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Jazz & Early Bird Call to Action #2 

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Dear music advocates, 

Many parents who wrote to BSD Teaching & Learning in mid-March received a response from Executive Assistant Mishelle Padbury on March 20th. A copy of the letter is included below for reference. We believe the time is right for a follow-up letter, and we encourage you to use the language below in writing to the same group again. To access the portal, go to this link and copy-paste your note into the form. The first sentence is in brackets for those who already engaged and received a note back from the district. The rest can be used by those folks and anyone else who may be chiming in for the first time. 

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To: Teaching & Learning Department: Curriculum, Instruction & Assessment

[I received your reply to my letter about before-school Jazz. I appreciate knowing that no decision has yet been made, and that principals will engage with their school community this spring.]

I am part of a group of parents in Beaverton who are concerned about the process that is underway for a decision about middle school Jazz / Zero Period, and the potential outcomes. We can appreciate the values of expanding access, staffing transparency, and program sustainability, but we need more information to be convinced that the decisions about what happens next have been well-considered. 

First, it is unclear who is on the committee that is making these decisions. Which staff are on the middle school leadership team, and is this the group that will make the final decision? If not, who will make the final decision and when? We would also like to know which subject-matter experts are being consulted in this process. Have you asked the teachers of before school and after school classes (and potential teachers of such classes) what is at stake for them in this decision (for example: their availability before / after school, and the minimum or maximum days per week they are interested in extracurricular teaching)? 

It is very important to us that when decisions are made, they are sensitive to the needs of the staff who would be running the class. If a music director is not available after school due to family obligations or other reasons, then eliminating before-school activities would essentially eliminate access to Jazz for all students at that school. In addition, the amount of preparation required to offer a high quality Jazz program (whether it be band or choir) is such that a director may need it to be part of their course load to make it worthwhile. We know you have good intentions in these considerations, and we hope to avoid unintended consequences. 

We would like to know more about the community engagement being planned for spring. Is it going to be a survey of families? If so, will the survey include families of all current 6th-8th graders, and will it have a place for families to list their preference for before-school or after-school offerings? It seems to us that these questions would be a necessary part of any valid community engagement on this topic, as would a significant time window for completing the survey. We suggest a minimum of two weeks, and that the survey be delivered to parents to discuss with their child before completing the survey, not just given to students during the school day. We also suggest the results of the survey be made available to the community after it is complete. We are happy to join a work party to design the survey, if that is helpful. 

We are aware that a transparent system for paying staff who take on duties outside the regular bell schedule has value, but we are concerned about a reductive approach that excludes options for Zero Period to be part of a teacher’s FTE. Why do all before-school and after-school courses need to be paid only as a club or activity stipend? Why couldn’t there be two options: one as a Zero Period class for those educators who are interested, and another as a stipend-funded activity for those who find a better fit with that option? We encourage you to keep decisions about the method of compensation at the building level. As long as both methods are clearly defined, transparency will be maintained. 

Our main goal is to make sure our children can still access Jazz at school. Before-school has been wonderful in that both 7th and 8th graders can participate. If it were moved to the school day, we are concerned that one or the other grade level might be excluded due to scheduling conflicts. If it were moved to after school, we are concerned that our director would not be available, and that many of the students who’d like to participate would not be available due to afternoon scheduling conflicts. As you know, some students are obligated with childcare, work, or other activities after school. As you look to be inclusive, please consider these factors. Transportation is not the only key to a student’s availability. 

Is there a scenario where extracurricular activities could take place either before or after school, allowing the best of both worlds? Or perhaps a phase-in process could happen where before-school activities continue without dedicated transportation while developing the after-school courses that have supportive transportation, and later work on adding transportation before school? Considering the fact that teacher availability and interest varies significantly from school to school, this would seem to increase the likelihood that a robust menu of opportunities could be offered and maintained at each school. 

