Advocacy Update: CTE Elementary Arts Credential (AB 2437)

Hello CMEA Membership:

Governor Newsom has signed the 2024-25 state budget and related legislation is making its way through appropriation committees and hearings. We are very happy to share that CMEA led the way in lobbying, coordinating opposition/support campaigns, and were ultimately successful in removing the California CTE/Elementary arts supplementary authorization in the Governor’s omnibus education budget trailer bill!

The original language in the Governor’s omnibus education budget trailer bill directed the California Commission on Teacher Credentialing (CCTC) to create a new supplementary authorization for an Arts & Music CTE Elementary credential. While we are highly supportive of what CTE courses provide to our secondary students, especially around career preparation, we had concerns about the appropriateness of this new kind of credential: CTE elementary supplementary authorizations do not exist in any other content area and elementary music education should be foundational not necessarily about career preparation. We believe that existing pathways for credentialing, while underutilized, better address the teacher shortage realities in our state.

This campaign would not have been possible without the support of our partner arts education organizations (CAEA, CETA, and CDEA), CMEA section presidents, our lobbyist Martha Zaragoza Diaz, and you, our membership. In a very quick manner, we worked together to support and elevate our call that all students in music classrooms across California deserve highly qualified, credentialed arts and music teachers from UTK through grade 12.

The teacher credentialing sections of AB 2473 went through many iterations in the past several months. Ultimately, CMEA believed all teachers, not just teachers providing instruction in the visual and performing arts, would benefit from the amendments. As amended, AB2473 would do the following:

  • Allow a single/multiple subject credential holder to add a supplementary authorization in art, theater, music, dance, science, math, history, etc.,
  • Out-of-state single and multiple subject credential holders would be able to receive equivalent supplementary authorizations that recognize their out-of-state credentials. This includes all multiple and single subject areas with the exception of special education,
  • Lastly, as amended, a credential teacher would be able to demonstrate subject matter competency for a supplementary authorization through any of the existing methods available to single subject credential candidates.

Up until this point, the current law only authorized supplementary authorizations through coursework or a major in the subject. This legislation will allow CSET, coursework, and/or transcript review as viable options for supplementary authorizations.

As amended, CMEA believes that AB 2473 clarifies and strengthens existing credentialing requirements specific to supplementary authorizations for single-subject, multiple-subject, and out-of-state credential holders. The teacher shortage will be addressed with these clarifications and students would benefit from instruction by qualified teachers, in all subjects. It is for these reasons CMEA, and our partner arts education organizations (CAEA, CDEA, CETA) fully supported AB 2473 as amended on June 24, 2024.

We would like to thank everyone who reached out with questions and concerns and those who participated in our multiple NAfME, Voter Voice Campaigns. CMEA is also tremendously grateful for the opportunity to work with both Assembly and Senate Budget and Education Committees, and their staff in assisting us in this effort. This legislation still needs to be finalized by both sides of the legislature, but CMEA and our arts education partners are excited at the possibilities created by this bill and now encourage our legislators to vote yes on AB2473 as amended.

CTE Elementary Arts Credential: AB 2437

The CMEA Executive board has been following the Governor’s Education Omnibus Budget Trailer Bill: AB 2473: Career Technical Education (CTE) Elementary Authorization with a Concentration in the arts. This would require the Commission on Teacher Credentialing to issue a new, CTE Elementary authorization in the arts. You can click here to read the full language of the bill

CMEA, as well as our arts Education Association partners in the Theatre, Art, and Dance, oppose this bill for the primary reason that it undermines subject matter competency, which is essential for arts educators to teach foundational skills and engage elementary school students through sound pedagogical instruction. Without it, teachers may struggle to explain concepts, provide feedback to the developmental needs of our youngest music students, or support second language learners, students with special needs, thus leading to students falling behind and losing foundational arts knowledge.

To be clear, CMEA is not opposed to CTE teachers, who provide valuable career training for our secondary students in grades 7-12. CTE teachers are prepared to provide students at the secondary level with the technical skills and knowledge to experience and succeed in arts, media, and entertainment career sectors. However, Elementary arts instruction is foundational knowledge and skills, and career development is not appropriate at this level. The Elementary CTE proposal undermines subject matter competency by allowing those with industry expertise in the arts to teach elementary grades, particularly for students with special needs and those from socially/economically disadvantaged communities. 

