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Josiah Quincy Orchestra Program

 885 Washington Street
 Boston, MA 02111
[P] (561) 6358687
[F] (617) 6357778
www.jqop.org
[email protected]
Graciela Briceno
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INCORPORATED: 2015
 Printable Profile (Summary / Full)
EIN 47-4232704

LAST UPDATED: 09/06/2017
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary


Mission StatementMORE »

The mission of Josiah Quincy Orchestra Program is to ensure the long-term social and musical success of our students, and to positively impact them, their families, and the community through quality music education and performance.

Mission Statement

The mission of Josiah Quincy Orchestra Program is to ensure the long-term social and musical success of our students, and to positively impact them, their families, and the community through quality music education and performance.

FinancialsMORE »

Fiscal Year July 01, 2017 to June 30, 2018
Projected Income $454,960.00
Projected Expense $450,220.00

ProgramsMORE »

  • Josiah Quincy Orchestra Program

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

The mission of Josiah Quincy Orchestra Program is to ensure the long-term social and musical success of our students, and to positively impact them, their families, and the community through quality music education and performance.

Background Statement

Josiah Quincy Orchestra Program (JQOP) is a youth development program that uses intensive, ensemble-based music education to help children living in poverty develop the necessary executive function skills and character strengths to succeed at school and in life. Students attend the program every weekday for 1.5 hours before school, thus ensuring that all students begin the school day engaged and energized for academic learning. Founded in 2011 by Graciela Briceno and Principal Simon Ho, JQOP has grown from 50 students receiving 4 hours/week of music instruction to 160 students receiving 7.5 hours/week of orchestral, choral, and general music lessons.

JQOP is inspired by El Sistema, the Venezuelan initiative that uses music education as a vehicle for social change. The El Sistema philosophy of having students help each other through the music-learning process is at the heart of our mission, and as a result, our program creates not only great musicians, but also caring individuals who will grow up to be active members of society. We believe that every child can learn to express music deeply, receive its many benefits, and make different critical life choices as a result of this learning. JQOP accepts all students into our program, regardless of musical ability, special needs, or financial assistance.
 
Students learn valuable character strengths within a fun and nurturing musical environment. Each ensemble performs regularly, both at school and throughout Boston. Frequent performances help increase students' self-efficacy and confidence. In addition to musical excellence, JQOP teachers infuse rehearsals with lessons on perseverance, patience, teamwork, and responsibility. While traditional music programs focus on individual student progress, JQOP trains students to work together to achieve greatness of sound.
 
Our program also focuses on helping young children develop executive function skills, such as working memory, inhibitory control, and cognitive flexibility. According to research from the Harvard Center on the Developing Child (Working Paper No. 11, 2011), poverty stressors inhibit the development of executive function skills, which are necessary for academic and life success. We believe that learning how to play a string instrument can improve these skills, such as having children memorize parts of a song and then figure out how to arrange the parts to make an entire piece (working memory).

Impact Statement

2015-2016 Accomplishments
 
-JQOP provided 7.5 hours of weekly, quality and affordable music instruction to 125 students in pre-kindergarten through sixth grade. All students participated in multiple performances, both at the school and throughout Boston. Through program participation, students developed executive function skills and character strengths.
 
-Students participated in monthly Community Days, where the entire program would come together to celebrate successes, engage in team-building activities, and attend special performances.
 
-JQOP launched a partnership with Josiah Quincy Upper School, whereby 6th grade students participated in a new Chamber Music & Leadership class. Through learning chamber music, students developed unique music and social skills, including how to rehearse and perform without a conductor and communicate directly with each other to make decisions and solve problems. Students were also given leadership opportunities by serving as teaching assistants in the other ensembles.
 
2016-17 Goals 
 
-Our Kindergarten Orchestra focuses on general music, intro to string instruments, and developing social skills from an early age. In 2015, for every child enrolled in this group we had one child on our waitlist. Therefor, we will double the Kindergarten Orchestra from 20 to 40 students in September 2016.
 
-JQOP will continue to offer the Chamber Music & Leadership class to middle school students. This program will grow every year as more students graduate from the elementary school. This year we will focus teacher-training on leadership development.
 
-Researchers at Boston College have selected JQOP as a study site to investigate the development of executive function skills within El Sistema program students. Researchers have collected baseline data and will continue to test students this coming year. We hope that results from this study will show how JQOP improves executive function skills in children, thus supporting academic growth and life success.

