grade 9-12 summary

Grades 9-‐12 Assessment Summary 1

Grades 9-‐12 ODE Benchmark Assessment Tips & Suggestions from the OAHPERD Benchmark Assessment Group

How to use this resource? The purpose of this manual is to summarize the tips and suggestions to effectively implement each of the Ohio Department of Education Physical Education Benchmark Assessments discussed during the OAHPERD Benchmark Assessment Group. This resource assumes the reader has a basic understanding of the Ohio Physical Education Evaluation Tool. For additional information about each of the assessments please refer to the ODE document (http://education.ohio.gov/Topics/Academic-‐Content-‐Standards/Physical-‐Education/Physical-‐Education-‐Evaluation-‐updated). The Grade 9-‐12 document is organized by standard with Benchmark A presented first, followed by Benchmark B. Each benchmark includes suggestions for implementing the assessments and formative assessment ideas and teaching tips from the suggestions gathered from the teachers in the group. Thanks & Acknowledgements Special thanks goes out to those who participated in Benchmark Assessment Group sessions. The contributions of the various teachers can be seen throughout this document. Their ideas, examples, data and reflection were instrumental in helping other teachers. Specific teachers will be acknowledged for their contributions throughout the document.

Standard 1

Standard 1, Benchmark A

Implementation Ideas. Three options are available for Standard 1, Benchmark A in Grades 9-‐12. One option is very similar to Grades 6-‐8, to design and perform a dance that contains basic and advanced steps and movement sequences. The second option is to perform 3-‐4 movements from a selected content area (e.g., aquatics, track, gymnastics, outdoor pursuits, fitness but not games content). If performing option B, please see the information from Standard 1, Benchmark B on creating an effective skill rubric.

If students are developing their own dance routines, provide a list of basic and advance skills so students can design a routine to maximize their score on the ODE rubric and to match their current interests and abilities. Students may be nervous to perform in front of peers; it might be helpful to have students performing in front of their classmates. Have the music playing throughout the lesson and have students volunteer when their group is ready to perform.

Formative Assessment & Teaching Tips. Provide a fun and supportive environment when developing and/or practicing the movement sequences. It may


be beneficial to perform a couple of movement sequences as a formative assessment before transitioning to student-‐created routines. Another suggestion when creating a routine is to provide movement flash cards that provide information and a picture of the movement. This was especially helpful when creating a fitness, yoga or gymnastics routine. Provide opportunities to self and peer assess through the development or practice phases. Also integrate Standard 5, Benchmark B (respecting others) during the practice and performance. It is also possible to incorporate cooperation (Standard 5B) if the group is creating a movement sequence.

Movement Routine Name or Names: Rotation Day 1 2 3 Classroom Teacher or Teachers: Circle: Gymnastics Jump Rope Dance Fitness Yoga Circle Song Choice: Party Rock Dynamite Pump up the Jam

Starting 1

2

3

4

5

6

7

8

Finishing


Standard 1, Benchmark B

Implementation Ideas. The assessment for Standard 1B is different from many of the other assessments. The ODE guidelines provide a general rubric for the type of game (invasion, net/wall, strike/field, target), but it is the responsibility of the teacher(s) to develop specific skill rubrics. There are many examples of skill rubrics via PE Metrics or from Lund & Kirk (2012) (See below). Probably 2-‐3 skills are sufficient for one category of games.

The steps to creating a skill rubric begin with selecting the skills. After selecting the skill teachers should identify three to five critical elements. Then use those critical elements to determine the criteria to achieve advanced, proficient or limited. Then design a task in an authentic game-‐like environment for students to demonstrate their skill performance. Try out the task and the rubric, reflect and revise if necessary.

Average the ratings for the skills to provide an overall rating for that category of game (invasion, net/wall, strike/field, target). If a district does not have the resources to assess all four categories, provide data for the categories completed.

Formative Assessment & Teaching Tips. Provide opportunities to practice the assessment so students feel comfortable and competent to complete the task. Be sure lesson tasks practice the skill in an environment that aligns with the assessments and game play.

Basketball – Dribbling

Indicator: Uses a dribble to maintain possession of the ball.

