Module 3: Written Assignment

Aligning with Student Achievement Plans

In the String Classroom

Buffy Andrews Flick

University of Windsor

Instrumental Music AQ: Part 3

October 30, 2024

 Module 3: Written Assignment

Aligning with Student Achievement Plans In the String Classroom

The string classroom is an important part of a larger network of classrooms striving to

be a place for equity, inclusion and support for students of all kinds. When a string teacher is

struggling to find ways to promote inclusion during rehearsals, choosing which students to

include in certain ensembles, and how to find time to support all the learning needs in a

group of students, it can be valuable to take a step back and look at the larger picture that

includes provincial and board-wide goals such as the Ontario School Effectiveness

Framework, and the Board and School Improvement plans for Student Achievement (BIPSA)

that exists within the teacher’s local school board. Despite the chaos teachers experience

during the school week- struggles with colleagues, and administrations, the heart of these

frameworks is to promote safe, engaging, and inclusive schools for all students and to

involve the broader community in helping to support that goal. The string teacher can review

documents such as these regularly to keep a balanced outlook throughout the school year, but

also have points of contact to dialogue with when support is needed.

The Ontario School Effectiveness Framework1 is one benchmark document for school

boards to use as a model for their student improvement plans. With “Reaching Every

Student” as the center of its success criteria, the framework includes goals for assessment,

student engagement, curriculum, planning and programming, school and classroom

leadership, and home, school, and community partnerships.2 Each of these strands include

1
Ontario School Effectiveness Framework: A Support for School Improvement and Student Success
(2013). https://files.ontario.ca/edu-school-effectiveness-framework-2013-en-2022-01-13.pdf.
2
Ibid. p. 4.
objectives set up for the inclusion of students with diverse learning needs and those who

come from marginalized backgrounds. The Simcoe County District School Board’s Strategic

Priorities are based around four key areas: Well-being, Diversity, Equity and Inclusion,

Community, and Excellence in Teaching and Learning.3 The Operational Plan outlines some

more specific goals for each category. For example, Chris Samis, Superintendent of Student

Achievement (K-6)/Special Education specifies that his Well-being goals and actions related

to music are to

● Increase use of responsive and direct instructional practices related to music

instruction, with an intentional focus on the positive impacts of music on

student well-being and sense of belonging.

● Plan and facilitate system-wide professional learning for music teachers who

are new to the role.

● Collaborate with the Diversity, Equity, and Inclusion, French, and Indigenous

Education departments to facilitate culturally relevant and responsive

repertoire within classrooms.

● Pilot implementation of Music Care program in select schools with a focus on

well-being.4

Another Superintendent, Matthew Webbe, states that his Well-being goals and actions for

inclusion of marginalized learners are to

3
Simcoe County District School Board Strategic Priorities, 2022-2027.
scdsb.on.ca/about/goals_reporting/strategic_priorities#:~:text=The%20SCDSB%20is%20committed%20t
o,Excellence%20in%20Teaching%20and%20Learning
4
Simcoe County District School Board Operational Plan,
https://cdnsm5-ss14.sharpschool.com/UserFiles/Servers/Server_210898/File/About/Goals%20and%20Re
porting/Operational%20Plan/OperationalPlan_2023.pdf (p. 11).
 ● Support wellness and inclusion initiatives for students and staff from

equity-seeking groups.

● Foster structures that value and affirm the lived experiences of staff through

the continued formation of staff affinity groups.

● Ensure secondary school students are aware of supports available through the

graduation coaches for Black, racialized, and 2SLGBTQ+ students.

● Support educators and administrators in identifying and removing barriers to

student achievement and well-being through professional learning

opportunities.5

The Simcoe County District School Board has also established Inclusive Recreation

Programs in a variety of learning areas to create more inclusion for students with

exceptionalities, specifically those with a developmental profile consistent with autism

spectrum disorder (ASD).6 The district also includes a Music Social Skills Program, led by a

music therapist to help students in areas such as “movement, composition, singing, playing

instruments, and is designed to help children learn new social and emotional skills in a fun

environment.”7 Reading these documents and statements was a positive reminder to me that

the local board is making efforts to keep diverse learners included, engaged, and active in

their learning. Despite the fact that music in schools can often be the first program to get cut

or de-specialized, it is evident from these documents that music is still considered a vital tool

in promoting inclusive and therapeutic learning environments for students with emotional,

physical, and mental disabilities.

