Delaware Department of
Education
Educator
Growth
Goals
2012
The Student Growth Goals modeled for Music contained within this
document provide specific indicators that can be applicable for Music
educators in Delaware.
Music
PREFACE
The Delaware Performance Appraisal System (DPAS II) Component 5, is required for all
employees being paid on the educator salary scale, including employees with no academic content
within their job duties and descriptions. The Student Growth Goals modeled for Music contained within
this document provide specific indicators that can be applicable for Music educators in Delaware. It is
divided into three sections, outlining the process to follow when establishing growth goals. Section I
contains the purpose of goals and targeted standards. Section II outlines the detailed components of
each goal, including the data used to evaluate each performance indicator. Section III provides
information to the educators regarding how empirical data and/or observational evidence should be
collected and evaluated. Additionally, Section III provides guidelines on any unique collection tools
and/or procedures (e.g., performance rubric) associated with a particular indicator. Overall, these three
sections encompass a complete set of materials necessary to provide data points for use in Component
5 of Delaware’s Performance Appraisal System.
TABLE OF CONTENTS
PREFACE ........................................................................................................................................................ 2
SECTION I ...................................................................................................................................................... 3
1.1 Purpose Statement ............................................................................................................................. 3
1.2 Targeted Standards ............................................................................................................................. 3
SECTION II ..................................................................................................................................................... 7
2.1 Blueprint ............................................................................................................................................. 7
2.2 Growth Goals .................................................................................................................................... 10
SECTION III .................................................................................................................................................. 11
3.1 Educator Guidelines .......................................................................................................................... 11
3.2 Data/Evidence Collection Procedures............................................................................................... 17
Music
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SECTION I
Section I contains the purpose statement and targeted standards selected by the development
team. The purpose statement outlines the reason these growth goals were developed and how they will
be used. The targeted standards identify those professional and/or academic content standards
applicable to the educator. These targeted standards are then used in creating performance indicators.
1.1 Purpose Statement
The purpose of performance measures in Music is to demonstrate growth in creating and
performing through the development and application of artistic literacy to contribute to the education
of the whole child. These growth goals are based on the Delaware State Content Standards for Music.
1.2 Targeted Standards
Professional/
Content Standard
SEA Goal #1- Standard 1
& 2- Singing (and/or
playing) independently
and with others, a
varied repertoire of
music
Description
Grade K, 1, & 2- By the end of second grade students will
demonstrate by singing and through movement a steady
beat with 75% accuracy.
Grade 6- By the end of six grade students will
demonstrate by singing and through movement a steady
beat with 80% accuracy.
Rationale
To facilitate student
knowledge, skill and
understanding of steady
beat in music.
Novice- By the end of Novice Level students will
demonstrate by singing/playing and through movement
a steady beat with 85% accuracy..
Intermediate- By the end of Intermediate Level students
will demonstrate by singing/playing and through
movement a steady beat with 90% accuracy.
Advanced- By the end of Advanced Level students will
demonstrate by singing and playing and through
movement a steady beat with 100% accuracy.
Music
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1.2 Targeted Standards (cont.)
Professional/
Content Standard
LEA Goal #1
Standard 4 - Composing
and arranging music
within specific
guidelines
Standard 6- Listen to,
describing and
analyzing music and
musical performances
Description
Rationale
Grades K- Students in music classrooms will respond by
drawing two times a year to illustrate their own created
music. Through the use of the ELA
Argumentation/Opinion state writing rubric, 25% will
demonstrate the highest level of understanding. Music
Standard #4 and #6
To facilitate knowledge,
skill and understanding of
music creation through the
development of original
student work and the use
of the ELA writing rubrics
to evaluate student
reflections.
Grades 1, 2, 3, & 4 Students in music classrooms will
respond in written form four times a year to their own
created music. Through the use of the ELA
Argumentation/Opinion state writing rubric, 25% will
demonstrate the highest level of understanding. Music
Standard #4 and #6
Grades 5 & 6- Students in music classrooms will respond
in written form four times a year to their own created
music and/or the work of other student musicians.