Criteria for Competency

1. Dribbles with the essential elements 2. Maintains a continuous dribble with both hands, changing direction with the

boundaries

Testing Conditions: 1 v 1 game. Offensive player will dribble in a zigzag formation in a 10 X 10 yd. alley. Cones will be spaced on each sideline of the alley to designate where the player should change direction to move towards the other sideline. The defensive player should slide with the offensive player and make them change direction. Once the players reach ½ court it becomes a 1 v. 1 game with the offensive player attempting to score a lay-‐up.

Rubric

Level 1. Dribble Form (4) Ball Control (1)


4 Displays all the essential elements with a fluid motion. Uses a smooth transition between hands (cross-‐over, around back, between legs)

Maintains a smooth (no change in rhythm) continuous dribble within the boundaries.

3 Dribbles with selected essential elements:

a) pushing action with finger pads b) ball at approx. waist height c) ball in front of body and the

“dribble hand” side of the midline. d) Uses an effective cross-‐over

Maintains a continuous dribble within the boundaries.

2 Dribbles with 3 of 4 essential elements. Stops dribbling or ball goes outside of the boundaries.

1 Dribbles with only 1 essential element. Stops dribbling and ball goes outside of boundary on more than one occasion.

0 Violates safety procedures and/or does not complete the assessment task.

Total Score = (Form X .75) + Ball Control

3 = Advanced = 4 (5 points)

2 = Proficient = 3 (4. 9 – 3.75)

1 = Limited = 2 or less (3.74 – 0)

Standard 2


A tactic is a moment-‐to-‐moment problem that game players have to solve to be successful. Examples might be to move to an open space to receive a pass or deciding whether or pass or shoot to score a goal. Tactical decisions can be made on offense or defense and can be made on-‐the-‐ball or off-‐the-‐ball. Transfer is connecting skills or tactics from one sport or game to another. Many of the tactics in games transfer across games within a category. For example use a cutting movement to move to open space in basketball can easily transfer to soccer. Also the basic defensive positioning between your opponent and goal transfers to all invasion games.

Implementation ideas. The task for Standard 2, Benchmark A consists of two questions. It might be helpful to create a worksheet that provides an area for students to list tactics and strategies. The table might be organized around tactics/strategies to score, prevent scoring and restart play.


Formative assessment & Teaching Tips. Provide practice tasks that promote transfer from practice to gameplay. A good resource to use is the Teaching Games for Understanding Model (Teaching Sport Concepts and Skills 3rd Ed. – Mitchell, Oslin, & Griffin, 2013) when planning and teaching lessons and units. Provide frequent feedback during gameplay, but also provide additional cognitive assessments to be sure students comprehend the tactics to be carried out during gameplay. Assess the knowledge of tactics and strategies within lessons using open response questions or scenarios. Students can then use this knowledge to address the two questions that are a part of Standard 2, Benchmark A.


Implementation ideas. The project for Standard 2B targets describing critical elements, identifying common errors, evaluating personal performance and suggesting practice ideas to improve performance. One suggestion is to take the three questions that are presented and organize the questions into a worksheet (see below). The worksheet will guide students to provide specific information that aligns with the rubric. To overcome the challenge of using biomechanical principles, teachers should provide a word bank of common biomechanical principles within the worksheet. To clarify the practice question, practice could include: cues (key words to remember to perform the critical elements correctly), environmental cues (hints or clues the opponent shows), practice drills to improve critical elements or the entire skill (remember these could be drills from your lessons), or fitness activities to improve strength or flexibility.

Formative assessment & teaching tips. Teachers must use biomechanical principles throughout instruction especially in demonstrations, feedback during practice and checks for understanding. Students can practice evaluating their own performance through self-‐assessments. They can also practice prescribing practice to improve performance through peer or self-‐assessment.


Standard 2, Benchmark B: Biomechanical Principles Worksheet

Directions: Select one scenario to complete the following task.

Scenario A: Basketball – Shooting a free throw; Scenario B: Push-‐up; Scenario C: Volleyball Forearm Pass

1. ODE Task -‐ Provide a description of the biomechanical principles that impact performance (e.g., force, stability, angles, rotation).

1a. List the critical elements (i.e. key parts) of the skill.

