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Delaware Department of Education Educator Growth Goals 2012 The Student Growth Goals modeled for Theatre contained within this document provide specific indicators that can be applicable for Theatre educators in Delaware. Theatre PREFACE The Delaware Performance Appraisal System (DPAS II) Component 5, is required for all employees being paid on the educator salary scale, including employees with no academic content within their job duties and descriptions. The Student Growth Goals modeled for Theatre contained within this document provide specific indicators that can be applicable for Theatre educators in Delaware. It is divided into three sections, outlining the process to follow when establishing growth goals. Section I contains the purpose of goals and targeted standards. Section II outlines the detailed components of each goal, including the data used to evaluate each performance indicator. Section III provides information to the educators regarding how empirical data and/or observational evidence should be collected and evaluated. Additionally, Section III provides guidelines on any unique collection tools and/or procedures (e.g., performance rubric) associated with a particular indicator. Overall, these three sections encompass a complete set of materials necessary to provide data points for use in Component 5 of Delaware’s Performance Appraisal System. TABLE OF CONTENTS PREFACE ........................................................................................................................................................ 2 SECTION I ...................................................................................................................................................... 3 1.1 Purpose Statement ............................................................................................................................. 3 1.2 Targeted Standards ............................................................................................................................. 3 SECTION II ..................................................................................................................................................... 7 2.1 Blueprint ............................................................................................................................................. 7 2.2 Growth Goals .................................................................................................................................... 13 SECTION III .................................................................................................................................................. 14 3.1 Educator Guidelines .......................................................................................................................... 14 3.2 Data/Evidence Collection Procedures............................................................................................... 20 Theatre P a g e |2 SECTION I Section I contains the purpose statement and targeted standards selected by the development team. The purpose statement outlines the reason these growth goals were developed and how they will be used. The targeted standards identify those professional and/or academic content standards applicable to the educator. These targeted standards are then used in creating performance indicators. 1.1 Purpose Statement The purpose of performance measures in Theatre is to demonstrate growth in creating and performing through the development and application of artistic literacy to contribute to the education of the whole child. These growth goals are based on the Delaware State Content Standards for Theatre. 1.2 Targeted Standards Professional/ Content Standard Standard 1 & 2 Std 1 – Improvising and writing scenes, scenarios, and plays Std 2 – Acting in improvised and structured presentations Description Novice- By the end of their novice experience students will demonstrate recall and recite lines (2.2) and employ variation in movement, gesture, and vocal expression (2.1) with 75% accuracy. Intermediate- By the end of the intermediate level, students will use research and analysis to identify character motivation and articulate how they affect the character’s action (2.3), portray a believable character with effective performance techniques( voice, facial expression body movement)(2.4) with 85% accuracy. Rationale To facilitate student knowledge, skill and understanding of character development and acting techniques. Advanced- By the end of the advanced level students will apply various acting and performance methodologies to appropriate theatrical styles with 95% accuracy. Theatre P a g e |3 1.2 Targeted Standards (cont.) Professional/ Content Standard Standard 2 & 4 Std 2 – Acting in improvised and structured presentations Std 4 – Directing by envisioning and realizing improvised or scripted scenes Description Novice- By the end of their novice experience students will demonstrate recall and recite (2.2), employ variation in movement, gesture, and vocal expression (2.1), analyze the meaning of a performance piece (4.1), and create a concept that conveys meaning (4.2) with 75% accuracy. Intermediate- By the end of the intermediate level, students will use research and analysis to identify character motivation and articulate how they affect the character’s actions(2.3), portray a believable character with effective performance techniques (voice, facial expression body movement) (2.4), and develop and audition a casting process(4.3) with 85% accuracy. Rationale To facilitate knowledge, skill and understanding of character development and acting techniques, to utilize proper theatre terminology, to develop directorial skills. Advanced- By the end of the advanced level students will apply various acting and performance methodologies to appropriate theatrical styles (2.5), analyze the rehearsal process and develop a production calendar (4.4), and design (block) a scene that effectively communicates vision of character, setting, and plot (4.5). Standard 3 Std 3 – Designing and building environments