Teacher Evaluation reform: Why the #PhysEd profession needs to pay attention
Authors note: The context of this post is written in response to United States educator evaluation reform and the state of Oregon. Specifically, requirements imposed by the U.S. Department of Education for the majority of educator evaluation to be based on student learning and growth (SLG) as per requirements for states to keep ESEA (Elementary and Secondary Education Act) flexibility waivers from some of the stricter provisions of the No Child Left Behind Act. I have no knowledge of teacher evaluation reforms that are taking place outside of this context so this post may not be entirely relevant for everyone.
This week I had the opportunity to attend the Summer Assessment Institute in Eugene, Oregon with the curriculum team in my district. While spending three days talking about data, numbers, metrics, and assessment may not seem like everyone’s favorite way to spend three days, there are some very important lessons to pay attention to as physical education teachers who are part of the #PhysEd profession. The last session I attended (which actually will play pretty heavily with my new position) talked about the new student learning and growth goals that educators must write and be held accountable for as part of their evaluations. My intent is not to describe the details of them, but rather inform you of one very important take away and it is this:
Federal and state requirements MANDATE that student learning and growth MUST be included as a significant factor of educators’ summative performance evaluations.
Let that sink in for a minute…
Now, let’s break down what that actually means before we begin to discuss implications. What that is saying is that (at least in the state of Oregon) physical education teachers must set two student learning and growth goals that are academic (directly tied to state or national standards) that must include baseline data taken by pre-assessment and then compared with data from a post-assessment to determine the exact level of student learning and growth that has occurred. This information WILL be used to determine an educators’ EFFECTIVENESS based on a rubric score. This is serious business. Professional lives hang in the balance with an evaluation system such as this. Therefore, it will be my argument that as a physical education profession we must stand up and let our voice be heard so that we do this right with respect to best practices of the profession AND what is best for the students we serve.
Before I continue, I want to be very clear. This post is not a critique on including student learning and growth as part of educator evaluation. Frankly, at its core, my personal belief is that this change to educator evaluation is not a bad thing. In many ways, I feel it professionalizes the physical education profession. I am afraid misinterpretation of how to do this could have dramatically negative effects on students and how teaching happens in physical education classrooms. A couple things to know:
1. These student learning and growth (SLG) goals are to be initiated by the TEACHER.
2. Assessments used MUST be common across the district or school building level. They may not be classroom level assessments.
3. The primary goal is to promote professional growth and continuous improvement of educators’ practice.
I have been reading a lot of the work done by Elmore lately. Particularly, his work with instructional rounds and the instructional core. For those unfamiliar, the instructional core refers to the triangle of:
Instructional Core
The idea is that if you are going to create sustainable change that is beneficial, you have to change all three of those conditions. For example, districts could adopt new curriculum (content and materials) and they could provide professional development in how to deliver it (teachers). However, unless what the student is being asked to do (students) changes, then the outcomes will not be improved. As Elmore states, “task predicts performance.” Bartalo puts this another way when he says, “Classroom after classroom is dominated by inactive student passengers with an active teacher driver doing most of the thinking” (Closing the Teaching Gap, p. 49)
So what are the implications on the physical education profession; ergo, why should we care? I want us to look at Elmore’s triangle of the instructional core in a slightly different way. Instead of Teacher — Student — Content, look at it as Teaching methods — Assessment literacy — Student learning and growth. This foundational shift in how physical education teachers will be evaluated is putting considerable pressure on physical education professionals to not only be current with the best practices of the profession, but also have a knowledge level of assessment practices that many of us do not have at this moment. How many PE classes could we walk into (which are probably significantly larger in class size than other classrooms) in the United States where you see students assessed in this way (or something similar):
10 points a day
1 point for being on time, 3 points for dressing down, 3 points for good sportsmanship, 3 points for “participation.” Every student starts the day with 10 points and you can only lose points when you don’t meet these expectations. Of course this is simplistic, so usually it is only 70% of the grade and 20% would be dedicated to quizzes/tests/journals and 10% might be personal fitness plan projects with respect to fitness…fitness testing.
Wait a minute…I’m going to say that again…
Fitness testing.