Critical Element Description

• (Provide a word bank of the biomechanical terms discussed in class.)

Biomechanical Word Bank

• Acceleration (Newton’s second law)

• Action & Reaction (Newton’s third law)

• Angular motion • Balance, stability, center of gravity

• Body position • Force • Friction • Inertia (Newton’s first law)

• Mass

• Power • Rotation & rotational inertia

• Speed/velocity • Trajectory or Angle of release

• Torque

1b. List a biomechanical term that can be applied to your skill.

Term Impact on Performance


2. Analysis of personal performance describing the strengths and weaknesses of performance. (Use the critical elements and terms from Part 1ab to describe strengths and areas to improve).

Strengths Areas to improve

3. A detailed practice plan indicating how performance might be improved. The practice plan should document the frequency, duration and intensity of practice (the what, when, where and how of practice).

*Remember how to improve performance could be cues (key words to remember to perform the critical elements correctly), environmental cues (hints or clues the opponent shows), practice drills to improve critical elements or the entire skill (remember these could be drills from your lessons), or fitness activities to improve strength or flexibility.

Areas to improve How to improve (cues, drills, fitness activities)?


Standard 3


Implementation ideas. The Physical Activity Pyramid is the tool used to record physical activity. Similar to Grades 6-‐8, students record the number of minutes in 10-‐minute blocks and also track the different categories of physical activity. The categories include: everyday activities, recreational activities, aerobic exercise, leisure & playtime, strength and flexibility. Students will first check the boxes that align with the different types of physical activity. In the activity blocks students will identify an activity as Light (L), Moderate (M) or Vigorous (V). In grades 9-‐12 if students have daily physical education class, the assessment can be done before each class session begins.

If completing the assessments during class be sure to have all of your materials prepared to quickly distribute, complete and collect the assessment. This might include organizing bins or folders for students and a collection area for pencils. One suggestion to help students track physical activity over the weekend is to send home an abbreviated version of the assessment. Another option is to develop an online tracking system where students can enter their minutes electronically from home. Physical education class does count towards the goal of 60-‐minutes of physical activity.

Another consideration to ensure accurate reporting is to provide a score for the ODE assessment based on the number of minutes of physical activity, but the student’s grade will be based on accurately reporting the number of minutes. Students will inflate their activity minutes if their grade is dependent on achieving 60 minutes. The goal of the assessment is to track the number of minutes and use that information to plan for physical activity.

Formative assessment & teaching tips. Challenges exist for students to track physical activity accurately. There is a tendency to over-‐ or under-‐estimate time (“What is 10 minutes of physical activity?”) and/or the intensity of the activity. Be sure students clearly understand what is physical activity and the types of activities that are physical activity (e.g. “Are video games physical activity?”). One way to combat this is to complete the assessment a number of times. The summative assessment should take place after the students have and understanding of what constitutes physical activity and the different levels of intensity.


Implementation ideas. Teachers should divide the worksheet into the categories of current, possible and my plan. It would be helpful to complete all of the “current” activities when completing Standard 3, Benchmark A. Students would simply list the current activities they are using to achieve at least 60 minutes of physical activity each day. Students would then list possible activities, and then the activities that will be a part of their plan. After listing the activities in “my plan,” students will then map out when and what physical activities they will participate in each day. Prompt students to edit the activities in “my plan” if they do not


realistically fit into the daily schedule. Another option is for students to star the activities that do not fit in the daily schedule as alternative activities to either provide variety or fill an opportunity for additional activity. Prompt students to provide specific aspects and barriers to implementing the plan. This could be physical environmental aspects (access to parks, trails, etc), social aspects (friends, family) or responsibilities (work, school, athletics, etc).

Teachers have modified the worksheet to target specific categories of the pyramid. For example, they may have an exit slip that only includes aerobic activities and everyday activities or they may just complete those two areas in one class. If the entire worksheet is completed at one time students may become fatigued and not perform as well as they could.

When analyzing the community physical activity opportunities the teacher can provide some suggestions for resources for students to explore. Another suggestion is to explore the “possible activities” for this part of the project. Another suggestion is to bring in representatives from community physical activity resources to share what they might have available to your students.

