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.
I will take each class over to the playground. I will have two, or three students
begin my pre-assessment. While the other students will be given time to play on the
playground. The pre-assessment will include students underhand tossing with both
hands using a kick ball. As well as tossing and catching using one hand with a bean
bag. I will record how many times students are able to catch out of five as well as mark
which cues are lacking on either the toss/catch. I will then record what each student
needs to work on. My basesline data collector will be the chart that I create to record
how students do during the pre-assessment. This will allow me to see how the overall
class is doing so that I can create activities that will allow all students to benefit. I chose
to use the chart because it is very simple to use and fill-in, and especially being in

physical education class where I am always moving around. I do not want to pull my
students away simply to test so it was nice to use the chart because I only had to fill in a
box to record their data. I did not have to write a lot for each part of the test so I moved
through classes rather quickly. The strengths of this tool are that it is effective in PE due
to the active nature of the course. I did not have to write a lot while testing which
allowed the testing to run smooth. Another great thing about this tool is that I can focus
more on the student outcome rather than the criteria because I have short description of
each part of the test. Lastly, the chart made it easy for me to calculate students
averages on their tosses/catches as well as the overall class average for the toss and
catch. I would say a weakness of the chart is that I was not able to be specific about
what students needed to work on. I could only put a few words to describe what was
needed to be worked on. After conducting the pre-assessment I can conclude that the
class overall is very skilled. I was very impressed with the overall students outcomes. I
would like to note that students did not have any type of prep before this test.

It is clear to see that this class is very skilled. However, there are a few outliers which
fall at 40%. Knowing that I do have some students that fall below the 60% success rate I

will make my lessons so that the more skilled students are challenged and the ones that
are working on certain skills can learn and experience success.

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).
After viewing the data for the pre-assessment I want my students to be able to
apply their skills when playing an actual game. They do very well while remaining
stationary when tossing and catching, but I want to test how they wil be able to toss and
catch when in an unpredictable setting such as a tag game, or even a simple kick ball
game. I will start off with simple activites and progress as students become more
familiar with the components of the skills. I had to take into account the ablility of the
class as a whole. When looking at the chart it is clear to see that they are very skilled
second graders. I knew after looking at the pre-assessment chart that I would have to
create more in depth lessons with more challenges, and extensions for this class. After
reviewing the pre-assessment I plan on providing students with multiple ways to
improve their tossing and catching. For my lessons I will start off with more direct
instruction to ensure that students are undetstanding the cues/technique of the skills. I
will gradually let students work with partners on more skill oriented tasks as well as I will
provide the students with stations that will allow them to work on their overall individual
performance. Being that the class is very skilled I know that I can increase the difficulty
in order for students to stay engaged as well as I will give them a lot more time for their
own independent work with stations. I did not have to spend a lot of time going over the

skill components because of the high ability of the class overall. As I went throughout
my lessons I did notice there were times when I did have to provide more individualized
instruction for some students which allowed me to see which students are at lower
levels than others.
As I looked forward in my planning I wanted to keep the activites fun and
exciting. I did not want to bore my students with the same activities. During my planning
I noticed that all the students were used to catching round shaped balls and bean bags.
So in order to challenge my students I created activities where they were tossing and
catching objects that were not the norm. For example, I created a tossing relay for the
students which was called Throw and Go. They had to throw their item to a
designaged area and then run it back to their team. I used objects such as plastic fish,
dogs chew toys, and rubber animals (chicken and a pig). This was a great activity
because my students were not expecting to throw a rubber fish that day in PE so it
really helped to peak their interest. I also liked this activity because it challenged the
students on how they would hold the object in order to produce a succesful toss. Along
with activites such as this one I also knew I would have to gradually provide the
students with more challenging catching activites. After the students practiced tossing
and catching to themselves I introduced an activity called Partner Pass. This activity
allowed students to work with a partner while they were tossing and catching. The
students would start from two spots marked on the floor. With every successful
completion of five consecutive catches one partner would take a step back. This
gradually made the distance longer with every five tosses. The students really enjoyed
this because it was challenging. Every students wanted to move back farther, but in
order to do so they had to concentrate on their own toss and catch. This also was a
great time when the students worked together to encourage one another.