Now, there are many educators who DO NOT grade in this way, but let’s think about how many that still do. Further, what is a common thread amongst almost ALL Physical Education professionals? Fitness testing. It is not the data that is important, rather how we use that data. I am quite fearful that if we do not use our voice as a profession, fitness testing pre/post scores will become part of many physical education professionals educator evaluation processes because: 1.) there are criterion based tests (Fitnessgram) and 2.) many physical education professionals and administrators do not possess the skills in current best practices (Teaching methods) and modes of assessment (assessment literacy) to make this jump without significant professional support in these areas. In fact, I have already seen one physical education example that was being developed by the Oregon Department of Education that included fitness test scores as exactly the data used to write these professional goals. Additionally, in conversations with a handful of hardworking administrators I have had about setting SLG’s, it is often suggested as part of a brainstorm, “why don’t you use fitness test data from the mile, pacer or push up test?” Can you see the direction that this could be going? These are hard working people, but clearly they haven’t even taken the time to browse the Fitnessgram website which clearly states:
Inappropriate uses of Fitnessgram
- Using student scores to evaluate or grade students—either the raw score or as a percentage of improvement
Posting students’ individual Fitnessgram scores (in keeping with the HELP philosophy, these are considered personal and should not be made public) - Student scores should not be used to evaluate teacher effectiveness
- Student scores should not be used as a sole measure to evaluate overall physical education quality
I am deeply troubled at what this might mean for teaching and learning practices in the physical education classroom. If all of a sudden, some physical education teachers are writing student learning and growth goals that depend on data from fitness testing (and therefore their job evaluation) what kind of learning opportunities might that person create for students?
So what do we need to do as a profession to create awareness before it is too late? I’ll leave you with one of my favorite quotes from the book Farenheit 451 by Bradbury as something to think about and I’d love to hear your thoughts in the comments.
I saw the way things were going, a long time back. I said nothing. I’m one of the innocents who could have spoken up and out when no one would listen to the “guilty,” but I did not speak and thus became guilty myself.
PHYSEDAGOGY 
Adam, you hit a home run on this one. I agree wholeheartedly with your philosophy and reasoning behind this. I am willing to stand in the gap with you on this very important and timely topic. Great job for putting it out there and standing up to be the voice of reason. I’m sure there are many in the PE community who agree with you. I would love to hear more from you and others about how we can join together to fight a broken system.
Mike, thanks so much for commenting. I think one of the things that concerns me the most about this is how these student learning and growth goals take significant collaboration between PE staff in a school and district because the assessment used to measure student learning and growth must be common i.e. the same. While I think this opens the door for truly high quality work with developing criteria for learning and assessing student work together and planning and adjusting instruction together–this is a significant shift in the way many PE professionals currently do things. I have not heard of or read of any plans to support these people to help build the capacity to do this–and that is one heck of a scary thing to think about!
Adam, thank you for writing this. Especially as we head back into another year. This is an important bell to continue to ring so we can be proactive as a profession. The same wheels are turning in Idaho. I look forward to the conversation continuing and I echo Mike’s statements above. Thank you.
Thanks for the comment Jessica–you are right, especially as we start the new year and start setting some of these growth goals–I wonder how much support teachers are going to get on the purpose of and how to actually do this process. I hope that SHAPE America weighs in on this and can help mitigate some of it.
Good perspective Adam…..we are writing SLO’s this year and using them as part of our evaluation. Our elementary PE team has already began writing. While I’m very big on fitness testing, as you mentioned, I don’t want the results reflecting my ability to teach. It does have the ability to motivate students (or vice versa) and it is a great time to teach math in your PE class (oodles of data). As well as the standards are written in PA, there is a plethora of areas to focus on. Coincidentally, there is no standard that requires a specific level of fitness.
I appreciated this article very much. It certainly made me think on how to carefully use the data. Best of luck this year!
Thanks for the reply, Corey. I think the hardest thing for me is really differentiating between writing of achievement versus growth goals. For so long in education, we have been drilled and trained on “achievement”
Adam, thanks for writing this post. I do not teach in the US nor am I bound by any of the requirements of the No Child Left Behind Act or the Elementary and Secondary Education Act. My comments here are strictly based on my own experience as an international educator over the past 15 years. I agree with you Adam that student learning and growth should play an important part of a teacher’s evaluation. I love the idea of students having learning and growth goals and working toward these goals in PE. Awesome!
However, the biggest problem I have is that there seems to be no value placed on student voice in the process of the teacher creating these goals. Students simply have no input into deciding upon which goals best suit them and their development. If we are to create authentic learning and growth, students MUST be a involved in the process of setting these critically important goals.
