# Presentation: 551492

## Physical EducationCurriculum Analysis Tool“Using the PECAT”

**Physical Education****Curriculum Analysis Tool*****“Using the PECAT”***

**Notes:**
Slide 1: PECAT – Physical Education Curriculum Analysis Tool – Using the PECAT

Note to Trainer: Introduce yourself and the presentation 

## Using the PECAT

- Purpose of the *PECAT*
- Organization of the *PECAT*
- Examination and use of the* PECAT*

**Notes:**
Slide 2: Using the PECAT

Purpose of the PECAT 
Organization of the PECAT
Examination and use of the PECAT

Today I am going to discuss the purpose and organization of the Physical Education Curriculum Analysis Tool – the PECAT, and then you will have an opportunity to practice using it.  The PECAT was developed by the Centers for Disease Control and Prevention’s Division of Adolescent and School Health, to help individuals and groups analyze written physical education curriculum. 

## Objectives of the Presentation

- The participants will be able to:
- Describe how the *PECAT* can be used to improve physical education and thereby influence students’ motor skills and physical activity behaviors.
- Use the components of the *PECAT*.
- Discuss how to incorporate the *PECAT* into your professional practice.

**Notes:**
Slide 3: Objectives of the Presentation

By the end of the presentation, you will be able to 
 Describe how the PECAT can be used to improve physical education and thereby influence students’ motor skills and physical activity behaviors. 
 Use the various components of the PECAT, and
 Discuss how to incorporate the PECAT into your professional practice.

## Purpose of PECATSchoolsConduct analysis of written PE curriculumUse results to enhance, develop, or select curriculumDeliver quality PEImprove students’ motor skills and physical activity behaviors

**Notes:**
Slide 4: The purpose of the PECAT 

The purpose of the PECAT is to help schools conduct a clear, complete, and consistent analysis of written physical education curricula.  Then, the results can help schools select a published curriculum, develop their own curricula, or enhance existing curricula to support the delivery of quality physical education in schools.  In turn, this will improve the ability of schools to positively influence motor skills and physical activity behaviors among school age youth. 

## Rationale for the PECAT

- The need to increase student participation in physical activity.
- The school’s role in improving physical activity habits and health of youth.
- Physical education curriculum is the primary means through which schools deliver physical education.1
- No national tool to analyze physical education curriculum.

*Source: Melograno VJ. Designing the physical education curriculum. 3**rd** ed. Champaign, IL: Human Kinetics, 1996. *

**Notes:**
Slide 5: Rationale for the PECAT

There are at least four fundamental reasons for the development of the PECAT :
 Students need to be more physically active. 
 Schools can (and should) help improve the physical activity habits and health of young people by providing quality instruction, programs, and services that promote enjoyable, lifelong physical activity.  
 A high quality physical education program is the cornerstone of a school’s physical activity programming, and a well-written physical education curriculum is the foundation of a physical education program.1
 Although many documents and tools discuss and address high quality physical education, there was no pre-existing tool that allowed users to thoroughly analyze a written curriculum. 

1. Melograno VJ. Designing the physical education curriculum. 3rd ed. Champaign, IL: Human Kinetics, 1996. 

## Organization of the PECAT

**Front Material** includes:
- Introduction
- Instructions

**Notes:**
Slide 6: Organization of the PECAT

The PECAT is organized into 5 sections: The Front Material includes the introduction and instructions for completing the PECAT. (see pages 1 – 9) 

## Organization of the PECAT

**Part 1: Preliminary Curriculum Considerations**
- Physical Education Curriculum Description
- Accuracy Analysis
- Acceptability Analysis
- Feasibility Analysis, and
- Affordability Analysis

**Notes:**
Slide 7: Organization of the PECAT

Part One includes the Physical Education Curriculum Description, which requests basic information about the curriculum (pages 13 – 15); and the Preliminary Curriculum Analyses (Accuracy, Acceptability, Feasibility, and Affordability Analyses), which feature questions to consider about the curriculum prior to analyzing content and student assessment. (pages 17 – 31)

