STUDENT GROWTH OBJECTIVES FOR VISUAL & PERFORMING ARTS EDUCATORS
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STUDENT GROWTH OBJECTIVES FOR VISUAL & PERFORMING ARTS EDUCATORS Dale Schmid, Visual & Performing Arts Coordinator New Jersey Department of Education
Transcript of STUDENT GROWTH OBJECTIVES FOR VISUAL & PERFORMING ARTS EDUCATORS
STUDENT GROWTH OBJECTIVES FOR VISUAL & PERFORMING ARTS
EDUCATORS
Dale Schmid, Visual & Performing Arts Coordinator New Jersey Department of Education
Presenter
Presentation Notes
Why are we doing this? Improve student academic achievement in Science and the CCSS for ELA and Mathematics Support reflective professional practices Promote the use of evidence-based instructional practices
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Objectives for Today
1. Differentiate between Specific Student Growth Objectives (SGOs) and General SGOs, and distinguish ways in which growth objectives relate to standards.
2. Model SGO development, and
3. Develop drafts of one Specific and one General Student Growth Objective pertinent to either; Dance, Music, Theatre, or Visual Arts, based on the information provided in this workshop .
Presenter
Presentation Notes
By the end of the workshop participants will be able to: Differentiate between Specific SGOs and General SGOs, Model SGO development with fidelity, and Develop a Specific and a General SGOs based on provided information.
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What is an SGO?
A Student Growth Objective is a long-term academic goal that teachers set for groups of students, which is a measure of student learning between two points in time. SGOs must be: • Specific and measureable; • Ambitious and achievable; • Based on available student learning data. • Aligned to New Jersey’s curriculum standards;
Presenter
Presentation Notes
A Student Growth Objective is a long-term academic goal that teachers set for groups of students and must be: Specific and measureable Aligned to New Jersey’s curriculum standards (start with the NJCCCS-Visual & Performing Arts, focus on what is most important first) Based on available prior student learning data A measure of student learning between two points in time (establish SGOs by October 15, track progress throughout, reevaluate SGOs by February 15, and review results toward the end of the academic year (April- May) Ambitious and achievable
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SGOs and SMART goals
SGOs must be: SGOs require a teacher to:
S Specific Describe how many students learn “what” or grow by “how much”
M Measurable Use prior learning data and/or pre-assessments, and post-assessments
A Ambitious but Achievable
Determine growth/achievement using baseline data and teaching context
R Relevant Align SGOs to content standards
T Time-related Set an instructional period for the SGOs
Presenter
Presentation Notes
Discuss SMART goals
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Types of SGOs • General SGOs are broad in scope. They include a significant proportion of the curriculum and key standards, and all, or a significant number of students.
• Specific SGOs focus on a particular subgroup of students, or specific content or skill.
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General SGOs • Example: Grade 5 Elementary / General Music
• All students will be able to match tones, demonstrate basic rhythmic acuity
and be able to distinguish between meter and rhythm, while singing or playing individually and within an ensemble using complex notation systems in treble and bass clef, incorporating mixed meter, and compound meter.
• This music teacher teaches two sections two of instrumental sectional lessons, one of band, and one choral rehearsal sections, one class in world percussion, and two general music classes. The General SGO applies to the band, choir, and world percussion classes, thereby including the majority of their students. The teacher’s assessments are portfolio-based and include components from each of the three strands (Creating, Performing, and Responding) of the four model curriculum domains.
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General SGOs: Standards Alignment Standard 1.1, The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Strand B. Music • Cumulative Progress Indicator (1.1.5.B.2): Demonstrate the basic
concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.
• Content Statement: The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
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General SGOs: Standards Alignment (Continued)
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Standard 1.3, Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Strand B. Music • Cumulative Progress Indicator (1.3.5.B.1): Sing or play
music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.
• Content Statement: Complex scores may include
compound meters and the grand staff.
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Specific SGOs
• Example 1: At the end of the instructional period, 75% of students will be able to distinguish between duple and triple meter, be able to play, clap or sing alone and in ensemble from a score in each of the two meters, and match tones (for voice and tonal instruments) in an ensemble.
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Grade: Subject Number of Students
Interval of Instruction
Full year Semester Other ________
Name of Assessment
Department-developed Music Assessment
SGO Type General Specific
Rationale for Student Growth Objective (Include content standards covered and explanation of assessment method.) Written: Performance: Student Growth Objective
Baseline Data (Include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)
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Scoring Plan Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3) Partial (2) Insufficient (1)
X % X% or greater of students (XX or more)
X% - Y% of students (XX-YY)
X% - Y% of students (XX-YY)
0 - X% of students (X or fewer)
Approval of Student Growth Objective
Teacher _________________ Signature_______________ Evaluator ________________ Signature _______________
Date Submitted_______________ Date Approved _______________
Results of Student Growth Objective (State how many students met the final assessment target)
Score _______ Date _______
Teacher __________________________
Evaluator __________________
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5 Steps of the SGO Process Step 1 Choose or develop a quality assessment aligned to NJCCCS. Step 2 Determine students’ starting points. Step 3 Set ambitious and achievable SGOs with the approval of the principal. Step 4 Track progress, refine instruction. Step 5 Review results and score in consultation with your principal/supervisor.
