EDUCATION THROUGH MUSIC INC
122 EAST 42ND STREET NO 1501, NEW YORK, NY 101681503 www.etmonline.org

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Organizations Filed Purposes: EDUCATION THROUGH MUSIC WAS FORMED TO PROMOTE THE USE OF MUSIC IN THE CORE CURRICULA OF UNDER-RESOURCED SCHOOLS, AS A MEANS OF ENHANCING STUDENTS' ACHIEVEMENT AND DEVELOPMENT. DURING 2018-2019, ETM'S PARTNER SCHOOL PROGRAM PROVIDED COMPREHENSIVE, TRANSFORMATIVE MUSIC INSTRUCTION TO 34,000 CHILDREN IN NEW YORK CITY, AND ETM ASSISTED OTHER ORGANIZATIONS IN IMPROVING THEIR OWN ACTIVITIES.

ETM PARTNERS WITH UNDER-RESOURCED SCHOOLS TO PROVIDE MUSIC (CONTINUES ON SCHEDULE "O") AS A CORE SUBJECT FOR ALL CHILDREN, AND UTILIZES MUSIC EDUCATION AS A CATALYST TO IMPROVE ACADEMIC ACHIEVEMENT, MOTIVATION FOR SCHOOL AND SELF-CONFIDENCE.

DURING THE 2018-19 SCHOOL YEAR, EDUCATION THROUGH MUSIC (ETM) WORKED TO SUPPORT STUDENT LEARNING AND ENGAGEMENT, WHILE BUILDING CAPACITY AMONG SCHOOL AND COMMUNITY MEMBERS TO SUSTAIN MUSIC PROGRAMS IN THE LONG TERM. ETM USED MUSIC TO SUPPORT THE EDUCATION OF NEARLY 34,000 STUDENTS THROUGH PARTNERSHIPS WITH 65 UNDER-RESOURCED NEW YORK CITY SCHOOLS IN ALL FIVE BOROUGHS OF NEW YORK CITY; THIS INCLUDED 17 NEW PARTNERSHIPS.ETM PROGRAMS PROVIDED STUDENTS WITH COMPREHENSIVE, SKILLS- AND STANDARDS-BASED MUSIC INSTRUCTION THROUGHOUT THE SCHOOL YEAR; MUSIC TEACHERS WITH ONGOING TRAINING, OVERSIGHT, AND MENTORING; PRINCIPALS WITH PROGRAM MANAGEMENT GUIDANCE; AND SCHOOL COMMUNITIES WITH OPPORTUNITIES FOR ENGAGEMENT. ETM ALSO HELPED BRING QUALITY MUSIC EDUCATION TO 15,000 ADDITIONAL CHILDREN THROUGH ADVISING A LICENSED AFFILIATE ORGANIZATION IN LOS ANGELES AND EXPLORED THE POTENTIAL FOR REPLICATION IN OTHER CITIES ACROSS THE COUNTRY.CORE MUSIC INSTRUCTION AND ENRICHMENTSTUDENTS IN ETM PARTNER SCHOOLS RECEIVED BETWEEN 33-45 IN-SCHOOL CORE MUSIC CLASSES DURING THE SCHOOL YEAR. TEACHERS INCORPORATED AGE-APPROPRIATE SONGS AND INSTRUMENTS SUCH AS: XYLOPHONES, HAND PERCUSSION, RECORDERS, AND GUITARS. MIDDLE SCHOOL INSTRUCTION INCORPORATED MUSIC TECHNOLOGY IN STATE-OF-THE-ART LABS. INSTRUCTION FOLLOWED ETM'S GRADE-LEVEL MUSIC CURRICULUM, WHICH ALIGNS WITH NEW YORK STATE AND NATIONAL ARTS STANDARDS AND SUPPORTS THE COMMON CORE. IN ADDITION TO PROVIDING A FOUNDATION OF KNOWLEDGE AND SKILLS IN MUSIC, MUSIC TEACHERS EMPLOYED INTEGRATION STRATEGIES AND COLLABORATED WITH CLASSROOM TEACHERS TO REINFORCE COGNITIVE SKILLS THAT SUPPORTED STUDENT LEARNING IN OTHER SUBJECTS, SUCH AS ENGLISH LANGUAGE ARTS, HISTORY, MATH, AND SCIENCE.PARTNER SCHOOL STUDENTS PERFORMED IN WINTER CONCERTS AND SPRING CONCERTS, SHOWCASING THEIR SKILLS AND TALENTS TO PEERS, PARENTS, AND THEIR WIDER SCHOOL COMMUNITIES. GROUPS OF PARTNER SCHOOL STUDENTS ALSO PERFORMED AT SPECIAL EVENTS AROUND THEIR COMMUNITIES.ENSEMBLES AND ENRICHMENTELECTIVE CHORAL ENSEMBLES WERE OFFERED