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?
After viewing my bar graphs I only had one student that did not do better than
their pre-assessment. That does not mean this student did not learn and progress. I
suspect that this student simply had a bad day. Overall, the entire class did better, or
stayed the same. Some students scored the same on both tests because on both the
pre and post assessments they scored a complete 100% success rate. After taking a
deeper look into the comparisons I noticed that many students increased their

percentage by 20%. However, on the two hand kick ball toss and catch I did have one
student increase from 60% to 100%. I am very pleased with the results that my class
provided for the three week unit.
After having time to reflect I do think that my students truly enjoyed the activites.
That is very important for me because I took a lot of time to think about activites that
they would enjoy and benefit from at the same time. The timing of the pre and post
assessment was great. I did not have to take any extra days from class to perform the
test. During my lessons I was able to relate my instruction to other sports since most of
my class played sports outside of school. During instruction I was able to use many
student demonstrations as well as I was able to ask guided questions which allowed me
to get the students thinking without me having to tell them the answer right away. There
are things that I would change about this unit. I do think I should have challenged my
students more at the beginning of the pre-assessment. After looking back on it I do think
it might have been too easy, but in reality they did not have any practice or preparation.
Throughout my lessons I emphasized a lot on the catch when talking about cues. My
students did learn the cues of catching by the end, and they were very skilled at doing
so. However, when I had my students working on the toss it was a little different. I now
realize that the students did very well with swing their arm and following through with
smaller objects, but when using two hands to toss a kickball the students did not swing
their arms and follow throught. They were so focuesd on catching the bigger object they
forgot about the cues in order to have a successful toss. If I were to do this again I
would take more time to make sure my students have more time to toss bigger objects
and work on their arm swing and follow through.
For lessons to come I will break up the toss and catch into two different units.
Even though these skills go together they should be broken up and focuesd on one at a
time. This would help the students focus more on one than have to think about both.
Overall, this unit was great. The goal of this unit was definitely achieved. By the end of
the unit they were able to catch and toss in many different situations. Students were
able to be successful in many unpredictable situations and games. Even by looking at
the graphs it is clear that the goals were achieved. All of my students increased in at
least one type of toss and catch.

SAPA
Teacher Candidates Name: Ryan Armstrong
School: Clymore Elementary

Cooperating Teacher: DavidStewart

Subject/Grade: Health and Physical Education

School Year: Fall 2016

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
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.

I am completing the SAPA for a first grade class. There are 19

students in the class. Out of the 19 there are 9 female and 10
male students. All students are local to the area and have lived
here since they started school as well as this class is 100%
Caucasian. I have not noticed or been notified of any learning
disabilities, or unusual circumstances. However, I have noticed
that 4 students do exhibit types of speech impediments. As I
work through my pre-assessment I can note that the students
in this class all have a high ability level. The average score for
the class in each category is around 70% which is higher than I
would have expected.
I will be conducting a 4 week unit for catching and tossing for
kindergarten, first, and second grade. This unit will focus on
cues specific to tossing and catching. After viewing the preassessment for all the classes this unit will be great for all
students to improve their gross motor skills. As I work to create
my lessons I will be using the NASPE standards. These
standards are:
Standard 1 - The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies
knowledge of concepts, principles, strategies and tactics
related to movement and performance.
Standard 3 - The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a healthenhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits
responsible personal and social behavior that respects self and
others.
Standard 5 - The physically literate individual recognizes the
value of physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
It is important to realize that these standards have been put in
place so that I can teach my students to be physically literate
individuals. My lessons will be created so that they match up
with the five standards.
Following the NASPE standards there are also SOL
standards that I will comply with. The following SOLs are
going to be the focus of this unit:
1.1