for informal and formal presentations Novice- Students in theatre classrooms will develop and implement costume and makeup design (3.1) and apply design concepts (line, color, space, shape, texture) to design a set that communicates locale and mood (3.2). To facilitate knowledge, skill and understanding of design principles and application. Intermediate- Students in theatre classrooms will construct appropriate scenery and props (3.3) and develop and implement appropriate lighting and sound design (3.4). Advanced- Students in theatre classrooms will utilize software components to develop set light and sound design components (3.5). Theatre P a g e |4 1.2 Targeted Standards (cont.) Professional/ Content Standard Standard 1 & 6 Std 1 - Improvising and writing scenes, scenarios and plays Std 6 – Comparing and integrating art forms Description Novice- Students in theatre classrooms will identify the foundation of playmaking (1.1), identify the basic elements of a play (1.2), observe examples of role playing and analyze them for actor usage (6.1), observe forms of communication and transfer to performance (6.2), and incorporate elements of dance, music, and visual arts in scenes (6.3). Rationale To facilitate knowledge, skill and understanding of collaboration of all the art forms and implementation of those art forms through playwrighting and design production. Intermediate- Students in theatre classrooms will develop an improvisation utilizing character and setting with a resolution (1.3), create a record of the improvisation (tape, written documentation) (1.4), compare and contrast story lines across media (6.4), analyze the contributions of various art forms in theatrical production (6.5), and determine how learning in the arts provides essential skills for the work place (6.6). Advanced- Students in theatre classrooms will adapt a piece of literature into theatrical piece (1.5), explore human issues and their ramifications to devise a linear performance piece (beginning, middle, end) (1.6), write an original one-act play with clearly developed character, setting, conflict and resolution (1.7), compare and contrast dramatic art forms (6.7), and create a plan for adapting a live performance to electronic media (6.8). Theatre P a g e |5 1.2 Targeted Standards (cont.) Professional/ Content Standard Standard 3 & 5 Std 3 - Designing and building environments for informal and formal presentations Std 5 – Managing and producing informal and formal presentations Description Rationale Novice- Students in theatre classrooms will develop and implement costume and makeup design (3.1), apply design concepts (line, color, space, shape, texture) to design a set that communicates locale and mood (3.2), analyze and understand backstage needs and create a backstage traffic plan (5.1). To facilitate knowledge, skill and understanding of production design and management. Intermediate- Students in theatre classrooms will construct appropriate scenery and props (3.3), develop and implement appropriate lighting and sound design (3.4), understand the components of a prompt book and construct one (5.4). Advanced- Students in theatre classrooms will utilize software components to develop set light and sound design components (3.5), and formulate and implement a marketing plan for a theatrical production (5.5). Standard 7 & 8 Std 7 – Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances Std 8 – Understanding theatre works in relation to cultures, times and places Novice- Students in theatre classrooms will employ techniques utilized by an active audience (7.1), discuss the dramatic elements and their impact on the viewer (7.2), assess impact of audience response (7.3), and compare and contrast different genres of theatre (8.1). Intermediate- Students in theatre classrooms will explain how dramatic elements combine to make a whole (7.4), establish criteria for evaluating a presentation’s effectiveness (7.5), analyze dramatic works in the culture, time, and place in which they originated (8.2), and analyze and explain the function of theatre across cultures, times, and places (8.3). To facilitate knowledge, skill and understanding of theatre and critical form by incorporating that relationship to cultures, times, and places. Advanced- Students in theatre classrooms will evaluate the artistic quality of a production based on established criteria (7.6), examine critiquing tools and their effectiveness (7.7), access the social, cultural, and economic impact of theatre art on society (8.4), and examine theatre art careers and the role of drama professionals in society (8.5). Theatre P a g e |6 SECTION II Section II contains the detailed blueprint used to support the establishment of student growth goals. The blueprint identifies a performance indicator for each goal, along with the data used to evaluate the goal. The blueprinting activity assists design teams in addressing the quality S.M.A.R.T. criteria of (a) Specific, (b) Measurable, (c) Attainable, (d) Relevant, and (e) Time Bound. Section II also contains the final set of student growth goals for use in Component 5. 2.1 Blueprint ID 1 Standard Standard 2- Acting in improvised and structured presentations Indicator Character development and acting techniques Students will demonstrate knowledge, skill, and understanding of acting techniques T y p e R Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students) Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will demonstrate understanding of character development and acting technique with 75% proficiency. Intermediatestudents will demonstrate understanding of character development and acting technique with 85% proficiency. Advanced- students will demonstrate understanding of character development and acting technique with 95% proficiency. Pre-test at start of course and the posttest at the end of course. Theatre P a g e |7 2.1 Blueprint (cont.) ID 2 Standard Indicator Standard 2 - Acting in improvised and structured presentations Character development and acting techniques Standard 4 - Directing by envisioning and realizing improvised or scripted scenes Students will