Kenmore-Tonawanda UFSD

Instructional

Improvement Plan

2012-2013

Department: Music

CLS/Program Supervisor: Laura Anderson

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PLAN OUTLINE
DEPARTMENT INFORMATION/STAKEHOLDER SIGNATURES
DEPARTMENT PLANNING TEAM/DEPARTMENT TEAM MEMBERSHIP SIGNATURE PAGE
PART I: DISTRICT VISION/DEPARTMENT MISSION STATEMENT
PART II: NARRATIVE DESCRIPTION OF THE DEPARTMENT
PART III: DATA COLLECTION
SECTION A – DEPARTMENT DEMOGRAPHIC DATA
SECTION B – STUDENT ACHIEVEMENT DATA
SECTION C – OTHER PERTINENT DATA RELATED TO STUDENT ACHIEVEMENT
PART IV: NEEDS ASSESSMENT AND IDENTIFIED CONCLUSION STATEMENTS,ROOT CAUSES, IMPLICATIONS AND PRIORITIES
PART V: PROCESS TO INFORM STAFF AND PARENTS
PART VI: DEPARTMENT GOALS, OBJECTIVES, AND ACTION PLANS
DEPARTMENT INFORMATION
DISTRICT: / Kenmore –town of tonawanda ufsd
department contact person: / Laura Anderson
Department Telephone: / 716-874-8418 / Fax: / 716-874-8438
CLS OFFICE LOCATION: / Jefferson Elementary – Auditorium
EMAIL:
Assistant Superintendent: / Janet A Gillmeister
* Indicates that the person has reviewed this document. Comments may be attached to this plan

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PART I: DISTRICT VISION AND DEPARTMENT MISSION

District Vision

We educate, prepare, and inspire all students to achieve their highest potential.

The Ken-Ton Music Department mission:

As certified music educators, we are firmly committed toproviding children with knowledge of music and its elements,ensuring life-long skills for active participation in the arts, and developing abilities to understand and appreciate music.

PART II: NARRATIVE DESCRIPTION OF THE DEPARTMENT

School Community:

The Ken-Ton School community is involved and supportive of our music department. Parents reinforce content through at home practice and communicating frequently with teachers and administrators. Additionally, parents support attendance andprovide assistance at concerts. Ken-Ton received NAMM “Best Communities for Music”award for 2011 and 2012.

General Overview of the Ken-Ton Music Department

The Ken-Ton music department services children in grades K-12, providing instruction in General Music,

Band, Orchestra and Chorus. Concerts are given at all levels. A summer music program is also offered for

grades 4-12.

Partnerships/Collaborations/Enrichment Activities

  • Music Students and performing ensembles participate in National(NAFME), New York State (NYSSMA) and Erie County (ECMEA) music festivals and various other honor ensembles outside the Ken-Ton district.
  • Our music department enriches the greater Ken-Ton community through performances at various community events, including the Buffalo Philharmonic Orchestra Community nights.
  • Partnership with the music education department at Buffalo State College, providing pre-student teaching experience in classrooms.
  • Hosted the ECMEA Classroom Music Festival since 2010.
  • Several of our music teachers host student teachers and students from High School internship programs.

Student Achievement’s for 2011-2012

Ken-Ton students participated in Conference All State, Area All State and Erie County festivals and ensembles as well as the Greater Buffalo Youth Orchestra, Buffalo State Honor Band, and Capitol University Honor Band.

Summarized Analysis of the Fidelity and Efficacy of the 2011-2012 IIP

Vocal Elementary:

During the 2011-2012 school year, the Elementary Vocal LASW team administered CFAs, collected and analyzed data and adjusted teaching strategies to improve student learning. Although this document focuses on new CFAs and instructional strategies at Grade 3, the team continued collecting data from Grades 1 and 2 as in previous years. Data from both indicate significant progress from October 2011 to January 2012. Data also indicates that by January of 2012, Grades 1 and 2 had already surpassed year end student achievement from the previous school year.