Formative assessment & teaching tips. Many teachers have stressed the importance of incorporating the categories of the pyramid within their teaching. For example during an introduction to a basketball lesson students were asked what category in the pyramid the game could be included. Teachers have also used this as a formative assessment to help students understand what is physical activity to assist in the accurate recall of physical activity.

When planning a curriculum, consider the opportunities that Standard 3, Benchmark B provides your students to learn about themselves and physical activity. Allow opportunities for students to track physical activity, plan and reflect throughout course. Try to make connections with the Standard 4B and Standard 6AB to encourage students to be physically active.


Standard 4

Implementation ideas. The Presidential Youth Fitness Program utilizes the FITNESSGRAM and the PYFP website provide a great resource (http://www.presidentialyouthfitnessprogram.org/resources/index.shtml) for teachers to gather information on testing procedures, criteria for the Healthy Fitness Zone and additional information about the assessment. Also the Presidential Youth Fitness Program provides a data sheet if the FITNESSGRAM software is not being used. After entering the data, teachers will need to use the HFZ Standards Chart to determine if the student has achieved the HFZ.

Each component assessment will be addressed:

Aerobic Capacity: Either the PACER, walk or mile run can be used to assess aerobic capacity. The HFZ is determined using the calculation of the VO2max. Fitnessgram provides an excel sheet that can automatically calculate VO2max if a student’s gender, height and weight are entered into the data sheet. Download the FITNESSGRAM Score sheet for assistance. If BMI is not available there are three other options: provide information to teachers, parents and administrators as to the value of collecting the height/weight data used for the calculation of BMI. If the BMI data collected for the assessment does not have to be shared with the teacher or student if concerns exist, it would only be used to calculate the VO2max. A final option is to utilize the following formula: VO2max=32.57+(pacerlaps*0.27)+3.25*(gender)+0.03*(gender). In this formula genderfor females = 0, and males =1.

Muscular Strength & Endurance Upper Body: The push-‐up test is the primary test used. Please follow the directions for implementation from the ODE information and the FITNESSGRAM information. Many teachers utilize peers to record the final score and to count the number of errors. Teachers observe the performers and identify errors when present.

Muscular Strength & Endurance Abdominals: Please use the information provided by ODE. Similar to the push-‐up test, use peers to record repetitions and errors. The teacher will identify errors.

Flexibility: Many teachers use the Backsaver Sit & Reach. Please be sure to follow procedures for implementation and be sure the muscles are warmed-‐up before completing the test. It might be helpful to have flash cards or a list of procedures at the station for students to refresh their memory. Also, this might be a low-‐intensity activity that could be performed as a station within a lesson of other high intensity activities.

An alternative fitness assessment that is aligned with the FITNESSGRAM is the Brockport Fitness Assessment.


Formative assessment & teaching tips. Complete each component of the assessment. Be sure to practice the procedures of each test to allow students to feel comfortable and competent to complete the test.

Cardiorespiratory: Students will participate in activities that develop the concepts and principles of pacing (e.g. the relationship between intensity and duration is addressed in Standard 4, Benchmark B). Students will participate in activities to regulate the intensity of the activity including: jogging, walking, games and activities. Muscular strength & endurance (upper body): Provide demonstration of correct for the 90-‐degree push-‐up. Provide opportunities to practice the skill during warm-‐up or lesson content. Also provide plenty of practice to develop the supporting muscles in the core area (e.g. plank) to maintain correct body position. Muscular strength & endurance (abdominals): Provide demonstration and practice the curl-‐up assessment. Students should practice correct form and practice recognizing incorrect curl-‐up form. Flexibility: Regularly practice stretching techniques. Practice using the Sit & Reach test and equipment (box). Students can self-‐ and peer-‐assess to track progress or assess form.

Formative assessment & teaching tips. Complete each component of the assessment. Be sure to practice the procedures of each test to allow students to feel comfortable and competent to complete the test.


