirement Contribution Rate
District Contribution Rate Total Implicit Retirement Rate
“Tradition of Excellence”
Personnel Expense Trend
(2008-2009 to 2015-2016 Budget)
Wages Health TotalRetirement
RetirementOffsets
Net Retirement
2008-2009 $15,773,478 $2,890,277 $2,594,430 $0 $2,594,430
2009-2010 $16,001,020 $2,925,490 $2,634,789 $0 $2,634,789
2010-2011 $15,792,998 $2,908,473 $3,101,768 $0 $3,101,768
2011-2012 $15,824,414 $3,092,473 $3,734,246 $304,634 $3,429,612
2012-2013 $15,764,475 $2,471,727 $4,145,622 $618,763 $3,526,859
2013-2014 $15,533,137 $2,509,419 $4,628,377 $1,058,811 $3,569,566
2014-2015 $15,430,045 $2,720,728 $5,429,796 $1,687,786 $3,742,010
2015-2016 (Budget) $14,656,464 $2,740,931 $5,495,971 $1,721,212 $3,774,759
Net Change since 2008-2009 ($1,117,014) ($149,346) $2,901,541 $1,721,212 $1,180,329
“Tradition of Excellence”
Bulletin 1014 – 5 year trend
2010-11 2011-12 2012-13 2013-14 2014-15
Total Sample 786 797 813 829 841
General Fund Revenues 282nd 186th 253rd 288th 304th
Expenses:
• Basic Program 101st 52nd 59th 60th 58th
• Added Needs 695th 703rd 706th 735th 735th
• Instructional Support 148th 147th 192nd 180th 203rd
• Operations & Maintenance 303rd 309th 658th 638th 675th
• Business & Administration 386th 476th 482nd 523rd 498th
Total GF Expenses 254th 202nd 236th 241st 242nd
Avg. Teacher Salary 47th 44th 53rd 45th 42nd
* 2012-13 drop in rankings for general fund revenues and operations & maintenance is the result of separating recreational millage revenue and related expenses from the General Fund
“Tradition of Excellence”
History of
Budget Reductions
“Tradition of Excellence”
History of Budget Reductions
SUPPORT SERVICES
Custodial: $425,000 • 15% pay reduction in 2010• Several positions eliminated • Two positions outsourced
Central Office Support: $285,000• 6.3 of 12.6 positions eliminated (50%)• Print Center services eliminated • 4.3 secretarial positions consolidated to 2.0• Front desk receptionist vacated • Payroll consolidated with Accounting Supervisor
Building Secretarial: $225,000 4.5 positions eliminated
• 1.0 Middle School Office• 2.0 High School Office • 1.0 Food Service • 0.5 High School Media Center
“Tradition of Excellence”
History of Budget Reductions
SUPPORT SERVICES
Technology Staff: $133,000 • 1.6 staff positions reduced• Teacher Building Coordinator stipends eliminated
Energy Manager: $30,000• Program eliminated, Director of Operations oversees energy
management
PAC Management: $25,000 • Net cost reduced through increased rentals, reduced supply budget
ADMINISTRATIVE SERVICES/COSTS: $310,000
• Two 2% pay reductions (2010-2011 and 2015-2016)• Health Care efficiencies • Director of Operations assumed oversight of transportation• Director of Special Education assumed Early Childhood (2011-2015)
“Tradition of Excellence”
History of Budget Reductions
CO-CURRICULARS
Athletics: $285,000• Eliminated funding support for middle school athletics • Eliminated funding support for wrestling and softball • Shift to “drop only” transportation• Pay-to-Participate from $100 to $250 per sport
Non-Athletics: $90,000• Eliminated funding support for high school clubs • Pay-to-Participate program for drama program
“Tradition of Excellence”
History of Budget Reductions
CLASSROOM SUPPORT
Building Supply Budgets: $250,000• Three 10% reductions since 2009
Media Center Staffing: $400,000• 100% reduction• Three media specialists eliminated • Paraeducators in each building eliminated
Guidance Counseling: $153,000• 1.0 Counselor at middle school • 1.0 Counselor at high school
Intervention Specialist: $80,000• Elimination of 0.8 FTE position
Youth Development: $50,000• Elimination of funding support for program/services
“Tradition of Excellence”
History of Budget Reductions
CLASSROOM
Special Education Teaching: $430,000• 4.8 FTE reduction due to less students requiring services• All services maintained• District have met Federal Maintenance of Effort standards every year
• Increase in total dollars, or dollars per student each year
Special Education Paraeducators/Teacher Assistants: $170,000• 3.0 Teacher Assistants eliminated • 1.5 Paraeducator positions
General Education Teaching: $400,000• 4.5 FTE reduction due to lower student counts, increased class sizes
across all buildings, reduced support classes, scheduling efficiencies
Classroom Paraeducators: $140,000• Two hours/day in half day Young 5 classrooms• Two hours/day in full day Kindergarten & 1st grade classrooms
Reading Support: $90,000• Reduction from 4.0 to 3.0 reading support teachers
“Tradition of Excellence”
2016-2017
Budget Assumptions
“Tradition of Excellence”
State Funding Projection
(In Millions $) 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19
School Aid Fund Revenues $11,520.5 $11,747.1 $12,067.4 $12,402.4 $12,760.8 $13,121.5
Year over Year Growth $226.6 $320.3 $335.0 $358.4 $360.7
Growth % 2.0% 2.7% 2.8% 2.9% 2.8%
MPSERS Contribution ($274.0) ($216.5) ($90.0) ($5.0) ?
Net Incremental Funds ($47.4) $103.8 $245.0 $353.40 $360.7
Projected Students 1,500,000 1,496,000 1,484,000 1,474,500 1,474,500
Incremental Funds/student ($32) $69 $165 $240 $245
Actual/Projected Increase in Funding/pupil
$50 $25 $109 $75 $100
GF Contribution to SAF $45.9 $226.0 $57.4 $57.4
Increase in GF contribution is the main reason for the $109/pupil increase for 2016-2017. GF contribution not budgeted for 2017-2018.
“Tradition of Excellence”
EGRNow! Contributions
2012-2013 $520,470
2013-2014 $270,855
2014-2015 $145,400
2015-2016 $255,310
2016-2017 $400,000
5-Year Average $318,407
2017-2018 (Budget) $250,000
2018-2019 (Budget) $250,000
State Enrollment/Birth Rate Trends
Live Births in Kent County
7,800
8,000
8,200
8,400
8,600
8,800
9,000
9,200
9,400
9,600
9,800
10,000
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Class of 2016, 227 students
Class of 2017 & 2018, 248 & 264 students
2014-15 K = 1972015-16 K = 1872016-17 K = 165 (Bdgt.)
