Driving Student Performance Through the use of Progress Monitoring

Using the Progress Monitoring Model to Drive Student and Teacher Success in MusicMichael Antmann Dr. Steven Kelly

January 10, 2014

Introduction1Why??Emphasis on AssessmentNo Child Left BehindFlorida A+ PlanMerit Pay (No Teacher Left Behind)RTTT AssessmentDevelop Independent MusiciansAssessment, Grading, Objectivity/ConsistencyLegislation in recent years has led to a heavier emphasis on student assessment and accountability

NCLB and the A+ plan set standards and goals for individual student learning, but although it is mentioned, the arts were left largely alone.

The upcoming RTTT assessment will include performance elements where students will need to perform individually students can sometimes hide at MPA, but will not be able to rely on others in an individual assessment.2Why?? (cont.)Research on behaviors of new teachersExperience as a student is significant influenceChanges during recent yearsOld teacher evaluation tool FPMSNew system - Marzano/DanielsonEmphasis on the studentYou taught it, but did they learn it?

BackgroundMusic Teachers are taught how to teach and what to teach.Have not been taught how to evaluate the results of their teaching

Music Teachers often assume that learning has occurred because students demonstrate (perform) in class.

A lack of assessment contributes to music being perceived as a non-academic classMusic is now a service or nice to have activity

The Need for AssessmentAssessment is essential because:Measures what students have learnedProvides feedback as to how well teachers have taught and what they have taught

Assessment should intertwine with instructionWhen planning objectives & activities, plan how to assessWhat do you want students to learn as a result of performing the music?Composer informationStyleNotes/rhythms/dynamics/phrasingTone/voice quality

The Need (cont.)Assessment should intertwine with instructionWhat are the consequences of your instruction?Get betterTransfer to music outside of schoolEnjoy musicParticipate in music in their unique ways

The music becomes your TEXT BOOK!!!!!

Should include both subjective & objective assessmentsSubjective: Performance Group, IndividualObjective: Written Based on music being performed

QuestionsWhat do you expect your students to be able to do or know before they leave your program?Did all of the students who graduated from your program meet these expectations?Even the 3rd clarinets??Are you sure? How did you measure this?

7Setting Goals for student performanceWhat should students be learning?

8GoalsIf you aim at nothing, you will hit it every time. (Zig Ziglar)Students should know what goals and expectations have been set for them.This could increase motivation to practice; preparation homework has been found to be effective. (Bailey & Foyle, 1986)NGSSS are comprehensive, but lack specificity

Good quote.

Its important for students to know what you expect from them if they dont, they are aiming at nothing. If you look school to school, or even county to county, there is a significant difference in the ability level. This is even true within the subset of rural schools, urban school, and within various socio-economic categories.

What is the reason for this? Many of us went to the same colleges, have similar techniques and musical backgrounds. We attend the same clinics and inservices.

Recent trends and research have shown that goal setting has an impact on student achievement. Its an important part of progress monitoring. Effective progress monitoring is a common characteristic of successful music programs.

9S.M.A.R.T. GoalsSpecificMeasurableAttainableRelevantTimely

10Non-ExamplesMy students will know all of their scales.I want to play grade 3 music with my eighth graders.Incoming freshman should be able to read music.My students will be able to sing in harmony.

11ExamplesBy the end of 7th grade, students will be able to play 7 scales (G, C, F, Bb, Eb, Ab, Db) in the All-State pattern.At the end of the first half of beginning band, chorus, or orchestra, students will be able to read and perform rhythms including whole notes, half notes, and quarter notes.12Discussion-ActivityWhat do you think students should be able to do at the end of 8th or 12th grade?High school teachers: what would you like students to know or be able to do by the time they get to high school? (be realistic)Activity: In groups or alone, list some specific goals for students in your program.13ActivityTake the overall goals you set for your program, and set goals for each year.Finally, based on your yearly goals, what should your students know or be able to do at the end of each quarter?Example Consider adding goals for students who work ahead to go above expectations.14Developing learning goalsHow do we communicate our performance goals to students and meet the requirements for teacher evaluation?

15Learning GoalsHelp students to understand what they are working towards during class.Can help keep rehearsal focused and on trackMake it easy to assess student progressAre a fact of life, so deal with itSets the tone or a goal-oriented rehearsal. It can help keep you on track For me, it helps to know what I have to get done during class, and makes me less likely to have the Ill get to that later attitude.

The student self-assessment helps you determine who needs attention more personalized, intense instruction aimed at helping all students make progress.

We have to do it anyway so we might as well make the most of it.16Example 1Learning Goal: Students will be able to demonstrate proper articulation (tonguing) on their instruments.4.0: I can demonstrate proper articulation on my instrument, and I can do it while playing a piece of music on my instrument.3.0: I can demonstrate proper articulation on my instrument. I can start the tone with my tongue.2.0: I understand how to start the tone with my tongue, but I need more practice before I can do it.1.0: I know what articulation is, but I am not sure how to do it on my instrument.0: I do not understand articulation and I need someone to help me.Example of a beginning band learning goal aimed at a concept can be reused at multiple points during the year.

