ADVOCACY ASSESSMENT ACCOUNTABILITY OHIOS PHYSICAL EDUCATION ASSESSMENTS Kevin

ADVOCACY, ASSESSMENT, & ACCOUNTABILITY: OHIO’S PHYSICAL EDUCATION ASSESSMENTS Kevin Lorson, Ph. D. kevin. lorson@wright. edu Steve Mitchell, Ph. D. smitchel@kent. edu

Overview • Ohio is one of the few states with: 1. Standards 2. Required assessments 3. Data for all standards reported to the state 4. Rating on school’s report card • How did Ohio get to this point? • Advocacy • Assessment • Accountability

Ohio Physical Education Minimum Requirements • Elementary & Middle School • Must provide PE as part of a well- rounded curriculum • High School Requirement • Ohio Core – [Ohio Revised Code: Section 3313. 603 (A) (2)] • Students must earn ½ unit of credit in physical education as part of graduation requirement. • ½ unit means a minimum of 120 hours of instruction. • (All other courses are 60 hrs) • High School Substitution • Local boards may adopt policy • ONLY 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 Flexibility • Independent study • High School Summer PE = • 120 hours of instruction.

Step 1: Standards-Based Physical Education Legislation (2007) Ohio was one of the last states to approve state standards. 1. Physical Education Coordinator (full-time) at the Ohio Department of Education. 2. 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. 3. Removal of oversight from Legislature for physical education. 4. Data collection - How many minutes and frequency of PE per week for ALL school districts in Ohio? 5. Substitution for HS Physical Education still exists.

Ohio Physical Education Academic Content Standards 1. 2. 3. 4. 5. 6. 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.

Reading the Standards Document Content Standard Benchmark Indicator • What all Ss should know and be able to do (overarching goal). • Standard 1 – Motor skills • What Ss should know and be able to do at the end of gradelevel bands. Supports the attainment of one or more content standards. • K-2: Demonstrate fundamental locomotor & object control skills. • What 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.

Standard 1: Motor Skills & Movement Patterns K-2 A: Locomotor & nonlocomotor skills. Locomotor Skills Assessment B: Fundamental manipulative skills. Manipulative Skills Assessment Standard 2: Knowledge of movement concepts, principles, strategies and tactics. A: Knowledge of movement concepts. Movement concepts performance B: Knowledge of critical elements. Critical Elements Test Bank Standard 3: Participates in physical activity 3 -5 6 -8 9 -12 A: Combine locomotor and non-locomotor into movement patterns. Creative Movement Pattern A: Movement skills and patterns in a variety of activities. Locomotor Activity Skills or Movement routine A: Combined movement skills and patterns in authentic settings. Skills & Patterns Assessment B: Fundamental manipulative skills in basic settings. Manipulative/Sport Skill B: Specialized manipulative skills in a variety of settings. B: Specialize manipulative skills in a variety of settings. Invasion, Net/Wall, Striking, Target Skill Assessments A: Apply tactical concepts and performance principles. Invasion, Net/Wall, Striking, Target Skill Assessments A: Movement concepts and principles of movement. Tactical Test Bank or Game Performance Assessment B: Knowledge of critical elements & biomechanical principles. Skill Analysis & Practice Skill Analysis Plan A: Apply tactical concepts and performance principles in authentic settings. Analytical Portfolio Tactics & Strategies B: Apply biomechanical principles. Analytical Portfolio Biomechanical & Practice A: Engage in physical A: Engage in PA inside activity (PA) inside and outside of school. Physical Activity Recall A: Engage in PA inside and outside of school. Physical Activity Recall B: Recall physical activities. B: Self-monitor PA. B: Create & monitor a personal plan for PA. Physical Activity Picture Log Physical Activity Log Personal Physical Activity Plan

