Educator Growth Goals - delawareartseducation - home Web viewThese growth goals are based on the Delaware State Content ... Jazz. Drum circles ... Compare enrollment of AP Music Theory

Educator Growth Goals 2012The Student Growth Goals modeled for Music contained within this document provide specific indicators that can be applicable for Music educators in Delaware.

Music

Delaware Department of Education

PREFACE

The Delaware Performance Appraisal System (DPAS II) Component 5, is required for all

employees being paid on the educator salary scale, including employees with no academic content

within their job duties and descriptions. The Student Growth Goals modeled for Music contained within

this document provide specific indicators that can be applicable for Music educators in Delaware. It is

divided into three sections, outlining the process to follow when establishing growth goals. Section I

contains the purpose of goals and targeted standards. Section II outlines the detailed components of

each goal, including the data used to evaluate each performance indicator. Section III provides

information to the educators regarding how empirical data and/or observational evidence should be

collected and evaluated. Additionally, Section III provides guidelines on any unique collection tools

and/or procedures (e.g., performance rubric) associated with a particular indicator. Overall, these three

sections encompass a complete set of materials necessary to provide data points for use in Component

5 of Delaware’s Performance Appraisal System.

TABLE OF CONTENTS

PREFACE......................................................................................................................................................2

SECTION I....................................................................................................................................................3

1.1 Purpose Statement............................................................................................................................3

1.2 Targeted Standards............................................................................................................................3

SECTION II...................................................................................................................................................7

2.1 Blueprint............................................................................................................................................7

2.2 Growth Goals...................................................................................................................................10

SECTION III................................................................................................................................................11

3.1 Educator Guidelines.........................................................................................................................11

3.2 Data/Evidence Collection Procedures..............................................................................................14

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SECTION I

Section I contains the purpose statement and targeted standards selected by the development

team. The purpose statement outlines the reason these growth goals were developed and how they will

be used. The targeted standards identify those professional and/or academic content standards

applicable to the educator. These targeted standards are then used in creating performance indicators.

1.1 Purpose Statement

The purpose of performance measures in Music is to demonstrate growth in creating and

performing through the development and application of artistic literacy to contribute to the education

of the whole child. These growth goals are based on the Delaware State Content Standards for Music.

1.2 Targeted Standards

Professional/Content Standard Description Rationale

SEA Goal #1- Standard 1 & 2- Singing (and/or playing) independently and with others, a varied repertoire of music

Grade K, 1, & 2- By the end of second grade students will demonstrate by singing and through movement a steady beat with 75% accuracy.

Grade 6- By the end of six grade students will demonstrate by singing and through movement a steady beat with 80% accuracy.

Novice- By the end of Novice Level students will demonstrate by singing/playing and through movement a steady beat with 85% accuracy..

Intermediate- By the end of Intermediate Level students will demonstrate by singing/playing and through movement a steady beat with 90% accuracy.

Advanced- By the end of Advanced Level students will demonstrate by singing and playing and through movement a steady beat with 100% accuracy.

To facilitate student knowledge, skill and understanding of steady beat in music.

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1.2 Targeted Standards (cont.)


LEA Goal #1

Standard 4 - Composing and arranging music within specific guidelines

Standard 6- Listen to, describing and analyzing music and musical performances

Grades K- Students in music classrooms will respond by drawing two times a year to illustrate their own created music. Through the use of the ELA Argumentation/Opinion state writing rubric, 25% will demonstrate the highest level of understanding. Music Standard #4 and #6

Grades 1, 2, 3, & 4 Students in music classrooms will respond in written form four times a year to their own created music. Through the use of the ELA Argumentation/Opinion state writing rubric, 25% will demonstrate the highest level of understanding. Music Standard #4 and #6

Grades 5 & 6- Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 30% will demonstrate the highest level of understanding. Music Standard #4 and #6

Novice-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 50% will demonstrate the highest level of understanding. Music Standard #4 and #6

Intermediate-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 75% will demonstrate the highest level of understanding. Music Standard #4 and #6

Advanced-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 90% will demonstrate the highest level of understanding.

To facilitate knowledge, skill and understanding of music creation through the development of original student work and the use of the ELA writing rubrics to evaluate student reflections.

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LEA Goal #2 Standard 1 - Singing independently and with others, a varied repertoire of music

K, 1, 2- Students will be able to sing short melodic patterns by the end of 2nd grade with 75% accuracy.

