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STUDENT GROWTH OBJECTIVES FOR VISUAL amp PERFORMING ARTS
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Objectives for Today, 1 Differentiate between Specific Student Growth Objectives. SGOs and General SGOs and distinguish ways in which. growth objectives relate to standards, 2 Model SGO development and. 3 Develop drafts of one Specific and one General Student. Growth Objective pertinent to either Dance Music Theatre or. Visual Arts based on the information provided in this workshop. What is an SGO, A Student Growth Objective is a long term academic. goal that teachers set for groups of students which is. a measure of student learning between two points in. time SGOs must be, Specific and measureable, Ambitious and achievable. Based on available student learning data, Aligned to New Jersey s curriculum standards.
SGOs and SMART goals, SGOs must be SGOs require a teacher to. S Specific Describe how many students learn what, or grow by how much. M Measurable Use prior learning data and or pre, assessments and post assessments. A Ambitious but Determine growth achievement using. Achievable baseline data and teaching context, R Relevant Align SGOs to content standards. T Time related Set an instructional period for the SGOs. Types of SGOs, General SGOs are broad in scope They include.
a significant proportion of the curriculum and key. standards and all or a significant number of, Specific SGOs focus on a particular subgroup of. students or specific content or skill, General SGOs. Example Grade 5 Elementary General Music, All students will be able to match tones demonstrate basic rhythmic acuity. and be able to distinguish between meter and rhythm while singing or. playing individually and within an ensemble using complex notation. systems in treble and bass clef incorporating mixed meter and compound. This music teacher teaches two sections two of instrumental sectional lessons. one of band and one choral rehearsal sections one class in world percussion. and two general music classes The General SGO applies to the band choir and. world percussion classes thereby including the majority of their students The. teacher s assessments are portfolio based and include components from each of. the three strands Creating Performing and Responding of the four model. curriculum domains, General SGOs Standards Alignment. Standard 1 1 The Creative Process All students will demonstrate an. understanding of the elements and principles that govern the creation. of works of art in dance music theatre and visual art. Strand B Music, Cumulative Progress Indicator 1 1 5 B 2 Demonstrate the basic.
concepts of meter rhythm tonality intervals chords and melodic and. harmonic progressions and differentiate basic structures. Content Statement The elements of music are building blocks. denoting meter rhythmic concepts tonality intervals chords and. melodic and harmonic progressions all of which contribute to musical. General SGOs Standards Alignment, Standard 1 3 Performance All students will synthesize. those skills media methods and technologies appropriate to. creating performing and or presenting works of art in dance. music theatre and visual art, Strand B Music, Cumulative Progress Indicator 1 3 5 B 1 Sing or play. music from complex notation using notation systems in. treble and bass clef mixed meter and compound meter. Content Statement Complex scores may include, compound meters and the grand staff. Specific SGOs, Example 1 At the end of the instructional period 75 of students will be. able to distinguish between duple and triple meter be able to play clap or. sing alone and in ensemble from a score in each of the two meters and. match tones for voice and tonal instruments in an ensemble. Grade Subject Number of Interval of Instruction, Semester Other.
Name of Department developed Music SGO Type General. Assessment Assessment Specific, Rationale for Student Growth Objective. Include content standards covered and explanation of assessment method. Performance, Student Growth Objective, Baseline Data. Include what you know about your students performance skills achievement levels at the beginning of the. year as well as any additional student data or background information used in setting your objective. Scoring Plan, Objective Attainment Based on Percent and Number of Students Achieving. Target Score, Target Exceptional 4 Full 3 Partial 2 Insufficient 1. X or greater of X Y of X Y of 0 X of students, X students XX or students XX YY students XX YY X or fewer.
Approval of Student Growth Objective, Teacher Signature Date Submitted. Evaluator Signature Date Approved, Results of Student Growth Objective. State how many students met the final assessment target. Score Teacher, Date Evaluator, 5 Steps of the SGO Process. Choose or develop a quality assessment aligned to NJCCCS. Determine students starting points, Set ambitious and achievable SGOs with the approval of the principal. Track progress refine instruction, Review results and score in consultation with your principal supervisor.
Some detail on each of these steps, can be found in the SGO Quick Start. 5 Steps of the SGO Process, Step 1 Identify the specific Visual Performing. Arts NJCCCS scheduled to be taught during the, SGO performance period Include the. Standards Strand Cumulative, Progress Indicator Content. 5 Steps of the SGO Process, Step 1 Develop or adapt a quality assessment aligned to.
New Jersey Core Curriculum Content Standards, EXAMPLES Released NAEP Sample Items. http nces ed gov nationsreportcard itmrlsx search aspx subject arts. Classroom Applications Documents Model Units, http www state nj us education cccs standards 1 index html. College Board Releases AP Art Music Sample Items, AP Music Theory. http apcentral collegeboard com apc members exam exam information 200. AP Studio Art Scoring Guidelines, http apcentral collegeboard com apc public repository ap12 studio art scori. ng guidelines pdf, Assessment Quality, Standards Alignment and Coverage.
Model SGO development and 3 Develop drafts of one Specific and one General Student Growth Objective pertinent to either Dance Music Theatre or Visual Arts based on the information provided in this workshop

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