Standard 4: Healthenhancing level of fitness. Standard 5: Personal and social behavior Standard 6: Values physical activity A: Demonstrate healthrelated fitness Fitness Performance Rubric Criterion Referenced Fitness Test B: Understand principles, components & practices. Fitness Test Bank Personal Fitness Plan A: Follow safe procedures A: Safety & personal responsibility A: Safety & Etiquette Personal Responsibility Observation Assessment B: Cooperation & consideration of others. Personal Responsibility Observation Assessment B: Cooperation & respect. B: Communicate and respect others B: Communication and social responsibility. Social Responsibility Observation Assessment A: Enjoyment Social Responsibility Observation Assessment A: Self-challenge & enjoyment Social Responsibility Observation Assessment Enjoyment Assessment Advocacy A: Self-challenge & personal A: Use PA to promote growth, goal setting & enjoyment. Physical Activity Marketing Advocacy B: Physical Activity B: Appreciate physical promotes self-expression activities and social interaction B: Select PA that promote self-expression and interaction B: Pursue PA that promote self-expression & social interaction. Activity Identification Physical Activity Advocacy Physical Activity Marketing Plan Advocacy

Step 2: Accountability Senate Bill 210 1. Establish nutritional standards for certain foods and beverages sold in schools 2. Inclusion of physical activity and nutrition as part of the health curriculum. 3. Newly hired physical education teachers to have a PE license. 4. 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. 5. Districts can opt-in to get children moving for 30 min each day (classroom, PE, before/after school activities). 6. BMI – send home confidential to parents (but parents can opt out) • Informs public policy through state-wide BMI data. 7. Healthy Choices for Healthy Children Council

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 2012 -2013 school year. Compliance with Local Physical Education Index Wellness Policy Participation in Body Mass Index Physical Activity (BMI) Screening Pilot Program MODERATE YES NO (Click HERE for detailed information about your district) (Click HERE for detailed information regarding the federal wellness policy) (Click HERE for detailed information regarding BMI screening requirements and waivers) (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. Compliance with the federal requirement for implementing a local wellness policy. • Building composite score and overall district composite score determination will be “High”. “Moderate” or “Low”. • Overall district composite score will be a “Yes” or “No”. Compliance with completing BMI screening requirements instead of operating under a waiver. Whether the district is participating in the option of a daily Physical Activity Pilot Program. • 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. • Overall district composite score will be a “Yes” or “No”. September 2011

Benchmark Assessment Overview • At the completion of 2012 -13 (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 student • Assess and report student data once in the grade band, not in each grade • Assessments must be completed by the end of the benchmark. • e. g. – Assess students in Standard 1 B in Grade 2 • NO WAIVERS for ASSESSMENTS

Importance of Standards-Based Assessment • Accountability • Standards explicitly state what a student (graduate) should minimally know and be able to do • Clarifies expectations for students and physical education teachers • Indirectly raises the bar for physical education teachers • Feedback • To improve teacher and student performance • Progress • Phase shift – from filling time with activities to a curriculum that develops knowledge, skills and behaviors to engage in a physically active lifestyle

Creating Standard-Based Assessments 1. Identify standards and grade level outcomes or targets. 2. Develop an assessment system. • Scoring system • Ohio = advanced, proficient, limited • Guidelines • Ohio = data reported to state once per grade band 3. Determine how translate data into grades and communicate with parents 4. Managing the workload • Electronic grading system & state Excel data file

Ohio Benchmark Assessment Scoring System • 3, 2, 1 rating for each benchmark 3 = Advanced 2 = Proficient 1 = Limited • Leave blank if they could not participate (not calculated in summarized data)

The Teacher’s Role: 1. Analyze current curriculum. 2. Identify what units (content) and when each assessment will be implemented. • Instructional alignment & formative assessments 3. Collect Summative Assessment Data. • Assessment Strategies & data collection • Grading 4. Summarize, revise and reflect. • Modify curriculum

Standard 1 A • Grade 6 -8 • Grades K-2 • Movement routine with a • Specific locomotor partner skill assessments (e. g. skip, hop, jump) • Grades 3 -5 • Movement pattern performance: • Gymnastics • Dance • Jump rope • Dance, gymnastics, jump rope, yoga, or fitness • Grades 9 -12 • Dance routine • Movement performance in activity • (e. g. Gymnastics, track & field, aquatics, fitness, martial arts.