AT MORE THAN 30 PARTNER SCHOOLS, THROUGH REHEARSALS HELD AT LEAST ONCE A WEEK BEFORE, DURING, OR AFTER SCHOOL. CHOIRS PERFORMED IN SCHOOL-WIDE CONCERTS AND AT COMMUNITY EVENTS. INSTRUMENTAL PROGRAMS EXPANDED IN THE FALL TO 11 STRING ORCHESTRAS AND 21 BANDS, ENGAGING STUDENTS IN GRADES 4-8 IN MORE ADVANCED INSTRUMENTAL INSTRUCTION AND PERFORMANCE. INTERESTED STUDENTS ATTEND TWO TO THREE FULL ENSEMBLE REHEARSALS PER WEEK IN ADDITION TO WEEKLY GROUP LESSONS. MOST ENSEMBLE STUDENTS MADE DEBUT PERFORMANCES AT "BREAKFAST WITH THE BAND/ORCHESTRA" EVENTS IN JANUARY, FEBRUARY, AND MARCH AND MANY PERFORMED AT COMMUNITY EVENTS. BAND, ORCHESTRA AND CHORAL ENSEMBLES COME TOGETHER TO PARTICIPATE IN THE ANNUAL "ETM FESTIVAL" AT LEHMAN COLLEGE'S CENTER FOR PERFORMING ARTS.MUSIC TEACHER PROFESSIONAL DEVELOPMENTETM DELIVERED OVER 100 HOURS OF ONGOING TRAINING TO MUSIC TEACHERS (BOTH THOSE EMPLOYED BY ETM AND THOSE WHO HAVE BEEN HIRED BY PARTNER SCHOOLS), IN ADDITION TO WRAPAROUND MENTORING. SEVEN DAYS OF INTENSIVE WORKSHOPS BEFORE THE START OF THE SCHOOL YEAR STRENGTHENED MUSIC TEACHERS' KNOWLEDGE OF PEDAGOGY AND MUSIC METHODOLOGIES AND ADDRESSED ETM'S CURRICULUM AND APPROACH TO INTEGRATION. ADDITIONAL SESSIONS WERE HELD FROM SEPTEMBER THROUGH JUNE. AT THE START OF THE SCHOOL YEAR, EACH MUSIC TEACHER WAS ASSIGNED AN ETM MENTOR - ONE OF OUR INSTRUCTIONAL SUPERVISORS - WHO PROVIDED ONGOING, ONE-ON-ONE GUIDANCE THROUGH SITE VISITS AND OBSERVATIONS.BUILDING CAPACITY TO SUSTAIN PROGRAMSPRINCIPALS RECEIVED ONE-ON-ONE GUIDANCE ON PROGRAM MANAGEMENT, ASSESSMENT, BUDGET PLANNING, AND IDENTIFYING FUNDING RESOURCES. ETM PROVIDED ONGOING SUPPORT TO, AND MAINTAINED COMMUNICATION WITH, PRINCIPALS DURING THE SCHOOL YEAR TO PROMOTE BUY-IN FOR MUSIC PROGRAMS.ETM STAFF AND MUSIC TEACHERS BUILD RELATIONSHIPS WITH SCHOOL PERSONNEL AND ENGAGED PARENTS.EACH PARTNER SCHOOL PROVIDED SOME LEVEL OF FINANCIAL SUPPORT FOR THEIR MUSIC PROGRAMS. OF 48 CONTINUING PARTNER SCHOOLS, FOUR HIRED THEIR MUSIC TEACHERS TO SCHOOL STAFF IN SEPTEMBER 2018, MAKING THE MUSIC TEACHER SALARY A PART OF THE ONGOING SCHOOL BUDGET, AND 17 INCREASED THEIR DIRECT FINANCIAL COMMITMENT TO ETM FROM 2017-18 TO 2018-19. THIS IS IN LINE WITH OUR LONG- TERM GOAL OF HELPING SCHOOLS BUILD MUSIC EDUCATION INTO THEIR BUDGETS OVER TIME. BY HIRING MUSIC TEACHERS TO STAFF, PRINCIPALS DEMONSTRATE THEIR COMMITMENT TO ENSURING MUSIC INSTRUCTION CONTINUES BEYOND A PARTNERSHIP WITH ETM.EVALUATIONEACH YEAR, PROGRAM STAFF MEMBERS CONDUCT REGULAR SITE VISITS TO EACH SCHOOL AND MUSIC TEACHER; OBSERVE AND EVALUATE MUSIC TEACHERS USING A RUBRIC TO RATE PLANNING AND PREPARATION, CLASSROOM ENVIRONMENT, INTEGRATION, AND INSTRUCTION; AND DISCUSS OBSERVATIONS AND OFFER SUGGESTIONS FOR IMPROVEMENT. OUR OBSERVATION RUBRICS ALIGN WITH THE DANIELSON FRAMEWORK, THE SYSTEM USED BY THE NYCDOE. ETM HAS ALSO MAINTAINED ONGOING COMMUNICATION WITH PRINCIPALS AND MUSIC TEACHERS, AND CONDUCTS YEAR-END SURVEYS OF MUSIC TEACHERS, STUDENTS, AND PRINCIPALS IN MAY AND JUNE.ETM CONTINUES TO USE EVALUATION TO ASSESS THE IMPACT OF OUR MODEL AT PARTNER SCHOOLS, SO THAT WE CAN MAKE ADJUSTMENTS AS NEEDED AND IMPROVE SERVICES. 