Some detail on each of these steps can be found in the SGO Quick Start Guide
Presenter
Presentation Notes
I encourage a Step 1 a: Identify and articulate the specific NJCCCS for the arts that are scheduled to be taught during the SGO performance period. Document: Standard Language, Strand Narrative, Content Statement, and the Cumulative Progress Indicator. Why is this an important pre-step? Places focus on the standards and mitigates alignment issues – making things fit Refines the development or selection of assessment items. – What do students need to know and be able to do in order to answer this question? Is that what the standards require my students to be able to do?
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5 Steps of the SGO Process
Step 1: Identify the specific Visual & Performing Arts NJCCCS scheduled to be taught during the SGO performance period. (Include the
Standards, Strand, Cumulative Progress Indicator & Content Statement).
Presenter
Presentation Notes
The NJCCCS were written to help reduce the mile wide and an inch deep curriculum issue Identified what students need to know and be able to do in order to be CCR and worked backward The NJCCCS should allow students more time to make sense of and apply core ideas – the other side of the coin is that this often means letting go of a favorite unit or lesson Standard: Provides the rationale for why this specific domain is important to understand Strand Narrative is the Big Idea/Conceptual Understanding that we value. It should frame your instructional unit. Content Statements identify what students in a specific grade range need to understand in order to be prepared for the next steps in education or training Cumulative Progress Indicators describe ONE example of the KINDS of things that students should be able to do if they have used the science practices to makes sense of the content. Standards establish the ground floor for learning about a concept. Treat the content of your course like a financial budget. Pay for the things that you NEED first and then, if money is left over, prioritize spending money on things you WANT.
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5 Steps of the SGO Process
Step 1 Develop or adapt a quality assessment aligned to New Jersey Core Curriculum Content Standards
EXAMPLES: Released NAEP Sample Items: http://nces.ed.gov/nationsreportcard/itmrlsx/search.aspx?subject=arts Classroom Applications Documents & Model Units:
http://www.state.nj.us/education/cccs/standards/1/index.html College Board /Releases AP Art & Music Sample Items: AP Music Theory
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2006.html
AP Studio Art Scoring Guidelines: http://apcentral.collegeboard.com/apc/public/repository/ap12_studio_art_scoring_guidelines.pdf
Presenter
Presentation Notes
Assessing of and for learning require focus and intentionality. I encourage you to look at several resources to select items or to use items as models for locally developed assessments. Assessment is useful when it informs instruction…It therefore becomes essential to understand why you’re teaching what your teaching as part of a fair and balanced System of Assessment. Multiple forms of assessment are encouraged: Performance Assessments, Concept Mapping, Science Journals, Modeling….. NAEP
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Assessment Quality Standards Alignment and Coverage
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5 Steps of the SGO Process
Step 2 Determine students’ starting points. Need to identify multiple sources of data. • Previous performance on locally developed Visual & Performing
Arts assessments • Portfolio from previous year • Pre-test of knowledge and skills necessary to be prepared to be
successful in your Dance, Music, Theatre or Visual Art course.
Presenter
Presentation Notes
Assessing Science Practices and Core Content is difficult. I encourage you to look at several resources to select items or to use items as models for locally developed assessments Multiple forms of assessment are encouraged: Performance Assessments, Concept Mapping, Science Journals, Modeling….. NAEP
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September By Nov. 15* By Feb. 15 By end of school year
TEACHERS
The SGO Process Teachers, supervisors meet to discuss and
set SGO w/ principal’s approval
Adjustments to SGOs can be
made with approval
*For 2013–14 only. In subsequent years, SGOs must be set by Oct. 15.
Step 1: Choose or develop a quality
assessment aligned to state standards
Step 2: Determine
students’ starting points
Step 3: Set ambitious and
feasible student growth objectives
Step 4: Track progress, refine instruction
Step 5: Review results and score
Teachers, supervisors meet to discuss SGOs and other measures
Recommended steps for setting a good SGO Official SGO process in regulations
STUDENT GROWTH OBJECTIVES
KEY
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Incorporating Content: What do you want your students to KNOW and be Able to DO? The NJCCCS Standards establish the foundational knowledge and skills (developed through consensus) that lead to literacy and fluency in Dance, Music, Theatre, and Visual Art.
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Step 1 – Choose or Develop a Quality Assessment
1. Determine the appropriate standards, educational goals, and instructional period that will be captured by the assessment (and SGO).
2. Ensure the quality of the assessment by analyzing and modifying it as necessary.
3. Ensure rubrics and other scoring systems are well-designed.
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Characteristics of Quality Assessment (Systems) … The process is Aligned if……..
• the assessment process fits the purpose
• all the stakeholders (educators, students, parents, etc.) share the same interpretation of the standard
• the instruction, assessment, and scoring are based on the standard(s)
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) … The process is Representative if……..
• the assessment reflects sufficient scope and depth of the standard(s)* taught;
• student evidence generated by the assessment is sufficient (in quantity and variety) to make instructional decisions.