Through the use of the ELA Argumentation/Opinion
state writing rubric, 30% will demonstrate the highest
level of understanding. Music Standard #4 and #6
Novice-Students in music classrooms will respond in
written form four times a year to their own created
music and/or the work of other student musicians.
Through the use of the ELA Argumentation/Opinion
state writing rubric, 50% will demonstrate the highest
level of understanding. Music Standard #4 and #6
Intermediate-Students in music classrooms will respond
in written form four times a year to their own created
music and/or the work of other student musicians.
Through the use of the ELA Argumentation/Opinion
state writing rubric, 75% will demonstrate the highest
level of understanding. Music Standard #4 and #6
Advanced-Students in music classrooms will respond in
written form four times a year to their own created
music and/or the work of other student musicians.
Through the use of the ELA Argumentation/Opinion
state writing rubric, 90% will demonstrate the highest
level of understanding.
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1.2 Targeted Standards (cont.)
Professional/
Content Standard
LEA Goal #2 Standard 1
- Singing independently
and with others, a
varied repertoire of
music
Description
K, 1, 2- Students will be able to sing short melodic
patterns by the end of 2nd grade with 75% accuracy.
3, 4, 5, 6 – Students will be able to sing short melodic
patterns by the end of 6th grade with 80% accuracy.
Rationale
To facilitate knowledge,
skill and understanding of
pitch as it relates to
melodic patterns.
Novice – Students will be able to sing melodic patterns
by the end of 8th grade with 85% accuracy.
Intermediate – Students will be able to sing major/minor
patterns with 90% accuracy.
Advanced – Students will be able to sing
major/minor/modal patterns by the end of 12th grade
with 100% accuracy.
LEA Goal #3 Standard 9Understanding music in
relation to diverse
cultures, times and
places
Grade K- Students will contrast and compare music
through the use of tools such as student checklists and
drawings from a broad diversity of world cultures using
grade level appropriate musical vocabulary. Music
Standard #9
To facilitate student
understanding and respect
for diverse cultures, times
and places.
Grades 1, 2- Students will contrast and compare music
through the use of tools such as Venn diagrams from a
broad diversity of world cultures using grade level
appropriate musical vocabulary. Music Standard #9
Grades 3 & 4- Students will contrast and compare music
through the use of tools such as passports and journals
from a broad diversity of world cultures using grade level
appropriate musical vocabulary. Music Standard #9
Grades 5 & 6- Students will contrast and compare music
from a broad diversity of world cultures through the
creation of an essay using grade level appropriate
musical vocabulary. Music Standard #9
Novice- Students will contrast and compare music from a
broad diversity of world cultures, times and places by
preparing presentations for lower grades and /or the
community using proficiency level appropriate musical
vocabulary. Music Standard #9
Intermediate- Students will contrast and compare music
from a broad diversity of world cultures, times and
places by preparing presentations for lower grades and
/or the community using proficiency level appropriate
musical vocabulary. Music Standard #9
Advanced- Students will contrast and compare music
from a broad diversity of world cultures, times and
places by proposing a program for inter-cultural concert
using proficiency level appropriate musical vocabulary.
Students will defend their proposed selections. Music
Standard #9
Music
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1.2 Targeted Standards (cont.)
Professional/
Content Standard
LEA Goal #4 Standard 5Reading and Notating
Music
Description
K, 1, &2- Students will experience note values using a
neutral syllable for the duration of the notes with 50 %
accuracy.
3, 4, 5, & 6- Students will experience note values using a
neutral syllable for the duration of the notes with 75%
accuracy.
Rationale
To facilitate student
knowledge, skill and
understanding of the
relationship between note
and rest and fractions as
they relate to time.
Novice – Students will be able to demonstrate their
understanding of the relationship between note and rest
values and fractions as they relate to time with 80%
accuracy.
Intermediate - – Students will be able to demonstrate
their understanding of the relationship between note
and rest values and fractions as they relate to time with
90% accuracy.
Advanced - – Students will be able to demonstrate their
understanding of the relationship between note and rest
values and fractions as they relate to time with 100%
accuracy.