It is an outrage that they are not a part of the process considering all the research out there that conclusively supports the the idea that students become much more engaged in the learning process when they feel a sense of autonomy. It gives them more purpose and allows them to put a plethora of life skills to work when trying to achieve their goals. As Daniel Pink says in his amazing book Drive, the gap between what science knows and what businesses and school do is still massive.
Like you Adam, I worry that teachers will automatically default back to the traditional perspective that fitness testing must drive all assessment in PE. And the fact that the Oregon Department of Education is suggesting that fitness testing and data collection about these tests is the way to go in regards to the learning and growth goals only demonstrates an incredible lack of foresight by this governing body.
However, from my discussion with you today on the phone and in reading this blog post, I see that there is actually flexibility in how these goals are set and how assessment is done. Using fitness testing results is just one way to do it for teachers. It’s only an example of how it can be done. BUT, I have greater hope and like you Adam, believe in the value of innovation, creativity, and critical thinking. It’s something I emphasize all the time when writing my own blog. As educators, we MUST put into practice innovation, creativity, and critical thinking when designing our lessons and units. When we do this with regularity we destroy the walls of the box that limits how we teach and deliver assessment.
It is critical that physical education teachers, especially in Oregon, share their practice with others. They must share the innovative ways in which they are meeting the requirements of the state, yet also share how they are doing things differently. Keep sharing and sharing and sharing. Get your amazing ideas out there for others to see. In a Seth Godin Ted Talk that I once saw, he compared society to a bell curve. In the middle you have the masses of people doing the same thing all the time. People unable to take a chance to break free of control and compliance in the workplace. However, you have your innovators, creators, and inventors on the far edges. What’s happening in America now is that the middle group, the masses, are getting very tired and weary of the ordinary. They are now looking to the edges for inspiration. There are much more people now willing to take risks and do things differently. Quite frankly, the system is evidently broken and will never be fixed. What better time is there than NOW?!
So, Oregon PE teachers, don’t be in the middle among the masses of compliant people. Be different, look to the edges, find your inspiration, be change makers and raise the bar. It can be done. And don’t forget to share your amazing journeys along the way!
Andy–preach on brother! I have learned quite a bit more about the process for setting SLG’s.
To be honest, I think the process is going to be a good one–but, I now even feel more reaffirmed about the scary nature of all teachers being required to do things in this way without the knowledge or training base. I am lucky in my district that we are getting trained on this process due to having secured a grant, but many districts are in the dark.
Doing things in this way puts a great deal of pressure on PE teachers across the state of Oregon–and even the nation to be current on best practices. We know that is just not the case…yet.
I think student voice can be woven in to this discussion–by the actions the teacher takes in involving them.
Enjoyed the post very much and would as a PE teacher see this as an amazing opportunity to show how innovative we as a subject can be.
My first thoughts whizzed from how I can formalise some elements of my sport education programmes to support long term assessment with pupils 15-18 and how do I get the most out of the game sense approach and digital assessment platforms to support my younger learners. (Dr Tom Browne from the National Institute of Education in Singapore is developing an outstanding platform for portable devices).
I hope as PE teachers we come to terms with our own self-defeating instinct of creating technicalities in a sport to demonstrate some sort of arbitrary progression and own desire to be in control. Physical Education is not a linear subject and as such should not be taught that way.
Statistically most pupils who graduate from a PE programme have little understanding of the game or the rules associated with the game. As a PE teacher the game should come first and we should only intervene when our input will have a positive impact on the young person’s learning of the game.
I would be very excited about this opportunity and I would also be very excited about the ability to show how PE is student centred and not content driven.
The Game is the Coach
The Pitch/Court is the Classroom
The Teacher is the Facilitator.
Side note on the fitness testing debate as I also see it as a sideways move, however, one we should be aware. Maybe we find a host subject which we can hide the idea of fitness testing in a health and wellbeing context. http://www.essex.ac.uk/news/event.aspx?e_id=5571
To echo off your comment Tom–I think writing a student learning growth goal based on what you are talking about would really be a worthwhile thing to explore.
I, too have been charged by my district supervisor to create SLO’s for the Elementary Physical Education program. In a 1-2 days/week program I have a concern about looking at all of the aspects of Physical Education. My main concern is that we will just pinpoint one area yet I’m not sure how to incorporate an evaluation system that is indicative of the depth of our programs.
