Presentation on theme: "Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments Kevin Lorson, Ph.D. email@example.com Steve Mitchell, Ph. D. firstname.lastname@example.org."— Presentation transcript:
1 Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments Kevin Lorson, Ph.D.Steve Mitchell, Ph. D.
2 Overview Ohio is one of the few states with: StandardsRequired assessmentsData for all standards reported to the stateRating on school’s report cardHow did Ohio get to this point?AdvocacyAssessmentAccountability
3 Ohio Physical Education Minimum Requirements Elementary & Middle SchoolMust provide PE as part of a well- rounded curriculumHigh School RequirementOhio Core – [Ohio Revised Code: Section (A) (2)]Students must earn ½ unit of credit in physical education as part of graduation requirement.½ unit means a minimum of hours of instruction.(All other courses are 60hrs)High School SubstitutionLocal boards may adopt policyONLY for interscholastic athletics (2 full seasons), marching band, cheerleading & ROTC.Student must select another ½ unit, consisting of at least 60 hrs of instruction in another course of study.High School Credit FlexibilityIndependent studyHigh School Summer PE =120 hours of instruction.
4 Step 1: Standards-Based Physical Education Legislation (2007) Ohio was one of the last states to approve state standards.Physical Education Coordinator (full-time) at the Ohio Department of Education.Adoption of Physical Education Standards, Benchmarks, & Indicators (2009).Ohio Department of Education (ODE) makes standards available to districts.Local districts may use standards as a tool to develop curriculum.Removal of oversight from Legislature for physical education.Data collection - How many minutes and frequency of PE per week for ALL school districts in Ohio?Substitution for HS Physical Education still exists.
5 Ohio Physical Education Academic Content Standards Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.Participates regularly in physical activity.Achieves and maintains a health-enhancing level of physical fitness.Exhibits responsible personal and social behavior that respects self and others in physical activity settings.Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
6 Reading the Standards Document Content StandardWhat all Ss should know and be able to do (overarching goal).Standard 1 – Motor skillsBenchmarkWhat Ss should know and be able to do at the end of grade-level bands. Supports the attainment of one or more content standards.K-2: Demonstrate fundamental locomotor & object control skills.IndicatorWhat students should know and be able to do at each grade level. Linked to the achievement of one or more benchmarks.K: Throw in a variety of ways. 1: Throw with variation in time and force 2. Throw using sideways orientation.BREAK!!
7 Standard K-2 3-5 6-8 9-12 Standard 1: Motor Skills & Movement Patterns A: Locomotor & non- locomotor skills.A: Combine locomotor and non-locomotor into movement patterns.A: Movement skills and patterns in a variety of activities.A: Combined movement skills and patterns in authentic settings.Locomotor Skills AssessmentCreative Movement PatternLocomotor Activity Skills or Movement routineSkills & Patterns AssessmentB: Fundamental manipulative skills.B: Fundamental manipulative skills in basic settings.B: Specialized manipulative skills in a variety of settings.B: Specialize manipulative skills in a variety of settings.Manipulative Skills AssessmentManipulative/Sport SkillInvasion, Net/Wall, Striking, Target Skill AssessmentsStandard 2:Knowledge of movement concepts, principles, strategies and tactics.A: Knowledge of movement concepts.A: Movement concepts and principles of movement.A: Apply tactical concepts and performance principles.A: Apply tactical concepts and performance principles in authentic settings.Movement concepts performanceTactical Test Bank or Game Performance AssessmentGame Performance AssessmentAnalytical Portfolio Tactics & StrategiesB: Knowledge of critical elements.B: Knowledge of critical elements & biomechanical principles.B: Apply biomechanical principles.Critical Elements Test BankSkill Analysis & Practice PlanSkill AnalysisAnalytical Portfolio Biomechanical & PracticeStandard 3: Participates in physical activityA: Engage in physical activity (PA) inside and outside of school.A: Engage in PA inside and outside of schoolA: Engage in PA inside and outside of school.Physical Activity RecallPhysical Activity RecallB: Recall physical activities.B: Self-monitor PA.B: Create & monitor a personal plan for PA.Physical Activity Picture LogPhysical Activity LogPersonal Physical Activity Plan