LEA Goal #5 Delaware
Professional Teaching
Standard #1 – Learner
Differences
Grade K, 1, 2, 3, 4, 5 & 6-Teachers will demonstrate
differentiated instruction to meet the needs of all
students of different learning abilities in a general music
setting.
Novice- Teachers will demonstrate differentiated
instruction to meet the needs of all students of different
learning abilities in a general music setting and
instrumental/choral music setting.
The number of
differentiated
instructional strategies
used by the music teacher
will increase by 10% to
promote the fair,
equitable and excellent
instruction of all music
students.
Intermediate- Teachers will demonstrate differentiated
instruction to meet the needs of all students of different
learning abilities in an instrumental/choral music setting.
Advanced- Teachers will demonstrate differentiated
instruction to meet the needs of all students of different
learning abilities in a music theory setting and
instrumental/choral music setting.
LEA Goal #6 Standard 5Reading and notating
music
Advanced- Teacher will increase number of students
participating in AP Music Theory class.
To increase the number of
students understanding
the structure of music at
its highest level.
LEA Goal #7 Standard 5Reading and notating
music
Advanced- Teacher will increase number of students
attaining a 4 or 5 on the AP Music Theory exam.
To increase the number of
students demonstrating
proficiency on the AP
Music Theory exam.
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SECTION II
Section II contains the detailed blueprint used to support the establishment of student growth
goals. The blueprint identifies a performance indicator for each goal, along with the data used to
evaluate the goal. The blueprinting activity assists design teams in addressing the quality S.M.A.R.T.
criteria of (a) Specific, (b) Measurable, (c) Attainable, (d) Relevant, and (e) Time Bound. Section II also
contains the final set of student growth goals for use in Component 5.
2.1 Blueprint
ID
1
Standard
Standard 1 - Singing
independently and
with others, a varied
repertoire of music
Standard 2- Playing
independently and
with others, a varied
repertoire of music
Indicator
Musical
literacyStudents will
demonstrate
knowledge, skill
and
understanding
of rhythm
T
y
p
e
R
Data
Sample
Target
Groups of
students
Measure
Demonstrated
proficiency
Baseline Data &
Date
Target Data & Date
Classroom pre
assessments
Classroom post
assessment
K-2: 75% of students
accurate
(minimum of
100 students)
3-6: 80% of students
accurate
Novice: 85% of
students accurate
Intermediate 90% of
students accurate
Advanced 100% of
students accurate
2
Standard 1 - Singing
independently and
with others, a varied
repertoire of music
Musical
literacyStudents will
demonstrate
knowledge, skill
and
understanding
of melodic
patterns
S
Target
Groups of
students
(minimum of
100 students)
Demonstrated
proficiency
Classroom pre
assessments
Classroom post
assessment
K-2: 75% of students
accurate
3-6: 80% of students
accurate
Novice: 85% of
students accurate
Intermediate: 90% of
students accurate
Advanced: 100% of
students accurate
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2.1 Blueprint (cont.)
ID
3
Standard
Indicator
Standard 4 Composing and
arranging music within
specific guidelines
Create and
respondStudents will
create original
music and
respond to
their music and
the music of
other student
musicians
Standard 6- Listen to,
describing and
analyzing music and
musical performances
ELA Standard- Text
types and purposes
T
y
p
e
S
Data
Sample
Target
Groups of
students
Measure
Demonstrated
proficiency
Baseline Data &
Date
Target Data & Date
Classroom pre
assessments
Classroom post
assessment
K: 25% of students
rated at 4 (drawing)
(minimum of
100 students)
1-4: 25% of students
rated at 4 (writing)
5-6: 30% of students
rated at 4 (writing)
Novice: 50% of
students rated at 4
(writing)
Intermediate: 75% of
students rated at 4
(writing)
Advanced: 90% of
students rated at 4
(writing)
4
5
Standard 9Understanding music
in relation to diverse
cultures, times and
places
Music
appreciationStudents will
demonstrate
understanding
and respect for
music from
different
cultures, times
and places.
