Demonstrator+3+Assessment

//Mulitiple formative and summative assessments are used to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.//
 * Demonstrator 3. Response to Assessment**

a) Mulitiple classroom assessments are employed, analyzed then modified to accommodate the individual needs of each student. Assessment becomes individualized rather than community oriented, except in the case of group performances and productions.

b) Teachers collaborate with Gifted and Talented students to establish a growth plan with ongoing assessments that will measure progress and help to adjust the plan as needed as students progress.

c) Students are very clear on their progress and capabilities in the arts, and are carefully guided by indvidual plans based on feedback (from staff, professional, peers, etc.) as to next steps in their progress.

d) Students are able to use the language of the arts in critiquing and evaluating performances. They further make recommendation on how those products or performances can be more effective as is grade level and age appropriate.

e) Teachers and students collaborate to design assessment tasks that are invidualized which incorporate the arts processes and demonstrate student capabilities in applying the three arts processes.

f) Arts teachers work in cooperation with special needs teachers to design a variety of assessment strategies and accommodations that will address the needs of each student with a special need, gift or specific learning style.

g) The school implements a communication plan (e.g., newsletter) to regularly report student activities, progress, and achievement, to the community through various outlets (media, billboards, etc., report cards)