## Organization of the PECAT

**Part Two** includes:
- Content Analysis
- Student Assessment Analysis

**Notes:**
Slide 8: Organization of the PECAT

Part Two includes the Content and Student Assessment Analyses, which feature systems for rating a curriculum on how well it addresses each of the six national standards for physical education. 
The content and student assessment analyses are divided into four subsections that correspond to the grade-level ranges used in the national standards for physical education: K – 2, 3 – 5, 6 – 8, and 9 – 12. (pages 35 – 171).
Each subsection begins with a list of what students are expected to achieve by the end of the identified grade-level range related to each of the national standards. 
These student expectations, developed by the National Association for Sport and Physical Education (NASPE), build the framework of the curriculum analysis process, as they identify what physically educated students are expected to know and be able to do by the end of each grade-level range.
The Content Analyses focus on what is contained within the curriculum across the grade levels, based upon the national standards. The Student Assessment Analyses focus on the existence of age-appropriate protocols for student assessment. 

## Organization of the PECAT

**Part Three** includes:
- Curriculum Improvement Plan
**Appendices** include:
- National Standards
- Glossary
- Resources
- Example of a completed scoring sheet.

**Notes:**
Slide 9: Organization of the PECAT

Part Three includes the Curriculum Improvement Plan, which is a guide for users to examine PECAT results and determine a timeline for addressing the needed changes. (page 187) 

And, finally the Appendices include the National Standards, Glossary, Resources, and an example of a Completed Scoring Card. (pages 191-204) 

## Now, it’s YOUR turn to look at the PECAT!

**Notes:**
Slide 10: Now, it’s YOUR turn to look at the PECAT! 

## Develop an Understanding of: 

- Accuracy Analysis
- Acceptability Analysis
- Feasibility Analysis
- Affordability Analysis
- Content Analysis
- Student Assessment Analysis

***Share your understanding with others!***

**Notes:**
Slide 11: Develop an Understanding

Next, you will take a closer look at the components of the PECAT to develop an understanding of: 
Accuracy Analysis, 
Acceptability Analysis, 
Feasibility Analysis, 
Affordability Analysis, 
Content Analysis, and 
Student Assessment Analysis.  
Then, you’ll share your understanding with your group members.

## Next Steps for Group Activity

- Form groups
- Choose one analysis each:
**Accuracy**
**Acceptability **
**Feasibility**
**Affordability **
**Content**
**Student Assessment**
- Read component

**Notes:**
Slide 12: Next Steps for Group Activity

First, form a small group of 6 people.  
Second - Each group member will choose from one of the following components to read: 
Accuracy Analysis (pages 17 – 19)
Acceptability Analysis (pages 21 – 24)
Feasibility Analysis (pages 25 – 26)
Affordability Analysis (pages 27 – 31) 
Note to Trainer: Each group should choose one grade level for the Content Analysis and Student Assessment Analysis. 
Content Analysis (for grades K-2, see pages 35 – 49; for grades 3 – 5, see pages 69 – 83; for grades 6 – 8, see pages 105 - 119; for grades 9 – 12, see pages 141 - 153 )
Student Assessment Analysis (for grades K-2, see pages 51– 61; for grades 3 – 5, see pages 87 – 97; for grades 6 – 8, see pages 123 - 133; for grades 9 – 12, see pages 155 - 167))  
Third - Each member will read or review the chosen section.

## Next Steps for Group Activity

- Answer “guiding questions” about each of the components/section:
- What is the **purpose**?  What does it provide?
- Who **completes** it?
- What **examples** need to be considered? (For accuracy and acceptability only)
- What **forms** are included?
- How **helpful** is this to you?
- Is it **applicable** to your local situation?

**Notes:**
Slide 13: Next Steps for Group Activity

Fourth – Then, for each section, the group member will answer the questions on the handout titled “Guiding Questions.” You have 10 minutes to do this. 
What is the purpose of this component? What does it provide? 
Who should complete this component? 
For accuracy and acceptability component only: What are some examples of issues or concerns that might be considered in this section? 
What forms are included in this component? 
How might this component be helpful to you in understanding and reviewing curriculum?
Is it applicable to your local situation? 

## Next Steps for Group Activity

- Share your answers to the “guiding questions” with your group
- You have 10 minutes!