S
Standard 5- Reading
and notating music
Musical
LiteracyStudents will be
able to
demonstrate
their
understanding
of the
relationship
between note
and rest values
as they relate
to time.
S
Math StandardNumber &
Operations- Fractions
Music
Target
Groups of
students
Demonstrated
proficiency
Classroom pre
assessments
Classroom post
assessment
Demonstrated
proficiency
Classroom pre
assessments
Classroom post
assessment
(minimum of
100 students)
Target
Groups of
students
(minimum of
100 students)
K: 50% of students
accurate
1-6: 75% of students
accurate
Novice: 80% of
students accurate
Intermediate: 90% of
students accurate
Advanced: 100% of
students accurate
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2.1 Blueprint (cont.)
ID
6
7
8
Standard
Indicator
Delaware Professional
Teaching Standard #1
– Learner Differences
Classroom
Pedagogy
Standard 5- Reading
and notating music
Musical Literacy
Standard 5- Reading
and notating music
Musical Literacy
Music
T
y
p
e
Measure
Baseline Data &
Date
Target Data & Date
S
Frequency of
use of
instructional
strategies.
Instructional
planning and
classroom
observations
Pre-observation
Post-observation
S
Prerequisite:
Intermediate
level students
Number of
students
registering for
AP Music
Theory
Number of
students in AP
Music Theory the
previous year
Number of students
taking the AP Music
Theory test
S
Prerequisite:
Intermediate
level students
Number of
students
taking the AP
Music Theory
exam
Number of
students taking
the AP Music
Theory exam the
previous year
Number of students
passing the AP Music
Theory exam
The teacher will
use
differentiated
instructional
strategies to
meet the needs
of all students.
Teacher will
increase the
number of
students
participating in
AP Music
Theory class.
Teacher will
increase the
number of
students
attaining a 4 or
5 on the AP
Music Theory
exam.
Data
Sample
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2.2 Growth Goals
Indicator
ID
Goal ID/Type
Standard
Goal Statement
1
Goal #1-R
Standard 1 & 2- Singing (and/or playing)
independently and with others, a varied
repertoire of music
The target group of students will show an
increase by the end of the year in their ability
to demonstrate knowledge, skill and
understanding of steady beat in music.
2
Goal #2-S
Standard 4 - Composing and arranging music
within specific guidelines
The target group of students will show an
increase by the end of the year in their ability
to demonstrate knowledge, skill and
understanding of music creation through the
development of original student work and the
use of the ELA writing rubrics to evaluate
student reflections.
Standard 6- Listen to, describing and
analyzing music and musical performances
3
Goal #3-S
Standard 1 - Singing independently and with
others, a varied repertoire of music
The target group of students will show an
increase by the end of the year in their ability
to demonstrate knowledge, skill and
understanding of pitch as it relates to melodic
patterns.
4
Goal #4-S
Standard 9- Understanding music in relation
to diverse cultures, times and places
The target group of students will show an
increase by the end of the year in their ability
to demonstrate understanding and respect for
diverse cultures, times and places.
5
Goal #5-S
Standard 5- Reading and Notating Music
The target group of students will show an
increase by the end of the year in their ability
to demonstrate knowledge, skill and
understanding of the relationship between
note and rest and fractions as they relate to
time.
6
Goal #6-S
Professional Teaching Standard #3 – Learner
Differences
To facilitate the fair, equitable and excellent
instruction of all music students.
7
Goal #7-S
Standard 5- Reading and Notating Music
To increase the number of students taking the
AP Music Theory class.
8
Goal #8-S
Standard 5- Reading and Notating Music
To increase the number of students
demonstrating proficiency on the AP Music
Theory exam.
*Note: See Section 2.1 Blueprint for detailed growth expectations.
Music
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SECTION III
Section III contains the educator guidelines along with procedural details regarding the
collection of empirical data. For each goal, procedural guidance on how and when the measures are
used is provided to standardize the process. Additional information such as timelines, administration
guidebooks, and scoring procedures may also be included. In the data/evidence collection procedures,
details are provided on the scoring of specific measurement tools, targeted student samples, and so
forth. Further, details on how to evaluate the growth standard using the collected data is provided to
applicable educators.
