Sarah Foster School Year: 2016-2017

Subject Area: Band Grade: 6

# of Students Covered by SLO: 10 % of Students Covered by SLO: 100% 6th Grade Band

Component Descriptors Rationale

Baseline/Trend Data Assessment of performance and
performance progress
Pre-test of music literacy and
understanding
Grade 5/6 concert
Concert evaluation (self-eval)
Holding class discussions using music
terminology
Playing test (in class or recorded)
Student Cohort 100% of my 6th grade band students will
be included in this SLO
Weekly performance in class and assessment
of concert performance is a good way to track
progress of performance over the course of a
year. This is an excellent representation of how
well a student understands their music through
class discussion, recording and representing
knowledge, and practice. Self-reflection allows
for students to study the differences in their
playing, track progress, and improve
performance through goal-setting strategies.
The written pre-test will be a cumulative
assessment to track understanding of rhythm,
pitch, musical terminology, and musical symbols
at face value.
Now that theyve been playing their instruments
for a full year, theyre past the point of basic
technique, posture, and making a sound. I
believe the next step is music literacy. Pre-test
should include some familiar content, but a lot
of it will be new and necessary for them to
understand by the end of their 2nd year of
playing.

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Sarah Foster
Component Descriptors
Standards and National Standards for Music Education:
Learning Content 2. Performing on instruments, alone and
with others, a varied repertoire of music
5. Reading and notating music
7. Evaluating music and music
performances
Student Learning Students will gain a better understanding
Objective of music terminology, musical symbols,
rhythms, and pitches to improve their
reading, playing, and performance skills.
Indicators of Academic 1. 100% of my students will score 20%
Growth & Growth higher on post-test than pre-test
Targets 2. Students will be able to perform
excerpts from their band repertoire
with increased note and rhythm
accuracy using a detailed rubric
provided in class (100% must earn an
overall 3 or higher on the rubric)
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School Year: 2016-2017
Rationale
2. Performance during rehearsal, playing
assessments, and on concerts demonstrates
the students ability to perform, alone and with
others, a varied repertoire of music
5. The written pre-test, as well as evaluation of
performance will indicate student ability to read
and notate music
7. Self-evaluation of concert performance post-
concert will allow for the student to exercise
active listening skills, set goals, track progress,
and improve performance
By increasing students understanding of the
musical language, it will increase their self-
sufficiency as musicians. Studying rhythms and
pitches will increase performance accuracy and
improve reading skills. Students must be able to
understand the language before reading and
speaking it. Performance is the ultimate
indicator of successfully applying this content.
My goal is to track PROGRESS for each
individual by monitoring their test/performance
results over a longer period of time. Students
are given a piece of music in the beginning of
the year and their concert and playing quizzes
are used for the final evaluations of their
performance. They will be given a pre-test in
the beginning of the unit and then reevaluated
using the same test at the end of the unit.
Sarah Foster
Component Descriptors
Instructional Strategies 1. Introducing, practicing, and applying a
variety of key signatures by using
major scales and concert repertoire
2. Introducing musical symbols and
applying them through varied concert
repertoire
3. Assessing progress and
understanding through varied
rehearsal strategies
4. Spend a considerable amount of time
on rhythms and notes- possibly using
them as exit slips (Ex. write in the
counts for the rhythm on the board as
you leave)
5. Have students study their parts and
ask questions
6. Frequently engage students in open
discussions using music terminology
7. Have students use peer-evaluation
strategies during rehearsals
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School Year: 2016-2017
Rationale
Each of these strategies will practice applying
music literacy and performance through
evaluation, repetition, and by using clear
learning goals. Strategies should be engaging
and work through teacher-student participation
process:
1. Teacher lecture (engaging, not to be
overdone)
2. Equal parts teacher-student discussion
practicing appropriate use of music
terminology
3. Student-lead discussion, evaluation
(provides assessment of student
understanding and self-sufficiency)
Sarah Foster School Year: 2016-2017

Students
Miclettes Room: Deanna, Jonathan, James, Anthony, Emery
Pankhursts Room: Kyra, Connor, Jackson, Caden, Drew
Ages: 11-12
Gender: 7 boys, 3 girls
Hobbies: Most play sports, Anthony skateboards, James is part of the gaming club, Jackson loves Hamilton
Instruments: 2 trombones, 2 trumpets, 2 saxophones, 2 drummers, 1 baritone, 1 flute
Notes: Good dynamics in both groups- everyone seems to get along really well and all have great attitudes toward
playing and each other; great teamwork; Emerys mom works at the school, Anthony picked up tenor sax super quickly
and comes in for Wednesday lessons with Emery
Classroom Function: Deanna and Jonathan get easily discouraged and need frequent positive reinforcement and
encouragement, James has trouble focusing and staying on-topic sometimes, so he needs constant engagement in
the classroom, Kyra and Drew tend to be a little chatty and have had to be separated on occasion to encourage focus;
Jackson and Anthony pick up on things really quickly and need to be challenged a little bit more during class- I
switched Anthony to tenor sax and gave Jackson a different, more advanced method book that he can play
simultaneously with the red book
Special Ed Students: Emery Lorrain, Deanna Main- support study hall and support in mainstream math;

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Sarah Foster School Year: 2016-2017

Assessment Goals
Written Written Progress Playing Playing Progress Did they meet
Assessment Assessment Assessment Score Assessment Score the goals of the
Score (1st time) Score (2nd time) (first time; rubric- (second time; SLO?
based) rubric-based)

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

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