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
NC Educator Evaluation System
Overview of Standard 6: Effectiveness Status
http://ncasw.ncdpi.wikispaces.net/
NC Educator Evaluation System
Analysis of Student Work Process
In the ASW process,
teachers:
TA
1
•Describe teaching context and
choose five Objectives
TA
2
(3 for 2014-2015)
•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
TA
3
EVIDENCE
COLLECTION
# of evidences
may vary
depending on
whole vs.
individual
submissions
2 Work
Samples
TA
4
TA
5
2 Work
Samples
2 Work
Samples
2 Work
Samples
2 Work
Samples
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:
http://ncasw.ncdpi.wikispaces.net/
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
Christie.LynchEbert@dpi.nc.gov or 919-807-3856
Slater Mapp, Arts Education Consultant
Theatre & Visual Arts
Slater.Mapp@dpi.nc.gov or 919-807-3758
Essential Standards and RBT
Arts Education Wikihttp://ances.ncdpi.wikispaces.net/
Revised Bloom’s Taxonomy Verbs
How Do I Show
Evidence of Student Growth
– Documenting what we
already do…
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!
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
K-1, 2 Alignment example
K. ML.1.2 - 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.
K. ML.1.3 Execute simple rhythms using body,
instruments, or voice. (1st-execute rhythm
patterns) (2nd-execute extended rhythm
patterns).
K. ML.1.4 Recognize how music changes
(such as dynamics and tempo). (1st-Apply
changes in dynamics and tempo when singing
and playing).
K.ML.2.1
Interpret iconic symbols for rhythms. (1sticonic 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
K.ML.2.2 Recognize iconic symbols for at
least two different pitches. Video
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.
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.
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.
1.MR.1.2 Recognize melodic patterns, rhythmic
patterns, dynamics, and forms when presented aurally.
Apple Rhythms
PPT Created by D. Brian Weese
(Aural Dictation)
2.ML.1.3 Execute extended rhythm
patterns using body, instruments or
voice. Video
2.ML.2.2 Interpret 3 pitch songs
with voice and instruments. Video
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
2. ML3.3 Create rhythm patterns using half and
quarter notes, half and quarter rests, and
beamed eighth notes in duple and triple meter.
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!!
3.ML.3.1 Use improvisation to create rhythmic and
melodic ostinato accompaniments.
Dinah
MusicPlay, 3rd Grade
Denise Gagne
www.musicplay.ca
Theme & Variations
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.
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)
www.smartmusic.com
www.musiclearningcommunity.com
Music Ace
4.ML2.2 Interpret through voice and/or instruments
simple pitch notation in the treble clef in major keys.
Music Ace Scores
Recorder Rubric Assessment
MR 1.3 Design a set of criteria for evaluating music
performances and compositions.
4.MR.1.4
4th Grade
Classify instruments into Western orchestral
categories of wind, string, percussion, and brass.
5th Grade
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)
5.ML.1.3 Video
Use instruments to perform rhythmic,
melodic, and chordal patterns
accurately and independently on
classroom rhythmic, melodic, and
harmonic instruments.
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.
5. ML 2.4 Use standard symbols to notate
rhythm, meter, pitch, and dynamics.
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. Entering
2.Sitting
3.Participation
4.Attention
5.Appreciation
1
I occasionally
show
appropriate
behaviors as a
participant/
observer in
relation to
context and
style of music
performed.
2
I mostly show
appropriate
behaviors as a
participant/
observer in
relation to
context and
style of music
performed.
3
I always show
appropriate
behaviors as a
participant/
observer in
relation to
context and
style of music
performed.
http://rubistar.4teachers.org/index.php
ISS 5th Grade Assessment
http://quizstar.4teachers.org/
Code: QI_DEGGGJ
Data Evidence
From NAfME
Janet H. Berry
jberry@iss.k12.nc.us
http://www.isselementarymusic.pbworks.com
Dee Yoder
dyoder@burke.k12.nc.us