The ODE worksheet provides the template for Standard 4B. One suggestion is to complete the worksheet in parts. First the students must have FITNESSGRAM (Standard 4A) data to describe their current performance and set goals. When setting goals it is important to provide an example of a SMART goal. An example of a rubric develop to help students write effective goals:

Criteria 3 2 1

S Very specific, Clear goal

Not enough Information

No goal Very unclear

M Shows how to measure

Hard to tell what’s being measured

Not able to measure

A Worked above comfort zone

Worked at comfort zone

Worked below comfort zone

R amount of effort shows your goal is important to you

amount of effort shows your goal can be more challenging

amount of effort shows your goal is not important to you


T Able to achieve goal in time given

Need to adjust goal to fit the amount of time given

Did not use time given effectively

The second part of the assessment is planning activities to develop each area of health-‐related fitness. When completing the exercises a student does not have to complete each row (or exercise) available for each category to earn “advanced.” The information should demonstrate an application of fitness principles. It may be necessary to provide some additional information about intensity for cardio (how to measure intensity) and muscular strength & endurance (reps, sets, and intensity). For question 4 (“When within your week will you complete your exercise plan?”), students must align the number of days identified within the table to what in question 4. It may be necessary to expand this size of this table. For questions 5 and 6 students should be reminded to be as specific as possible when identifying barriers and helpers. Spend time in lessons discussing and identifying common challenges and also helpers to implementing a fitness plan.

Formative assessment & teaching tips. Formative assessments should target the knowledge of fitness principles and concepts. These formative assessments might be short written tests or exit slips to be sure students possess knowledge of the concepts/principles that will be applied when developing the fitness plan. Also provide opportunities within the program to practice and perform a variety of fitness activities that can be used as a part of the fitness plan. Provide opportunities for students to reflect on the role social and environmental factors play on the implementation of a fitness plan.

Standard 5


Implementation ideas. Particular activities might provide additional opportunities for students to demonstrate personal responsibility more frequently or in advanced settings (e.g properly use equipment in the weight room, cycling or softball; trying your best in a new or difficult activity). One aspect to remember when scoring students is a student can score a “3” or “advanced” by consistently demonstrating a level 2 during each time the student is assessed.

Formative assessment ideas & Teaching Tips. Standard 5A is a formative assessment that eventually results in a summative rating, that is the frequent assessment of self direction and safety result in a final rating for Standard 5, Benchmark A. Continue to provide feedback to students about their social responsibility behavior including: charts, comments a bout behavior, scenarios and checks for understanding.

Personal responsibility (Standard 5, Benchmark A) is taught through engagement in activity, thus there is no specific content for this benchmark. Safety and self-‐direction can be demonstrated while participating in the content selected for Standards 1 and Standard 4. Awareness talks are brief


discussions to focus students about their responsibilities for the day. Awareness talks and debrief sessions are not just limited to Adventured or Experiential Education, they can be utilized for all content (sports, dance, fitness) within physical education.

Demonstrate personal responsibility. Show how to properly use equipment, space, etc. Demonstrate how to move and interact in a safe manner. Provide examples of what each level of the rubric might look like in the activity. Standard 5, Benchmark B

Implementation ideas. The assessment is a rubric teachers will use to observe students’ social responsibility. The three categories that comprise the rubric should be observed in activities that would offer students the opportunity to demonstrate the behavior. Standard 5B can be assessed daily, but it might not be that each category is assessed every day. Some lessons are more conducive to respecting others while others align with cooperation. Cooperation, respecting others and fair play requires students to work with another person or a group of people. To demonstrate “fair play” students should be participating in a competition or game. To earn “advanced” in each category, students demonstrate behaviors without guidance or prompts, but also by consistently demonstrating proficient behaviors.

Formative assessment & teaching tips. Standard 5B is a formative assessment that eventually results in a summative rating, that is the frequent assessment of self direction and safety result in a final rating for Standard 5, Benchmark B. Continue to provide feedback to students about their social responsibility behavior including: charts, comments about behavior, scenarios and checks for understanding.

Social responsibility (Standard 5, Benchmark A) is taught through engagement in activity, thus there is no specific content for this benchmark. Respecting other, cooperation and fair play can be demonstrated while participating in the content selected for Standards 1 and Standard 4. Awareness talks are brief discussions to focus students about their responsibilities and expectations for behavior for the day. Awareness talks and debrief sessions are not just limited to Adventured or Experiential Education, they can be utilized for all content (sports, dance, fitness) within physical education.


