Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Cannabis Rescheduling Takes The Next Steps

Under the President’s direction, cannabis rescheduling takes the next steps, but it is a slam dunk.

The post Cannabis Rescheduling Takes The Next Steps appeared first on The Fresh Toast.

The Fresh Toast

Let’s fight for reliable funding mechanisms to support arts education in schools.

by Nicole Stankovic

While it has only been a month since I wrote about the lack of financial support for public music instruction, the landscape of education in Seattle has dramatically shifted. The announcement that Seattle Public Schools could soon be shutting down 20 of their 74 elementary schools further exposes the underfunding and mismanagement plaguing our educational system. I’m particularly anxious to see which schools will be shut down, having almost completed my Master of Public Health research into which schools within the Seattle School District are more likely to offer music programs.

My research found that while all Seattle elementary schools offer an instrumental music program for students selected through a lottery system, about a quarter of the schools lack foundational music classes available to all students.

Even more surprising is that because Seattle Public Schools operate under a Weighted Staffing Model—where schools choose which subjects they want their allotted specialist FTE to go toward—schools with higher populations of low-income and minority students are often the ones prioritizing music. Therefore, if those schools are targeted for closure, the consequences for music and educational equity would be severe. These troubling circumstances are not isolated to the Seattle School District alone; similar patterns can be observed in other nearby districts.

Armon Kush is a senior at Evergreen High School in South Seattle. He traces his musical beginnings to his time at Beverly Park Elementary, where he was among the first students in the new music program. His early exposure sparked his passion for music, starting with learning to play the trombone and later the tuba. Upon entering Evergreen High, Armon joined the school’s jazz band, which, coincidentally, was also in its inaugural year. He fondly remembers the numerous galas and fundraisers that were held to support their band. “We performed at Universal Studios,” Armon recalls with excitement. “We also gave back to the community by playing at events and retirement homes.”

Unfortunately, starting in the 2023-24 school year, the vibrant program that had been all set for another performance in Los Angeles was defunded. “This is the first year I haven’t played any instruments. Music was my outlet to de-stress. Now that it’s gone, I’m upset and in disbelief,” Armon lamented. “We were going to celebrate our senior year in LA by recording and playing music, and now we can’t.”

In Edmonds School District, a similar story unfolds from a different perspective. Jeff Horenstein, who’s been a music teacher at Meadowdale High School for eighteen years, now also teaches at Meadowdale Middle School due to budget cuts. Reflecting on his motivation to become a music teacher, Horenstein credits his middle school choir instructor. “If you ask any music teacher why they wanted to become one they’d probably tell you a story about one of their music teachers.” 

Unlike most educators in the Edmonds School District who receive trigger stipends for oversized classes, music teachers like Horenstein do not qualify. Horenstein and his colleagues originally bargained for this exemption to ensure that students interested in music would not be turned away if the district sought to avoid paying these stipends. However, the district began to exploit this provision, using it to lower costs by eliminating and merging music classes. “Last year, every secondary music program lost classes. I had two separate choirs and was forced to combine them into one class of 60 students,” he explains.

Horenstein’s colleagues face similar challenges, with middle school band and orchestra classes exceeding 60 students, diminishing the ability to move around the classroom, let alone teach effectively. These large class sizes have also led to students quitting music for other extracurricular activities.

After hearing the stories of Armon and Mr. Horenstein, you might share the same questions I have. If districts cite fewer kindergarten enrollments as the main reason for budget cuts, then why are reductions sorely impacting older students whose needs remain? How can districts justify the elimination of programs like Armon’s, which have demonstrated their value in nurturing student talents and well-being, while forcing teachers to choose between keeping music education accessible and managing oversized classes? Most importantly, what actions can we take?

These cuts stem from a deeply flawed funding system at the state level. Solutions have to come from Olympia. Administrators, teachers, students, and community members must organize to voice their opposition to school and program closures. We owe it to students like Armon and educators like Mr. Horenstein to fight for a reliable funding mechanism that supports the arts consistently and equitably.

Nicole Stankovic is a Master of Public Health student at the University of Washington. She is also pursuing a Master’s in Piano Performance. Her current research involves the effects of music on health.

The Stranger

Let’s fight for reliable funding mechanisms to support arts education in schools.

by Nicole Stankovic

While it has only been a month since I wrote about the lack of financial support for public music instruction, the landscape of education in Seattle has dramatically shifted. The announcement that Seattle Public Schools could soon be shutting down 20 of their 74 elementary schools further exposes the underfunding and mismanagement plaguing our educational system. I’m particularly anxious to see which schools will be shut down, having almost completed my Master of Public Health research into which schools within the Seattle School District are more likely to offer music programs.

My research found that while all Seattle elementary schools offer an instrumental music program for students selected through a lottery system, about a quarter of the schools lack foundational music classes available to all students.

Even more surprising is that because Seattle Public Schools operate under a Weighted Staffing Model—where schools choose which subjects they want their allotted specialist FTE to go toward—schools with higher populations of low-income and minority students are often the ones prioritizing music. Therefore, if those schools are targeted for closure, the consequences for music and educational equity would be severe. These troubling circumstances are not isolated to the Seattle School District alone; similar patterns can be observed in other nearby districts.

