Professional Documents
Culture Documents
Student
Growth in
the Arts
Susan M. Riley
www.educationcloset.com
Copyright
Susan M. Riley
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Measuring
Growth
An inherent goal of learning is to grow: in our
knowledge, skills, and deep understandings. The
arts are a natural conduit to growth. In this section,
well focus on the definitions of Student Growth
Measures and Student Learning Objectives and
where we fit as arts educators in this process.
Implement
the SLO
over a
significant
instructional
period.
of your instructional
period).
Collaboratively
develop the
SLO with a
team and
discuss with
an
administrator.
Administer
assessment,
collect evidence
and submit the
final SLO with data
charts.
Collect
evidence and
mid-point
check with
administrator.
Possible
adjustments
to target may
occur.
End of year
review with
your team
and
administrator
on progress
or attainment
of target.
Understanding SLOs
Student
Population
Learning
Content
Instructional
Interval
Essential
Question: why
are you
choosing this
learning content,
evidence and
target?
Essential
Question: which
students are
being addressed
in this SLO?
Essential
Question: What
is the focus of
the learning
during this SLO
and what
standards are
being taught and
assessed?
Essential
Question: what
is the
instructional
period being
covered?
Specifics
required:
Analysis of preassessment and
other data to
determine where
students are
starting from.
Specifics
required:
Specific student
populations
targeted for this
SLO. May
include all
students taking
the same final
assessment.
Specifics
required:
Inclusion of
CCSS, national,
state and/or
industry
standards that
are applicable to
this SLO.
Specifics
required:
Clearly identify if
this SLO is for
the year,
semester,
quarter, or other
length of time
and the rationale
behind this
choice.
Teacher
Professional
Development
Evidence of
Growth
Strategies
Essential
Question: What
is the goal for
success outlined
by this SLO?
Essential
Question: what
measures will
you use to
determine
student progress
or growth?
Essential
Question: which
key instructional
strategies will
you use to
achieve your
target?
Essential
Question: what
specific
professional
development
opportunities will
you need to
accomplish your
target?
Specifics
required:
Description of
the specific,
measurable goal
that students will
meet by the end
of the
instructional
interval. May be
whole group or
tiered.
Specifics
required:
Identify which
pre- or postassessments,
rubrics,
performance or
student work
products will be
used to measure
the target.
Specifics
required:
Include targeted
strategies or
best practices
that will be used
to ensure
maximum
student growth
to the target.
Specifics
required:
Identify what
you will need
(books,
conferences,
PLCs, etc) to
build your own
capacity in
moving students
toward the
target.
Target
Quality Blueprint
Data Review,
Baseline
Evidence and
Rationale
Student
Population
Describes
student
performance on
pre-assessment.
Identifies course
sections
included in the
SLO.
Provides a
baseline score
for the student
population in this
SLO.
Identifies
students
selected for this
SLO in those
course sections.
Provides
reasoning for the
selection of the
learning content,
evidence and
target.
The
performance
level of the
students in the
SLO is specified.
Includes
complexity
factors, if
necessary.
Includes no less
than 35% of the
overall student
population of the
course.
Learning
Content
Identifies
essential
knowledge and
skills students
must master for
success in the
course.
Selected content
is taught during
the instructional
interval.
Content is
aligned to
CCSS, state,
national or
industry
standards.
Aligns with
district/school
priorities.
Instructional
Interval
Target
Evidence of
Growth
Identifies a clear
start and end
date for the
SLO.
Based on a
comprehensive
data review and
trend lines.
Promotes
growth or
mastery.
Identifies
measures of
assessment (pre
and post,
formative,
summative or
performance
based).
Target is a
SMART goal.
Aligned to the
standards.
Interval takes
into account
students who
may not have
attended class
for the entire
instructional
interval.
Target includes
stretch (is
rigorous, yet
attainable) for all
students.
Provides an
explanation for
how the
assessments
were chosen.
Describes how
evidence will be
provided to
show if the
target has been
met.
Interval includes
an assessment
which clearly
measures
growth.
Strategies
Address content
and students
included in this
specific SLO.
Include specific
approaches
used to help
students attain
the target.
Follow researchbased best
practices.
Teacher
Professional
Development
Identify and
describes
professional
development
that will assist in
supporting
instruction for
this SLO.
