Assessment should guide instruction, with directors consistently refining teaching strategies to address student needs. Performance goals should be broken down into smaller, manageable skills, allowing students to master each component before integrating them into a polished performance. Specific and frequent feedback is essential for efficient learning, ensuring students understand how to improve. A collaborative approach between students and teachers enhances learning outcomes, empowering students to set goals and monitor their progress effectively. More… Assessment must drive instruction The most effective directors know that "winging it" doesn't propel the ensemble very far. The most effective direcotrs are also willing to re-teach a concept or skill that isn't yet mastered by all students, and continue to ask themselves, "How can I help students learn more?" and " how can I help the performers improve?" Performance goals must be dissected Smaller, specific skills or concepts must be learned separately before they can be successfully combined to meet standards and produce a refined performance. Students will be able to play the Db Major scale in running eighth notes if they know all the fingerings and can play the scale slowly before gradually increasing the tempo. Feedback must be specific and frequent Learning is much more efficient when students don't have to guess what is "right" or "wrong" with their performance. It's easy to play under a director who says, "No that's not right. Go back to letter C and play it again." It's a big assumption to believe everyone in the ensemble knows why they are going back to letter C, let alone how to improve their performance. Students and teachers must be partners in learning There was a time when teacheras were considered the experts, the holders of the wisdom. No more. when students are actively involved in setting goals and monitoring their own progress, achievement increases. The students' ability to self-assess is also critical to effective practicing outside of rehearsal. Classroom Tools These tools are just suggestions and should be personalized to your programs goals and students. You can also combine the advanced features of google to streamline communication of assessment and collection of data. Practice Record Practice Record Super Basic but can be a great tool for conversation on goals and accomplishments. Also, great for communication about what should be happening at home. Goal Document Goal Setting This form is very simple but can be adapted to the focus you want the students to have. Keeping it short is good makes it easier to get more students to fill it out! Example Tracking Pass off Tracking This is great for team teaching. Giving data on this to your team better helps them in prioritizing pullouts and reteaching. MS and HS Tool Assessment Tool This example is for Middle School or High School individual assessments Beginner Tool Assessment Tool This example is for basic skills in a beginner class. It can be adapted as needed. Concert Assessment Assessment Tool This example is for concert music in a band class. It can be adapted as needed. Sight Reading In your classrooms 6-12 grade students should be sight reading and or building their reading skills everyday! Digitizing music and using school computers can save time and paper. While it is not the same as reading off of sheet music it has aided us in reading more. Also, digitizing everything keeps everyone engaged even if they "forgot" supplies Sight Reading Tools teoria : Music Theory Web The Sight Reading Project Sight Reading Tools Practice Sight Reading and Sight Singing Exercises Online – Sight Reading Factory® musictheory.net

Work backwards form your performance. Create a timeline Set goals for each rehearsal Record the rehearsals Adjust your timeline and goals along the way Communicate this info with your students! Share the doc on your communication platform Update as you go and use it in sectionals as check points. Communication with your teaching team. Shared digital score. Notes in class Helps if a team member is absent Use in marching band for students to check music markings CB1 - Spring Plan and Sectionals Newzik – Beyond Sheet Music