Presentation on theme: "Showing Student Growth"— Presentation transcript:
1 Showing Student Growth November 8 & 10, 2014NCMEA Professional Development Conference“Teacher Evaluation Evidence:Are You Ready forStandard 6?”Showing Student GrowthIredell Statesville Elem. Music PLC,Janet H. Berry & Dee Yoder
2 NC Educator Evaluation System Overview of Standard 6: Effectiveness StatusNC Educator Evaluation SystemThe North Carolina Educator Evaluation System or NCEES includes six standards for teachers. The first five standards are very familiar and use the 5 Rating Categories indicated: Not Demonstrated, Developing, Proficient, Accomplished, and Distinguished. For Standard 6, there are three Rating Categories : does not meet expected growth, meets expected growth, and exceeds expected growth.*
3 Analysis of Student Work Process In the ASW process, teachers:Describe teaching context and choose five ObjectivesCompile a Timelapse Artifactfor each ObjectiveComplete and upload anEvidence CollectionSubmit the Evidence Collectionfor “blind” reviewReceive a category rating for Standard 6EVIDENCECOLLECTIONTA 1TA 2TA 3TA 4TA 52 WorkSamples(3 for )As we discussed earlier in this presentation, Analysis of Student Work is a process through which teachers collect student work samples from two different points in time, assess them for growth in relation to identified Clarifying Objectives, and submit them for “blind,” holistic review done online by colleagues with content area expertise.In the Spring 2014 Pilot, teachers will complete the following process:Describe teaching context and choose five Objectives – based on feedback from the previous pilot participants, and with input from our own Accountability Department, we increased the number of samples teacher should collect from 2 in the previous pilot to 5 in Spring 2014.Compile a Timelapse Artifact for each Objective using the process we explored earlier in this session.Complete and upload an Evidence Collection to the online platform. Note that a complete evidence collection should consist of 5 Timelapse Artifacts, with both individual and group samples.Submit the Evidence Collection for “blind” review by content area experts.This is the process planned for the Spring 2014 ASW PilotApplicants are selected and then trainedTeachers in the pilot plan their Evidence Collection of 5 Timelapse Artifacts- Each Timelapse Artifact consists of two student work samples showing two points in timeThe entire Evidence Collection is uploaded to an online platform by the submittersIndividuals trained as reviewers evaluate each Timelapse Artifact and give it a category rating# of evidences may vary depending on whole vs. individual submissions*
4 Analyzing Student Work to Change Teacher PracticeTeachers:Identify and choose a single objective?Tie their Timelapse Artifact to the objective?Explain how student growth is illustrated in relationship to the objective?For more information and online modules:
5 Curriculum & Instruction Division Contacts at DPI:Analyzing Student Work to Change Teacher PracticeCurriculum & Instruction DivisionNCDPI Updates;Standards, ASW & MoreMonday session:5:00-6:30 in Hearn BallroomChristie Lynch Ebert, Arts Education Consultant Dance & MusicorSlater Mapp, Arts Education Consultant Theatre & Visual Artsor
6 Essential Standards and RBT Arts Education Wiki-Revised Bloom’s Taxonomy VerbsMore Bloom’s info:click here
7 Evidence of Student Growth – Documenting what we already do… How Do I ShowEvidence of Student Growth – Documenting what we already do…
8 Ideas for places to go for assessments and ideas: PinterestISS Elementary Music WikiAssessment tools - KahootSmart Response ClickersQuizstar SocrativeNearpod InfuseLearningAuthentic Assessment ToolboxRubiStar Teacher Pay TeacherYour text book adoption seriesCreate your own!
9 K-1, 2 Alignment examplesK. ML.1.1 Exemplify (1st-Use)(2nd-Apply problem solving strategies to improve) proper technique when singing and playing a variety of music.(Horizontal) Vertical Alignment of Clarifying Objectives
10 K-1, 2 Alignment exampleK. ML Use accurate pitch to imitate two-pitch melodic patterns.(1st- imitate, three-pitch)(2nd-sing, three-pitch) VideoTo access Video links in this presentation, you must enter “ncmea” as the password.