3.1 Educator Guidelines
Goal #1 SEA Goal #1
Standard
Standard 1 & 2- Singing (and/or playing) independently and with others, a varied repertoire of
music
Indicator
Musical literacy- Students will demonstrate knowledge, skill and understanding of rhythm
Administrating
Measures: How
Grade K, 1, & 2- By the end of second grade students will demonstrate by singing and through
movement a steady beat with 75% accuracy.
Assessment strategies may include, but are not limited to:
 Patsching
 Clapping
 Tapping
 Stomping/Marching
 Rhythm instruments
 Manipulatives
 Call and response
 Echoing/Imitating
 Voice
 Listening
Grade 6- By the end of six grade students will demonstrate by singing and through movement
a steady beat with 80% accuracy.
Assessment strategies may include, but are not limited to:
 Clapping
 Tapping
 Stomping/Marching
 Percussion/Band instruments
 Voice
 Manipulatives
 Listening
Novice- By the end of Novice Level students will demonstrate by singing/playing and through
movement a steady beat with 85% accuracy.
Intermediate- By the end of Intermediate Level students will demonstrate by singing/playing
and through movement a steady beat with 90% accuracy.
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test within
the last month of school.
Administrating
Measures:
When
Music
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Goal #2 LEA Goal #1
Standard
Standard 4 - Composing and arranging music within specific guidelines
Standard 6 - Listen to, describing and analyzing music and musical performances
Indicator
To facilitate knowledge, skill and understanding of music creation through the development
of original student work and the use of the ELA writing rubrics to evaluate student reflections.
Administrating
Measures: How
Grades K- Students in music classrooms will respond by drawing two times a year to illustrate
their own created music. Through the use of the ELA Argumentation/Opinion state writing
rubric, 25% will demonstrate the highest level of understanding.
Assessment strategies for creating music may include, but are not limited to:
 Manipulatives (Puppets, microphones)
 Orff instruments (Barred instruments, hand drums)
 Boomwhackers
 Technology
 Percussion instruments
 Body percussion
Assessment strategies for analyzing music may include, but are not limited to:
 Drawing
 Dictating to scribe
 Recording devices
Grades 1, 2, 3, & 4 Students in music classrooms will respond in written form four times a
year to their own created music. Through the use of the ELA Argumentation/Opinion state
writing rubric, 25% will demonstrate the highest level of understanding.
Grades 5 & 6- Students in music classrooms will respond in written form four times a year to
their own created music and/or the work of other student musicians. Through the use of the
ELA Argumentation/Opinion state writing rubric, 30% will demonstrate the highest level of
understanding.
Assessment strategies for creating music may include, but are not limited to:
 Notating on staff paper
 Technology
 Beat boxes (on paper, music notation manipulatives)
 Improvisational materials from Gordon/Orff/Kodaly
 Telephones
 Random selection (story dice, SMARTboard activity)
 Body percussion
 Recorders
Assessment strategies for analyzing music may include, but are not limited to:
 Music critiquing and/or peer evaluation (establish classroom protocol)
 Utilizing the ELA writing process format
Novice-Students in music classrooms will respond in written form four times a year to their
own created music and/or the work of other student musicians. Through the use of the ELA
Argumentation/Opinion state writing rubric, 50% will demonstrate the highest level of
understanding.
Intermediate-Students in music classrooms will respond in written form four times a year to
their own created music and/or the work of other student musicians. Through the use of the
ELA Argumentation/Opinion state writing rubric, 75% will demonstrate the highest level of
understanding.
Advanced-Students in music classrooms will respond in written form four times a year to
their own created music and/or the work of other student musicians. Through the use of the
ELA Argumentation/Opinion state writing rubric, 90% will demonstrate the highest level of
understanding.
Music
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Administrating
Measures: How
(cont.)