Describes any
additional
materials or
resources
needed to
support this
SLO.
Analyzing
Data
Guiding Question
What is this previous assessment
measuring? What do I want to know about
my students learning?
Data Template
Guiding Question
Group Responses
1
New National
Coalition for Core
Arts Standards
Cornerstone
Assessments
Commercially
Available
District or Team
Created
Assessments via
textbook
publication
10
SAMPLE
RUBRICS
11
12
13
ARTISTIC LITERACY
Philosophical Foundations
Evidence
Selection:
Portfolios
Artistic
Processes
arts
One(by
of these:
disciplines)
Grades
Pre-K, K, 1, 2
Process
Components
Anchor
Standards
Enduring
Understandings
One of these:
Essential
Questions
Performance
Standards
Selected
Evidence
(by grade
level)
Grades
3, 4, 5
Performance
Standards
(by grade
level)
Creating
(Visual Arts)
Producing
Anchor
Standards
(Media Arts)
Responding
Connecting
(Stand-alone for Dance,
Media Arts & Theatre and
embedded for Music &
Visual Arts)
Standards
Advanced
(All)
Performance
Accomplished
Presenting
Performing
BEFORE
Include Tiering if Necessary
Proficient
(All)
DURING
AFTER
Many thanks to Tennessee fine arts educators for the vision in creating a portfolio model of growth for arts educators.
14
http://nccas.wikispaces.com/Conceptual+Fram
Copyright 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of N
Bullseye
4 Components of an
SLO Target
Specific Student
Population
Percentage of
students to achieve
target
Of the 10 Hispanic students in the music class, 70-80% of these students will
achieve a score of 75% or greater on the Unit 2 sight-reading performance
Specified growth or
mastery target
Identified aligned
assessment
15
16
17
Student Population
Learning Content
Instructional Interval
Target
DESCRIPTION
A diagnostic assessment of 4th grade students ability to read the notes on the treble staff was administered in November. Data
analysis indicated that 22% of combined students in all 4th grade general music classes scored a 2 or below on a 4 point rubric.
Students must be able to read notes on a treble staff in order to sing and play simple melodies on a variety of instruments. This is a
critical skill that lays the foundation for future musical study. Understanding that musical literacy can translate as literacy at all levels,
CCSS literacy standards, skills and strategies may be used in music note reading. Complexity factors may include the capacity for
parental support, missed instruction due to additional testing in other areas, and transient populations.
12 fourth grade students who scored a zero or one on the pre-assessment.
Evidence
Mastery level will be a score of 4. The pre-assessment and post-assessment will contain eighteen items that assess the nine notes of
the treble clef staff in a district-designed template. Student data chart will be attached.
Strategies
Teacher Professional
Development
19
Sample
Data
Template
Student Name
Student
Score: PreTest
Student
Score: PostTest
Karen
Yes
Byron
No
Jalin
Yes
Kelsey
Yes
Miley
Yes
Peter
Yes
Drew
No
Reggie
Yes
Peyton
Yes
Sheryl
No
Maria
Yes
Jasmine
Yes
Final Thoughts
Key Reminders
1.Dont Panic.
select the students who are struggling with your content. You know your
kids, you know how best to help them. This lets you have a say in how you
will be measured as a professional.
3.Work in a team.
arts content teachers in your district, SLOs are more authentic when you
are working on a collaborative goal.
21
Graduate
Classes are
Available!
SLOs for the Arts are included as part of the Common Core through the Arts Class
http://classes.educationcloset.com
22
References and
Additional
Resources
The following list of resources and references were used to inform the work
of this guide. My sincere thanks and appreciation to all who are working
toward helping our teachers through this process.
Anne Arundel County Public Schools: www.aacps.org
Engage NY: www.engageny.org
Ohio State Department of Education: http://education.ohio.gov
Tennessee Arts Growth Measures System: http://team-tn.org
Austin Independent School District: http://austinisd.org
RISE Indiana: www.riseindiana.org
Kids at the Core: http://kidsatthecore.com
Amy Cohn, Coordinator of Music, Anne Arundel County Public Schools
Eleni Dykstra, Acting Coordinator of Visual Art, Anne Arundel County Public
Schools
For more information about SLOs in the Arts, Common Core and the Arts, and
Arts Integration, visit us at http://educationcloset.com
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