3, 4, 5, 6 – Students will be able to sing short melodic patterns by the end of 6th grade with 80% accuracy.

Novice – Students will be able to sing melodic patterns by the end of 8th grade with 85% accuracy.

Intermediate – Students will be able to sing major/minor patterns with 90% accuracy.

Advanced – Students will be able to sing major/minor/modal patterns by the end of 12th grade with 100% accuracy.

To facilitate knowledge, skill and understanding of pitch as it relates to melodic patterns.

LEA Goal #3 Standard 9- Understanding music in relation to diverse cultures, times and places

Grade K- Students will contrast and compare music through the use of tools such as student checklists and drawings from a broad diversity of world cultures using grade level appropriate musical vocabulary. Music Standard #9

Grades 1, 2- Students will contrast and compare music through the use of tools such as Venn diagrams from a broad diversity of world cultures using grade level appropriate musical vocabulary. Music Standard #9

Grades 3 & 4- Students will contrast and compare music through the use of tools such as passports and journals from a broad diversity of world cultures using grade level appropriate musical vocabulary. Music Standard #9

Grades 5 & 6- Students will contrast and compare music from a broad diversity of world cultures through the creation of an essay using grade level appropriate musical vocabulary. Music Standard #9

Novice- Students will contrast and compare music from a broad diversity of world cultures, times and places by preparing presentations for lower grades and /or the community using proficiency level appropriate musical vocabulary. Music Standard #9

Intermediate- Students will contrast and compare music from a broad diversity of world cultures, times and places by preparing presentations for lower grades and /or the community using proficiency level appropriate musical vocabulary. Music Standard #9

Advanced- Students will contrast and compare music from a broad diversity of world cultures, times and places by proposing a program for inter-cultural concert using proficiency level appropriate musical vocabulary. Students will defend their proposed selections. Music Standard #9

To facilitate student understanding and respect for diverse cultures, times and places.

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LEA Goal #4 Standard 5- Reading and Notating Music

K, 1, &2- Students will experience note values using a neutral syllable for the duration of the notes with 50 % accuracy.

3, 4, 5, & 6- Students will experience note values using a neutral syllable for the duration of the notes with 75% accuracy.

Novice – Students will be able to demonstrate their understanding of the relationship between note and rest values and fractions as they relate to time with 80% accuracy.

Intermediate - – Students will be able to demonstrate their understanding of the relationship between note and rest values and fractions as they relate to time with 90% accuracy.

Advanced - – Students will be able to demonstrate their understanding of the relationship between note and rest values and fractions as they relate to time with 100% accuracy.

To facilitate student knowledge, skill and understanding of the relationship between note and rest and fractions as they relate to time.

LEA Goal #5 Delaware Professional Teaching Standard #1 – Learner Differences

Grade K, 1, 2, 3, 4, 5 & 6-Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a general music setting.

Novice- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a general music setting and instrumental/choral music setting.

Intermediate- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in an instrumental/choral music setting.

Advanced- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a music theory setting and instrumental/choral music setting.

The number of differentiated instructional strategies used by the music teacher will increase by 10% to promote the fair, equitable and excellent instruction of all music students.

LEA Goal #6 Standard 5- Reading and notating music

Advanced- Teacher will increase number of students participating in AP Music Theory class.

To increase the number of students understanding the structure of music at its highest level.

LEA Goal #7 Standard 5- Reading and notating music

Advanced- Teacher will increase number of students attaining a 4 or 5 on the AP Music Theory exam.

To increase the number of students demonstrating proficiency on the AP Music Theory exam.

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SECTION II

Section II contains the detailed blueprint used to support the establishment of student growth

goals. The blueprint identifies a performance indicator for each goal, along with the data used to

evaluate the goal. The blueprinting activity assists design teams in addressing the quality S.M.A.R.T.

criteria of (a) Specific, (b) Measurable, (c) Attainable, (d) Relevant, and (e) Time Bound. Section II also

contains the final set of student growth goals for use in Component 5.

2.1 Blueprint

ID Standard Indicator

Type

DataSample Measure Baseline Data &

Date Target Data & Date

1 Standard 1 - Singing independently and with others, a varied repertoire of music

Standard 2- Playing independently and with others, a varied repertoire of music

Musical literacy- Students will demonstrate knowledge, skill and understanding of rhythm

R Target Groups of students

(minimum of 100 students)

Demonstrated proficiency

Classroom pre assessments

Classroom post assessment

K-2: 75% of students accurate

3-6: 80% of students accurate

Novice: 85% of students accurate

Intermediate 90% of students accurate

Advanced 100% of students accurate

2 Standard 1 - Singing independently and with others, a varied repertoire of music

Musical literacy- Students will demonstrate knowledge, skill and understanding of melodic patterns

S Target Groups of students





K-2: 75% of students accurate



Intermediate: 90% of students accurate

Advanced: 100% of students accurate

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2.1 Blueprint (cont.)


