TPA work 3

TPA 3

Standards

1.5 Demonstrate body management and locomotor skills needed for successful participation in track and field and combative activities.

2.2 Analyze movement patterns and correct errors.

2.3 Use principals of motor learning to establish, monitor, and meet goals for motor skill development.

3.1 Assess one’s own muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition by using a scientifically based health-related fitness assessment.

4.2 Identify physical activities that are effective in improving each of the health-related physical fitness components.

5.2 Accept responsibility for individual improvement.

5.4 Evaluate the effect of expressing encouragement to others while participating in a group physical activity.

Describe the unit of study

The unit of study is a Fitness Portfolio that is divided into three parts. The Fitness Portfolio includes a Personal Fitness Test (PFT), Track and Field Events with goal setting, and a Fitness Quiz. The PFT is comprised of six physical fitness tests that assess the six components of physical fitness, muscle strength, muscle endurance, aerobic capacity, flexibility and body composition. The Track and Field Events section is divided into three parts. First, students run the 400 meter dash and record their time, then they set a personal goal, and then students run the event a second time. The next event is the shot put, they follow the same procedure for this event. Students will then be grouped into teams of 4 according to the times they earned in the 400 meter dash, and they will set a team goal for the 1 mile baton relay. The will attempt to meet or beat that goal then set a second goal, then they will attempt the relay race a second time. Lastly, students will complete a Fitness Quiz where they will identify the physical activities that are effective in improving each of the health-related physical fitness components (Standard 4.2). Throughout the unit students will record their achievements in their portfolio and they will learn the locomotor skills needed for a healthy fitness level and successful participation in track and field activities (Standard 1.5).

3. What is (are) the academic learning goal(s) for this unit of study?

Students will analyze the correct movement patterns and correct errors for running/power walking, curl ups, trunk extensions, pushups/modified pushups/flexed arm hang, sit and reach, shot put and the baton pass (Standards 2.2 and 2.3). By completing their fitness portfolio students will assess their muscle strength, endurance, aerobic capacity, flexibility and body composition and set challenging yet attainable goals to improve those areas (Standard 3.1) During the Track and Field Events section of the portfolio students will take responsibility for working towards those goals and strive for self-improvement (Standard 5.2) while demonstrating the skills needed for successful participation in track and field activities (Standard 1.5) Lastly, students will be able to identify physical activities that are effective in improving each of the health-related physical fitness components by completing the Fitness Quiz (Standard 4.2).

6. Identify and describe the type of assessment. (verbal response, multiple choice, short essay, oral presentation, performance task, and the like)

This assessment is a performance task that requires students to record their data into a fitness portfolio. The portfolio has three parts. First, students will complete the Physical Fitness Test (PFT) provided by the California Department of Education. The PFT helps students assess their own muscle strength, muscle endurance, aerobic capacity, flexibility and body composition (Standard 3.1). Next, students will complete a Track and Field Events assessment. This assessment requires students to record their times and distances for three track and field events, afterwards they will set challenging and attainable goals both individually and as a team and work to achieve those goals during their second attempt. Lastly, students will complete a fitness quiz with four multiple choice questions and two short answer questions. The quiz assess the students’ knowledge of the five fitness components and how they relate to the track and field events they participated in (Standard 4.2).

7. What will your students need to know and/or be able to do to complete the assessment?

To complete the assessment students will need to know how to fill out the PFT and the Track and Field Events section. Students will need to identify the five fitness components within the PFT and they will need to be able to do several physical exercises safely and with correct form. These exercises include learning the correct movement pattern for running or power walking, curl ups, trunk extensions, pushups/modified pullups/flexed arm hang, and sit and reach. They will need to learn the correct movement pattern for throwing the shot put, and they will need to know the correct way to hand off the baton to a teammate for the baton relay. They will also need to learn how to set challenging yet attainable goals for themselves and agree upon a goal as a team for the baton relay.

8. What evidence of student learning will you collect?

I will collect the students’ fitness portfolios at the end of the unit. The data they have recorded in the portfolio will allow me to gauge several things. First, I can assess how well they have assessed their own fitness level, I will be able to assess their ability to set challenging goals and strive to meet those goals (Standards 3.1, 5.2) I can also assess their knowledge of the five fitness components and ability to relate those components to track and field events and other physical activities.

9. In what ways will the evidence document student achievement of the academic learning goal(s)?

The evidence will document the students’ achievement in their portfolio. I will collect in the students’ portfolio and the data they have gathered will show me what the students have achieved, I can gauge their level of achievement by how well the students score on the fitness quiz at the end of the portfolio.  Students that have completed the PFT and the Track and Field events will have documented their achievements.

10. How will the student assessment evidence be measured or scored?

The portfolio will be scored in three parts, each part will be worth three points, for a total of nine points possible. The PFT has six sections for students to complete, if a student has completed a section correctly that student will earn ½ a point. If all six section of the PFT are completed correctly the student will earn all three points for that section. The Track and Field Events section has three events, each event is worth one point. To earn full credit a student must make a first attempt, set a challenging goal, and make a second attempt. The third event, the baton relay, will require students to work together and set a team goal prior to the first attempt. After the first attempt the team will set a new team goal and run the event a second time. If the team has encouraged and each other, set challenging goals and completed both attempts they will earn full credit for the baton relay section (Standard 5.4). Lastly, students will complete a 6 question fitness quiz. Each question will be worth ½ point for a total of three points. The questions are designed for students to relate the five health related fitness components to the exercises they participated in during the PFT, the track and field events they participated in, and other sports and physical activities (Standard 4.2).

Assessment Implementation Plan

A.      Students will complete the Physical Fitness Test, and record their results the following areas.

a.       They will measure and weigh themselves

b.      Students will complete the One Mile Run/Walk test.

c.       With a partner they will test their abdominal strength by performing curl ups for one minute and they will perform the trunk extensor test and measure each other.

d.      They will test their upper body muscle strength by performing pushups, modified pull ups, or the flexed arm hang.

e.      They will measure their flexibility by performing the back saver sit and reach and recording the results.