demonstrate knowledge, skill, and understanding of proper theatre terminology, to develop directorial skills T y p e S Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students) Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will demonstrate knowledge of acting/directing vocabulary and skills with 75% proficiency. Intermediatestudents will demonstrate knowledge of acting/directing vocabulary and skills with 85% proficiency. Advanced- students will demonstrate knowledge of acting/directing vocabulary and skills with 95% proficiency. Pre-test at start of course and the posttest at the end of course. Theatre P a g e |8 2.1 Blueprint (cont.) ID Standard 3 Standard 3 – Designing and building environments for formal and informal presentations Indicator Design Students will create concepts that lead to the application of design principles T y p e S Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students) Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will demonstrate knowledge of design vocabulary, skills, and application with 75% proficiency. Intermediatestudents will demonstrate knowledge of design vocabulary, skills, and application with 85% proficiency. Advanced- students will demonstrate knowledge of design vocabulary, skills, and application with 95% proficiency. Pre-test at start of course and the posttest at the end of course. Theatre P a g e |9 2.1 Blueprint (cont.) ID 4 Standard Standard 1 Improvising and writing scenes, scenarios and plays Standard 6 Comparing and integrating art forms Indicator T y p e Collaboration S Students will demonstrate an understanding of collaboration of all the art forms and implementation of those art forms through playwrighting and design production Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students) Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will transfer analysis of life/literature to performance with 75% proficiency. Intermediatestudents will transfer analysis of life/literature to performance with 85% proficiency. Advanced- students will transfer analysis of life/literature to performance with 95% proficiency. Pre-test at start of course and the posttest at the end of course. Theatre P a g e | 10 2.1 Blueprint (cont.) ID 5 Standard Standard 3 - Designing and building environments for formal and informal presentations Standard 5 - Managing and producing informal and formal presentations Indicator Production design and management Students will be able to demonstrate and implement the skills of production design and management T y p e S Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students) Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Intermediatestudents will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Advanced- students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Pre-test at start of course and the posttest at the end of course. Theatre P a g e | 11 2.1 Blueprint (cont.) ID 6 Standard Indicator Standard 7 Responding to describing, analyzing, interpreting, and evaluating theatre works and performance Theatre and critical form in relation to cultures, times, and places Standard 8 Understanding theatre works in relation to cultures, times, and places Students will show an understanding of theatre and critical form by incorporating that relationship to cultures, times, and places T y p e S Data Sample Measure Target group of students Demonstrated proficiency (minimum of 15 students Baseline Data & Date Classroom pre assessments Target Data & Date Novice- students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Intermediatestudents will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 85% accuracy. Advanced- students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 95% accuracy. Pre-test at start of course and the posttest at the end of course. Theatre P a g e | 12 2.2 Growth Goals Indicator ID 1 Goal ID/Type Goal #1 Standard Standard 1 & 2 Std 1 – Improvising and writing scenes, scenarios, and plays Std 2 – Acting in improvised and structured presentations 2 Goal #2 Standard 2 & 4 Std 2 – Acting in improvised and structured presentations Goal Statement Students observe life situations and/or analyze dramatic text in order to synthesize specifics for character development (what they know, imagine and discover about their character, and the dramatic work). Students work with improvised and structured presentations to develop acting/directing vocabulary and skills. Std 4 – Directing by envisioning and realizing improvised or scripted scenes 3 Goal #3 Standard 3 Std 3 – Designing and building environments for informal and formal presentations 4 Goal #4 Standard 1 & 6 Std 1 – Improvising and writing scenes, scenarios, and plays Std 6 – Comparing and integrating art forms 5 Goal #5 Standard 3 & 5 Std 3 – Designing and building environments for informal and formal presentations Std 5 – Managing and producing informal and formal presentations 6 Goal #6 Standard 7 & 8 Std 7 – Responding to, describing, analyzing, interpreting, and evaluating theatre works and performances Students observe life research photos and analyze dramatic text in order to synthesize specifics for environments (set, costumes, lights, and sound). Students work in collaboration to write and perform (utilizing technology to assist in this process) theatrical works which incorporate art forms including literature, music, dance, multi-media, and design production to develop transferable skills for all life experiences. Students evaluate/analyze a dramatic work to determine its meaning (tone, theme subtext and objectives) in order to create an environment (set and backstage needs) and interpret the created environment in production design. Students research, observe, and reflect on performances and prove, critique, and analyze the influence and synthesis of cultures and traditions within a dramatic work. Std 8 – Understanding theatre works in relation to cultures, times, and places Theatre P a g e | 13 SECTION III Section III contains the educator guidelines along with procedural details regarding the collection of empirical data. For each goal, procedural guidance on how and when the measures are used is provided to standardize the process. Additional information such as timelines, administration guidebooks, and scoring procedures may also be included. In the data/evidence collection procedures, details are provided on the scoring of specific measurement tools, targeted student samples, and so forth. Further, details on how to evaluate the growth standard using the collected data is provided to applicable educators. 