Type



3 Standard 4 - Composing and arranging music within specific guidelines


ELA Standard- Text types and purposes

Create and respond- Students will create original music and respond to their music and the music of other student musicians






K: 25% of students rated at 4 (drawing)

1-4: 25% of students rated at 4 (writing)

5-6: 30% of students rated at 4 (writing)

Novice: 50% of students rated at 4 (writing)

Intermediate: 75% of students rated at 4 (writing)

Advanced: 90% of students rated at 4 (writing)

4 Standard 9- Understanding music in relation to diverse cultures, times and places

Music appreciation- Students will demonstrate understanding and respect for music from different cultures, times and places.






5 Standard 5- Reading and notating music

Math Standard- Number & Operations- Fractions

Musical Literacy- Students will be able to demonstrate their understanding of the relationship between note and rest values as they relate to time.






K: 50% of students accurate



Intermediate: 90% of students accurate

Advanced: 100% of students accurate

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2.1 Blueprint (cont.)


Type



6 Delaware Professional Teaching Standard #1 – Learner Differences

Classroom Pedagogy

The teacher will use differentiated instructional strategies to meet the needs of all students.

S Frequency of use of instructional strategies.

Instructional planning and classroom observations

Pre-observation Post-observation


Musical Literacy

Teacher will increase the number of students participating in AP Music Theory class.

S Prerequisite: Intermediate level students

Number of students registering for AP Music Theory

Number of students in AP Music Theory the previous year

Number of students taking the AP Music Theory test


Musical Literacy

Teacher will increase the number of students attaining a 4 or 5 on the AP Music Theory exam.

S Prerequisite: Intermediate level students

Number of students taking the AP Music Theory exam

Number of students taking the AP Music Theory exam the previous year

Number of students passing the AP Music Theory exam

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2.2 Growth Goals

Indicator ID Goal ID/Type Standard Goal Statement

1 Goal #1-R Standard 1 & 2- Singing (and/or playing) independently and with others, a varied repertoire of music

The target group of students will show an increase by the end of the year in their ability to demonstrate knowledge, skill and understanding of steady beat in music.

2 Goal #2-S Standard 4 - Composing and arranging music within specific guidelines


The target group of students will show an increase by the end of the year in their ability to demonstrate knowledge, skill and understanding of music creation through the development of original student work and the use of the ELA writing rubrics to evaluate student reflections.

3 Goal #3-S Standard 1 - Singing independently and with others, a varied repertoire of music

The target group of students will show an increase by the end of the year in their ability to demonstrate knowledge, skill and understanding of pitch as it relates to melodic patterns.

4 Goal #4-S Standard 9- Understanding music in relation to diverse cultures, times and places

The target group of students will show an increase by the end of the year in their ability to demonstrate understanding and respect for diverse cultures, times and places.

5 Goal #5-S Standard 5- Reading and Notating Music The target group of students will show an increase by the end of the year in their ability to demonstrate knowledge, skill and understanding of the relationship between note and rest and fractions as they relate to time.

6 Goal #6-S Professional Teaching Standard #3 – Learner Differences

To facilitate the fair, equitable and excellent instruction of all music students.

7 Goal #7-S Standard 5- Reading and Notating Music To increase the number of students taking the AP Music Theory class.

8 Goal #8-S Standard 5- Reading and Notating Music To increase the number of students demonstrating proficiency on the AP Music Theory exam.

*Note: See Section 2.1 Blueprint for detailed growth expectations.

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SECTION III

Section III contains the educator guidelines along with procedural details regarding the

collection of empirical data. For each goal, procedural guidance on how and when the measures are

used is provided to standardize the process. Additional information such as timelines, administration

guidebooks, and scoring procedures may also be included. In the data/evidence collection procedures,

details are provided on the scoring of specific measurement tools, targeted student samples, and so

forth. Further, details on how to evaluate the growth standard using the collected data is provided to

applicable educators.