On October 6, 2011, teachers were trained in the newly designed 3rd grade CFA for sings in tune. Our plan was to administer the CFA to all Grade 3 students in Ken-Ton three times throughout the year, in November, February and May. Data from the first administration of the CFA was compared and discussed. The initial data revealed that our goal of 80% proficiency may have been optimistic (only 56% of students scored a 3 or 4). We decided to delay our second administration in order to implement additional singing activities into our instruction, including vocal exploration, tonal patterns and aural discrimination (same and different). We also shared and experimented with remedial techniques for low achieving students. We made adjustments to the CFA, itself, as well. This time we eliminated the factor of learning an unfamiliar tune by using a familiar melody and allowing plenty of group practice before individual performances. After our second assessment, we agreed as a team to cancel the third administration as it would have been given too close to the second (six weeks apart) and not provided much of a growth measure. The growth rates from October 2011 to April 2012 on the “sings in tune” CFA indicate a 12% increase (from 56% to 68%) in student achievement for Grade 3 students. While this did not meet our goal of 80% proficiency, (our initial goal had to be set without prior data), the results indicate significant improvement. During the 2012-2013 school year we plan to focus on Grade 3 again. However, new CFAs and activities have been included. Additionally, we plan to continue data collection for Grades 1, 2 and 4. The Elementary Vocal LASW team works very well together. We consistently have meaningful conversations focused on improving student learning.

Vocal Middle/High School:

During the 2011-2012 school year all teachers of 6th grade students administered the 6th Grade Rhythm Assessment at the beginning and end of each semester. Demographic data was included on the students who took the assessment, including Male/Female and whether the student was in band, orchestra or chorus. We discussed the data received and looked at trends in the demographic data. Student responses improved from the pre-assessment to the post-assessment. On the 6th grade pre-assessment 26% of the students were proficient. On the 6th grade post-test 92% of the students were proficient.

The new Critical Listening rubric was aligned to music standards, and music teachers were trained on its use. A pre-assessment was given to all 7th graders, and music teachers gave instruction in music vocabulary and listening skills. Students practiced giving written responses to listening examples. A mid-assessment was given and teachers focused on areas where students were weakest.

On the 7th grade pre-assessment 27% of the students were proficient. On the 7th grade post-test 53% of the students were proficient.

After analyzing the data from the pre-assessment and mid-assessment, for both semesters teachers adjusted teaching strategies to improve student learning, which was evident in the results of the post-assessment. Best practices and progressive instruction strategies were shared during LASW sessions.

One interesting trend that we will want to address next year is the discrepancy between males and females who are proficient in both assessments. Significantly more female students are scoring higher on both assessments than male students. We will need to find out why this is and address it next year.

Instrumental Music 4-12:

During the 2011-2012 school year, both the elementary and secondary instrumental LASW groups administered CFA’s to all 4– 12 grade instrumentalists, collected and analyzed data and adjusted teaching strategies to improve student learning. Currently the elementary assessment is a written test based on music vocabulary and the secondary assessment is a performance based assessment. The results of the secondary assessments were hard to compare because every teacher was giving a different performance piece for the assessments. Therefore it was determined that for next year all teachers, including elementary, will use the same performance selection for each assessment based on instrument type and level. A rubric will be used to score the assessments for all students in grades 4-12.

On the 4th grade written assessment #1: 0% received a 1, 8% received a 2, 25% received a 3, 67% received a 4. On the 4th grade written assessment #2: 2% received a 1, 12% received a 2, 19% received a 3, 67% received a 4. On the 4th grade written assessment #3: 2% received a 1, 7% received a 2, 16% received a 3, 75% received a 4.

On the 5th grade written assessment #1: 1% received a 1, 3% received a 2, 19% received a 3, 75% received a 4. On the 5th grade written assessment #2: 0% received a 1, 1% received a 2, 12% received a 3, 87% received a 4. On the 5th grade written assessment #3: 0% received a 1, 2% received a 2, 10% received a 3, 88% received a 4. Proficiency is an assessment grade of 3 or 4.

On the secondary instrumental assessment #1: 4% of the students received a score of 0-64, 10% received a score of 65-79, 35% received a score of 80-89 and 55% received a score of 90-100. On assessment #2: 1% of the students received a score of 0-64, 10% received a score of 65-79, 30% received a score of 80-89 and 59% received a score of 90-100. On assessment #3: 0% of the students received a score of 0-64, 5% received a score of 65-79, 23% received a score of 80-89 and 72% received a score of 90-100. Proficiency is a grade between 65-100.

