Physical Education Pilot A new path to measuring growth in - - PowerPoint PPT Presentation

Physical Education Pilot

A new path to measuring growth in traditionally non-tested grades and subjects

Benefits of the Model

• Flexible, yet rigorous method of measuring student growth
• Combines evaluation with the opportunity for professional growth
• Created by physical education professionals
• Reflects the teacher’s actual students
• Opportunity for increased teacher self-reflection
• Encourages increased collaboration and sharing among teachers
• Leads to improved instruction, and thus student growth

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How will this new measure fit into evaluation?

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Achievement Measure 15% Growth Measure 35% Qualitative 50%

• Qualitative includes:
• Observations
• In planning, environment,

instruction, and professionalism

• Quantitative includes:
• Growth measure
• Physical Education Portfolio

Score

• Achievement measure
• Goal set by teacher and

evaluator

Portfolio Requirements

• Must have six total evidence collections.
• Skills assessed are selected from the choice board.
• Must contain evidence collected from three of the four domains.
• Perform, Respond, Connect, Create
• Each evidence collection must show pre- and post- evidence.

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If you teach 2nd and 5th grade…

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2nd Grade Perform: Growth in locomotor skills 2nd Grade Perform: Growth in a skill selected from list of

• ptions

2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

5th Grade Perform: Growth in a skill selected from list of

• ptions

5th Grade Perform: Growth in overhand throw 5th Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

If you teach only 2nd grade…

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2nd Grade Perform: Growth in locomotor skills 2nd Grade Perform: Growth in a skill selected from list of

• ptions

2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

2nd Grade Perform: Growth in a skill selected from list of

• ptions

2nd Grade Perform: Growth in a skill selected from list of

• ptions

2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

If you teach only 5th grade…

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5th Grade Perform: Growth in overhand throw 5th Grade Perform: Growth in a skill selected from list of

• ptions

5th Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

5th Grade Perform: Growth in a skill selected from list of

• ptions

5th Grade Perform: Growth in a skill selected from list of

• ptions

5th Grade Respond, Connect, or Create: Growth in a skill selected from list of

• ptions

Choice Board

• How were skills selected?
• Convened a committee

– Current teachers – Retired teachers – University professors – District-level staff

• Determined which skills were crucial for each grade level

– What is the most important skill students should leave 2nd grade having

mastered? What about fifth grade?

– These became mandatory (2nd grade: locomotor skills, 5th grade: overhand throw)

• Looked at the standards to determine which other skills are commonly

taught

• Worked to develop an objective way to assess each of these skills
• Integrated other disciplines and higher-order thinking

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Portfolio Sampling

• For the Perform collections, you must include pre- and post-

evidence from an entire class.

• However, a different class may be used for each Perform collection.
• For the remaining collections, you may either include pre- and post-

evidence from an entire class or include a purposeful sampling.

• Purposeful sampling entails including pre- and post- evidence from at

least one emerging student, at least one proficient student, and at least one advanced student.

• These labels are identified by the teacher in regards to the student’s

beginning level of mastery. They are not related to academic achievement levels. – Ex. An emerging student would probably begin at a level 1 or 2 on the

scoring guide, a proficient student would probably begin at a level 3, and an advanced student would probably begin at a level 4 or 5.

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Portfolio Scoring

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Student Work (PRE) Student Work (POST)

GROWTH

Principles of Scoring

We expect students to grow approximately one level each year. Level 1 (Significantly Below Expectations):

• No or extremely limited student growth

Level 2 (Below Expectations):

• On average, less than one level of student growth

Level 3 (At Expectations):

• On average, one level of student growth

Level 4 (Above Expectations):

• On average, more than one level of student growth

Level 5 (Significantly Above Expectations):

• Two or more levels of student growth

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Scoring Example

• You pre-test your students on overhand throw and use the scoring

guide to determine their baseline level.

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Student Pre-Test Level Post-Test Level Levels of Growth Renee R. 1 Kaneal A. 2 Luke K. 1 Aneesh S. 3 Jaime G. 3 Sara H. 1 Grace J. 2 AVERAGE

Scoring Example cont.

• After instruction, you post-test your students and use the scoring

guide to determine their final level of mastery.

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Student Pre-Test Level Post-Test Level Levels of Growth Renee R. 1 3 Kaneal A. 2 2 Luke K. 1 3 Aneesh S. 3 4 Jaime G. 3 5 Sara H. 1 3 Grace J. 2 3 AVERAGE

Scoring Example cont.

• Look at the difference between their pre-test and their post-test to

determine how many levels of growth they have made.

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Student Pre-Test Level Post-Test Level Levels of Growth Renee R. 1 3 2 Kaneal A. 2 2 Luke K. 1 3 2 Aneesh S. 3 4 1 Jaime G. 3 5 2 Sara H. 1 3 2 Grace J. 2 3 1 AVERAGE

Scoring Example cont.

• Now figure out how many levels on average students made.

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Student Pre-Test Level Post-Test Level Levels of Growth Renee R. 1 3 2 Kaneal A. 2 2 Luke K. 1 3 2 Aneesh S. 3 4 1 Jaime G. 3 5 2 Sara H. 1 3 2 Grace J. 2 3 1 AVERAGE 10/7= 1.43

Scoring Example cont.

• Using the principles of scoring, this evidence collection would

receive a 4.

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Level 4 (Above Expectations): On average, more than one level of student growth

Scoring Guide and Evidence Collection Guide

Please take 5-10 minutes to look through the Scoring Guide and Evidence Collection Guide.

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Reflection

Now with a partner, please take a few minutes to answer the following questions:

1.

Are there enough skills for teachers to choose from?

2.

Are there any additional skills you would like to see added to the choice board?

3.

Are these skills reflective of what you would expect to see in a quality physical education classroom?

4.

Is it clear to you how each skill will be evaluated using the scoring guide?

5.

Do you understand how to test students’ mastery of each skill? If not, do you think your teachers would know how to assess this?

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Sample Video

• Locomotor skills

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Planning

• Now take a few minutes to look at the sample planning guide.
• This is what your teachers will fill out before beginning this process.
• What could your district do to support them in gathering this

evidence and staying on track?

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Knowledge, Skills, and Support

• Access to technology
• Time to collaborate and plan
• Dedicated in-service days
• Protected teaching time
• Support from school leadership
• Professional days or other compensation for the peer review process
• One day for training
• Several days for reviewing and scoring portfolios
• Teachers may also need training on the following:
• How to assess in a physical education classroom
• How to download, edit, and upload videos
• How to effectively manage multiple stations in a physical education

setting

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District Perspective: Benefits

• Teachers value work more
• Increased use of data to drive instruction
• More differentiated instruction
• Increased reflection on instructional practice
• Different outlook on what is delivered and how it is delivered
• More teacher to teacher collaboration
• More purposeful collaboration between central office and teachers
• Teacher ownership of student growth

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District Perspective: Challenges

• Variance in facilities
• Equipment cost
• Pinnies
• Cameras
• Other equipment
• True professional development time to fully understand the model
• Teacher lack of technology skills
• Time
• Understanding of assessment protocols
• Student management

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Questions

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