Student Growth in the Arts

Susan M. Riley

CULTIVATING CREATIVITY:

Copyright

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© Susan M. Riley

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Student Learning Objectives in the Arts

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, we’ll focus on the definitions of Student Growth Measures and Student Learning Objectives and where we fit as arts educators in this process.

Defining the Process

KEY TERMS

1. Growth: a measurable change in a student’s or group of students’ knowledge or skills between two or more points in time.

2. SLO (Student Learning Objective): An academic target based on student performance over a specific period of time.

3. Target: Specific, measureable goal for students that is grounded in an analysis of relevant data.

4. Assessments: Rigorous, comparable sources of evidence that authentically measure student capacity in an identified area.

Growth by any other name

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What are SLOs?

• Formalized process to document student

growth.

• An opportunity for teachers to select the

students and the content of focus.

• Encourages intentional conversation and

collaboration to move students forward.

• Refines the instructional practice to ensure

alignment to standards and assessment.

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The SLO TimelineData Collection (pre-assessment) and Review (25% of your instructional period).

Collaboratively develop the SLO with a team and discuss with an administrator.

Implement the SLO over a significant instructional period.

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.

Administer assessment, collect evidence and submit the final SLO with data charts.

Student Learning Objectives

Understanding SLOs

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Data Review, Baseline

Evidence and Rationale

Student Population

Learning Content

Instructional Interval Target Evidence of

Growth StrategiesTeacher

Professional Development

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?

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: Analysis of pre-assessment 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.

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 post-assessments, 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.

Analysis and Identification Setting and Measuring the Target Resources and Supports

Essential Components of an SLO

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Data Review, Baseline

Evidence and Rationale

Student Population

Learning Content

Instructional Interval Target Evidence of

Growth StrategiesTeacher

Professional Development

Describes student performance on pre-assessment.

Provides a baseline score for the student population in this SLO.

Provides reasoning for the selection of the learning content, evidence and target.

Includes complexity factors, if necessary.

Aligns with district/school priorities.

Identifies course sections included in the SLO.

Identifies students selected for this SLO in those course sections.

The performance level of the students in the SLO is specified.

Includes no less than 35% of the overall student population of the course.

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.

Identifies a clear start and end date for the SLO.

The length of the interval represents a significant portion of instruction.

Interval takes into account students who may not have attended class for the entire instructional interval.

Interval includes an assessment which clearly measures growth.

Based on a comprehensive data review and trend lines.

Promotes growth or mastery.

Target is a SMART goal.

Target includes stretch (is rigorous, yet attainable) for all students.

Target is set for either the entire identified student population, or is tiered for groups within that population.

Identifies measures of assessment (pre and post, formative, summative or performance based).

Aligned to the standards.

Provides an explanation for how the assessments were chosen.

Describes how evidence will be provided to show if the target has been met.

Address content and students included in this specific SLO.

Include specific approaches used to help students attain the target.

Follow research-based best practices.

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.

Analysis and Identification Setting and Measuring the Target Resources and Supports

Quality Blueprint

Process within Product

THE DATA CONVERSATION

1. Work through your SLO collaboratively as a team.

2. Look at the data questions presented here as a framework for your conversation.

3. From this data conversation, decide what your focus will be for a substantial instructional period.

The Process of Developing an SLO

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Analyzing Data

Guiding Question Why it’s Important

What is this previous assessment measuring? What do I want to know about my students’ learning?

You need to know what you’re looking for to be able to analyze data appropriately. Your focus should be evident in your assessment selection.

What does this data tell me? Look at the raw data without any bias and document what it states before you begin making conclusions about the students.

What does this data NOT tell me? Data can only share information taken at a set point in time. Be sure to recognize what the data cannot reflect so you know its limitations.

What complexity factors (attendance, student groups, prior knowledge, etc) may have affected this data?

You must account for variances like these so that the data conversations can be authentic in their representation of student achievement.

What trends do I see across this data set? Noticing trends across data sets provides you with an opportunity to select a target that is representative of a true challenge for your students.

What professional development do I need to more effectively teach this content?

Professional development is a key component in continuing the teaching and learning cycle to provide the best strategies and ideas for our students.

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Guiding Question Group Responses

What is this previous assessment measuring? What do I want to know about my students’ learning?

What does this data tell me?

What does this data NOT tell me?

What complexity factors (attendance, student groups, prior knowledge, etc) may have affected this data?

What trends do I see across this data set?

What professional development do I need to more effectively teach this content?

Data Template

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National/State Assessments

Commercially Available

District or Team Created

New National Coalition for Core

Arts Standards Cornerstone Assessments

Assessments via textbook

publication

Pre- and Post- Assessments

OR Rubrics

1 2 3

What Data Can I Use?