17Example 2Learning Goal: Students will be able to play their individual parts in Gaelic Rhapsody, mm. 1-39, with correct notes and rhythms. 4.0: I can play my individual part with correct notes and rhythms. I am also able to perform my part with good phrasing while incorporating all musical/expressive markings.3.0: I can play my individual part with correct notes and rhythms.2.0: I am able to play some or most of the notes and rhythms correctly in my music, but need more practice before I can play all of it.1.0: I cannot play the notes and rhythms in my music correctly, but I do understand (can read) the music. I will need to practice my part.0: I do not understand the music notation or rhythms in my part and I need help.Maybe something closer to MPA time demonstrating skils learned perviously.18Example 2.5Learning Goal: Students will be able to play their individual parts in their MPA music with correct notes and rhythms. (Gaelic Rhapsody, mm. 1-39, Bunker Hill 2nd strain)4.0: I can play my individual part with correct notes and rhythms. I am also able to perform my part with good phrasing while incorporating all musical/expressive markings.3.0: I can play my individual part with correct notes and rhythms.2.0: I am able to play some or most of the notes and rhythms correctly in my music, but need more practice before I can play all of it.1.0: I cannot play the notes and rhythms in my music correctly, but I do understand (can read) the music. I will need to practice my part.0: I do not understand the music notation or rhythms in my part and I need help.

Same one, written differently. This was done to save time19Progress monitoring/assessmentHow do we check to make sure students are understanding and meeting our goals?

20Progress MonitoringLong-term goals are set for studentsProgress towards goals are measured by regular assessmentStudent success is measured as actual progress vs. expected progressIf students are not meeting goals, TEACHING is adjusted to meet student needs.(www.studentprogress.org)This should line up with the goal setting discussed earlier 21Benefits of Progress MonitoringMore efficient teaching and learningStudents have the opportunity to accelerate learningAccurate student assessmentTeacher can communicate more effectively about student progressAllows for higher expectationsHelps you pinpoint what you are teaching effectively, and what you are not

If students know what is coming up; provide opportunities for students to go beyond expectations.22ActivityListen to the example.

What do you hear?How would you grade this?

Example Assessment #1Task: Perform your concert Bb scale and arpeggio.Criteria: Student plays scale and arpeggio with correct notes.Pass/FailExample Assessment #2Task: Demonstrate correct, consistent staccato articulation.Criteria: Each note is played with staccato articulation.Pass/FailExample Assessment #3Perform your Concert Bb scale.

ValueCriteria4 pts.Performed with characteristic tone.10 pts.Correct notes/rhythms (- 1pt. For each error)2 pts.Steady pulse/tempo2 pts. Correct and clear articulation (tongue up, slur down)2 pts.Correct rhythmsExample Assessment #4Task: Perform your Concert Bb scale.Criteria: Student performs scale with:Minimum tempo of 120.Correct articulation (All-State pattern)No wrong notes or rhythms.Characteristic toneSteady pulsePass/Fail

AssessmentEffective assessment is critical for progress monitoring.Formal assessments: performance assessments, playing tests, written tests, etc.Informal assessments: classroom observations, student self-assessments, rehearsal observations, etc.----- Meeting Notes (8/15/12 13:36) -----With informal assessments, make a point to check on every kid and note your observations - the more data you can obtain on a student, the more effective your planning will be.28Assessment (cont.)Frequent assessments have been shown to improve student performance.Criteria should be clear, and should be understood by the student.Students should be assessed on class objectives, goals, benchmarks, etc.If you expect them to know it, then it should be assessed.----- Meeting Notes (8/15/12 13:36) -----Marzano - shows data that frequent assessments tend to improve student achievement.Study shows 2 per week has an impact of 20% reliabilityBe careful - benefits level off after a while

Make sure you are assesing what you plan to assess - validity

Are participation, attendance, etc. part of your objectives? Including these to much can hurt the validity of your grade.

Why does my kid get an A if she can't play??29GradingThe grade can be an effective tool in student assessment.Grade should reflect student mastery of content.Avoid giving grades for effort, participation, etc.Performing arts classes have factors that make grading a little different.30Grading (cont.)Performing Arts classes are co-curricular and occur both during and outside the school day.Grading expectations are differentLogistic challenges that are unique.A 2007 study examined the grading and assessment method of successful middle school bands in Florida.----- Meeting Notes (8/15/12 13:36) -----Band directors not wanting to drive students away.

Biggest factors are the teacher and student success. Students are intrinsically motivated. (Research shows)31Grading/Assessment Practices2007 study surveyed middle school band directors in Florida with 4 consecutive years of Superior ratings.Performing on instruments and reading/notating music most commonly assessed.Individual playing tests were the most commonly used assessment tools.Practice journals/logs were found to have no relationship with program success. (consistent with other research).After playing requirements, participation and concert attendance were next highest (inconsistent).32Sample Grading PolicyPerformance/Music Assessments 50%Concert Attendance/Preparation 20%Projects 11%Solo and Ensemble, NGSSS projects, etc.Written Assignments 10%Preparation 9%Instead of participation; are studies prepared for class? This can including practicing parts ahead of time (instead of practice journals).

33Contact InfoMichael AntmannOrange County Public SchoolsMichael.Antmann@ocps.net

Dr. Steven KellyFlorida State Universityskelly@fsu.edu

Tinyurl.com/nafmepm

34ExampleMichael AntmannMichael Antmann's Album201213923.207eng - iTunNORM 00000837 00000837 00002F86 00002F86 00000B05 00000B05 00007EFB 00007EFB 00000D0F 00000D0Feng - iTunSMPB 00000000 00000210 0000073E 0000000000095532 00000000 00000000 00000000 00000000 00000000 00000000 00000000 00000000