STUDENT LEARNING OBJECTIVE TEMPLATE
A format to provide a measure of teacher effectiveness based on student achievement of content standards,
as applicable to the “Elective Data” portion of the Teacher Effectiveness System in Act 82 (HB 1901).
Teacher Information
Teacher Name
Alexis Farrell
School Name
Palmyra Middle School
District Name
Palmyra Area School District
Course Title
Content Area
Grade Level(s)
General Music
Music
8
Course Information
Brief Course Description
The background of historical/cultural settings (classical time period) is used as a tool to have students manipulate
instruments (piano-guitar) within the context of composition.
Number of students per class/session 20-30
Number of minutes per class/session 40
Frequency of classes/sessions
Once every three days for 15 weeks (semester)
Total number of classes/sessions
30
SLO (Student Learning Objective)
Content and grade/course-specific learning objectives that can be validly measured to document
student learning over a defined period of time.
(SLO) Student Learning Objective
Students will recognize structure as a historically defining musical “element” and will utilize musical notation as both a
performer and composer.
SLO Rationale
 How is your student learning objective measurable and clearly understood by students in this grade/course?
 Based upon this objective, how will students independently demonstrate their learning?
Students will independently demonstrate their learning by performing individually on the piano and guitar and by
creating an individual musical composition based on the structural designs found in the music of the classic period
(1750-1825).
Curriculum Framework Connection
 What are the big ideas, essential questions, concepts and competencies (as identified by PA’s Curriculum Framework) to be
measured? www.pdesas.org
Big Ideas
The skills, techniques, elements and principles of the arts can be learned, studied, refined and
practiced.
Humans have expressed experiences and ideas through the arts throughout time and across
cultures.
How are the elements of music shared through notation?
Essential Questions Why are there similarities in works in dance, music, theatre and visual arts from the same culture
and time period?
Concepts
The elements of music are shared through a universal system of musical notation that has
changed through time.
There are similarities between works in different arts disciplines from the same culture and time
period.
Competencies
Identify how notation has changed through time and perform and notate music using modern
musical notation.
Explain similarities between a musical work and a work in dance, theatre or visual arts from the
same culture and time period.
Standards Alignment
 Based upon the big ideas, essential questions, concepts and competencies selected, identify the content standards that are
aligned to this objective.
9.1.8.A: Know and use the elements and principles of each art form to create works in the arts and humanities.
Music: • duration • intensity • pitch • timbre
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review
and revise original works in the arts.
Music: • sing • play an instrument • read and notate music • compose and arrange •improvise
9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms.
9.2.8.C: Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze
Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
9.2.8.G: Relate works in the arts to geographic regions: Europe, North America
9.2.8.L: Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and
Graham’s Appalachian Spring and Millet’s The Gleaners).
Data and Targets Used to Establish the SLO
A learning target is what the students would be able to do or come to know as a result of your instruction.
Awareness of student level of preparedness
 What, if any, are the course or grade prerequisites?
 What do you know about the students in this class at the beginning of the learning process?
 What may typical and not-so-typical student progress look like on the way to achieving the learning objective?
There are no specific prerequisites. Students will be in eighth grade. Most students will have had general music
experiences in elementary school and grades six and seven. They will have had some instruction in music history,
composition, guitar, and keyboard in grades six and seven. Large lapses of time between instruction periods (up to a
year) will cause a need for extensive review of concepts and competencies previously experienced. Most students will
be successful at manipulating the instruments and writing music notation. Some students will struggle with
conceptualizing ideas regarding music composition. A pretest of retained knowledge of music notation is administered
on the first day of the course to inform instruction.
Targets
 What is the expected outcome or goal by the end of the designated instructional period (i.e., year, semester, course length,
etc.)?
 Using student baseline data, are differentiated targets/goals needed? If yes, what are those targets/goals?
 Are the targets ambitious yet realistic, and how will you monitor progress along the way?
Students will be expected to create a “guided” composition based on structural designs studied, and to perform this
composition at the keyboard and accompany student compositions on the guitar. Differentiated instruction and task
design (in the form of simplified guitar chords and composition techniques) are available for struggling students.
Individual formative assessments in guitar and keyboard skills are done frequently, as well as assessments regarding
music notation skills.
Assessment/Performance Task
Assessment/performance tasks are ways to measure and monitor student growth and/or mastery of the student learning objective.
Assessment/Performance Task Name
1. Classical Time Period Assessment
2. Composition Assessment
3. Keyboard Performance Assessment
4. Guitar Performance Assessment
Description of the Assessment/Performance Task
 Identify the developer of the assessments/performance task used (e.g., teacher-made, district-developed, commercial,
etc.).