I appreciate your effort to support robust extracurricular activities for middle schoolers in the BSD. My child _____ has benefitted _____ from _____ class at _____ school and looks forward to continuing / starting next year.

Sincerely, 

[parent name]

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From: Mishelle Padbury, Executive Assistant

Beaverton School District

March 20, 2026

Thank you for sharing your concerns regarding the future of before-school programs in our middle schools. We appreciate your advocacy and the perspective you’ve provided on how these programs impact student engagement and belonging.

Before-school programs have been an ongoing conversation within our middle school leadership team; no decisions have been made. The reason this is being discussed is not about the budget, but rather an interest in addressing access and opportunity to middle school clubs and activities that meet outside of school time. Since before-school activities don’t provide transportation, participation is often limited to families who can provide their own early morning transit. These opportunities also are currently dependent on teacher availability and interest, which vary significantly from school to school.

We want to share some of the considerations the district is exploring:

Expanding Access: Over the last couple of years, our middle school after-school programming has become more robust, and the district provides transportation for after-school activities.

Staffing Transparency: We want to be transparent that staffing these offerings outside of school time comes through stipend roles, which teachers voluntarily take on when facilitating a club or program. 

Program Sustainability: Principals are considering how out-of-school time activities meet the needs of students in a sustainable and inclusive way.

School principals will engage with their school communities this spring about program offerings. Your feedback also has been shared with our district leadership and the Teaching & Learning department. 

Thank you again for your commitment to our school community.

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Link to first call to action with further background information:

https://beavertonfriendsofmusic.org/?p=1764

Call to Action: Save Middle School Jazz Band & Early Birds Choir Zero Period

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Dear friends, we need your help immediately in support of middle schoolers at Cedar Park, Conestoga, Five Oaks, Highland Park, Mountain View, Meadow Park, and Stoller regarding access to Jazz Band & Early Birds Choir. Administrators are considering elimination of zero period as an option for scheduling extracurricular programs, and they are meeting this week to decide.

Call to Action: If you have a student involved in or potentially interested in Jazz or Early Birds Choir, or know families at these schools, please encourage them to contact the building principal by March 18. A short, polite letter will suffice. If before-school scheduling is important to your family, please say so.

We encourage parents to ask:

  • Will Jazz/Early Birds Choir be offered at our school next year?
  • What days and times will it be offered?

High school students who were involved in zero period music at these schools can also be effective letter-writers. Background on this issue is provided at the end of this message. If you have questions or suggestions for this advocacy project, please write to beavertonfriendsofmusic@gmail.com

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Background: Earlier this year, BFoM learned that BSD administration made a unilateral decision to eliminate zero-period courses at middle schools beginning in the 2026–27 school year. This decision was made without input from teachers who currently run extracurricular programs, and the stated rationale was equity. No public announcement was made; music directors learned of the change through their principals. 

Central administration appears to be aiming to concentrate extracurricular activities after school on Tuesdays and Thursdays so students can use the activities bus, and no one is excluded due to lack of transportation.

While well-intentioned, this change could eliminate Jazz and Early Birds Choir at some middle schools. Some directors are not available after school, and if zero period is removed without contract changes to require and compensate after-school work, the course may simply be cut. Some students cannot participate after school due to other commitments or family responsibilities. Limiting activities to two days per week will also create scheduling conflicts and could reduce programs that currently meet daily to just twice per week, weakening their rigor.

We support efforts to increase equitable access to activities, but we are concerned about implementation. Without a thoughtful phase-in plan to retain current Jazz & Early Bird Choir students while transitioning to new schedules, this decision could significantly harm existing programs. 

Schools across a wide range of socioeconomic backgrounds could be affected; this is not limited to any single type of school. The schools referenced above are those currently offering music before school and therefore most likely to be impacted by the zero-period change. Until a more careful phase-in plan is developed, we propose that music directors be allowed to continue scheduling extracurricular courses at a time that works best for their school.