B.      Students will then participate in Track and Field Events and record their times and distances

a.       They will run/power walk the 400 meter dash, set a goal for a second attempt, and try to meet or beat that goal on a second attempt.

b.      They will perform the Shot Put toss and measure and record their distance, the will set a goal for a second attempt, perform a second attempt and try to meet or beat that goal.

c.       As teams of 4, students will run/power walk the one mile baton relay race. They will set a goal as a team and attempt to meet or beat that goal on their first attempt. They will set a goal for a second attempt and attempt to meet or beat that goal on a second attempt.

C.      Students will complete a six question fitness quiz.

a.       Four of the questions are multiple choice and two questions are short answer

b.      The questions relate to the five fitness components, and require students to think about how the activities they participated in during the PFT and Track and Field events relate to those components.

Rationale

A.      The rationale for the PFT is because it is a requirement for seventh grade students to complete. I have taken completion of the PFT one step further and incorporated it into a fitness portfolio for the students. The students will be able to relate the five fitness components to the exercises they complete during the PFT. They will also have a record of their accomplishments and be able assess their own muscle strength, endurance, aerobic capacity, flexibility, and body composition as they make progress toward their physical fitness goals (Standard 3.1).

B.      The rationale behind incorporating the Track and Field events is not only to show students how body management and locomotor skills they have developed can lead to successful participation in track and field activities (Standard 1.5), but to incorporate those movement patterns to establish and attain goals for motor skill development (Standard 2.2, 2.3). The baton relay portion of the portfolio encourages group dynamics. Students will work together to set goals and make clean hand-offs during the relay, and they will be able to evaluate the effect of expressing encouragement to others while participating in a group physical activity (Standard 5.4).

C.      The reason for assessing students with a Fitness Quiz is to gauge how well they have grasped the five fitness components and their relation to physical activity, and the get them to think of activities they can do that will improve those components. The Fitness Quiz requires students to identify physical activities that are effective in improving each of the health-related physical fitness components (Standard 4.2).

12. In what ways will you use the assessment results?

I will use the results to give students grades for the unit. I will use the results in conjunction with the students to set goals for next year when the students are in eighth grade. I will allow students to access their portfolio to set goals or record new personal records. I will use the portfolio to help students plan and record fitness programs, activities and exercises.

13. In what ways will you share the assessment results with students, families, and other colleagues and support personnel, when appropriate?

I will use the results of this assessment to show student achievement and growth in physical activities and track and field events. I can also use this assessment to show a decline in effort or a lack of motivation for students who are struggling. This assessment will be shared with parents/families during parent teacher meetings, to the school nurse for students with physical difficulties or health related issues, and to my colleagues (with respect for student privacy) for assessment purposes.

English Learner

Why did you select this student?

I selected this student because he knows the least English of all of my seventh grade students. He has just arrived in America, he is from Russia and he speaks almost no English. He is the newest student in my seventh grade class and he is a student with exceptional athletic ability. I feel his effort and ability level will help him complete the physical assessment, and that he will develop his English vocabulary and improve his reading ability during the quiz, that requires students to identify physical activities that improve the five fitness components. I also selected him because he is shy and apprehensive about his new environment, I sense that this assessment will help acclimate him to our school. This student will excel at the baton relay, a group activity portion of the assessment. It is designed for students to evaluate the effect of expressing encouragement to others while participating in a group activity during, he will notice that the teams that encourage and cheer each other on tend to do better than teams that do not.

What did you learn about this students linguistic background?

I looked up this students CELDT scores and found that his listening and speaking scores were slightly higher than his reading and writing scores, for overall comprehension he scored in the beginning level. When speaking with this student I learned just how little English he understands. I asked him some questions that required a yes or no answer; I found that I would need a translator to gather additional information. Because he is an EL student in a secondary grade level I knew he might need additional support mastering certain linguistic and cognitive skills in order to fully engage in the assessment. With the help of a bilingual Russian student I learned that this student speaks mainly Russian and can also converse in Ukrainian.

3. What did you learn about this student's academic language abilities in relation to this academic content area?

When speaking with him I learned that this student was able to draw correlation between the English terms used in physical education to the terms in his native language of Russian. I learned that as an English Learner he was also adept in his native language, he had acquired the correct vocabulary in Russian for the terms I was teaching in English. Besides the PFT and the Track and Field events I also had the student complete the reading and short answer quiz. I learned that he could write neatly and formulate sentences in his native language. I learned that he could build his English vocabulary as he assimilates the English terms in relation to physical activities with the Russian ones.

Save Draft 4. What did you learn about this student's content knowledge and skills in this subject matter?

I found the student was familiar with the 400 meter dash, the shot put, and the baton relay race, all of which are track and field events.  I learned that when coaching or demonstrating movement patterns and manipulative skills for him it is better to model the movement patterns and accompany that with pictures and video of the movement pattern than to simply tell the students how to perform the objective. While conducting the assessment, I learned that my English Learning student excels when working with a bilingual partner, and also that his vocabulary could use improvement. I learned that his content knowledge improved as his vocabulary improved. This student, even as a beginning English Learner in a secondary grade level can gain the skills necessary to perform well on all three parts of this assessment.

Save Draft 5. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?

I learned that this student has the potential to develop physically, socially and emotionally through the fitness portfolio assessment, but that in order for him to reach his maximum potential considerations must be made on my behalf. First, I must allow him extra time for writing, I must continually assess him and provide meaningful feedback for him to grow. This summative assessment with guided instruction can help him develop the physical skills needed to perform a variety of activities related to the five fitness components. Lastly, I will intentionally pair him with a bilingual partner that can translate the portfolio for him.  I learned through this intentional and relevant grouping strategy that he could better develop socially when paired with other students, bilingual students, English Learners, or English Only students. I learned that when students relate to each other through sports and physical activities they transcend the language barrier and develop strong social ties they carry into adulthood. He expressed encouragement and positivity as a member of his team, accomplishing standard 5.4. I learned that this student thrives in a social environment, and that although he was shy and nervous at the start of class, the instructions and lesson plans I provided allowed him to feel safe and comfortable during this summative assessment.  

Save Draft 6. What did you learn about this student's cultural background, including family and home, relevant to this academic content area?

I learned through the short answer portion of the portfolio that in his native country of Russia soccer is a popular sport. I learned that his family supports his athletic endeavors and that in his culture sports and physical activity are a worthy cause. I learned that he has one younger brother and one younger sister both new to the United States and both in attendance at our charter school. I learned through the peer assessment and feedback session that he has taken an interest in frack and field and may join the team in high school.

