Student in Physical Education Nichole Calkins, Ed.D. Highline School District Physical Education Teacher & Instructional Specialist Paul Clinton

What is a Student Growth Goal? Its what you want students to know and be able to do by a certain time. It is standards-based, rigorous and relevant learning target that teachers set for groups (Criterion 6 & 8) or subgroups of students (Criterion 3). Student growth means the change in student achievement between two points in time. Mindset: Think of this as a mini-research project that will help you to be able to determine best practices for getting results that help students learn and achieve. Important talking points are on the slide.

Determine the Need An effective student growth goal is based upon student learning data. This means that you actually need to collect data BEFORE writing the goal in order to determine what you want your students to learn and be able to do based upon their needs and based upon alignment with your school’s resources and priorities.

Washington State Student Growth Rubrics The TPEP steering committee organizations approved statewide rubrics for student growth to ensure consistency in implementation of the evaluation system across Washington State. Unlike the instructional frameworks (districts could choose one of 3) the student growth rubrics are uniform across the state. http://tpep-wa.org/wp-content/uploads/wa- student-growth-rubrics.pdf

It’s as Easy as 1,2,3 Step 1: Establish a Focus Step 2: Select Assessments Step 3: Establish the Expected Growth

Step One: Establish a Focus for Student Growth Goal(s) What will students know and be able to do by the end of the designated instructional period (end of unit, semester, or September-May). What standards are associated with this learning goal? Why is the learning goal important and meaningful for students to learn? In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the standards? Identify the instructional period for the learning goal (unit, first semester, Sept-May, etc). What pre-assessment data do you have to show student need? Goal specificity is key. Each question listed is something for teachers to think about and be prepared to speak to when meeting with evaluators on student growth goals.

National P.E. Standards and Growth Goals Standard 1 –Assess students’ ability to perform grade level motor skills. Example: You have identified that there are 4 students out of a class of 32 that are at a 4 on the WA Kids traveling and balancing skills. This can become a sub-group (Criterion 3). Standard 2 – Assess students’ knowledge of concepts, principles, strategies and tactics related to movement and performance. Example: You can give a pretest of different offensive and defensive strategies for a particular sport. Determine what concepts that students do and don’t understand (such as what offense to run with particular zone defenses) and then write growth goals for concepts they don’t understand. Standard 3 – Assess students’ knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Example: You can use fitness testing data to help students set goals and write plans for improvement. You can set growth goals to see improvement in fitness as a result of following the plan.

National P.E. Standards and Growth Goals Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. Example: In a volleyball unit, assess how often students utilize communication strategies (such as calling for the ball before every hit) and then set a student growth goal that can improve their use of them in game settings. Standard 5 - Assess students’ knowledge of the value of physical activity for health, enjoyment, challenge, self- expression and/or social interaction. Example: You can give a pretest to determine if students can analyze the health benefits of a particular physical activity and then set a growth goal that will help students understand how they benefit from that activity.

Step Two: Select Assessments When preparing it is important to think about. . . Describe the assessments that measure students’ understanding of the learning goal. Explain how student performance is defined and scored using the assessments. Include the rubric and/or scoring criteria. (example) Think about how often you will collect data to monitor student progress. Think about how often you will use the monitoring data to differentiate instruction toward the learning goal. Assessment planning and preparation is key. Each question listed is something for teachers to think about and be prepared to speak to when meeting with evaluators on student growth goals. It is easy for teachers to identify an assessment but the questions above will push thinking and practice even deeper. They will help teachers to prepare for the work ahead.

Data Considerations If you choose to use “Meeting the Standard”, that is Ordinal or Categorical Data This means that you are going to “lose” some of the improvement that is possible with your students fitness testing data. Class Averages is Interval Data—shows the average improvement of the class—data is not “lost” since all is included. Example: Student does 0 push-ups at the beginning of the semester and then does 5 push-ups at the end of the semester. This would not show up as the student improving in the Categorical Data because she did not reach the health standard. 0 out of 1 meet the “Healthy Standard” at Pre and Post test. However if you take the class average—it would pull up the average because she actually did improve.