3.1 Educator Guidelines Goal #1 Students observe life situations and/or analyze dramatic text in order to synthesize specifics for character development (what they know, imagine and discover about their character and the dramatic work). Standard Standard 2- Acting in improvised and structured presentations Indicator Character development and acting techniques - Students will demonstrate knowledge, skill, and understanding of acting techniques Administrating Measures: How Novice- By the end of Novice Level students will demonstrate understanding of character development and acting technique with 75% proficiency. Intermediate- By the end of Intermediate Level students will demonstrate understanding of character development and acting technique with 85% proficiency. Advanced- By the end of Advanced Level students will demonstrate understanding of character development and acting technique with 95% proficiency. Assessment strategies may include, but are not limited to: Human observation Script analysis Improvisation Silent Scenes (Mime) Puppetry Character Study Performance Tasks Viewing Live Performance w/Discussion Walking/Skipping/Changing Direction (Iambic Pentameter) Listening Reflection Journaling Administrating Measures: When Theatre Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 14 Goal #2 Students work with improvised and structured presentations to develop acting/directing vocabulary and skills Standard Std 2 - Acting in improvised and structured presentations Std 4 - Directing by envisioning and realizing improvised or scripted scenes Indicator Character development and acting techniques- Students will demonstrate knowledge, skill, and understanding of proper theatre terminology, to develop directorial skills Administrating Measures: How Novice- By the end of Novice Level students will demonstrate knowledge of acting/directing vocabulary and skills with 75% proficiency. Intermediate- By the end of Intermediate Level students will demonstrate knowledge of acting/directing vocabulary and skills with 85% proficiency. Advanced- By the end of Advanced Level students will demonstrate knowledge of acting/directing vocabulary and skills with 95% proficiency. Assessment strategies may include, but are not limited to: Written Assessments Movement Assessments Script Analysis Human Observation Silent Scenes Performance of published theatre works Improvisation Performance Tasks Critical Analysis Reflection Journaling Evaluation of Public Performance Evaluation of Classroom Performance Administrating Measures: When Theatre Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 15 Goal #3 Students observe life research photos and analyze dramatic text in order to synthesize specifics for environments (set, costumes, lights, and sound) Standard Standard 3 – Designing and building environments for formal and informal presentations Indicator Design- Students will create concepts that lead to the application of design principles Administrating Measures: How Novice- By the end of Novice Level students will demonstrate knowledge of design vocabulary, skills, and application with 75% proficiency. Intermediate- By the end of Intermediate Level students will demonstrate knowledge of design vocabulary, skills, and application with 85% proficiency. Advanced- By the end of Advanced Level students will demonstrate knowledge of design vocabulary, skills, and application with 95% proficiency. Administrating Measures: When Theatre Assessment strategies for design may include, but are not limited: Formal and Informal Assessments Written Assessments Script Analysis Critical Analysis Image Morgue Concept Images Concept Creation Concept Board Costume Parade Performance Tasks Scale Drawing Model Building Renderings Set Building Scenic Painting Focusing Programming Sound Editing Soundscapes Utilization of Technology for Drafting (Google Sketch up, AutoCad, Vector Works, Garage Band, Audacity Etc.) Cue Sheets Reflection Performance Checklists Managing Rehearsal/Performances Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 16 Goal #4 Students work in collaboration to write and perform (utilizing technology to assist in this process) theatrical works which incorporate art forms including literature, music, dance, multi-media, and design production to develop transferable skills for all life experiences Standard Std 1 - Improvising and writing scenes, scenarios, and plays Std 6 - Comparing and integrating art forms Indicator Collaboration- Students will demonstrate an understanding of collaboration of all the art forms and implementation of those art forms through playwrighting and design production Administrating Measures: How Novice- By the end of Novice Level students will transfer analysis of life/literature to performance with 75% proficiency. Intermediate- By the end of Intermediate Level students will transfer analysis of life/literature to performance with 85% proficiency. Advanced- By the end of Advanced Level students will transfer analysis of life/literature to performance with 95% proficiency. Assessment strategies for understanding may include, but are not limited to: Script Analysis Human Observation Background Research (Time Period, Class, Location, Etc.) Evaluation of Public Performance Evaluation of Classroom Performance Informal Assessment Formal Assessment Performance Tasks Critical Analysis Image Morgue Concept Images Concept Creation Character Analysis Reflection Managing Performance Creating Performance Administrating Measures: When Theatre Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 17 Goal #5 Students evaluate/analyze a dramatic work to determine its meaning (tone, theme subtext, and objectives) in order