3.1 Educator Guidelines

Goal #1 SEA Goal #1 Standard Standard 1 & 2- Singing (and/or playing) independently and with others, a varied repertoire of

music

Indicator Musical literacy- Students will demonstrate knowledge, skill and understanding of rhythm

Administrating Measures: How

Grade K, 1, & 2- By the end of second grade students will demonstrate by singing and through movement a steady beat with 75% accuracy. Assessment strategies may include, but are not limited to:

Patsching Clapping Tapping Stomping/Marching Rhythm instruments Manipulatives Call and response Echoing/Imitating Voice Listening

Grade 6- By the end of six grade students will demonstrate by singing and through movement a steady beat with 80% accuracy.Assessment strategies may include, but are not limited to:

Clapping Tapping Stomping/Marching Percussion/Band instruments Voice Manipulatives Listening

Novice- By the end of Novice Level students will demonstrate by singing/playing and through movement a steady beat with 85% accuracy.Intermediate- By the end of Intermediate Level students will demonstrate by singing/playing and through movement a steady beat with 90% accuracy.

Administrating Measures: When

Music educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test within the first month and the post-test within the last month of school.

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Goal #2 LEA Goal #1Standard Standard 4 - Composing and arranging music within specific guidelines

Standard 6 - Listen to, describing and analyzing music and musical performances

Indicator To facilitate knowledge, skill and understanding of music creation through the development of original student work and the use of the ELA writing rubrics to evaluate student reflections.


Grades K- Students in music classrooms will respond by drawing two times a year to illustrate their own created music. Through the use of the ELA Argumentation/Opinion state writing rubric, 25% will demonstrate the highest level of understanding. Assessment strategies for creating music may include, but are not limited to:

Manipulatives (Puppets, microphones) Orff instruments (Barred instruments, hand drums) Boomwhackers Technology Percussion instruments Body percussion

Assessment strategies for analyzing music may include, but are not limited to: Drawing Dictating to scribe Recording devices

Grades 1, 2, 3, & 4 Students in music classrooms will respond in written form four times a year to their own created music. Through the use of the ELA Argumentation/Opinion state writing rubric, 25% will demonstrate the highest level of understanding. Grades 5 & 6- Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 30% will demonstrate the highest level of understanding. Assessment strategies for creating music may include, but are not limited to:

Notating on staff paper Technology Beat boxes (on paper, music notation manipulatives) Improvisational materials from Gordon/Orff/Kodaly Telephones Random selection (story dice, SMARTboard activity) Body percussion Recorders

Assessment strategies for analyzing music may include, but are not limited to: Music critiquing and/or peer evaluation (establish classroom protocol) Utilizing the ELA writing process format

Novice-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 50% will demonstrate the highest level of understanding. Intermediate-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 75% will demonstrate the highest level of understanding. Advanced-Students in music classrooms will respond in written form four times a year to their own created music and/or the work of other student musicians. Through the use of the ELA Argumentation/Opinion state writing rubric, 90% will demonstrate the highest level of understanding.

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Administrating Measures: How (cont.)

Assessment strategies for creating music may include, but are not limited to: Notating on staff paper Technology Beat boxes (on paper, music notation manipulatives) Improvisational materials from Gordon/Orff/Kodaly Telephones Random selection (dice, SMARTboard activity) Ensemble instruments Assessments within AP/IB Music Theory (Advanced only)

Assessment strategies for analyzing music may include, but are not limited to: Music critiquing and/or peer evaluation (establish classroom protocol) Utilizing the ELA writing process format Developing class playlists of pieces while defending why it should be included Repertoire for performances Artist/musician statement Assessments within AP/IB Music Theory (Advanced only)



Goal #3 SEA Goal #2

Standard Standard 1 - Singing independently and with others, a varied repertoire of music

Indicator To facilitate knowledge, skill and understanding of pitch as it relates to melodic patterns.


Grades K, 1, 2- Students will be able to sing short melodic patterns by the end of 2nd grade with 75% accuracy.Assessment strategies for singing music may include, but are not limited to:

Echoing/Imitating Call and response Rote repertoire Warm-up activities Movement Listening Imitating melodic instrumental play Same/different sounds

Grades 3, 4, 5, 6 – Students will be able to sing short melodic patterns by the end of 6th grade with 80% accuracy.Assessment strategies for singing music may include, but are not limited to:

Echoing/Imitating Call and response Rote repertoire Part singing Warm-up activities Movement Reading vocal lines Listening Imitating melodic instrumental play

Novice – Students will be able to sing melodic patterns by the end of 8th grade with 85% accuracy.