Credentialed arts teachers are highly qualified educators with a college degree and an expertise and training in arts education for students in UTK – Grade 12. Given that the intent of Prop 28 is to provide access to quality arts and music education for all students, we believe this proposal deters from the spirit of the law by lowering teaching standards and instructional outcomes for our elementary school students, our most vulnerable student population, without sufficient coursework and preparation. Lastly, the proposal may result in unintended consequences which could include releasing single-subject credentialed teachers and hiring only CTE teachers.

Every student deserves high-quality arts education by qualified teachers. We are urging CMEA membership to voice their opposition to the proposed CTE elementary authorization, advocating for maintaining rigorous arts education standards and accountability.

New CDPH Guidelines for Music Education

Please see the updates specific to music education below. The guidance in its entirety is available here.

While this does not everything that CMEA has requested in communications with the California Department of Public Health, this guidance brings us closer to classroom music teaching and learning for students and educators.

School-Based Extracurricular Activities

The requirements and recommendations in this guidance apply to all extracurricular activities that are operated or supervised by schools, and all activities that occur on a school site, whether or not they occur during school hours, including, but not limited to, sports, band, chorus, and clubs. Activities may be performed outdoors without masks. Indoor mask use remains a critical layer in protecting against COVID-19 infection and transmission, including during sports, music, and related activities. Accordingly:

  • Masks are required indoors at all times for teachers, referees, officials, coaches, and other support staff.
  • Masks are required indoors for all spectators and observers. 
  • Masks are required indoors at all times when participants are not actively practicing, conditioning, competing, or performing. Masks are also required indoors while on the sidelines, in team meetings, and within locker rooms and weight rooms. 
  • When actively practicing, conditioning, or competing in indoor sports, masks are required by participants even during heavy exertion, as practicable. If masks are not worn due to heavy exertion, it is strongly recommended that individuals undergo screening testing at least once weekly. An FDA-approved antigen test, PCR test, or pooled PCR test is acceptable for evaluation of an individual’s COVID-19 status.
  • Individuals using instruments indoors that cannot be played with a mask (e.g., wind instruments) may perform if bell coverings are used when playing wind instruments AND a minimum of 3 feet of physical distancing is maintained between participants. Modified masking may be considered in addition to, but not in place of, bell covers. If bell covers are not used, it is strongly recommended that individuals undergo screening testing at least once weekly. An FDA-approved antigen test, PCR test, or pooled PCR test is acceptable for evaluation of an individual’s COVID-19 status.

CMEA Response to Updated Guidance from the California Department of Public Health – September 1, 2021

CDPH Guidance Continues to Fall Short for Music Education

The California Music Educators Association (CMEA) is once again sorely disappointed in the guidance released on September 1, 2021 (click that link, item #16) by the California Department of Public Health (CDPH). In our efforts to work with the CDPH, we find them lacking in their ability to listen to us as professionals in the field of teaching music education in California. In June 2020, in a virtual face to face meeting, we asked them to separate in-school music teaching and learning from activities that take place after school, such as sports and clubs. We explained that music taught in the classroom to thousands of students daily is not “extracurricular.” When addressed in this manner, and in state guidelines by a state agency, they are reinforcing what we do as music educators and what our students do as music learners is not as important as math or science or other subjects taught in our schools.

The inability for the CPDH to differentiate in-class instruction from after school activity demonstrates a lack of knowledge and understanding of the California education code that states music is a required subject in schools. In addition, California has adopted music standards and a state adopted framework to guide instruction. Their inability to do so disrespects all of the work that music educators must do to provide music instruction in our schools, TK – 12, their efforts to follow the CDPH guidelines, and shows little respect for every student in our band and choir classes, that what they receive as part of their K-12 education in music is just an “extracurricular activity.”

It is difficult for CMEA to respect the agency that continually fails to support what music teachers and students are doing each and every day to have music education in our schools.