Needs Statement

Expansion Funds: For every child who participates in our program and pays full tuition, JQOP subsidizes 56% of program costs. To carry out our expansion goals in the coming year we must raise $50,176 to cover the cost per child ($2,560) for 35 new students. This does not include the amounts for students who need financial assistance (~45% of students).
 
Management: JQOP currently has a part-time Executive Director and full-time Program Manager. To facilitate program growth in future years, JQOP must raise funds to hire a full-time Executive Director.
 
Transportation: Any child is welcome to enroll in JQOP, however, many students who take the bus to/from school cannot participate in the program because transportation is not provided outside of school hours. If JQOP could provide bus transportation, we could significantly increase the level of access to our program.
 
Space: As JQOP expands every year, we struggle to find adequate rehearsal space within our school sites. In future years we may have to rent space from nearby facilities, such as Wang YMCA and Boston Chinatown Neighborhood Center. 
 
Volunteers: Many JQOP students require additional assistance, both musically and socially. Volunteers help these students by offering private lessons and mentorship to struggling students.

CEO Statement

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Board Chair Statement

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Geographic Area Served

In a specific U.S. city, cities, state(s) and/or region.
Local
City of Boston- Citywide (Indiv. neighborhoods also listed)

Josiah Quincy Orchestra Program serves Boston Public School students. Josiah Quincy Elementary and Upper Schools are located in Chinatown, however, students live in various Boston neighborhoods. The top six Boston neighborhoods where students and families live are South End (22%), Chinatown (15.5%), South Boston (14.6%), Mission Hill (7.3%), Brighton (6.4%), and East Boston (4.6%).
 

Organization Categories

  1. Arts,Culture & Humanities - Music
  2. Youth Development - Youth Development Programs
  3. Education - Elementary & Secondary Schools

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

Under Development

Programs

Josiah Quincy Orchestra Program

Josiah Quincy Orchestra Program is a youth development program that uses intensive, ensemble-based music education to help children living in poverty develop the necessary executive function skills and character strengths to succeed at school and in life. JQOP serves Boston Public School students in pre-kindergarten through sixth grade at Josiah Quincy Elementary and Upper Schools. These young musicians attend orchestra and choir rehearsals, general music classes, and small-group lessons every weekday for 1.5 hours before school.

 
Budget  $328,000.00
Category  Arts, Culture & Humanities, General/Other Music Instruction
Population Served Children and Youth (0 - 19 years)
Program Short-Term Success 

Significant improvements in musical ability on a string instrument.

Non-cognitive skills development that support academic learning.

Increased awareness of music events and increased exposure to the classical music world.

Program Long-Term Success 

Students meet the following benchmarks set by the JQOP curriculum:

Development of musical skills including: instrument technique/posture, rhythm, reading musical notation, ear training, following a conductor, and playing with a strong tone. JQOP graduates will have the required skills to audition for any university music school, including conservatories and summer festivals.

Growth of non-cognitive skills that support academic learning including: self-efficacy, stress management, perseverance, social support/connectedness, respect and empathy for others, self-regulation/control, and pride in their accomplishments.

The development of leadership skills important for future academic/employment success including: the ability to give and receive constructive feedback, successful participation in both sides of a mentoring relationship, increased teamwork, willingness to take on greater responsibility, growth of problem solving skills and the ability to motivate and inspire others.

Program Success Monitored By 

JQOP assesses the musical and social development of students twice per year. Evaluations include:

Students participate in a musical jury assessment with his/her primary teacher. The jury includes scales, rhythms, a short passage from learned repertoire, and sight-reading. Students are evaluated on posture, rhythmic accuracy, and melodic accuracy.

A behavior/social assessment is completed by the student's primary teacher. This assessment asks questions regarding behavior, ability to focus, willingness to help others, and development of perseverance, motivation, and teamwork.

Student evaluations, academic grades, faculty evaluations, and family and faculty program surveys are an important part of our evaluation process. Each summer we examine data to reveal any shortcomings, refine the program for the coming year, better meet the needs of our students and school partners, and to elevate the standards of our program. 
Examples of Program Success 

“Through the program my daughter Fiona has developed a wonderful appreciation for classical music. She has overcome her initial stage fright, has gained a great deal confidence and is proud of her ability to play the violin! But the music education is just the beginning; the kids are developing a strong sense of community along with other really important life skills. The teaching staff is able to focus the energy of the students into beautiful works of art.” - Parent of a child currently enrolled in the program


CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Ms Graciela Briceno
CEO Term Start Aug 2011
CEO Email [email protected]
CEO Experience