“Tradition of Excellence”
Enrollment Projections
2015-2016 2016-2017 2017-2018 2018-2019
Previous Year Enrollment 2,940 2,952 2,945 2,925
Graduating Seniors 234 226 248 264
Incoming K/Young 5s 187 165 180 180
Schools Of Choice 55 24 25 25
Community Growth 4 30 23 24
Actual / Projected Growth 2,952 2,945 2,925 2,890
“Tradition of Excellence”
Salary & Health Benefit Assumptions
Salary: Budget assumption for all employees is based on the salary formula in
place with collective bargaining employees Based on 2,945 students and $109/student increase in state funding,
formula would provide a 1% scale increase, with no seniority step increase
Student enrollment over 2,950 would provide a seniority step increase, and no scale increase
Student enrollment below 2,925 would provide no increase in salary
Health Care/Dental Health:
State contribution cap is increasing by 2.5% for 2016-2017 Cost of MESSA increasing 16.3%, employees responsible for
difference between 16.3% and 2.5%. Cost of WMHIP increasing 5.2%. Plans are underneath state cap, so
district increase will be 5.2% Dental: 5% increase budgeted (100% self funded plan)
“Tradition of Excellence”
State Retirement
Assumptions and Projections
District Cost: Maintain current contribution rate of 24.94% Unfunded liability to current retirees capped at 20.96% Difference between 24.94% and 20.96% is the cost of an additional
year for current employees (“normal cost”) Assumption is for the “normal cost” to be stable in the near future
School Aid Fund cost: Currently 11.70% School Aid fund contributes whatever the retirement system needs
above the 20.96% to make required payments to current retirees Investment rate of return, performance of other actuarial
assumptions critical to the required contribution of the School Aid Fund
Current state assumption is for the contribution from the School Aid Fund to level off and stay consistent in near future
District assumption is the School Aid fund will contribute more in near future, which shows up in state funding assumption.
“Tradition of Excellence”
2016-2017 Proposed
General Fund Budget &
Future Years Forecast
“Tradition of Excellence”
Budget Balancing options from May
One year pause for budgeted part time central office support staff position: ($45,000)
Reduce Net Cost of Athletics: ($25,000) District support of Barwis Methods student conditioning program reduced to $8,000
for 2016-2017, as part of a 3-year phase towards 100% private support ($20,000) Other expense efficiencies: ($5,000)
Administrative consolidation: ($70,000) Management of the High School Performing Arts Center and Pioneer Auditorium
transferred to the Director of Technology & Assessment and technology staff Elimination of the Performing Arts Center director position 15-20 hour/week increase in technology staffing
Savings Analysis:
PAC Director Salary $63,086
PAC Director Retirement/FICA $28,073
PAC Director Health/Dental $14,124
Total Cost of PAC Director $105,283
Reduction in Rental Revenues ($15,000)
Addt’l. Tech Help/Contract Svcs. ($20,000)
Net Budget Savings $70,283
“Tradition of Excellence”
Revised Budget Adjustments
Recommended Budget Savings for 2016-2017: One year pause for budgeted part time central office support staff
position: ($45,000 savings) Reduce Net Cost of Athletics: ($25,000 savings)
District support of Barwis Methods student conditioning program reduced to $8,000 for 2016-2017, as part of a 3-year phase towards 100% private support ($20,000)
Other expense efficiencies: ($5,000)
Recommended items funded by EGRNow! contributions in excess of $250,000 for 2016-2017: Administrative Consolidation: ($70,000)
Performing Arts Center director position will be maintained, and not consolidated with the Director of Technology & technology staff
Reinstatement of Kindergarten & 1st grade classroom paraeducators ($108,000 addition to budget) 2 hours per day of service in each K and 1st grade section
Positions are only in the 2016-2017 budget, as EGRNow! is budgeted at $250,000 for 2017-2018 and 2018-2019.
“Tradition of Excellence”
2016-2017 Proposed Budget
2016-2017 Forecast
2017-2018Forecast
2018-2019Forecast
Revenues $29,123,816 $29,058,901 $29,098,625
Expenses $29,074,009 $29,258,719 $29,352,609
Change in Fund Reserve $49,807 ($199,818) ($253,984)
Beginning Fund Reserve $2,046,342 $2,101,503 $1,896,331
Ending Fund Reserve $2,096,148 $1,896,331 $1,642,346
Ending Fund Reserve % 7.2% 6.5% 5.6%
“Tradition of Excellence”
2016-2017 Budget Sensitivity Analysis
2,920 students
2,930students
2,945 students
2,951 students
2,965 students
Revenues $28,915,821 $29,007,769 $29,123,816 $29,190,706 $29,299,024
Expenses $28,867,074 $29,074,009 $29,074,009 $29,301,638 $29,301,638
Change in Fund Reserve $48,747 ($66,240) $49,807 ($110,932) ($2,614)
Beginning Fund Reserve $2,046,342 $2,046,342 $2,046,342 $2,046,342 $2,046,342
Ending Fund Reserve $2,095,089 $1,980,101 $2,096,148 $1,935,410 $2,043,728
Ending Fund Reserve % 7.3% 6.8% 7.2% 6.6% 7.0%
Salary Formula No increase1% scale increase
1% scale increase
Step Increase(2.1%)
Step Increase (2.1%)
“Tradition of Excellence”
Summary
Proposed Budget for 2016-2017 is structurally balanced Structural balance does include the incredible contributions of EGRNow! Significant improvement over last two years to achieve structural balance
Collaboration with collective bargaining groups, reductions, efficiencies
Can structural balance be maintained?: $250K - $350K deficits in 2017-2018 and 2018-2019
Includes $250,000 in EGRNow! contributions for both years State Funding: Michigan unemployment low, auto sales high, yet net funding
increases have been $50 (0.7%), $25 (0.3%), $109 (1.4%) last 3 years. What happens when auto sales slow, which is directly correlated to jobs in Michigan?
Retirement system: Does the School Aid Fund contribution level off, or continue to increase?
Student Enrollment challenges Grades K-6: 209 per class, Grades 7-12: 249 per class Birth rates at lowest levels in 20 years Revenue decreases at a much higher rate than expenses with declining enrollment
2016-2017 Budget provides the best possible educational program for students based on the resources received
“Tradition of Excellence”
Questions/Discussion?
Our Mission Educating and inspiring each student to navigate successfully in a global community
EAST GRAND RAPIDS PUBLIC SCHOOLS Kent County, Michigan
REGULAR MEETING of the East Grand Rapids Board of Education James E. Morse Administration Center at Woodcliff 2915 Hall Street SE, East Grand Rapids, MI 49506
Monday, May 16, 2016
MINUTES
The REGULAR MEETING of the East Grand Rapids Public Schools Board of Education, Kent County, Michigan, was held on Monday,
May 16, 2016, in the Community Board Room of the James E. Morse Administration Center at Woodcliff, 2915 Hall Street SE,
East Grand Rapids, MI 49506.