**Notes:**
Slide 14: Next Steps for Group Activity

Fifth – when you have completed answering the questions, share your understanding of the component with your group members. You have 10 minutes to do this. Note to trainer: depending on the group process, it may take as long as 15 minutes.

## Review and Clarification

- Let’s review and clarify the sections/components together!

**Notes:**
Slide 15: Review and Clarification

Note to trainer: Use the following slides, if necessary, to clarify any misunderstanding the committee members may have about the analyses.  OR, use these notes (slides 16 to 29) to clarify when group members share their sections, then move onto slide 30.

## Accuracy Analysis

**Accuracy Analysis**

**Notes:**
Slide 16: Accuracy Analysis

The Accuracy Analysis form can be found on pages 17 – 19 of the PECAT. (images of pages from the PECAT)

## Accuracy Analysis

**Accuracy Analysis**

- Assess accuracy of health, medical, and scientific information in the written physical education curriculum.
- Identify inaccurate, unsound, exaggerated, distorted, outdated information, as well as the degree of difficulty.
- Determine what needs to be done to correct the problems.

**Notes:**
Slide 17: Accuracy Analysis

Accuracy Analysis is used to assess the accuracy of the health, medical, and scientific information in the written physical education curriculum.
You will: 
Identify and describe inaccurate, unsound, exaggerated, distorted or out-of-date information; you will also identify the degree of difficulty associated with correcting the problem. 
Identify what needs to be done to correct the problem, and 
Determine if the correction is costly in terms of time or money. 
And, you will determine: 
Are physical and skill activities within the written curriculum represented accurately in charts, graphs, and written text? 
Are the sources of the physical education curriculum content made clear? 
Is the curriculum based on appropriate data and reliable sources of physical education information? 
Are data, information, and sources of information up-to-date? 
Does the curriculum use accurate and appropriate terminology? 
Are information, examples, scenarios, etc. relevant to the students’ lives?

## Accuracy Analysis

- For **Accuracy Analysis**, assemble individuals with expertise and experience in:
- Science of physical education and/or kinesiology
- Science of youth physical activity

**Notes:**
Slide 18: Accuracy Analysis

In order to best complete each section, you will want to include individuals with specific types of expertise and experience on your PECAT committee.  For the Accuracy Analysis, you’ll want someone with scientific expertise in Physical Education and/or Kinesiology, and the science of youth physical activity.

## Acceptability Analysis

**Acceptability Analysis**

**Notes:**
Slide 19: Acceptability Analysis

Acceptability Analysis.  The Acceptability Analysis form can be found on pages 21 – 24 of the PECAT. (images of pages from the PECAT)

## Determine if anything in curriculum is: 
Incompatible with school norms; 
Promotes biased or stereotypical perceptions; or
Is inconsistent with state or school district policies or codes. 

- Incompatible with school norms;
- Promotes biased or stereotypical perceptions; or
- Is inconsistent with state or school district policies or codes.

**Acceptability Analysis**

**Notes:**
Slide 20: Acceptability Analysis

You will review the curriculum to determine if there is anything in it (e.g., text, pictures) that might: 
Be incompatible with school norms;
Promote biased or stereotypical perceptions of individuals or groups on the basis of personal characteristics such as race, ethnicity, gender, religion, culture, body size, physical abilities, or sexual orientation; or 
Be inconsistent with state statutes, state or district policy, codes, and/or standards.

## Acceptability Analysis

- For **Acceptability Analysis**, assemble individuals with expertise and experience in:
- School policy
- State guidelines and mandates for physical education
- State and local PE standards
- Physical education needs of students

**Notes:**
Slide 21: Acceptability Analysis

For the Acceptability Analysis, you will want to assemble individuals with expertise and experience in:
State guidelines for PE, including local policy guidelines for PE-policy (if they exist),
State and/or local PE frameworks and standards that guide physical education (if they exist),
School expectations for physical education material, and
The physical education needs of students. 
In addition, you will want to include contact information for the person who is in charge of policy information for the school system.

## Feasibility Analysis

**Feasibility Analysis**

**Notes:**
Slide 22: Feasibility Analysis

The Feasibility Analysis form can be found on pages 25 – 26 of the PECAT. (images of pages from the PECAT)

## Can the curriculum be implemented: 
By physical education teachers? 
Within available instructional time? 
With existing PE facilities and equipment? 