Save Draft 7. What did you learn about this student's special considerations, including health issues relevant to this academic content area?

I learned that it is important to be considerate of English Learners when designing assessments. This assessment was differentiated to provide help for English Learners. Health issues relevant to this content area should never be ignored. I learned that my English Learning student was in good health prior to PFT and track and field events.  The health and wellbeing of my students is something that I consider prior to beginning physical activity. I learned that with English Learners simply asking the class how everyone is feeling is not the best assessment strategy. For this reason, I selected a student to translate, giving me the ability to converse with the student prior to class. If there were no translator available I would conduct an observational assessment of my English Learning students' health and well-being prior to beginning class. 

Save Draft 8. What did you learn about this student's interests and aspirationss relevant to this academic content area?

I learned by speaking with him that this student was interested in physical activity, and although shy and apprehensive in a new country at a new school, he soon felt safe and comfortable in the class setting and now displays exemplary behavior in physical education. I also learned through his fitness portfolio assessment that he has a passion for soccer and track and field, both are popular in his native county of Russia. His portfolio shows me his improvement over the unit, that he understands how to assess his ability according to the five fitness components addressed in standard 3.1 and 4.2. This assessment helped him accomplish the learning goals, learn the movements, analyze his peers and give feedback, and encourage others while working as a member of a team.

Save Draft 9. Describe other information relevant to the academic content area that you learned about the student (e.g., attendance, extracurricular activities, and the like.).

The first day he attended my class I learned that he is punctual and prepared, he was on time a dressed for physical education class. I learned that he is a hard worker and passionate about sports and physical activities. Although he is shy in other classes, he thrives in social situations during physical education despite his language barrier. I feel this is because I was able to deliver a well prepared and differentiated summative assessment. This structured and controlled environment allowed him to feel safe, understand the objectives for the portfolio, and the assessment allowed him to express himself during class. 

B. Student with an identified special need. Ability

Why did you select this student?

I selected this student because she has had a medical condition since she was five years old, she suffers from Juvenile Rheumatoid Arthritis (JRA). It started in her foot and spread to her knees, hips, and other joints in her body, it is an immune efficiency disorder that has caused a tremendous amount of pain for her, and especially during physical activity and even more so when she was in the primary grades. The pain has subsided over the past few years, however, her physical activity must be limited or the pain will come back. She has an Individualized Health Plan (IHP) on file at our school and has recently cleared 504 form with our district making her eligible for modified physical activities.

Save Draft 2. How is the instructional challenge that he or she presents different from that of the other student?

Her medical condition prevents her from running for extended periods of time, doing high intensity activities, or high impact exercises like jumping jacks. The English Learner has no problem doing these things. She is an English Only student, making verbal instructions and a fitness portfolio assessment in English easy for her to understand, the other student speaks almost no English, the fitness portfolio assessment is difficult for him to comprehend. I will need to modify my instruction to meet the needs of both of these students.

Save Draft 3. What did you learn about this student's linguistic background?

I spoke with her English teacher and learned that she completes her classwork and homework, but that she prefers to work in groups in class, also likes reading out loud in class. She is reading and writing at grade level and should have little difficulty understanding how to fill out the PFT, the track and field events portion, and the quiz, all of which are developmentally appropriate for her grade level.

Save Draft 4. What did you learn about this student's academic language abilities in relation to this academic content area?

I learned that this student is developing her abilities in English and that she is apprehensive about physical education because of JRA. This authentic assessment showed her anxious behavior for physical education and social situations. Because she has not participated in PE for the last five years she is less familiar with vocabulary, muscle groups, stretches, and the fitness components. I designed time for students to practice the exercises with peers, and grouped her with students I felt would verbally encourage and instruct her. I worked with her to develop the vocabulary and motor skills necessary to execute the movements for the PFT and the track and field events. 

Save Draft 5. What did you learn about this student's content knowledge and skills in this subject matter?

I found out that she is knows her limits and will participate at a level she feels comfortable with depending on her pain level for that day. She a quick learner and wants to be like her peers, if the activity is fun for her and other students are participating, I learned that she has a tendency to overexert herself. This can cause her to have pain at night and through the next day, she takes Napersin a pain medication as needed. To avoid her needing too much medication at night, it is important for me to limit her physical activity to prevent swelling in her joints, aching bones, pinched nerves, and other symptoms from JRA that cause her pain.

Save Draft 6. What did you learn about this student's physical, social, and emotional development relevant to this academic content area?

I learned that she is relearning physical skills, she has sat out from PE for 5 years, her physical development requires longer warm ups, more stretching to increase her range of motion, running only short distances, power walking, and to allow her to self-regulate her activities. Socially she is accepted by her peers, they encourage her and are friendly with her during class. Emotionally she is happy the pain is subsiding and she enjoys being able to participate in PE.

Save Draft 7. What did you learn about this student's cultural baund, including family and home, relevant to this academic content area?

I learned a lot about her condition from her mom during our 504 plan meeting. Her mom told us of the history of JRA, the treatment she is getting from her doctors, the symptoms and the medications she is taking. Her mom was very helpful in disclosing information that we need to know, she will tell me if she is feeling tired or in pain, I provide her lots of resting time and I make sure she pauses between physical activities.

Save Draft 8. What did you learn about this student's special considerations, including health issues relevant to this academic content area?

I take into consideration her state of being every day, I ask her how she is feeling and if she would like to participate, often she will say she is tired (her mom tells me that this means she is in pain because she has become so used to being in pain over the years she explains pain as feeling tired). If she chooses to participate I give her lots of water and shade breaks.

As for her health issues, I learned that she goes to the Kaiser Rheumatoid Clinic and sees her pediatrician every six months, she sees a specialist every three months, her kidneys and liver are in good condition. She sees an eye doctor every three months, she often has hip pains and swelling behind her eyes, she takes steroids for these conditions.

Save Draft 9. What did you learn about this student's interests and aspirations relevant to this academic content area?

I learned that she is excited to participate with her peers, she is determined to complete challenges, but mostly she is happy to be in less pain that she was in several years ago. I learned from the quiz portion of the portfolio that she is interested in gymnastics, swimming and yoga all three of which the doctors say are great for her to be doing, and address all five of the health related fitness components.

