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Prioritized Standards

MUS-MS.CnEE.11.1a

Connecting for Traditional and Emerging Ensemble Strand
Anchor Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Connecting

MUS-MS.CnEE.11.1a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Band Student Learning Targets

Knowledge Targets

  • I can describe how music relates to other disciplines, cultures, societies, and events in history

Reasoning Targets

  • I can evaluate music as it relates to other disciplines, cultures, societies, and events in history

 

Band Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

At the conclusion of instruction the proficient student will:

  • effectively communicate how all musical works relate to other disciplines, cultures, societies, and events in history:

    • using a variety of media

    • with grade appropriate communication skills (grammar, research, citation, etc)

(The student exhibits no major errors or omissions.)
 -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

While involved in tasks building towards proficient the student is able to:

  • effectively communicate how some musical works relate to other disciplines, cultures, societies, and events in history:

    • using a variety of media

    • with grade appropriate communication skills (grammar, research, citiation, etc)

  • provide basic information as to how all musical works relate to other disciplines, cultures, societies, and events in history:

    • using limited forms of media

    • with less than grade appropriate communication skills (grammar, research, citation, etc)

 -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

While involved in tasks building towards proficient the student:

  • struggles to provide basic information as to how all musical works relate to other disciplines, cultures, societies, and events in history:

    • using limited forms of media

    • with less than grade appropriate communication skills (grammar, research, citation, etc)
 -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

 

Band Resources

Websites

http://www.loc.gov/rr/record/onlinecollections.html

Vocabulary

MUS-MS.CrEE.03.2a

Creating for Traditional and Emerging Ensemble
Anchor Standard 3 - Evaluate, refine and complete artistic work.

Present Artistist Work

MUS-MS.CrEE.03.2a Share personally-developed melodies and rhythmic passages - individually or as an ensemble - that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Band Student Learning Targets

Skills (Performance) Targets

  • I can apply appropriate musical concepts to an original composition

Product Targets

  • I can compose an original piece of music
 

Band Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Individual exploration of advanced material.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

At the conclusion of instruction the proficient student will:

  • compose an original piece of music within a pre-defined parameter.

  • demonstrate a solid understanding of the process and can apply appropriate musical concepts to their piece.

(The student exhibits no major errors or omissions.)
  • Essential Elements Book 1 #72, #85 
  • Essential Elements Book 2 #38
  • Additional teacher designed composition assessment
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

While involved in tasks building towards proficient the student is able to:

  • compose an original piece of music within a pre-defined parameter but requires additional prompts and guidance.  

  • demonstrate intermediate understanding of the process and can apply basic musical concepts to their piece.

 
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

While involved in tasks building towards proficient the student:

  • struggles to compose an original piece of music within a pre-defined parameter even with additional prompts and guidance.  

  • demonstrates novice understanding of the process and can apply very simple musical concepts to their piece.

 
  0.5 Limited execution of level 1 expectations.
0.0 Even with help, the student demonstrates no understanding or skill -

 

Band Resources

Websites

https://www.noteflight.com

http://soundation.com/

http://www.musictheory.net/

http://www.audiotool.com/

http://superlooper.universlabs.co.uk

Vocabulary

 

Choir Resources

Websites

 

Vocabulary

 

Orchestra Resources

Websites

 

Vocabulary

MUS-MS.Pr.04.2

Work in the general music by grade level for this standard

imagePerforming for Traditional and Emerging Ensemble Strand
Anchor Standard 4.2 - Analyze the structure and context of varied musical works and their implications for performance.

Rehearse, Evaluate and Refine 

MUS-MS.Pr.04.2.6b When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.

 

 

MUS-MS.PrEE.04.3a

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 4 - Select artistic work for presentation.

Interpret artistic work for presentation 

MUS-MS.PrEE.04.3a Demonstrate understanding and application of expressive qualities in a varied repertoire of music through prepared and improvised performances.

Orchestra Student Learning Targets

Skills (Performance) Targets

  • I can
    • Play all articulations correctly.
    • Perform dynamics at the appropriate levels.
    • Shift from one note to another accurately with a somewhat fluid motion.
    • Play with a consistent, relaxed vibrato.

