Art-Music-Drama

TEAM: Performing Arts Team - Josh, Cass, Kristin, Justin

Drama Assessment - WInchester and Davis

SMART GOAL - The percentage of theatre students scoring proficient or higher in oral interpretation will increase from 60% to 80% by March 2011 (2nd Semester) as measured by the oral interpretation rubric applied to a individual performance by the week of March 14th.

80%=proficient



Instructional Strategies - The areas of focus will be on volume (projection), content (interpretation), and speaking clearly (articulation).
 * Teacher will model necessary skills by performing in front of class and having students use rubric to assess
 * Teacher will use individual coaching methods to differentiate according to need and encourage the artistic exploration of a single performance
 * Teacher will model monologue and text analysis and will articulate meaning in performance
 * Teacher will break students into small performance/coaching groups and have them provide feedback using rubric for each other
 * Teacher will empahasize vocabulary and insist that students use the words in their discussions and feedback

FOCUS: Performance Etiquette - Before, During, and After a Show STANDARD: Performing Etiquette

FOCUS: Audience Member Expectations - to be a good performer, you need to be a good audience STANDARD: Performing/Audience Etiquette ASSESSMENT DIRECTIONS: Use the rubric to model proper audience etiquette ASSESSMENT PROMPT: What does it mean to be a good audience member? ASSESSMENT RUBRIC: Attached DATA TIMELINE: Wednesday, September 9th, 2010


 * Classical Concert Etiquette : Audience (To be a Good Performer, You Have to Be a Good Audience Member) ||
 * Teacher Name: **ACHS PERFORMING ARTS** ||  ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Program || Student looks at program before event begins and then quietly consults it between numbers, if desired. || Student looks at program quietly between numbers. || Student puts program in lap and does not fiddle with it during the performance. || Student waves program around or rattles it unnecessarily. ||
 * Stays seated || Student keeps all body parts within own seating area during entire performance, politely sharing armrest with at least one neighbor. || Student keeps all body parts within own seating area during most of the performance, politely sharing armrest with at least one neighbor. Movements do not distract or irritate others. || Student leans toward another student to talk quietly, but stays in seat and keeps hands and feet to himself/herself. || Student gets out of seat OR lets arms, hands, legs stray into the space of another. ||
 * Attention || Listens politely to/watches the performance. Has an interested expression almost all the time. || Listens politely to/watches the performance. Looks interested some of the time. Does not distract others when not listening. || Does not appear to be listening or interested, but keeps quiet and does not distract others. || Distracts others by talking, moving, rattling things, playing with toys, etc. during the actual performance. ||
 * Showing Appreciation || Claps at an appropriate volume at the end of all performances. Has pleasant expression and looks toward the performers while clapping. || Claps at an appropriate volume at the end of all performance. Does not look at performers when clapping. || Does not clap for all selections OR claps at the wrong time. || Claps too loudly, drawing audience attention, OR whistles and screams while clapping. ||
 * Entering the Hall or Auditorium || Stands quietly outside the door until directed quietly to assigned seat. || Talks in a soft voice outside the door until directed quietly to assigned seat. || Talks in a soft voice while waiting and while being seated. || Talks in a loud voice while waiting OR being seated. ||
 * Date Created: **Sep 01, 2010 11:46 am (CDT)** ||  ||   ||
 * Attention || Listens politely to/watches the performance. Has an interested expression almost all the time. || Listens politely to/watches the performance. Looks interested some of the time. Does not distract others when not listening. || Does not appear to be listening or interested, but keeps quiet and does not distract others. || Distracts others by talking, moving, rattling things, playing with toys, etc. during the actual performance. ||
 * Showing Appreciation || Claps at an appropriate volume at the end of all performances. Has pleasant expression and looks toward the performers while clapping. || Claps at an appropriate volume at the end of all performance. Does not look at performers when clapping. || Does not clap for all selections OR claps at the wrong time. || Claps too loudly, drawing audience attention, OR whistles and screams while clapping. ||
 * Entering the Hall or Auditorium || Stands quietly outside the door until directed quietly to assigned seat. || Talks in a soft voice outside the door until directed quietly to assigned seat. || Talks in a soft voice while waiting and while being seated. || Talks in a loud voice while waiting OR being seated. ||
 * Date Created: **Sep 01, 2010 11:46 am (CDT)** ||  ||   ||
 * Date Created: **Sep 01, 2010 11:46 am (CDT)** ||  ||   ||