The student will demonstrate approaching mature form

and the correct critical elements (small, isolated parts of
the whole skill or movement) of locomotor, non-locomotor,
and manipulative skills.
a) Demonstrate approaching mature forms (at least two critical
elements) for use in manipulative skills (e.g., rolling ball

III. Baseline Data

What is shown by the current
pre-test assessment data?

underhand to target, underhand throw to targets, underhand

toss and catch to self and with a partner, dribbling with hand in
general space, dribbling with foot, kicking stationary ball to
target, striking stationary object with hand or with short-handled
implement, throwing underhand, volleying object upward with
various body parts).
b) Demonstrate at least two critical elements for the
manipulative skills of catching, throwing underhand, striking,
dribbling, and kicking, while moving
The standards above are for first grade students.
After viewing my pre-assessment for the first grade class I can
conclude that my students are very skilled. In my assessment I
observed students tossing and catching a kickball and a bean
bag. All students on both types tosses/catches scored at least
60%, which also comes out to be 3 out of 5 successful tosses
and catches. As I look at the data it shows to be promising for
my future lessons. I will be able to create activities that are
more challenging for these students in order for them to excel
to proficiency. Each lesson for the future will be geared toward
practicing tossing and catching, and also making sure that
students are using the correct cues for each motor skill.

IV. SMART Goal (Specific, Measurable, Attainable, Results-oriented, Timely)

Goal
Observable Behavior
Criteria
Students will be able to
effectively toss and catch in an
authentic setting.

I will be walking around

the gym/outside during
activites to observe
student behavior. When
necessary I will provide
help with skilled
movements.

The criteria for this

goal are the cues
that align this
manipulative skill.
Cues:
Arm back
Step to Target
Follow through
Eyes on target

Measuremen
t
I will measure
students
success by
comparing my
pre/post tests
along with the
graphs I have
created.

SMART Goal Statement: By the end of the three week unit the goal is for my students to be able to
catch a variety of objects varying in size and shapes as well as distances. Along with catching the
objects I will aim to have my students underhand toss using the correct cues. All of which will occur
in an authentic setting such as a tag game that involves those components.
V. Means for Attaining Goal
Strategy

Evidence

Target Date

I will use a variety of balls that

vary in size. This will help
engage the more advanced
students, and also help the ones
that are struggling.

I will observe all

students as I introduce
the different objects. I
will see which objects
are easier to toss and
catch and which ones
they are struggling with.
As I begin each lesson I will start I will give students time
off by seeing if the students know to think about what I
the cues withouth telling them
have asked. I will wait
right away. I will ask guiding
for many of them to
questions as well as provide
raise their hand to
hints to aid in their recall of the
answer. I will also make
cues.
a point to ask different
students each time I
have them in class.
I will partner students up with
As I begin instruction I
other students that have the
will start off by breaking
same ability levels. This will help students into groups, or
students to challenge one
partners. I will observe
another with someone that
the groups work
compares to their to their
together and provide
abilities.
challenges and
extensions when
needed to further
challenge them.

September 30th, 2016

September 30th, 2016

September 30th, 2016

Student Academic Progress Assignment Rubric

CATEGORY

EE (4)

ME (3)

DE (2)

DN (1)

TOTAL

I. Setting

Thorough and clear

description of the population
and special learning
circumstances of your
students.

Complete description of
the population and
special learning
circumstances of your
students.

Brief description of the

population and learning
circumstances of your
students.

Very brief
description of the
population and
learning
circumstances or not
included

__ x 1 = ___

II. Content/
Subject/ Field
Area

Clear description of the

content, subject, and field
area. Includes all relevant
SOLs or National Standards

Complete description of
the content, subject, and
field area. Includes all
relevant SOLs or
National Standards

Brief description of
content, subject, and
field area. Some SOLs
or National Standards
included.