Save Draft 10. Describe other information relevant to the academic content area that you learned about the student (e.g., attendance, extracurricular activities, and the like).

I learned that her attendance can be off and on due to medical appointments and pain, I learned that she is going to be taking gymnastics during the summer and that she enjoys swimming, hot weather, dancing and being with her friends.

Step 3: Assessment Adaptations for Two Focus Students

Directions:
Consider your plan for assessment in Step 1 and what you learned about the two focus students, and the implications for instruction and assessment that you identified in Step 2. Respond to the questions below about the two students.

Save Draft 1. What will Student 1 need to know and be able to do to complete this assessment?

To complete the fitness portfolio assessment, student 1 will need to know how to complete the PFT, the track and field events and the quiz. The physical fitness test first requires the student to become familiar with body composition by measuring and weighing themselves. Student 1 being from Russia where the metric system is used will likely be unfamiliar with standard measurements like feet, inches and pounds. He will need to be familiar with these as well as with the one mile distance when testing his aerobic capacity. He will need to perform curl ups, trunk extensors, the flexed arm hang and the sit and reach correctly to test his muscle strength, endurance and flexibility. He will need to know correct form for the shot put, the baton relay pass and how to set a challenging and attainable goal for both himself and his team. He will need to know how and where to record these things (by writing in the spaces provided) in the portfolio.  Lastly, and likely the most difficult for the English Learner he will need to know how to answer the questions on the quiz. The quiz assesses his ability to draw connections between physical activities he is familiar with and the five fitness components he tested during the PFT and the track and field events.

Save Draft 2. What will Student 2 need to know and be able to do to complete this assessment?

To complete the fitness portfolio assessment student 2 will need to know how to complete the PFT, track and field events and the quiz. She will need to measure and weigh herself, perform the one mile run/walk test (provided that she is feeling physical capable to do so), perform and record by writing in the spaces provided: curl ups, trunk extensors, modified pushups, and sit and reach exercises. Depending on how she is feeling she will need to complete the 400 meter dash, the shot put toss and the baton relay. The baton relay can be modified to a half lap (split her lap with a partner) depending on how she is feeling, if she is tired or in pain she can earn participation by completing Standard 5.4, encouraging her peers during the race and evaluating the effect of expressing that encouragement during a group physical activity.

For the two students, determine what adaptations you will make to this assessment that you have planned for the whole class. Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for assessment, explain that decision. Respond to the prompts below. For each include: Your decisions about assessment adaptations A rationale for those decisions

A. Adaptations for Student 1: An English Learner

1. Evidence of student learning you will collect

Save Draft Decision

I have decided to make some adaptations to the Fitness Portfolio Assessement for the English Learner. First I have made some changes to the Physical Fitness Test the English Learner will be working with a partner to record his height and weight. Secondly, I call out times as students run past me during the one mile run and the four hundred meter dash, after all students have passed the finish line I 

I have decided to make some adaptations to the Fitness Portfolio Assessment for the English Learner. First I have made some changes to the Physical Fitness Test the English Learner will be working with a partner to record his height and weight. Secondly, I call out times as students run past me during the one mile run and the four hundred meter dash, after all students have passed the finish line I then ask them to verbally report their time to me. I have noticed my English Learner often struggles to recall the time I called out as he crossed the finish line, I have decided to assign him a bilingual running partner that can help translate and write his time in his fitness portfolio. My English Learning student will have bilingual partners for the strength testing, flexibility testing, shot put and baton relays as well. Most importantly I will allow him extra time to complete the quiz, and allow a bilingual partner to translate the questions for him. Because the quiz requires reading comprehension and writing in English, I feel this adaptation will be most helpful for the English Learner.

Save Draft Rationale

The reason I chose these adaptations is because the English Learner should be allowed the same opportunities to succeed as the other students. While his CELDT scores for English show him in the beginning level, he is well versed in Russian. A bilingual partner will help him learn the English vocabulary for activities that improve the five fitness components in English, and allow him to use his knowledge to score well on the portfolio, thereby accomplishing standard 4.2. Without translation, extra time for the quiz and a bilingual partner, the quiz would be very difficult and accomplishing the learning goals would not take place.

2. How the student assessment evidence will be measured or scored?

Save Draft Decision

The assessment will be scored in three parts, the Physical Fitness Test, the track and field events and the quiz are all worth three points, for a total of nine points. If the students shows effort and completes all of the PFT sections with his partner, he will have successfully assessed the five fitness components for himself (standard 3.1) and the 3 points will be earned. If the student shows effort on the attempts during the track and field events, sets a challenging yet attainable goal with his partner, and shows encouragement to his team during the baton relay, he will have accepted responsibility for individual improvement, evaluated the effect of expressing encouragement to others during a group activity, and demonstrated body management and locomotor skills needed for successful participation in track and field activities (Standards 1.5, 5.2, 5.4). For this section he will earn three points. If the student can identify physical activities that are effective in improving each of the health-related physical fitness components during the quiz he will earn three points (Standard 4.2). I will allow the English Learner to re-take the quiz with a bilingual partner for translation purposes for full credit if his scores on the quiz are low.

Save Draft Rationale

Because the Fitness Portfolio Assessment has three parts each of which address different standards, I feel the three parts of the assessment should be of equal value. The English Learner will be allowed additional time to complete the quiz and will be allowed a bilingual translator to complete the quiz. I allow this because I feel it would be a disservice to penalize the English Learner for inability to translate a quiz in a language that is foreign to him. Instead he can accomplish the learning goals, show his knowledge of the subject and learn English skills with a translator.

3. The rategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment

• Student activities
• Student grouping
• Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

Save Draft Decision

The instructions and techniques I will use leading up to the PFT will help students become familiar with assessment. I will model the movements, and show the students demonstrations of the correct form and movement patterns for the assessment. This can help the English Learner visualize the tasks he will need to complete. He will be able to analyze movement patterns and correct errors and establish, monitor and meet goals for skill development (standard 2.2, 2.3). Student 1 will be grouped with bilingual translator for the PFT and the quiz. I will intentionally put a bilingual runner on his team for the baton relay, and he will have help setting and recording his goals in writing in his portfolio for the track and field events. I will read the questions of the quiz to the whole class slowly and clearly and I will help him record his answers. After the class begins the quiz, I will read the quiz in English for him, and enunciate slowly and clearly so he becomes familiar with the vocabulary words. I will allow him extra time to complete the quiz and a bilingual partner will help him translate his questions and answers.

