Advocacy, Assessment, & Accountability: Ohio ’ s Physical Education Assessments

1. Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments Kevin Lorson, Ph.D. kevin.lorson@wright.edu Steve Mitchell, Ph. D. smitchel@kent.edu

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

3. 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 60hrs) • 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.

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

9. Step 2: AccountabilitySenate Bill 210 • Establish nutritional standards for certain foods and beverages sold in schools • Inclusion 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. September 2011 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. PHYSICAL EDUCATION AND WELLNESS MEASURE REPORT CARD FORMAT FOR THE 2012-2013 SCHOOL YEAR

11. 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 1B in Grade 2 • NO WAIVERS for ASSESSMENTS

12. 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

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

14. 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)

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

16. Standard 1A • Grades K-2 • Specific locomotor skill assessments (e.g. skip, hop, jump) • Grades 3-5 • Movement pattern performance: • Gymnastics • Dance • Jump rope • Grade 6-8 • Movement routine with a partner • 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.

17. Standard 1B • 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

18. Standard 2A 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 • Defensive positioning • Decision-making Grades 9-12 • Tactical concepts & strategies portfolio

19. Standard 2A (Grades 6-8)

20. Standard 2B Grades K-2 • 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. False Grades 3-5 • Analysis of movement performance: • The performers strengths • The performers weaknesses • A 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 movement • 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 • 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?

22. Standard 3 Assessments Benchmark A • 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 Benchmark B • K-2 • 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

24. Standard 3A (6-8) Scoring Guide

25. Standard 3B Examples

26. Standard 4A (Grades K-12)Fitness Assessment ODE Components • Cardio-respiratory • Muscular-strength & endurance – upper body • Muscular-strength & endurance – abdominal • Flexibility Scoring = • Met (3) • Not Met (1) Overall Score • Advanced = 3 • Proficient > 1.75 • Limited <1.74

27. Grades K-2 & 3-5Standard 4B: 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?

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

31. Standard 6AB (Grades K-12) Advocacy and Value Assessment K-2 and 3-5 • Letter, poster, brochure to communicate why they want to participate in a specific physical activity or physical activity. • Categories • 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? 6-8 and 9-12 • Marketing campaign for a specific physical activity or physically active lifestyle. • Standard 6. Grades 9-12 • 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?

32. Standard 6AB • How to implement the task? • Questions about the rubric

33. Standard 6 Examples

34. Summarizing the Data • 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). • Standard Totals • Number of students in each category by each benchmark • Summarized data made available by school to stakeholders • Student Totals – provides overall rating for each student • Used in final data analysis • Data for ODE = summarized data reported to ODE • Total number of students in advanced, proficient, limited • Used to determine score on report card

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

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

37. 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