2025-26 Monthly Meeting Schedule

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Welcome, new and returning members!
Join fellow music education advocates for our 1-hour monthly planning meetings.
All meetings are virtual via Google Meet from 6:30 pm – 7:30 pm.

Wednesday, September 10, 2025
Wednesday, October 8, 2025
Wednesday, November 12, 2025
Wednesday, December 10, 2025
Wednesday, January 14, 2026
Wednesday, February 11, 2026
Wednesday, March 11, 2026
*Monday, April 20, 2026* – Annual Meeting
Wednesday, May 13, 2026
Wednesday, June 10, 2026
Wednesday, July 8, 2026
Wednesday, August 12, 2026

To sign up for a BFoM meeting, please email beavertonfriendsofmusic@gmail.com and we’ll send you the meeting link. We look forward to hearing from you!

Click HERE to sign up to attend a BSD school board meeting this year. BFoM board meeting attendees are asked to attend the meeting, take notes, and either email your notes or present a brief summary at the next BFoM meeting.

Tremendous News for BSD Music Programs!

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This week, Superintendent Don Grotting selected the new schedule that will be implemented at all neighborhood middle schools starting next fall for the 2021-22 school year, and it’s a PE + 2 Electives schedule! 

This is a huge step toward what we — the students, teachers, parents, and community members of BFoM — have been advocating for several years.  The plan provides much better predictability about course offerings and class length (they’ll be the same across the district), and it has the flexibility to give students multiple electives and real choices about the direction of their education, even if they are involved in AVID or special services like SPED or ELL.  

The announcement does not specifically say students will have guaranteed access to at least one year-long daily elective, which is what our 2019 Petition called for — and remains our bottom line — but it provides a strong framework for that outcome.  We’ll be reaching out to district administrators after Thanksgiving break for clarification on whether all students will indeed have access to at least one year-long daily elective.  If that is the case, we can celebrate that students will no longer be forced to forfeit exploring new subjects in order to also have a deep, sequential experience in at least one of their electives.  It will be a boon for students’ experience overall, and offer a path for more students to participate in music.  

Based on our analysis of the schedule presented, greater flexibility is being achieved by shortening the length of each period and adding more slots in the day to cover math, science, language arts, social studies, PE, and two electives.  The subjects of science and math are still favored with an additional period on alternate days, and the overall balance of the schedule is much better than in the past.

The shortened period length is certainly a challenge.  We had hoped the district would be able to adopt a schedule that kept lessons in the 45-60min range; 42-minutes is short for music rehearsals with beginners, but we expect that it will be a daily class instead of an every-other-day class, and we hope the fact that more students will have access to the class will make up for the shorter period. All along in this process, we knew compromises would have to be made to arrive at the best solution with so many important scheduling objectives to try to fit in.  While this schedule wasn’t our first choice on the list that BSD surveyed this spring, we believe it can be a solution to the persistent inequity and insecurity that has dogged our feeder music programs for so many years. Over time, it has the potential to build robust participation that benefits the high school music programs as well, and students will finally be able to reap the benefits promised by sustained participation in a serious arts program as part of a complete educational experience.

(This might go without saying, but to be absolutely clear, the new schedule isn’t expected to take effect until we’re back to regular in-person school; right now BSD schools are still navigating the pandemic, so things may look different until that resolves.)

Achieving these program quality improvements absolutely hinges on the implementation of the schedule.  Each of the eight comprehensive middle schools will be making some kind of transition next fall in order to comply, but with site-based management having been the rule for so many years, this is something we’ll need to watch carefully. It would be a shame if central administration announced a new district-wide policy only to have it circumvented by individual building choices. For example, a school choosing to not offer daily full year band/choir within this structure would not meet our objective of an equitable quality arts experience as part of a comprehensive education. We will all need to remain engaged to hold administration to their promises.