A

Save Draft Rationale

The instructional aide I will use will be modeling the movement patterns and correct form for the exercises in the PFT can transcend the language barrier and allow the English Learner to see what will be required of him. My verbal instructions will be enunciated slowly and clearly to the whole class, then one on one with the English Learner, this will help him comprehend the instructions for the assessment and the questions on the quiz. His partner will help him measure and record the data they collect into his portfolio, and help translate the quiz for him. These instructional aids and the intentional grouping will help the English Learner successfully complete the assessment.

4. Ways you will use the assessment results.

Save Draft Decision

I will use the results of the assessment in a couple ways. First, will use his scores to give student a letter grade for the track and field unit. Next I will keep the portfolio for next year, he will then see the times and goals set the previous year and I can set attainable goals for him to begin eighth grade. This way he can strive to meet or beat those goals in eighth grade, and because he is still growing and developing muscle strength during adolescence he should be able to show improvement in eighth grade.

Save Draft Rationale

The reason I plan to use the results in these ways is to allow him to have base to build on next year and to use the data we collected to give an accurate letter grade for the unit.

5. Ways you will share the assessment results with students, families, and other colleagues and support personnel, when appropriate.

Save Draft Decision

I will allow access to the portfolio, he can make copies, revisions and additions, or upload results to multimedia to share with friends and family. I will show the parents and family members the progress he has made through the unit and the success he shows in the assessment.

Save Draft Rationale

I allow this so the English Leaner can take control of his own physiological development, he can begin to apply the activities he does outside of school to the five fitness components, and he can accept responsibility for his own individual improvement (Standard 5.2). Revisiting his accomplishments can boost self-esteem for the English Learner, and help solidify the concepts he learned during this assessment.

B. Adaptations for Student 2: A Student with an Identified Special Need

1. Evidence of student learning you will collect

Save Draft Decision

I have decided to make some adaptations to the Fitness Portfolio Assessment for Student 2. I will collect data on the exercises she is able to complete for the PFT, the track and field events and the quiz. If she is able to assess her strength, body composition and flexibility, participate in track and field events and she is able to show that she can draw connections between other physical activities and the five fitness components on the quiz. The assessment will show me that she has learned during the unit. Because of JRA if she is not feeling well enough to participate in the physical activities she will not have to, she will however, need to complete the quiz for credit.

Save Draft Rationale

The reason I have made these adaptations to her lesson and have chosen to collect data regarding her student learning in this way is because of her medical condition. She will need to complete the quiz to show evidence that she has learned how to draw connections between physical activities and the five fitness components of physical fitness that are measured by the assessment.

2. How the student assessment evidence will be measured or scored?

Save Draft Decision

If she is not feeling well enough to complete the PFT or any of the track and field events I will score her quiz as nine points instead of three. Her medical condition allows her to excuse herself from physical activity, however she need to demonstrate knowledge of physical fitness concepts, principals and strategies through the quiz to earn credit for the fitness portfolio assessment. If she is feeling less pain in the coming weeks and would like to complete the physical portion of the assessment I will allow her that opportunity as well.

Save Draft Rationale

I would not want to force her to overexert herself during the physical portion of the assessment. However, I do want her to demonstrate the knowledge required by the quiz, for this reason (if she is in physical pain from JRA) I will move the points possible for the PFT and the track and field events to the quiz making the quiz worth 9 points. This would make it possible for her to pass the unit by demonstrating the knowledge she has gained on the quiz.

3. The implementation of the assessment, including:

• Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment
• Student activities
• Student grouping
• Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

Save Draft Decision

First I have allowed her to identify with how she is feeling before Physical Fitness Test. Before beginning any physical exercise her doctors have asked her to take inventory of how she is feeling, what level of pain she is in, if she is feeling tired, sleepy, has she over exerted herself in the past twenty four hours. I will check with her regarding these things, if she is feeling well we will begin the assessment, I will let her know that if at any point during the PFT she is feeling tired or in pain to stop completely or stop and take a cool down break. I will also remind her not to over exert herself in any of the exercises or track and field events. I will allow her to use a smaller lighter shot put for the shot put toss. I will differentiate the one mile run for her, because this is a prolonged exercise with impact on the ankles, knees, hips and back I will recommend that she powerwalk. I will allow her to make the decision to complete the one mile powerwalk, and I will give her the option to run/walk half a lap for the one mile baton relay, she can split a lap with another runner if she chooses.

Save Draft Rationale

Because of her JRA I would like to give her as many options as possible to successfully complete the fitness portfolio assessment. I have differentiated the scoring criteria, if she cannot perform physically the quiz will be worth the entirety of the assessment. The materials have been differentiated (smaller lighter shot put) to put less stress on her joints, I have given her options for student grouping during the baton relay and the one mile run/walk to reduce the impact one her joints.

4. Ways you will use the assessment results.

Save Draft Decision

I will use the assessment result to give student 2 a letter grade for the unit. I will also use them to set goals for her for next year.

Save Draft Rationale

The reason I will do this is to establish, with a letter grade, how well she has been able to assess, set and maintain her physical fitness, and to show how well she can demonstrate knowledge of the fitness components and their relation to various physical activities and for setting challenging goals at the beginning of the following year.

5. Ways you will share the assessment results with students, families, and other colleagues and support personnel, when appropriate.

Save Draft Decision

I will allow access to the portfolio, she can make copies, revisions and additions, or upload results to multimedia to share with friends and family. I will show her parents and family members the progress she has made through the unit and the success she shows in the assessment. The parents can then show or relay this information to her doctors and they can continue to monitor and evaluate her condition as she develops through her adolescent years.

Save Draft Rationale

I allow sharing of the physical fitness portfolio so she can take control of her own physiological development, she can begin to apply the activities she does outside of school to the five fitness components, and she can accept responsibility for her own individual improvement (Standard 5.2). Revisiting the accomplishments can boost self-esteem, and help solidify the concepts she learned during this assessment.