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Administrating Measures: How (cont.)

Intermediate – Students will be able to sing major/minor patterns with 90% accuracy.Advanced – Students will be able to sing major/minor/modal patterns by the end of 12 th grade with 100% accuracy.Assessment strategies for singing music may include, but are not limited to:

Echoing/Imitating Call and response Warm-up activities Vocal technique Body Alignment Breathing Movement Listening Sing instrumental part

Student tuning strategiesAdministrating Measures: When


Goal #4 LEA Goal #3

Standard Standard 9- Understanding music in relation to diverse cultures, times and places

Indicator To facilitate student understanding and respect for diverse cultures, times and places.


Grade K- Students will contrast and compare music through the use of tools such as student checklists and drawings from a broad diversity of world cultures using grade level appropriate musical vocabulary. Assessment strategies for understanding may include, but are not limited to:

Children’s musical literature (Peer Gynt, Peter and the Wolf, Carnival of the Animals

Instrumental discovery Technology-based resources such as www.thinkfinity.com School community resources

Grades 1, 2- Students will contrast and compare music through the use of tools such as Venn diagrams from a broad diversity of world cultures using grade level appropriate musical vocabulary. Grades 3 & 4- Students will contrast and compare music through the use of tools such as passports and journals from a broad diversity of world cultures using grade level appropriate musical vocabulary. Grades 5 & 6- Students will contrast and compare music from a broad diversity of world cultures through the creation of an essay using grade level appropriate musical vocabulary.Assessment strategies for understanding music may include, but are not limited to:

Children’s musical literature (Peer Gynt, Peter and the Wolf, Carnival of the Animals,

Instrumental discovery Technology-based resources such as www.thinkfinity.com School community resources

Novice- Students will contrast and compare music from a broad diversity of world cultures, times and places by preparing presentations for lower grades and /or the community using proficiency level appropriate musical vocabulary.Intermediate- Students will contrast and compare music from a broad diversity of world cultures, times and places by preparing presentations for lower grades and /or the community using proficiency level appropriate musical vocabulary.

Administrating Advanced- Students will contrast and compare music from a broad diversity of world

Music P a g e | 14

http://www.thinkfinity.com/


Measures: How (cont.)

cultures, times and places by proposing a program for an inter-cultural concert using proficiency level appropriate musical vocabulary. Students will defend their proposed selections. Assessment strategies for understanding may include, but are not limited to:

Instrumental discovery Jazz Drum circles/Taiko drumming Steel drum Student exchanges to/from various countries Mariachi Technology-based resources such as www.thinkfinity.com, www.iearn.org,

www.epals.com School community resources



Goal #5 LEA Goal #4

Standard Standard 5- Reading and Notating Music

Indicator To facilitate student knowledge, skill and understanding of the relationship between note and rest and fractions as they relate to time.


The music educator will select developmentally appropriate music literature for the purposes of test administration.Grades K, 1, &2– Students will demonstrate understanding of note and rest values using a neutral syllable for the duration of the notes with 50 % accuracy.Grades 3, 4, 5, & 6– Students will experience note values using a neutral syllable for the duration of the notes with 75% accuracy.Novice– Students will be able to demonstrate their understanding of the relationship between note and rest values and fractions as they relate to time with 80% accuracy. Intermediate – Students will be able to demonstrate their understanding of the relationship between note and rest values and fractions as they relate to time with 90% accuracy. Advanced– Students will be able to demonstrate their understanding of the relationship between note and rest



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http://www.iearn.org/


Goal #6 LEA Goal #5

Standard Delaware Professional Teaching Standard #1 – Learner Differences

Indicator The number of differentiated instructional strategies used by the music teacher will increase by 10% to promote the fair, equitable and excellent instruction of all music students.


Differentiated instructional strategies may include, but are not limited to: Collaborative pairing Fish bowl/jigsaw/carousel Think-pair-share Graphic organizers Exit tickets Journaling Mnemonic devices Cubing Word webs T-charts Sing Color code Identify sounds Connect to music Write a poem Mind maps

Grades K, 1, 2, 3, 4, 5 & 6 Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a general music setting.Novice- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a general music setting and instrumental/choral music setting.Intermediate- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in an instrumental/choral music setting.Advanced- Teachers will demonstrate differentiated instruction to meet the needs of all students of different learning abilities in a music theory setting and instrumental/choral music setting.