Research has shown that wind instruments can be played with appropriate bell covers with students wearing face coverings, and all singing can take place wearing a face covering. CMEA has provided this information since July 2020 based on the peer-reviewed, University of Colorado/University of Maryland Performing Arts Aerosol Study. Personal Protective Equipment (PPE) has been designed specifically for wind players and singers, as well as covers for all wind instruments. The fact that the guidance still does not specifically acknowledge that indoor instruction can take place with these appropriate face coverings and instrument covers falls short once again, and is left to interpretation by health departments, school administrators, and district/school legal councils. We believe the CDPH is more interested in activities such as sports and clubs than what is mandated as inclusive of an education for all students.

Finally, many schools do not have the capacity to maintain six feet of physical distance, and the science has shown that it is not necessary with the correct PPE and coverings for wind instruments and singers. Just as the guidance points out on page 4, item 2: Physical Distancing a. “Recent evidence indicates that in-person instruction can occur safely without minimum physical distancing requirements when other mitigation strategies (e.g., masking) are implemented. This is consistent with CDC K-12 School Guidance.” This is the same guidance when masking the wind player, the wind instrument, and the singer. We see a disparity between sports guidelines—which does NOT have physical distancing requirements, allows for full contact, and does not require  students to be masked—compared with the guidance for music education. CMEA feels there is an inequity in the CDPH’s approach, which highlights a disparity between activities, is a safety hazard, and creates confusion for many.

We once again implore CDPH to clarify its guidance and that California Administrators and Legislators work to help CDPH make these clarifications. We call on Governor Gavin Newsom, State Superintendent of Public Instruction Tony Thurmond, State Board of Education President, Dr. Linda Darling-Hammond, California School Board Association President, Dr. Susan Heredia, Assembly member and Chair of the Assembly Education Committee, Patrick O’Donnell and Senator and Chair of the Senate Education Committee, Connie Leyva on behalf of music education and music students in CA schools to correct the language in the guidance dated September 1, 2021 to allow music students—singers and wind players—to sing and play wind instruments with appropriate coverings and face coverings and place music education where it correctly belongs, as part of the school day instruction for all of our students in California.

To share this document on CMEA letterhead, click here.

Update on CDPH Guidelines

CMEA met with California Department of Public Health in early June to discuss recommendations for getting music education back into the classroom safely. 

CMEA has since also provided the July 16 updated guidelines from the aerosol study, posted here. Currently, the CDPH language for guidance regarding the music classroom is included in the following places on their website, but they have also posted a statement that updated guidance will be forthcoming.

We are continuing to work on proposed guidance for music education / performing arts post June 15th. In the interim, for consistency in youth settings, please see current CDPH masking guidance and associated FAQ regarding masking indoors for youth settings. When we have updated guidance, we will be sure to let you know. 

What is covered under “youth settings?”
  • “Youth settings” include K-12 schools and child care, and also cover day camps for youth, youth sports and other youth activities, including theater and music performances and band. Updated CDC guidance is forthcoming for youth settings.”
  • “During activities when increased exhalation occurs, such as singing, shouting, band, or sports and exercise. Move these activities outdoors or to large, well-ventilated space, when possible” (https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/operation-strategy.html).

CMEA is actively engaging with CDPH to encourage the release of the updated guidance and are hopeful that it will be posted soon. Please watch our CMEA News feed and the CMEA FaceBook page for updates and please feel free to reach out again if you have further questions.

CMEA Recommendations for State and Federal Funding

CMEA has seen in the news and heard from education colleagues about the current available funds being allocated towards education. Indeed, there are unprecedented dollars that have arrived, or will soon arrive, to school districts. There are definitely opportunities for many of these funds to be spent on music education, but an allocation towards music will not occur unless we make a case and asks for funding for music education.
The purpose of this post is to detail the different funds that are best suited to music education, and the types of things in music that you could ask to be funded. Depending on the structure of your district and the process for financial planning, some of these funds may already be at your site. Your first point of contact should be your site administrator, who then may refer you to central office staff like an arts administrator (if you have one), curriculum and instruction leader, or finance officer.