BOARD OF EDUCATION
Present: Robert Wolford, Elizabeth Welch, Beth Milanowski, Natalie Bernecker, Michelle Rabideau, Mark Hessler, Brian Coles
Absent: None
Administration: Dr. Shubel, Jeanne Glowicki, Kevin Philipps, Doug Jenkins, Jenny Fee, Bill Behrendt, Craig Weigel, Anthony Morey,
Caroline Breault-Cannon
Meeting Called to Order President Wolford called the meeting to order at 6:00 p.m.
Acknowledgment of Guests – None
Public Comments Michelle Rabideau – 3000 Hall Street, announced that she will not be running for re-election on the EGRPS Board of Education. Her current term ends December 31, 2016. Michelle shared that she has thoroughly enjoyed serving on the board for the past eight years. President Wolford, on behalf of the board, publicly thanked Michelle for her service. Elizabeth Welch – 955 Cambridge, announced that she will run for re-election for another 4-year term on the EGRPS Board of Education. Mark Hessler – 2223 Estelle Drive, announced that he will run for re-election for another 4-year term on the EGRPS Board of Education. Board Secretary’s Report: Communications to and from the Board The board received a Thank You from Kristen Lecours, Lakeside 5th grade teacher, for the Schuler gift card on the birth of her daughter, Madelyn. The board received a Thank You from Casey Longo, middle school teacher, for the Schuler gift card on the birth of his son, Grayson. The board received a Thank You from Josh Rabideau on behalf of the high school yearbook committee for purchasing an ad in the 2015-2016 yearbook. The board received a congratulatory letter from the State of Michigan Department of Health and Human Services for adopting a comprehensive 24/7 tobacco-free school policy prohibiting the use of new generation tobacco products.
High School Student Council President’s Report – Grace Schumar, high school senior, reported that prom was a success, and sophomores are already working on securing a venue for next year’s prom. She also reported that graduation preparations are underway. Francesca Aquino will be next year’s Executive Board President.
PRESENTATION / DISCUSSION
Recognition of Middle School Odyssey of the Mind State Championship
Dr. Shubel and Bill Behrendt, Interim Middle School Principal, announced that the middle school Odyssey of the Mind team won the
State Championship competition. On behalf of the board, they commended the team and coaches who worked so hard and recognized them for their accomplishments. The team was presented with certificates of recognition from the board.
DRAFT
BOARD OF EDUCATION May 16, 2016 Page 2
Recognition of We The People State Championship Dr. Shubel and Jenny Fee, High School Principal, announced that the high school We The People team won the State Championship competition and competed in the national competition. The board commended the team and coaches who worked so hard and recognized them for their accomplishments. The team was presented with certificates of recognition from the board. Ken Goodson, President of the West Michigan Chapter of the Michigan Society of the Sons of the American Revolution, presented Janice Yates, high school social studies teacher, with the Dr. Tom and Betty Lawrence American History Teacher award. President Wolford also congratulated Yates on behalf of the board. Proposed K-12 Music Update (Enclosure #8) Jeanne Glowicki, Assistant Superintendent of Instruction, along with Kathy Larson and Mark Wells, middle school and high school music teachers, presented on the renewal of the K-12 music curriculum. An overview was provided as described in Enclosure #8. A discussion was held among the board. President Wolford moved Agenda Item #18 to accommodate Jeff Soles with Thrun Law Firm to present on the refunding of bonds. Approval of Confirming Resolution for the Refunding of 2007 and 2008 Bonds – Kevin Philipps (Enclosure #18) Background: In March, the Board of Education granted administration the authority to advance refund the 2007 and 2008 Athletic
Facility Bonds. $6.4 million of the $8.5 million in bonds were refinanced with “bank qualified” status. Total projected
interest savings from the refunding total $1.25 million, and net present value interest savings are $835,973, or 11.925%.
The savings are well in excess of the minimum parameters required to complete the refunding. Administration, in
partnership with its financial advisor, Public Financial Management, recommend accepting the interest rates offered and
supporting the resolution to complete the refunding. The Finance Committee has reviewed the refunding results and
recommends support of the resolution.
Recommendation: Motion to approve the confirming resolution accepting the interest rates for the refunding of the 2007 & 2008 Athletic
Facility bonds as recommended by the Finance Committee and Superintendent.
Kevin Philipps, Assistant Superintendent of Business, announced that Jeff Soles, attorney with Thrun Law Firm, was present at this evening’s meeting to provide an overview and answer any questions relating to the refunding of bonds as presented in Enclosure #18. Jeff Soles provided background information on the bond refunding and the results. A discussion was held among the board. Member Rabideau moved to approve the resolution for the refunding of 2007 and 2008 bonds as presented in Enclosure #18. Member Coles seconded the motion. A discussion was held among the board. Motion passed 7-0. 2016-2017 Budget Recommendations (Enclosure #9) Kevin Philipps, Assistant Superintendent of Business, presented a Budget Update and Recommendations as presented in Enclosure #9. Further information will be shared at the Budget Hearing on June 6, 2016, with final budget adoption at the regular meeting on Thursday, June 9, 2016. A discussion was held among the board. Board members thanked Philipps for his presentation and updates on the budget. The board and administration thanked the EGR Schools Foundation and applauded the efforts of the EGRNow! fundraising committee and community members for their incredible support of our schools and students. Member Milanowski left the meeting at 7:05 p.m.
ACTION ITEMS – CONSENT AGENDA Background: In order to save time during the meeting, we are using a Consent Agenda. Items in the Consent Agenda include
those that are considered routine or have been previously discussed by the Board of Education. Any Board Member may
request to have any item removed for a separate discussion and vote.
Recommendation: Motion to approve items in the Consent Agenda Numbers 10-15.
Approval of Minutes of SPECIAL Meeting of 3/24/2016 (Enclosure #10) Approval of Minutes of SPECIAL Meeting of 4/19/2016 (Enclosure #11) Approval of Payment of Bills – April 2016 (Enclosure #12) Approval of Proposed IB Music (Enclosure #13) Approval of Proposed STEM Robotics Elective (Enclosure #14) Approval of High School Curriculum/IB Resources (Enclosure #15)
Member Hessler moved to approve Consent Agenda Items 10-15. Member Rabideau seconded the motion. Motion passed 6-0.
BOARD OF EDUCATION May 16, 2016 Page 3
OTHER ACTION ITEMS
Approval of KISD Budget for 2016-2017 (Enclosure #16) Background: The State of Michigan requires that local school boards review their ISD’s proposed budget and act in support or non-
support of the budget. The Finance Committee has discussed the KISD 2016-2017 budget and recommends support.
Recommendation: Motion to support the KISD 2016-2017 budget as presented.
