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Student Academic Progress Assignment

Background: The Virginia Department of Education mandates that all teacher education programs provide information on the
documentation of student learning by their student teachers. Therefore, we require each student teacher to document students
learning once during their student teaching experience. This documentation involves assessing each classroom students content
knowledge of a skill, concept, idea, view, or theory before it is taught and then assessing the students learning as a result of
his/her teaching. The following is a template for the documentation of student learning. This model is currently the sample of
goal setting for student academic progress provided by the Virginia Department of Education. Many local school districts use a
variation of this assignment.

Part A. Chart
I. Setting: Describe the population and special learning circumstances of your students (Ex.
number of students, gender, ethnicity, academic levels, ability grouping).
II. Content/Subject/Field Area: Choose a unit of instruction (at least 3-5 lessons). Describe the
area/topic addressed based on learner achievement, data analysis, or observational data. State
SOLs or National Standards.
III. Baseline Data: What is shown by the current pre-test assessment data?
IV. SMART Goal Statement: Describe what you want learners to accomplish.
(Specific, Measurable, Attainable, Results-oriented, Timely)
V. Means for Attaining Goal: Overview of the strategies you will use to accomplish the goal(s).

Part B. Reflection
VI. Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.
VII. Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pretest. Include the teaching strategies used and include a justification
for your instructional decisions. How did the results inform your instructional planning? Be
specific. This should be an expansion of part V (above).
VIII. Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?

Part C. Lesson Plans and Supplemental Materials

IX. Include complete Bridgewater College format lesson plans (at least 3-5) that directly relate to
the goals and objectives. Include a copy of any supplemental resources (ex. assessment, key,
worksheets) you used to assist students in this unit but do not include individual student papers.
A score of 75% or higher must be achieved in each category to pass this assignment - Any category with a DN must be revised

SAPA
Teacher Candidates Name: Shannon Strosser
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School: Linville-Edom Elementary Cooperating Teacher: Sherwin Tusing

Subject/Grade: Elemntary Physical Education School Year: 2017

Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter
information electronically into the cells (the boxes will expand to fit the text).

I. Setting
Number of Students: 14
Female: 9
Male: 5
Ethnicity:
Hispanic/Latino: 3
Not Hispanic/Latino: 11
Academic Levels:
Two students were retained
One is repeating first gade
One had repeated kindergarten last year
Two ELL students
For both students this is their first year in America and first time in a formal
school setting
One student speaks Swahilli and the other student speaks Persian
Three students have a TDT(thereapeutic day treament) counselor
The counselor comes into the gymnasium to check up on students and see
how they are doing in a physical activity setting.

II. Content/Subject/Field Area

Subject: Physical Education
Unit: Jumping Rope
SOLS:
1.1.i. The student will demonstrate mature form and the correct critical
elements of locomotor, non-locomotor, and manipulative skills:
Demonstrate consecutive jumps(more than one) with a self turn rope.

The unit is for a first grade Physical Education class. This unit will cover
individual jump ropes skills(single bounce, double bounce, and straddle)
and partner jump rope skills, as well as an introduction to the long jump
rope.
III. Baseline Data The pre-assessment was given on the last day of the recreation unit. The
students were informed of the criteria I was looking for, since the class had
not been formally taught a jump rope unit. The students were given three
criteria: ready position, jump and land. Ready position meant having knees
slightly bent and your elbows in. Jump position was jumping off of two feet
while turning the rope. Land position was landing softly and on the balls of
your feet.

The students were given two practice trials to practice using the jump rope
and were informed that the third trial scores were going to be the scores
recorded. Also, the students were informed that the baseline data was just
meant for me to use and plan my lessons for the upcoming jump rope unit.