Now that you know a little more about what’s at stake in the new schedule, let’s talk about what this means for us—the Friends of Music. This week’s BSD announcement begins with a brief history of the Common Middle School Experience (CME) that began in 2014. Let’s remember this was the year after BFoM hired John Benham to publish a comprehensive report on the status of our music programs, and also shortly after the BSD Music Task Force of 2014 presented its final report to the school board (you can read the report attached to this page). It was also the same year BSD brought equity to the elementary school level by normalizing access to music and PE class at 90-minutes per week, the first step in implementing Music Task Force recommendations to rebuild our district music programs from the bottom up with an emphasis on equity. The BSD effort to create a common bell schedule for middle schools was a natural next step after BFoM and the Music Task Force highlighted the inequities being experienced by students in our schools.  

It has taken six years for the BSD to come to this decision. BFoM helped instigate the conversation and has been pushing for it every step of the way. Even when it looked like we were losing ground, we never gave up. Through these years, principals continued to exercise unilateral control over elective programming in middle schools, leading to draconian music cuts in 2015 and again in 2019. Both of those incidents induced a strong response from the BFoM community with petitions and media attention. We continued to pressure decision-makers with testimony at monthly board meetings and by developing relationships with board members and administrators in regular 1-1 conversations.  We reached out to educate our friends and colleagues, and we worked with Fine Arts TOSA, Blake Allen, to stay up to date on the status of programs at schools across the district. As more members joined our organization, we worked to build unity across the district. We researched the root issues and developed proposals for resolving them.  

All of this work has culminated in a School Board and district leadership that was finally ready to start a new chapter this year. These new policies are really significant because it’s been about two decades since the district has provided sequence, choice, and variety in electives along with consistency in every building.

Of particular importance in bringing about these changes was the work of BSD Administrator for Middle Schools, Ken Struckmeier, and also that of Matt Casteel, who held the position prior to Ken. Both administrators, along with Deputy Superintendent Ginny Hansmann and Superintendent Grotting, engaged in productive ongoing discussion with our outreach team and were receptive to suggestions. 

Huge shifts in a district of this size don’t happen by chance.  They are developed by constituents who are informed and active in shaping the values of their district.  This week’s announcement is a key example of how BFoM has generated effective advocacy, and reminds us once again of the value of tenacity in our work. Thank you for being part of this winning team!

As we all celebrate the fruits of our collective labor, BFoM leadership has two important things to ask of you: 

1) Step up (or stay on) as a BFoM representative for your school. You’ll attend occasional BFoM meetings and coordinate with the music teacher at your school.  We’ll need you to be our eyes and ears watching the implementation of the new middle school schedule to ensure it’s done as published and to see whether it promotes the program quality improvements we seek. Elementary and high school reps will help ensure strong communication to our parent communities as children transition to and from middle school. 

2) Make plans to attend our virtual BFoM meeting on Tuesday Dec. 1st at 6:30-7:30pm (we’ll send you the Zoom invite if you write to beavertonfriendsofmusic@gmail.com with your name and the BSD school you’re near).  There are important opportunities on the horizon and we need our district-wide coalition to shape the plan.  

Applause and three cheers!  We hope to see you all soon.    

Analysis of Proposed Middle School Schedules

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The BSD has released its proposal for a common middle school experience. Rationale, timeline, and proposed schedules are posted on the BSD website and Beaverton Friends of Music has been reviewing them closely.  There’s a lot to be excited about here and it’s time for some family involvement!  Please read the talking points below and attend the following meeting to lend your support:

 BSD Middle School Family Listening & Learning Sessions for Common Middle Experience 
***Thursday, February 6, 2020 from 6:30 – 7:30 p.m.***

(at every BSD middle school on the same night)

At least two of the four proposed schedules include PE + 2 Electives Everyday and would represent a huge step for the status of music education in our district — as well as equity for all students in general.  If implemented, all middle schools would finally have *both* band and choir offered, and there would be more daily elective classes.