Orchestra Proficiency Scale

Click here for ORCHESTRA proficiency scale

Websites

Vocabulary

MUS-MS.PrEE.06.1a

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 6 - Convey meaning through the presentation of artistic work.

Present 

MUS-MS.PrEE.06.1a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised performances of a varied repertoire of music representing diverse cultures and styles.

 

Band Student Learning Targets

Knowledge Targets

  • I can recognize a variety of time signatures

    • This means I am able to locate the time signature in a piece of music

  • I can identify musical notation

    • This means I am able to give the correct note name based on its placement in the staff. I am also able to tell how many beats the note should receive

Reasoning Targets

  • I can explain how time signatures work

    • This means I am able to explain how many beats are in a measure and what note equals one beat based on the given time signature

  • I can interpret musical notation

    • This means I can relate musical notation to a position or fingering on a musical instrument

Skills (Performance) Targets

  • I can employ proper technique on my instrument

    • This means I am able to use proper posture, playing position, tone, and embouchure on my instrument

  • I can demonstrate how to play a variety of time signatures

    • This means I am able to play the correct rhythms on an instrument based on the given time signature

  • I can employ musical notation

    • This means I can translate a written piece of music into a live performance on my instrument

  • I can use expressive elements in my playing

    • This means that I am able to go beyond a basic interpretation of the written music and incorporate expressive elements like dynamics, vibrato, ornamentation, accelerandos, and ritardandos

 

6th Grade Band Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student is able to:

  • recognize, explain and play cut time
  • perform specific note values such as:
    • 8th/16th note combinations
    • dotted 8th/16th notes
  • demonstrate fundamentals of music above grade level expectations
  • correctly recognize higher level terminology relating to musical expression

 

  • Essential Elements Book 2 exercise 1-100

  • Bb scale memorized

  • 1 8va chromatic scale memorized
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

At the conclusion of this course the proficient student will:

  • correctly execute technique for their instrument consisting of:

    • proper fingerings

    • articulations

    • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments

    • correct partials on brass instruments

  • recognize, explain and play 3/4 time.

  • performs specific note values such as:

    • single eighth notes/rests

    • steady beat

  • demonstrate appropriate fundamentals of music consisting of:

    • posture

    • embouchure

    • breathing

    • tone quality

    • steady beat

  • correctly execute expressive playing their instrument consisting of:

    • phrasing

    • dynamics

    • articulation

(The student exhibits no major errors or omissions.)

 

  • Chromatic scale (185 Methods Book 2)

  • Methods Book 1 exercises 150 to end of book

  • Methods Book 2  beginning exercises

  • Sheet music (e.g. concert, solo, small ensemble music)
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

While involved in tasks building towards proficient the student is able to:

  • perform the simpler details and processes of technique for their instrument.

  • recognize, explain and play in 2/4 time.

  • perform specific note values such as:

    • dotted quarter notes

    • dotted half notes

    • eighth notes

  • demonstrate basic fundamentals of music

  • correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

  • Bb scale

  • Methods Book 1 exercises 40 through 149
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

While involved in tasks building towards proficient the student is able to:

  • perform the simplest details and processes of technique for their instrument.

  • recognize, explain and play in 4/4 time.

  • perform specific note values such as:

    • half notes/rests.

    • whole notes/rests.

    • quarter notes/rests.

  • demonstrate novice fundamentals of music

  • correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.
  • Method Book 1 exercises 1 through 39
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

 

7th Grade Band Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student is able to:

  • recognize, explain, play, and transition between any previously learned time signatures.

  • performs specific note values such as:

    • all 8th/16th note combinations

    • triplet patterns

  • demonstrate fundamentals of music above grade level expectations
  • correctly recognize higher level terminology relating to musical expression
  •  Essential Elements Book 3 or equivalent

  • F-Eb Major

  • 1 8va chromatic with music
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

 At the conclusion of this course the proficient student will:

  • correctly execute technique for their instrument consisting of:

    • proper fingerings
    • articulations
    • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments
    • correct partials on brass instruments

  • recognize, explain, play, and transition between any previously learned time signatures.