- Can the curriculum be implemented:
- By physical education teachers?
- Within available instructional time?
- With existing PE facilities and equipment?

**Notes:**
Slide 23: Feasibility Analysis

For this analysis, select committee members who know if the physical education curriculum content, materials, and instructional strategies can be successfully implemented and utilized in the classroom. Questions you will consider include:
Can it be reasonably implemented by physical education teachers? 
Can it be implemented within the available instructional time? 
Can it be implemented with the existing physical education facilities and equipment?

## Feasibility Analysis

- For **Feasibility Analysis**, assemble individuals with expertise and experience in:
- School and/or district-level PE coordination
- Curriculum and instruction
- School administration
- Teaching of physical education

**Notes:**
Slide 24: Feasibility Analysis

For the Feasibility Analysis, you will need individuals with expertise and experience in:
School and/or district-level Physical Education coordination/supervision (if one exists),
Curriculum and instruction,
School administration, and
Teaching of physical education.
You may also want to include master teachers and school principals from each grade level.

## Affordability Analysis

**Affordability Analysis**

- Identify needed changes and costs, to purchase or revise curriculum, in:
- Staffing
- Facilities
- Schedule

**Notes:**
Slide 25: Affordability Analysis

For this analysis, you will score how affordable the curriculum appears to be (pages 27 – 31 of the PECAT). This analysis look at both costs and resources available to balance those costs. 
Costs to consider include:  
Costs of changing school operating procedures; 
Costs of sustaining curricular materials annually; 
Costs associated with changes in staffing, facilities, and/or schedule so that lessons in the curriculum can be implemented as written; 
Costs of revising the curriculum to ensure that the content is accurate and acceptable.
If you are reviewing your district-developed curriculum, some of the pieces of the affordability analysis may not be applicable to your local setting, but many of them are.  For example, you may need to consider the costs to implement the curriculum.

## Affordability Analysis

- For **Affordability Analysis**, assemble individuals with expertise and experience in:
- School finances
- Curriculum and instruction
- School administration
- Teaching of physical education

**Notes:**
Slide 26: Affordability Analysis

The Affordability Analysis should be completed by persons who are knowledgeable about curriculum purchasing, implementation, and curriculum revision costs. You will want to include individuals with expertise and experience in:
School finances (for example, the school finance officer or someone who  can provide cost of staffing, and current and projected budget allocations),
Curriculum and instruction,
Physical education curriculum (a specialist or other supervisor in charge), 
School administration, and
Teaching of physical education.
You may also want to include master teachers and school principals from each grade level.

## Content Analysis

**Content Analysis**

- How well does the curriculum:
- Cover what students should know?
- Cover what students should be able to do?
- Align with the National Physical Education Standards?

**Notes:**
Slide 27: Content Analysis

The PECAT helps users analyze written physical education curriculum, on the basis of the content it includes and the student skills it assesses. 

The Content Analysis determines how well the curriculum covers the components of what students should know and be able to do, and how well it aligns with the national PE standards. (In the PECAT, for grade K-2 see pages 35 – 49; for grades 3 – 5 see pages 69 – 83; for grades 6 – 8 see pages 105 - 119; and for grades 9 – 12 see  pages 141 - 153 ).

## Student Assessment Analysis

**Student Assessment Analysis**

- How well does the curriculum:
- Integrate standards-based assessment protocols?
- Provide age-appropriate student assessment protocols for each standard?

**Notes:**
Slide 28: Student Assessment Analysis

The Student Assessment Analysis determines how well the curriculum integrates standards-based assessment protocols for the knowledge and skills expected from students, and whether there are student assessment protocols for each standard (to guide the evaluation or assessment of student skill and ability for performance and of demonstration). (In the PECAT, for grades K-2 see pages 51– 61; for grades 3 – 5 see pages 87 – 97;  for grades 6 – 8 see pages 123 - 133; and for grades 9 – 12 see pages 155 – 167.)

Each analysis contains several critical components taken directly from the national physical education standards. For example, standard 1 (“demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities”) features four components: fundamental movement skills, specialized movement skills, combination of movement skills, and application of skills.

