physical education pilotphysical education pilot a new path to measuring growth in traditionally...

Physical Education Pilot

A new path to measuring growth in traditionally non-tested grades and subjects

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Benefits of the Model

Flexible, yet rigorous method of measuring student growth Combines evaluation with the opportunity for professional

growth Created by physical education professionals, not policy

makers Reflective of your actual students, rather than those you do

not teach Leads to improved instruction, and thus student growth

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How will this new measure fit into evaluation?

Achievement Measure

15%

Growth Measure35%

Qualitative50%

Qualitative includes: Observations

In planning, environment, instruction, and professionalism

Quantitative includes: Growth measure

Physical Education Portfolio Score

Achievement measure Goal set by teacher and

evaluator

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Process

Teachers collect

evidence

Teachers provide context

Peer review process

Teachers pre- score & submit

evidence to committee

Portfolio is self-scored and reviewed by

a peer

Teachers upload

evidence

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How does the portfolio process work?

Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.

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How does the portfolio process work?

Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.

Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection.

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How does the portfolio process work?

Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.

Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection.

Step 3: Upload growth evidence to GLADiS as it is collected.

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How does the portfolio process work?

Step 1: Create an online portfolio in GLADiS that describes your unique teaching situation.

Step 2: Use the choice board to determine which skills you will assess. Plan for evidence collection.

Step 3: Upload growth evidence to GLADiS as it is collected.

Step 4: Self-score your collections using the scoring guide and close your portfolio for review.

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Portfolio Requirements

Must have six total evidence collections.

Must contain evidence collected from three of the four domains.• Perform, Respond, Connect, Create

Each evidence collection must show pre- and post- evidence.

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If you teach 2nd and 5th grade…

2nd Grade Perform: Growth in locomotor

skills

2nd Grade Perform: Growth in a skill

selected from list of options

2nd Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

5th Grade Perform: Growth in a skill

selected from list of options

5th Grade Perform: Growth in overhand

throw

5th Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

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If you teach only 2nd grade…

2nd Grade Perform: Growth in locomotor

skills

2nd Grade Perform: Growth in a skill

selected from list of options

2nd Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

2nd Grade Perform: Growth in a skill

selected from list of options

2nd Grade Perform: Growth in a skill

selected from list of options

2nd Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

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If you teach only 5th grade…

5th Grade Perform: Growth in overhand

throw

5th Grade Perform: Growth in a skill

selected from list of options

5th Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

5th Grade Perform: Growth in a skill

selected from list of options

5th Grade Perform: Growth in a skill

selected from list of options

5th Grade Respond, Connect, or Create:

Growth in a skill selected from list of

options

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Portfolio Sampling

For the Perform collections, you must include pre- and post- evidence from an entire class. • However, a different class may be used for each Perform

collection. For the remaining collections, you may either include pre- and

post- evidence from an entire class or include a purposeful sampling.• Purposeful sampling entails including pre- and post- evidence

from at least one emerging student, at least one proficient student, and at least one advanced student.

• These labels are identified by the teacher in regards to the student’s beginning level of mastery. They are not related to academic achievement levels.

– Ex. An emerging student would probably begin at a level 1 or 2 on the scoring guide, a proficient student would probably begin at a level 3, and an advanced student would probably begin at a level 4 or 5.

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FAQs

Q: What type of evidence should I submit?A: Evidence can and will take many forms, depending on what skills you choose to assess. However, all of the evidence collections in the Perform domain will require video. You may also want to include scoring sheets or other relevant supplemental information.

Q: I don’t have access to a video camera, so how can I record?A: Although you may not have access to a video camera, most people should have access to a smart phone, a camera, an iPad or tablet, etc. with recording capabilities. If you are not sure how to record and upload using these devices, please reach out to your peers, your district lead, or Courtney, as we will be happy to help.

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FAQs cont.

Q: I’m not very tech-savvy, what if I can’t navigate GLADiS?A: To help new users navigate the GLADiS website, we have developed a step-by-step user guide with screenshots of every step of the process. If you are still having trouble after referencing this user guide, please reach out to Courtney. We will be happy to host technology sessions throughout the school year as needed.