CMEA recommends using funds for purposes specific to music education identified below:

  • Summer or extended day opportunities which can also support recruiting efforts for fall music classes
  • Backfilling salaries in case of low-enrollment due to lack of recruiting opportunities during the pandemic
  • Subscriptions to online learning platforms
  • Coaches for “small group instruction”
  • One-time capital expenses such as instruments and mitigation such as instrument and choral masks, bell covers, and wireless microphones
  • Professional learning for educators

State Funds

Please see this template provided by the state for more information. The state has been clear that these funds are not solely intended for remediation – there is great potential for innovation in music education and high engagement learning.  Expenditure Deadline is August 31, 2022

  • In-Person Instruction
    • Salaries
  • Expanded Learning Opportunities: As part of a learning recovery program, funds are to be used for supplemental instruction and support, including:
    • Expanded learning – extending the school year or day, or otherwise generally increasing the amount of instructional time/services provided
    • Learning supports – tutoring or similar small group instruction, learning recovery programs, training on accelerated learning strategies
    • Community learning hubs – includes access to technology and Connectivity

Federal Funds

Elementary and Secondary School Emergency Relief Funds/ESSER (from Coronavirus Aid, Relief, and Economic Security/CARES Act and American Rescue Plan/ARP Act)

ESSER I, March 13, 2020-September 30, 2022

Relevant Uses of Funds

  • Purchasing educational technology
  • Summer school and after school programs,
  • Funds for principals to address local needs
  • Other activities to continue school operations and employment of
    existing staff

ESSER II, March 13, 2020-September 30, 2023

Relevant Use of Funds–same as ESSER I plus:

  • Preparing schools for reopening

ESSER III, March 13, 2020-September 30, 2023Relevant Use of Funds–same as ESSER I & II plus this statement:

An LEA must reserve at least 20% of its total ESSER III allocation to address learning loss through intentions such as summer learning, extended school day/year, or after school programs. Any such intervention must respond to students’ academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student groups.

For more information on Federal funds, consult this webpage from NAfME.

Keep Music Alive in California

On March 30, 2021, the California Department of Public Health (CDPH) issued revised public health guidance for K-12 schools. The current guidance states, “Outdoor singing and band practice are permitted, provided that precautions such as physical distancing and mask wearing are implemented to the maximum extent possible. Playing of wind instruments (any instrument played by the mouth, such as a trumpet or clarinet) is strongly discouraged.”

This language negatively and unnecessarily impacts music education by restricting band, choir, and also theatre, and dance. As shown in the third report of the International Coalition of Performing Arts Aerosol Study, the transmission of aerosols during indoor music-making can be significantly reduced through the adoption of specific mitigation strategies. These include specified face and wind instrument masks, along with 6 feet physical distance, ventilation recommendations, HVAC specifications, and other precautionary steps (such as washing of hands, using sanitizers).

We ask you to contact your state legislators and Governor Newsom to contact the CDPH to keep music alive and make the necessary changes that follow the science while also providing children with the social-emotional learning experiences that music and arts education provide. Click here to send a pre-written letter to your legislator and our Governor. You can add a personal message about who you are and your role in supporting music and arts education. When entering your information into the system it will automatically send the letter to your state legislators and Governor Newsom.

This will only take a minute please act now!

UPDATE: CPDH Guidelines for Performing Arts Activities

On March 22, the California Department of Public Health updated their guidelines regarding Performing Arts activities. Previously, the guidelines stated that such activities were “highly discouraged” and only allowed in very specific circumstances.

For more information these new developments regarding Outdoor and Indoor Youth and Recreational Activities, click here.

Relevant requirements, recommendations, and resources for Performing Arts activities can be found here.

UPDATE: CDC & Performing Arts Activities

With the Centers for Disease Control and Prevention announcement of reduced physical distancing on March 19, 2021 many questions have been asked about whether performing arts activities can be also have reduced physical distancing. We applaud the CDC on removing the requirement for plexiglass barriers. The CDC’s new distancing recommendation only focuses on seated classrooms. With the rapid spread of more aggressive variants such as the B.117 variant, health officials do not recommend a change in physical distancing for activities that have increased exhalation.