## Content and Student Assessment Analyses

- For **Content Analysis and Student Assessment Analysis**, assemble individuals with expertise and experience in:
- Science of physical education and/or kinesiology
- Science of youth physical activity
- Curriculum and instruction
- Teaching of physical education
- Protocols for physical education assessment (e.g., state/district requirements, fitness testing, etc.)

**Notes:**
Slide 29: Content and Student Assessment Analyses

For the Content Analysis and Student Assessment Analysis, you will need these materials:
National[1] and state PE standards,
Physical Education assessments used by teachers within the school system, and
Any established protocols/policies that address assessment in physical education, such as physical fitness testing, some state/district requirements, screening tools, pre/post unit testing, etc.
For the Content Analysis and Student Assessment Analysis, you will need to assemble individuals with expertise and experience in:
Science of physical education and/or kinesiology,
Science of youth physical activity,
Curriculum and Instruction,
Teaching of physical education, and 
Protocols for physical education assessment (e.g., state/district requirements, fitness testing, etc.).

[1] Note: the national standards can be found in the PECAT, Appendix 2, page 193.

## Completing the PECAT 

**Notes:**
Slide 30: Completing the PECAT

Now that you understand the components of the PECAT, what are the next steps in completing the PECAT?

Note to trainer: The Committee may have already selected the PECAT coordinator. The coordinator is responsible for assisting the committee with identifying roles and responsibilities of each member; leading the committee through a clear timeline; and leading the committee through the process of completing the PECAT. (image of people in a conference room)

## Preparation for Completing the PECAT

- Assemble the following items:
- Curriculum(a) to be reviewed
- Copies of the *PECAT*
- Copies of state or local PE standards
- Contact information of school or district-level physical education curriculum administrator or supervisor

**Notes:**
Slide 31: Preparation for Completing the PECAT

Here are the general items that the PECAT Coordinator will need to assemble before beginning the PECAT process:
Copies of each of the curriculum to be reviewed,
Copy of the PECAT for each committee member,
Copies of state or local standards, and
Contact information of school or district-level physical education curriculum administrator or supervisor.

## Steps to Completing the PECAT

**Step 1:** Identify the roles and responsibilities of each committee member.

**Notes:**
Slide 32: Steps to Completing the PECAT

Step 1: Now, the roles and responsibilities of each committee member will need to be identified. 

Are there any other people you might include on your committee?

Note to Trainer:  You may want to offer suggestions for types of individuals who may serve on the PECAT committee.  In addition to individuals with expertise and experience in education, school finance, physical education and kinesiology, and school administration, interested parents or guardians and community leaders can be supportive and provide additional perspectives associated with physical education curriculum planning and implementation. 

## Steps to Completing the PECAT

**Step 2:** Review curriculum materials, the *PECAT*, and any additional state or local standards.
- Complete Curriculum Description Form together, and
- Determine organization of the committee for completion of other forms.

**Notes:**
Slide 33: Steps to Completing the PECAT

Step 2. Review curriculum materials, the PECAT, and any additional state or local standards.

•   Each member of the committee should receive a copy of the curriculum being reviewed as well as a copy of the PECAT. 
This allows members to understand the framework of the curriculum as well as its contents. 
The PECAT will allow you to analyze any additional standards; how to do so will be discussed later. 
The committee should begin by completing the Curriculum Description Form (pages 13 – 15) together, then: 
Decide who will be responsible for completing the preliminary, content, and student assessment analyses for each grade level range. 
The entire PECAT committee might work together on all grade-level ranges or subcommittees could be formed to complete specific components of the PECAT (e.g., Preliminary Curriculum Considerations; Content Analysis; Student Assessment Analysis) or specific grade levels. 

## Slide 34

**Notes:**
Slide 34: Physical Education Curriculum Description 

The Physical Education Curriculum Description form can be found in the PECAT on pages 13-15.

## Steps to Completing the PECAT

**Step 3:** Complete the Accuracy, Acceptability, Feasibility, and Affordability Analyses.
- Complete the Preliminary Curriculum Considerations.
- Complete before proceeding to the Content and Student Assessment Analyses.
- Make choices early.