Step Three: Establish the Expected Growth Identify the expected outcomes by the end of the instructional period for the students. Use performance data to describe specific starting and specific expected outcomes for students. 100% of students will demonstrate growth toward mastery of the 3rd Grade Level Motor Skills as measured by performance on a range of performance tasks.   Students who earned a 2 first quarter will earn at least a 3 or 4 on the Grade Level Motor Skills in the 4th quarter Students who earned a 3 first quarter will earn at least a 4 on the Grade Level Motor Skills in the 4th quarter. Student who earned a 4 first quarter will earn at least a 4 on at least one of the 4th Grade Level Motor Skills in the 4th quarter. Example:

Step Three: Establish the Expected Growth Example that does not meet criteria: 80% of students will earn at least a 3 on the Grade Level Motor Skills. This example does not include all students, does not reference baseline data, and includes the same targets for all students.

Elementary Physical Education Student Growth Goal Between November and May, all or nearly all kindergarteners who did not meet the WaKIDS’ manipulative standard (8 points or higher) in Physical Education will demonstrate proper manipulative techniques (EALR 1.1, SHAPE 1). Students will be pre-assessed (October), mid-assessed (February), and post- assessed (May) based on the WaKIDS’ rubrics with the goal of meeting or exceeding standard (8 points or higher). Each standard contains three grading rubrics (i.e., Underhand Throw, Catch Above or Below the Waist, & Kicking a Stationary Ball). I will examine student data and growth once a month and adapt my teaching practice and assessments. I will also share the rubrics with staff members (i.e., Kindergarten teachers, recess monitors). Moreover, I will pass on the data to parents via WELNET/Illuminate and send rubrics home via parent letters.

Elementary Physical Education Student Growth Goal Between November and December, all or nearly all fourth graders in Physical Education will demonstrate proper kicking technique of a moving ball (EALR 1.1, SHAPE 1). Students will be pre-assessed (November) and post- assessed (December) based on a 4-point grading rubric with the goal of meeting or exceeding standard (a 3 or 4 on the rubric). The grading rubric contains four critical kicking elements: Ready Position, Step, Kick, and Follow-Through. The Physical Education Department will meet once a week during the four week timeframe to examine student data and growth and adapt our teaching practice and assessments. Furthermore, I will met with the district department and other elementary teachers in the district to share data and create ideas to improve our student growth.

Paul Clinton Lakewood HS TPEP GOALS S2 2014   3.1 Sub group not reaching potential. Seniors personal fitness and understanding its relationship to adult fitness Timeframe February 14 – June 1 Artifacts, evidence; pre and post WELNET scores, goal setting and reflection, fitness test graphing

Draft goal language; During the course of the semester, seniors in all classes will work to improve their personal fitness and relate these efforts to their staying fit as adults. Seniors are the least fit of all the classes at the high school and this is at a time when they are about to enter the adult world of fitness that will be dependent completely on their own efforts and knowledge. Student performance will be measured in two ways. First by pre and post fitness testing and graphs they create of all their fitness tests. Second, by smart fitness goal setting in February and a written analysis of their efforts and results in June.

6.1 Whole class Periods 1,2,6 swing dance physical and social skills Timeframe March 10 - 28 Artifacts, evidence; pre and post video of first lessons and dance party, Student reflection piece.

Draft goal language; During our three week swing dance units students will progress from simple basic step to complex swing dance combinations. Students will also display the proper social skills needed when engaging in partner social dance. Swing dance physical skill acquisition will be evident in a pre-video taken in the first couple of days of the unit and a post video of the culminating swing dance party that will be held with three classes. Social skill development will be evident on the dance party video and with a reflection piece that students will fill out at the end of the unit.

8.1 Collaboration to improve instructional learning and student learning. With theatre to introduce swing dance to the high school Timeframe February 14 – March 28 Artifacts, evidence; pre and post video of first lessons and dance party, Outline of committee worksheets etc.

Draft goal language; The theatre department and physical education (teachers and students) will collaborate to introduce social dance to the high school. During a three week swing dance unit for three PE classes and the theatre class students will progress from simple basic steps to complex swing dance combinations. Students will also display the proper social skills needed when engaging in partner social dance. Student led dance organizing committee will also collaborate with the instructions to plan and implement a swing dance party for all four classes at the end of the unit.