Currently, 36% of my students can perform all three of the three cues for
jump roping.
IV. SMART Goal (Specific, Measurable, Attainable, Results-oriented, Timely)
Goal
Students will perform at least one more
cue correct on their post-test than they
performed correctly on the pre-test.
SMART Goal Statement:
By the day five of the jump rope unit, at least 70% of the students will perform all three cues of the single bounce jump
rope.
V. Means for Attaining Goal
Strategy
Call and response during instant
activity of walking and practicing the
new step & touch freeze policy.
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Before the pretest was given, my expectations were for only one or two
students to perform all three cues as given since they were not taught a jump
rope unit in previous years. The main cue I expected most students to
understand was ready position. I was uncertain on how many students
would be able to perform the jump and the land cues correctly.
The data from the pre-test shows that five of the fourteen students were able
to perform three out of the three cues correctly. Four of the students were
able to perform two of the three cues correctly. Five of the students were
able to perform one of the cues correctly. When analyzing the data, thirteen
out of the fourteen students in the class were able to perform ready position
correctly. Ten of the fourteen students were able to complete the jump cues
correctly. Most of the students were able to jump off of two feet, but in order
for students to be successful on other jumps it is still going to be highly
emphasized in my lessons. The cue were most students struggled with was
the final cue of landing. Only five of the fourteen students were able to
complete the land cue. In future lessons, my emphasis will be on landing
softly with knees bent on the balls of feet.
Observable Behavior Criteria Measurement
I will use a checklist to Create pre-and-post test Compare
number of cues
observe the students graphs so I can easily
performance using the three assess if all students completed on the
cues of ready made improvement on pre test to the
position(elbows in and knees one cue. number of cues
bent), jump(two feet and completed
little jump), and land(softly correctly on the
on balls of feet). post test.
Evidence Target Date
While students, are Day One-Day Five
practicing the step-touch
procedure. I will ask students
questions that refer to the
three cues we are learning
about for jump rope.
Students will explain and
demonstrate the cues before
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the class starts each day. All

students will be given
opportunity to answer as
well as demonstrate the cues
before they are given a jump
rope. Students will also be
asked questions relating to
why, they should follow
the cues. For example, why
is it better to land softly?.
This way students are
thinking of the reasons
behind the cue and are more
likely to remember the cue.

Assessing students daily to ensure
emphasis on correct cues.
Students will use single bounce jump
everyday.
While students are Day Five of Unit
participating in stations, the
cues will be clearly labeled
on each station sheet.
Students will visually see the
cues. As students are
participating, I can walk
around and assess the
student's progress as well as
provide specific feedback.
Students will be given the Day Five of Unit
practice a single bounce
jump everyday as
individuals. Specific
feedback will be given.
When students move on to,
partner and long jump
emphasis and feedback will
still be given using the three
cues students learned for
single bounce.

Reflection

VI. Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.
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Before teaching, I will assess my students by giving them a pretest. The pretest will
measure how many of the correct single bounce jump rope cues the students can perform when
performing consecutive jumps. These students have not been taught a structured jump rope unit
before. The pretest included three trials: the first two trials were practice trials for the students.
The final trial was the trial that scores would be recorded. In each trial, the students were told to
focus on ready position(knees slightly bent and your elbows in), jump position(jumping off of
two feet while turning the rope) and land position(landing softly with knees bent on the balls of
your feet). If students did not perform all components of each cue correctly they were given a no
for that cue. A checklist was used to assess each student in the three areas, if one part of the cue
was missing the students received a no for that cue. I choose to use a psychomotor test over a
cognitive assessment for the students because I believe that it is important that the student
develops competency in the skill of jump roping. In order for a child to become physically active
outside of the gymnasium, they need to be taught the skills inside the gymnasium.
A strength of the pre-test is that students were given time to practice jumping in open
space, when a student felt they were ready they would place their sticky note on the board and
then continue practicing in self-space. I would approach ready students and have them begin
while the other students were still practicing in self-space. By having all students practicing in
self-space, the student being assessed did not feel like they were on display and were able to jump
not in front of an audience. Another strength of the pre-test, was all students were active while
performing the assessment. Students each had the task of practicing jump rope. My test was
simple and the students knew the expectations of the assessment, but the students also knew the
scores were only for me to help create better and more enjoyable lessons for them. A weakness of
my pre-test was that only trial number three scores counted for the students. In this situation,
students scores did not vary from trial one to trial three but in the future some students may feel
anxious that only one trial scores count. Another weakness of the pre-assessment, was that the
pre-assessment was done in real time meaning that I could miss the use of the cues. If I were to
do the assessment again, I would find technology to use that could record the students so the
students could see themselves jumping rope and so I could assess more accurately.
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The graph above displays that five students performed all three cues correctly when performing
consecutive jumps. This result was shocking since the students were never taught a formal jump
roping unit. Students 2, 6, 9, 12, and 13 each only performed one cue correctly, which shows they
struggled on the pre-test in comparison to their classmates. Students 4, 7, 11 and 14 each
performed two of the three cues correctly. Currently, 70% of students can perform at least two
cues. Overall, I expected most students to be able to perform at least one of the cues correctly.
These results will help me plan extensions, challenges and modifications needed to match the
needs for each of the students.
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The graph above displays the number of students who correctly performed each cue. This graph
allows me to see what cues students struggled with and what cues each student could perform
correctly. Thirteen of the fourteen students performed the cue of ready position correctly. This is
not shocking since we had just reviewed a similar ready position in our tossing underhand unit.
About 70% of students were able to perform the jump cue correctly in consecutive jumps. Only
five of the fourteen students were able perform the land cue correctly. After the pre-test, I knew
my instruction should focus on students learning to land properly and practicing jumping on two
feet.