PART III: DATA COLLECTION – SECTIONS A, B, AND C

PART III - SECTION A: Department Demographic Data

STUDENT INFORMATION / PERCENT OR NUMBER
Grades served / K-12
Enrollment (total number of students served)( may be disaggregated by course/section) / K-8 100%
Attendance Rate (%)where pertinent (course, section, lab) / NA
Percent of economically disadvantaged/ low-income students (eligible for free or reduced lunch) by assessment / NA
Percent of general education students / NA
Percent of students with disabilities (receiving IEP-mandated services) / NA
Number of English Language Learners (ELL)/ Limited English proficient (LEP) / NA
Ethnicity and gender data: :Please use the following equation…Number in subgroup/TOTAL number of students= %
White: / Asian or Pacific Islander: / Male:
Black: / American Indian / Alaskan Native: / Female:
Hispanic:
STAFF INFORMATION / PERCENT OR NUMBER
Total number of full time teachers in department / 30
Total number of part time teachers in department / 2
Percent of teachers fully licensed and permanently assigned to the department / 100%
Percent of teachers with more than 2 years teaching in this department / 97%
Percent of teachers with more than 5 years teaching anywhere / 94%
Percent of teachers with Masters Degree or higher / 97%

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PART III - SECTION B:

Vocal Graphs

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6th Grade General Music 1st Semester Rhythm Assessment 2011-2012

6th Grade General Music 2nd Semester Rhythm Assessment 2011-2012

7th Grade General Music 1st Semester Critical Listening Assessment 2011-2012

7th Grade General Music 2nd Semester Critical Listening Assessment 2011-2012

Instrumental Graphs:

Third Grade Recorder Assessment 2011-2012

Secondary Instrumental Music Assessments 2011-2012

Assessment 2011-2012

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PART IV: NEEDS ASSESSMENT :

Elementary Vocal

Conclusion Statement #1
  • On the Grade 3 CFA for “sings in tune” given in October 2011, 56% of students in Ken-Ton scored a 3 or 4, which is proficiency. On the Grade 3 CFA for “sings in tune” given in April 2012, 68% of students in Ken-Ton scored a 3 or 4, which is proficiency. This is an improvement of 12% from the beginning to the end of the year.

Root Cause (s) for Conclusion Statement #1
  • Students are learning to sing in tune and recognize in tune singing
  • Students are learning to discriminate pitch aurally
  • Students are learning to audiate independently
  • Instructional focus has shifted to musical independence following the gradual release model

Based on the above analysis the following priorities have been identified for 2012-2013

  • Ensure consistent instruction to improve the skill of independent singing in tune throughout the school year
  • Incorporation of classroom activities that encourage musical independence and build performance confidence

MS/HS Vocal

Conclusion Statement #1
  • On the 6th grade rhythm pre-assessment given at the beginning of first semester,26% of the students received 12-16 points, which is proficiency and 74% of the students were not proficient. On the post-assessment, 92% of the students received 12-16 points, which is proficiency level and 8% were not proficient.
Conclusion Statement #2
  • On the 7th grade Critical Listening pre-assessment given at the beginning of first semester, 27% of the students were proficient and 74% were not proficient. On the post-assessment, 92% of the students were proficient and 8% were not proficient.

Root Cause (s) for Conclusion Statement #1
  • The teachers reviewed rhythm concepts
  • Students practiced rhythm reading in class
  • Students practiced performing rhythms in class
Root Cause (s) for Conclusion Statement #2
  • Students had more practice listening to music examples and producing written responses.
  • Students had more practice using music vocabulary.

Implications for Instructional Programming
  • Ensure consistent instruction for music vocabulary.
  • Ensure consistent rhythm instruction.
  • Ensure consistent instruction of written responses to listening examples.

Based on the above analysis the following priorities have been identified for 2012-2013

  • Ensure consistent instruction of written responses to listening examples.

Elementary Instrumental

Conclusion Statement #1

  • On the 4th grade instrumental CFA #1 (4A) given in Dec. 2011 92% of the 487 students involved in instrumental music received a 3 or 4 which is proficiency; an increase from 87% of the students in Dec. 2010 that received a 3 or 4 on the CFA (4A).

Conclusion Statement #2

  • On the secondary instrumental music CFA given in Dec. 2011, 1% of the students received a score between 0-64, 1% of the students received a score between 65-69, 10% of the students received a score between 70-79, 34% of the students received a score between 80-89 and 54% of the students received a score between 90-100. On the secondary instrumental music CFA given in March 2012, 1% of the students received a score between 0-64, 1% of the students received a score between 65-69, 9% of the students received a score between 70-79, 30% of the students received a score between 80-89 and 59% of the students received a score between 90-100.