8 Standard 4: Health- enhancing level of fitness. K-23-56-89-12Standard 4: Health- enhancing level of fitness.A: Demonstrate health- related fitnessFitness Performance RubricCriterion Referenced Fitness TestB: Understand principles, components & practices.B: Understand principles, components & practices.Fitness Test BankPersonal Fitness PlanStandard 5: Personal and social behaviorA: Follow safe proceduresA: Safety & personal responsibilityA: Safety & EtiquettePersonal Responsibility Observation AssessmentPersonal Responsibility Observation AssessmentPersonal Responsibility Observation AssessmentB: Cooperation & consideration of others.B: Cooperation & respect.B: Communicate and respect othersB: Communication and social responsibility.Social Responsibility Observation AssessmentSocial Responsibility Observation AssessmentStandard 6: Values physical activityA: EnjoymentA: Self-challenge & enjoymentA: Self-challenge & personal growthA: Use PA to promote growth, goal setting & enjoyment.Enjoyment AssessmentAdvocacyPhysical Activity AdvocacyPhysical Activity MarketingB: Physical Activity promotes self- expression and social interactionB: Appreciate physical activitiesB: Select PA that promote self-expression and interactionB: Pursue PA that promote self-expression & social interaction.Activity IdentificationPhysical Activity Marketing Plan
9 Step 2: Accountability Senate Bill 210 Establish nutritional standards for certain foods and beverages sold in schoolsInclusion of physical activity and nutrition as part of the health curriculum.Newly hired physical education teachers to have a PE license.Improves accountability for quality physical education by requiring the Ohio Department of Education to develop an indicator of student success in meeting the benchmarks contained in the PE content standards adopted by the state board of education.Districts can opt-in to get children moving for 30 min each day (classroom, PE, before/after school activities).BMI – send home confidential to parents (but parents can opt out)Informs public policy through state-wide BMI data.Healthy Choices for Healthy Children Council
10 PHYSICAL EDUCATION AND WELLNESS MEASURE REPORT CARD FORMAT FOR THE 2012-2013 SCHOOL YEAR The Physical Education and Wellness Measure provides information about a district’s policies and practices with regard to physical activity, health and wellness. It will first appear on the reports that are issued at the end of the school year.Physical Education IndexCompliance with Local Wellness PolicyParticipation in Body Mass Index (BMI) ScreeningParticipation in Physical Activity Pilot ProgramMODERATE(Click HERE for detailed information about your district)YES(Click HERE for detailed information regarding the federal wellness policy)(Click HERE for detailed information regarding BMI screening requirements and waivers)NO(Click HERE for detailed information regarding participation in a Physical Activity Pilot Program)The extent to which students are successful in meeting the benchmarks contained in Ohio’s physical education standards.Building composite score and overall district composite score determination will be “High”. “Moderate” or “Low”.Compliance with the federal requirement for implementing a local wellness policy.Overall district composite score will be a “Yes” or “No”.Compliance with completing BMI screening requirements instead of operating under a waiver.Overall district composite score will be a “Yes” if completed BMI screening or “No” if requesting a waiver, non-submission of waiver or non-completion of BMI screening.Whether the district is participating in the option of a daily Physical Activity Pilot Program.September 2011
11 Benchmark Assessment Overview At the completion of (by June 2013) districts will report student progress towards the achievement of benchmarks.Part of school’s report card, but not a high-stakes achievement test.Collect assessment data and report to ODE.Data is reported by school, not by individual studentAssess and report student data once in the grade band, not in each gradeAssessments must be completed by the end of the benchmark.e.g. – Assess students in Standard 1B in Grade 2NO WAIVERS for ASSESSMENTS
12 Importance of Standards-Based Assessment AccountabilityStandards explicitly state what a student (graduate) should minimally know and be able to doClarifies expectations for students and physical education teachersIndirectly raises the bar for physical education teachersFeedbackTo improve teacher and student performanceProgressPhase shift – from filling time with activities to a curriculum that develops knowledge, skills and behaviors to engage in a physically active lifestyleImplementing assessments seems to follow a path of denial, anger/bargain/complain, going through the motions, acceptance, & change
13 Creating Standard-Based Assessments Identify standards and grade level outcomes or targets.Develop an assessment system.Scoring systemOhio = advanced, proficient, limitedGuidelinesOhio = data reported to state once per grade bandDetermine how translate data into grades and communicate with parentsManaging the workloadElectronic grading system & state Excel data file
14 Ohio Benchmark Assessment Scoring System 3, 2, 1 rating for each benchmark3 = Advanced2 = Proficient1 = LimitedLeave blank if they could not participate (not calculated in summarized data)Reasons to not have data – injury, not applicable due to IEP or reasonable accommodation.