Kevin Philipps, Assistant Superintendent of Business, provided background information on the KISD Budget for 2016-2017. Member Welch moved to approve the KISD Budget for 2016-2017 as presented in Enclosure #16. Member Wolford seconded the motion. A discussion was held among the board. Motion passed 6-0.
Approval of Bids to Purchase Phones/Intercoms/Clocks from 2014 Bond Program–Kevin Philipps (Enclosure #17) Background: Administration has requested and received bids to replace our district phone system, intercom/paging system, and clocks
district wide as part of the 2014 Bond program. The district technology staff has reviewed the bids for accuracy &
completeness. After reviewing the bids, administration recommends awarding the phone system bid to BSB
Communication for $204,320.08, Intercom/Paging bid to ICOMM USA for $78,491.00, and the clock bid to ICOMM
USA for $57,482.00. The total of the three recommended bids is $340,293.08, which is less than the $350,000 budgeted
for the projects. The Facilities Committee has reviewed the bids and recommended acceptance as presented.
Recommendation: Motion to accept the three bids totaling $340,293.08 as recommended by the Facilities Committee and Superintendent.
Kevin Phillips presented an overview of the bids as presented in Enclosure #17 and recommended board approval. A discussion was held among the board. Member Bernecker moved to approve the bids to purchase phones/intercoms/clocks from the 2014 Bond Program as presented in Enclosure #17. Member Coles seconded the motion. A discussion was held among the board. Motion passed 6-0. Member Bernecker left the meeting at 7:14 p.m.
Approval of the Superintendent’s Evaluation and Contract Extension The Board conducted the annual evaluation of Dr. Shubel on April 19, 2016. After a very thorough review, the board deemed Dr. Shubel to be highly effective. While everyone recognizes that public schools continue to be in a very difficult financial environment, Dr. Shubel is still able to move our district forward with her team. Based on those factors, the board is recommending that we extend Dr. Shubel’s contract by one year to June 30, 2019. Member Hessler moved to approve the Superintendent’s Evaluation and extend her contract by one year to June 30, 2019. Member Welch seconded the motion. Motion passed 5-0.
ADMINISTRATIVE REPORTS Superintendent Dr. Shubel announced that there are three staff members in the district who will be receiving tenure as listed in Enclosure #20. Dr. Shubel announced the upcoming dates of: Baccalaureate – Tuesday, May 24 at 6:00 p.m. at Fountain Street Church High School Graduation Ceremony – Thursday, May 26 at 7:00 p.m. at Memorial Field Staff Retirement Breakfast – Thursday, June 2 at 8:00 a.m. Assistant Supt. of Business
None Assistant Supt. of Instruction None
BOARD OF EDUCATION May 16, 2016 Page 4
Board Member Reports Communications Committee – No reports. Facilities Committee – No reports. Finance Committee – No reports. Joint Facilities Committee – President Wolford that a meeting was held last week and another meeting is scheduled on May 24 to continue discussions. Legislative Liaison Committee – Member Welch reported that the final meeting of this year was held, and the committee is planning for next year. Personnel Committee – President Wolford reported that a meeting will be held on May 31. Policy Review Committee – No reports.
Liaisons EGR Schools Foundation – Member Rabideau reported that Mill Steel is contributing matching donations to EGRNow! for all new donors. Community Action Council – No reports. PTO Council – President Wolford reported that the Annual Spring PTO Luncheon will be held at Wealthy Elementary on May 23. Parks & Recreation – No reports. Superintendent’s Advisory Council (SAC) – Member Coles reported that the April meeting was canceled. Leadership & Youth Development (LYD) – Member Rabideau reported that the LYD board added four new members. Senior Retreat has been planned, and Freshman Connection leaders have been named and training has been planned. The intern will return next year to run TEAM, STEP, TATU, and she will have office hours. Healthy High has a new date in January 2017. Parent Advocates for Special Education (PASE) – No reports.
The annual Budget Hearing will be held on Monday, June 6, 2016, at 6:00 p.m.
ADJOURNMENT President Wolford adjourned the meeting at 7:23 p.m.
Respectfully submitted, Beth Milanowski, Secretary East Grand Rapids Public Schools Board of Education
* Minutes for this meeting will be available in the Superintendent’s Office at 2915 Hall St. SE, East Grand Rapids, MI 49506. The phone number is 235-3535. ** If you plan to attend and have a special need and require accommodation to attend this meeting, please contact Dr. Sara M. Shubel, Superintendent, at 235-3535. jmm 5/17/2016
Why do we teach music? Not because we expect you to major in music. Not because we expect you to play and sing all your life. Not so you can relax. But...so you will be human. So you will recognize beauty. So you will be sensitive. So you will have something to cling to. So you will have more love, more compassion, more gentleness, more good; in short, more life.
Of what value will it be to make a prosperous living unless you know how to live? That is why we teach. ~ Unknown
K-12 Music Curriculum May 2016
William Bier Katherine Larson James Borst Annie Schmieder Jeanne Glowicki Mark Wells Mary Hillyard Michael Woodward
East Grand Rapids Public Schools
K-12 Music Curriculum Committee
2015-2016 Board of Education
Robert D. Wolford, President Elizabeth Welch, Vice President Beth A. Milanowski, Secretary
Natalie Bernecker, Trustee Michelle Rabideau, Trustee
Mark Hessler, Trustee Brian J. Coles, Trustee
Sara Magaña Shubel, Ph.D., Superintendent Jeanne M. Glowicki, Assistant Superintendent of Instruction
Kevin D. Philipps, Assistant Superintendent of Business
Music Curriculum Committee Members ...................................................................................................... Inside front cover
Board of Education ....................................................................................................................................... Inside front cover
Vision & Mission Statements .................................................................................................................................................. 1
Introduction .............................................................................................................................................................................. 2
Elementary Level – Grades K-5 Music Curriculum .......................................................................................................... 4-24
Composers .............................................................................................................................................................................. 25
Middle School & High School Level – Grades 6-12 Music Curriculum ......................................................................... 26-31
K-12 Music Professional Learning Plan ................................................................................................................................ 32
Table of Contents
1
Our vision is to provide an exemplary music education for all music students so they will demonstrate a personal artistic appreciation, technical expertise, and an ability to use these skills and understanding to impact the global community.
Vision
Educating and inspiring each student to navigate successfully in a global community ~ EGRPS Mission Statement
Mission
Pursue a personal music journey through an understanding of emotional and personal expressivity Participate in musical experiences through a progressive and aligned curriculum Develop a strong foundation of musical skills and a deep appreciation of a vast array of musical styles
and excellent performances. Maximize music aptitude and achievement. Discover how music contributes to the quality of the human experience
In East Grand Rapids Public Schools students will have the opportunity to...
