Download Educator Growth Goals - delawareartseducation

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
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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.
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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).
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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).
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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).
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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.
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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.
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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
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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
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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
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