9/15/2010 - As of this date and through a combination of formal and informal observations, we have all met the SMART goal of students meeting the proficiency mark in the area of audience attention. Shellard - 90% Chatfield - 87% Davis - 93%
 * Self Assessment ||  ||   ||   ||   || % Proficient ||   ||   ||   ||   ||   ||   ||
 * Program || 4 || 3 || 2 || 1 ||  |||||| Route Cause - Engagement ||   ||   ||   ||
 * Chatfield || 18 || 13 || 2 || 1 || 91% ||  ||   ||   ||   ||   ||   ||
 * Davis || 8 || 15 || 3 || 1 || 85% ||  ||   ||   ||   ||   ||   ||
 * Shellard || 10 || 15 || 7 || 0 || 78% ||  ||   ||   ||   ||   ||   ||
 * Stays Seated ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Chatfield || 20 || 12 || 4 || 1 || 86% |||||| Route Cause - Observable ||  ||   ||   ||
 * Davis || 7 || 14 || 3 || 1 || 84% ||  ||   ||   ||   ||   ||   ||
 * Shellard || 0 || 29 || 3 || 0 || 91% ||  ||   ||   ||   ||   ||   ||
 * Attention ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Chatfield || 11 || 13 || 9 || 1 || 71% |||||| Route Cause - Engagement ||  ||   ||   ||
 * Davis || 12 || 11 || 1 || 1 || 92% ||  ||   ||   ||   ||   ||   ||
 * Shellard || 20 || 10 || 2 || 0 || 94% ||  ||   ||   ||   ||   ||   ||
 * Showing Appreciation ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Chatfield || 17 || 16 || 1 || 1 || 94% |||||||| Route Cause - Cultural/Training ||  ||   ||
 * Davis || 13 || 8 || 2 || 2 || 84% ||  ||   ||   ||   ||   ||   ||
 * Shellard || 9 || 20 || 2 || 0 || 94% ||  ||   ||   ||   ||   ||   ||
 * Entering Auditorium ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Chatfield || 16 || 8 || 4 || 1 || 83% |||||| Route Cause - Rehearsal ||  ||   ||   ||
 * Davis || 7 || 14 || 1 || 3 || 84% ||  ||   ||   ||   ||   ||   ||
 * Shellard || N/A || N/A || N/A || N/A || N/A ||  ||   ||   ||   ||   ||   ||
 * The percentage of students scoring proficient or higher in the area of attention during a practice performance will be at least 85% across the board. ||
 * Chatfield || 16 || 8 || 4 || 1 || 83% |||||| Route Cause - Rehearsal ||  ||   ||   ||
 * Davis || 7 || 14 || 1 || 3 || 84% ||  ||   ||   ||   ||   ||   ||
 * Shellard || N/A || N/A || N/A || N/A || N/A ||  ||   ||   ||   ||   ||   ||
 * The percentage of students scoring proficient or higher in the area of attention during a practice performance will be at least 85% across the board. ||
 * The percentage of students scoring proficient or higher in the area of attention during a practice performance will be at least 85% across the board. ||

Strategy One - Teachers will create a script appropriate to several different performances in regards to being a good audience member with student buy-in and input - this will be recorded for performances where it would be appropriate to use it. It will also be translated. Strategy Two - Teachers will provide students formalized opportunities for audience assessment and will model being a good audience member. Strategy Three - Teachers and students will rehearse and role play being good audience members in different situations.

Formal Assessment on Being a Good Audience Member - (To be given by October 1st) Teachers will arrange a formal audience/observer situation and will apply the rubric to evaluate a class.

Unit for September/October Visual Arts _

Mike Rogers and Maria Pelissier Color Theory
 * Art 1**

Elements and Principles of Design Pre Quiz
Assessment directions: Please answer the following questions to the best of your ability. You have five minutes to complete this quiz

1.) What are the primary colors?

2.) What are the secondary colors?

3.) What are the intermediate colors?