Graciela Briceno began her classical music studies on the viola at age 10. She has worked as a music educator and program director for twelve years, including directing the Strings Programme at Mount Kenya Academy in Nyeri, Kenya. As a graduate of New England Conservatory’s Sistema Fellows Program, Graciela founded Josiah Quincy Orchestra Program in 2011 and Children’s Orchestra of D.C. in 2013. In addition to serving as Executive Director of JQOP, Graciela works as a consultant and teacher trainer for El Sistema programs worldwide, including Ghetto Classics in Kenya and Sistemang Pilipino in the Philippines. Graciela performs as a violist with the Brookline Symphony Orchestra and dabbles in Scottish fiddling. She holds Bachelor and Master of Music degrees in Music Education from Boston University and currently works as an early childhood music teacher for Boston Public Schools.

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
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Senior Staff

Name Title Experience/Biography
Ms. Laura Messina Program Manager Laura Messina is a cellist and founding member of the Sumner Quartet. For the past three years she has worked as Instrument Manager and Education and Programs Director for musiConnects. While there she also taught cello, orchestra, and chamber music, and designed a strings curriculum for elementary school students in two Boston Public Schools. Laura also currently teaches private cello lessons through the musiConnects community lessons program. Before joining JQOP, Laura led the elementary strings program in Belmont Public Schools, where she taught group lessons to third and fourth grade students and conducted elementary level orchestras. Laura is an active freelance cellist in the Boston area, having performed with numerous local orchestras. She holds a Master of Science in Music Education from Western Connecticut State University and a Bachelor of Music in Music Education from Ithaca College.

Awards

Award Awarding Organization Year
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Affiliations

Affiliation Year
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Member of state association of nonprofits? Yes
Name of state association Massachusetts Nonprofit Network

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

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CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 1
Number of Part Time Staff 18
Number of Volunteers 2
Number of Contract Staff 1
Staff Retention Rate % 90%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 4
Caucasian: 9
Hispanic/Latino: 6
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 14
Male: 5
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers --
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures Yes
Nondiscrimination Policy Under Development
Whistle Blower Policy Yes
Document Destruction Policy --
Directors and Officers Insurance Policy --
State Charitable Solicitations Permit Yes
State Registration --

Risk Management Provisions

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Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Bi-Annually

Governance


Board Chair Ms Graciela Briceno
Board Chair Company Affiliation Boston Public Schools
Board Chair Term June 2015 - Jan 2018
Board Co-Chair Ms Cynthia Soo Hoo
Board Co-Chair Company Affiliation Boston Public Schools
Board Co-Chair Term June 2015 - June 2019

Board Members

Name Company Affiliations Status
Ms. Shwetha Anandin John Hancock Voting
Mr Michael Campbell Community Volunteer Voting
Mr. Johannes Flecker Sound Leadership Voting
Mr. John Hsieh Free Software Foundation Voting
Mr. Robert Kordenbrock Building Impact Voting
Ms. Christina Malanga Harvard Business School Voting
Dr Darrell Smith Community Volunteer Voting
Ms. Cynthia Soo Hoo Josiah Quincy Elementary School Voting
Ms Ann Sousa Mizu Hair Salon Voting
Mr. Lee Whitmore Grammy Music Education Coalition Voting

Constituent Board Members

Name Company Affiliations Status
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Youth Board Members

Name Company Affiliations Status
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Advisory Board Members

Name Company Affiliations Status
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Board Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 20
Caucasian: 70
Hispanic/Latino: 10
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 40
Male: 60
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % 93%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 80%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes

Standing Committees

  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Membership
  • Program / Program Planning

CEO/Executive Director/Board Comments

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Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Fiscal Year July 01, 2017 to June 30, 2018
Projected Income $454,960.00
Projected Expense $450,220.00
Form 990s

2017 990

2016 990

Audit Documents

2017 Review

2016 Review

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2017 2016 2015
Total Revenue $376,874 $299,853 $184,105
Total Expenses $347,541 $323,253 $190,430

Prior Three Years Revenue Sources

Fiscal Year 2017 2016 2015
Foundation and
Corporation Contributions
-- -- $49,900
Government Contributions $0 $0 $47,779
    Federal -- -- --
    State -- -- --
    Local -- -- $47,779
    Unspecified -- -- --
Individual Contributions $228,410 $184,908 $4,580
Indirect Public Support -- -- --
Earned Revenue $148,464 $114,945 $79,484
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- $1,140
Revenue In-Kind -- -- --
Other -- -- $1,222