Armon Kush is a senior at Evergreen High School in South Seattle. He traces his musical beginnings to his time at Beverly Park Elementary, where he was among the first students in the new music program. His early exposure sparked his passion for music, starting with learning to play the trombone and later the tuba. Upon entering Evergreen High, Armon joined the school’s jazz band, which, coincidentally, was also in its inaugural year. He fondly remembers the numerous galas and fundraisers that were held to support their band. “We performed at Universal Studios,” Armon recalls with excitement. “We also gave back to the community by playing at events and retirement homes.”

Unfortunately, starting in the 2023-24 school year, the vibrant program that had been all set for another performance in Los Angeles was defunded. “This is the first year I haven’t played any instruments. Music was my outlet to de-stress. Now that it’s gone, I’m upset and in disbelief,” Armon lamented. “We were going to celebrate our senior year in LA by recording and playing music, and now we can’t.”

In Edmonds School District, a similar story unfolds from a different perspective. Jeff Horenstein, who’s been a music teacher at Meadowdale High School for eighteen years, now also teaches at Meadowdale Middle School due to budget cuts. Reflecting on his motivation to become a music teacher, Horenstein credits his middle school choir instructor. “If you ask any music teacher why they wanted to become one they’d probably tell you a story about one of their music teachers.” 

Unlike most educators in the Edmonds School District who receive trigger stipends for oversized classes, music teachers like Horenstein do not qualify. Horenstein and his colleagues originally bargained for this exemption to ensure that students interested in music would not be turned away if the district sought to avoid paying these stipends. However, the district began to exploit this provision, using it to lower costs by eliminating and merging music classes. “Last year, every secondary music program lost classes. I had two separate choirs and was forced to combine them into one class of 60 students,” he explains.

Horenstein’s colleagues face similar challenges, with middle school band and orchestra classes exceeding 60 students, diminishing the ability to move around the classroom, let alone teach effectively. These large class sizes have also led to students quitting music for other extracurricular activities.

After hearing the stories of Armon and Mr. Horenstein, you might share the same questions I have. If districts cite fewer kindergarten enrollments as the main reason for budget cuts, then why are reductions sorely impacting older students whose needs remain? How can districts justify the elimination of programs like Armon’s, which have demonstrated their value in nurturing student talents and well-being, while forcing teachers to choose between keeping music education accessible and managing oversized classes? Most importantly, what actions can we take?

These cuts stem from a deeply flawed funding system at the state level. Solutions have to come from Olympia. Administrators, teachers, students, and community members must organize to voice their opposition to school and program closures. We owe it to students like Armon and educators like Mr. Horenstein to fight for a reliable funding mechanism that supports the arts consistently and equitably.

Nicole Stankovic is a Master of Public Health student at the University of Washington. She is also pursuing a Master’s in Piano Performance. Her current research involves the effects of music on health.

The Stranger

by Anonymous

gelato on third and union

you were wearing a mitochondrion band shirt and a kandi gauntlet on your arm. you stopped to get gelato same time as me. you looked like walter white

Flamenco at Rabbit Box

We sat side-by-side for the performance. You are learning tango, you placed your hand on my shoulder and I melted. Maybe you’d like a new friend.

Waiting for the link light

in cap hill on Tuesday night (05/07). We shared a glance or two. I think you’re gorgeous. I should have given you my number

The Craft at Central Cinema

Years ago we chatted during intermission at a Central Cinema screening of The Craft. You are short, cute, and I wish we had found each other after.

Man with the Bomb Squad Unit shirt and piercing blue eyes at TSA

On May 10th, I saw you on the other side of security. I’m the flight attendant who got the random screening. We had a conversation about our jobs.

Solo at Magnuson

Saw you at the lake— you jumped in, smoked a J, and rode away. Love your face and tattoos. Lets do all that but together next time 🙂

Locking up your bike in a great sweater

At the Fremont Ave 34th bus stop we kept stealing glances as you locked up your bike. When I got on I sat by a window to grin at you as I rode away.

brandy in the tunderpussy shirt

i called you hot outside the wildrose. you’re so hot. i remembered your name, finally

Is it a match? Leave a comment here or on our Instagram post to connect! 

Did you see someone? Say something! Submit your own I Saw U message here and maybe we’ll include it in the next roundup!

The Stranger

by Anonymous

gelato on third and union

you were wearing a mitochondrion band shirt and a kandi gauntlet on your arm. you stopped to get gelato same time as me. you looked like walter white

Flamenco at Rabbit Box

We sat side-by-side for the performance. You are learning tango, you placed your hand on my shoulder and I melted. Maybe you’d like a new friend.

Waiting for the link light

in cap hill on Tuesday night (05/07). We shared a glance or two. I think you’re gorgeous. I should have given you my number

The Craft at Central Cinema

Years ago we chatted during intermission at a Central Cinema screening of The Craft. You are short, cute, and I wish we had found each other after.

Man with the Bomb Squad Unit shirt and piercing blue eyes at TSA

On May 10th, I saw you on the other side of security. I’m the flight attendant who got the random screening. We had a conversation about our jobs.

Solo at Magnuson

Saw you at the lake— you jumped in, smoked a J, and rode away. Love your face and tattoos. Lets do all that but together next time 🙂

Locking up your bike in a great sweater

At the Fremont Ave 34th bus stop we kept stealing glances as you locked up your bike. When I got on I sat by a window to grin at you as I rode away.

brandy in the tunderpussy shirt

i called you hot outside the wildrose. you’re so hot. i remembered your name, finally

Is it a match? Leave a comment here or on our Instagram post to connect! 

Did you see someone? Say something! Submit your own I Saw U message here and maybe we’ll include it in the next roundup!

The Stranger