2
Introduction
The 2014 Music Standards are all about Music Literacy. The standards emphasize conceptual understanding in areas that reflect the actual processes in which musicians engage. The standards cultivate a student’s ability to carry out the three artistic processes of:
Performing Responding Connecting
These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. And isn’t competence in Performing, Responding, and Connecting what we really want for our students?
Students need to perform – as singers, as instrumentalists, and in their lives and careers. Students need to respond to music, as well as their culture, their community, and their colleagues.
3
4
I would teach children music, physics, and philosophy, but most importantly music
for the patterns in music and all the arts are the keys to learning. ~ Plato
East Grand Rapids Public Schools Music Curriculum
ELEMENTARY LEVEL Grades K-5
5
Kindergarten
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness Demonstrate resting tone Demonstrate beginning pitch matching Demonstrate an awareness of upward and downward melodic
contour Experience rhythm and tonal patterns Experience the concept of the tonal center Be introduced to proper vocal production Experience vocal timbre (tone colors)
Listening exercises Echo-singing Pitch-matching Solo/Group Hand signals Movement Chanting Singing games Puppet play Visual props Speaking vs. singing voice
Performance Verbal Observation Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate beat awareness Demonstrate performance of locomotor/non-locomotor
movement to a pulse Demonstrate mirror movement Experience a variety of unpitched percussion and keyboard
instruments
Song accompaniment Sound stories Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun
Performance Verbal Observation Project
6
Kindergarten (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Use creative movement to accompany stories, rhymes, poetry, and song using creative movement
Create rhythmic patterns using unpitched instruments and voice
Rhythm patterns Vocal response Chanting Creative movement
Performance Verbal Observation Project
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Choose an instrument Improvise movement to a
song Partner activities Body percussion Singing games
Performance Verbal Observation Project
5. Read and notate music Skill introduced beginning at grade 2.
6. Listen to, analyze, and describe music
Experience rest within rhythm patterns Experience major and minor songs Experience duple and triple metered chants Experience the difference between the beat and rhythm of the
words Demonstrate sensitivity to differences in musical expression Experience AB form through verse/chorus songs Listen to and identify various unpitched percussion
instruments
Songs with sound/silence Movement: space, weight,
time and flow activities Partner activities Listening exercises Songs/chants Speaking vs singing voice Use of a visual chart Perform and identify
duple/triple meter
Performance Verbal Observation Project
7
Kindergarten (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Performances in class and community
Individual/group discussions
Performance Verbal Observation Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Experience nursery rhymes Perform sound stories and sequences Develop a movement vocabulary
Singing games Seasonal/folk songs Songs from diverse
cultures Vocal
inflections/pronunciations Folk dances from various
cultures
Performance Verbal Observation Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Historical features of songs
Nursery rhymes Composer study (See Page 25)
Performance Verbal Observation Project
If you can walk, you can dance. If you can talk, you can sing. ~ Zimbabwe Proverb
8
First Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness Demonstrate resting tone Demonstrate beginning pitch matching Demonstrate an awareness of upward and downward melodic
contour Demonstrate rhythm and tonal patterns Demonstrate the concept of the tonal center Experience proper vocal production Experience vocal timbre (tone colors)
Listening exercises Echo-singing Pitch-matching Solo/Group Hand signals Movement Chanting Singing games Puppet play Visual props Speaking/singing Visual melodic line
Performance Verbal Observation Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate performance of movement to a pulse Demonstrate mirror movement Experience a variety of unpitched percussion and keyboard
instruments Experience performing micro and macro beats of duple and
triple meters Experience upward and downward melodic contour Perform a rhyme and an accompanying ostinato in a chant Experience tonal patterns going up/down
Song accompaniment Sound stories Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun
Performance Verbal Observation Project
9
First Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Use creative movement to accompany stories, rhymes, poetry, and song using creative movement
Create rhythmic patterns using unpitched instruments and voice
Improvise a simple melody/accompaniment for chants, songs, and stories
Rhythm patterns Sound stories Vocal response Creative movement to
music Chanting
Performance Verbal Observation Project
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Create sound accompaniments for songs, chants, movement, and stories
Choose an instrument Improvise movement to a
song Partner activities Body percussion Singing games
Performance Verbal Observation Project
5. Read and notate music Skill introduced at grade 2.
6. Listen to, analyze, and describe music
Experience sound/silence patterns Experience major and minor songs Demonstrate and beginning to identify duple and triple
metered music Experience the difference between the beat and rhythm of the
words Demonstrate sensitivity to differences in musical expression Experience different song forms through verse/chorus songs Listen to and identify various unpitched and pitched
instruments Recognize the tonal center in a song
Songs with sound/silence Movement: space, weight,
time and flow activities Identification of
instruments Partner activities Listening exercises Speaking/singing Visual chart Perform and identify
duple/triple meter
Performance Verbal Observation Project
10
First Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Performances in class and in community
Individual/group discussions
Performance Verbal Observation Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Experience nursery rhymes Perform sound stories and sequences Develop a movement vocabulary Experience folk dances and stories
Singing games Folk dances from various
cultures Songs from diverse
cultures Sound stories and
sequences
Performance Verbal Observation Project
9. Understand music in relation to history and culture
Develop a repertoire of songs/literature from diverse cultures
Songs/singing games Songs from diverse
cultures Nursery rhymes Patriotic/seasonal/folk
songs Composer study (See Page 25) Historical features of
songs
Performance Verbal Observation Project
The voice is the first and most important instrument. Vocal activities in a musical environment enrich and support language development. Singing also provides an opportunity for self-expression and helps to develop the sense of self.
~ Anonymous
11
Second Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness Demonstrate resting tone Demonstrate rhythm patterns in duple and triple meters Perform tonal center in major/minor tonality Perform tonic and dominant patterns Beginning to develop proper vocal tone production Experience knowledge of tempo and dynamic changes Experience rest within rhythm patterns Perform two-part canons and rounds
Listening exercises Echo-singing Solo/Group Hand signals Movement Chanting Singing games Puppet play Visual props Speaking/singing Visual melodic line Singing in rounds
Performance Verbal Observation Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Demonstrate performance of beat to a song Demonstrate mirror movement Demonstrate appropriate playing technique on pitched and
non-pitched instruments Perform micro and macro beats of duple and triple meters Perform music with an accompanying ostinato Experience tonal patterns Demonstrate knowledge of tempo and dynamic changes Use speech/body percussion patterns as an ostinato Experience a multi-part accompaniment
Song accompaniment Sound stories Vocal response Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun
Performance Verbal Observation Project
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic) using voice Improvise a simple melody/accompaniment for chants, songs
and stories.
Rhythm patterns and ostinato (Plural?)