Very brief
description of
content, subject, and
field area and/or
SOLs or National
Standards or are
missing.

__ x 1 = ___

III. Baseline
Data

Clear description of baseline

data and thoughtful analysis
of the results.

Complete description of
baseline data and
analysis of the results.

Brief description of
baseline data and
limited analysis of the
results.

Very brief
description of
baseline data and/or
analysis of the

__ x 1 = ___

Part A: Chart

results.
IV. SMART
Goal Statement

Includes a strong goal

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.

A complete goal
statement is provided
that is appropriate for the
content area, grade, level
and students.

Weak goal statement

provided.

Very weak goal

statement or
statement not
included.

__ x 1 = ___

Very clear and insightful

description of student
results; including clear
analysis of strengths and
weaknesses of assessment
and possible contributors to
results. Excellent graphic
representation (ex. bar
graph) of each students preassessment data included.

A complete description
of student results are
including some analysis
of strengths and
weaknesses of
assessment with possible
contributors to results.
Graphic representation
(ex. bar graph) of each
students pre-assessment
data included.

Brief description of
student results are
including limited
analysis of strengths
and weakness of
assessment. Weak
graphic representation
(ex. bar graph) of each
students preassessment data
included.

Very brief
description of
student results and/or
missing analysis
and/or incomplete
graphic
representation or preassessment data.

__ x 4 = ___

VII. Means for

attaining the
goal

Clear and thorough

description of goals and
well-constructed plans for
instruction. Includes
thoughtful justification for
teaching strategies used.

Description of goals and

plans for instruction.
Includes justification for
teaching strategies used.

Brief description
overview of goals and
plans for instruction.
Limited justification
for teaching strategies
used.

Very brief
description and/or
missing goals and/or
plans for instruction.

__ x 4 = ___

VIII. PostAssessment
Analysis

Very clear and insightful

description of student
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 postassessment data included.

A complete description
of student results
including some
possible contributors to
results. Individual
student results analyzed
based on teacher selfevaluation; adequate
insights; adaptations for
future teaching
articulated and
appropriate. Graphic
representation (ex. bar
graph) of each students
pre-assessment and postassessment data
included.

Brief description of
student results
including; limited
analysis of cause;
teacher self-evaluation
but does not show
insight. Weak graphic
representation (ex. bar
graph) of each
students preassessment and postassessment data
included.

Very brief
description of
student results and/or
missing analysis
and/or incomplete
graphic
representation or preassessment and postassessment data.

__ x 4 = ___

All components of the BC

lesson plan complete, clear,
and appropriate; clearly
represent planning based on
pre-assessment results and
formative assessment
throughout.

All components of the

BC lesson plan
complete, clear, and
appropriate; attempt to
utilize pre-assessment
results and formative
assessment.

Plans included; plans

need more detail and/or
clearer connection to
pre-assessment results
and/or clearer
formative assessment
throughout.

Incomplete lesson
plans; unclear; no
evidence of
assessment data.

__ x 4 = ___

Part B: Reflection
V. & VI. PreAssessment
Analysis

Part C: Lesson Plans

IX. Lesson
Plans

Overall

Writing Mechanics

No grammar, spelling or
mechanics errors. Sentence
structure is varied and
appropriate.

Very few grammar,

spelling or mechanics
errors. Sentence structure
is appropriate.

Several grammar,
spelling or mechanics
errors. Weak sentence
structure.

Grammar, spelling
and/or mechanics
errors throughout.
Includes sentence
fragments and/or
other syntax errors.

__ x 1 = ___

Overall Quality
of Assignment

Provides work of the highest

quality.

Provides quality work.

Provides work that

needs improvement.

Unacceptable.

__ x 4 = ___

Total (out of 100)

A score of 75 or higher must be achieved to pass this assignment - Any category with a DN must be revised