Philosophy-Approach-Agreements


 * __Assessment Philosophy, Approach, and Agreements __**

1) We will implement a well-balanced assessment/growth model based on:
 * NASPE (National Association for Sport and Physical Education) Standards. The CO State Standards meet and exceed the NASPE Standards
 * CO Standards
 * Standard 1: Movement Competence & Understanding
 * Standard 2: Physical & Personal Wellness
 * Standard 3: Emotional & Social Wellness
 * Standard 4: Prevention & Risk Management
 * CO Standard 1 Concepts
 * Activity content
 * General sport/recreation skill activities
 * Isolated skills – closed (softball throw)
 * Combined skills – open (catch ball, transition, and throw in game context)
 * Fitness activities
 * Fitness form knowledge and skills
 * Fitness activity plans to achieve certain goals
 * <span style="font-family: 'Calibri','sans-serif';">Locomotor and pattern activities
 * <span style="font-family: 'Calibri','sans-serif';">Rhythmic/tumbling/gymnastics/dance
 * <span style="font-family: 'Calibri','sans-serif';">All three learning domains
 * <span style="font-family: 'Calibri','sans-serif';">Psychomotor
 * <span style="font-family: 'Calibri','sans-serif';">Manipulative
 * <span style="font-family: 'Calibri','sans-serif';">Locomotor skills
 * <span style="font-family: 'Calibri','sans-serif';">Cognitive
 * <span style="font-family: 'Calibri','sans-serif';">Knowledge
 * <span style="font-family: 'Calibri','sans-serif';">Decision making/problem solving
 * <span style="font-family: 'Calibri','sans-serif';">Affective
 * <span style="font-family: 'Calibri','sans-serif';">Social (interpersonal communications and confidence)
 * <span style="font-family: 'Calibri','sans-serif';">Emotional (self worth and confidence)
 * <span style="font-family: 'Calibri','sans-serif';">Attitude toward self and others and valuing physicality
 * <span style="font-family: 'Calibri','sans-serif';">Character/leadership/PBIS

<span style="font-family: 'Calibri','sans-serif';">2) Our assessment program will ask and answer the //__Professional Learning Communities (PLCs) and the Four Critical Questions:__//

<span style="font-family: 'Calibri','sans-serif';">What do students need to **__know__** and be **__able to do__**? <span style="font-family: 'Calibri','sans-serif';">-PSDPE Standards-based Scope and Sequence, PSDPE common assessments, and <span style="font-family: 'Calibri','sans-serif';">subsequently, the skills assessment rubrics and content assessments designed to target <span style="font-family: 'Calibri','sans-serif';">those standards <span style="font-family: 'Calibri','sans-serif';">How will we know when they **have learned it**? <span style="font-family: 'Calibri','sans-serif';">-Performance assessment rubric and content assessment proficiency criteria met <span style="font-family: 'Calibri','sans-serif';">What will we do when they **haven’t learned it**? <span style="font-family: 'Calibri','sans-serif';">-Use performance assessment rubric/content assessment proficiency criteria as guide <span style="font-family: 'Calibri','sans-serif';">for instruction and help them meet those goals (RtI) <span style="font-family: 'Calibri','sans-serif';">What will we do when they **already know it**? <span style="font-family: 'Calibri','sans-serif';"> -Create enriched learning experiences (creative applications, leadership/mentoring <span style="font-family: 'Calibri','sans-serif';"> opportunities, research, presentations/performance, etc.) to further develop these <span style="font-family: 'Calibri','sans-serif';"> students’ skills (RtI)

<span style="font-family: 'Calibri','sans-serif';">3) PSDPE teachers need to show student growth within the year or course so a pre/post-test scenario for each skill or content area tested will be needed. We want to focus on many different skill areas because:
 * <span style="font-family: 'Calibri','sans-serif';">A wide variety of traditional and non-traditional skills are assessed within the state standards.
 * <span style="font-family: 'Calibri','sans-serif';">Give students opportunities to learn and enjoy a broad array of physical skills that will reinforce the many healthy “lifestyle” choices available in our community (dance, gymnastics, climbing, etc.)
 * <span style="font-family: 'Calibri','sans-serif';">Focus upon key prerequisite skills necessary for successful participation in future grade level PE classes and physical activities in general.
 * <span style="font-family: 'Calibri','sans-serif';">Reinforce sports/recreation as both a cognitive and affective activity that allow
 * <span style="font-family: 'Calibri','sans-serif';">Encourage students to achieve advanced competencies on assessments and lifelong skills.
 * <span style="font-family: 'Calibri','sans-serif';">Teach and test health and wellness content since it is vital in supporting healthy student lifestyles.