The district’s listening session invitation was sent to all middle school families, but the meeting title does not exclude anyone from attending.  Our entire community depends on the quality of education provided in our pubic schools.  Please do make plans to attend even if you do not currently have a middle schooler in your family.  Elementary parents definitely have a stake in the upcoming decisions because their children are headed to middle school, and high school families have a stake too, because our middle school bands and choirs feed the high school programs.

On February 6th at a middle school near you, the district promises the “chance to learn more about the BSD’s efforts to create a common experience at all of our comprehensive middle schools, and effort that includes middle school course offerings and schedules that are standardized across the District.”

Talking points for the Feb. 6th Meeting:

1) BFoM supports the move toward CME for two main reasons: 

• It resolves inequities between schools that have been a problem in our district for years because course offerings or period lengths differ between schools. This is good for kids and families because it makes their experience more fair and predictable.

• It ensures that all students receive a well-rounded education; students who’d lost access to their elective due to being enrolled in special services like ESL and SPED will again have enough room in their schedule for at least one daily year-long elective class. This is the right thing to do for kids.

2) Of the four proposed schedules, BFoM prefers model B and model C.  We analyzed the schedules based on the School Board Planning Committee Middle School Scheduling Objectives and graded each model on the scorecard below, giving a green light to the objectives met by each schedule, and a red light to those not met.  In our opinon, Schedule A and D do not meet the criteria.  We are enthusiastic about Schedule B and C.

 

3) We agree this is a big change, but we feel it is absolutely worth doing and we support the effort to implement it next year.

For years, BFoM has been urging administration to address the complex issues of site-based management & curriculum narrowing that have lead to lack of equity in music access.  The problem is large and it effects students in many areas besides just music.  We’ve intentionally set up a district-wide coalition and we’ve built relationships with decision-makers at every level.  This took a lot of extra time and effort, but it’s one of the main reasons we’ve been able to grow a credible understanding of the issues and have some influence in the district.  Those who lack understanding about our goals, level of engagement, and commitment over time may accuse us of having “outsized” influence or “too limited” a focus*.  Here are some words you can say to help educate them:

BFoM is focused on music education because we believe it is an essential part of well-rounded education.  In researching the solutions that would bring permanent improvement for our focus area, we learned about the interconnected challenges.  We support the interconnected solutions for those challenges.  We have never advocated for music to the exclusion of other important subjects.  We have always advocated for a complete education for every child. BFoM maintains that all BSD students will benefit from a common middle school schedule that provides an equitable experience across schools, developmentally-appropriate class length, and improved access to daily electives for all students (including those enrolled in Special Education, ESL, AVID, and Intervention).

4) BFoM believes support for the expanded access to quality electives that a CME would bring extends beyond our group. SeeBSD Student Success Act Survey Analysis for supporting evidence.

Want to learn more about the Beaverton Friends of Music and our analysis of the CME proposals?  Attend our informational meeting at 6:30pm on Sunday Feb 2nd at Fire Station 65 (3425 SW 103rd Avenue, Beaverton).

November Phone Campaign

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Thanks for joining us in communicating your value for music education to BSD administrators.  Here are your step-by-step instructions:

1. Choose a Monday or Tuesday date before Thanksgiving:

     Nov 18th      Nov 19th     Nov 25th      Nov 26th

2. Select an administrator to call (all are relevant):

     Superintendent Grotting • Deputy Supt. Ginny Hansmann

     Middle School Executive Administrator Ken Struckmeier

3. Call district office at (503) 356-4500, 8am-5pm. Keep a respectful, cordial tone.  Ask for the administrator by name; okay to leave msg.  Say your name & school(s) you or your student(s) attend.  Ask them to support PE + 2 Electives Everyday scheduling including *daily* band & choir for 6th, 7th, and 8th graders, taught by a full-time band director and a full-time choir director at every school.