to create an environment (set and backstage needs) and interpret the created environment in production design Standard Std 3 - Designing and building environments for formal and informal presentations Std 5 - Managing and producing informal and formal presentations Indicator Production design and management- Students will be able to demonstrate and implement the skills of production design and management Administrating Measures: How Novice – Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Intermediate – Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Advanced – Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Assessment strategies for understanding may include, but are not limited to: Script Analysis Rehearsal Calendar Cue Sheets Props Tables Prompt Books Identification Classification Compare and Contrast Written Assessment Performance Task Participating in Public Performance Managing Public Performance Technology Observation Critique Reflection Administrating Measures: When Theatre Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 18 Goal #6 Students research, observe, and reflect on performances and prove, critique, and analyze the influence and synthesis of cultures and traditions within a dramatic work Standard Std 7 - Responding to describing, analyzing, interpreting, and evaluating theatre works and performance Std 8 - Understanding theatre works in relation to cultures, times, and places Indicator Theatre and critical form in relationship to cultures, times, and places- Students will show an understanding of theatre and critical form by incorporating that relationship to cultures, times, and places. Administrating Measures: How Novice– Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 75% accuracy. Intermediate - Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 85% accuracy. Advanced – Students will be able to demonstrate their ability to determine meaning within dramatic work and incorporate that into design elements with 95% accuracy. Assessment strategies for understanding may include, but are not limited to: Script Analysis Technology Group Projects Oral Presentations Research Papers Critique Discussion Performance Task Viewing Live Performance Reflection Administrating Measures: When Theatre Theatre educators will select pre-test and post-test assessment strategies with their building administrator and will administer the pre-test at start of course and the post-test at the end of course. P a g e | 19 3.2 Data/Evidence Collection Procedures Goal #1 SEA Goal #1 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data (%) c. Target date d. Target data e. Difference between baseline and target data Data Procedures Demonstrate proficiency in character development and acting techniques through classroom pre-assessments and classroom post-assessments 15 minimum Teacher and administrator approved pre and post-assessment instruments Record scores Evidence Acting pre and post-tests Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease Goal #2 LEA Goal #1 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data c. Target date d. Target data e. Theatre Difference between baseline and target data Data Procedures Demonstrate use of theatre terminology through classroom pre-assessments and classroom post-assessments 15 minimum Teacher and administrator approved assessment instruments Record scores Evidence Theatre vocabulary pre and post-tests Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease P a g e | 20 Goal #3 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data c. Target date d. Target data e. Difference between baseline and target data Data Procedures Demonstrate understanding of designing and constructing theatre environments through classroom pre-assessments and classroom post-assessments Use of performance task rubrics 15 minimum Teacher and administrator approved pre and post-assessment instruments Record scores Evidence Creation of original theatre environments and response to student work and work of peers Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease Goal #4 LEA Goal #3 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data c. Target date d. Target data e. Theatre Difference between baseline and target data Data Procedures Demonstrate the ability to collaborate in all the art forms through playwrighting and design in classroom pre-assessments and classroom post-assessments 15 minimum Teacher and administrator approved pre and post assessment instruments Record scores Evidence Individual and group demonstrated proficiency Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease P a g e | 21 Goal #5 LEA Goal #4 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data c. Target date d. Target data e. Difference between baseline and target data Data Procedures Demonstrate understanding of critical analysis through classroom preassessments and classroom post-assessments Use of ELA rubrics 15 minimum Teacher and administrator approved pre and post-assessment instruments Record scores Evidence Demonstrate understanding of designing and constructing theatre environments through classroom pre-assessments and classroom post-assessments Use of performance task rubrics Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease Goal #6 LEA Goal #5 Source/Measure Sample Size Tools Test Scores Performance Rates a. Baseline date b. Baseline data c. Target date d. Target data e. Theatre Difference between baseline and target data Data Procedures Demonstrate understanding of critical analysis of theatre for culture and tradition through classroom pre-assessments and classroom post-assessments Use of ELA rubrics 15 minimum Teacher and administrator approved pre and post-assessment instruments Record scores Evidence Critical analysis Use of ELA writing rubrics Within the first month of school The sum of target group percent correct on pre-test/total number of students in target group = average percentage correct Within the last month of school The sum of target group percent correct on post-test/total number of students in target group = average percentage correct d-b = average increase/decrease P a g e | 22