  • perform a variety of syncopated rhythms.

  • demonstrate appropriate fundamentals of music consisting of:
    • posture 
    • embouchure
    • breathing
    • tone quality
    • steady beat
  • correctly execute expressive playing their instrument consisting of:
    • phrasing
    • dynamics
    • articulation

(The student exhibits no major errors or omissions.)

  • Essential Elements Book 2 exercise 123-153

  • Sheet music (e.g. concert, solo, small ensemble music)

  • Ab major scale

  • F major scale

  • 1.5 8va chromatic scale memorized

 
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

 While involved in tasks building towards proficient the student is able to:

  • perform the simpler details and processes of technique for their instrument.

  • recognize, explain and play 6/8 time

  • perform specific note values such as:

    • 8th note triplets

  • demonstrate basic fundamentals of music

  • correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

Essential Elements Book 2 exercise 101-122

Eb scale

1.5 8va chromatic scale (instrument appropriate starting note
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

While involved in tasks building towards proficient the student is able to:

  • perform the simplest details and processes of technique for their instrument.

  • recognize, explain and play cut time.

  • perform specific note values such as:

    • some 8th/16th note combinations

    • dotted 8th/16th notes

  • demonstrate novice fundamentals of music

correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.

  • Essential Elements Book 2 exercise 1-100

  • Bb scale memorized

  • 1 8va chromatic scale memorized

 
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

 

8th Grade Band Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Individual exploration of advanced material
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

At the conclusion of this course the proficient student will:

  • correctly execute technique for their instrument consisting of:

    • proper fingerings
    • articulations
    • rolls, flams, fulcrum/hand position, and correct playing position on percussion instruments
    • correct partials on brass instruments
    • recognize, explain, play, and transition between any previously learned time signatures.

  • perform a variety of syncopated rhythms.

  • demonstrate appropriate fundamentals of music consisting of:
    • posture 
    • embouchure
    • breathing
    • tone quality
    • steady beat
  • correctly execute expressive playing their instrument consisting of:
    • phrasing
    • dynamics
    • articulation

(The student exhibits no major errors or omissions.)

  • Essential Elements Book 3 or equivalent

  • Sheet music (e.g. concert, solo, small ensemble music)

  • C Major-Ab Major

  • Extended Chromatic scale memorized (instrument appropriate range)
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

While involved in tasks building towards proficient the student is able to:

  • perform the simpler details and processes of technique for their instrument.

  • recognize, explain, play, and transition between any previously learned time signatures.

  • perform specific note values such as:

    • 16th note triplets

  • demonstrate basic fundamentals of music

  • correctly recognize terminology relating to musical expression however, is not able to consistently execute expressive playing of their instrument.

  • Essential Elements Book 3 or equivalent

  • C-Ab Major with instrument appropriate modifications

  • Extended Chromatic scale with music (instrument appropriate range)
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

 While involved in tasks building towards proficient the student is able to:

  • recognize, explain, play, and transition between any previously learned time signatures.
  • perform specific note values such as:
    • all 8th/16th note combinations
    • 8th note triplets

  • demonstrate novice fundamentals of music

  • correctly recognize some terminology relating to musical expression however, is not able to execute expressive playing of their instrument.

  • Essential Elements Book 3 or equivalent

  • F-Eb Major

  • 1 8va chromatic with music
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Band Resources

Websites

https://www.essentialelementsinteractive.com/

http://www.metronomeonline.com/

http://dictionary.onmusic.org/

http://www.smartmusic.com/

http://www.musictheory.net

Vocabulary

Choir Student Learning Targets

Knowledge Targets

  • I can recognize and identify my part in the music
  • I can recall correct breathing techniques when singing
 