I don’t think it is meant to be. Everything I have listened to talks about how this is just a “slice” I think it makes it important for evaluators to be grounded in that as well.
Karen–you also bring up a really good point. If we are being evaluated as a teacher on these outcomes–how is that fair is we only see our kids 1-2 times a week and our class sizes are significantly larger than many others?
Glad I stumbled upon this via Twitter, your thoughts are so very well said. I am hoping our profession rises to the challenge with the new evaluation system. Student achievement in our field is an on going assessment, it’s a combination of content and habits, and tough to assess at times, but not impossible. I’ll be looking for how the leaders in our field help shape the new evaluation system. You hit a home run with the inappropriate ways to use Fitnessgram…it should be an agreement HPE teachers sign before heading out in the field!! 🙂 And Andy…great thoughts on a student voice. Wishing all you HPE peeps a great school year!
In Moore County, North Carolina we too are dealing with the assessment issue in terms of showing student growth, however we are being told growth will be measured based the the current curriculum and essential standards that were developed in 2011. I participated in a pilot program last year geared toward standard 6 to see what would be required for the various specialty areas such as PE, Music, and Art. It was similar in some respects to the National Board process with the exception that as a teacher I will choose 1 essential standard from the 4 basic categories ( Motor skills, Motor Concepts Health & Fitness, Personal Responsibility) for each grade level. The pilot program was definitely a challenge as I only see my students once a week and technology equipment is limited for PE classes but it also made me grow as a teacher. I am eagerly seeking out new ways of assessing the standards besides just a checklist. There should be more value in the feedback or results given to the students besides developmental, competency and proficiency but again the lack of contact hours with the students in a week prevents me from sometimes only being able to scratch the surface.
With all that said, that is why I’m here trying to absorb everything my fellow PE teachers are putting out there. I’m looking for assessment strategies and ideas that will work with the limited amount of contact hours I see my students. I also am interested in different uses of technology although I’m limited at the time with a smart board, projector, a couple of laptops, 1 iPad, camera and a couple of video cameras. I am open to any suggestions and I have found some great resources thus far just by joining twitter.
Adam thanks for the post and I’m looking forward to hearing more about what’s going on with the assessment part of the evaluation from everyone!
Adam,
I enjoy reading your posts and following your innovative approaches to physical education via twitter. As much as I disagree with being evaluated on fitness scores, I can only think back to my high school and middle school days and what physical education used to look like. No learning took place. It was all about play, running the mile, doing sit-ups, etc. with no reason of why or the benefits of it. I mention this because in the last 2-3 years I have had many conversations with other teachers, administrators, parents, etc. who have a very “old-school” mentality of what physical education is. It is the mentality that our profession is a time for students to play, and that they only real important thing we do is weekly/daily fitness routines in order to prepare them for state fitness tests. But, do we blame them? Their misconceptions are based on the reality of what physical education USED to be.
Only recently has our subject started transforming to what it is supposed to be, a class that focuses on student learning in relation to life-long health and fitness. I agree whole-heartedly that PE teachers should be evaluated on their teaching, and that includes practices used by any effective teacher. But, I don’t agree with evaluating them on student performance or lack of growth. Teachers should be evaluated on collaboration with other teachers around student data, the implementation of researched based teaching practices, and the process in which they attempt to bring ALL students to mastery level learning. It is our responsibility to change what society thinks of our subject, and we do that by teaching with the mindset of student learning and sharing our practices with other teachers and administrators.
I have always been passionate about student learning and only is the last 2 years have I actually thought more critically about WHAT that looks like in my classroom. I no longer teach volley ball, basketball, football, soccer, etc. and the list goes on forever. Now, I teach to the standard and use proficiency scales to measure student growth. I incorporate standards based grading, pre and post assessments and various forms of intervention to make sure all students are learning at high levels. The biggest change to my class is how I approach activities. Because I teach to the standard, I now use various activities from week to week as a vehicle to help students understand the learning outcome. Personally, now having have done this for a whole semester, it makes more sense than anything else I have tried. I encourage other physical education teachers, if your department allows, to not let your teaching be constricted by isolated month long sports units. Ask yourself, if you use standards/goals, what is the BEST way that I can get my students to master this outcome?
Hey Adam,
I thought I posted here a week ago, but it appears (when I came back to read comments by others) that it wasn’t posted. Alas, here is a much shorter version.
