1. Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments
Kevin Lorson, Ph.D.
Steve Mitchell, Ph. D.

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 (A) (2)]
Students must earn ½ unit of credit in physical education as part of graduation requirement.
½ unit means a minimum of 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
Content Standard
What all Ss should know and be able to do (overarching goal).
Standard 1 – Motor skills
Benchmark
What Ss should know and be able to do at the end of grade-level bands. Supports the attainment of one or more content standards.
K-2: Demonstrate fundamental locomotor & object control skills.
Indicator
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.
BREAK!!

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

8. Standard 4: Health- enhancing level of fitness.
K-2
3-5
6-8
9-12
Standard 4: Health- enhancing level of fitness.
A: Demonstrate health- related fitness
Fitness Performance Rubric
Criterion Referenced Fitness Test
B: Understand principles, components & practices.
B: Understand principles, components & practices.
Fitness Test Bank
Personal Fitness Plan
Standard 5: Personal and social behavior
A: Follow safe procedures
A: Safety & personal responsibility
A: Safety & Etiquette
Personal Responsibility Observation Assessment
Personal Responsibility Observation Assessment
Personal Responsibility Observation Assessment
B: Cooperation & consideration of others.
B: Cooperation & respect.
B: Communicate and respect others
B: Communication and social responsibility.
Social Responsibility Observation Assessment
Social Responsibility Observation Assessment
Standard 6: Values physical activity
A: Enjoyment
A: Self-challenge & enjoyment
A: Self-challenge & personal growth
A: Use PA to promote growth, goal setting & enjoyment.
Enjoyment Assessment
Advocacy
Physical Activity Advocacy
Physical Activity Marketing
B: Physical Activity promotes self- expression and social interaction
B: Appreciate physical activities
B: Select PA that promote self-expression and interaction
B: Pursue PA that promote self-expression & social interaction.
Activity Identification
Physical Activity Marketing Plan

9. Step 2: Accountability Senate 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. 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 school year.
Physical Education Index
Compliance with Local Wellness Policy
Participation in Body Mass Index (BMI) Screening
Participation in Physical Activity Pilot Program
MODERATE
(Click HERE for detailed information about your district)
YES
(Click HERE for detailed information regarding the federal wellness policy)
(Click HERE for detailed information regarding BMI screening requirements and waivers) NO
(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.
Building composite score and overall district composite score determination will be “High”. “Moderate” or “Low”.
Compliance with the federal requirement for implementing a local wellness policy.
Overall district composite score will be a “Yes” or “No”.
Compliance with completing BMI screening requirements instead of operating under a waiver.
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.
Whether the district is participating in the option of a daily Physical Activity Pilot Program.
September 2011

11. Benchmark Assessment Overview
At the completion of (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
Implementing assessments seems to follow a path of denial, anger/bargain/complain, going through the motions, acceptance, & change

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)
Reasons to not have data – injury, not applicable due to IEP or reasonable accommodation.

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 Grade 6-8 Grades K-2 Grades 3-5 Grades 9-12
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.
Grades K-2
Specific locomotor skill assessments (e.g. skip, hop, jump)
Grades 3-5
Movement pattern performance:
Gymnastics
Dance
Jump rope

17. Standard 1B Grades 6-8, 9-12 Grades K-2 Grades 3-5
Skill performance of offensive & defensive skills in game situations:
Invasion
Net/wall
Strike/field
Target games
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:

18. Standard 2A Grades 6-8 Grades K-2: Grades 9-12 Grades 3-5:
Offensive positioning
Defensive positioning
Decision-making
Grades 9-12
Tactical concepts & strategies portfolio
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

19. Creating and using space
Standard 2A (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
Limited
Rarely chooses best options in game play:
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

20. Standard 2B Grades K-2 Grades 3-5 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 B Benchmark A Physical Activity Log
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
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

24. Standard 3A (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.

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 & 3-5 Standard 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 Portfolio Grades 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.

29. 5A: Personal Responsibility
Level
Safe
Self-direction 3
Advanced
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.
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. 2
Proficient
Recognizes possible unsafe situations and seeks solutions with others to ensure safety of self and others.
Engages in activities and stays on-task with prompts and encouragement from others. Completes lesson tasks without constant supervision.
Takes responsibilities for actions. 1
Limited
Does not recognize unsafe situations or behaviors create unsafe situations for others.
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.

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

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

33. Standard 6 Examples

34. Summarizing the Data Benchmark Data Sheets Standard Totals
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
Steve Mitchell