Q: Do I need to have my students sign consent forms?A: Most schools already require students to sign a consent form at the beginning of the school year, so you should be covered. However, it is advisable that you confirm with your district lead. Further, all video is stored on a secure, password-protected site, and is only used for evaluative purposes. That being said, please only identify students by their first name, and limit any other information that would make them personally identifiable.

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Portfolio Scoring

Student Work (PRE)

Student Work (POST)

GROWTH

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Principles of Scoring

We expect students to grow approximately one level each year.

Level 1 (Significantly Below Expectations): No or extremely limited student growth

Level 2 (Below Expectations): On average, less than one level of student growth

Level 3 (At Expectations): On average, one level of student growth

Level 4 (Above Expectations): On average, more than one level of student growth

Level 5 (Significantly Above Expectations): Two or more levels of student growth

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Scoring Example

You pre-test your students on locomotor skills and use the scoring guide to determine their baseline level.

Student Pre-Test Level Post-Test Level Levels of Growth

Renee R. 1

Kaneal A. 2

Luke K. 1

Aneesh S. 3

Jaime G. 3

Sara H. 1

Grace J. 2

AVERAGE

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Scoring Example cont.

Now, you post-test your students and use the scoring guide to determine their final level of mastery.

Student Pre-Test Level Post-Test Level Levels of Growth

Renee R. 1 3

Kaneal A. 2 2

Luke K. 1 3

Aneesh S. 3 4

Jaime G. 3 5

Sara H. 1 3

Grace J. 2 3

AVERAGE

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Scoring Example cont.

Look at the difference between their pre-test and their post-test to determine how many levels of growth they have made.

Student Pre-Test Level Post-Test Level Levels of Growth

Renee R. 1 3 2

Kaneal A. 2 2 0

Luke K. 1 3 2

Aneesh S. 3 4 1

Jaime G. 3 5 2

Sara H. 1 3 2

Grace J. 2 3 1

AVERAGE

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Scoring Example cont.

Now figure out how many levels on average students made.

Student Pre-Test Level Post-Test Level Levels of Growth

Renee R. 1 3 2

Kaneal A. 2 2 0

Luke K. 1 3 2

Aneesh S. 3 4 1

Jaime G. 3 5 2

Sara H. 1 3 2

Grace J. 2 3 1

AVERAGE 10/7= 1.43

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Scoring Example cont.

Using the principles of scoring, this evidence collection would receive a 4.

Level 4 (Above Expectations): On average, more than one level of student growth

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Scoring Guide and Evidence Collection Guide

Please take 5-10 minutes to look through the scoring guide and evidence collection guide.

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Reflection

Now with a partner, please take 5-10 minutes to answer the following questions:1. Do you feel like there are enough options for you to choose

from?2. Are there any additional skills you would like to see added

to the choice board?3. Is it clear to you how each skill will be evaluated using the

scoring guide?4. Do you understand how to test students’ mastery of each

skill?

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Planning

Now please take 20-25 minutes to start filling out your planning guide. You may work by yourself, with a partner, or in a small group.

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Implementation Timeline

After this session, you can and should begin planning and collecting evidence.

You will receive an email tomorrow morning with your log-in information to GLADiS.

The final day to submit your portfolios is May 1.

We will compile the results of the pilot throughout the month of June, make adjustments to the model based on lessons learned, and present to the State Board of Education for official approval in July.

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Closing and Next Steps

We will be working to create a more detailed Teacher Guide to support your evidence collection, as well as refining the scoring guide.

We will also be working on a website to store information and share best practices.

If you have questions, please don’t hesitate to reach out. • Your district support as well as your peers will be tremendous

resources, so please be sure to collaborate with each other.• For general questions, logistical concerns, or technical

problems, please feel free to email Courtney.Seiler@tn.gov.• For content-specific questions or details about how to assess

your students, please feel free to email tina.hall@mtsu.edu.

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Put teachers at the center of your evaluation system and grow the entire profession!

TEACHERS