1. Showing Student Growth
November 8 & 10, 2014
NCMEA Professional Development Conference
“Teacher Evaluation Evidence:
Are You Ready for
Standard 6?”
Showing Student Growth
Iredell Statesville Elem. Music PLC,
Janet H. Berry & Dee Yoder

2. NC Educator Evaluation System
Overview of Standard 6: Effectiveness Status
NC Educator Evaluation System
The 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 Objectives
Compile a Timelapse Artifact
for each Objective
Complete and upload an
Evidence Collection
Submit the Evidence Collection
for “blind” review
Receive a category rating for Standard 6
EVIDENCE
COLLECTION
TA 1
TA 2
TA 3
TA 4
TA 5
2 Work
Samples
(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 Pilot
Applicants are selected and then trained
Teachers in the pilot plan their Evidence Collection of 5 Timelapse Artifacts
- Each Timelapse Artifact consists of two student work samples showing two points in time
The entire Evidence Collection is uploaded to an online platform by the submitters
Individuals 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 Practice
Teachers:
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 Practice
Curriculum & Instruction Division
NCDPI Updates;
Standards, ASW & More
Monday session:
5:00-6:30 in Hearn Ballroom
Christie Lynch Ebert, Arts Education Consultant Dance & Music or
Slater Mapp, Arts Education Consultant Theatre & Visual Arts or

6. Essential Standards and RBT
Arts Education Wiki-
Revised Bloom’s Taxonomy Verbs
More Bloom’s info:click here

7. Evidence of Student Growth – Documenting what we already do…
How Do I Show
Evidence of Student Growth – Documenting what we already do…

8. Ideas for places to go for assessments and ideas:
Pinterest
ISS Elementary Music Wiki
Assessment tools - Kahoot
Smart Response Clickers
Quizstar Socrative
Nearpod InfuseLearning
Authentic Assessment Toolbox
RubiStar Teacher Pay Teacher
Your text book adoption series
Create your own!

9. K-1, 2 Alignment examples
K. 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 example
K. ML Use accurate pitch to imitate two-pitch melodic patterns.(1st- imitate, three-pitch)(2nd-sing, three-pitch) Video
To 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 Grade
1.ML2.1 Video Interpret rhythm patterns that use iconic or standard notation for quarter notes, quarter rests and beamed eighth notes.
1.ML.3.3
Use 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 Boards
Or other notation for upper grades

22. 2. ML3.3 Create rhythm patterns using half and
quarter notes, half and quarter rests, and
beamed eighth notes in duple and triple meter.

23. 3rd Grade
3. ML.2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures.
Have these for the
students 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.
Dinah
MusicPlay, 3rd Grade
Denise Gagne
Theme & Variations
RUBRICS

25. 3. ML.3.3 Create rhythmic compositions using whole,
half, and quarter notes; half and quarter
rests; and beamed eighth notes in duple or
triple time.

26. (These programs can generate individual scores)
4th Grade
4.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 Ace
4.ML2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.

28. Music Ace Scores

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 Video
Use 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. 1 2 3
I 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. Entering
2.Sitting
3.Participation
4.Attention
5.Appreciation

39. ISS 5th Grade Assessment
Code: QI_DEGGGJ

41. Data Evidence

42. From NAfME

43. Janet H. Berry jberry@iss.k12.nc.us Dee Yoder dyoder@burke.k12.nc.us
Dee Yoder