New York State Student Learning Objective Template s2

Hamburg Central School District

Student Learning Objective Template

SLO COURSE: Level 2 Vocal Music, BVS/UPES TEACHER: Laura Biddle These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. Population (Full class rosters of all students must be provided for all included course sections.) Second Grade General Music Classes; 96 students between BVS and UPES. (25 of these students are shared with another teacher) Please see attached complete roster. Learning What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to all standards applicable to Content a course or just to specific priority standards? MENC National Standards: Standard 1: Singing, alone and with others, a varied repertoire of music - Identify and perform la-sol-mi melodies - Demonstrate vocal technique on a grade-level song Standard 2: Performing on instruments, alone and with others, a varied repertoire of music - Identify and classify band and orchestra instruments Standard 5: Reading and notating music - Identify and perform quarter notes , quarter rests, and paired eighth notes Standard 6: Listening to, analyzing and describing music - Identify la-sol-mi melodic patterns and rhythmic patterns of quarter notes/rests and paired eighth notes - Identify song forms Additionally, the Second Grade Music curriculum aligns with the CCLS in ELA and Math in the following ways: ELA MATH RL 2 Recount stories, including fables and folktales from diverse cultures. OA Represent addition and subtraction RL 4 Describe how words and phrases supply rhythm and meaning in a story, poem or song. MD Measure and estimate lengths in standard units RL 5 Describe the overall structure of a story. MD Represent and interpret data RL 9 Compare and contrast two or more versions of the same story by different authors or from different cultures. G Reason with shapes and their attributes RL 11 Make connections between self, text, and the world around them. R 1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. R 6 Identify the main purpose of a text. RF 3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 4 Read with sufficient accuracy and fluency to support comprehension. SL 1 Participate in collaborative conversations with diverse partners in small and larger groups. SL 2 Recount or describe key ideas or details in a text. SL 3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information or deepen understanding of a topic or issue. SL 6 Produce complete sentences when appropriate to task and situation. L 1 Demonstrate command of the conventions of standard English grammar and usage when speaking. L 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases. L 5 Demonstrate understanding of word relationships and nuances in word meanings. L 6 Use words and phrases acquired through conversations, including adjectives and adverbs to describe. Interval of What is the instructional period covered (if not a year, rationale for semester/quarter/etc)? Instructional 10/2012-6/15/2013 2 30-min classes per week Time What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the course.

Evidence District-developed pre- and post-test of Second Grade District Music Curriculum. All testing accommodations were given. I will not administer or score the summative assessment as per my District’s policy. What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

The pre-assessment is out of 28 points. A score of 21 or greater indicates proficiency (75%). Of 96 L2 students who took the pre-assessment: …6 scored 21 or better Baseline …56 scored between 14 – 20 …34 scored less than 14

See attached chart for specific student names and scores. What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

75% of L2 Music students will meet or exceed their individual growth targets for 2012-2013. Individual student targets were calculated using the following formulae: Target(s) Where X = pre-assessment score (out of 28 possible points), If X < 9, Target shall be X + 9. If X > 8, Target shall be X + (25 – X)/2

See attached chart for individualized targets. HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

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9 8 7 7 7 6 5 5 4 2 1 7 7 6 6 5 4 4 8 1

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