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Physical Education PilotPhysical Education Pilot A new path to measuring growth in traditionally non-tested grades and subjects.

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Presentation on theme: "Physical Education PilotPhysical Education Pilot A new path to measuring growth in traditionally non-tested grades and subjects."— Presentation transcript:

1 Physical Education PilotPhysical Education Pilot A new path to measuring growth in traditionally non-tested grades and subjects

2 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, not policy makers  Reflective of your actual students, rather than those you do not teach  Leads to improved instruction, and thus student growth 2

3 How will this new measure fit into evaluation? 3  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

4 Process 4 Teachers collect evidence Teachers provide context Peer review process Teachers pre- score & submit evidence to committee Portfolio is self-scored and reviewed by a peer Teachers upload evidence

5 How does the portfolio process work?  Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation. 5

6 How does the portfolio process work?  Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.  Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection. 6

7 How does the portfolio process work?  Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.  Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection.  Step 3: Upload growth evidence to GLADiS as it is collected. 7

8 How does the portfolio process work?  Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.  Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection.  Step 3: Upload growth evidence to GLADiS as it is collected.  Step 4: Self-score your collections using the scoring guide and close your portfolio for review. 8

9 Portfolio Requirements  Must have six total evidence collections.  Must contain evidence collected from three of the four domains. Perform, Respond, Connect, Create  Each evidence collection must show pre- and post- evidence. 9

10 If you teach 2 nd and 5 th grade… 10 2nd Grade Perform: Growth in locomotor skills 2nd Grade Perform: Growth in a skill selected from list of options 2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of options 5th Grade Perform: Growth in a skill selected from list of options 5th Grade Perform: Growth in overhand throw 5th Grade Respond, Connect, or Create: Growth in a skill selected from list of options

11 If you teach only 2 nd grade… 11 2nd Grade Perform: Growth in locomotor skills 2nd Grade Perform: Growth in a skill selected from list of options 2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of options 2nd Grade Perform: Growth in a skill selected from list of options 2nd Grade Respond, Connect, or Create: Growth in a skill selected from list of options

12 If you teach only 5 th grade… 12 5th Grade Perform: Growth in overhand throw 5th Grade Perform: Growth in a skill selected from list of options 5th Grade Respond, Connect, or Create: Growth in a skill selected from list of options 5th Grade Perform: Growth in a skill selected from list of options 5th Grade Respond, Connect, or Create: Growth in a skill selected from list of options

13 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. 13

14 FAQs Q: What type of evidence should I submit? A: Evidence can and will take many forms, depending on what skills you choose to assess. However, all of the evidence collections in the Perform domain will require video. You may also want to include scoring sheets or other relevant supplemental information. Q: I don’t have access to a video camera, so how can I record? A: Although you may not have access to a video camera, most people should have access to a smart phone, a camera, an iPad or tablet, etc. with recording capabilities. If you are not sure how to record and upload using these devices, please reach out to your peers, your district lead, or Courtney, as we will be happy to help. 14

15 FAQs cont. Q: I’m not very tech-savvy, what if I can’t navigate GLADiS? A: To help new users navigate the GLADiS website, we have developed a step-by-step user guide with screenshots of every step of the process. If you are still having trouble after referencing this user guide, please reach out to Courtney. We will be happy to host technology sessions throughout the school year as needed. Q: Do I need to have my students sign consent forms? A: Most schools already require students to sign a consent form at the beginning of the school year, so you should be covered. However, it is advisable that you confirm with your district lead. Further, all video is stored on a secure, password-protected site, and is only used for evaluative purposes. That being said, please only identify students by their first name, and limit any other information that would make them personally identifiable. 15

16 Portfolio Scoring 16 Student Work (PRE) Student Work (POST) GROWTH

17 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 17

18 Scoring Example  You pre-test your students on locomotor skills and use the scoring guide to determine their baseline level. 18 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

19 Scoring Example cont.  Now, you post-test your students and use the scoring guide to determine their final level of mastery. 19 Student Pre-Test Level Post-Test Level Levels of Growth Renee R.13 Kaneal A.22 Luke K.13 Aneesh S.34 Jaime G.35 Sara H.13 Grace J.23 AVERAGE

20 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. 20 Student Pre-Test Level Post-Test Level Levels of Growth Renee R.132 Kaneal A.220 Luke K.132 Aneesh S.341 Jaime G.352 Sara H.132 Grace J.231 AVERAGE

21 Scoring Example cont.  Now figure out how many levels on average students made. 21 Student Pre-Test Level Post-Test Level Levels of Growth Renee R.132 Kaneal A.220 Luke K.132 Aneesh S.341 Jaime G.352 Sara H.132 Grace J.231 AVERAGE10/7= 1.43

22 Scoring Example cont.  Using the principles of scoring, this evidence collection would receive a Level 4 (Above Expectations): On average, more than one level of student growth

23 Scoring Guide and Evidence Collection Guide Please take 5-10 minutes to look through the scoring guide and evidence collection guide. 23

24 Reflection Now with a partner, please take 5-10 minutes to answer the following questions: 1. Do you feel like there are enough options for you to choose from? 2. Are there any additional skills you would like to see added to the choice board? 3. Is it clear to you how each skill will be evaluated using the scoring guide? 4. Do you understand how to test students’ mastery of each skill? 24

25 Planning Now please take minutes to start filling out your planning guide. You may work by yourself, with a partner, or in a small group. 25

26 Implementation Timeline  After this session, you can and should begin planning and collecting evidence.  You will receive an tomorrow morning with your log-in information to GLADiS.  The final day to submit your portfolios is May 1.  We will compile the results of the pilot throughout the month of June, make adjustments to the model based on lessons learned, and present to the State Board of Education for official approval in July. 26

27 Closing and Next Steps  We will be working to create a more detailed Teacher Guide to support your evidence collection, as well as refining the scoring guide.  We will also be working on a website to store information and share best practices.  If you have questions, please don’t hesitate to reach out. Your district support as well as your peers will be tremendous resources, so please be sure to collaborate with each other. For general questions, logistical concerns, or technical problems, please feel free to For content-specific questions or details about how to assess your students, please feel free to 27

28 Put teachers at the center of your evaluation system and grow the entire profession! 28 TEACHERS


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