Examples of Standard 5AB Behaviors for each level of performance (Merrin Richardson)

Classroom Examples

Team Sports/Fitness: 1=Limited Arrives to class late and unprepared Does not fulfill Sport Ed team role and responsibilities Does not stay with team during warm ups and game play Argues calls during team play, always in conflict with others Does not follow teacher instructions

During ultimate Frisbee game, throws Frisbee away from opponent on a turnover. Unsportspersonlike behaviors Not running full laps around track but cutting across the courts: cheating

3=Advanced Helping out others in the weight room (offering to spot, teaching new lifts) Making sure the uncoordinated student on the team gets

opportunities to be in game play. Working one-‐on-‐one with the unathletic player to build skills and confidence. Demonstrating good sportspersonship at all times

Personal Training/Fitness: 1=Limited: Arrives to class late and unprepared Does not participate in warm ups, but sits there and talks with friends Gives little effort in warm ups Sits off to the side, constantly off task Makes inappropriate comments to/about others Disrespectful to teacher or peers, talks back Does not care for fitness equipment Poor track etiquette (crosses lanes, stops abruptly in lane, falls out on track) 3=Advanced Arrives to class on time and prepared Gives 100% participation Helps others who might be struggling with an exercise, motivates Respectful to teacher and peers Stays on task Cares for equipment


Dance/Fitness Class: 1=Limited Arrives to class late and unprepared Does not participate in warm ups, but sits there and talks with friends Gives little effort in warm ups, skill work, and group choreography Sits off to the side, constantly off task Makes inappropriate comments to/about others Disrespectful to teacher or peers, talks back 3=Advanced Arrives to class on time and prepared Gives 100% participation Helps others who might be struggling with a skill Respectful to teacher and peers Stays on task

Standard 6

Standard 6AB

Implementation ideas. The Standard 6 assessment for Benchmark A and B is summarized together as it is one task that is evaluated using two different rubrics. Students select an activity or physical activity in general. Students then “sell” the activity to another person in creative and effective ways. In Grades 9-‐12 the marketing campaign might include a drawings, brochures, Powerpoint or videos. The available resources will dictate the amount of technology used in the presentation. At the completion of this section is an example of providing structure to a presentation that will include technology (Merrin Richardson). Provide sufficient time in class for students to plan and design their presentations, but if students want to exceed the minimum expectations they can use their time outside of class.

Take advantage of the opportunity the Standard 6 assessment provides to market your program and physical activity to students, teachers, administrators and community members. Many teachers have had great success by posting the projects around the school or on the program’s website. Another suggestion is to present these projects in a science fair format where students and visitors will visit other presentations. This is a great way to share the physical activity opportunities available in the community and to make a clear connection to Standards 3, Benchmark B and Standard 4, Benchmark B.

Scoring the assessment is much easier if Benchmark B is assessed first, then Benchmark A. Benchmark B includes the reasons for valuing the activity. Without specific reasons it would be difficult to score at a high level for Benchmark A.

Formative assessment and teaching tips. Provide frequent formative assessments through check for understandings or short assessments. Go beyond asking if students enjoyed the activities, but why would they enjoy (or not enjoy the


activity) using the specific categories from the assessment (fun, social interaction, health, challenge and self expression).


Task: Marketing Campaign for Physical Activity

Names: _________________________ __________________________ _________________________ __________________________

Directions Create a marketing campaign for physical activity in general or your favorite physical activity. The goal of your overall campaign is to motivate and encourage others to participate in physical activity or your favorite physical activity outside of school in order to help them lead healthy and active lifestyles. Use this checklist as you work through the assignment to ensure that you have met the requirements upon completion. Your group must: ____ Select a physical activity to promote: ___________________________________ ____ Agree on method of presentation: ___________________________________ ____ Plan out the presentation and complete the outline that will follow

• This outline will also require that you include in your presentation multiple, specific reasons (health, self-‐expression, social interaction, challenge, enjoyment) why you value your activity

• Attach the complete outline and a work cited page to this form ____ Final script included if using a video ____ Works Cited page ____ Practice your presentation. Be ready to present! If you have completed this checklist, please sign on the line below and submit required materials. By doing this, you are confirming that the assignment is complete and ready for presentation. ________________________________ _______________________________ ________________________________ _______________________________