**Notes:**
Slide 35: Steps to Completing the PECAT

Step 3: Complete the Accuracy, Acceptability, Feasibility, and Affordability Analyses (pages 17 – 31 of the PECAT).

The preliminary analyses allow you to determine the accuracy of the curriculum, how well the curriculum is aligned with community norms, and how feasible and affordable it will be for the school district and physical education teachers to implement the curriculum. 
Consider the questions for each analysis, consult with knowledgeable individuals, complete the scoring charts, and place the score in the score box on the last page of each analysis. 
For a locally-developed curriculum, complete each of these analyses to determine any initial considerations that should be addressed before proceeding to the Content and Student Assessment Analyses.
For example, the Affordability Analysis may enable the PECAT committee to identify costs that were undocumented previously. These considerations will be important when the curriculum improvement plan is established.
For commercially-developed curricula, if a curriculum has low scores on any of these preliminary analyses, you should not proceed with the Content and Student Assessment Analyses. 
A commercially-developed curriculum that is not rated as accurate, acceptable, feasible, and affordable is not an appropriate choice. 

## Steps to Completing the PECAT

**Step 4:** Complete the Content and Student Assessment Analyses
- Perform Content and Student Assessment Analyses
- Consider importance of sequential written curriculum
- Identify the content, skills, and activities that should be covered yearly, and throughout K-12.
- Students need to be taught increasingly advanced skills and concepts.

**Notes:**
Slide 36: Steps to Completing the PECAT

Step 4: Complete the Content and Student Assessment Analyses  (pages 35 – 171 of the PECAT). 

Perform Content and Student Assessment Analyses.
Consider the importance of sequential written curriculum.
The sequence identifies, defines, and describes the skills and activities that should be covered on a yearly basis, as well as the sequence of instruction throughout students’ educational K – 12 experience.
All questions, across the grade levels, within the PECAT are based on the premise that students need to be taught increasingly advanced forms of physical activity skills and concepts as they progress through their educational experience. 

Note to Trainer:  Each of the Preliminary Curriculum Consideration Analyses should have been scored during the process of completing each one. These scores do not contribute to the Overall PECAT Scorecard.

## Sequence Considerations

- Standards built on previous grade level.
- Content Analysis examines sequence from one grade level to the next.
- Student Assessment Analysis determines if age-appropriate assessment protocols exist across the grade levels.

**Notes:**
Slide 37: Sequence Considerations

The questions in the Content Analysis and Student Assessment Analysis address the sequence of the curriculum, or how each standard builds on the previous grade level. 
For example, Content Analysis question 1 for standard 1, grades K-2 asks how well a written curriculum includes specific lessons on fundamental movement skills. 
Content Analysis for standard 1, grades 3-5 asks whether the curriculum includes specific lessons on mature forms of fundamental movement skills.

## Scoring Criteria for Content Analysis

***2****** *** =  Fully addresses each element of the
- question
***1***  =  Partially addresses the question
***0****** *** =  Does not address the question

**Notes:**
Slide 38: Scoring Criteria for Content Analysis

The scoring criteria for calculating scores for the Content Analysis are: 
A score of 2 or “Fully”, means that the curriculum sufficiently addresses each and every element of the question; 
A score of 1 or “Partially”, means that the curriculum partially addresses the question; and 
A score of 0 or “No”, means that the curriculum does not address the question. (see example for grades K-2 on page 37 of the PECAT) 

## Scoring for StudentAssessment Analysis

***2***  =  Fully: one or more specific protocols +        multiple levels of student competency
***1***  =  Partially: one or more protocols but not         multiple levels of student competency
***0***  =  No: does not include any protocol

**Notes:**
Slide 39: Scoring for Student Assessment Analysis

The scoring criteria for calculating the scores for the Student Assessment Analysis are:  
A score of 2 or “Fully”, means that the curriculum includes one or more specific protocols for student assessment and multiple levels of student competency. 
A score of 1 or “Partially”, means that the curriculum includes one or more protocols for student assessment but not multiple levels of  student competency. 
A score of 0 or “No”, means that the curriculum does not include any protocol for assessing student performance in this component (see example for grades K-2 on page 51 of the PECAT).