Sound stories Vocal response Creative movement to music Chanting (passing the
melody games)
Performance Verbal Observation Project
12
Second Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
4. Compose and arrange music within specified guidelines
Use unpitched and pitched percussion instruments to add tone colors to song, chants, movement, and sound stories
Create sound accompaniments for songs, chants, movement, and stories
Choose an instrument Visual chart Pitched/unpitched
percussion instruments Create two-measure
patterns in duple meter using these note values: quarter, eighth, half
Performance Verbal Observation Project
5. Read and notate music Introduce musical notation of known repertoire
Use of music text Score construction using a
variety of materials Visual Chart Rhythmic patterns
Performance Verbal Observation Project
6. Listen to, analyze, and describe music
Demonstrate rest within rhythm patterns Beginning to differentiate between major/minor tonalities Demonstrate and continue to identify duple and triple metered
music Identify musical content within a song Demonstrate sensitivity to differences in musical expression Experience different song forms through verse/chorus songs Listen to and identify various instruments and instrument families Listen to and identify vocal and instrumental styles of music Beginning to develop concept of musical form, ie phrasing,
sections, AB, ABA
Movement: space, weight, time and flow activities
Partner activities Listening exercises Song form activities Use of music text Visual Chart Score construction using a
variety of materials (rearranging musical selections)
Perform and identify duple/triple meter
Performance Verbal Observation Project
13
Second Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Performances in class and in community
Individual/group discussions Use of music textbook
Performance Verbal Observation Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Perform sound stories and sequences Develop a movement vocabulary Experience folk dances and stories of a variety of cultures
Use of musical text Songs/singing games Seasonal/folk/
patriotic songs Folk dances from various
cultures
Performance Verbal Observation Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Songs/singing games Patriotic/seasonal songs Composer study (See Page 25) Use of musical text Songs from diverse cultures Song types: call-response,
singing games, patriotic, seasonal, rounds, and folk songs
Historical features of songs
Performance Verbal Observation Project
14
Third Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness Demonstrate resting tone Demonstrate rhythm patterns in duple and triple meters Perform tonal center in major/minor tonality Perform tonic and dominant patterns Beginning to develop proper vocal tone production Experience knowledge of tempo and dynamic changes Perform two-part canons and rounds
Listening exercises Echo-singing Solo/Group Hand signals Movement Chanting Singing games Visual props (slinky, slide
whistle) Sheet music Singing in rounds
Performance Verbal Observation Project
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement Demonstrate appropriate playing technique on pitched and
non-pitched instruments Perform micro and macro beats of duple and triple meters Experience tonal patterns Demonstrate a multi-part accompaniment Sing and perform chord roots to known songs
Song accompaniment Sound stories Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun
Performance Verbal Observation Project
15
Third Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Improvise rhythmic patterns (duple/triple) using unpitched instruments and voice.
Improvise tonal patterns (tonic and dominant) using voice Improvise a simple melody/accompaniment for chants, songs
and stories. Create a melodic question/answer between teacher /student,
student/student
Singing (passing the melody/rhythm game)
Sound stories Small percussion and
barred instruments Vocal response Creative movement to
music
Performance Verbal Observation Project
4. Compose and arrange music within specified guidelines
Introduce song composition
Experience a sound composition
Choose an instrument Use of sheet music Pitched/unpitched
percussion instruments
Performance Verbal Observation Project
5. Read and notate music Identify patterns in musical notation of known repertoire Perform basic rhythmic patterns in duple and triple meters Experience the five-line staff with the treble clef
Use of sheet music Score reading using a
variety of materials Rhythmic dictation
Performance Verbal Observation Project
6. Listen to, analyze, and describe music
Identify major/minor tonalities Identify duple and triple metered music Identify musical content within a song (instruments, patterns,
dynamic changes, etc.) Demonstrate sensitivity to differences in musical expression Identify and discriminate phrases and sections in songs Listen to and identify various instruments and instrument
families Experience vocal and instrumental styles of music
Use of music text Listening exercises Various musical aspects of
songs (form, meter, tonality…)
Instruments Movement Partner activities
Performance Verbal Observation Project
16
Third Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Performances in class and in community
Cultural arts activities Individual/group
discussions
Performance Verbal Observation Project
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Develop a movement vocabulary Experience folk dances and stories of a variety of cultures
Use of music text Singing games Seasonal songs Songs/dances from diverse
cultures
Performance Verbal Observation Project
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Use of music text Songs/dances from diverse
cultures Composer study (See Page 25) Song types: spirituals,
singing games, patriotic, seasonal, canons/rounds, ballads…
Songs from diverse cultures
Performance Verbal Observation Project
Musical training is a more potent instrument than any other because rhythm and harmony find their way into the inward places of the soul, on which they mightily fasten, imparting grace.
~ Plato
17
Fourth Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness, resting tone, and rhythm patterns Perform tonal center in major/minor tonality Perform tonic and dominant patterns Develop healthy vocal tone production Perform tempo and dynamic changes Perform two-part canons/rounds Experience singing songs with ostinati Perform chord roots to songs
Listening exercises Echo-singing Solo/Group Hand signals Movement Chanting Singing games Visual props Sheet music
Performance Verbal Observation Project Student
Journal Written Performance Peer
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement Demonstrate appropriate playing technique on the recorder Perform micro and macro beats of duple and triple meters Perform tonal patterns Demonstrate a multi-part accompaniment Sing and perform chord roots to known songs Perform rhythmic rounds/canons Perform rhythm patterns Perform B, A, and G on soprano recorders
Song accompaniment Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun Recorders
Performance Verbal Observation Project
Student Journal Written Performance Peer
18
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Create movement to accompany musical selections Improvise rhythmic patterns (duple/triple) using unpitched
instruments and voice. Improvise tonal patterns (tonic and dominant) using voice Improvise a simple melody/accompaniment for chants, songs
and stories. Create a melodic question/answer between teacher /student,
student/student
Creative movement Vocal response Passing the melody games Use of a variety of
instruments
Performance Verbal Observation Project
Student Journal Written Performance Peer
4. Compose and arrange music within specified guidelines
Notate and perform a song composition Create and perform a variation of a song Create and perform a sound composition
Create a visual score using a variety of materials
Sound composition Story orchestrations Partner activities Standard musical notation Recorder composition
projects
Performance Verbal Observation Project
Student Journal Written Performance Peer
5. Read and notate music Identify patterns in musical notation of known repertoire Perform basic rhythmic patterns in duple and triple meters Label the pitches of the treble clef Dictate basic rhythm patterns Explore dynamic markings
Use of music text Rhythmic dictation Theory worksheets Group activities using
terms, notes, and rhythms Sheet music
Performance Verbal Observation Project
Student Journal Written Performance Peer
19
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
6. Listen to, analyze, and describe music