Step 4: Giving the Assessment to the Whole Class, Including Two Focus Students Directions: Give the assessment to your class. Collect and score all the evidence of student learning from the assessment. Consider all the assessment responses and select three responses of students other than your two focus students that represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student 1 and Student 2. Submit all five assessment responses. Review carefully the evidence of student learning you are submitting. Briefly, explain why you selected each of the following responses to represent the range of responses in the class: Note: If the assessment is oral or represents a student performance, provide your description of the students’ responses and your written assessment of those responses, including the class as a whole, the three responses that represent the range of achievement in the class, and the two focus student responses.

Save Draft Student 1 (EL focus student)

I selected this English Learner’s assessment because his CELDT scores are in the 200’s. This puts him over all at the beginning level for English development. He has just moved here from Russia and his score on the quiz portion of the assessment is the lowest in the class, this reflects his inability to comprehend and respond to tests written in English. His physical ability is amongst the most well developed in the class. He puts forth a lot effort during the physical fitness tests and during the track and field events, his assessment results were unlike any other students in that he excelled in the physical testing but failed miserably on the quiz, for this reason I chose to use his assessment.

Save Draft Student 2 (SN focus student)

I selected Student 2 because her medical condition and because she has a 504 eligibility determination on file. Juvenile Rheumatoid Arthritis, presents a challenge for me as her physical education instructor. Her situation is different from other students for several reasons. Unlike her peers, she has not participated in PE for most of her life. Somedays she feels more pain than other days, if she overexerts herself one day she will be in pain that night and during the following days. For this reason it is important for me to allow her to choose her own level of participation and to monitor her activity levels closely. I give her plenty of options (like walking instead of running) and breaks and pauses during physical activities.

Save Draft Student 3

I chose this student because he has shown leadership qualities in class, is well respected by his peers, he completes his assignments thoroughly, and he is very athletic. He scored really well on his PFT, he set challenging and attainable goals and showed exemplary effort to meet them during the track and field events and he scored well on the quiz.

Save Draft Student 4

I selected Student 4 because her responses reflect the median scores for the class. She completed the PFT and the data she collected represents roughly the class average for the one mile run/walk and for strength and flexibility. She set attainable goals and showed some effort to achieve them for the 400 meter and the baton relay events, and she scored below class average during the shot put. She answered most of the questions correctly on the quiz and I feel that her portfolio scores are a good representation of the class average.

Save Draft Student 5

I selected student 5 because he scored below the class average on the fitness assessment portfolio. He completed most of the PFT and showed less effort than usual on the one mile run/walk. He set goals that were easy for him to attain and showed minimal effort during the track and field events. He also scored below average on his quiz.

Step 5: Analyzing Evidence of Student Academic Learning and the Assessment Directions: Consider your responses in Steps 1 through 4. Think about the evidence of student academic learning from the assessment. Answer the questions below for the whole class and for the two focus students. Remember to cite specific evidence from the five responses that you have submitted. (This includes responses from the two focus students and from the three students you selected to represent the range of achievement with the class).
A. For the Class as a Whole
Save Draft 1. What did you learn overall about the students' progress toward achievement of the academic learning goal(s) for this part of the unit? Student 1 showed me that physical activities, partner exercises, goals setting and a group activity like the baton relay can bolster self-esteem for an English Learner. He showed that the group dynamics can transcend the language barrier, I adapted the lesson and intentionally paired him with students that can help facilitate his learning. He accomplished standard 5.4 group dynamics while expressing encouragement to his teammates during the baton relay, he realized the effect of this during his teams attempts to beat the goals they set for themselves. Student 2 accomplished standard 1.5 when she showed that she can demonstrate body management and locomotor skills needed to participate in track and field activities. It was exciting to see her demonstrate the skill to throw the shot put, and power walk and run the 400 meter because she has not been a part of physical education for most of her life. Because I adapted the assessment for her and allowed her the freedom to walk and run the events her assessment scores show that she was able to achieve the learning goals. Students 3 accomplished standard 3.1 when he demonstrated his ability to assess his own muscle strength, endurance, aerobic capacity, flexibility and body composition during the PFT. The information I collected from his PFT can set a benchmark for other students, and his newly learned ability to collect and document his physical accomplishments will help him continue to grow and develop his skills as a student athlete. The learning goals that student 4 accomplished are 4.2, the ability to identify physical activities that are effective in improving the five components of physical fitness, and 3.1 the ability to assess her own muscle strength, endurance, aerobic capacity, flexibility and body composition. Some days she tries harder than others and I gave her some feedback on her portfolio, with maximum effort she could earn a perfect score. Student 5 normally struggles with assignments and shows little effort in class, his portfolio scored in the lower half for the class average, but he surprised me with the effort he did put in. I made this clear when I graded his portfolio, I told him “Great job on the Personal Fitness Test, set some challenging goals for track and field events in the future, you have a lot of potential!” I provide this detailed and accurate feedback so that he can be encouraged and identify his areas of strength. He accomplished standard 5.2 by accepting responsibility for individual improvement. I learned from his portfolio that he is making progress toward his individual improvement.

Save Draft 2. Describe the extent to which the assessment that you planned allowed students to demonstrate achievement of the academic learning goal(s) for this part of the unit.

I feel this portfolio allowed students to complete several academic learning goals that align with state standards over three separate sections. The learning goals covered in the assessment include movement patterns and concepts, students’ ability to assess their own physical development and knowledge of fitness concepts, self-responsibility and group dynamics. The PFT and the track and field sections of the assessment were relevant to their grade level and appropriate activities for them to participate in. The adaptations I made to the assessment assured the whole class opportunity to complete the assessment, and the way the portfolio assessment was conducted engaged and supported students in their learning.

Save Draft 3. Would you make any changes to the directions or to the format of the assessment? Why?

If I have students in the future that have different needs I will make the necessary changes to ensure the whole class has the opportunity to reach their maximum potential. For subsequent years I will switch out some of the track and field events for different ones. I would not want the portfolio assessment to become monotonous, I would like to include events like the discus and the 100 meter hurdles in future assessments.

Save Draft 4. Would you collect different or more evidence if you were to do this assessment again? Why?

