While you work on building support to save your school-day program, you will also need to work on options and a position.

Investigate alternatives and compromises you can discuss with your principal.

The original challenge facing your administration still remains. For example, if funding is an issue, there are resources available in specific cases. According to the recent GAO report on access to arts education, more arts officials identified state cultural agencies as a source of funds than any other organization. Approaching representatives of a state cultural agency is the responsibility of community leaders. If not you, then who?

• Obtain any guidelines and applications forms for the most suitable program area.
• Establish a working relationship with an appropriate staff member.

Assemble the core of the argument you intend to present.

A consistent, clear position in favor of school-day programs will strengthen your case. For example, MENC member Kevin Lagos said, "I argued that music was just like and as important as the foreign languages that are required during the school day. I also stated that the only other classes that meet outside the school day were AP classes and labs. Why are we subjecting these kids to that?"

Other arguments can be adopted as well: Better attendance, superior program quality, and greater retention are all sound points to base a position on.
 

Previous installments: Part 1 and Part 2.

Related Resource—Government Accountability Office Issues Report on Student Access to Arts Education. Available as highlights or a full report.

Discuss this article on the Band Forum.

— Paul Fergus, April 17, 2009, © MENC: The National Association for Music Education (www.menc.org)