Identify major/minor tonalities Identify duple and triple metered music Identify musical content within a song (instruments, patterns,
dynamic changes, etc.) Demonstrate sensitivity to differences in musical expression Identify and discriminate phrases and sections in songs Listen to and identify various instruments and instrument
families Experience vocal and instrumental styles of music
Listening exercises Use of music text Instrument identification
games Form maps of master
works Various musical aspects of
songs (form, meter, tonality…)
Sheet music
Performance Verbal Observation Project
Student Journal Written Performance Peer
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Performances in class and community
Use of music text Individual/group
discussions
Performance Verbal Observation Project
Student Journal Written Performance Peer
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Develop a movement vocabulary Experience folk dances and stories of a variety of cultures Discuss lyrics within diverse genres of musical selections
Use of music text Diverse songs/folk dances
Performance Verbal Observation Project
Student Journal Written Performance Peer
20
Fourth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Use of music text Songs from diverse
cultures Composer study (See Page 25) Song types: spirituals,
singing games, cumulative, patriotic, seasonal, canons/rounds, and ballads
Performance Verbal Observation Project
Student Journal Written Performance Peer
Our woods would be very silent if no birds sang there except those that sing the best. ~ Thoreau
21
Fifth Grade
Content Standard Benchmarks Suggested Activities/Techniques Assessments
1. Sing, alone and with others, a varied repertoire of music
Demonstrate beat awareness, resting tone, and rhythm patterns Perform tonal center in major/minor tonality Perform tonic and dominant patterns Develop healthy vocal tone production Perform tempo and dynamic changes Perform two-part canons/rounds Perform songs with ostinato, chord roots, and
countermelodies, Perform chord roots to songs Demonstrate the ability to perform a two-part score
Listening exercises Echo-singing Two part singing Solo/Group Hand signals Movement Chanting Singing games Visual props Sheet music
Performance Verbal Observation Project
Student Journal Written Performance Peer
2. Perform on instruments, alone and with others, a varied repertoire of music
Perform a rhythmic ostinato using voice, body percussion and instruments
Perform and lead mirror movement Demonstrate appropriate playing technique on instruments Perform micro and macro beats of duple and triple meters Perform tonal patterns Demonstrate a multi-part accompaniment Sing and perform chord roots to known songs Perform rhythmic rounds/canons Perform rhythm patterns
Song accompaniment Creative movement Body percussion Play unpitched
percussion/mallet instruments
Simple chord bordun
Performance Verbal Observation Project
Student Journal Written Performance Peer
22
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
3. Improvise melodies, variations, and accompaniments
Continue to create dramatization, sound accompaniments, and movement improvisations for stories, rhymes and poetry.
Create movement to accompany musical selections Improvise rhythmic patterns (duple/triple) using unpitched
instruments and voice. Improvise tonal patterns (tonic and dominant) using voice Improvise a simple melody/accompaniment for chants, songs
and stories. Create a melodic question/answer between teacher /student,
student/student Perform simple vocal improvisations Experience creative movement to demonstrate theme and
variations
Vocal response Play small percussion and
barred instruments
Performance Verbal Observation Project
Student Journal Written Performance Peer
4. Compose and arrange music within specified guidelines
Notate and perform a song composition Create and perform a variation of a song Create and perform a sound composition
Create a visual score using notation
Creative movement utilizing form
Composition projects using instruments
Partner activities
Performance Verbal Observation Project
Student Journal Written Performance Peer
5. Read and notate music Identify patterns in musical notation of known repertoire Perform basic rhythmic patterns in duple and triple meters Label the pitches of the treble clef Introduce the grand staff Dictate basic rhythm patterns Identify and perform dynamic and symbolic marking Read a two-part rhythmic or melodic score Review note value names
Use of music text Rhythmic and tonal
dictation Theory worksheets Group activities using
terms, notes, and rhythms Sing and play instruments Sheet music
Performance Verbal Observation Project
Student Journal Written Performance Peer
23
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
6. Listen to, analyze, and describe music
Identify major/minor tonalities Identify duple and triple metered music Identify musical content within a song (instruments, patterns,
dynamic changes, etc.) Demonstrate sensitivity to differences in musical expression Identify and discriminate phrases and sections in songs Listen to and identify various instruments and instrument
families Experience vocal and instrumental styles of music
Use of music text Listening exercises Instrument identification
games Form maps of
masterworks Major/minor tonality Movement activities Sheet music
Performance Verbal Observation Project
Student Journal Written Performance Peer
7. Evaluate music and music performances
Evaluate various recorded performances Recognizes differences from the beginning to the end of the
performance.
Perform in class and in community
Use of music text Individual/group
discussions
Performance Verbal Observation Project
Student Journal Written Performance Peer
8. Understand relationships between music, the other arts, and disciplines outside the arts
Develop a repertoire of songs Develop a movement vocabulary Experience folk dances and stories of a variety of cultures Discuss lyrics within diverse genres of musical selections
Use of music text Diverse songs/folk dances Creative movement
Performance Verbal Observation Project
Student Journal Written Performance Peer
24
Fifth Grade (continued)
Content Standard Benchmarks Suggested Activities/Techniques Assessments
9. Understand music in relation to history and culture
Develop a repertoire of folk songs, nursery rhymes, and songs from a variety of cultures
Songs from diverse cultures
Use of music text Song types: folk,
spirituals, singing games, jazz, popular, patriotic, seasonal, canons/rounds, and ballads
Composer study (See Page 25)
Performance Verbal Observation Project
Student Journal Written Performance Peer
25
Composers
Antonio Vivaldi 1678-1741 Johann Sebastian Bach 1685-1750 Wolfgang Amadeus Mozart 1719-1787 Franz Joseph Haydn 1737-1806 Ludwig Van Beethoven 1770-1827 Pyotr Ilyich Tchaikovsky 1840-1893 John Philip Sousa 1854-1932 Scott Joplin 1868-1917 George Gershwin 1898-1937 Duke Ellington 1899-1974 Aaron Copland 1900-1990 Woodie Guthrie 1912–1931 John Williams 1932- Andrew Lloyd Webber 1948- Beatles Formed: 1957, Liverpool, England; Disbanded 1970
*Music teachers at the elementary level will meet at the beginning of each year to coordinate music and composer activities.
26
~ Pat Conroy
East Grand Rapids Public Schools
Music Curriculum
MIDDLE SCHOOL & HIGH SCHOOL LEVEL Grades 6-12
27
Secondary Music Key
Grade Level Suggested Corresponding Ensemble
6 - 7
6th Grade Like-Instrument Classes (Violin, Viola, Cello, Bass, Flute, Oboe, Bassoon, Clarinet, Saxophone, Trombone, French Horn, Trumpets, Baritone, Percussion)
6th Grade Girls Choir 6th Grade Boys Choir 7th Grade Girls Choir 7th Grade Boys Choir 7th Grade Band 7th Grade Orchestra
7 - 8
7th Grade Band 7th Grade Orchestra 8th Grade Band 8th Grade Orchestra 7th Grade Boys Choir 7th Grade Girls Choir 8th Grade Boys Choir 8th Grade Girls Choir
8 - 10
8th Grade Band 8th Grade Orchestra 8th Grade Boys’ Choir 8th Grade Girls’ Choir HS Concert Band Freshman Orchestra 9th Grade Men’s Chorus 9th Grade Women's Chorus Chamber Singers
10 - 12 HS Symphony Band Bella Voce Madrigals
28
Performing Analyze
Analyze the structure and context of varied musical works and their implications for performance. Enduring Understanding: Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question: How does understanding the structure and context of musical works inform performance? 6 - 7 7 - 8 8 - 10 10 - 12
Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how the setting and formal characteristics of musical works contribute to understanding the context of the music in prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
Demonstrate, using music reading skills where appropriate, how compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances.