First off – your the man. Way to bring this up. It’s so important. I’m off to send it to district coordinators I work with across the US so that they can read these important issues. I think this is actually very common throughout states.
When I was on BOD for PHE Canada, this would be a perfect role for them to advocate and assist in. Thus, I think the first point is to make sure the President, Executive Director, and BODs at SHAPE America read this post and begin developing resources, webinars, and supports for the teachers around the country. I also think we should have all our twitter friends involved in state associations (Jo, Collin, etc.) share this post with their members. If anything, state associations could collaborate. We don’t all need to reinvent the wheel, but we all needs a logical, sensible framework to move forward.
I would hope that in 2014, when people think of “growth” in physical fitness they are thinking about:
– growth in students knowledge / understanding (will become less abstract as students age) related to fitness components
– students ability to assess their own fitness using criterion based standards to know where they are, and (later, as they age) devise a plan based on their scores and health
– ability to assess their behaviors related to implementing said plan
Growth – as you know – because of growth and maturation – can’t be measured often in physical domain. We don’t control how often we see our students. We don’t control their behaviors outside of school.
I do see this as tremendous opportunity if folks were to read your blog (or parts of it! lol) at school board meetings as a way to decrease class sizes, increase contact time, increase spaces. It’s time.
I very much believe in student voice and student centered learning and I think that students will wow us with their goals related to behaviors, knowledge / understanding, and application of all in order to grow as physically literate people.
This post couldn’t be more timely. So proud of you! 🙂
Great work Adam! Colorado has also revamped our teacher evaluation tool, requiring all teachers take responsibility for student acheivement and growth. Our department of education (CDE) has done some outstanding work on developing performance assessments that can be used authentically. When I say authenticaly I mean using movement to demonstrate analysis and synthesis of cognitive knowledge. This work is just emerging and very exciting. Although Colorado Standards/Grade Level Outcomes vary a bit from Shapes’, I would like to share with you some of the work being done here.
Like Nate Severin who commented earlier, I teach from a standards based approach, also finding it make more sense than traditinal sport based curriculum. On our evaluation tool we are able to determine what percentage of scores makes up our evaluation. For example we might choose 10% on our overall school performance framework, 50% student growth (this could be one grade on a pre and post assessment, it could be on a target population within a class..lots of choices), in this scenario that would leave 40% which might be an end of the year performance assessment given to one grade. We are not using any fitness scores in this.
In reaction to the changes we are creating formative assessments leading up to a performance summative assessment based on the unit’s key concepts and oveall learnings. Next will be to write corresponding rubrics to the summative assessments. I forsee this process as an exciting step towards improving the overall quality of physical education in our state.
Adam well said and well written. Our district is working on making the transition from old PE to the way PE should be. Have you come across any well written student learning objectives in PE that could be used as examples for administrators to help them wrap their heads around how these goals should be written?
Adam, like Kelly, we are in the transition phase of moving our PE program forward. Teacher evaluations is a big part of this transition. I would also like to see some examples of some good SLO’s.
One of my major goals before developing ANY evaluation assessment is to discus class size. I would also like to know if anyone has had any success in using class size as “leverage” in beginning talks with districts about evaluations.
Adam, I work in one of the largest districts in Texas and we too are moving to this form of evaluation. On one hand it has actually helped me to become a better teacher but on the other hand I too worry about how some of my fellow teachers might become obsessed with making sure their students show personal growth. Our staff is being encouraged to use sit ups, pacer test or push ups to measure student growth. I would also loved to see what others around the country are coming up with for their SGO’s. Please let us know if you find a site or a way for teachers to post their SGO’s so we can all collaborate on them and help develop SGO’s that are appropriate for various class size and contact time. What’s the old saying 2 brains are better than 1. In our case multitudes are better than 1!
I’m joining this discussion late in the school year, having recently been invited to visit PHYSEDagogy. But I’d like to voice my opinion on some of the topics discussed here.
In relation to “growth” I find it difficult to understand how growth can be measured, for the different areas. Some have mentioned the idea of using fitness tests results as a base for this growth measure. What happens with those students that due to their natural talent, or because they participate in organized sports achieve a very high level, say in the 1 mile test? The growth of that student will be minimal compared to the growth of another student that has no endurance background, and who might, with hard work, motivation and the proper guidance, achieve a higher level of growth. How do you compare these two students? How do you use these numbers to measure the effectiveness of the teacher?