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SAMPLERUBRICS

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Evidence Selection: PortfoliosOne of these: One of these: Selected Evidence+ =

Include Tiering if Necessary

Proficient Accomplished Advanced

Anchor Standards

Performance Standards

ARTISTIC LITERACY

Philosophical Foundations Lifelong Goals

Artistic Processes

(by arts disciplines)

Process Components

Anchor Standards

Enduring Understandings

Essential Questions

Grades Pre-K, K, 1, 2

Grades 3, 4, 5

Grades 6, 7, 8 High School

Performance Standards (by grade

level)

Performance Standards (by grade

level)

Performance Standards (by grade

level)

Performance Standards

for Proficient

Performance Standards

for Accomplished

Performance Standards

for Advanced

Creating (All)

Performing (Dance, Music, Theatre)

Presenting (Visual Arts)

Producing (Media Arts)

Responding (All)

Connecting (Stand-alone for Dance,

Media Arts & Theatre and embedded for Music &

Visual Arts)

A Conceptual Framework for Arts Learning http://nccas.wikispaces.com/Conceptual+Framework

Copyright © 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. http://nccas.wikispaces.com

National Core Arts Standards DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS

ARTS

DRAFT June 14, 2013

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Many thanks to Tennessee fine arts educators for the vision in creating a portfolio model of growth for arts educators.

Bullseye

THE IMPORTANCE OF TARGETS

1. This is what you will be held accountable for - be as clear as possible.

2. Always provide a RANGE!

3. Set your students up for success, while also providing them with an opportunity to S-T-R-E-T-C-H.

4. Be careful with your wording and try to use templates whenever possible.

Setting Your Target

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4 Components of an SLO 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

Specific Student Population

Percentage of students to achieve

target

Specified growth or mastery target

Identified aligned assessment

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Target Templates for Fine Arts Educators

#1: Student MasteryOf the (number of students in the targeted group) students in the targeted population with an attendance rate of (insert percentage), (insert a range) % of these students will achieve the (proficient or advanced) standard as measured by the (insert assessment).

EXAMPLE:

Of the 19 students in the targeted population with an attendance rate of 85% or better, 72-85% of these students will achieve the advanced standard as measured by the assessment rubric for Elements of Design.

Many thanks to Anne Arundel County Public Schools in MD for the vision in creating templates to assist in writing targets.

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Target Templates for Fine Arts Educators

#2: Pre-Post GrowthOf the (number of students in the targeted group) students in the targeted population with an attendance rate of (insert percentage), (insert a

percentage range) % of these students will improve their percentage score from the (insert pre-assessment) by a minimum of the (insert percentage)% as measured by the (insert post-assessment).

EXAMPLE:Of the 15 students in the targeted population with an attendance rate of 85% or better, 71-81% of these students will improve their percentage score from the Unit 3 pre-test by a minimum of 25 percentage points as measured by the Unit 3 post-assessment.

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Target Templates for Fine Arts Educators

#3: Student Mastery: Multiple MeasuresOf the (number of students in the targeted group) students in the targeted population with an attendance rate of (insert percentage), (insert a

percentage range) % of these students will achieve (insert goal) and (insert

goal).

EXAMPLE:Of the 42 students in the targeted population with an attendance rate of 85% or better, 70-89% of these students will perform a 4-measure rhythmic reading with 90% accuracy and write an accompanying rhythmic response using at least one syncopated rhythm.

Putting it all together

A Sample Fine Arts SLO: 4th Grade Music

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SLO Component DESCRIPTION

Data Review, Baseline Evidence and Rationale

Student Population

Learning Content

Instructional Interval

Target

Evidence

Strategies

Teacher Professional Development

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.

National Standards for Music: 5. Reading and notating music.CC Reading Standards for Literacy and Technical Subjects: RF 4. Read with sufficient accuracy and fluency to support comprehension. RF 4.A. Read on-level text with purpose and understanding.

General Music Unit 3: Reading Musical Notation (3rd marking period)As 4th grade music classes meet once per week for 45 minutes, the instructional period will be 9 classes within a 9 week period.

Of the 12 students in the population who scored a 1 or below on the pre-assessment and attended music class 85% or more of the instructional period, 70-85% of these students will increase their a score by 2 or more on the four point rubric post-assessment.

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.

* Use of essential question techniques* Technology applications such as websites, iPad/iTouch, self-recordings and reflections* Use of multiple representations, including visual, aural and kinesthetic, to support music comprehension.

* Music teacher collaboration across the district/Fine Arts Team PLC* Professional organizations* Online arts classes in Common Core Literacy

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Student NameStudent

Score: Pre-Test

Student Score: Post-

TestIs the post-test score 2 or more than the pre-test?

Karen 1 3 Yes

Byron 0 1 No

Jalin 0 2 Yes

Kelsey 1 3 Yes

Miley 0 2 Yes

Peter 1 4 Yes

Drew 1 2 No

Reggie 1 3 Yes

Peyton 0 2 Yes

Sheryl 0 1 No

Maria 1 3 Yes

Jasmine 1 4 Yes

Total students scoring 2 or more than the pre-test: 9/12. Percentage: 75% Met Target? YES

Sample Data Template

Final Thoughts

Key Reminders

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1.Don’t Panic. You are already doing this process. This just formalizes good teaching practice.

2.SLOs can be empowering. This is your chance to 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. Whether it is as a fine arts team or with other arts content teachers in your district, SLOs are more authentic when you are working on a collaborative goal.

4.Try starting with a Common Core practice. If you are working in a fine arts team with multiple arts teachers, try selecting either a Common Core practice (such as the standards for mathematical practices or a literacy anchor standard) that could apply to all of your classes. Better yet, try to select a common area across the arts, such as creating or responding, which you can all approach within your own artforms.

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SLOs for the Arts are included as part of the Common Core through the Arts Class

References and Additional Resources

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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