 Describe the assessment/performance task that will be used to measure the student learning objective (SLO).
 Consider any products or artifacts that will be gathered as part of the data collection process.
The assessments are developed by the teacher.
1. Classical “Time Period” Assessment:
This is a written assessment that utilizes Bloom’s Taxonomy as the framework for increasing rigor. Items reflect
the tier levels of remembering, understanding, applying, analyzing and evaluating.
For question stems utilizing Bloom’s Taxonomy, refer to:
http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.
pdf
http://www.teachers.ash.org.au/researchskills/dalton.htm
2. Composition Assessment:
NAME:______________________TOTAL SCORE:______ / 50DAYS: ______ & _____
CLASS PERIOD: _____
Final Project: Theme & Variation
On the back of this page, you will find the Theme that you are going to use to create your variation. Please look at the
choices and decide HOW you are going to vary the Theme. Once you have decided what variation technique you will
use, begin by answering question #1. Then, by looking at the Theme, and listening to what it sounds like, begin to adapt
the Theme so that you can create the first variation.
VARIATION CHOICES:
(Please check only ONE!)
Rhythmic Variation
Ornamentation Variation
Reverse Pattern
Canon
Melodic Variation
Tonal Variation
Question 1. HOW are you going to use the variation you chose? Please describe in your own words.
______________________________________________________________________
______________________________________________________________________
(Additional lines can be added here.)
HERE IS YOUR THEME:
Question 2. HERE IS WHERE YOU BEGIN CREATING YOUR VARIATION:
--Make sure to draw the correct time signature for the theme at the beginning of each line.
(Additional staves of music should be included for the “Theme and Variation” project.)
3. Keyboard Performance Assessment
Student performs the final product of the composition assessment at the keyboard.
4. Guitar Assessment
Student performs accompaniment patterns to a prescribed composition. (To make further connections to the
“Theme and Variation” project, the teacher can assist students in harmonizing their “Theme and Variation”
projects and use those chord progressions as the basis for developing a variety of accompaniment patterns on
the guitar.)
Assessment/Performance Task Objectives Rationale
 Describe how the assessment/performance task authentically reflects the student learning objective (SLO).
 How does this assessment/performance task measure student mastery and/or growth toward the PA standards?
 How do the assessment/performance task outcomes inform instruction?
The combination of the four assessments requires students to authentically demonstrate an understanding of musical
structure (as applied to music composition) and instrumental performance skills. Rubrics provide the opportunity to
measure mastery or growth. Instruction is designed toward developing musical independence.
Growth or Mastery
Check one:
Does this assessment/performance task align
with the student achievement goals for the
SLO?
Growth (change in student achievement across two or more points in time)
Mastery (attainment of a defined level of achievement)
X Growth and Mastery
Administration of the Assessment/Performance Task
Frequency of Assessment/Performance Task Administration
 How often and when is this assessment/performance task administered?
 If measuring growth, are multiple assessment windows in place?
Each assessment is administered once throughout the course. Formative assessments are inherent in the instructional
design. A pretest is administered on the first day of class that assesses prior knowledge applicable to the composition
and keyboard assessments.
Resources Required
 What unique or specific equipment, technologies, or resources are needed to complete this assessment/performance task?
Keyboards, guitars, audio-playback equipment.
Adaptations for Diverse Learners and/or Students with Disabilities
 What assessment/performance task adaptations are needed to assist diverse learners and/or students with disabilities?
Students struggling with keyboard or guitar playing skills can perform simple chord structures.
Students can use a computer notation program to create the composition.
Personnel
 Can this assessment/performance task be administered by an equivalent peer (educator in a similar content area)? If not,
please explain.
 Does a district policy exist with regard to assessment/performance task administration?
These tasks can be administered by an equivalent peer. No district policies currently exist.
Data Collection
Measuring Student Progress/Preparation

How was baseline data collected? (If baseline data was not collected, please explain.)
 Can baseline data be compared with the results of this assessment/performance task?
Baseline data is collected through a pretest of retained knowledge; there is no assessment of authentic skills prior to
instruction.
Data Collection
 In what format will data be collected (e.g., database, graphed, portfolio, etc.)?
 Is a pre-post test being used? (If so, please describe.)
 How frequently will data be collected?
Performance assessments could be recorded. Rubrics will be completed for each student, and scores will be registered
in a data base. Data will be collected for each of the four summative assessments.
Rubrics and Scoring Scales
 How will individual student growth or mastery be determined (defined and scored) using this assessment/performance
task? Include the specific rubric/scoring scale that will be used.
 Does the rubric and/or scoring scale correlate with the assessment/performance task?
