ELEMENTARY MUSIC TEACHER Date: October Grade: K-6

School: Content area: MUSIC

SLO Focus Statement 1

What will you teach in the SLO? What is the expectation for student improvement related to

school improvement goals?

Students will increase their accuracy when performing a three-note song.

Baseline – Trend Data

What data were reviewed for this SLO? How does the data support the SLO?

Students perform echo and familiar/unfamiliar three note patterns in each class. The data collected was a checklist of performance criteria that is maintained for each 1st grade student in each class.

Student Population

Who are you going to include in this objective? Why is this target group/student selected?

All students in the 3 first grade classrooms. This group was targeted because only 10 out of the 60 students in first grade demonstrated proficiency in 2 out of the 6 grading criteria when performing a pre-test song.

Standards and Learning Content

What are the standards connected to the learning content?

MU4:1a- 1c Demonstrate tonal readiness, sing a simple melody maintaining a consistent tonal center, identify and demonstrate the difference between “speaking voice” and “singing voice”. CCSS: Key Ideas and Details RL (Reading Literature) RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson (Students will participate in a group discussion that outlines the key points of songs sung in class. They will be asked questions such as “What is happening in the song when we sing…” Example book: Going on a Bear Hunt

This SLO sample is intended to

represent one approach to

developing student learning

objectives.

The annotations provided are

to guide your thinking as you

consider the development of

an SLO.

Comment [W1]: It would be helpful to the evaluator if you included the performance criteria and checklist that shows students’ initial skill level. It will provide a starting point for instruction and help to support your IAGDs.

Comment [W2]: This is a nice summary explanation of why you selected this group of students. Attaching a description of the criteria with the checklist would be an essential driver of the goal setting conference with an evaluator.

Comment [W3]: Connecting the SLO to music specific standards is important, but adding in the CCSS for reading is a nice way to embed literacy into your content area.

Interval of Instruction

What is the time period that instruction for the learning content will occur? (If not a year, rationale for semester/quarter/etc)?

All first grade students will get 45 minutes of music instruction once every three days on an A-B-C rotation.

Assessments

How will you measure the outcome of your SLO?

Curricular- Based Assessments for Grade 1 Daily songs (Good Morning Song, School Song, etc.) Ongoing informal assessments Vocal checklist/ grade book

Indicators of Academic Growth and Development (IAGDs)/Growth Targets

What are the quantitative targets that will demonstrate achievement of the SLO?

1. By the end of the school year, 80% of grade 1 students will perform at proficient or above on the grade 1 CBA.

2. By the end of the school year, 100% of students will demonstrate proficiency on 4 out of the 6 simple song criteria checklist on a minimum of 4 songs.

3. 90% of students will perform “Grizzly Bear” at proficient or above by the end of the school year.

Instructional Strategies

What methods will you use to accomplish this SLO? How will progress be monitored? What

professional learning/supports do you need to achieve this SLO?

Individual feedback

Video taped performances

Accompanied song time during class

Data Team time to review best practices with other department educators

Model performances (students and teacher)

Small group performances

Learning Supports: I would like to have all grade 1 students participate in the spring concert to demonstrate their singing skills that they have been working on throughout the year. Having collaborate time with my colleagues will be important to align the content and procedures of the performance.

Comment [W4]: These are rigorous targets. Do you have historical or trend data that support your selection of these targets? You may want to add that information to your baseline data. It is good practice to use multiple measures to assess students. However, you will need to determine how each of your targets will be weighted. Will they be equally weighted, or is one more significant that the others and carry greater weight?

Comment [W5]: The goal-setting conference will provide the opportunity for you to discuss this as well as other professional supports that you need.