Interpret Develop personal interpretations that consider creators’ intent.
Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question: How do performers interpret musical works?
6 - 7 7 - 8 8 - 10 10 - 12
Identify expressive qualities in a varied repertoire of music that can be demonstrated through prepared and improvised performances.
Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.
Demonstrate an understanding of context in a varied repertoire of music through prepared and improvised performances.
Demonstrate how understanding the style, genre, and context of a varied repertoire of music influences prepared and improvised performances as well as performers' technical skill to connect with the audience.
Rehearse, Evaluate, and Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others.
Enduring Understanding: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Question: How do musicians improve the quality of their performance? 6 - 7 7 - 8 8 - 10 10 - 12
Use self-reflection and peer feedback to refine individual and ensemble performances of a varied repertoire of music.
Develop strategies to address technical challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
Develop strategies to address expressive challenges in a varied repertoire of music, and evaluate their success using feedback from ensemble peers and other sources to refine performances.
Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success.
29
Performing (continued)
Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.
Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. Essential Question: When is a performance judged ready to present?
How do context and the manner in which musical work is presented influence audience response? 6 - 7 7 - 8 8 - 10 10 - 12
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music.
Demonstrate an awareness of the context of the music through prepared and improvised performances.
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles.
Demonstrate an understanding of the context of the music through prepared and improvised performances.
Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures, styles, genres.
Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.
Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods.
Demonstrate an understanding of intent as a means for connecting with an audience through prepared and improvised performances.
30
Responding Analyze
Analyze how the structure and context of varied musical works inform the response. .Enduring Understanding: Response to music is informed by analyzing context (social cultural, and historical)
and how creators and performers manipulate the elements of music. Essential Question: How does understanding the structure and context of the music influence a response?
6 - 7 7 - 8 8 - 10 10 - 12
Identify how knowledge of context and the use of repetition, similarities, and contrasts inform the response to music.
Describe how understanding context and the way the elements of music are manipulated inform the response to music.
Understand how the analysis of passages and understanding the way the elements of music are manipulated inform the response to music.
Understand how the analysis of structures and contexts inform the response to music.
Interpret Support an interpretation of a musical work that reflects the creators’/performers’ expressive intent.
Enduring Understanding: Through their use of elements and structures of music, performers provide clues to their expressive intent. Essential Question: How do we discern the musical performers’ expressive intent?
6 - 7 7 - 8 8 - 10 10 - 12
Identify interpretations of expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.
Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text.
Understand and appreciate interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.
Appreciate interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and the varied researched sources.
Evaluate Support personal evaluation of musical works and performances, based on analysis, interpretation, and established criteria.
Enduring Understanding: Their personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. Essential Question: How do we judge the quality of musical work(s) and performance(s)?
6 - 7 7 - 8 8 - 10 10 - 12
Identify and describe the effect of interest, experience, analysis and context on the evaluation of music.
Explain the influence of experiences, analysis and context on interest in and evaluation of music.
Evaluate works and performances based on personally- or collaboratively-developed criteria, including analysis of the structure and context.
Evaluate works and performances based on personally- and collaboratively-developed criteria, including analysis of the structure and context.
31
Connecting Connecting
Connecting Personal Knowledge/Experience to Classroom Music. Synthesize and relate knowledge and personal experiences to make music. Enduring Understanding: Musicians understand connections to varied contexts and daily life and
connect their personal interests, experiences, ideas and knowledge to creating, performing and responding. Essential Question: How do musicians, other arts, disciplines, contexts and daily life
inform and make meaningful connections to creating, performing and responding to music? 6 - 7 7 - 8 8 - 10 10 - 12
Students bring experiences to the classroom which can be expressed and connections can be found to relate their experiences to the music being performed. Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as appropriate to the
experience level of the learner.
32
Purpose of Meeting During the 2015-2016 School Year: Our goal was to convene the K-12 Music Department to review, update, and articulate our music curriculum which reflects EGRPS’s current classes and the 2014 National Music Standards.
Music Learning Plan
Classroom Recording Capabilities (2014 Bond) Pilot Classrooms (microphones/recording) for two classrooms @ $3,400 each .............................. $6,800.00 Large Studio Speakers ...................................................................................................................... $1,200.00 Three more classrooms at the High School to be completed (already purchased) ......................... $10,200.00 Two more classrooms at the Middle School to be completed this summer ..................................... $6,800.00 Updated Carts/Projectors (Completed Summer 2015)
TOTAL .................................................................................................................................................. $25,000.00
For Future Consideration
Professional Learning Continue to explore financial opportunities for Music Staff to attend the Michigan Music Conference
Possible Classes Middle School Choral Expansion Jazz Band Additional support for 6-12 String Department
Purchase and Replacement Plans for Music Develop a 3-5 year plan for equipment purchase and replacement Develop a 3-5 year plan for maintenance of uniforms Assess and plan for replacement of the elementary electronic pianos
K-12 Music Professional Learning Plan
33
Music has always been an important part of my life. I have listened to it, danced to it, dreamed to it, loved to it, laughed to it, and cried to it… What a tragedy it would be if we lived in a world where music was not taught to children.
~ H. Norman Schwarzkopf, General, U.S. Army, Retired
BUSINESS OFFICE
MEMORANDUM
Date: June 6, 2016
To: Dr. Sara Magaña Shubel, Superintendent The Board of Education
From: Kevin D. Philipps, Assistant Superintendent of Business
Subject: May 2016 Payment of Bills
APPROVE May General Fund (11) – check #125285 through check #125332 in the total amount of $399,376.94.
APPROVE May Athletic Fund (21) – check #21190 through check #21195 in the amount of $1,439.93.
APPROVE May Sinking Fund (41) – check #512 in the total amount of $1,744.60.
APPROVE May Capital Projects 2014 (43) – check #245 through check #249 in the amount of $18,572.73.
APPROVE May Student Activity Fund (61) – check #24964 through check #25007 in the total amount of $47,062.50.
APPROVE May Joint Facilities Fund – no checks this month.
APPROVE May Debt Retirement – no checks this month.
KP/jmm