<span style="font-family: 'Calibri','sans-serif';">4) We will seek to show student growth within the year, but not at the expense of early introduction, practice, and application of skills in earlier grade levels (cumulative growth) <span style="font-family: 'Calibri','sans-serif';">In other words, teachers should not be afraid of low growth on a skill within the 5th grade year simply because the skill was introduced and developed in earlier years.
 * <span style="font-family: 'Calibri','sans-serif';">This conflict (year growth vs. cumulative growth) is reduced by:
 * <span style="font-family: 'Calibri','sans-serif';">Instructing/assessing a diversity of skills/knowledge tested within standard 1-Movement Competence emphasizing many different physical skills performance areas – i.e. sports-related, isolated (closed)/combined (open), rhythmic, expressive, etc. (**Note:** Standard 1 physical //skills// concepts are to be tested by student demonstration using prescribed performance rubrics. This portion of the student assessments could occur during scheduled PE times as part of the pre-assess/instruct on basis of assessed needs/assess routines of the class)
 * <span style="font-family: 'Calibri','sans-serif';">Instructing/assessing a diversity of skills/knowledge among all the standards (standards 2, 3, 4). (**Note:** Elementary student //knowledge// proficiency should be tested in computer lab during technology time or when MAPS testing occurs, not during PE class time. Middle School and High School would also use a computerized test at times to be determined. Multiple-choice/survey style instruments are recommended for efficiency and consistency.)
 * <span style="font-family: 'Calibri','sans-serif';">Combining of several grade levels’ content and skills assessed will normalize some low growth areas and reduce tendency to inhibit pre-teaching in earlier grades (K/1 – tested in 1st grade, 2/3 tested in 3rd grade, 4/5 tested in 5th grade)

<span style="font-family: 'Calibri','sans-serif';">5) Using pre-testing scenarios to measure student proficiency carries special teacher responsibilities and risks to student confidence and motivation to excel. Therefore, special care must be taken by the teacher to explain the purpose of pre-testing in the instructional process (to identify and assist with student educational needs in physical education, just as they might in other academics areas). It must be stated that the teacher has no expectation of proficiency at this time, and, in fact, the teacher might be surprised if students already have experience in the skill at hand. Teachers will also specifically recognize (and encourage all students in these pursuits) that students have life experiences in many different areas of physicality and while some may be very involved in certain sports (traditional team sports, etc.) and activities, others may have experiences in many different physical activities (hiking, biking, dance, tennis, etc.) thus encouraging all the many physical pursuits students may be involved in. <span style="font-family: 'Calibri','sans-serif';">Special care must also be taken by teachers hold all students responsible for their own learning by eliminating excuses to avoid persevering by using terminology such as **“experienced” vs. “inexperienced**” as a replacement for “good” vs. “bad” (or even “skilled” vs. “unskilled”) <span style="font-family: 'Calibri','sans-serif';">The terms “experienced” vs. “inexperienced” promote the idea of recognizing a “weakness” as an opportunity for diligence and growth as opposed to an innate deficit. Students who recognize they simply need to try (get experience) until they get it have less “excuse” to not try. <span style="font-family: 'Calibri','sans-serif';">Teachers will instruct and students will verbalize understanding of the purpose of pre-testing in encouraging individual growth based on their own level of proficiency <span style="font-family: 'Calibri','sans-serif';">Low performers = “Hopeless, so why try?” High performers = “Done, so why try?” <span style="font-family: 'Calibri','sans-serif';">“A creative man is motivated by the desire to achieve, not by the desire to beat others.” <span style="font-family: 'Calibri','sans-serif';"> -//Ayn Rand// <span style="font-family: 'Calibri','sans-serif';">In other words: “Strive to do your best, not just better than the rest.”
 * <span style="font-family: 'Calibri','sans-serif';">Working in ZPD = Zone of Proximal Development - Individual “challenge” level vs. either “boring” (too easy) or “frustrating” (too hard) yields greatest gains in learning.
 * <span style="font-family: 'Calibri','sans-serif';">Overly competitive focus may limit students on either end of the performance range –

<span style="font-family: 'Calibri','sans-serif';">6) Assessment should not interfere with the learning process (i.e. take from physical movement time within the class time or PE class time overall when possible), and pretests (physical performance or computer lab time tests) should actually aid instruction and learning by providing a preview of upcoming concepts for the students to focus their attention on the learning objectives (Evidence Outcomes) at hand.