5
Ibid, p. 21
6
Simcoe County District School Board, Inclusive Recreation Programs,
https://www.scdsb.on.ca/elementary/special_education/inclusive_recreation_programs.
7
Ibid.
 After being introduced to the accomplished violinist Adrian Anantawan, I was

encouraged to see the possibilities for musicians who are living with physical disabilities.8

The number of celebrated teachers and pedagogues who weren’t phased by Adrian’s unique

adaptations for holding the bow astounded me, and gave me courage to consider the different

types of accommodations available for diverse learners and marginalized student populations

when approaching my teaching practice. Fortunately, the musical world has a strong history

of successful musicians who live or lived with physical disabilities such as Canadian guitarist

Jeff Healy, Stevie Wonder, Ray Charles, Django Rheinhardt, and violinist and vocalist

Gaelynn Lea and many, many more.9

I recently had the opportunity to work with a student who had experienced a traumatic

injury to her left eye. After an unfortunate accident during recess, this student was unable to

use her left eye and her lid remained closed. Once she returned to school, she expressed

interest in joining the after-school violin club. I was thrilled that she didn’t see her physical

disability as something that would hold her back from learning the violin. Learning a

stringed instrument relies heavily on listening and muscle memory. Using the eyes to read

music is only something that should come after a student has developed a strong foundation

in listening, pitch, and physical form. Learning the violin was something this student could

do successfully and was something she was able to feel confident about while struggling with

acceptance of her new way of life. In my particular group of instrumental students this year, I

have several on IEPs, some with behavioral issues, learning disabilities, and emotional

regulation difficulties consistent with ASD profiles. For some of these students, music is a

8
Adrian Anantawan, https://www.adriananantawan.com/.
9
Gaelynn Lea, https://violinscratches.com/.
class that they can thrive in when they struggle in other subject areas. Some students with a

learning disability in reading (LD) need accommodations when it comes to reading music.

For these students I am flexible with them writing note names or fingerings as needed for

them to feel successful and able to keep up with the group. For students with ADHD and

focus issues, I bring a wobble board into my rehearsal for some to use during breaks when

other instrument sections are receiving instructions or rehearsing passages. This tool keeps

them quiet, engaged, and ready to learn when it is their turn, and is available for any student

who asks and needs a break from sitting. Once, I had a clarinet student come in with an

injury to her left hand, preventing her from playing in her ordinary way. Fortunately, the

music we were working on only needed her first 5 notes, so she swiftly switched to her right

hand on top, and was able to complete the rehearsal. When students see that they are

welcomed into a flexible and inclusive learning environment that focuses on the possibilities

vs limitations, they are more likely to engage with their teacher’s ‘can-do’ attitude and try

other ways that can work for their unique situations and learning needs.

When striving to maintain successful and inclusive string classrooms, the teacher

must find ways to engage the support of student families, school personnel, and the

surrounding community. Things as simple as an invitation to families and school personnel to

attend rehearsals and concerts can go a long way in creating buy-in from those who have the

potential to maintain support for the program. Inviting younger classes to watch rehearsals

can create excitement and momentum for students as they get closer to the grade they get to

play an instrument. Teachers of students on IEPs who struggle with other academic subjects

can be invited to watch and celebrate the focus and hard work of their students in music

class. Enrolling ensembles in local music festivals and collaborations with other school
music programs can help maintain visibility in the community and create valuable

connections with other string teachers who may sometimes feel alone and disconnected from

their teaching colleagues.

The string classroom should strive to be a champion in board-wide efforts to create

safe, welcoming, inclusive, and engaging classrooms. Unfortunately, when schools are

focused on boosting standardized test scores in math and language, or budget cuts have to be

made, music programs are often one of the first classes to be put at the bottom of a school’s

priorities. When the string classroom can boast a learning environment that aligns with

provincial and board objectives for student achievement, and students with exceptionalities

and learning challenges feel engaged, connected, and successful as musicians, it becomes an

irreplaceable program that can contribute to the morale of the school and surrounding

community, but also help these unique students feel accepted, confident, and more successful

as learners as they enter their other classrooms.

 References

Adrian Anantawan, https://www.adriananantawan.com/.

Gaelynn Lea, https://violinscratches.com/.

Ontario School Effectiveness Framework: A Support for School Improvement and Student
Success (2013).
https://files.ontario.ca/edu-school-effectiveness-framework-2013-en-2022-01-13.pdf.

Simcoe County District School Board, Inclusive Recreation Programs,

https://www.scdsb.on.ca/elementary/special_education/inclusive_recreation_programs

Simcoe County District School Board Operational Plan,

https://cdnsm5-ss14.sharpschool.com/UserFiles/Servers/Server_210898/File/About/G
oals%20and%20Reporting/Operational%20Plan/OperationalPlan_2023.pdf.

Simcoe County District School Board Strategic Priorities, 2022-2027.

scdsb.on.ca/about/goals_reporting/strategic_priorities#:~:text=The%20SCDSB%20is
%20committed%20to,Excellence%20in%20Teaching%20and%20Learning.