VII. Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pretest. Include the teaching strategies used and include a justification
for your instructional decisions. How did the results inform your instructional planning? Be
specific. This should be an expansion of part V (above).

By the end of the unit, I want 70% of my students to be able to consecutively perform
single bounce jump roping using all three for the cues learned. Currently, only 36% of the
students are able to perform all cues correctly but 70% of the students can perform at least two
cues correctly. The results show that those students would have to perform one more cue correct
to achieve the goal of all three cues correctly. I want all learners to perform at least one more cue
correctly when performing a single bounce jump rope.
Based on the pre-test, I know that I need to teach and review the cues with the students
every class period. The students needs to understand what ready position, jump position, and land
position look like. Students should be able to explain the importance of each cue and the
reasoning to why as well as demonstrate what the cue looks like. Before the activities of the day
began, when students are standing in step-touch position I will use call and response style
questions. For example, when we are jumping how many feet should we jump off of? I will call
on different students to answer the question. Once students answer the questions, I will ask them
to demonstrate. Great, no everyone show me how to jump on two feet. By using call and
response all students will be able to hear what the correct answer is but by asking students to
demonstrate as well they will be practicing, and I will be modeling the correct behavior in the
front. Also, I will make sure to pinpoint students who are correctly performing the cues so other
students will know who to watch if they are stuggling. Just like I opened the class with call and
response style questions, I would close the lesson asking students similar questions as we were
standing in line at the door. By doing this, it gave more students a chance to share their ideas with
the class.
A teaching strategy I used was stations, the stations gave students a high activity time
with a certain focus at each station. Before students began the stations we practiced the call and
response during our instant activity. When explaining each station, the stations were made to
practice the jumping and and landing cues. At each station, the students had a visual to focus on
and the cues were re-emphasized so the students knew what the expectations were. Even when
explaining the stations we practiced the cues by traveling from each station jumping on two feet
and landing quietly. Throughout every lesson students were practicing jump rope skills without
realizing it. As mentioned above, five students were able to complete all three cues in the pre-test.
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When these students are practicing they were given extensions that allowed them to be challenged
so they would stay engaged. An example of these extensions is, can you jump and spell your
name each jump? can you jump and spell: heart, jump, feet, and other spelling words? An
extension for students who needed the task to become easier was to place the jump rope on the
ground and practice jumping over the jump rope until they were ready to move onto turning the
rope.
The students who were proficient in jump roping were engaged and challenged by these
tasks. The results of the post tests allowed me to plan partners. I placed students who performed
all five cues correctly with students who only performed one cue correctly so the proficient
students could help their classmates . This partner work allowed the proficient students to teach
their partners so both students were challenged and engaged when performing partner routines.
At the end of some lessons, tme was given for students to show the class what fun jump routines
they had come up with. This allowed students to explore their creativity but continue to practice
their jump roping. Even during these short times for student presentations, I reinforced the cues.
Wow, look how softly John is landing on is two feet.. These opportunities for feedback were
written into instruction because I believed the students needed emphasis on the jump and land
cues.
Another strategy used to motivate students was using jump roping in other games and
activities. For students that struggle with jump roping it can be frustrating if the only task is jump
roping for two weeks. A way I kept students practicing jump rope was adding it to tag games and
other instant activities so the students would be motivated. Before these activities we would
review the cues and expectations. As students were jumping I would provide specific feedback
based upon the cues.