Administrating
Measures:
When
Assessment strategies for creating music may include, but are not limited to:
 Notating on staff paper
 Technology
 Beat boxes (on paper, music notation manipulatives)
 Improvisational materials from Gordon/Orff/Kodaly
 Telephones
 Random selection (dice, SMARTboard activity)
 Ensemble instruments
 Assessments within AP/IB Music Theory (Advanced only)
Assessment strategies for analyzing music may include, but are not limited to:
 Music critiquing and/or peer evaluation (establish classroom protocol)
 Utilizing the ELA writing process format
 Developing class playlists of pieces while defending why it should be included
 Repertoire for performances
 Artist/musician statement
 Assessments within AP/IB Music Theory (Advanced only)
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test within
the last month of school.
Goal #3 SEA Goal #2
Standard
Standard 1 - Singing independently and with others, a varied repertoire of music
Indicator
To facilitate knowledge, skill and understanding of pitch as it relates to melodic patterns.
Administrating
Measures: How
Music
Grades K, 1, 2- Students will be able to sing short melodic patterns by the end of 2 nd grade
with 75% accuracy.
Assessment strategies for singing music may include, but are not limited to:
 Echoing/Imitating
 Call and response
 Rote repertoire
 Warm-up activities
 Movement
 Listening
 Imitating melodic instrumental play
 Same/different sounds
Grades 3, 4, 5, 6 – Students will be able to sing short melodic patterns by the end of 6 th grade
with 80% accuracy.
Assessment strategies for singing music may include, but are not limited to:
 Echoing/Imitating
 Call and response
 Rote repertoire
 Part singing
 Warm-up activities
 Movement
 Reading vocal lines
 Listening
 Imitating melodic instrumental play
Novice – Students will be able to sing melodic patterns by the end of 8th grade with 85%
accuracy.
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Administrating
Measures: How
(cont.)
Administrating
Measures:
When
Intermediate – Students will be able to sing major/minor patterns with 90% accuracy.
Advanced – Students will be able to sing major/minor/modal patterns by the end of 12th
grade with 100% accuracy.
Assessment strategies for singing music may include, but are not limited to:
 Echoing/Imitating
 Call and response
 Warm-up activities
 Vocal technique
 Body Alignment
 Breathing
 Movement
 Listening
 Sing instrumental part
Student tuning strategies
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test within
the last month of school.
Goal #4 LEA Goal #3
Standard
Standard 9- Understanding music in relation to diverse cultures, times and places
Indicator
To facilitate student understanding and respect for diverse cultures, times and places.
Administrating
Measures: How
Grade K- Students will contrast and compare music through the use of tools such as student
checklists and drawings from a broad diversity of world cultures using grade level
appropriate musical vocabulary.
Assessment strategies for understanding may include, but are not limited to:
 Children’s musical literature (Peer Gynt, Peter and the Wolf, Carnival of the
Animals
 Instrumental discovery
 Technology-based resources such as www.thinkfinity.com
 School community resources
Grades 1, 2- Students will contrast and compare music through the use of tools such as
Venn diagrams from a broad diversity of world cultures using grade level appropriate
musical vocabulary.
Grades 3 & 4- Students will contrast and compare music through the use of tools such as
passports and journals from a broad diversity of world cultures using grade level
appropriate musical vocabulary.
Grades 5 & 6- Students will contrast and compare music from a broad diversity of world
cultures through the creation of an essay using grade level appropriate musical vocabulary.
Assessment strategies for understanding music may include, but are not limited to:
 Children’s musical literature (Peer Gynt, Peter and the Wolf, Carnival of the
Animals,
 Instrumental discovery
 Technology-based resources such as www.thinkfinity.com
 School community resources
Novice- Students will contrast and compare music from a broad diversity of world cultures,
times and places by preparing presentations for lower grades and /or the community using
proficiency level appropriate musical vocabulary.
Intermediate- Students will contrast and compare music from a broad diversity of world
cultures, times and places by preparing presentations for lower grades and /or the
community using proficiency level appropriate musical vocabulary.
Music
P a g e | 14
Administrating
Measures: How
(cont.)