Prior Three Years Expense Allocations

Fiscal Year 2017 2016 2015
Program Expense $223,488 $275,888 $128,286
Administration Expense $107,477 $29,636 $60,144
Fundraising Expense $16,576 $17,729 $2,000
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.08 0.93 0.97
Program Expense/Total Expenses 64% 85% 67%
Fundraising Expense/Contributed Revenue 7% 10% 2%

Prior Three Years Assets and Liabilities

Fiscal Year 2017 2016 2015
Total Assets $35,861 $15,330 $0
Current Assets $35,493 $14,718 $0
Long-Term Liabilities $0 $0 $0
Current Liabilities $23,133 $31,935 $0
Total Net Assets $12,728 $-16,605 $0

Prior Three Years Top Three Funding Sources

Fiscal Year 2017 2016 2015
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2017 2016 2015
Current Ratio: Current Assets/Current Liabilities 1.53 0.46 --

Long Term Solvency

Fiscal Year 2017 2016 2015
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

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Foundation Comments

Financial summary data in the charts and graphs above is per the organization for FY15 and per the IRS Form 990s for FY16 and FY17.
 
Before receiving its own nonprofit status in 2016, JQOP was previously fiscally sponsored by the Boston Educational Development Foundation.

Documents


Other Documents

No Other Documents currently available.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

All JQOP students attend Josiah Quincy Elementary or Upper School. School data shows that 78% of students live in low-income households and over 55% of students live in households where English is spoken as a second language. Our program embraces the concept of music as a universal language, one that transcends barriers and helps people from various cultural and socioeconomic backgrounds form deep bonds. JQOP teachers hail from a variety of countries and can communicate with parents in different languages, including Mandarin, Spanish, and Arabic.

Our program focuses on helping young children develop executive functions, a set of cognitive processes such as working memory, inhibitory control, and cognitive flexibility. According to research from the Harvard Center on the Developing Child, poverty stressors inhibit the development of executive functions, which are highly predictive of academic and life success.[1] The prefrontal cortex, the part of the brain where executive functions develop, is quite responsive to intervention well into adolescence,[2] which is why JQOP applies music learning to improving these skills, such as having children learn small parts of a song and then figure out how to arrange the parts to make the whole song (working memory). JQOP students in kindergarten and first grade are currently participating in a study by Boston College researchers on El Sistema-inspired programs and the development of executive function skills.

Through the creation of a fun and nurturing musical environment, students develop valuable social-emotional skills. Every ensemble performs regularly, both at school and around Boston, thus giving students safe opportunities to take risks. These frequent “experiences of success” help students build their sense of self-efficacy and personal fulfillment.[3] Parents of JQOP students have reported increased levels of confidence both within the program and at school. Research of El Sistema-inspired programs have found evidence of enhanced motivation, commitment, and social responsibility.[4] While traditional music programs focus on individual student success, JQOP trains students to work together as an ensemble to achieve greatness of sound. This focus on collaboration, rather than competition, fosters responsibility, sensitivity, leadership, and cooperative learning among children.[5] JQOP also strives to help children develop a growth mindset, or the belief that intelligence can be improved through hard work and commitment.

JQOP offers a musical enrichment opportunity to families that would not otherwise be able to afford youth orchestra programs, instrument rentals, or private lessons. Music lessons can be very costly for families, especially those that are economically disadvantaged. We strive to level the playing field and share our program with all children by subsidizing 59% of the cost-per-child for all students. Although we request $35 per week in program tuition, we offer sliding scale financial assistance to any family that requests it (44% this year) to ensure that cost never impedes a student from participating in our program. Tuition fees include instrument rentals, all supplies, performances, special events, and lessons. 


[1] Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11

[2] Tough, P. (2012). How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. New York, NY.

[3] Hallam, S. (2015). The power of music: A research synthesis on the impact of actively making music on the intellectual, social and personal development of children and young people. International Music Education Research Centre, London, United Kingdom.

[4] Ibid.

[5] Billaux, N. (2011). New directions for classical music in Venezuela. Hochschule für Musik, Freiburg, Freiburg im Breisgau.


2. What are your strategies for making this happen?

Students in the morning program are enrolled in one of six orchestras or choir. Every ensemble meets five mornings per week, alternating between full orchestra rehearsals, instrument sectionals, and general music lessons. A student’s progress through the orchestra system is based on his/her musical and social development. Students who are struggling to master new skills receive additional lessons from volunteers from New England Conservatory, Tufts Medical Center, and Boston Philharmonic Youth Orchestra.