VIII. Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?
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The graph above shows the pre and post test results after day five of the jump rope unit.
The data shows that nine students are now able to complete three of the three cues in consecutive
single bounce jump units. The data also shows a one cue improvement for student six, twelve
and thirteen. Overall, ten students made improvements on the cues of single bounce jump roping.
Student three and student eight both performed worse on the posttest than they did on the pre-
test. When giving the post-test, student three was not using the appropriate cues that we had
learned. I beleive this had to do with the language barrier. In previous lessons, student three was
fully capable of performing consecutive single bounce jump ropes. During the post test, I believe
he was landing really hard because he thought he was joking and laughing. The students were
very silly because of all of the fun spring activities they had participated in like the spring play
and egg hunt. But a difference was the other students could hear my expectations but the ELL
student struggled to understand what I was trying to communicate. Student number eight is a
student that had a TDT counselor that comes into the gymnasium to check up on how they are
doing. If this student becomes over stimulated they shut down. The music, excitement spring
break coming up and the difficulty of the task overwhelmed student eight during the post-
assessment. The student knows to say break if they need a break to get water or walk outside
the activity but student eight was not communicating these things. Eventually, student eight
stood up and practiced jumps but did not use the cues I was looking for.
Overall I did not meet my final goal of 70% of students successfully completing three of
the three cues for consecutive single bounce jump ropes. In the end, 64% of students completed
all three of the three cues for the single bounce jump ropes. On the other hand, twelve of the
fourteen students stayed the same or improved their score by one cue.
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The graph above represents how many students correctly performed each cue. By the end
of the unit, all students were able to perform ready position before they began the single bounce
consecutive jumps. Twelve students were able to perform the jump cue and nine students were
able to perform the land cue. Overall, I was pleased that their was student growth in the skill of
the single bounce jump rope. When teaching jump rope again, I would focus more on individual
jump rope skills before moving onto partner and long jump rope. When I was planning, I thought
students would get bored jumping rope all class period so I tried planning other games into the
lesson. In some classes this worked, the students could handle focusing on jump roping as an
add-on to the game but in this class I believe the students lost focus on jump roping in
combination with the other games. In the future, I will always make sure to emphasize the goal
of each theme we are learning and clearly line out students expectations. In my future
gymnasium, in the beginning of the year I will teach students at the beginning of the year a
theme of jumping and landing as a precursor to jump rope. By doing this, I will be aware of the
students current level of proficiency in jumping that will also allow me to better plan for the
jump rope unit. Also, next time I teach jump roping I want to utilize peer observations. I want to
give students the opportunity to fill out a checklist for a partner so each student will have
individual responsibility and can learn to work with a partner. For the pre and post assessment, I
will utilize the technology my school has to offer. Instead of, me doing the assessment in real
time, I want to film the students performing the actions. There as an application called SeeSaw
where I can share the clips with suggestions so during technolgy time the students would be able
to watch themselves jump rope and understand what aspects of the cue to improve upon.

