Education Through Music, Inc. Fundraising Day New York Real Time Grantmaking Proposal Page 1 of 3

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1 Fundraising Day New York Real Time Grantmaking Proposal Page 1 of 3 Proposal Narrative Education Through Music, Inc. (ETM ) is an organization dedicated to helping schools provide and sustain comprehensive music education for all students, and to using music education as a catalyst to support school reform efforts. Through its New York City Partner School Program, ETM promotes the use of music in the curricula of schools with at-risk populations, and makes music education a reality for thousands of children who would otherwise have limited or no exposure to the arts. During , ETM s partner school program reaches approximately 15,000 children in 28 elementary, middle and K-8 schools (public and parochial) in the Bronx, Manhattan, Brooklyn and Queens. Over 80% of students qualify for Federal Free/Reduced-Price Lunch; 90% are minorities; 10% are English Language Learners; 10% have special needs. Organization History and Capacity ETM was formed in 1991 with a mission to promote the use of music in inner-city schools, as a means of enhancing students academic performance and general development. ETM s pilot partner school won a National Blue Ribbon Award from the U.S. Department of Education (USDOE) in ETM has since maintained partnerships with a growing number of schools in New York City to help them use music to support learning and to involve school staff and community in building capacity. In 2005, the USDOE awarded a grant to ETM, as a model arts education program, and supported a multi-year external evaluation of the program. In 2012, the National Association for Music Education (NAfME) invited ETM to join The Music Education Policy Roundtable, a national alliance of music advocacy organizations. In addition to its core partner school activities in New York City, ETM has a growing national presence; since 1999, we have provided consulting services such as professional development, curriculum development, and model replication to schools and organizations, most recently in Cleveland and the San Francisco Bay Area. Since 2006, ETM has licensed an organization to replicate our model in Los Angeles. The model that began in one school with 175 students serves 20,000 children across the nation during , including 15,000 in New York City. Need Addressed Research on the effects of music on childhood development are highlighted in the latest reports from the National Association for Music Education (NAfME), Broader Minded: Think Beyond the Bubbles (2014) and from the Arts Education Partnership (AEP), Music Matters (2011). These reports include studies that confirm how learning music enhances children s reading, writing, mathematical and spatial reasoning skills. The findings demonstrate the positive link between music education and students development in social and emotional capacities, creativity, and cognitive thinking. Other studies emphasize the importance of arts engagement from an early age, and particularly among students of low socio-economic status, as in the National Endowment for the Arts 2012 report, The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. Despite this research, many schools, especially those serving low-income students, have excluded music from the curriculum or have relied on isolated, fragmented experiences that do not provide children with true knowledge and skills. This is especially true in New York City, where the Department of Education s Arts in Schools Report reveals the continuing failure of local schools to meet minimum state requirements: 59% of city schools do not have a full-time certified music teacher, and only 1/3 rd of 6th-8th graders citywide reported participating in music. When schools neglect to offer music instruction, students whose families cannot afford to pursue alternate opportunities are put at a severe disadvantage. ETM requests support from Fundraising Day New York to continue targeting this vulnerable group, by partnering with schools that serve low-income students and have either no music faculty or

2 Fundraising Day New York Real Time Grantmaking Proposal Page 2 of 3 a number insufficient to serve all students. When ETM partners with a school, all students, including those with special needs receive comprehensive, sequential, skills- and standards-based music instruction. We involve the full school community in professional development and advocacy, to build support for music as part of a well-rounded education. NYC Partner School Program ETM works closely with each principal to design an individualized program for each partner school, with the goals of supporting student learning in the arts and other academic areas, and building capacity among school and community members to sustain programs. We create a multiyear plan, adapted to the school s individual needs and circumstances, and incorporate: Music instruction as a core subject for every child, following a skills-based, comprehensive and sequential curriculum. Elective instrumental ensembles and other enrichment to supplement music instruction. Customized training and mentoring for music teachers, and professional development for classroom teachers. Management guidance and leadership training for principals. Outreach to parents and the school community; Ongoing assessment and evaluation. We hire music teachers to ensure every student receives comprehensive, skills-based, weekly music instruction, which meets National and New York State standards, as a core subject. Children have the opportunity to perform in school concerts and around the community, and participate in elective instrumental programs, such as band and orchestra, to further develop musical and instrumental skills, cooperation and concentration. ETM provides music teachers with training throughout the year through specialized workshops and ongoing mentoring, and music and classroom teachers receive professional development to help them collaborate in supporting learning in all areas. We work with principals to develop financial strategies for fitting music expenses into budgets, and to build parental involvement, in support of our ultimate long-term plan for each school to hire sufficient music faculty to staff, and provide music instruction without needing externally-funded staffing. Funding Request Supporting a Full Year of the ETM Program for One Entire Class of Students ETM requests a $5,000 grant to support the program costs associated with providing one full class of students (approximately 30 students) with music education for the entire school year. This includes: weekly music instruction; purchase of instructional materials and age-appropriate instruments, such as educational posters, hand percussion instruments, and recorders; and an allocation of the ongoing mentoring, training, assessment and supporting services provided to the music teacher and school community. Anticipated Outcomes ETM s partner school program seeks to achieve improvements in: Student performance in music and in academics. Students general development, including self-esteem and motivation for school. Music teachers abilities to educate children. Music and classroom teachers abilities to collaborate and plan effective integration to support overall learning. Community and school support for the arts, especially as evidenced by steps taken towards building capacity to sustain programs.