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) … The process is Worthwhile if……..
• the assessment process informs instructional decisions;
• the assessment helps students to self-evaluate, set goals and improve student work; and
• the assessment guides and focuses professional development and curricular improvement.
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) … The process is Direct if……..
• given the context, the approach provides the most straightforward route to gathering and judging information about a student’s attainment of the standard.
• the directions, tasks and items present only clear and essential information (i.e., free of ambiguous and irrelevant material).
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) …
The process is Fair if……..
• the assessment is developmentally appropriate. • the scores for similar work are consistent (reliable) from one student to another and one evaluator to another. • alternative assessment approaches are possible to address varied student needs. • the assessment process is free of bias (e.g., socioeconomic levels, geographic location, gender, race and ethnicity, etc.). Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) … The process is Practical if……..
• the approach is efficient in terms of committed time and resources.
• the benefits justify the time, resources, and effort required.
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Characteristics of Quality Assessment (Systems) … The process is Easily Communicated if……..
• the assessment process, findings, and value are easily understood by all stakeholders.
• all stakeholders can identify quality performance or work.
• the results contribute to arriving at an appropriate grade or mark of progress.
Materials from the State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium; a project of the Council of Chief State School Officers
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Assessment Quality Depth of Knowledge
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Types of Assessments Traditional
Assessments Portfolio Assessments Performance Assessment
• District, school and departmental tests (e.g., final exams, benchmark exams)
• Portfolio of student work (visual and performing arts, etc.)
• Student project-based assessments
• Sight reading (music) & • Improvisation • Ensemble Performance
(dance or music) • Choreography • Dramatic performance
(drama) • Dance Performance • Creations of 2 & 3
Dimensional works of art
•Develop an assessment locally, district wide or regionally •Modify an existing assessment
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Assessment Quality Variety and Validity
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Step 2 – Determine Students’ Starting Points Source of Performance Data to Determine
Students’ Starting Points Examples and Notes
Results from beginning-of-course diagnostic tests or performance tasks
• Department-generated pre-assessment
Results from prior-year tests that assess knowledge and skills that are pre-requisites for the current grade
• End of course portfolio results • End of course written & performance
examinations
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Multiple Sources
Student Portfolio Score (June 2013)
Pre-Assessment (Sep 2013)
Preparedness Group
1 89 76 High
2 68 43 Low
3 78 54 Medium
4 86 66 Medium
A 10th-grade Music teacher has two sets of data readily available: a department-wide pre-assessment that is based on the content and structure of the final assessment and scores on the portfolio that the students completed the previous year.
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Step 3 – Set Growth Objectives
Attainment of Student Growth Objective
Exceptional 4
Full 3
Partial 2
Insufficient 1
Teacher has demonstrated an exceptional impact on learning by exceeding the objective.
Teacher has demonstrated a considerable impact on learning by meeting the objective.
Teacher has demonstrated some impact on learning but did not meet the objective.
Teacher has demonstrated an insufficient impact on learning by falling far short of the objective.
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Scoring Guide Target Score Attainment Level in Meeting Student Growth Objective
80% or Higher on Final
Assessment
Exceptional 4
Full 3
Partial 2
Insufficient 1
Percent of Students
Meeting Target
Greater than
84%
70-84%
55-69%
Less than 55%
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Grade: Subject Number of Students Interval of Instruction
10 Instrumental Music 1 45 Full year Semester Other ________
Name of Assessment Department-developed Music theory & Music Performance Assessments
SGO Type General Specific
Rationale for Student Growth Objective (Please include content standards covered and explanation of assessment method.) This SGO covers all of my students, and are aligned to the NJCCCS Music standards, specifically: NJCCCS VPA Arts Standard: Written: 60 multiple choice (4 choice), 5 short response questions, Practical: Students demonstrate their individual skills using Smart Music. Ensemble Skill is assessed using the District Ensemble Critique Rubric Adapted from the States Collaborative on Assessment & Student Standards (SCASS) Arts Consortium Scoring Guide of the same name. Student Growth Objective
At least 70% (31 of 45) of my students will attain a score of 80% or above on the end of course test.
Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.) Grade 9 District-developed End of Course final written & performance-assessment was 60%.
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Scoring Plan
Objective Attainment Based on Percent and Number of Students Achieving Target Score
Target Score
Exceptional (4)
Full (3) Partial (2) Insufficient (1)
80% 85% or greater of students (56 or more)
70%-84% of students (45-55)
55%-69% of students (36-44)
0-54% of students (35 or fewer)
Approval of Student Growth Objective
Teacher _________________ Signature_______________ Evaluator ________________ Signature _______________
Date Submitted_______________ Date Approved _______________
Results of Student Growth Objective (State how many students met the final assessment target)
Score _______ Date _______
Teacher __________________________
Evaluator __________________
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Steps in SGO Development • Determine the instructional period • Determine what you teach during this time normally • Identify the key content and skills you teach during this time • Identify an assessment method • Analyze the assessment you are currently using • Modify the assessment as appropriate • Determine the method of scoring