11 K. ML. 1. 3 Execute simple rhythms using body, instruments, or voice K. ML.1.3 Execute simple rhythms using body, instruments, or voice. (1st-execute rhythm patterns) (2nd-execute extended rhythm patterns).
12 K. ML.1.4 Recognize how music changes (such as dynamics and tempo). (1st-Apply changes in dynamics and tempo when singing and playing).
13 Student reads and says: titi titi ta sh K.ML.2.1 Interpret iconic symbols for rhythms. (1st-iconic or standard notation for quarter notes, quarter rests and beamed eighth notes.(2nd-standard notation for half and quarter notes, half and quarter rests and beamed eighth notes.Student reads and says: titi titi ta sh
14 K.ML.2.2 Recognize iconic symbols for at least two different pitches. Video
15 K.ML.2.3 Recognize by sound quarter notes and quarter rest durations. Dictation using popsicle sticks or apples or snowmen with symbols. Photo of apples or Snowmen. Recommend that you record your examples so that it is truly just the sound. Smartboard.
16 K.MR.1.2 Recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
17 1st Grade1.ML2.1 Video Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes.1.ML.3.3Use iconic notation to compose simple rhythm patterns consisting of quarter notes, beamed eighth notes, and quarter rest durations.
18 PPT Created by D. Brian Weese 1.MR.1.2 Recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.Apple Rhythms(Aural Dictation)PPT Created by D. Brian Weese
19 2.ML.1.3 Execute extended rhythm patterns using body, instruments or voice. Video
20 2.ML.2.2 Interpret 3 pitch songs with voice and instruments. Video
21 Or other notation for upper grades 2.ML.2.3 Use standard notation to notate half and quarter notes, half and quarter rests, and beamed eighth notes.Rhythm BoardsOr other notation for upper grades
22 2. ML3.3 Create rhythm patterns using half and quarter notes, half and quarter rests, andbeamed eighth notes in duple and triple meter.
23 3rd Grade3. ML.2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures.Have these for thestudents to choose whichever meter you are working on. Have them perform them. Be sure to video!!
24 Dinah RUBRICS 3.ML.3.1 Use improvisation to create rhythmic and melodic ostinato accompaniments.DinahMusicPlay, 3rd GradeDenise GagneTheme & VariationsRUBRICS
25 3. ML.3.3 Create rhythmic compositions using whole, half, and quarter notes; half and quarterrests; and beamed eighth notes in duple ortriple time.
26 (These programs can generate individual scores) 4th Grade4.ML.2.1 Interpret rhythm patterns, including whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.(These programs can generate individual scores)
27 Music Ace4.ML2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.
31 Recorder Rubric Assessment MR 1.3 Design a set of criteria for evaluating music performances and compositions.
32 4th Grade 4.MR.1.4 Classify instruments into Western orchestral categories of wind, string, percussion, and brass.
33 5th Grade This Land is Your Land 5.ML.1.3 Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments.This Land is Your Land(Easy as 123 Book, p5 Melody)Oh, Suzanna (Easy as 123 Book, p11 3 strings)Clementine (Easy as 123 Book, p27- I, V7 chords)California (I, IV, V7 chords)Shady Grove(Melody, Drones, Singing)
34 5.ML.1.3 VideoUse instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on classroom rhythmic, melodic, and harmonic instruments.
36 5. ML.2.2 Recognize pitches on the treble and bass staves, including ledger lines, in order to understand the continuum of standard pitch notation.L to J Quick 5 each week.
37 5. ML 2.4 Use standard symbols to notate rhythm, meter, pitch, and dynamics.
38 5. MR 1.3 Exemplify appropriate behaviors as a participant and observer of music in relation to the context and style of music performed.123I occasionally show appropriate behaviors as a participant/observer in relation to context and style of music performed.I mostly show appropriate behaviors as a participant/I always show appropriate behaviors as a participant/1. Entering2.Sitting3.Participation4.Attention5.Appreciation