15 The Teacher’s Role: Analyze current curriculum. Identify what units (content) and when each assessment will be implemented.Instructional alignment & formative assessmentsCollect Summative Assessment Data.Assessment Strategies & data collectionGradingSummarize, revise and reflect.Modify curriculum
16 Standard 1A Grade 6-8 Grades K-2 Grades 3-5 Grades 9-12 Movement routine with a partnerDance, gymnastics, jump rope, yoga, or fitnessGrades 9-12Dance routineMovement performance in activity(e.g. Gymnastics, track & field, aquatics, fitness, martial arts.Grades K-2Specific locomotor skill assessments (e.g. skip, hop, jump)Grades 3-5Movement pattern performance:GymnasticsDanceJump rope
17 Standard 1B Grades 6-8, 9-12 Grades K-2 Grades 3-5 Skill performance of offensive & defensive skills in game situations:InvasionNet/wallStrike/fieldTarget gamesGrades K-2Specific object control skill assessment (e.g. kick, strike, UH roll)Grades 3-5Throw,Catch with implement*Striking a moving ball*Receive, dribble, pass with the feetPuntDribble a ball with the hands or a stick**assess in both practice and game settings:
18 Standard 2A Grades 6-8 Grades K-2: Grades 9-12 Grades 3-5: Offensive positioningDefensive positioningDecision-makingGrades 9-12Tactical concepts & strategies portfolioGrades K-2:Movement concepts observation of levels, space, distance, effort, & speed.Grades 3-5:Demonstrate and apply basic tactics and principles of movement:SpacingDecision-making
19 Creating and using space Standard 2A (Grades 6-8)LevelDecision-makingCreating and using spaceDefending spaceAdvancedConsistently chooses best options in game play:Attack and shoot where possiblePass to teammate who can attackPlay a possession passDribble to repositionConsistently moves to spaces where passes can be received when teammates have the ballConsistently moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoringProficientUsually chooses best options in game play:Usually moves to spaces where passes can be received when teammates have the ballUsually moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoringLimitedRarely chooses best options in game play:Rarely moves to spaces where passes can be received when teammates have the ballRarely moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring
20 Standard 2B Grades K-2 Grades 3-5 Critical element knowledge test For a good overhand throw, you should bend the elbow in the shape of an “L” behind the head before throwing.A. True B. FalseGrades 3-5Analysis of movement performance:The performers strengthsThe performers weaknessesA practice plan through by which the performer might improve
21 Standard 2B (Grades 6-8, 9-12) Skill Analysis Project Select three skills essential to effectively playing the activity.Break down the critical elements into preparation, execution and follow through phases of movementDescribe the common errors using biomechanical principlesBiomechanical principles - Body position, contact or release point, release or take off angle, balance/over-balance point, rotationEvaluate their own performance using the key principles and critical elements. Provide a practice plan (drills, etc) to improve identified areas.How does this impact your teaching?When to implement the assessment?
22 Standard 3 Assessments Benchmark B Benchmark A Physical Activity Log Recall of physical activity preferences3-5, 6-8, 9-12Physical activity planPersonal goals for physical activityAligned with community resourcesEvaluation of the plan’s effectiveness in helping meet physical activity goalsBenchmark APhysical Activity LogK-2Recall amount of PA3-5Recall and identify type6-8, 9-12Recall and identify minutes in each type
24 Standard 3A (6-8) Scoring Guide LevelCriteriaAdvancedStudent exceeds 60 minutes of moderate to vigorous daily physical activity and meets the goals in all categories (excluding inactivity) within the physical activity pyramid:Engage in leisure/playtime and strength/flexibility activities on two to three days of the week.Engage in aerobic and recreational activities on four to five days of the week.Engage in healthy daily activities (e.g., taking stairs, dog walking) on every day of the week.ProficientStudent accumulates 60 minutes of daily physical activity using different categories within the physical activity pyramid (excluding the inactivity category).LimitedStudent does not accumulate 60 minutes of daily physical activity.
27 Grades K-2 & 3-5 Standard 4B: Fitness Knowledge Test “Bank”Can split the test – to align with lesson/unit contentComponents of FitnessFitness ConceptsChallenges/ ConcernsHow will Standards 3 & 4 assessments impact your teaching/curriculum?
28 Standard 4B Personal Fitness Portfolio Grades 6-8 & 9-12: A personal fitness portfolio (hard copy or electronic) containing:Fitness assessment resultsA personal fitness plan that includes:Evaluated results of fitness assessment and a developed comprehensive fitness program.Goals for improving and/or maintaining fitness levels.Health-related fitness activities to improve each component.Application of the FITT principles to the chosen activities for each component of health-related fitness.Reflection about positive factors and constraints to implement the program.
29 5A: Personal Responsibility LevelSafeSelf-direction3AdvancedAnticipates and recognizes possible unsafe situations and provides solutions to issues related to safety. Encourages peers to promote safety within activities.Consistently applies rules, safe practices and procedures in class activities.Effort given throughout and student challenges themselves to be successful at their level. Tries his/her best without prompts or encouragements from others for activities.Takes responsibility (accepts consequences) for actions.2ProficientRecognizes possible unsafe situations and seeks solutions with others to ensure safety of self and others.Engages in activities and stays on-task with prompts and encouragement from others. Completes lesson tasks without constant supervision.Takes responsibilities for actions.1LimitedDoes not recognize unsafe situations or behaviors create unsafe situations for others.Engages in activities and stays on-task with prompts and encouragement from others.Prompts needed to be prepared for success.Takes little or no responsibility for actions and their consequences.
