Student
in Physical Education
Nichole Calkins, Ed.D.
Highline School District
Physical Education Teacher &
Instructional Specialist
Paul Clinton
What is a Student Growth Goal?
Its what you want students to know and be able to
do by a certain time.
• It is standards-based, rigorous and relevant learning
target that teachers set for groups (Criterion 6 & 8) or
subgroups of students (Criterion 3).
• Student growth means the
change in student achievement
between two points in time.
• Mindset: Think of this as a mini-research project that will
help you to be able to determine best practices for getting
results that help students learn and achieve.
2
Determine the Need
• An effective student growth
goal is based upon student learning data.
This means that you actually need to
collect data BEFORE writing the goal in
order to determine what you want your
students to learn and be able to do based
upon their needs and based upon
alignment with your school’s resources
and priorities.
Washington State
Student Growth Rubrics
• The TPEP steering committee organizations
approved statewide rubrics for student growth
to ensure consistency in implementation of the
evaluation system across Washington State.
• Unlike the instructional frameworks (districts
could choose one of 3) the student growth
rubrics are uniform across the state.
• http://tpep-wa.org/wp-content/uploads/wastudent-growth-rubrics.pdf
4
It’s as Easy as 1,2,3
Step 1: Establish a
Focus
Step 2: Select
Assessments
Step 3: Establish
the Expected
Growth
Step One: Establish a Focus
for Student Growth Goal(s)
What will students know and be able to do by the end
of the designated instructional period (end of unit,
semester, or September-May).
• What standards are associated with this learning goal?
• Why is the learning goal important and meaningful for
students to learn?
• In what ways does the learning goal require students to
demonstrate deep understanding of the knowledge and
skills of the standards?
• Identify the instructional period for the learning goal
(unit, first semester, Sept-May, etc).
• What pre-assessment data do you have to show student
need?
National P.E. Standards and Growth Goals
• Standard 1 –Assess students’ ability to perform grade level motor
skills.
• Example: You have identified that there are 4 students out of a class of
32 that are at a 4 on the WA Kids traveling and balancing skills. This
can become a sub-group (Criterion 3).
• Standard 2 – Assess students’ knowledge of concepts, principles,
strategies and tactics related to movement and performance.
• Example: You can give a pretest of different offensive and defensive
strategies for a particular sport. Determine what concepts that
students do and don’t understand (such as what offense to run with
particular zone defenses) and then write growth goals for concepts
they don’t understand.
• Standard 3 – Assess students’ knowledge and skills to achieve and
maintain a health-enhancing level of physical activity and fitness.
• Example: You can use fitness testing data to help students set goals
and write plans for improvement. You can set growth goals to see
improvement in fitness as a result of following the plan.
National P.E. Standards and
Growth Goals
• Standard 4 - The physically literate individual exhibits
responsible personal and social behavior that respects self
and others.
• Example: In a volleyball unit, assess how often students
utilize communication strategies (such as calling for the ball
before every hit) and then set a student growth goal that
can improve their use of them in game settings.
• Standard 5 - Assess students’ knowledge of the value of
physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
• Example: You can give a pretest to determine if students can
analyze the health benefits of a particular physical activity
and then set a growth goal that will help students
understand how they benefit from that activity.
Step Two: Select Assessments
When preparing it is important to think about. . .
• Describe the assessments that measure students’
understanding of the learning goal.
• Explain how student performance is defined and
scored using the assessments. Include the rubric
and/or scoring criteria. (example)
• Think about how often you will collect data to
monitor student progress.
• Think about how often you will use the
monitoring data to differentiate instruction
toward the learning goal.
Data Considerations
• If you choose to use “Meeting the
Standard”, that is Ordinal or Categorical Data
• This means that you are going to “lose” some of the
improvement that is possible with your students
fitness testing data.
• Class Averages is Interval Data—shows the average
improvement of the class—data is not “lost” since all
is included.
• Example: Student does 0 push-ups at the beginning of the
semester and then does 5 push-ups at the end of the semester.
This would not show up as the student improving in the
Categorical Data because she did not reach the health
standard. 0 out of 1 meet the “Healthy Standard” at Pre and
Post test.
Step Three: Establish the Expected
Growth
• Identify the expected outcomes by the end of the instructional
period for the students. Use
performance data to describe specific starting
and specific expected outcomes for students.
Example:
• 100% of students will demonstrate growth toward mastery of the 3rd
Grade Level Motor Skills as measured by performance on a range of
performance tasks.