<span style="font-family: 'Calibri','sans-serif';">7) **Student rubric-based self-assessment and peer assessment should be utilized as both crucial components of the learning process on the way to post-testing on a skill, and as one piece of evidence in an array of assessments (computer content test, teacher <span style="font-family: 'Calibri','sans-serif';">rubric assessed skills performance assessments** **, student self-assessments/peer assessments, student portfolios, etc.)**

<span style="font-family: 'Calibri','sans-serif';">8) //__Very Important!__// **//Fitnessgram/Presidential//** performance growth should not be looked at as a measure of teacher effectiveness (50 min/week not sufficient fitness time), however, student knowledge and skills regarding demonstration of the proper forms, how to analyze their own level, and their ability to create goals that improve their level of physical fitness may be used within the growth model. District-wide fitness testing using Fitnessgram assists students in identifying their physical fitness levels and aiming for improvement throughout a semester. The following tests will continue to occur in 5th, 8th, and 9th grades with pre and post-test data collected:
 * <span style="font-family: 'Calibri','sans-serif';">Cardiovascular Endurance: PACER test
 * <span style="font-family: 'Calibri','sans-serif';">Muscular Strength: Push Up test
 * <span style="font-family: 'Calibri','sans-serif';">Muscular Endurance: Curl Up test
 * <span style="font-family: 'Calibri','sans-serif';">Flexibility: Sit and Reach test
 * <span style="font-family: 'Calibri','sans-serif';">Trunk Lift *Part of the Presidential/Fitnessgram regimen and new to PSD Fitness Testing

<span style="font-family: 'Calibri','sans-serif';">Note: LEARNING THE PROPER EXERCISE FORMS THEMSELVES (not student performance re: # of repetitions) for the Presidential Fitness Testing will, however be used as a rubric-assessed skill to be pre-tested, instructed, practiced, and student self/peer assessed prior to the administration of the actual PSD Fitness Testing regimen.

<span style="font-family: 'Calibri','sans-serif';">8) Curricular emphasis progression K-12: Teacher’s beliefs on what students should learn, how they should learn it, and how it should be assessed. Learning is emphasized as follows: <span style="font-family: 'Calibri','sans-serif';"> sharing physical activities)
 * <span style="font-family: 'Calibri','sans-serif';">K-2 **<span style="font-family: 'Calibri','sans-serif';">= skills acquisition (gaining control & enjoying physical activities)
 * <span style="font-family: 'Calibri','sans-serif';">3-5 **<span style="font-family: 'Calibri','sans-serif';">= life sport/recreation introduction, personal and social responsibility (gaining confidence &
 * <span style="font-family: 'Calibri','sans-serif';">6-8 **<span style="font-family: 'Calibri','sans-serif';">= social and emotional wellness (choosing physically active recreation/entertainment)
 * <span style="font-family: 'Calibri','sans-serif';">9-12 **<span style="font-family: 'Calibri','sans-serif';">= personal fitness & lifestyle (applying health/wellness concepts to lifestyle)

Poudre School District
 * Grade || Standards Emphasis || Curriculum Model(s) ||
 * 9-12 || All Standards || Elective program with opportunities for all models ||
 * 8 || Standards 1 & 2 || Sport Education (with TGFU), Fitness for Life, and Outdoor (with Adventure) ||
 * 7 || Standards 1, 3, & 4 || Skill Themes, Sport Education, and Personal & Social Responsibility ||
 * 6 || All Standards || Skill Themes, Sport Education, and Personal & Social Responsibility ||
 * 5 || All Standards || Skill Themes, Sport Education, and Personal & Social Responsibility ||
 * 4 || Standards 1, 2, & 4 || Skill Themes, Sport Education, and Personal & Social Responsibility ||
 * 3 || Standards 1, 2, & 3 || Skill Themes, and Personal & Social Responsibility ||
 * 2 || All Standards || Skill Themes, and Personal & Social Responsibility ||
 * 1 || All Standards || Skill Themes ||
 * Kindergarten || All Standards || Skill Themes ||
 * Preschool || Standard 1, 2, & 4 || Skill Themes ||

Movement Competence and Understanding || 1 || 1 || 1 || 1 || 3 || 3 || 2 || 2 || 1 || 2 ||  || Physical and Personal Wellness || 3 ||  ||   ||   || 2 || 1 ||   ||   ||   || 1 || 1 || Emotional and Social Wellness ||  || 3 || 3 || 3 || 1 ||   || 1 || 1 || 2 ||   || 2 || Prevention and Risk Management || 2 || 2 || 2 || 2 ||  || 2 || 3 || 3 || 3 ||   || 3 || Prioritizing Standards to be emphasized across K-12 (Ranked 1, 2, and 3; 1 = high importance)
 * Standards || PK || K || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 9-12 ||
 * Standard 1
 * Standard 2
 * Standard 3
 * Standard 4