However, with further research in the aerosol study being completed the following are the recommendations for performing arts activities:

  • Bell covers for woodwinds and brass should be made with a multi-layer cover with the center layer being made of MERV-13 filter material, or a 3-layer surgical style mask using an ASTM F2100 or GB/T32610 standard.
  • Singers produce aerosol at similar rates as woodwinds and brass. The amount of aerosol varies depending on consonants, vowels, intensity, and pitch. Singers wearing a well fit 3-layer surgical style mask that meets the ASTM F2100 or GB/T32610 standard reduces aerosol emission.
  • Face shields are only effective at close range to stop large droplets; they do not prevent aerosol from being inhaled or released unless a mask is also worn.
  • Reduced time in performing arts activities:
    • Indoors: 30-minute restriction followed by a minimum of one(1) air exchange
    • Outdoors: 60-minute restriction followed by a five(5) minute break (New3/19/21)
  • Practice good hygiene by washing hands, using sanitizers, and preventing uncontrolled spit valve release.
  • Rehearsal space recommendations in order of preference:
    • Outdoor rehearsals using individual mitigation techniques described above,
    • Indoors with elevated outdoor air exchange rate from HVAC,
    • Indoors with typical outdoor air exchange rate from HVAC plus recirculation air through MERV 13 filters or addition of appropriately sized HEPA air cleaners,
    • Indoors with outdoor air exchange rate from open windows supplemented with appropriately sized HEPA air cleaners when air flow is reduced under certain outdoor wind conditions.

Please refer to the Association for Heating, Ventilating and Air-Conditioning Engineers (ASHRAE) guidance on ventilation during COVID-19: https://www.ashrae.org/technical-resources/resources

For more information on aerosol in Performing Arts activities please click here.

California Superintendent Nominated for Department of Education Position

CMEA announces that President Biden has picked an Arts Education-supporting Californian to be Deputy Secretary of Education, Cindy Marten.

Marten currently serves as Superintendent of San Diego Unified School District, where she has been recognized for her support for arts and music in the district. CMEA awarded her its “Administrator of the Year” award in 2017 because of her consistent presence at music and arts events in the schools and community, as well as her continued supportive words that have translated into a vibrant visual and performing arts program in San Diego Unified. In support of CMEA, Marten spoke at a recent Stand Up 4 Music rally on the Capitol steps in Sacramento.

Along with Biden’s pick for Secretary of Education, Dr. Miguel Cardona, who currently serves as Connecticut’s education commissioner, these appointments represent stark departures from the previous administration and reflect President Biden’s desire to bring expertise back to the government.

Marten comes highly recommended by CMEA President-elect Anne Fennell and former CMEA President and current CMEA Advocacy Representative Russ Sperling, who both work with Marten in San Diego. They refer to her as “a firm believer in educational access and equity,” and both speak of her efforts to support arts and music education in SDUSD. She supported changes in policy to eliminate “student pull-outs” from music class for remediation and supported the purchase of instruments so students could use one free of cost. During her tenure as SDUSD Superintendent, Marten shepherded through a new strategic plan for the district that boosted arts education funding by several means, including Title I funds into “Learning Through the Arts,” an arts integration program. This investment, which amounted to $5 million over six years, is the first of its kind in the state of California.

Ms. Marten also exhibits a personal commitment to the arts in her community. Having lost her husband to a long illness, she realized that the arts were necessary for her to get out in the world. Sperling explained that Marten would sit down with him quarterly to create an arts calendar and that she has now attended events at virtually all arts venues and organizations in San Diego. Both Sperling and Fennell described Marten as “authentic” and “a true supporter of the Visual and Performing Arts,” and commended her ability to speak eloquently about the value music and the arts provide students.

A lifelong champion of equity, San Diego Unified labels itself as an “anti-racist” district and has implemented a Restorative Justice discipline policy and Standards-Based Grading to make ensure the success of all students.

Marten’s nomination is supported by California Superintendent of Public Instruction Tony Thurmond, Secretary of State Shirley Weber, as well as educational leader Diane Ravitch.

CMEA believes that both Dr. Cardona and Ms. Marten will be staunch supporters of music and arts education, and we applaud their nominations to lead the U.S. Department of Education. CMEA looks forward to working with this administration to address the many challenges that lay ahead.