•
• Students who earned a 2 first quarter will earn at least a 3 or 4 on the
Grade Level Motor Skills in the 4th quarter
• Students who earned a 3 first quarter will earn at least a 4 on the
Grade Level Motor Skills in the 4th quarter.
• Student who earned a 4 first quarter will earn at least a 4 on at least
one of the 4th Grade Level Motor Skills in the 4th quarter.
Step Three: Establish the
Expected Growth
• Example that does not meet criteria:
• 80% of students will earn at least a 3 on the Grade
Level Motor Skills.
• This example does not include all students, does not
reference baseline data, and includes the same
targets for all students.
Elementary Physical Education
Student Growth Goal
• Student Growth 3.1
• Between November and May, all or nearly all kindergarteners
who did not meet the WaKIDS’ manipulative standard (8 points
or higher) in Physical Education will demonstrate proper
manipulative techniques (EALR 1.1, SHAPE 1). Students will be
pre-assessed (October), mid-assessed (February), and postassessed (May) based on the WaKIDS’ rubrics with the goal of
meeting or exceeding standard (8 points or higher). Each
standard contains three grading rubrics (i.e., Underhand Throw,
Catch Above or Below the Waist, & Kicking a Stationary Ball). I
will examine student data and growth once a month and adapt
my teaching practice and assessments. I will also share the
rubrics with staff members (i.e., Kindergarten teachers, recess
monitors). Moreover, I will pass on the data to parents via
WELNET/Illuminate and send rubrics home via parent letters.
Elementary Physical Education
Student Growth Goal
• Student Growth 8.1
• Between November and December, all or nearly all fourth
graders in Physical Education will demonstrate proper
kicking technique of a moving ball (EALR 1.1, SHAPE 1).
Students will be pre-assessed (November) and postassessed (December) based on a 4-point grading rubric with
the goal of meeting or exceeding standard (a 3 or 4 on the
rubric). The grading rubric contains four critical kicking
elements: Ready Position, Step, Kick, and Follow-Through.
The Physical Education Department will meet once a week
during the four week timeframe to examine student data
and growth and adapt our teaching practice and
assessments. Furthermore, I will met with the district
department and other elementary teachers in the district to
share data and create ideas to improve our student growth.
Paul Clinton Lakewood HS
TPEP GOALS S2 2014
3.1 Sub group not reaching potential.
 Seniors personal fitness and understanding its
relationship to adult fitness
 Timeframe February 14 – June 1
 Artifacts, evidence; pre and post WELNET
scores, goal setting and reflection, fitness test
graphing
Draft goal language;
During the course of the semester, seniors in all classes
will work to improve their personal fitness and relate these
efforts to their staying fit as adults. Seniors are the least fit
of all the classes at the high school and this is at a time
when they are about to enter the adult world of fitness that
will be dependent completely on their own efforts and
knowledge. Student performance will be measured in two
ways. First by pre and post fitness testing and graphs they
create of all their fitness tests. Second, by smart fitness
goal setting in February and a written analysis of their
efforts and results in June.
6.1 Whole class
 Periods 1,2,6 swing dance physical and
social skills
 Timeframe March 10 - 28
 Artifacts, evidence; pre and post video of first
lessons and dance party, Student reflection
piece.
Draft goal language;
During our three week swing dance units students will
progress from simple basic step to complex swing
dance combinations. Students will also display the
proper social skills needed when engaging in partner
social dance. Swing dance physical skill acquisition will
be evident in a pre-video taken in the first couple of
days of the unit and a post video of the culminating
swing dance party that will be held with three classes.
Social skill development will be evident on the dance
party video and with a reflection piece that students will
fill out at the end of the unit.
8.1 Collaboration to improve
instructional learning and student
learning.
 With theatre to introduce swing dance to the
high school
 Timeframe February 14 – March 28
 Artifacts, evidence; pre and post video of first
lessons and dance party, Outline of committee
worksheets etc.
Draft goal language;
The theatre department and physical education (teachers
and students) will collaborate to introduce social dance to
the high school. During a three week swing dance unit for
three PE classes and the theatre class students will
progress from simple basic steps to complex swing dance
combinations. Students will also display the proper social
skills needed when engaging in partner social dance.
Student led dance organizing committee will also
collaborate with the instructions to plan and implement a
swing dance party for all four classes at the end of the
unit.