Reasoning Targets

  • I can distinguish between my part and other parts within the music
 

Skills (Performance) Targets

  • I can demonstrate correct breathing techniques
 

Product Targets

  • I can sing my part from a student-chosen selection of our current concert music
  • I can sing with dynamic contrast
  • I can sing with expressive qualities and communicate the mood of the piece.
  • I can sing with a supported tone appropriate to my grade level/age

Choir Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Singing consistently demonstrates technical accuracy and expressive qualities.
  • Breathing is correct.  The tone is supported to the end of the phrase.*

* Example of correct breathing:  keeping shoulders relaxed when inhaling; chest does not rise with inhalation of breath

 

- Sing a student-chosen selection from concert music performed.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student's:

  • singing demonstrates technical accuracy and expressive quality.
  • breathing is mostly correct.  The tone is consistently supported to the end of the phrase.*
  
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student's:

  • singing sometimes demonstrates technical accuracy and expressive quality.
  • breathing is sometimes correct.  The tone is occasionally supported to the end of the phrase.*
  
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

The student's:

  • singing demonstrates a beginning understanding of technical accuracy and expressive qualities.
  • breathing is developing.  The tone is rarely supported to the end of the phrase.*

 

  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill.  
 

Choir Resources

Websites

 

Vocabulary

Orchestra Student Learning Targets

 

Skills (Performance) Targets

  • I can 
    • Use proper bow placement, speed & weight appropriate for the musical selection.
    • Play all notes accurately in a steady tempo.
    • Play all rhythms accurately in a steady tempo.
    • Play all articulations correctly.
    • Be sensitive to balance, phrasing, articulation, dynamics and generally communicate non-verbally with cues.

Orchestra Proficiency Scale

Click here for ORCHESTRA proficiency scale

Orchestra Resources

Websites

Vocabulary

MUS-MS.PrEE.06.1b

Performing for Traditional and Emerging Ensemble Strand
Anchor Standard 6 - Convey meaning through the presentation of artistic work.

Present

MUS-MS.PrEE.06.1b Demonstrate an understanding of the context of the music through prepared and improvised performances.

Student Learning Targets

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

MUS-MS.ReEE.09.1a

Responding for Traditional and Emerging Ensemble Strand
Anchor Standard 9 - Apply criteria to evaluate artistic work.

Evaluate artistic work

MUS-MS.ReEE.09.1a Explain the influence of experiences, analysis, and context on interest in and evaluation of music.

Band Student Learning Targets

Knowledge Targets

  • I can evaluate and critique a performance (live or recorded) using prior knowledge

Reasoning Targets

  • I can evaluate and critique a performance (live or recorded) using appropriate music terminology

 

Choir Learning Targets

Knowledge Targets

  • I can define appropriate concert and performance etiquette
  • I can recognize the difference between quality performances and poor performances

Reasoning Targets

  • I can distinguish between quality performances and poor performances
  • I can evaluation a performance and the concert etiquette

Skills Targets

  • I can demonstrate appropriate performance etiquette

Product Targets

  • I can write about a music performance and concert etiquette

 

Band Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Individual exploration of advanced material
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

At the conclusion of instruction the proficient student will:

  • constructively evaluate and critique a performance (live or recorded) supported by:

    • appropriate music terminology

    • reference to past learning/experiences

    • effective communication (complete sentences, proper grammar, etc.)

(The student exhibits no major errors or omissions.)

  • Concert reflection

  • Classroom listening activities
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

While involved in tasks building towards proficient the student is able to:

  • constructively evaluate and critique a performance (live or recorded) using some of the 3.0 criteria.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

While involved in tasks building towards proficient the student:

  • constructively evaluate and critique a performance (live or recorded) using little of the 3.0 criteria.
 -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -
 

Choir Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

  • Describe and elaborate on specific musical elements in the performance.
 - How do we judge the quality of musical work(s) and performance(s)?
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student:

  • describes musical elements in the performance.
  
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student:

  • has limited understanding of musical elements related to the performance.
  
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0

The student:

  • does not recognize musical elements in the performance.
  
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill.

 

Orchestra Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -
Click here for ORCHESTRA proficiency scale