## Calculating the Scores

- (1)  Add all of the “**2s**” together
- (2)  Add all of the “**1s**” together
- (3)  Add two sums together
- (4)  Place total number in the large box

**Notes:**
Slide 40: Calculating the Scores

To calculate the scores for the Content and Student Assessment Analyses, follow these steps:
 To determine the total number of points, first add all of the “2” responses together.  For example, if the curriculum received three “2” responses on the content analysis for standard 1, grades K-2, the total for that column would be 6. 
(2) Next, add all of the “1” responses together.  If the curriculum received two “1” responses, the total for that column would be 2. 
(3) Finally, add these two sums together and place the number in the large box in the lower right corner of the scoring sheets.
(4) The total score for this example would be 6.  

Note to Trainer: See an example of a completed scoring sheet for Content Analysis on page 191 of the PECAT.

## Scoring Content and Student Assessment Analyses 

**Examples are only examples!!!**

**Notes:**
Slide 41: Scoring Content and Student Assessment Analyses

Key point: The examples provided in the PECAT for Content and Student Assessment Analyses items are just that—examples. They are not intended to be the only items that should be considered when determining the extent to which the curriculum addresses a specific component of a standard. When you answer each question, be sure to consider additional relevant examples.

## Additional State or Local Standards

- What to do?
- Use templates for Content and Student Assessment Analyses
- Write standard
- Identify 4 essential components
- Enter score

**Notes:**
Slide 42: Additional State or Local Standards

What to do?
For any additional state or local standards that differ from the national standards, a template follows each grade level range for both Content and Student Assessment. (For example, look at page 49 to see the template for additional standards for Content Analysis, Grades K-2; and page 63 for Student Assessment Analysis, grades K-2.) You will follow the same scoring system described previously, and you can complete as many templates as needed. 
Write out the entire standard.
Identify four main components that are essential for students to know and be able to do in order to achieve the standard.
Enter the score.

## Slide 43

**Notes:**
Slide 43: Templates for the Content Analysis and for the Student Assessment Analysis 

Shown are the templates for the Content Analysis and for the Student Assessment Analysis for grades K—2, which can be found on pages 49 and 63 of the PECAT.  Templates for each grade level are found in the respective grade level sections of the PECAT (e.g., for grades 3—5 see pages 85 and 89; for grades 6—8 see pages 121 and 135; and for grades 9—12 see pages 155 and 169).

## Content and Student Assessment Analyses—What’s Next? 

- Transfer score for each standard to the corresponding grade-level scorecards.

**Notes:**
Slide 44: Content and Student Assessment Analyses—What’s Next? 

When the Content and Student Assessment Analyses for each grade level are completed, you will transfer the scores for each standard to the Content and Student Assessment Analyses Scorecards, located at the end of the section for that grade level (see example for grades K-2 on page 65, shown on next slide #45). 

## Slide 45

**Notes:**
Slide 45: Scorecard for the Content and Student Assessment Analyses 

This is the blank Scorecard for the Content and Student Assessment Analyses for grade K-2 (page 65 of the PECAT). 

## Transfer the scores for each grade-level and each standard to the Overall PECAT Scorecard

**Content and Student Assessment Analyses—What’s Next? **

**Notes:**
Slide 46: Content and Student Assessment Analyses—What’s Next? 

Then, all of the scores on the Scorecards for each grade level should be transferred to the Overall PECAT Scorecard (page 173). 

## Slide 47

**Notes:**
Slide 47: Overall PECAT Scorecard 

This is what  a completed Overall Scorecard might look like. This form is found on page 173 of the PECAT.

## Other considerations

- For each standard:
- Identify answers with 2 points, as strengths.
- Highlight answers with 1 or 0 points, as potential weaknesses or gaps.

**Notes:**
Slide 48: Other Considerations 

For each standard, identify the answers that received 2 points and note those as strengths; next, highlight the answers that received 1 or 0 points and note those as potential weaknesses or gaps that need to be addressed in the curriculum improvement planning process. 

## Other considerations

- For each standard:
- Review scores on scorecards per grade level analyzed.
- Highlight discrepancies existing across two areas analyzed.
- Determine where improvement is needed most.