COMPOSITION ASSESSMENT RUBRIC:
Score:_______/ 50
Basic
Proficient
In Progress
Variation Choices
(Total 8 Points)
Question #1 is answered
inappropriately and/or
student shows no
understanding of the
selected variation choice
or has no plan to use that
choice to alter the theme.
(0-4 points)
Use of Variation
Choice
(Total 24 Points)
Student does not use the
variation choice
accurately in most
measures.
(0-14 points)
Student composition
shows minimal or no
understanding of
rhythmic development or
notation.
(0-4 points)
Manuscript is not legible
(or inappropriately
presented), with most
eraser marks still visible,
and demonstrates little or
understanding of
applicable music notation
rules.
(0-5 points)
Rhythmic
Development and
Notation
(Total 8 Points)
Manuscript Skill
(Total 10 Points)
Question #1 is answered
appropriately,
demonstrating some
understanding of the
selected variation choice
and a minimal plan to use
that choice to alter the
theme.
(4-5 points)
Student has many
inaccuracies when using
the chosen variation
choice in each measure.
(15-19 points)
Student demonstrates
recurring errors or
inconsistency in
developing and notating
rhythm
(4-5 points)
Manuscript is not always
legible, with many eraser
marks still visible, and
demonstrates minimal
understanding of
applicable music notation
rules.
(6-7 points)
Advanced
Question #1 is answered
appropriately,
demonstrating an
understanding of the
selected variation choice
and a plan to use that
choice to alter the theme.
(6-7 points)
Student has minimal
inaccuracies when using
the chosen variation choice
in each measure.
(20-23 points)
Student has developed and
correctly notated
appropriate rhythms in
most measures
(6-7points)
Manuscript is legible, with
most eraser marks gone,
and demonstrates some
understanding of
applicable music notation
rules.
(8-9 points)
Question #1 is answered
appropriately,
demonstrating a strong
understanding of the
selected variation choice
and a unique plan to use
that choice to alter the
theme.
(8 points)
Student accurately uses the
chosen variation choice in
each measure.
(23-24 points)
Student has developed and
correctly notated
appropriate rhythms in all
measures
(8 points)
Manuscript is legible, with
all eraser marks gone, and
demonstrates an
understanding of applicable
music notation rules.
(10 points)
KEYBOARD PERFORMANCE Assessment RUBRIC:
Score:_______/ 50
Descriptor/Points
Practice Time
In Progress/0-5
Student does not
practice the song
and/or no daily
improvement is made.
The student is a
distraction to others.
Basic/6-7
Student is given 2 or
more verbal warnings,
by the teacher, to bet
back to practicing.
Some daily
improvement is made.
Hand Position
Students can
demonstrate less than
50% of the correct hand
position for the song.
Student cannot keep a
steady tempo during
the song.
Students’ perform less
than 50% of the notes
correctly or does not
perform at all.
Students’ perform less
than 50% of the
rhythms correctly or
does not perform at all.
Tempo
Correct Pitches
Rhythm
Advanced/10
Student practices for
the entire class period
and is making daily
improvements. Student
does not have to be
asked to practice.
Student can
demonstrate 50% of
the correct hand
position for the song.
Student keeps a
consistent tempo for
50% of the song.
Student performs at
least 50% of the notes
correctly.
Proficient/8-9
Student practices, but
has to be given a verbal
warning to get back to
practicing during class.
The student is still
making daily
improvements.
Student can
demonstrate 75% of
the correct hand
position for the song.
Student keeps a
consistent tempo for at
least 75% of the song.
Student performs at
least 75% of the notes
correctly.
Student performs at
least 50% of the
rhythms correctly.
Student performs at
least 75% of the
rhythms correctly.
Student performs all of
the rhythms correctly.
Student can
demonstrate the
correct hand position
for the song.
Student keeps a
consistent tempo for at
least 90% of the song.
Student performs all of
the pitches correctly.
Guitar Performance Rubric
Score:_______/ 50
Scoring
Rubric
Tone Quality
Insufficient Progress
(2-1 points)
Tone is not clear. Sound
is inaudible and
insufficient to assess.
In Progress
(4-3 points)
Tone is not
consistently clear,
lacks fullness and or
left/right hand
fingers exhibit a lack
of pressure on
string(s)
Basic
(6-5 points)
Tone is generally clear,
with minimal
inconsistencies in
fullness on some
strings. Fingers in the
left/right hand(s) offer
uneven amounts of
pressure for
consistently clear tone.
Many accurate
rhythms, but some lack
precision. Steady beat
falters, especially when
chord changes occur.
Some finger placement
in both hands is
inaccurate; the ability
to find the chord
fingering changes is
inconsistent.
Proficient
(8-7 points)
Tone is clear and
full throughout
most strings
played. Most
fingers in left/right
hand(s) utilize
sufficient pressure
for a clear tone.
