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HIGH SCHOOL PHYSICAL EDUCATION EUCATOR'S INSTRUCTIONAL PROGRAM GUIDEBOOK CURRICULUM AND INSTRUCTION Access & Equity, Accountability, Student Achievement Physical Education Department 2014 SAN FRANCISCO PUBLIC SCHOOLS
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HIGH SCHOOL
PHYSICAL EDUCATION
EUCATOR'S INSTRUCTIONAL PROGRAM GUIDEBOOK
CURRICULUM AND INSTRUCTION
Access & Equity, Accountability, Student Achievement
Physical Education Department
2014
SAN FRANCISCOPUBLIC SCHOOLS
SFUSD HIGH SCHOOL PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM GUIDEBOOK
A C K N O W L E D G M E N T S
PHYSICAL EDUCATION GUIDEBOOK DEVELOPMENT TEAM
Verna Castro-Burwell Secondary Physical Education Program Administrator
Wendy Kwan Haney Physical Education Consultant
Middle School Physical Education Guidebook Developer Michelle Zapata
Physical Education Supervisor Emily Atkinson, Glenn McCormick, Mike Prutz, Rocio Ramirez
Physical Education Teacher Leaders
HIGH SCHOOL PHYSICAL EDUCATION
Academy of Arts and Sciences • Balboa • Phillip Burton Downtown High School • Galileo • Ida B. Wells • Independence High School International
High School • International Studies Academy • Lowell Thurgood Marshall • Mission • John O’Connell • School of the Arts
Rauol Wallenberg • George Washington
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
Bill Sanderson Executive Director, Curriculum & Instruction
Access & Equity, Accountability, Student Achievement
Richard Carranza Superintendent
Board of Education President: Rachel Norton; Vice President: Sandra Fewer
Commissioners: Matt Haney, Kim Shree-Maufas, Hydra B. Mendoza, Dr. Emily M. Murase, Jill Wynns
2014
SFUSD HIGH SCHOOL PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM GUIDEBOOK
I N T R O D U C T I O N
PHYSICAL EDUCATION TODAY
Physical Education today in San Francisco Public Schools is constantly evolving as students from different backgrounds, cultures, and learning abilities enter our school system. All children, from pre-kindergarten to high school, have an innate energy for movement. Quality physical education programs harness that energy and spirit to make learning interesting and challenging. Students alone deserve the best strengths, talents, and creativity our teachers can provide. A credentialed and experienced physical education teacher can create an individualized and academic physical education program for all students to experience success. Students in SFUSD come from various ethnic, gender, and socioeconomic backgrounds. Our responsibility is to educate all our children with every possible way so that each student meets the demands of a global world.
PURPOSE
The purpose for the SFUSD High School Physical Education Guidebook is to provide a user friendly, practical, resource for beginning through experienced teachers that will support their teaching by building capacity. It is our hope that teacher capacity and support systems will be developed through a clear awareness of national, local and district goals, laws, and best practices. SFUSD Superintendent Carranza’s Core Goals of Access and Equity, Accountability, and Student Achievement are embedded throughout the guidebook. On an instructional level, all students should acquire the same grade-level curriculum program regardless of school site or physical education teacher. SFUSD has adopted the Physical Education Content Standards for California public schools, and every child must have equal access to a standard-based curriculum, technology for teacher and student use, and to a quality educational program.
GUIDEBOOK USE
The Guidebook is a working document that changes as teachers add and supplement information and resources. The Guidebook is divided into eight sections:
I. SFUSD Information II. 21st Century Vision and MissionIII. Learning EnvironmentIV. Instructional StrategiesV. Course ProgramVI. Physical FitnessVII. AssessmentVIII. Professionalism & Compliance
Information, suggestions, samples, processes and templates are provided for the teacher to use or to modify and accessible through the SFUSD Intranet website. The Guidebook is intended for SFUSD staff use and not for publication. Teachers are encouraged to seek supplemental resources online and information from professional organizations, conferences, books, publications, and collegiate networking. Ultimately, it is up to the teachers to individually and collectively review, design, plan, implement, and assess their programs so that it evolves with our students and the world. It is the hope that the Guidebook provides physical education teachers and school administrators a head start and a guideline upon which to enhance and to sustain an accessible, equity-based, fun, creative, quality instructional program.
EXPECTATIONS
Students and parents should expect teaching in a quality, comprehensive, developmentally appropriate variety of physically active fitness, socially responsible, movement activities and authentic learning opportunities in the areas of psychomotor, cognitive, and affective development.
PROGRAM SUCCESS
We encourage teachers to collaborate within and outside your department utilizing district resources, practice the best strategies for student knowledge and performance in the areas of movement, fitness, and in social responsibility. Success is a collaborative effort and calls upon the dedication and support of all teachers, administrators, parents, the professional learning community and larger community to create a healthy, active, and positive learning environment for all our students.
