PSDPE+Assessment


 * __PSDPE Mission Statement __**
 * __Assessment Purpose __**
 * __Assessment Philosophy, Approach, and Agreements __**
 * __PSDPE Assessment Components __**
 * __PE/Health Assessment Scenarios __**

** PSDPE Student Growth Model Assessment ** ** Philosophy & Action Plan **

**__ PSDPE __****__ Mission Statement __**

Physical education and health are an essential part of the total educational process and contribute to the overall growth and development of the individual child. This process must be based upon the physical, social, and emotional needs of the student. Every child needs to be afforded the opportunity to grow in the areas of knowledge and understanding, motor skills, attitudes, and personal fitness that will enable him/her to achieve a lifestyle in which regular, vigorous physical activity, nutrition, and healthy choices become an integral part. To these ends our physical education and health programs embrace the following:

We believe that a quality physical education program. ..

1. is standards-based, 2. is developmentally appropriate, 3. is sequential and progressive, 4. encompasses skills, knowledge, and character in its approach, 5. emphasizes recreational lifestyle skills acquisition and development, 6. maximizes applied learning time and minimum of 75% moderate to vigorous exercise, 7. provides appropriate challenges and choices, 8. promotes responsible behaviors and attitudes toward self, others, and our environment, 9. employs efficient, effective grading and assessment practices, and 10. has teachers who demonstrate exemplary instructional/assessment strategies with integrity.

**__ Assessment Purpose __**

1) To measure the level of student proficiency in physical education to ensure (1-10 above):


 * Quality (enjoyment, relevance, developmentally appropriate, etc.)


 * Equality (district-wide vertical and horizontal articulation of expectations and, therefore, opportunity) of education.

Note: Although growth model expectations, best practices, and instructional approach regarding assessment are the same across the district, curricular models may vary.

2) To provide and accomplish:
 * Individual student instructional goals - student & teacher co-create goals and instructional plans for individual student skills/knowledge development.


 * Classroom/grade-level group goals - teacher creates class goals and instructional plans based on overall pretest results (student needs) and trends for group skills/knowledge development.


 * Poudre School District expectations and goals – District creates scope and sequence and skills assessments to direct instructional focus for PSDPE and address curricular, professional, and facilities needs.


 * Colorado State Standards student growth expectations met or remedied.


 * Colorado Department of Education/PSD teacher effectiveness expectations met or remedied.


 * (Future) National Common Core Academic Standards expectations met or remedied.

**__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
 * <span style="font-family: 'Calibri','sans-serif';">General sport/recreation skill activities
 * <span style="font-family: 'Calibri','sans-serif';">Isolated skills – closed (softball throw)
 * <span style="font-family: 'Calibri','sans-serif';">Combined skills – open (catch ball, transition, and throw in game context)
 * <span style="font-family: 'Calibri','sans-serif';">Fitness activities
 * <span style="font-family: 'Calibri','sans-serif';">Fitness form knowledge and skills
 * <span style="font-family: 'Calibri','sans-serif';">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';">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';">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 * new to PSD and part of the new PRESIDENTIAL FITNESS PROGRAM (that encompasses Fitnessgram
 * <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

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">PSDPE Assessment Components __** <span style="font-family: 'Calibri','sans-serif';">1) __PSDPE Philosophy (above)__

<span style="font-family: 'Calibri','sans-serif';">2) __PSDPE Assessment Philosophy (above)__

<span style="font-family: 'Calibri','sans-serif';">3) __PSDPE Scope and Sequences (__http://psdpe.wikispaces.com/PSD+PE+Scope+%26Sequence __<span style="font-family: 'Calibri','sans-serif';">) __ <span style="font-family: 'Calibri','sans-serif';">Agree upon **//what//** **//standards (Evidence Outcomes) and activities//** will be taught and assessed across PSD

<span style="font-family: 'Calibri','sans-serif';">4) __PSDPE Common Assessments__ <span style="font-family: 'Calibri','sans-serif';">Create specific list of skills and content knowledge to be tested at specific grade levels

<span style="font-family: 'Calibri','sans-serif';">5) __PSDPE Performance Rubrics (Standard 1 skills)__ <span style="font-family: 'Calibri','sans-serif';">Standardized performance rubrics will guide instruction and provide consistency in **//determining the level of student movement competence mastery//** of what is taught across PSD. In order to ensure consistency and inter-rater reliability in PSDPE teacher assessment of student proficiency levels, both written and video guides will be created and shared among PSDPE teachers.