30 Resolving Conflict & Fair Play 5B: Social Responsibility (e.g. grades 6-8)LevelCooperateRespect OthersResolving Conflict & Fair Play3AdvancedConsistently engages in appropriate cooperative behaviors in partners and/or groups. Behaviors include: leading, following and supporting group members to improve play in cooperative and competitive settings.Evaluates personal behaviors and refines behavior to ensure positive effects on others without prompts.Provides frequent positive comments to classmates without prompts. Never uses put-downs or comments that are hurtful.Demonstrates and encourages others to respect individuals who may be different of different background or skill level by encouraging others or other behaviors to include all students.Consistently demonstrates cooperation and sensitivity when resolving conflict without prompts or support from teacher.Consistently demonstrates “good winner/loser” behaviors without prompts or direction (shaking hands, complimenting others, letting the outcome go).Always accepts and respects decisions made by the designated official.2ProficientLeads, follows and supports group members to improve play in cooperative and competitive settingsEvaluates personal behavior to ensure positive effects on others and refines behavior with prompts from others.Provides some positive comments to classmates and does not use put-downs or comments that are hurtful.Respects the rights and feelings of those who may be different of different background or skill level.Demonstrates cooperation with others when resolving conflict.Demonstrates “good winner/loser” behaviors (shaking hands, complimenting others, letting the outcome go) with prompts or directions.Accepts and respects decisions made by the designated official.1LimitedEngages in behaviors that are helpful to others after prompts or direction from the teacher OR does not engage in behaviors that are helpful to othersDoes not recognize and/or evaluate the effects of personal behavior to ensure positive effects on others.Sometimes uses put-downs or comments that are hurtful.Has difficulty in respecting the rights and feelings of those who may be different of different background or skill level.Does not successfully demonstrate cooperative behaviors when resolving conflict.Inconsistent demonstration “good winner/loser” behaviors (shaking hands, complimenting others, has a difficult time letting the outcome go)Argues, challenges or does not accept the decisions made by the designated official.
31 Standard 6AB (Grades K-12) Advocacy and Value Assessment K-2 and 3-5Letter, poster, brochure to communicate why they want to participate in a specific physical activity or physical activity.CategoriesAdvocate – “sells” the activityReasons to value – identifies at least 1 of the four reasons: health, social, challenge, enjoymentWhen to implement? How to implement?Implications for teaching?6-8 and 9-12Marketing campaign for a specific physical activity or physically active lifestyle.Standard 6. Grades 9-12CategoriesAdvocate – “sells” the activity in creative waysReasons to value – identifies specific reasons: health, social, challenge, enjoymentWhen to implement? How to implement?Implications for teaching?
32 Reasons to value an activity Standard 6ABHow to implement the task?Questions about the rubric6AAdvocacy6BReasons to value an activity3AdvancedEncourages others to participate in physical activity or a specific activity by communicating enjoyable aspects in effective and creative ways.Expresses multiple specific reasons from more than one category (social interaction, enjoyment, challenge, self-expression) that would lead to an individual valuing physical activity.2ProficientEncourages others to participate in physical activity or a specific activity.Expresses at least one reason from at least one category (e.g., health, self-expression, social interaction, challenge, enjoyment) to describe why a person would value physical activity or a specific activity.1LimitedDoes not encourage others to participate in physical activity or a specific activity.Limited expression of reasons why a person would value physical activity or a specific activity.
34 Summarizing the Data Benchmark Data Sheets Standard Totals Add names and scores to the available Excel sheets to summarize dataFormulas compute averages of multi-part assessments, average the scores and designates performance level (A/P/L).Standard TotalsNumber of students in each category by each benchmarkSummarized data made available by school to stakeholdersStudent Totals – provides overall rating for each studentUsed in final data analysisData for ODE = summarized data reported to ODETotal number of students in advanced, proficient, limitedUsed to determine score on report card
35 Professional Development & Implementation Ohio Department of Education SessionsODE WebinarsOAHPERD Professional DevelopmentConvention SessionsWorkshopsOnline workshopsDistrict Level Curriculum Support
36 Impact of the Assessments StudentsTeachersAdministratorsAdvocacy & Professional DevelopmentState model curriculumProfessional developmentDepartment of EducationOAHPERDDistrict-level
37 Additional Information Ohio Department of EducationAssessmentsData Collection fileOther information about Ohio Physical EducationKevin LorsonSteve Mitchell