Yes, for the quiz section I would include one final question. I would have students write about what they liked or disliked about the assessment and why. This survey style question can help me design future fitness portfolios, a lot of my students have great ideas that we incorporate into our activities, I want to hear about them to improve our program.

Save Draft 5. Was the implementation and timing of this assessment appropriate for this class? Why?

Yes, this assessment followed a track and field unit. During the weeks leading up to the assessment I taught students the correct techniques for running and throwing, how to conserve energy by breathing correctly while running and when to give your ‘kick’ during the final stretch of your run. The students demonstrated their knowledge of these principals during the baton relay and encouraged their teammate’s during the final stretch of their lap.

Save Draft 6. In what ways would a different type of assessment (e.g., verbal response, multiple choice, short essay, oral presentation, performance task) than what you used allow students to demonstrate their achievement of the academic learning goal(s) for this unit?

The portfolio assessment covers a multitude of learning goals and state standards. A different type of assessment that could show that students have accomplished these goals would be an essay or an oral presentation. It would allow students to share what they have learned in the weeks leading up to the assessment in written form or through a presentation. I don’t think this would have been as effective as having the students physically perform and record their data, but they could have shown that they learned how to do this in a presentation or an essay. I think that with the portfolio students can analyze their evidence and reflect on the assessment experience.

B. For Student 1: An English Learner

Save Draft 1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?

The assessment directions and the portfolio were written in English, I knew this would be difficult for the English Learner to follow. I did several things to adapt the assessment and make it easier for him to comprehend the assessment objectives. First I modeled the exercises for the PFT, the visual demonstration of the correct movement patterns for curl ups, pushups, trunk extensions, and sit and reach exercises helped him see what was required for the assessment. I also paired Student 1 with bilingual partner to complete the exercises. For the track and field events, I modeled the correct movement patterns for the shot put toss, the 400 meter dash and the baton handoffs for the baton relay. Modeling the movements made the requirements of the assessment clear. For the quiz I provided a translator and gave Student 1 more time to complete the quiz.

Save Draft 2. To what extent did the student achieve the academic learning goals for this part of the unit?

Student 1 did a great job of achieving the academic learning goals for this assessment, the learning goals for this assessment are in line with the state standards. He was able to assess his level for each of the five components (standard 3.1), set goals and attempt to meet or beat those goals for track and field events (standard 5.2), and draw connections between physical activities and each of the five health related physical fitness components (standard 4.2).

Save Draft 3. How well did the student's assessment response correspond to the work the student does on a daily basis?

His assessment responses were on par with his work on a daily basis. He puts forth great effort during physical exercises, and the results are clearly shown in the data he gathered for his portfolio. He struggles with reading assignments and this showed with the quiz because of the language barrier he scored low on the quiz. I will provide him extra time and a translator to complete the quiz again and earn a higher score.

Save Draft 4. What different or additional type of evidence might you need to collect for the student?

Even though I looked up his CELDT scores and spoke with his English teacher I would like to know more about Student 1’s academic background and prior learning experiences. He has told me that physical education in Russia is similar to our program but I would like to know how they score and grade their students. I have a copy of his CELDT score and his English proficiency is at the beginning level. I would like to give him extra time to complete written assignments and a translator to help him understand what the questions are asking of him.

Save Draft 5. What does the student's response tell you about his or her academic strengths and/or needs?

Student 1’s response tells me that his quiz score reflects his beginning level for English. He shows strength in team working, and physical ability but because the quiz requires reading and comprehension in English he needs a translator and extra time to complete. 

Save Draft 6. Based on the student's response, describe next steps you would take with the student to further his or her academic achievement in the content area?

The next steps I would take with Student 1 would be to show images of activities and movement patterns during demonstrations and assessments. With images printed on the quiz it will allow him to circle which activity benefits which fitness component, I can further his academic achievement by enunciating the vocabulary words slowly and clearly while referring to their images on the assessment.

Save Draft 7. Describe the ways in which specific adaptations you made to your assessment plan did or did not work.

The adaptation to intentionally pair Student 1 with a bilingual peer created a successful personal fitness test, Student 1 learned to assess his own fitness level, for track and field events creating a team environment for Student 1 helped him develop socially and evaluate the effect of his encouragement to his teammates during the baton relay. I adapted the quiz by allowing him extra time to complete it but I need to adapt the quiz further with images of the activities and adapt with a translator so he can comprehend the questions.

Save Draft 8. In what ways did the assessment support this student's language abilities?

The assessment allowed him to complete the fitness test with a bilingual partner, I also modeled the exercises required for the test. The track and field events helped him develop oral communication skills with his teammates as they set goals to accomplish for the baton relay event. Intentionally pairing him with a bilingual translator supported his language abilities during the quiz.

Save Draft 9. If you were to give the assessment to the student again, what changes, if any, would you make? Why?

I would have more visual displays. The PFT is a requirement, having poster size images of the exercises required for the assessment will help English Learners see what is required, next I will be sure to speak clearly and slowly during instructions for the assessment and while modeling the exercises for the students. Lastly, I would accompany the quiz with images of the activities that benefit the five components of physical fitness, this will help the English Learners in the class visualize what is written in English on the test.

Save Draft 10. What would be your next steps in planning to facilitate this student's English Language Development?I

The next steps are to continue to build upon the English skills he has learned. I plan to expand his vocabulary by introducing related topics during the next unit and strengthen his English language skills in fitness related principals. 

C. Student 2: A Student with an Identified Special Need

Save Draft 1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?

The assessment and directions were delivered in several ways. First the assessment is written in English, I modeled the assessment requirements for the students and lastly I read the directions to the students clearly and slowly to help them understand what is required. The format was delivered in three parts, first the PFT, second the track and field events, and last was the quiz. This format breaks down the assessment and allows the students to complete the assessment in three separate parts. This also allows me to explain each part of the assessment at separate times and avoids overloading the students with directions to all three parts of the assessment at one time.

Save Draft 2. To what extent did the student achieve the academic learning goals for this part of the unit?

Student 2 was able to achieve the learning goals for this unit despite her medical condition. She was able to participate in track and field events, assess her own body strength.

Save Draft 3. How well did the student's assessment response correspond to the work the student does on a daily basis?