3 Fundraising Day New York Real Time Grantmaking Proposal Page 3 of 3 ETM monitors and evaluates programs at each school on an ongoing basis. We track student progress through music skills assessments, standardized test scores, survey feedback from teachers, principals, parents and students, and focus groups of students. Surveys also provide feedback on teaching practices, professional development services, and the program as a whole. Program staff evaluates music teachers each month, using a rubric that rates achievement in areas including lesson planning, classroom management, and integration. Additionally, ETM advises music teachers on evaluating students throughout the year using indicators such as performances, homework and portfolios. As of 2012, ETM has a full-time evaluator on staff. We share findings with principals so we can work together to improve programs. Findings from ETM s program evaluation include: ETM has a positive impact on students' self-esteem and creativity; 90% of students felt that going to music class helped them to feel better about myself and feel better about my future, and 92% of students felt that music class helped them to be more creative. Over 90% of partner school classroom teachers believe that music education positively impacts students critical thinking skills, and nearly 90% believe it positively impacts students skills in math and literacy. ETM students knowledge of music is positively correlated to their knowledge of Math and English Language Arts. Students in ETM partner schools achieved significantly higher proficiency rating averages on the New York State Math and English Language Arts assessments compared to peer schools (schools serving similar demographic populations). Sustainability In order to sustain our music programs at the individual school level, ETM forms close and collaborative relationships with partner school principals, so that they understand and value the programs. Our ultimate long-term plan for each school is that they will hire sufficient music faculty to staff to provide in-school music instruction to all students without needing externally-funded staffing. Making the music teacher part of the school s staff helps promote music education as a key component of every child s education, and improves the likelihood that the school will continue offering a music program beyond its partnership with ETM. As each school builds more program expenses into their own budgets, the dependence on ETM's services and funders is decreased; ETM can then serve in an advisory capacity to these schools and devote the majority of our resources to building new partnerships and reaching additional children. Conclusion ETM is unique within the arts-in-education community for our focus on education and our involvement of the whole school community. When ETM partners with a school, all students, including those with special needs, receive music instruction that is skills- and standards-based, continues throughout the year, and progresses from year to year, just as any other academic discipline. We serve schools from multiple angles, providing extensive training and support to teachers and school leadership, and work towards making programs sustainable. A $5,000 grant from Fundraising Day New York will support our school partnership program by funding a year of music instruction to an entire class of students, strengthening those students ability to learn in all areas. We hope that you will consider supporting ETM s programs, and help our partner schools become a model of what can be accomplished through school-wide music education.

4 Project Budget New York City Partner School Program 4/30/2014 Sep 14 - Aug 15 EXPENSE Music Teachers Instruction Wages (32 projected partner schools) 805,000 Bronx: 23 schools (13 elementary, 3 K-8, 4 middle, 3 projected new partners) Manhattan: 4 schools (1 elementary, 3 K-8) Brooklyn: 2 schools (1 elementary, 1 projected new partner) Queens: 3 schools (2 elementary, 1 K-8) Training Stipends 33,600 Taxes & Benefits 125,790 Subtotal 964,390 Program Management Percentage of Salaries 630,111 (Mentoring, Training, Prof. Dev't, Principal Guidance, Evaluation, Advocacy) Taxes & Benefits 100,818 Subtotal 730,929 Consultants External (training facilitators) 3,500 Concert Accompanists (self-employed) 14,000 School-employed music teacher stipends 2,500 Subtotal 20,000 Other Expenses Materials and Supplies 75,000 Instrument Rental subsidies 10,000 Training/Meeting facilities and catering 10,000 Music Teacher Background Check Fees 1,500 Music Teacher Recruitment/Advertising 2,000 Software License Fees/Subscriptions 5,000 Transportation 13,000 Administrative 9% 164,864 1 Total Expense 1,996,683 Notes 1) Instruction Wages line reflects only those music teachers on ETM payroll. In longer-term partnerships, some music teachers are employed directly by the partner school and are no longer direct ETM expenses. In these cases, ETM Music Teachers are placed to supplement staffing to ensure that every child in these schools can receive ongoing services. Page 1 of 2