Advanced- Students will contrast and compare music from a broad diversity of world
cultures, times and places by proposing a program for an inter-cultural concert using
proficiency level appropriate musical vocabulary. Students will defend their proposed
selections.
Assessment strategies for understanding may include, but are not limited to:
 Instrumental discovery
 Jazz
 Drum circles/Taiko drumming
 Steel drum
 Student exchanges to/from various countries
 Mariachi
 Technology-based resources such as www.thinkfinity.com, www.iearn.org,
www.epals.com
 School community resources
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test
within the last month of school.
Administrating
Measures: When
Goal #5 LEA Goal #4
Standard
Standard 5- Reading and Notating Music
Indicator
To facilitate student knowledge, skill and understanding of the relationship between note
and rest and fractions as they relate to time.
Administrating
Measures: How
The music educator will select developmentally appropriate music literature for the
purposes of test administration.
Grades K, 1, &2– Students will demonstrate understanding of note and rest values using a
neutral syllable for the duration of the notes with 50 % accuracy.
Grades 3, 4, 5, & 6– Students will experience note values using a neutral syllable for the
duration of the notes with 75% accuracy.
Novice– Students will be able to demonstrate their understanding of the relationship
between note and rest values and fractions as they relate to time with 80% accuracy.
Intermediate – Students will be able to demonstrate their understanding of the relationship
between note and rest values and fractions as they relate to time with 90% accuracy.
Advanced– Students will be able to demonstrate their understanding of the relationship
between note and rest
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test
within the last month of school.
Administrating
Measures:
When
Music
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Goal #6 LEA Goal #5
Standard
Delaware Professional Teaching Standard #1 – Learner Differences
Indicator
The number of differentiated instructional strategies used by the music teacher will increase
by 10% to promote the fair, equitable and excellent instruction of all music students.
Administrating
Measures: How
Differentiated instructional strategies may include, but are not limited to:
 Collaborative pairing
 Fish bowl/jigsaw/carousel
 Think-pair-share
 Graphic organizers
 Exit tickets
 Journaling
 Mnemonic devices
 Cubing
 Word webs
 T-charts
 Sing
 Color code
 Identify sounds
 Connect to music
 Write a poem
 Mind maps
Grades K, 1, 2, 3, 4, 5 & 6 Teachers will demonstrate differentiated instruction to meet the
needs of all students of different learning abilities in a general music setting.
Novice- Teachers will demonstrate differentiated instruction to meet the needs of all
students of different learning abilities in a general music setting and instrumental/choral
music setting.
Intermediate- Teachers will demonstrate differentiated instruction to meet the needs of all
students of different learning abilities in an instrumental/choral music setting.
Advanced- Teachers will demonstrate differentiated instruction to meet the needs of all
students of different learning abilities in a music theory setting and instrumental/choral
music setting.
Music educators will select pre-test and post-test assessment strategies with their building
administrator and will administer the pre-test within the first month and the post-test
within the last month of school.
Administrating
Measures:
When
Goal #7 LEA Goal #6
Standard
Standard 5 Reading and notating music
Indicator
Musical Literacy
Teacher will increase the number of students participating in AP Music Theory class.
Administrating
Measures: How
Administrating
Measures:
When
Compare enrollment of AP Music Theory students from current year to prior year
enrollment numbers.
At the beginning of each school year.
Music
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Goal #8 LEA Goal #7
Standard
Standard 5 Reading and notating music
Indicator
Musical Literacy
Teacher will increase the number of students attaining a 4 or 5 on the AP Music Theory
exam.
Administrating
Measures: How
Administrating
Measures:
When
Compare scores of AP Music Theory students from current year to prior year scores.
At the of the AP Music Theory test administration window.
3.2 Data/Evidence Collection Procedures
Goal #1 SEA Goal #1
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
(%)
c. Target date
d. Target data
e.
Difference
between
baseline and
target data
Data Procedures
Demonstrate proficiency through classroom pre assessments and classroom post
assessments
100 minimum
Teacher and administrator approved pre and post assessment instruments.
Record scores.