Advanced
(10-9 points)
Tone is clear and full on all
strings played. Fingers in
left/right hand(s) utilize
appropriate pressure at all
times.
Rhythmic
Accuracy
Most rhythmic patterns
incorrect, steady beat
not evident
Chord
Fingering
Knowledge of where
fingers should be placed
is not evident in the
performance
Many rhythmic
patterns incorrect or
inconsistent, unable
to maintain a steady
beat
Exhibits infrequent,
inaccurate finger
placement in either
or both hands.
Nearly accurate
rhythms, mostly
steady beat kept.
Accurate rhythms
throughout, steady beat
kept.
Finger placement
in both hands
mostly correct.
Finger placement in both
hands correct.
Posture
(Hand &
Body)
Student demonstrates a
lack of achievement in
all of the 3 “advanced”
characteristics.
Student
demonstrates some
of the descriptors
described in the
“advanced”
characteristics but
does not fully
demonstrate
achievement in any
one characteristic.
Student demonstrates
1 out of 3 “advanced”
characteristics.
Student
demonstrates 2
out of 3
“advanced”
characteristics.
1. Fingers in left hand(s)
are appropriately curved
while using appropriate
pressure on strings.
2. Fingers in the right hand
are appropriately
positioned to meet the
requirements of the
accompaniment pattern
being assessed.
3. Student sits with correct
posture; back straight, sits
on edge of chair, places
one foot on top of the
other (or crosses legs).
Practice
Time
Student does not
practice their song
during class after having
received multiple and
frequent reminders.
Student is distracting
others from practicing.
Guitar is removed and
student receives written
work in place of
performance
assessment.
Student receives
multiple verbal
reminders and
makes little to no
daily improvements.
Student is given a
warning that guitar
will be removed and
written work will
take place of
performance
assessment.
Student requires verbal
reminders from the
teacher to continue
practicing; minimal
daily improvement is
exhibited.
Student generally
utilizes practice
time well and
makes daily
improvements
toward performing
the prescribed
range of
accompaniment
pattern
possibilities.
Student practices for the
entire class period, making
DAILY improvements.
Student explores a wide
range of accompaniment
pattern possibilities.
Data Interpretation
 How can the assessment/performance task results be interpreted in the same way across equivalent peers?
 Is there a reliable and valid scoring and interpretive process (i.e., state developed, district-based, commercial, standardized,
etc.) that is associated with the assessment/performance task? If so, please describe.
An equivalent peer could score the assessments. These types of tasks and rubrics can be found as a part of the
Connecticut common assessments (ctcurriculum.org).
Teacher Effectiveness Measure
Classroom Objective
How will the aggregated scores of individual student assessment results be used to define teacher effectiveness?
Failing: few students achieve
Needs Improvement: less
Proficient: A significant
Distinguished: An
content mastery or growth
than a significant number of
students achieve content
mastery or growth
number of students achieve
content mastery or growth
exceptional number of
students achieve content
mastery or growth
Less than 60% of students will
score 42-50 on a minimum of
2 assessments, with scores
lower than 37 on the other
two assessments.
60%-70% of students will
score 42-50 on a minimum
of 2 assessments, with
scores lower than 37 on
the other two assessments.
70%-84% of students will
score 42-50 on a minimum
on 2 out of the four
assessments, and score no
lower than 37 on the other
two assessments.
85% of students will score
42-50 on a minimum of 3
out of the four
assessments, and score no
lower than 37 on a fourth
assessment.
Targeted Objective
How will the mastery or growth of targeted student populations be described and used to define teacher effectiveness?
Failing: Did not meet goal, little
Needs Improvement: Did
Proficient: Met goal or
Distinguished: Surpassed
to no student mastery or growth
not fully meet goal but
showed some student mastery
or growth
otherwise demonstrated
significant student mastery or
growth
goal otherwise demonstrated
significant student mastery or
growth
Targeted Population:
Mastery and/or growth goal:
Teacher Effectiveness Ratings
What were the results of the assessments/tasks and how do they relate to the classroom and targeted objectives?
Classroom Objective
Failing
Needs Improvement
Proficient
Distinguished
Notes/Explanation
Targeted Objective
Failing
Needs Improvement
Proficient
Distinguished
Notes/Explanation
Implementation Timeline
Date SLO is due to principal
Date(s) for Assessment and Data Collection
Dates to complete Data Interpretation
Date to present Teacher Effectiveness Measure
(PDE use only; Additional Information needed for the SAS Website)
SLO Process Dimension
SLO –Assessment Developers-Expertise
 Who was involved in establishing the SLO and what is their expertise?
Exemplars of Student Work