<span style="font-family: 'Calibri','sans-serif';">6) __PSDPE Content Assessment Guides (Standard 2, 3, & 4 content knowledge)__ <span style="font-family: 'Calibri','sans-serif';">Computerized content knowledge assessments will guide content instruction and provide consistency in **//determining the level of student content knowledge mastery//** of what is taught across PSD

5) PSDPE Common Grading Scale (and, ideally, art, music, technology and other specials): Alignment of the PSDPE grading scale through GradeBook (elementary level at minimum) is crucial as this would align our routine instructional assessment with the “student growth” model as well as the state standards rubrics that have been created. It is understood that HS and MS may have some constraints on their scales, however it would be advantageous for those levels to adopt this approach to assessment and this scale for grading as well.

<span style="font-family: 'Calibri','sans-serif';">6) __PSDPE Assessment Scenarios:__ <span style="font-family: 'Calibri','sans-serif';">Determine **//what will be specifically assessed//** in each grade level across PSD and the **//ways to apply the assessment rubric proficiency criteria//** (written, video, etc.) in a valid, reliable, efficient, and enjoyable manner that doesn’t reduce our 50 min. average instruction time.

<span style="font-family: 'Calibri','sans-serif';">7) __PSDPE Assessment Guidelines and Considerations:__
 * //__<span style="font-family: 'Calibri','sans-serif';">Elementary Assessment is based on a two year curriculum teaching cycle __//<span style="font-family: 'Calibri','sans-serif';"> and could include some of previous year's content (i.e. PSD sports and recreation activities rotate on two-year basis to ensure effective breadth and depth of experience in all areas.)
 * //__<span style="font-family: 'Calibri','sans-serif';">Elementary Assessment will cover 1 year of physical skills objectives (Standard 1) and 2 years of content knowledge (Standard 2, 3, 4 objectives). __//

//<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">Currently the Colorado State Comprehensive Health Standards which support the PE/Health Standards are not being taught as part of the Science (Human Body) curriculum in PSD (FOSS). This crucial content knowledge allows the PE teacher to act as the "lab" teacher in coordination with the "class" teacher whose lessons the "lab" teacher can refer to and have students apply in the PE class environment. Without this background knowledge, PSD students are not receiving key science, health, and wellness instruction. The PE teacher cannot adequately cover this material in the 50 min. /week avg. PSD class time. PSD Wellness/PE/Health leaders and many community supporters are designing "event-based" standards-enriched learning experiences that will impart this key content in PSD schools in a way that is effective and enjoyable for students to simultaneously learn and apply their knowledge in a way that will not impose unreasonable extra work or expense for classroom teachers and PSD elementary sites. //


 * //__<span style="font-family: 'Calibri','sans-serif';">Elementary will assess at three levels K-5 in 1st, 3rd, and 5th (5th next year) (It is also recommended that we create a PSD-wide Kindergarten PE screening to be performed at the beginning of 2nd semester of kindergarten to identify any significant student psychomotor needs that could be targeted/remedied before first grade. (not for state assessment purposes) __//


 * //__<span style="font-family: 'Calibri','sans-serif';">Secondary Assessment will cover the current semester's class skills and content __//


 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">In order to measure student growth health and physical education with all PSDPE high school students, we MUST have a mandatory 5 credit (1 semester) introductory physical education class (PE1) and a 5 credit Health and Fitness class - Graduation Requirement //


 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">Under the present circumstances no waivers should be allowed because the Standards-based lifestyle health, fitness, broad variety of skills, and wellness concepts are not necessarily covered in sports activities (although they could be with future planning) //


 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">Note: A possible option could be to allow waiver seeking individuals to "test out" of the PE 1 and Health and Fitness class demonstrating skills and knowledge with a proficient test score on the assessment might be considered //

//<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">These classes would need to be standardized and aligned at the district level //
 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">Currently we have several high school classes that, together, approximate the combined PE and Health standards for high school: //
 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">“Health and Wellness” FCHS //
 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">“Foundations of Health and Wellness” RMHS //
 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">“PE1” for I.B. students at PHS //
 * //<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">”Health” FRHS //