**Notes:**
Slide 49: Other Considerations 

Then, review the scores for each standard on the scorecards for each grade level analyzed. Highlight any discrepancies that exist across the two areas analyzed (e.g., considerably higher scores for content than for student assessment). This process can help determine where improvement is most needed (e.g., within content only, within student assessment only, in particular standards, on individual components, on specific grade-level ranges).

## For Multiple Curricula Analyses

- Transfer all scores to *PECAT* Multiple Curricula Comparison Scorecard.
- Identify strengths and weaknesses of each curriculum.
- Select the strongest curriculum that meets local needs.

**Notes:**
Slide 50: For Multiple Curricula Analyses 

If you are analyzing and comparing multiple curricula, transfer all content and student assessment analyses scores to the multiple curriculum scorecard located immediately after the individual PECAT overall scorecard (see pages 175 – 181). This will help you identify strengths and weaknesses of each curriculum and enable you to select the one that has strong scores and that will meet your local needs.

## Slide 51

**Notes:**
Slide 51: PECAT Multiple Curricula Comparison Scorecard 

Here is an example of the PECAT Multiple Curricula Comparison Scorecard for Grades K—2 (page 175 of the PECAT). The other grade ranges follow the same scorecard format.

## Locally Developed CurriculumCurriculum Improvement Plan

**Notes:**
Slide 52: Locally Developed Curriculum

For those users reviewing a locally developed curriculum, the Curriculum Improvement Plan, beginning on page 183, will guide the PECAT committee through the action steps needed to create a plan for improvement. 

The Curriculum Improvement Plan should not be used if you are reviewing commercially developed curricula.

## Curriculum Improvement Plan

- The Curriculum Improvement Plan guides users through a process of:
- Interpreting scores.
- Completing worksheet.
- Implementing the plan.
- Reassessing for improvement.

**Notes:**
Slide 53: Curriculum Improvement Plan

The Curriculum Improvement Plan guides users through a process of: 
Interpreting and evaluating PECAT scores,
Completing the improvement plan worksheet (highlighting those areas that are most feasible to improve),
Implementing the improvement plan (that is, identifying recommendations, actions, and timeline); and,
Reassessing and striving for continuous improvement.

## Slide 54

**Notes:**
Slide 54: Curriculum Improvement Plan Worksheet

This is an example of the Curriculum Improvement Plan Worksheet (found on page 187 of the PECAT).

## Follow through on Curriculum Improvement Plan: 
Organize quarterly meetings.
Discuss progress.
Share progress with school officials.

- Organize quarterly meetings.
- Discuss progress.
- Share progress with school officials.

**Curriculum Improvement Plan**

**Notes:**
Slide 55: Curriculum Improvement Plan

Once the curriculum improvement plan is in place, you will continue to organize meetings, at least quarterly, to discuss progress made on the improvement plan. 
You will need to schedule regular times for the PECAT committee, or the PECAT coordinator, to meet with appropriate school district administrators and school board members to share progress and heighten awareness of the curriculum needs for physical education.

Note to Trainer: If participants have questions about resources to help in implementing the actions determined in the curriculum improvement plan, direct them to the resources section of the PECAT (Appendix 4, pages 199 – 204), 

## Conclusions 

- Use of the *PECAT* can provide valuable insight as to how well your curriculum aligns with national and/or state physical education standards.
- The Curriculum Improvement Plan should be utilized to guide your *PECAT *Committee through planning for revisions and enhancement to your curriculum.
- Identifying resources to assist with implementing the Curriculum Improvement Plan is an essential step.

**Notes:**
Slide 56: Conclusions

Using the PECAT can provide valuable insight as to how well your curriculum aligns with physical education standards. 
Additionally, the Curriculum Improvement Plan should be utilized to guide your committee through planning for revisions and enhancement. 
Finally, utilize the Resources section of the PECAT, NASPE’s resource list for curriculum and instruction, and other materials and tools for physical education.

## What’s Next? 

- Now, let’s look at a curriculum!

**Notes:**
Slide 57: What’s Next?

Now, let’s look at a curriculum! (image of footsteps)

Note to Trainer: If copies of the PECAT are not provided to the participants, distribute copies of the analyses forms.  Begin the PECAT process.

## Thank You!

**Notes:**
Slide 58: Thank you!