Evidence
Rhythm pre and post tests
Within the first month of school
The sum of target group percent correct on pre test/total number of students in
target group = average percentage correct
Within the last month of school
The sum of target group percent correct on post test/total number of students in
target group = average percentage correct
d-b = average increase/decrease
Goal #2 LEA Goal #1
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e.
Music
Difference
between
baseline and
target data
Data Procedures
Demonstrate proficiency through classroom pre assessments and classroom post
assessments
100 minimum
Teacher and administrator approved assessment instruments. Record scores.
Evidence
Melodic pattern pre and post tests
Within the first month of school
The sum of target group percent correct on pre test/total number of students in
target group = average percentage correct
Within the last month of school
The sum of target group percent correct on post test/total number of students in
target group = average percentage correct
d-b = average increase/decrease
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Goal #3 LEA Goal #2
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e.
Difference
between
baseline and
target data
Data Procedures
Demonstrate proficiency through classroom pre assessments and classroom post
assessments
100 minimum
Teacher and administrator approved pre and post assessment instruments.
Record scores. ELA Argumentative/Opinion writing rubric
Evidence
Creation of original music and response to student work and work of peers
Within the first month of school
The sum of target group percent correct on pre test/total number of students in
target group = average percentage correct
Within the last month of school
The sum of target group percent correct on post test/total number of students in
target group = average percentage correct
d-b = average increase/decrease
Goal #4 LEA Goal #3
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e.
Music
Difference
between
baseline and
target data
Data Procedures
Demonstrate proficiency through classroom pre assessments and classroom post
assessments
100 minimum
Teacher and administrator approved pre and post assessment instruments.
Record scores.
Evidence
Within the first month of school
The sum of target group percent correct on pre test/total number of students in
target group = average percentage correct
Within the last month of school
The sum of target group percent correct on post test/total number of students in
target group = average percentage correct
d-b = average increase/decrease
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Goal #5 LEA Goal #4
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e.
Difference
between baseline
and target data
Data Procedures
Demonstrate proficiency through classroom pre assessments and classroom post
assessments
100 minimum
Teacher and administrator approved pre and post assessment instruments.
Record scores.
Evidence
Within the first month of school
The sum of target group percent correct on pre test/total number of students in
target group = average percentage correct
Within the last month of school
The sum of target group percent correct on post test/total number of students in
target group = average percentage correct
d-b = average increase/decrease
Goal #6 LEA Goal #5
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e. Difference
between baseline
and target data
Data Procedures
Frequency of use of instructional strategies /Instructional planning and classroom
observations
The music educator
Teacher and administrator approved differentiated instructional strategies
Evidence
Within the first month of school
The number of differentiated instructional strategies observed in classroom
Within the last month of school
The number of differentiated instructional strategies observed in classroom
d-b = increase in number of differentiated instructional strategies
Goal #7 LEA Goal #6
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b.
c.
d.
e.
Music
Baseline data
Target date
Target data
Difference
between baseline
and target data
Data Procedures
AP Music Theory student registration
Number of registered students
AP Music Theory course
Evidence
Number of students registered for AP Music Theory course at beginning of prior
school year
Number of students registered in prior year for AP Music Theory course
Number of students registered for AP Music Theory course in current year
Number of students registered in current year for AP Music Theory course
d-b = difference between baseline and target data-increase in number of students
registering for AP Music Theory course
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Goal #8 LES Goal #7
Source/Measure
Sample Size
Tools
Test Scores
Performance Rates
a. Baseline date
b. Baseline data
c. Target date
d. Target data
e. Difference
between baseline
and target data
Music
Data Procedures
AP Music Theory passing scores
Number of students registered for AP Music Theory exam
AP Music Theory exam
Evidence
Number of students registered for AP Music Theory exam in prior school year
Number of students registered for AP Music Theory exam in prior year
Number of students registered for AP Music Theory exam in current year
Number of students registered for AP Music Theory exam in current year
d-b = difference between baseline and target date- increase in number of students
attaining a 4 or 5 on the AP Music Theory exam
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