If we talk about growth in relation to a pre and post-test in a given skill the same might happen. You give students a test in, let’s say forehand stroke in tennis. Johnny knows how to play tennis so he will achieve a high grade in his pre-test. How much of a higher grade can he achieve in the post-test if he already knew how to perform that skill? He would be showing no growth! Thus the teacher cannot demonstrate that she did her job, or that she was effective (as measured by student’s growth).
Assessment in Physical Education has always been a topic that keeps me searching for the ideal way to assess my students in a manner that is not only fair, but representative of what is being taught and expected of the students.
On the other hand, in view of recent (and previous) events in which teachers have modified or handled test scores for their own benefit or for the “benefit” of the school or school district, I would see this happening with fitness scores. Even students, if they know they will be assessed in their growth, have been known to cheat, purposefully obtaining low scores in the pre-test, so that their post-tests can seem fantastic.
It is a tough situation for us, physical educators, as well as school and district administrators in finding the ideal assessment model to show both, student growth and learning, AS WELL AS teacher effectiveness. Tests used to be administered for the purpose of measuring student learning. Nowadays, tests are used to measure BOTH, student learning AND teaching effectiveness. Not a good idea! How can we get to the ideal situation is up to us, and those teachers that will follow in our footsteps.
This is not the perfect weight loss program for everyone, however.
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I live in Oregon and I am using pacer scores as only one component of my entire data collection process for both of me Goals. My teaching style has not been affected by this. My students are exposed to a variety of physical activities. Each unit I teach provides a positive learning environment geared for the elementary student while reinforcing fitness principles, and showcasing a variety of physical activities that are developmentally appropriate for the elementary grades, with the hope that each student will find a physical activity that they are interested in. These activities span all five areas of the physical activity pyramid and can be enjoyed through out a lifetime.
My ultimate goal of Physical Education is to develop physically literate individuals. These individuals have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. In order to become a physically literate individual, a student must meet/demonstrate all 5 of the critical elements: (Has learned the skills necessary to participate in a variety of physical activities; Knows the implications of and the benefits from involvement in various types of physical activities; Participates regularly in physical activity; Is physically fit; Values physical activity and its contributions to a healthful lifestyle). Movement enhances learning!!! Physical education is essential for every BODY.
Here is an example of my goal using the students pacer scores and knowledge of fitness for life to meet specific benchmarks and standards for 5 th grade:
Student SMART Goal/Statement of the specific goal in measurable terms:
SMART GOAL TWO:
As of September 2016, one 5th grade class achieved a score of 4 (meets) or above (out of 6 exemplary), while 10 % fell below a score of 4 meets (the cohort of 5 low-skilled students) in Fitness for a Lifetime, as measured by the fitness for a lifetime and pacer assessments (STANDARD: DEMONSTRATE KNOWLEDGE OF A PHYSICALLY ACTIVE LIFESTYLE; BENCHMARK: PE.05.FL.01: IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE [e.g. perspiration, increased heart and breathing rates]; STANDARD: UNDERSTANDS THE MEANING OF PHYSICAL FITNESS AND HOW PERSONAL FITNESS CAN BE IMPROVED OR MAINTAINED USING A HEALTH-RELATED FITNESS ASSESSMENT AS ONE TOOL FOR MEASURING [PACER, FITNESS FOR LIFE PACKETS/CIRCUITS]; BENCHMARK: PE.05.FL.02: IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS; STRAND 2: FITNESS FOR LIFE; BENCHMARK 2.1: IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE [e.g. perspiration, increased heart and breathing rates] and BENCHMARK 2.2: IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS [GRADE 5]).
As of January 2017, the whole class will increase their score by one point on the 6 point scale (from a score of 4 meets to a 5 strong) in fitness for a lifetime and the lower cohort (of 5 low-skilled students) will increase by .05 points to get a score of 4 (meets) or above as measured by the fitness for a lifetime and BEST pacer assessment (STANDARD: DEMONSTRATE KNOWLEDGE OF A PHYSICALLY ACTIVE LIFESTYLE; BENCHMARK: PE.05.FL.01: IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE [e.g. perspiration, increased heart and breathing rates]; STANDARD: UNDERSTANDS THE MEANING OF PHYSICAL FITNESS AND HOW PERSONAL FITNESS CAN BE IMPROVED OR MAINTAINED USING A HEALTH-RELATED FITNESS ASSESSMENT AS ONE TOOL FOR MEASURING [PACER]; PE.05.FL.02: IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS ;
STRAND 2: FITNESS FOR LIFE; BENCHMARK 2.1: IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE [e.g. perspiration, increased heart and breathing rates] and BENCHMARK 2.2: IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS [GRADE 5]).