4.) What are the complementary colors?

5.)What happens when you mix complementary colors?

5= Advanced 4= Proficient 3= Partially Proficient 2 or less= Not Proficient
 * Rubric**:

__**Pre-Assessement**__

__Maria Pelissier__ Advanced:0 Proficient:7 Proficient Partially:12 Not Proficient:17

__Mike Rogers__ Advanced:0 Proficient:17 Proficient Partially:18 Not Proficient:31

__**Post Assesement**__

__Maria Pelissier__ Advanced:12 Proficient:24 Proficient Partially:8 Not Proficient:2

__Mike Rogers__ Advanced:16 Proficient:14 Proficient Partially:9 Not Proficient:1

In our pre-assessment, out of 102 students, we had 0 students tested "Advanced" and 24 students test "Proficient." In our post assessment we had 38 students test "Advanced" and 28 students test "Proficient." We did not achieve our goal of 90% with 66% of the student reaching proficient or higher. We believe much of our failure to reach 90% proficiency was due to student absences and new students joining our class. We believe that in order to reach our goal in the future we can scaffold lessons into smaller steps in order to make success easier for our students.

1. Primary Colors 2. Secondary Colors
 * Performance Behaviors:**

Students may have taken art classes before

1. intermediate colors 2. Complementary colors 3. Mixing complementary colors
 * Obsticals:**

Students may have never learned these particular color theory methods in previous art classes

The Percentage of Art 1 students scoring proficient or higher in color theory will increase from 24% to 90% by the end of October 1 as measured by this assessment administered in late September.

STEP 4: SELECT COMMON TEACHING STRATEGIES

2. Show Examples of Student Work. 3. Show examples of famous artists work 4. Take notes over procedure/ steps 5. Accountability/ Stamp Sheet 6. Small Group instruction 7. Specific Due Dates 8. Grading Rubric 9. Content objective achieved || · Demos made by instructor · Famous artists · Internet · Magazines · Books || ** Processes **  · Demonstration · Small Group Demo · Individual Instruction · Power Points · Scaffolding / step by step instruction · I Do, We Do, You Do ||
 * ** Instructional ** 1. Objectives/ Goals written on board
 * ** Resources ** · Student work

Unit For November Visual Arts

** November Vocabulary Pre Test **

1. Thumbnail Sketch 2. Tints 3. Shading <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">4. Self Portrait <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">5. Texture <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">6. Silhouette <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">7. Shape: <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">8. Still life <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">9. Symmetrical balance <span style="background-color: #ffffff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">10. Tertiary colors

** A. ** a portrait an artist makes using himself or herself as its subject, typically drawn or painted from a reflection in a mirror. Also a portrait taken by the photographer of himself, either in a mirror, by means of a remote release, or with a self timer.
 * Definitions: **

** B. ** showing change from light to dark or dark to light in a picture by darkening areas that would be shadowed and leaving other areas light. Shading is often used to produce illusions of dimension and depth (see illustration).

** C. ** an area which stands out from the space next to it or around it because of a defined boundary or because of a difference of value, color, or texture.

** D. ** a dark image outlined against a lighter background.

** E. ** a rough drawing used to capture the basic elements and structure of a situation often used as the basis for a more detailed work.

** F. ** a painting or other two-dimensional work of art representing inanimate objects such as bottles, fruit, and flowers. Also, the arrangement of these objects from which a drawing, painting, or other art work is made.

** G. ** an art style developed in Europe in the 1920's, characterized by using the subconscious as a source of creativity to liberate pictorial subjects and ideas. Surrealist paintings often depict unexpected or irrational objects in an atmosphere of fantasy, creating a dreamlike scenario; An art movement in which one's dreams, nightmares, sub consciousness and fantasy inspired the final works.

** H. ** the placing of identical forms to either side of the central axis of a work to stabilize it visually.

** I. ** the tactile surface characteristics of a work of art that are either felt or perceived visually.

** J. ** also called //intermediate colors//, these are blends of primary and secondary colors. Colors such as red-orange and blue-green are tertiary colors.