Student Academic Progress Assignment Rubric
CATEGORY EE (4)
Part A: Chart
I. Setting Thorough and clear
description of the population
and special learning
circumstances of your
students.
II. Content/ Clear description of the
Subject/ Field content, subject, and field
Area area. Includes all relevant
SOLs or National Standards
III. Baseline Clear description of baseline
Data data and thoughtful analysis
of the results.
IV. SMART Includes a strong goal
Goal Statement statement appropriate for
content area, grade level,
and students. Goal is
directly related to lesson
plans and is clearly a result
of the pre-assessment data.
Part B: Reflection
V. & VI. Pre- Very clear and insightful
Assessment description of student
Analysis results; including clear
analysis of strengths and
weaknesses of assessment
and possible contributors to
results. Excellent graphic
representation (ex. bar
graph) of each students pre-
assessment data included.
VII. Means for Clear and thorough
attaining the description of goals and
goal well-constructed plans for
instruction. Includes
thoughtful justification for
teaching strategies used.
VIII. Post- Very clear and insightful
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ME (3) DE (2) DN (1) TOTAL
Complete description of Brief description of the Very brief __ x 1 = ___
the population and population and learning description of the
special learning circumstances of your population and
circumstances of your students. learning
students. circumstances or not
included
Complete description of Brief description of Very brief __ x 1 = ___
the content, subject, and content, subject, and description of
field area. Includes all field area. Some SOLs content, subject, and
relevant SOLs or or National Standards field area and/or
National Standards included. SOLs or National
Standards or are
missing.
Complete description of Brief description of Very brief __ x 1 = ___
baseline data and baseline data and description of
analysis of the results. limited analysis of the baseline data and/or
results. analysis of the
results.
A complete goal Weak goal statement Very weak goal __ x 1 = ___
statement is provided provided. statement or
that is appropriate for the statement not
content area, grade, level included.
and students.
A complete description Brief description of Very brief __ x 4 = ___
of student results are student results are description of
including some analysis including limited student results and/or
of strengths and analysis of strengths missing analysis
weaknesses of and weakness of and/or incomplete
assessment with possible assessment. Weak graphic
contributors to results. graphic representation representation or pre-
Graphic representation (ex. bar graph) of each assessment data.
(ex. bar graph) of each students pre-
students pre-assessment assessment data
data included. included.
Description of goals and Brief description Very brief __ x 4 = ___
plans for instruction. overview of goals and description and/or
Includes justification for plans for instruction. missing goals and/or
teaching strategies used. Limited justification plans for instruction.
for teaching strategies
used.
A complete description Brief description of Very brief __ x 4 = ___

Assessment description of student
Analysis results; clear articulation of
possible contributors to
results; individual student
results analyzed based on
teacher self-evaluation;
excellent insights;
adaptations for future
teaching clearly articulated
and appropriate. Excellent
graphic representation (ex.
bar graph) of each students
pre-assessment and post-
assessment data included.
Part C: Lesson Plans, Assessment & Supplemental Materials
IX. Lesson All components of the BC
Plans & lesson plan complete, clear,
Supplemental and appropriate; clearly
Materials represent planning based on
pre-assessment results and
formative assessment
throughout. Strong
assessment with key related
to the taught content.
Overall
Writing - No grammar, spelling or
Mechanics mechanics errors. Sentence
structure is varied and
appropriate.
Overall Quality Provides work of the highest
of Assignment quality.
A score of 75 or higher must be achieved to pass this assignment - Any category with a DN must be revised
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of student results student results description of
including some including; limited student results and/or
possible contributors to analysis of cause; missing analysis
results. Individual teacher self-evaluation and/or incomplete
student results analyzed but does not show graphic
based on teacher self- insight. Weak graphic representation or pre-
evaluation; adequate representation (ex. bar assessment and post-
insights; adaptations for graph) of each assessment data.
future teaching students pre-
articulated and assessment and post-
appropriate. Graphic assessment data
representation (ex. bar included.
graph) of each students
pre-assessment and post-
assessment data
included.
All components of the Plans included; plans Incomplete lesson __ x 4 = ___
BC lesson plan need more detail and/or plans; unclear; no
complete, clear, and clearer connection to evidence of
appropriate; attempt to pre-assessment results assessment data.
utilize pre-assessment and/or clearer Weak or missing
results and formative formative assessment assessment/key.
assessment. Assessment throughout.
and key provided related Assessment
to taught content weaknesses based on
content,
implementation or
other.
Very few grammar, Several grammar, Grammar, spelling __ x 1 = ___
spelling or mechanics spelling or mechanics and/or mechanics
errors. Sentence structure errors. Weak sentence errors throughout.
is appropriate. structure. Includes sentence
fragments and/or
other syntax errors.
Provides quality work. Provides work that Unacceptable. __ x 4 = ___
needs improvement.
Total (out of 100)