**__<span style="font-family: 'Calibri','sans-serif'; font-size: 18.6667px;">PE/Health Assessment Scenarios __** <span style="font-family: 'Calibri','sans-serif';">1) PE Standard 1 – Concept 1: Movement Competence- Regimented performance tests for isolated/closed “mature form” tasks (specific isolated skills rubrics) i.e. stand on line and throw ball to check form, this could also include //Fitnessgram// “forms” but not necessarily performance levels <span style="color: #ff0000; font-family: 'Calibri','sans-serif';">(Need 1 PSDPE trained **<span style="font-family: 'Calibri','sans-serif';">para/proctor **per class session to assist pre and post or, better yet, have the //__principal__// help!) <span style="font-family: 'Calibri','sans-serif';"> 2) PE Standard 1-Concept 2: Combined Skills Competence “Game” and “Dance” teacher observation scenarios for “applied” open performance tests (combination rubrics with transitions from one form to another, appropriate choices, etc.) <span style="font-family: 'Calibri','sans-serif';"> **<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">(Need 1 PSDPE trained para/proctor per class session to assist pre and post; iPad or video performance capturing opportunities) **
 * <span style="font-family: 'Calibri','sans-serif';">Note: the following PE __skills applications assessments__ are very important and __SHOULD BE the major indicator__ of student learning in PE. **

<span style="font-family: 'Calibri','sans-serif';">Note: **<span style="font-family: 'Calibri','sans-serif';">The following PE __knowledge level assessments__ are very important but __SHOULD NOT BE the major indicator__ of student learning in specials. Health/Science content should be focus of "Health" class or Colorado Health Standards-based content enriched “events” at appropriate grade levels with PE teachers referring to and highlighting applications of health content. **

<span style="font-family: 'Calibri','sans-serif';">3) Elementary PE Standards 2, 3, and 4 - Computer multiple choice/matching/etc. test (content assessment) - Standard 2, 3, and 4 which are more content/factual knowledge-focused. <span style="color: #ff0000; font-family: 'Calibri','sans-serif';">(Need separate, non-PE media/computer lab time to take pre- and post-tests at the elementary level)

<span style="font-family: 'Calibri','sans-serif';">Secondary PE Standards 1, 2, 3, and 4 – All 4 contain much content knowledge in all standards including standard 1

<span style="font-family: 'Calibri','sans-serif';">Examples of content that could be measured in this computer multiple choice, matching, or diagram interpretation method:

<span style="font-family: 'Calibri','sans-serif';"> PE - "Which organ pumps blood throughout the body? <span style="font-family: 'Calibri','sans-serif';"> a) lungs b) stomach c) brain d) heart"

<span style="font-family: 'Calibri','sans-serif';">Examples from other PSD specials;

<span style="font-family: 'Calibri','sans-serif';">Art - "Sculpture is an example of which type of art? <span style="font-family: 'Calibri','sans-serif';"> a) 3 dimensional b) 2 dimensional c) 1 dimensional d) 4 dimensional

<span style="font-family: 'Calibri','sans-serif';"> Music - "A 1/2 note gets how many beats in 4/4 time?" <span style="font-family: 'Calibri','sans-serif';"> a) 4 b) 2 c) 3 d) 1


 * <span style="font-family: 'Calibri','sans-serif';">4) ****<span style="font-family: 'Calibri','sans-serif';">PSD //FitnessGram// Assessment Program- ****<span style="font-family: 'Calibri','sans-serif';">Sit and Reach, PACER Run, Pushups, Curlups. Per PSD District Goal 5 Performance Indicators #1 “By 2014, establish and assessment tool to be used district wide to measure annual growth of student fitness levels." These student growth fitness scores should not be part of a teacher effectiveness rating at the elementary level (unless students get daily PE) since 50 min. per week is not sufficient time to affect the overall fitness of our students. ****<span style="color: #ff0000; font-family: 'Calibri','sans-serif';">(Need 2 PSDPE trained para/proctor per class session x2 class sessions to complete the 4 tests pre and post) **

**<span style="font-family: 'Calibri','sans-serif';">PSDPE Standards-based Skills and Content Assessment Components **


 * <span style="font-family: 'Calibri','sans-serif';">Grade Level___ Teacher(s)__ ___Class___ **


 * <span style="font-family: 'Calibri','sans-serif';">Pre-test Date __Post-test Date___ **

S tandards-based Rubric-based Skills Assessments- (Evidence Outcomes) - Standard 1

1

2

3

4

5?

Standards-based Computer Content Knowledge Assessment__ (Concepts/EO's)- Standard 2, 3, 4 Elementary / Standard 1, 2, 3, 4 Secondary

1 a  b

2 a  b

3 a  b

4 <span style="font-family: 'Calibri','sans-serif';">a <span style="font-family: 'Calibri','sans-serif';"> b

<span style="font-family: 'Calibri','sans-serif';">5?