Thanks to Merrin Richardson (Twinsburg Schools)

Task: Outline and Guide (Part 1) Marketing Campaign for Physical Activity

Names ______________________________ ______________________________ ______________________________ ______________________________

Directions

Use this outline to help you plan for your pictures, video clips and presentations. Be sure to encourage others to participate in your activity in creative and effective ways throughout your presentation (in your pictures or videos). Also, be sure your presentation explains multiple, specific reasons why someone should value your activity. You must have resources to help support your information in regards to the importance, benefits, and factors that lead to the enjoyment of the activity. Be sure to keep track of these because an MLA Works Cited page will be a required part of the final presentation.

1. How do you plan on encouraging others to participate in your activity?

2. Explain multiple, specific reasons (health, self-‐expression, social interaction, challenge, enjoyment) why you value your activity.

3. What resources do you have to support your information? (Research may need to occur at home)


4. Turn this information into a production! How will you present this information?

Part 2 Marketing Campaign for Physical Activity

Directions: Plan out your production. Remember, you need to encourage others to participate in your physical activity and include the reasons why someone should value your activity. Be sure to answer all of the questions thoroughly, as they are intended to help you plan out all of the elements of your presentation. If you choose to use a video, be sure to plan out and include a final script to go with it. Final presentation and correlating papers are due Monday, November 5th. 1. What will be your method of presentation?

2. Do you feel that your group has any weaknesses in regards to the technology

portion of this assignment? If so, where do you think you might need help?

3. In order to set up an account with Prezi or Glogster, you will need a personal email account. What email address do you plan on using, and whose is it?

4. Responsibilities (report who is responsible for each area below): a. Electronic equipment: b. Filming/taking photos: c. Music elements: d. Editing: e. Performing/narrating:

5. Production Elements:

a. Will you be using pictures or videos? Will they be your own?

b. Do you know how to take pictures or videos off of your phone? Have you done it before?

c. List what you are taking pictures/video of and who will be in them:


d. What equipment do you need (be specific) for you pictures/videos?

e. What music elements do you plan on using? Where in the

presentation will you use them?

f. If you are doing a video, you must plan out a script on a separate piece of paper. Please include who is speaking and what they are going to say. You MUST submit your final script with this outline.

6. MLA Works Cited Page:

a. Gather your resources and be sure to include a Works Cited page using the MLA format. If you are using Prezi, your Works Cited needs to be included in your presentation. If you are using Glogster, you need to submit your Works Cited page in with this packet.


Data Collection and Reporting

The ODE data sheets are organized into four categories: Benchmark Data Sheets (data for the specific assessment), Benchmark Totals (number of advanced, proficient and limited students for each benchmark), Student Totals (how each student has performed on each benchmark and an overall rating of advanced, proficient, and limited), and Data for ODE (the number of students rated at advanced, proficient and limited). The Data for ODE is the only data reported to ODE. The remaining sheets should be stored within the district, the district should decide the appropriate mechanism to store the data and for how long to keep the data. Remember data is only to be reported for the 2012-‐2013 year, data should not be kept and then reported in 2013-‐2014. Even though a student does not have data for each benchmark, the data must be reported using the procedure below.

Preparing the Data for ODE worksheet. The Data for ODE sheet will only work after following these steps:

1. Unlock the worksheet. Depending on your version of excel it can be completed by finding the reviewing toolbar and then clicking the button that looks similar to a pad lock.

2. Clear the appropriate cells or columns that does not include data. The data might not be present due to an absence, injury or withdrawal from school or the course. The data might also be cleared because the assessment was not aligned to this year (e.g. An eighth grader might not have data for Standard 4B because it is assessed in 7th grade).

3. Please DO NOT edit the final two columns, as it will erase the formulas needed to determine the Data for ODE.

Each district should have a K-‐12 curriculum in place with an assessment plan that outlines a timeline to implement the assessments within each benchmark. It is the expectation for a district that the Benchmark Totals Sheet will have data for each benchmark each year. A student must complete all of the benchmarks by the end of the grade band (which in some situations the student may be reported two or three times).

grade 9-12 summary

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