The students responses in the assessment were in direct correlation to the work the student does on a daily basis. However, because of JRA this student often chooses to avoid physical activity and because the assessment required physical activity she was allowed to participate at a level she was comfortable with. This is something she has become accustomed to as she chooses her level of activity each day. Student 2 scored well on the quiz, the work student two does on a daily basis reflects this, even though she may not participate in the physical activity she does pay close attention to the lesson objectives and understands the material presented during the unit.

Save Draft 4. What different or additional type of evidence might you need to collect for the student?

I would like to document and record her level of activity and compare it with what she has been able to do in previous units. I would like for her to document, in her fitness portfolio assessment, what level of pain she is in prior to activity, during activity, afterwards and even the next day. Often she will find and activity she enjoys and overexert herself, for this reason an additional type of evidence I would like to collect would be for her to document her level of pain in her portfolio. This can help us gain an idea of which activities and duration of exercise are too strenuous.

Save Draft 5. What does the student's response tell you about his or her academic strengths and/or needs?

Student 2’s assessment results show me that she understands how to assess her own muscle strength, endurance, flexibility, body composition and aerobic capacity, she is able to identify physical activities that are effective in improving each of these areas, she showed the locomotor skills to successfully participate in track and field events and she accepted responsibility for her own individual improvement. Another thing her assessment results show is that she is excited about her new found ability in physical education. This can be a great thing if monitored properly, if she overexerts herself she will be in pain the next day, for this reason I have adapted her assessment with a power walking alternative instead of running.

Save Draft 6. Based on the student's response, describe next steps you would take with the student to further his or her academic achievement in the content area?

The next steps I would take to further academic achievement for Student 2 would be to review her fitness portfolio assessment with her. I would like for her to document which areas she can improve and which areas she may need to slow down in. I would like for her to focus on her muscle flexibility and identify activities that improve this area and I would have her avoid high impact activities and have her identify these activities as well.

Save Draft 7. Describe the ways in which specific adaptations you made to your assessment plan did or did not work.

The ways I adapted this assessment that did work are including breaks between exercises for the PFT and track and field events, a verbal reminder to Student 2 not overexert herself during the exercises and an option to walk or power walk during the aerobic capacity testing, and the 400 meter and baton relay events. I did not make any adaptations to her assessment that did not work. However, because of JRA, I would’ve liked to have her identify high impact activities (jumping, running) that can cause her pain, and activities that improve flexibility (yoga, Pilates) that are good for her, for the quiz portion of the assessment.

Save Draft 8. In what ways did the assessment support this student's language abilities?

This assessment requires students to read and write in English and record data in the spaces provided. The exercises improve students’ vocabulary by introducing fitness related terms, the goal setting for the baton relay requires students to communicate with each other building their social skills. The quiz requires students to read and respond to multiple choice and short answer questions and helps them connect physical activities to the five components of physical fitness.

Save Draft 9. If you were to give the assessment to the student again, what changes, if any, would you make? Why?

I would like to adapt the quiz. Student 2 should be assessed on her ability to identify physical activities that do not cause her pain. I would like to see that she knows which about high impact activities like running and jumping and while they improve aerobic capacity they can cause her to be in pain for several days following the activity. I would design questions for her that require her to recall activities that are low impact and improve muscle strength and flexibility as well as questions that require her to identify activities that are high impact. The reason I would make this change is so that she can identify exercises and activities that are good for her like stretching and yoga and activities that she may need to take breaks from like jumping and distance running.

Step 6: Reflection on Assessment Implementation and Student Learning Directions: Read your response for Steps 1 to 5. Consider what you have learned through the Assessing Learning task about your students, what you wanted them to learn, their responses to the assessment, and your analysis of the evidence of student learning. Respond to the prompts below.

Save Draft 1. If you were given an opportunity to use the assessment again, what part(s) would you keep and what part(s) might you change? Why? I would keep the PFT as it is a requirement for our students to complete, I would like to change some of the track and field events to include more team oriented activities and goal setting. I would consider including a tug of war or a different style of relay race. I would like to design the assessment quiz a little differently, I would like to include a short response section that requires students to write a few sentences identifying exercises and activities they would do if they were designing their own fitness routine. This would be a lead in to the next unit where students will design their own fitness routine.

Save Draft 2. If you were givenesign an opportunity to implement the assessment again, what would you do the same and what would you do differently? Why?

I would introduce the PFT the same way and model each exercise for the students before they begin, this helps things flow smoothly from one exercise to the next. I would add to my instruction some large pictures or posters of people performing the exercise using the correct form and technique, this would help visual learners and English Learners understand what will be required of them. I would model the track and field events for the students the same way and I would coach students individually as necessary in similar fashion. When giving the assessment again I will allow extra time for English Learners to complete the quiz and appoint translators to read the questions for English Learners. This way EL’s can build English language skills and demonstrate what they have learned on the assessment.

Save Draft 3. What additional information about your students did you learn as a result of this assessment experience?

I learned that my students perform best when encouraged by their peers. The baton relay event was great at building social skills, teamwork, goal setting and allowed students to express encouragement for each other.  I learned that the PFT is best organized when it is introduced one exercise at a time and that the students do well when they are able to complete the PFT with a partner. I learned that my students enjoy a variety of physical activities and their assessment quiz shows they can connect the activities to the five related physical fitness components tested in the PFT.

Save Draft 4. How will you use what you have learned from this assessment experience when you plan instruction and assessment in the future?

I will use this information to present clear instruction to English Learners and I will develop a well-rounded quiz. The quiz portion of this assessment was multiple choice and short answer questions, I would like to incorporate a paragraph answer question as well as some true and false questions. The questions will still aim to assess how well the students have obtained the learning goals for the unit and how well they have met the state standards for seventh grade physical education.

Save Draft 5. What are your goals for increasing your knowledge and skill in assessment? How will achieving these goals help you become a more effective teacher?

My goals are to reflect on the assessments I give students and improve upon them in the future. Things are changing in the physical educational field and I strive to present students with dynamic assessments that reflect these changes. I assess my students on more than just their physical achievements, it is important for them to learn how to take responsibility for their own health and wellness, for this reason my assessments aim to challenge them to think of ways to improve this area of their life. I will continue to reflect and refine my assessments to become a more effective teacher.