JQOP focuses on helping children develop executive functions and social-emotional skills that are vital for academic and life success. Teachers are trained to understand what executive functions are, how poverty stressors negatively affect executive functions, and what they can do as educators to help children improve these skills. Research from the Harvard Center on the Developing Child explores how resiliency is improved by self-efficacy and confidence.[1] Research on the impact of El Sistema programs finds that learning a musical instrument within an ensemble provides children with a significant sense of self-efficacy and confidence.[2] Thus JQOP helps children develop resiliency against poverty stressors and negative life experiences by providing the necessary tools to achieve musical mastery and performance opportunities to demonstrate these achievements.

Once per month JQOP hosts a Community Day for all students to come together and participate in a unique activity. Some Community Days focus on team building, while others consist of special performances from visiting musicians or our faculty. The purpose of these events is to remind students that they are a part of something that is bigger than themselves and their individual ensembles. JQOP also hosts Parent Days throughout the year, where families can visit the program and participate in rehearsals. JQOP offers three evening concerts per year, and each ensemble also performs at various events throughout Boston, such as the annual Tufts Medical Center Lunar New Year Celebration or the El Sistema Boston Showcase.

El Sistema programs focus on peer teaching and mentorship at all levels. In addition to having students in the advanced orchestras teach small group lessons to beginners, JQOP has a middle school Chamber Music & Leadership class. Given that chamber music is written for small ensembles and performed without a conductor, it is an excellent opportunity for students to develop leadership and communication skills. Chamber musicians must start and stop together, and rehearsals involve much planning and negotiation about how the music will go. JQOP chamber music groups perform regularly, including twice per year for patients at Tufts Medical Center and at the Golden Age Senior Life Center in Chinatown. Students also observe rehearsals and performances of the Boston Chamber Music Society.

In Fall 2017 JQOP will launch the Beethoven Ensemble for Students with Special Needs. Each Special Education class at Josiah Quincy Elementary School will receive three 30-minute blocks of music instruction per week during school hours. These classes will focus on general music, rhythm, singing, creativity, music technology, and expression, with a curriculum modeled after other successful El Sistema programs for students with special needs. Students in the Beethoven Ensemble will participate free-of-charge and have the opportunity to perform alongside the morning orchestra and choir ensembles.


[1] Center on the Developing Child at Harvard University (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience: Working Paper No. 13.

[2] Harkins, C., Garnham, L., Campbell, A., Tannahill, C. (2016). Hitting the right note for child and adolescent mental and emotional wellbeing: a formative qualitative evaluation of Sistema Scotland’s “Big Noise” orchestral programme. Journal of Public Mental Health. Vol. 15. No. 1.


3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

Accountability is at the heart of sustainability, which is why JQOP focuses on program evaluation at multiple levels. Every student is assessed individually by his/her primary music teacher twice per year. The results of these evaluations help program faculty and staff ensure that students meet both music and social development benchmarks, as laid out in the JQOP Curriculum. These evaluations include:

· Musical Outcomes: Student are asked to play scales, rhythm exercises, a short passage from learned repertoire, and sight-reading (unseen repertoire). Students are evaluated on posture, tone, intonation, rhythmic and melodic (pitch) accuracy. The sight-reading part of the evaluation helps to determine how well a student is learning to read musical notation.

· Social-Emotional Outcomes: A behavior/social questionnaire is filled out by each student's primary music teacher to capture attributes such as perseverance, ability to focus, willingness to help others, motivation for learning, and sense of school belonging.

In 2014, JQOP was selected to participate in a four-year study “of the effects of intensive instrumental ensemble music training on children's cognitive development, executive functioning, affective development (self-perception and self-efficacy), and school attitude.” Researchers at Boston College have been testing JQOP students in kindergarten and first grade, and will continue to do so to determine whether or not El Sistema programs help children improve executive functions and character strengths.

Every faculty member participates in our Evaluation system. The Program Manager works with each teacher individually to set goals for the year in the following categories: Curriculum Alignment, Strings/Music Pedagogy, Behavior Management, and Professionalism. Each teacher must submit a midyear review of his or her goals, and then attend an end-of-year meeting with the Program Manager to review the progress of those goals. The Program Manager also observes teachers throughout the year and provides immediate feedback on teaching techniques. Results from our Evaluation system, along with student evaluations, ensures the highest possible level of teaching and learning.

In Spring 2017, JQOP conducted its first formal Parent Survey. The goal of this survey was to acquire feedback from families on the benefits of the program and identify areas of growth. Based on the results, which were overwhelmingly positive, JQOP will improve direct ensemble-to-parent communication so that families can understand what students are learning at JQOP on a given week.


5. What have and haven’t you accomplished so far?

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