To accomplish this, I will continue to provide fitness warm-ups during the beginning of each lesson to help students work on their cardiovascular fitness, thus assisting them in improving their pacer performances.
B. Target Population: *
One 5th grade consisting of 33 students; 14 students are female and 19 are male. (Class b) . This class meets for two 30-minute blocks per week (Tuesday: 11-11:30; Thursday: 11:10-11:50).
GRADE 5
STATE STANDARDS AND BENCHMARK’S
Fitness for a Lifetime
STANDARD: DEMONSTRATE KNOWLEDGE OF A PHYSICALLY ACTIVE LIFESTYLE
BENCHMARK (GRADE 5)
PE.05.FL.01: IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE (e.g. perspiration, increased heart and breathing rates)
STANDARD: UNDERSTANDS THE MEANING OF PHYSICAL FITNESS AND HOW PERSONAL FITNESS CAN BE IMPROVED OR MAINTAINED USING A HEALTH-RELATED FITNESS ASSESSMENT AS ONE TOOL FOR MEASURING (PACER, FITNESS FOR LIFE PACKETS/CIRCUITS)
BENCHMARK (GRADE 5)
PE.05.FL.02: IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS
DISTRICT STRANDS AND BENCHMARKS:
STRAND 2: FITNESS FOR LIFE
BENCHMARK 2.1 (GRADE 5): IDENTIFY CHANGES IN HIS/HER BODY BEFORE, DURING, AND AFTER MODERATE TO VIGOROUS EXERCISE (e.g. perspiration, increased heart and breathing rates)
BENCHMARK 2.2 (GRADE 5): IDENTIFY AND ASSESS THE HEALTH-RELATED COMPONENTS OF FITNESS
DIRECTIONS: Both Benchmarks in this strand will be scored together. Students are to be given the following written quiz, reading each question and then checking the appropriate response. Students are awarded 1 point (5 points total per quiz pre and post) for each correct response following the first/final pacer. Students are to complete the pacer tests. Students will identify and assess the health-related components of fitness during each of the pacer tests. The students perform the pacer test at least once to twice a month. Students then take the quiz checking the appropriate response. Students receive 1 point for each correct response on the quiz (5 points on pre and post-quizzes), 1 point for each completed pacer assessment (5 points total), 1 point for being in the HFZ per pacer test (5 points total), and improvement on the pacer test (pacer improvement score: students get 1 point for improvement by 1 lap from worst to best score). Students points are recorded on the class record sheet based upon the total points earned (PRE OVERALL SCORE OF 7 points and a PRE OVERALL BENCHMARK SCORE OF 6; POST OVERALL SCORE= 21 points possible and a POST OVERALL BENCHMARK SCORE OF 6).
PRE OVERALL SCORE= 7 points [pre quiz= 5 points + HFZ score = 1 point + pacer completion point= 1 point] and PRE-OVERALL BENCHMARK SCORE= 6 points; POST OVERALL SCORE= 21 points [post quiz= 5 points, total pacer completion points =5 points; total HFZ points= 4 points; total pacer improvement points= 5 points + pacer improvement score from worst to best= 1 point+ best pacer HFZ= 1 point] and POST OVERALL BENCHMARK SCORE = 6 points.
The student is assigned an overall benchmark score using the 6-point scoring rubric and guide below.
.
SCORING GUIDE
POINTS
PRE. POST
6. EXEMPLARY. 7 21
5 STRONG 6 15
4 MEETS 5 10
3 DEVELOPING 4 5
2 BEGINNING 3. 4
1 INSUFFICIENT/
NO EVIDENCE Less 1
Than 1
5TH FITNESS FOR LIFE KNOWLEDGE QUIZ
DIRECTIONS: Read each question and then check the appropriate response. (Think in terms of physical activity or exercising)!
REST EXERCISE
RECOVERY
/AFTER
1.My heart rate is
slowest during:
2. My heart rate
gradually slows
down during:
3. My heart rate
increases during:
4. My body is
getting cooler
during:
5. I am breathing
harder/faster
during: