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Goals of the Day

New York State Physical Education Profile Trainer’s Manual 2007-2008 developed by: The New York State Education Department in partnership with The New York State Association for Health, Physical Education, Recreation & Dance. Goals of the Day. Introduce the NYS Physical Education Profile

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Goals of the Day

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  1. New York State Physical Education Profile Trainer’s Manual2007-2008 developed by:The New York State Education Departmentin partnership withThe New York State Association for Health, Physical Education, Recreation & Dance

  2. Goals of the Day • Introduce the NYS Physical Education Profile • Provide staff development experiences that may be used by school district training teams and teachers in their local school districts • Provide participants with the opportunity to learn how to use the CD ROM as a resource • Provide NYS physical education professionals with a network to help each other learn about and implement the PE Profile

  3. The Workshop Agenda 8:00 – 8:30 Registration 8:30 – 11:45 Morning Session • Welcome & Introduction • Tour of the CD ROM • Standard 1A – Introduction • Standard 1A – Table Work (CD-ROM Browse Mode) • Standard 1A – Table Work (CD-ROM Test Mode) • Standard 1A – Debrief 10:30 – 10:45 Break • Standard 1B – Introduction • Standard 1B – Table Work & Debrief 11:45 – 12:30 LUNCH 12:30 – 2:15 Afternoon Session • NYS AHPERD • Standard 2 – Introduction • Standard 2 – Table Work & Debrief • Standard 3 – Introduction & Overview • Why implement the PE Profile? • Wrap-up

  4. The PE Profile … • What it is … • a State developed assessment program designed for instructional use with curriculum to help students, teachers, and administrators focus on learning. • a source for systematically providing evidence that students are learning and subsequently achieving the NYS Learning Standards. • a source for evaluation of the quality of a school district’s physical education program. • What it isn’t … • a mandated curriculum (curriculum is a local district decision). • a grading system (criteria for grading is a local district decision). • a graduation requirement (criteria for graduation is a Commissioner’s Regulation and has not changed). • a mandated test (the assessment is available for schools to use to provide evidence that students are achieving the Standards). • Bottom line … today, a lot of information will be presented … keep in mind the quote – • “inch by inch, this is a cinch …yard by yard, this is way too hard”

  5. The CD-ROM … What it is … • a resource that introduces assessments to use with curriculum to help students, teachers, and administrators focus on learning. • a resource that provides the means to systematically provide evidence that programs are effective and reflect the achievement of the NYS Learning Standards. • a resource to familiarize teachers, administrators, school board members, parents, and students with the New York State Learning Standards and commencement level assessments for physical education. • a resource to help teachers and administrators use assessments in physical education program evaluation and development. • an interactive opportunity to learn how to assess performance. What it isn’t … • a magic bullet for curriculum development … this will take time. • a magic bullet for enabling teachers to immediately score student performance in a reliable way …reliable assessing will take practice. Teachers will need staff development and practice to use the assessments effectively.

  6. NYSED Website (www.emsc.nysed.gov/ciai/pe/profile.htm) • What it is … • a resource that is available for up-to-date information • for Standard 1A – new assessments / updates for existing assessments • for Standards 1B, 2, 3 – the assessment package for the present school year. • a resource for Printed Materials (PDFs) for all text and forms in the PE Profile. This is important because it allows teachers and administrators to print only pertinent information needed at the moment. Note: In the case of text, it is usually easier to read printed text as opposed to reading it in scrolled form on the CD ROM. • a forum for announcements of “Best Practices,” etc. • Unlike the CD ROM, the Website will keep the PE Profile ‘alive.’

  7. Where Did This All Come From? Why? • Refer to the History Slide Show and insert it here.

  8. New York State Learning Standards for Health, Physical Education, and Family and Consumer Sciences Learning Standard 1 (Physical Activity & Fitness) Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Learning Standard 2 (Personal and Social Responsibility) Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment. Learning Standard 3 (Resource Management) Students will understand and be able to manage their personal and community resources.

  9. NASPE Content Standards • Comparing New York State Learning Standards with NASPE Content Standards • NASPE 1995 • General descriptions 1995 • NASPE revised 2004 • General descriptions 2004 • Summary charts

  10. About the NYS Physical Education Profile • What is the NYS Physical Education Profile? • Why physical education needs to be accountable • How the results will be used for student and program accountability. • How does the Physical Education Profile work? • Sport and physical activity performance assessments • Cognitive performance assessments • Why do we need the PE Profile? • Physical education needs a clearly defined focus • Assessments should be incorporated within the physical education program • Standardized assessments will provide an evaluation tool that is consistent for students and programs throughout the State. • Who is responsible for the PE Profile? • The stakeholders: NYSED, School Districts, Administrators Teachers, Students, Parents

  11. Using the NYS Physical Education Profile • Impact on Curriculum • The NYS Learning Standards and PE Profile may affect curriculum • Impact on Instruction • The NYS Learning Standards and PE Profile may affect instruction • Student Achievement and Grading • The PE Profile addresses both program effectiveness and student achievement and may affect grading • Program Accountability • The PE Profile can be used to determine program accountability

  12. Including Students with Disabilities • Assessment Accommodations • Instructional Modifications

  13. Frequently Asked Questions This section answers questions related to the Physical Education Profile: • What is the Profile … • Student exemptions … • Student accountability … • Implications for programs …

  14. Competency and Proficiency(how rubrics work in sports and physical activities) • Proficient: A student has the skill and knowledge to be an advanced performer and contributor in an organized adult recreational setting. • 3 Competent: A student has the skill and knowledge to be comfortable participant and contributor in an organized adult recreational setting. • 2 Advanced Beginner: A student needs more practice to develop the skill and knowledge necessary to become a comfortable participant and contributor in an organized adult recreational setting. • 1 Beginner: A student is just beginning to acquire the • knowledge and skills necessary to participate.

  15. Traditional Sport Categories Team Passing Sports Net/Wall Sports Target Sports Striking Fielding Sports • Assessment components are similar: • Application of Skills • Application of Strategies • Application of Rules & Conventions • Personal and Social Responsibility

  16. Application of Skills (how rubrics work … example – team passing sports) Students 4. … apply effective skills with few, if any, observable errors in technique. Students consistently and effectively defend and use offensive skills in the presence of defensive pressure. 3. … apply effective skills with errors in technique. Students are inconsistent in defending and in using offensive skills in the presence of defensive pressure. 2. … perform skills showing some elements of correct technique but application is ineffective and inconsistent. 1. … attempt skills but technique is not yet sufficient resulting in consistently ineffective performance.

  17. Application of Strategy(how rubrics work … example – team passing sports) Students 4. …consistently apply effective strategic play, maintain proper spacing, and make decisions to appropriately adjust to game situations. Students transition smoothly between offensive and defensive roles. 3. … apply appropriate offensive and defensive strategies in relation to other players but seem hesitant or indecisive when reacting to game situations. 2. … use some offensive and defensive skills appropriately but show little evidence of effective contribution to team offense or defense. 1. … use movements that are unrelated to basic game strategy. Students do not contribute to offense or defense.

  18. Application of Rules & Conventions(how rubrics work … example – team passing sports) Students 4. … apply rules interpretation, conventions of play, and terminology with no observable errors. Students announce the score correctly before re-starting play after a score or when asked. 3. … apply major rules, conventions of play and terminology correctly, but make minor errors or may seek confirmation from others. Students announce the score correctly before re-starting play or when asked. 2. … demonstrate a general understanding of the activity but need assistance to correctly apply rules, conventions, terminology and/or scoring. 1. … consistently demonstrate incorrect application of rules, conventions of play, and/or terminology. Students rely on others to play correctly.

  19. Personal and Social Responsibility & Safety(how rubrics work … example – team passing sports) Students 4. … demonstrate fair play and appropriate competitive behavior…participate energetically and safely demonstrating self-control and respect for the positive and safe experience of others… prevent or resolve conflicts without teacher intervention and/or appropriately challenge themselves and others to high levels of performance. • … participate energetically and safely demonstrating self-control, fair play, and respect for others. 2. … participate safely and maintain self-control but are inconsistent in energy. 1. … lack self-control at times and/or need reminders and encouragement from others to participate in a safe, fair, energetic, or respectful manner.

  20. Physical Activity Categories • Dance & Aesthetics Activities • Outdoor Activities • Personal Performance Activities • Fitness Activities • Components (and their rubrics vary by category)

  21. Dance and Aesthetic Activities Recreational Dance Components (Ballroom Dance, Line Dance, Square Dance, etc.) • Application of skills • Performance • Personal and Social Responsibility Performance Dance/Aesthetic Activities Components (Creative Dance, Gymnastics.) • Application of skills • Performance • Choreography • Personal and Social Responsibility

  22. Outdoor Activities(Camping, Canoeing, Orienteering, Skiing, etc.) Components • Application of skills • Personal challenge, decision-making, and preparation • Application of Safety, Etiquette, and conventions • Personal/Social Responsibility & Safety

  23. Personal Performance Activities Challenge/Risk Activities (Wall climbing, Skate boarding, etc.) Recreational Activities (Ice skating, In-line Skating, Lap Swim, etc.) Martial Arts/Combative Activities (Fencing, Judo, Wrestling, etc.) Personal Best Activities (Competitive Swimming, Track & Field, etc.)

  24. Fitness Activities(Step Aerobics, Weight training, Cardio Kickboxing, Aerobic Activities, Pilates, Tae Bo, etc.) • Application of Fitness Principles • Application of Skill • Personal/Social Responsibility & Safety

  25. The Standard 1A & 1B Connection Sport & Physical Activity Assessments Fitness Category • Aerobic Performance Activities • Cardio-kickboxing • Pilates • Step Aerobics • Tai Bo • Water Aerobics • Weight Training

  26. Browse Mode

  27. TEST MODE

  28. Simply Click on the blinking Play button and test your assessment skill

  29. Physical Activity Content K-12 Progression

  30. Physical Activity Assessment K-12 Progression

  31. Standard 1A – in review Standard 1A is achieved when students demonstrate competency in 6 activities and proficiency in 3 activities found in 3 different categories • What teachers have found: • Student Accountability – When students understand that they are accountable for specific knowledge and physical performance levels, their attentional focus and energyincreases and learningimproves. • Impact on Curriculum & Instruction – When students reach the 9th grade and demonstrate competency or proficiency particularly in the traditional sports found in the team passing category, there is not a pressing need to repeat those activities over the next three years because for those who did not demonstrate competency or proficiency, it is highly unlikely that they will take an interest to practice on their own or will have enough practice during class time to ever become proficient or competent in that activity. This fact immediately creates opportunities to enrich programs by shifting toward the types of activities that students have not yet experienced and might choose to do as adults. • Program Accountability – When a climate is established where physical education programs reflect a seriousness for student learning and achievement of the Standards (physical activity, fitness, character/civility/citizenship, resources), there is more respect from other teachers, more resources are available from administrators, and fewer pull-outs take place.

  32. The Cognitive AssessmentsStandard 1B – FitnessStandard 2 –Personal & Social ResponsibilityStandard 3 – Resource ManagementFor up-to-date information for the NYS PE Profile see: www.emsc.nysed.gov/ciai/pe/profile.htm

  33. Learning Standard 1B Learning Standard – Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health. Key Idea B for Physical Education – Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardio-respiratory endurance, flexibility, muscular strength, endurance, and body composition.

  34. Who says Standard 1B is Important? The Issue: Physical inactivity and lack of knowledge regarding fitness and health-enhancing lifestyles have resulted in a startling rise in childhood and adult obesity, cardio-respiratory risk, type II diabetes, and other lifestyle-related diseases. The Question: What is physical education doing about these fitness and health issues? The Challenge: The Centers of Disease Control and Prevention (CDC) and the Surgeon General have specifically challenged physical education to be an important part of the solution to the nation’s obesity epidemic by providing: 1) opportunities for physical activity, and 2) knowledge for establishing and maintaining health & fitness through an active, health-enhancing lifestyle. The successful completion of the assessment for Standard 1B shows students are prepared for this adult responsibility.

  35. Standard 1BIntroduction • assessments are designed to be part of a comprehensive instructional unit – assessments are structured as a task comprised of stimulus-based questions based on a scenario that represents a ‘real world’ or authentic situation • assessments will require short answer responses in graphic organizers and narratives • the assessments are scored using a 4-point rubric • student work will show the application of skill and knowledge that is personally useful at present and will be useful during their adult lives • answers will show that students can analyze/synthesize/interpret information using charts, graphs, tables, and other visuals • answers will show that students can make recommendations or plans based on that information • the assessments are designed to be part of a comprehensive instructional unit where students will be held accountable for content knowledge • the assessments are not secure.

  36. Comparison to NASPE Standards • New York State Learning Standard – Key Idea B states that “students will design fitness programs …” • NASPE Standards state that the physically educated person “exhibits a physically active lifestyle” (1995) or “participates regularly in physical activity” (2004); and that the physically educated person “achieves and maintains a health-enhancing level of physical fitness” (1995, 2004). • The NASPE outcomes imply the need for physical activity records and physical fitness test scores. In contrast, New York State Learning Standard 1 – Key Idea B implies the need for a cognitive assessment where students demonstrate the knowledge and skills necessary to design personal fitness programs. Teachers need to be aware that State and National Standards sometimes differ. Such is the case with the Fitness Standards of NYS and NASPE

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