2018-19 WAS THE SECOND YEAR OF OUR CURRENT FIVE-YEAR EVALUATION PLAN TO MEASURE THE EFFECTIVENESS OF THE ETM MODEL. HIGHLIGHTS FROM OUR MOST RECENT DATA COLLECTION INCLUDE:- 40% OF STUDENTS AT NEW ETM PARTNER SCHOOLS REPORTED THAT THEY HAD NEVER HAD A GENERAL MUSIC CLASS PRIOR TO THE CURRENT SCHOOL YEAR- 54% OF FAMILIES OF STUDENTS AT ETM PARTNER SCHOOLS REPORTED THEY HAVE HAD "HARDLY ANY" OPPORTUNITIES TO GET INVOLVED WITH MUSIC IN THEIR LIFE.- 83% OF STUDENTS AT PARTNER SCHOOLS REPORTED THAT THEY LOVE SINGING OR PLAYING INSTRUMENTS.- 80% OF MUSIC TEACHERS AGREED THAT ETM HAS HELPED THEM BECOME PART OF A COMMUNITY OF PEER TEACHERS- 96% AGREED THAT THEIR ETM MENTOR WAS TIMELY AND RESPONSIVE TO THEIR NEEDS.- 88% OF PARTNER SCHOOL PRINCIPALS RATE ETM AS "ABOVE AVERAGE OR "EXCELLENT" AT INTEGRATING THE MUSIC PROGRAM INTO SCHOOL CULTURE- 71% OF MUSIC TEACHERS AGREE THAT THEIR SCHOOL COMMUNITY COLLABORATED TO SUPPORT CONCERTS.NATIONAL ACTIVITIESBEYOND CORE PROGRAMS IN NYC, ETM CONTINUED WORK TO ADVANCE MUSIC AS A KEY PART OF A WELL- ROUNDED EDUCATION. ETM SENIOR PROGRAM STAFF PARTICIPATED IN A VARIETY OF EXTERNAL PROFESSIONAL DEVELOPMENT AND NETWORKING EVENTS OVER THE COURSE OF THE YEAR, INCLUDING THOSE HELD BY NATIONAL ASSOCIATION FOR MUSIC EDUCATION (NAFME) AND NEW YORK STATE SCHOOL MUSIC ASSOCIATION'S (NYSSMA). THESE ACTIVITIES HELPED BUILD ETM'S VISIBILITY AND PRESENCE IN THE ARTS EDUCATION COMMUNITY, WHILE PROGRAM STAFF MEMBERS CAN KEEP UP-TO-DATE WITH MUSIC EDUCATION TRENDS AND BEST PRACTICES, WHICH IN TURN ALLOWS ETM CONTINUE TO ENHANCE OUR MODEL.THE NATIONAL EXPANSION EFFORTS FIRST SUPPORTED BY THE BETTINA BARUCH FOUNDATION 15 YEARS AGO ARE GROWING ONCE AGAIN. ETM CONTINUED TO ADVISE ETM-LA, THE ORGANIZATION LICENSED SINCE 2006 TO REPLICATE OUR FULL PARTNER SCHOOL MODEL IN THE LOS ANGELES COMMUNITY. IN 2018-19, ETM-LA REACHED 15,000 STUDENTS. IN DECEMBER 2018, IN LINE WITH A BOARD-LED EFFORT TO BRING ETM'S MODEL TO COMMUNITIES IN NEED ON A NATIONAL SCALE, WE CREATED A NEW, PART-TIME DIRECTOR OF NATIONAL ACTIVITIES ROLE, WHICH WAS FILLED BY FORMER, FOUNDING EXECUTIVE DIRECTOR KATHERINE DAMKOHLER. IN SPRING 2019, ETM LICENSED A NEW AFFILIATE ORGANIZATION IN DENVER (ETM- COLORADO), WHICH LAUNCHED PROGRAMMING IN FALL 2019 AT ITS FIRST TWO PARTNER SCHOOLS. THROUGHOUT THE YEAR, ETM HAD CONVERSATIONS WITH EDUCATION STAKEHOLDERS IN CITIES SUCH AS ST. LOUIS, PHILADELPHIA, CHICAGO, AND MIAMI REGARDING THE POTENTIAL FOR OUR MODEL TO SUPPORT DISADVANTAGED STUDENTS IN THESE AREAS.

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