THANK YOU Thank you to our Curriculum & Instruction PE support staff, to the High School Guidebook Development Team, to the Middle School Physical Education Guidebook Development Team, and to the high school physical education teachers, the site administrators, and the district administrators who reviewed and contributed information, comments, and resources to the development of the high school guidebook for our children’s quality physical education and total learning experience.
SFUSD HIGH SCHOOL PHYSICAL EDUCATION
REFERENCES
10-11. (n.d.). Physical Education Handbook Grade-Level Expectations. Retrieved
October 2, 2013, from http://www.louisianabelieves.com/docs/academic-
standards/physical-education-handbook.pdf.
A 10-Year-Old Overweight Boy with Declining Academic Performance. (2013,
May 30). Bullying and Obesity: An Expert Interview with Julie C. Lumeng,
MD. Retrieved December 8, 2013, from
http://www.medscape.org/viewarticle/764372_3.
Acronyms and Initialisms. (n.d.). - Department Information (CA Dept of
Education). Retrieved January 4, 2014, from
http://www.cde.ca.gov/re/di/aa/ap/index.asp.
American Alliance for Health, Physical Education, Recreation and Dance -
AAHPERD. (n.d.). American Alliance for Health, Physical Education,
Recreation and Dance - AAHPERD. Retrieved January 3, 2014, from
http://www.aahperd.org/.
CALIFORNIA EDUCATION CODE. (n.d.). CALIFORNIA EDUCATION CODE.
Retrieved January 4, 2014, from http://www.leginfo.ca.gov/cgi-
bin/calawquery?codesection=edc&codebody=&hits=20
CALIFORNIA PROJECT LEAN. (n.d.). CALIFORNIA PROJECT LEAN. Retrieved
January 4, 2014, from http://www.californiaprojectlean.org/.
Carpenter, J., & Sinclair, C. (2005). Chapter 1. Physical Best activity guide:
middle and high school levels (3rd ed., pp. 7-8). Champaign, IL: Human
Kinetics.
Corbin, C. B., & Lindsey, R. (2005). Fitness for life (5th ed.). Champaign, IL:
Human Kinetics.
Family Educational Rights and Privacy Act. (2014, February 1). Wikipedia.
Retrieved January 4, 2014, from
http://en.wikipedia.org/wiki/Family_Educational_Rights_and_Privacy_Act
Healthy People 2020 Progress Review. (n.d.). Healthy People 2020. Retrieved
January 4, 2014, from http://www.healthypeople.gov
Ggtp[]\`890-9921qweop[azxc//.,mnbvActivity Guide (Third ed., pp. 6-7).
(2011). 1. Champaign: Human Kinetics.
High School Wellness Program. (n.d.). High School Wellness Program. Retrieved
January 2, 2014, from
http://www.healthiersf.org/Programs/SHP/Wellness%20Centers%20-
%20High%20School/.
Kelly, L.E. & Melograno, V.J. (2004). Developing the physical education curriculum: an
achievement –based approach. Champaign, IL: Human Kinetics.
Legal Liability and Safety.doc – thenewPE. Retrieved January 6, 2014
from www.thenewpe.com/misc/legal%20liability%20and%20safety.doc
National Association for Sport and Physical Education. (n.d.). National
Association for Sport and Physical Education. Retrieved January 4, 2014,
from http://www.aahperd.org/naspe/.
Physical Activity and Children. (n.d.). Physical Activity and Children. Retrieved
January 4, 2014, from
http://www.heart.org/HEARTORG/GettingHealthy/Physical-Activity-and-
Children_UCM_304053_Article.jsp.
Physical Best Activity Guide (Third ed., pp. 6-7). (2011). 1. Champaign: Human
Kinetics.
Physical Education. (n.d.). - Curriculum & Instruction (CA Dept of Education).
Retrieved January 4, 2014, from http://www.cde.ca.gov/ci/pe/.
Physical Education. (n.d.). / Grading In. Retrieved January 5, 2014, from
http://www.hicksvillepublicschools.org/Page/1846.
Physical Education FAQs. (n.d.). - Physical Education (CA Dept of Education).
Retrieved January 4, 2014, from
http://www.cde.ca.gov/pd/ca/pe/physeducfaqs.asp.
Physical Education Handbook – Louisiana Department of Education.
Retrieved November 21, 2013, from
www.louisianabelieves.com/docs/.../physical-education-handbook.pdf
Physical Education for Lifelong Fitness: The Physical Best Middle and High
School Levels (pp. 6-7). (2011). 1. Champagne: Human Kinetics.
Public Health. (n.d.). Public Health. Retrieved January 4, 2014, from
http://www.ama-assn.org/ama/pub/physician-resources/public-
health.page.
San Francisco Unified School District. (n.d.). sfusd.edu. Retrieved January 4,
2014, from
http://portal.sfusd.edu/template/default.cfm?page=chief_dev.health.
