1. Physical Education SLOs: A Clarification of the State Education Department’s 8 Component SLO Template: Grades K-5 Presented By: Laura Shaw – Dows Lane Elementary School Lori Bifarella – Prospect Elementary School Maryanne Ceriello – Sargent Elementary School Tom Winiecki – Mott Road Elementary School

2. Population  Which students are being addressed?  Task: Student Population: Specify your assigned students who are included in this SLO along with the course sections and student names and/or identification numbers. (Full class rosters of all students must be provided for all included course sections. These can simply be attached to your SLO template.) At least 51% of a teacher’s students must be included in their SLO(s). Once the 51% threshold is reached, it is a local decision whether or not a teacher should have more SLOs to reach a greater number of students.

3. Population In some situations, not all students assigned to a teacher will be included in a state-growth measure or SLO. The teacher’s largest classes should be selected first to bring the number of students to at least 51% and to cover the largest amount of students. EXAMPLE: My K-4 population is shared with another PE staff member. 51% of my class load falls within my First and Second Grade classes. Population  First Grade – All 73 students. See attached Roster *Class Rosters are attached to the template

5. Things to think about… To what extent is the content central to this and future learning? Where does this fit into the K-12 picture What is the “most important thing” you will teach this year? Is this based on prior learning for these kids? How will the standards be reflected in the teaching, learning, and assessment? What instructional approaches are prioritized? What do you want to see? To what extent is the learning content specific and measurable?

6. Personal Health and Fitness Standard 1 Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

7. Performance Indicators “What are you looking to see out of them? www.p12.nysed.gov/ciai/pe/pe1.html Elementary

8. Participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area Develop physical fitness skills through regular practice, effort, and perseverance Demonstrate mastery of fundamental motor, non-locomotor, and manipulative skills, and understand fundamental principles of movement Understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition Demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness Understand the relationship between physical activity and individual well being

10. Again, consider this:  What is the most important thing that you want your kids to know by the end of the year?  How do you know if they know it?

11. Elementary  Kdg: Circle pictures of activities that make their heart go fast coincides with CCLS for writing in Kdg: associate words with pictures  4 th grade: Describe benefits of exercise Coincides with CCLS for writing in 4 th grade: complete sentences, “Describe” is part of their ELA expectations

12. Sample quizzes are available at: http://www.fmschools.org/webpages/ twiniecki/nysahperd.cfm

13. Evidence  What assessment(s) or student work product(s) will be used to measure this goal?  What specific pre-assessment(s) and summative assessment(s) will be used to provide baseline and summative data for the SLO?  Are these aligned, reliable, and vigorous?

14. Evidence List the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO. Districts and BOCES must verify comparability and rigor for any assessments they develop. Many decisions about SLO’S are differentiated by district. Your district administrator is the person who would be the person in the “know”.

15. Evidence EXAMPLE Our district ‐ approved AIMSweb as the Local pre ‐ assessment which was administered to the students within the first two (2) weeks of school. Our district ‐ approved AIMSweb as the Local summative assessment which will be administered to the students during the Spring of 2013. As the State Assessment, the Physical Education Department developed one pre and summative assessment which consists of multiple ‐ choice questions that meet NYS Health and Physical Education Standard 1, which were administered in the Fall of 2012 Mid year assessments are available for teachers who choose to administer them. The summative assessments will be administered in the Spring of 2013 and will be scored by another Physical Education teacher within the district. All accommodations will be provided for the summative assessment.

16. Baseline  What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period? ○ Students scores on the pre-assessment test will be listed in this area. Pre-test should be given as close to the start of the school year as possible. ○ Pre-assessment scores will be broken down into categories determined at the district level.

17. Example of Baseline Scores for Kindergarten Pre-Test All students completed the pre-assessment. Scores ranged from 0-75% 28% scored 0-15% 56% scored 20-50% 16% scored 55-75% 0% scored 80-100%

18. Targets  What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period? Students must show improvement. The teacher will determine the targets for improvement. Multiple targets can be used. Lowest target should be a passing grade.

19. Example of Targets for Kindergarten Assessment 1.Students who scored between 0-50% will score 55% or higher on the summative assessment in June. 2.Students who scored between 55-75% will score 80% or higher on the summative assessment in June.

21. Range of scores determined locally  How many students do you want to reach each level?

22. HEDI Scoring How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)? Highly Effective: 85-100% of students will achieve the expected target. Effective: 70-84% of students will achieve the expected target. Developing: 60-69% of students will achieve the expected target. Ineffective: 0-59% of students will achieve the expected target. HIGHLY EFFECTIVEEFFECTIVEDEVELOPING INEFFECTIVE 20191817161514131211109876543210 >90% 86- 89 % 85 % 83- 84 % 81- 82 % 79- 80% 77- 78 % 75- 76 % 73- 74 % 72 % 71 % 70 % 68- 69% 66- 67 % 64- 65 % 62- 63 % 61 % 60 % 55- 59 % 50- 54% <50% <50%

23. Rationale  State why what you have chosen is important enough

24. Rationale Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness. Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity. At the elementary level, students are provided a foundation of knowledge in the basic components of fitness. In later grades, students will build upon this foundation as they learn more age-appropriate and advanced concepts related to the basic components of fitness.