Standard 1 B • Grades K-2 • Specific object control skill assessment (e. g. kick, strike, UH roll) • Grades 3 -5 • Throw, • Catch with implement* • Striking a moving ball* • Receive, dribble, pass with the feet • Punt • Dribble a ball with the hands or a stick* *assess in both practice and game settings: • Grades 6 -8, 9 -12 • Skill performance of offensive & defensive skills in game situations: • • Invasion Net/wall Strike/field Target games

Standard 2 A Grades K-2: • Movement concepts observation of levels, space, distance, effort, & speed. Grades 3 -5: • Demonstrate and apply basic tactics and principles of movement: • Spacing • Decision-making Grades 6 -8 • Offensive positioning • Decision-making Grades 9 -12 • Tactical concepts & strategies portfolio

Standard 2 A (Grades 6 -8) Level Decision-making Creating and using space Defending space Advanced Consistently chooses best options in game play: • Attack and shoot where possible • Pass to teammate who can attack • Play a possession pass • Dribble to reposition Consistently moves to spaces where passes can be received when teammates have the ball Consistently moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring Proficient Usually chooses best options in game play: Usually moves to spaces where passes can be received when teammates have the ball Usually moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring Rarely moves to spaces where passes can be received when teammates have the ball Rarely moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring Limited Rarely chooses best options in game play: • Attack and shoot where possible • Pass to teammate who can attack • Play a possession pass • Dribble to reposition

Standard 2 B Grades K-2 • Critical element knowledge test 1. For a good overhand throw, you should bend the elbow in the shape of an “L” behind the head before throwing. • A. True B. False Grades 3 -5 • Analysis of movement performance: 1. The performers strengths 2. The performers weaknesses 3. A practice plan through by which the performer might improve

Standard 2 B (Grades 6 -8, 9 -12) Skill Analysis Project • Select three skills essential to effectively playing the activity. 1. Break down the critical elements into preparation, execution and follow through phases of movement 2. Describe the common errors using biomechanical principles • Biomechanical principles - Body position, contact or release point, release or take off angle, balance/over-balance point, rotation 3. Evaluate 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?

Standard 3 Assessments Benchmark A Benchmark B • Physical Activity Log • K-2 • Recall amount of PA • 3 -5 • Recall and identify type • 6 -8, 9 -12 • Recall and identify minutes in each type • Recall of physical activity preferences • 3 -5, 6 -8, 9 -12 • Physical activity plan • Personal goals for physical activity • Aligned with community resources • Evaluation of the plan’s effectiveness in helping meet physical activity goals

Standard 3 A (6 -8) Scoring Guide Level Criteria Advanced Student 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. Proficient Student accumulates 60 minutes of daily physical activity using different categories within the physical activity pyramid (excluding the inactivity category). Limited Student does not accumulate 60 minutes of daily physical activity.

Standard 3 B Examples

Standard 4 A (Grades K-12) Fitness Assessment ODE Components 1. Cardio-respiratory 2. Muscular-strength & endurance – upper body 3. Muscular-strength & endurance – abdominal 4. Flexibility Scoring = • Met (3) • Not Met (1) Overall Score • Advanced = 3 • Proficient > 1. 75 • Limited <1. 74

Grades K-2 & 3 -5 Standard 4 B: Fitness Knowledge • Test “Bank” • Can split the test – to align with lesson/unit content • Components of Fitness • Fitness Concepts • Challenges/ Concerns • How will Standards 3 & 4 assessments impact your teaching/curriculum?

Standard 4 B Personal Fitness Portfolio Grades 6 -8 & 9 -12: • A personal fitness portfolio (hard copy or electronic) containing: 1. Fitness assessment results 2. A 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.

5 A: Personal Responsibility Level 3 Advanced Safe • • 2 Proficient • 1 • Limited Self-direction Anticipates 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. Recognizes possible unsafe • situations and seeks solutions with others to ensure safety of self and others. • Does not recognize unsafe situations or behaviors create unsafe situations for others. • • • 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. Engages in activities and stays on-task with prompts and encouragement from others. Completes lesson tasks without constant supervision. Takes responsibilities for actions. 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.