4. Spread the word! Post the QR code to social media.

BFoM Community Education Nights 9/29 & 10/7

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Beaverton Friends of Music invites teachers, parents and community members to attend one of two Community Education nights: 
• Sunday, September 29th 7-8pm Fire Station 67 in Beaverton
• Monday, October 7th 7-8pm Mountain View MS Choir Room in Beaverton
The purpose of these meetings is to orient attendees to our advocacy strategies and educate them about our specific proposals to bring quality music education opportunities to all students at neighborhood middle schools. 
Because we are advocating for PE + 2 Electives Every Day at the middle school level, our proposals have the potential to improve educational opportunities for students interested in a range of electives besides music. We invite those families to attend this meeting as well or wait until a little later in the fall when we’ll plan a similar meeting for a broader audience. 
After these meetings, attendees will be much better prepared to advocate effectively with administrators and other community members at the Student Success Act BSD Community Conversations in October. 
**Please note the BFoM Community Education Nights are not the same thing as the BSD Student Success Act nights.  We highly recommend advocates prioritize the BFoM training before participating in SSA events.**
See you soon –  don’t forget to bring a friend or two!

BFoM Daily Action for Daily Music **Challenge**

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1 Tue

9/3

 Sign up to march with BFoM in the Beaverton Celebration Parade on Saturday 9/7 at 9am.  Invite 3 friends and use this link.
2 Wed

9/4

 View BFoM’s new video — We boiled down years of background and details about this summer into a 25-min video to support music educators getting involved in advocacy.  We’ll have a version for parents & community members soon.  Hands full? Even just listening to it has value.
3 Thu

9/5

 Check in with your music teacher at school!  Ask if they’re coming to the Celebration Parade this Saturday.  Who else from your school is coming?  Ask if they had a chance to watch BFoM’s video, yet.
4 Fri

9/6

 Air out your red shirt, ready your walking shoes, pack your sunscreen & water bottle. The parade is tomorrow!  Make sure you understand the parking and shuttle bus services posted here.  Did you RSVP yet?
5 Sat

9/7

 Parade Day! Meet at Griffith Park by 9am. Group photo at 9:15am (location TBA), assemble on parade route by 9:45am, step-off at 10am, conclude by 12pm. 
6 Sun

9/8

 Consider applying to the Middle School Boundary Adjustment Advisory Committee. Read BFoM’s post about how this work relates to our advocacy.  We’d love to know if you are planning to apply! Write to info@beavertonfriendsofmusic.org.
7 Mon

9/9

 Use this easy link to join the BFoM mailing list and you’ll receive regular email updates: bit.ly/bfomsignup. Invite three friends to join, too!
8 Tue

9/10

 Plan to join us for one of two Community Education Nights this fall: Sunday 9/29 at Fire Station 67 or Monday 10/7 at Mountain View MS.  Both meetings 7-8pm.
9 Wed

9/11

 Read BFoM’s blog post: “Connecting the Dots Behind the Latest Cuts” to make sure you have all the background for the advocacy issues we’re focusing on.
10 Thu

9/12

 Talk with a BSD middle school student. Ask them whether they got the electives they wanted, and how frequently the classes meet.  If the students is in band or choir, ask how it’s going and if they’ve noticed any changes this year.
11 Fri

9/13

 Invite three friends to attend a BFoM Community Education Night with you; designed to bring newcomers up to speed while supporting experienced advocates with details on our PE + 2 Electives proposal for the year. Knowledge is POWER!
12 Sat

9/14

 Mark your calendar for a School Board meeting or two … we’ll need a good crowd of Red Shirts at each one.  You know we’ll eventually come a knockin’ for reps so you might as well get them on your calendar now ; )
13 Sun

9/15

 Are you a die-hard BFoMer? Attend our planning meeting at Fire Station 65 this evening at 7-8pm. 
14 Mon

9/16

 Mark your calendar for our monthly BFoM planning meetings on the 2nd Sunday of every month at Fire Station 65.
15 Tue

9/17

 Take the BSD Needs Assessment Survey to discuss your value for equitable access to daily music in our middle schools.  (Note: attending our Community Education Nights on 9/29 and 10/7 will give you some good talking points for the survey.)