** K. ** occupying or giving the illusion of three dimensions (height, width, depth)

** L. ** crude, small pencil drawings used to develop the initial concept for a design.

**M.** a hue with white added. Pink is a tint of red.

<span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">The percentage of Art 1 students scoring proficient or higher in vocabulary will increase from 22% to 80% by November 23, 2010 as measured by the vocabulary assessment administered at the beginning of November.

** Ad Avanced: ** 90% or above ** Proficient ** : 80% -89% ** Partially Proficient: ** 70%-79% ** Not Proficient: ** 69% and below

** Rogers: ** <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Total of students tested: 70 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Advanced: 4

<span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Proficient: 12 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Partially Proficient: 9 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Not Proficient: 45

** Pelissier: ** <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Total of students tested: 51 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Advanced: 5 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Proficient: 3 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Partially Proficient: 3 <span style="color: #000000; font-family: Calibri; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Not Proficient: 40

1. Students were did very well on specific vocabulary words such as silhouette, thumbnail sketches, and shape || Inferences – why? 1. Students may have heard these vocabulary words in other art classes or these specific vocabulary words may have been too easy. || 1. Students missed a majority of the vocabulary words on the pre test || Inferences – why? 1. Instructors will go over two vocabulary words each day a. Teachers will have students write the definition to each vocabulary word b. Students will then draw a symbol for each vocabulary word c. Students will write each vocabulary word into a sentence. 2. Instructors will review the vocabulary with the students on a regular basis ||
 * Strength – what?
 * Weakness – what?

= ﻿Vocabulary For January and February = = = **   Vocabulary Pre Test Name___________________________________  ** ** Block____________________  ** ** Date_____________________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 1. **** Thumbnail Sketch_______________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 2. **** Highlight__________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 3. **** Shading___________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 4. **** Self Portrait___________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 5. **** Texture__________  ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">**<span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 150%;">6. ****<span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 150%;">Sillohuette:__________ ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 7. ****<span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 150%;">Still life___________ ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 8. ****<span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 150%;">Symmetrical balance____________ ** <span style="line-height: 150%; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 9. **** Aesthetic_________  ** <span style="line-height: 150%; margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">** 10. ** Perspective__________ Definitions: <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">A. a portrait an artist makes using himself or herself as its subject. <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">B. process used in drawing for showing levels of darkness <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">C. concerning the appreciation of beauty <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">D. a dark image outlined against a lighter background. <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">E. A two-dimensional work of art representing inanimate objects such as bottles, fruit, and flowers. <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">F. the placing of identical forms to either side of the central axis of a work to stabilize it visually. <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">G. the spot that is lighter in a drawing or painting that shows where the light is hitting it <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">H. the tactile surface characteristics of a work of art that are either felt or perceived visually. <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">I. crude, small pencil drawings used to develop the initial concept for a design. <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 0pt 21.75pt; mso-add-space: auto; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -0.25in;">J. Illustrating three dimensions on a two dimensional surface by use of a vanishing point. <span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt; line-height: 115%;"> <span style="line-height: normal; margin: 0in 3.75pt 10pt 21.75pt; mso-add-space: auto; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="color: #333333; font-family: 'Tahoma','sans-serif'; font-size: 8.5pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1;">Not Proficient- 5 or less <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">Partially Proficient= 6-7 correct is partially proficient <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Proficient= 7-8 correct is proficient <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Advanced= 9-10 correct is advanced <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">__<span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Maria Pelissier __<span style="font-family: 'Arial','sans-serif'; font-size: 16pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Not Proficient= 10 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Partially proficient= 10 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Proficient= 8 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Advanced= 2 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">__<span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Mike Rogers __<span style="font-family: 'Arial','sans-serif'; font-size: 16pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Not proficient=23 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Partially Proficient= 25 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Proficient= 11 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;"><span style="font-family: 'Arial','sans-serif'; font-size: 16pt;">Advanced= 5 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">The percentage of Art 1 students scoring proficient or higher in vocabulary will increase from 27% to 80% by March 2, 2011 as measured by the vocabulary assessment administered at the beginning of March. <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;"> <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">Post Test: <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">Mike Rogers __ <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">Not Proficient=10 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">Partially Proficient= 21 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16pt;">Proficient=22 <span style="line-height: normal; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;">Advanced= 12