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”

jmalec

Typewritten Text

jmalec

Typewritten Text

BOARD ENCLOSURE June 6, 2016 Item No. 5


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



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


2015-2016

Final Budget Amendment


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%


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


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


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


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


Millage Levied 9.95 9.95


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


General Fund Budget

Background & History


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


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)


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)


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


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


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


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


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



History of

Budget Reductions


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



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)



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



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



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


2016-2017

Budget Assumptions


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.


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.)


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


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)


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.


2016-2017 Proposed

General Fund Budget &

Future Years Forecast


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


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.


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)





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%)


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


Questions/Discussion?

Our Mission Educating and inspiring each student to navigate successfully in a global community


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

jmalec

Typewritten Text


jmalec

Rectangle

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.


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 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

jmalec

Typewritten Text


jmalec

Rectangle

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

jmalec

Typewritten Text


jmalec

Rectangle

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.

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


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 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)


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



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





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


Demonstrate performance of movement to a pulse


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


Simple chord bordun

Performance

Verbal

Observation

Project

9

First Grade (continued)





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



Create sound accompaniments for songs, chants, movement, and stories


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.


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


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


Identification of instruments

Partner activities

Listening exercises

Speaking/singing

Visual chart


Performance

Verbal

Observation

Project

10






Performances in class and in community


Performance

Verbal

Observation

Project



Experience nursery rhymes



Experience folk dances and stories

Singing games



Sound stories and sequences

Performance

Verbal

Observation

Project


Develop a repertoire of songs/literature from diverse cultures

Songs/singing games


Nursery rhymes

Patriotic/seasonal/folk 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





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


Demonstrate performance of beat to a song


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


Simple chord bordun

Performance

Verbal

Observation

Project


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


Chanting (passing the melody games)

Performance

Verbal

Observation

Project

12

Second Grade (continued)






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


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


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


Partner activities

Listening exercises

Song form activities

Use of music text

Visual Chart

Score construction using a variety of materials (rearranging musical selections)


Performance

Verbal

Observation

Project

13








Use of music textbook

Performance

Verbal

Observation

Project





Experience folk dances and stories of a variety of cultures

Use of musical text

Songs/singing games

Seasonal/folk/ patriotic songs


Performance

Verbal

Observation

Project



Songs/singing games

Patriotic/seasonal songs


Use of musical text


Song types: call-response, singing games, patriotic, seasonal, rounds, and folk songs


Performance

Verbal

Observation

Project

14

Third Grade





Demonstrate rhythm patterns in duple and triple meters



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


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


Experience tonal patterns

Demonstrate a multi-part accompaniment

Sing and perform chord roots to known songs

Song accompaniment

Sound stories

Creative movement

Body percussion


Simple chord bordun

Performance

Verbal

Observation

Project

15

Third Grade (continued)





Improvise tonal patterns (tonic and dominant) using voice


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


Performance

Verbal

Observation

Project


Introduce song composition

Experience a sound composition


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


Identify major/minor tonalities

Identify duple and triple metered music

Identify musical content within a song (instruments, patterns, dynamic changes, etc.)


Identify and discriminate phrases and sections in songs


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







Cultural arts activities


Performance

Verbal

Observation

Project





Use of music text

Singing games

Seasonal songs

Songs/dances from diverse cultures

Performance

Verbal

Observation

Project



Use of music text

Songs/dances from diverse cultures


Song types: spirituals, singing games, patriotic, seasonal, canons/rounds, ballads…


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



Demonstrate beat awareness, resting tone, and rhythm 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




Demonstrate appropriate playing technique on the recorder


Perform tonal patterns



Perform rhythmic rounds/canons

Perform rhythm patterns

Perform B, A, and G on soprano recorders

Song accompaniment

Creative movement

Body percussion


Simple chord bordun

Recorders

Performance

Verbal

Observation

Project Student Journal Written Performance Peer

18

Fourth Grade (continued)




Create movement to accompany musical selections





Creative movement

Vocal response

Passing the melody games

Use of a variety of instruments

Performance

Verbal

Observation



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




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


19











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






Use of music text


Performance

Verbal

Observation






Discuss lyrics within diverse genres of musical selections

Use of music text

Diverse songs/folk dances

Performance

Verbal

Observation


20





Use of music text



Song types: spirituals, singing games, cumulative, patriotic, seasonal, canons/rounds, and ballads

Performance

Verbal

Observation


Our woods would be very silent if no birds sang there except those that sing the best.

~ Thoreau

21

Fifth Grade



Demonstrate beat awareness, resting tone, and rhythm 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





Demonstrate appropriate playing technique on instruments


Perform tonal patterns



Perform rhythmic rounds/canons

Perform rhythm patterns

Song accompaniment

Creative movement

Body percussion


Simple chord bordun

Performance

Verbal

Observation


22

Fifth Grade (continued)




Create movement to accompany musical selections





Perform simple vocal improvisations

Experience creative movement to demonstrate theme and variations

Vocal response

Play small percussion and barred instruments

Performance

Verbal

Observation



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




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


23











Use of music text

Listening exercises

Instrument identification games

Form maps of masterworks

Major/minor tonality

Movement activities

Sheet music

Performance

Verbal

Observation





Perform in class and in community

Use of music text


Performance

Verbal

Observation






Discuss lyrics within diverse genres of musical selections

Use of music text

Diverse songs/folk dances

Creative movement

Performance

Verbal

Observation


24






Use of music text

Song types: folk, spirituals, singing games, jazz, popular, patriotic, seasonal, canons/rounds, and ballads


Performance

Verbal

Observation


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


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 Band

7th Grade Orchestra

7 - 8

7th Grade Band

7th Grade Orchestra

8th Grade Band

8th Grade Orchestra





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



jmalec

Typewritten Text


jmalec

Rectangle


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



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


2015-2016

Final Budget Amendment


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





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


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



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