5 Project Budget New York City Partner School Program 4/30/2014 Sep 14 - Aug 15 INCOME Contractual Fees from Partner Schools (pledged) 1,150,000 FRDNY Real-Time Grantmaking (requested) 5,000 Funds would support costs associated with providing services to one class of students at one partner school. Foundation/Corporate Support Restricted to Program: Bay and Paul Foundations (committed) 8,000 Leir Charitable Trusts (committed) 15,000 Allied World (renewal request pending) 12,000 American Eagle (pending) 5,000 CMA Foundation (pending) 125,000 D'Addario Foundation (renewal request pending) 8,000 Emily Davie and Joseph S. Kornfeld Foundation (renewal request pending) 50,000 New York Community Trust (pending) 90,000 Best Buy (request to be submitted) 5,000 Colgate-Palmolive (renewal request to be submitted) 4,000 Ford Foundation "Good Neighbor Committee" (request to be submitted) 25,000 Hyde and Watson Foundation (renewal request to be submitted) 7,500 May and Samuel Rudin Family Foundation (renewal request to be submitted) 5,000 Dr. Robert C. and Tina Sohn Foundation (renewal request to be submitted) 10,000 Target (renewal request to be submitted) 2,000 Wachovia Wells Fargo Foundation (renewal request to be submitted) 10,000 Government Support: National Endowment for the Arts (committed) 36,000 New York State Council on the Arts (committed) 25,000 NYC Dept of Cultural Affairs (recommended) 65,000 NYC Council member allocations (renewal requests pending) 20,000 New York State Assembly member allocation (renewal requests pending) 7,000 Manhattan Borough President's Office (renewal request to be submitted) 3,000 Education Through Music (general funds) 304,183 (includes allocations of unrestricted support from Board members, individuals, foundations and earned income) Total income 1,996,683 Surplus(Deficit) - Page 2 of 2

6 Organization Budget Approved 8/20/2013 Sep 13 - Aug 14 Income 5000 Earned Revenues Program service fees 1,089,748 Dividends & interest-securities 6,000 Rent income - sublease 15, Earned Revenues Total 1,110, Fundraising Events Total 512, Contributed Support 4010 Individual 175, Corporate 102, Foundation 325, Contributed Support Total 602, Assets Released from Temporary Restrictions Total 460,000 Income Total 2,684,748 Expense 7200 Salaries & Related Expenses Directors/managers 521,730 Support staff 408,870 Music Teachers 770,283 Taxes & Benefits 280, Salaries & Related Expenses Total 1,981, Contract Services Accounting fees 15,500 Bookkeeping fees 2,580 Recruiting fees 4,000 Consultants 67,700 Self-employed Teaching Artists 16,000 Professional fees - other 3, Contract Services Total 109, Non-personnel Expenses Supplies 77,875 Telephone & Internet 8,260 Software licenses 15,577 Catering & hospitality 24,000 Postage, shipping, delivery 5,328 Mailing services 4,000 Printing & copying 26,840 Credit card processing 3,750 Payroll servicing 5,490 Background check fees 1,472 Subscriptions 2, Non-personnel Expenses Total 174, Facility & Equipment Expenses Rent 151,180 Equipment rental & maintenance 21, Facility & Equipment Expenses Total 172, Travel Expense Total 17, Fundraising Events Direct Expense Total 200, Other Expenses Insurance - General Liability/D&O 14,511 Membership dues (employee and organization) 3,252 Staff development 4,375 Bank & Financial services fees 910 Advertising expenses 2,465 Other costs Other Expenses Total 26,113 Expense Total 2,682,682 Surplus/(Deficit) 2,066 Page 1 of 1