New York State Student Learning Objective (SLO). 3 rd. Grade General Music. All
SLOs MUST include the following basic components: Population. These are ...
New York State Student Learning Objective (SLO) 3rd Grade General Music All SLOs MUST include the following basic components: These are the students assigned to the course section(s) in this SLO ‐ all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)
Population
All 112 students enrolled in 5 classes (sections) of 3rd grade general music, including 7 students with IEPs/504s. These 112 students represent those students enrolled on BEDS day, October 3, 2012. Each of these students are included in this SLO. See attached rosters. What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards? Course: Grade 3 General Music Source of Standards: All applicable NYS Learning Standards for the Arts: Music- Elementary
Standard 1: Creating, Performing and Participating in the Arts 1. Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.
Learning Content
Standard 2: Knowing and Using Arts Materials and Resources 2. Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music. Standard 3: Responding to and Analyzing Works of Art 3. Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts 4. Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture
Comment [SED1]: Indicating the proportion of a teacher’s course load the SLO represents allows both the teacher and reviewer an opportunity to confirm that at least 50% of a teacher’s students are captured within this SLO or that additional SLOs would be needed per requirement. Comment [SED2]: Indicating the date on which the roster is verified for inclusion illustrates that a standard process has been put in place. This type of timeline could be established at the district and/or building level to ensure consistency across SLOs.
New York State Student Learning Objective (SLO) 3rd Grade General Music Interval of Instructional Time
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)? 2012 – 2013 academic year, meets 2x every six days (45 minute periods) What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course. A written and performance-based assessment which measures student knowledge of tone quality, pitch and rhythm. See attached rubric.
Evidence
Both the Baseline and Summative Assessments will contain a written and performance aspect: 1. Written: Students answer 10 questions regarding note reading (letter names and notation), recorder technique, note values, music symbols (worth total of10 points) 2. Performance: Students will be asked to perform a recorder piece, demonstrating music reading (letter names, rhythm, symbols) and recorder technique (breath control, covering holes, hand position, posture). Students will be scored using a district created rubric with a possible 16 points: four categories with four points each.
Students will be provided accommodations as legally required and appropriate. Teachers with a vested interest will not be scoring the summative assessment. What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
Students’ baseline scores will be out of 26 possible points from the written and performance parts of the baseline assessment. See the attached roster for individual student baseline scores. What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?
Target(s)
Students scoring between 0 and 10 will grow to score 17 or more points on the summative assessment. Students scoring between 11 and 15 will grow to score 20 or more points on the summative assessment. Students scoring between 16 and 22 will grow to score 23 or more points on the summative assessment. Students scoring 23 or more points will points or more will maintain or improve their score on the summative assessment.
80% of students will meet their differentiated targets on the summative assessment, based on baseline assessments. How will evaluators determine what range of student performance “meets” the goal (effective) versus “well‐below” (ineffective), “below” (developing), and “well‐above” (highly effective)?
HEDI Scoring
Comment [SED3]: By indicating how often the course meets and the duration of a class period the teacher and/or reviewer gain additional insight into the context in which this SLO takes place. Comment [SED4]: When utilizing a performance assessment it is imperative that clear scoring criteria and guides are provided to ensure accurate ratings by someone other than those with a vested interest.
Comment [SED5]: Evidence used within the SLO should be a valid and reliable assessment of the learning content defined for the interval of instructional time. This alignment may be referenced and/or illustrated by the inclusion of an item map. Comment [SED6]: The description of the assessment format, administration time, scoring procedures, etc. allow the teacher and/or reviewer to better understand under what conditions student performance is being measured.
New York State Student Learning Objective (SLO) 3rd Grade General Music HIGHLY EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
98100 %
9497%
9093%
8889%
8687%
8485%
8283%
8081%
7879%
7677%
7475%
7273%
7071%
6769%
6466%
6163%
5860%
5557%
5054%
4649%
045%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
The third grade district general music curriculum continues to develop music reading and performance skills, focusing on tone quality, rhythm and pitch. These three main curricular focus areas are addressed in the selected NYS music standards. Students are prepared in grades K-2 to apply their knowledge in third grade on the recorder. The rhythm and pitch reading baseline assessment task is a performance task from second grade general music, assessing students' abilities to read and match pitch before the formal elements of staff reading begins. The tone quality baseline assessment is a performance task which assesses students' abilities to produce a quality sound on classroom instruments. The summative assessment tasks assess students' abilities to read and perform the rhythms and pitches students should know by the end of third grade according to our curriculum and assesses the students' abilities to produce proper tone quality on recorder.
New York State Student Learning Objective (SLO) 3rd Grade General Music 3rd Grade General Music S.L.O. Rubric Baseline Assessment: Includes rhythm, pitch, classroom instrument tone quality, note accuracy and practice skills from second grade music. Summative Assessment: Includes new rhythmic and time signature learning, new pitch learning, recorder tone quality, treble clef reading and practice skills from third grade music. CATEGORY
4 - Advanced
3 - Proficient
2 - Intermediate
1 - Developing
Rhythm
The beat is secure and the rhythms are correct.
The rhythms are mostly accurate and the beat is generally secure, with no more than one hesitation.
The beat is somewhat erratic and only some rhythms are accurate. Rhythm problems occasionally detract from the overall performance.
The beat is usually erratic and rhythms are seldom accurate, detracting significantly from the overall performance.
Pitch
Virtually no errors. Pitch is very accurate.
An occasional isolated error, but most of the time pitch is accurate and secure.
Some accurate pitches, but there are frequent and/or repeated errors.
Very few accurate or secure pitches.
Tone Quality
Instrument tone quality is clear, centered and has professional quality.
Instrument tone quality is focused, clear and centered. Extremes in range sometimes cause tone to be less controlled. Tone quality typically does not detract from the performance.
Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal and extreme playing ranges. Occasionally the tone quality detracts from overall performance.
The tone quality is often not focused, clear or centered regardless of the range being played, significantly detracting from the overall performance.
Treble Clef Note Accuracy
Notes are consistently accurate.
An occasional inaccurate note is played, but does not detract from overall performance.
A few inaccurate notes are played, detracting somewhat from the overall performance.
Wrong notes consistently detract from the performance.
Comment [SED7]: When utilizing a performance assessment it is imperative that clear scoring criteria and guides are provided to ensure accurate ratings by someone other than those with a vested interest.