Goal #7 LEA Goal #6

Standard Standard 5 Reading and notating music

Indicator Musical LiteracyTeacher will increase the number of students participating in AP Music Theory class.


Compare enrollment of AP Music Theory students from current year to prior year enrollment numbers.


At the beginning of each school year.

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Goal #8 LEA Goal #7Standard Standard 5 Reading and notating music

Indicator Musical LiteracyTeacher will increase the number of students attaining a 4 or 5 on the AP Music Theory exam.


Compare scores of AP Music Theory students from current year to prior year scores.


At the of the AP Music Theory test administration window.

3.2 Data/Evidence Collection Procedures

Goal #1 SEA Goal #1Data Procedures

Source/Measure Demonstrate proficiency through classroom pre assessments and classroom post assessments

Sample Size 100 minimumTools Teacher and administrator approved pre and post assessment instruments.

Record scores.Evidence

Test Scores Rhythm pre and post testsPerformance Rates

a. Baseline date Within the first month of schoolb. Baseline data

(%)The sum of target group percent correct on pre test/total number of students in target group = average percentage correct

c. Target date Within the last month of schoold. Target data The sum of target group percent correct on post test/total number of students in

target group = average percentage correcte. Difference

between baseline and target data

d-b = average increase/decrease

Goal #2 LEA Goal #1Data Procedures


Sample Size 100 minimumTools Teacher and administrator approved assessment instruments. Record scores.

EvidenceTest Scores Melodic pattern pre and post testsPerformance Rates

a. Baseline date Within the first month of schoolb. Baseline data The sum of target group percent correct on pre test/total number of students in

target group = average percentage correctc. Target date Within the last month of schoold. Target data The sum of target group percent correct on post test/total number of students in




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Goal #3 LEA Goal #2

Data ProceduresSource/Measure Demonstrate proficiency through classroom pre assessments and classroom post

assessmentsSample Size 100 minimumTools Teacher and administrator approved pre and post assessment instruments.

Record scores. ELA Argumentative/Opinion writing rubricEvidence

Test Scores Creation of original music and response to student work and work of peersPerformance Rates

b. Baseline date Within the first month of schoold. Baseline data The sum of target group percent correct on pre test/total number of students in

target group = average percentage correctf. Target date Within the last month of schoolh. Target data The sum of target group percent correct on post test/total number of students in

target group = average percentage correctj. Difference



Goal #4 LEA Goal #3

Data ProceduresSource/Measure Demonstrate proficiency through classroom pre assessments and classroom post

assessmentsSample Size 100 minimumTools Teacher and administrator approved pre and post assessment instruments.


Test ScoresPerformance Rates






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Sample Size 100 minimumTools Teacher and administrator approved pre and post assessment instruments.


Test ScoresPerformance Rates







Source/Measure Frequency of use of instructional strategies /Instructional planning and classroom observations

Sample Size The music educatorTools Teacher and administrator approved differentiated instructional strategies

EvidenceTest ScoresPerformance Rates

a. Baseline date Within the first month of schoolb. Baseline data The number of differentiated instructional strategies observed in classroomc. Target date Within the last month of schoold. Target data The number of differentiated instructional strategies observed in classroome. Difference


d-b = increase in number of differentiated instructional strategies


Source/Measure AP Music Theory student registrationSample Size Number of registered studentsTools AP Music Theory course


a. Baseline date Number of students registered for AP Music Theory course at beginning of prior school year

b. Baseline data Number of students registered in prior year for AP Music Theory coursec. Target date Number of students registered for AP Music Theory course in current yeard. Target data Number of students registered in current year for AP Music Theory coursee. Difference


d-b = difference between baseline and target data-increase in number of students registering for AP Music Theory course

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Goal #8 LES Goal #7Data Procedures

Source/Measure AP Music Theory passing scoresSample Size Number of students registered for AP Music Theory examTools AP Music Theory exam


a. Baseline date Number of students registered for AP Music Theory exam in prior school yearb. Baseline data Number of students registered for AP Music Theory exam in prior yearc. Target date Number of students registered for AP Music Theory exam in current yeard. Target data Number of students registered for AP Music Theory exam in current yeare. Difference


d-b = difference between baseline and target date- increase in number of students attaining a 4 or 5 on the AP Music Theory exam

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Documents

Educator Growth Goals - delawareartseducation - home Web viewThese growth goals are based on the Delaware State Content ... Jazz. Drum circles ... Compare enrollment of AP Music Theory