Root Cause (s) for Conclusion Statements

  • Teachers have more experience giving the assessments
  • Teachers are addressing the weaknesses of the students that were identified from last years data
  • The teachers have a more narrow focus on the curriculum

Implications for Instructional Programming for Conclusion Statements

  • Ensure consistent assessment of performance skills using the same music excerpts and grading rubrics.
  • Ensure consistent assessment of students’ knowledge of music vocabulary through written assessments.
  • Ensure consistent instruction of music reading skills.
  • Ensure consistent instruction of instrument posture and positioning.

Based on the above analysis the following priorities have been identified for all instrumental music for 2012-2013

  • Ensure consistent assessment of performance skills using the same music excerpts and grading rubrics.
  • Ensure consistent instruction of instrument posture and positioning.

PART V: PROCESS FOR REPORTING NEEDS ASSESSMENT FINDINGS

Throughout both the LASW and staff development days the music department worked together on Fidelity/ Efficacy charts, Conclusion Statements, Root Causes, Action Plans and compared data results from our CFA’s. CFA results were shared with the students and parents so that they were aware of the students’ strengths and weaknesses. Fidelity and Efficacy charts were periodically filled out during the year in order to keep the music teachers on track. Conclusion statements were developed during staff development days to help the teachers understand how the students were doing on the CFA’s. Root Causes were developed using the systematic approach of the “5 Why’s”. This approach was useful because it helped the teachers find the main root cause which is the implication for next years IIP. Assessment results were gathered by IIP members, turned into graphs and shared during the LASW days. During the staff development day in March the music department created next year’s action plan for each of the disciplines.

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PART VI: SCHOOL/DEPARTMENT GOALS, OBJECTIVES, AND ACTION PLAN

Elementary Vocal

Goal: By 2014, 100% of Ken-Ton students enrolled in music courses will meet the NYS Music Standards at proficiency; which is a 3 or 4 as evidenced by district progress reports.

Objective: By May 2013, 80% of Third Grade Students in Ken-Ton will meet the NYS Standards at proficiency for singing in tune, as evidenced by District Progress Reports.

Strategy: Provide consistent instruction to improve the skill of singing in tune throughout the school year.

Targeted Audience: Third Grade General Music Students.

Root Causes Addressed:Students are learning to sing in tune and recognize in tune singing, Students are learning to discriminate pitch aurally, Students are learning to audiate independently and instructional focus has shifted to musical independence following the gradual release model

Activities
List these sequentially / Timeframe /

Participants

/ Lead Person / Resources /

Measurable Evidence of Success

Students are assessed for in-tune singing to establish a baseline / October 2012 / Elementary vocal teachers and 3rd grade students / James Holden / Let’s Sing the Do Re Mis CFA / Data collected and entered into spreadsheet
Teachers use pattern games to teach tonal vocabulary / October-December 2013 / Elementary vocal teachers and 3rd grade students / Margie Lane
Ron Bordinaro / Common bank of patterns, colored shapes, rating scale / Teacher lesson plans
Teachers develop a new pattern activity to help students learning to discriminate activity. / December 5, 2012 LASW day / Elementary Vocal Music LASW Group / Heather Holden / Textbook series / Completed lesson plans
Teachers assess for sings in tune a 2nd time then modify instruction / January 2013 / Elementary vocal teachers and 3rd grade students / James Holden / Let’s Sing the Do Re Mis CFA / Data collected and entered into spreadsheet; results compared to 1st CFA
Teachers implement tonal pattern work with groups and individuals / January-April 2013 / Elementary vocal teachers and 3rd grade students / Heather Holden / Activity / Teacher lesson plans
Teachers assess for sings in tune a 3rd time / April 2013 / Elementary vocal teachers and 3rd grade students / James Holden / Let’s Sing the Do Re Mis CFA / Data collected: results compared to 1st and 2nd CFAs
Compile and analyze data from CFA and modify subsequent instruction. / May 2013 / Vocal Music Teachers 6-12 / James Holden / Completed CFA /
  • Completed CFA
  • Chart analyzing CFA data
  • Modified lesson plans

Milestone: CFAs