5 B: Social Responsibility (e. g. grades 6 -8) Level Cooperate Respect Others Resolving Conflict & Fair Play 3 Advanced • Consistently engages in • Evaluates personal behaviors and • Consistently demonstrates appropriate cooperative refines behavior to ensure positive cooperation and sensitivity when behaviors in partners and/or effects on others without prompts. resolving conflict without prompts or groups. Behaviors include: • Provides frequent positive comments support from teacher. leading, following and to classmates without prompts. Never • Consistently demonstrates “good supporting group members uses put-downs or comments that are winner/loser” behaviors without to improve play in hurtful. prompts or direction (shaking cooperative and competitive • Demonstrates and encourages others hands, complimenting others, letting settings. to respect individuals who may be the outcome go). different of different background or • Always accepts and respects skill level by encouraging others or decisions made by the designated other behaviors to include all students. official. 2 Proficient • Leads, follows and supports • Evaluates personal behavior to ensure • Demonstrates cooperation with group members to improve positive effects on others and refines others when resolving conflict. play in cooperative and behavior with prompts from others. • Demonstrates “good winner/loser” competitive settings • Provides some positive comments to behaviors (shaking hands, classmates and does not use putcomplimenting others, letting the downs or comments that are hurtful. outcome go) with prompts or • Respects the rights and feelings of directions. those who may be different of different • Accepts and respects decisions background or skill level. made by the designated official. 1 Limited • Engages in behaviors that are helpful to others after prompts or direction from the teacher OR does not engage in behaviors that are helpful to others • Does 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 • 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

Standard 6 AB (Grades K-12) Advocacy and Value Assessment K-2 and 3 -5 6 -8 and 9 -12 • Letter, poster, brochure to communicate why they want to participate in a specific physical activity or physical activity. • Categories • Marketing campaign for a specific physical activity or physically active lifestyle. • Standard 6. Grades 9 -12 • Advocate – “sells” the activity • Reasons to value – identifies at least 1 of the four reasons: health, social, challenge, enjoyment • When to implement? How to implement? • Implications for teaching? • Categories • Advocate – “sells” the activity in creative ways • Reasons to value – identifies specific reasons: health, social, challenge, enjoyment • When to implement? How to implement? • Implications for teaching?

Standard 6 AB • How to implement the task? • Questions about the rubric 6 A Advocacy 6 B Reasons to value an activity 3 Advanced Encourages others to participate in physical activity or a specific activity by communicating enjoyable aspects in effective and creative ways. 2 Proficient Encourages others to participate in physical activity or a specific activity. 1 Limited Expresses multiple specific reasons from more than one category (social interaction, enjoyment, challenge, self-expression) that would lead to an individual valuing physical 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. Does 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.

Standard 6 Examples

Summarizing the Data 1. Benchmark Data Sheets • Add names and scores to the available Excel sheets to summarize data • Formulas compute averages of multi-part assessments, average the scores and designates performance level (A/P/L). 2. Standard Totals • Number of students in each category by each benchmark • Summarized data made available by school to stakeholders 3. Student Totals – provides overall rating for each student • Used in final data analysis 4. Data for ODE = summarized data reported to ODE • Total number of students in advanced, proficient, limited • Used to determine score on report card

Professional Development & Implementation • Ohio Department of Education Sessions • ODE Webinars • OAHPERD Professional Development • Convention Sessions • Workshops • Online workshops • District Level Curriculum Support

Impact of the Assessments 1. Students • Advocacy & Professional Development 2. Teachers 3. Administrators • State model curriculum • Professional development • Department of Education • OAHPERD • District-level

Additional Information • Ohio Department of Education • Assessments • Data Collection file • Other information about Ohio Physical Education • Kevin Lorson • Kevin. lorson@wright. edu • Steve Mitchell • smitchel@kent. edu