San Francisco Unified School District. (n.d.). SFUSD: Home. Retrieved January
4, 2014, from http://www.sfusd.edu;
Secondary Rubrics. (n.d.). Secondary Rubrics. Retrieved January 4, 2014, from
http://wvde.state.wv.us/teach21/SecondaryRubrics.html.
Secondary Rubrics. (n.d.). Secondary Rubrics. Retrieved January 4, 2014, from
http://wvde.state.wv.us/teach21/SecondaryRubrics.html.
Secondary Rubrics. (n.d.). Secondary Rubrics. Retrieved January 4, 2014, from
http://wvde.state.wv.us/teach21/SecondaryRubrics.html.
Shelby County Schools Physical Education/Wellness Handbook. (n.d.). Retrieved
January 3, 2014, from http://www.scsk12.org.
Student Teacher Handbook (PDF) – University of Rhode Island. Retrieved
January 8, 2014, from
http://web.uri.edu/kinesiology/files/StudentTeacherHandbook.pdf.
The Role and Responsibilities of the Physical Education Teacher in the School
Physical Activity Program. (n.d.). human-kinetics. Retrieved January 4,
2014, from http://www.humankinetics.com/excerpts/excerpts/the-role-
and-responsibilities-of-the-physical-education-teacher-in-the-school-
physical-activity-program.
The Role and Responsibilities of the Physical Education Teacher in the School
Physical Activity Program. (n.d.). human-kinetics. Retrieved January 4,
2014, from http://www.humankinetics.com/excerpts/excerpts/the-role-
and-responsibilities-of-the-physical-education-teacher-in-the-school-
physical-activity-program.
Utilizing Common Core in Physical Education. Retrieved March 18, 2014, from
http://www.cahperd.org/cms-assets/documents/156474-323204.grade-9-
Walking and Walkability. (n.d.). Surgeon General. Retrieved January 4, 2014
from http://www.surgeongeneral.gov/initiatives/healthy-fit-
nation/index.html.
Wisconsin Education Association Council. Retrieved December 5, 2013, from
http://www.weac.org/Professional_Resources/New_Teacher_Resources/beg_handbook/communication.aspx.
SFUSD HIGH SCHOOL PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM GUIDEBOOK
CONTENTS GUIDE
COVER PAGE, ACKNOWLEDGMENTS, INTRODUCTION, REFERENCES, CONTENTS GUIDE
SECTION CONTENT DOCUMENTS
I: SFUSD INFORMATION
1 Physical Education Staff Directories
P.E. Curriculum and Instruction (C&I) Department, High School Physical Education Staff, SFUSD Departments, School Location Map
2 Education Acronyms Acronyms
II: 21st CENTURY VISION & MISSION
3 Quality PE Program A Quality Physical Education Program, Why Physical Education For Our Students? Move To Learn, Program Overview of K-12 Physical Education, SFUSD and Physical Education Vision, Mission and Goals, Adoption of the Physical Education Master Plan
4 Snapshots in Physical Education
Embracing Healthy Lifestyles, SFUSD P.E. Teachers, Fit4Life, P.E. Outside The Box, Girls In Action…Getting Fit, Fun, Engaging Fitness, Lifetime Fitness Supplies, Students In Action
III: LEARNING ENVIRONMENT
5 Beginning School Beginning School Checklist, Beginning School Engagement Tips, More Teaching Tips, Medical Condition, Medical Excuse and Absences, Strategies for Classroom Management, , Communication is Key!, Student Syllabus, Lesson Plan, Rules and Expectation For Common Areas
6 Access & Equity Access & Equity, NASPE Appropriate Instructional Practices
7 Universal P.E. Universal Physical Education, Inclusion in Physical Education, Strategies to Increase Class Activity Levels
8 English Learners
Support for English Learners, Teaching English Learners in Physical Education, English Language Development Chart, Five Key Practices to Support English Learners, English Language Unit Purpose and Curriculum Map
9 Special Needs
Adapted Physical Education Universal Inclusion, Adapted Physical Education Guidelines, Adaptations in P.E. for Students with Disabilities, Adaptations in Activities, Adapted Physical Education Guidelines in California for Physical Educators
IV: INSTRUCTIONAL STRATEGIES
10 Quality Indicators Standards-Based Instructional Design Process, Standards-Based Instruction Quality Indicators, Instructional Strategies Sample, P.E. Service Delivery Options, BBC Template, BBC Sample Physical Fitness Skills, What A Visitor Might See In A P.E. Lesson, P.E. Lesson Plan Template, PE Lesson Plan Sample Fitness Circuit, Student Portfolios, Student Portfolio Log Template, Think-Pair-Share
11 Technology Data Director, Synergy and School Loop, School Loop Getting Started, Cornerstone, Teacher Technology Resources, Technology in Physical Education, Video Lesson Plan Sample, PE Central Online Resource List, More Resources Online and Texts, Resources For P.E. Standards
V: COURSE PROGRAM
12 California Model Content Standards
California Physical Education Model Content Standards & Physical Education Framework, Course 1 – P.E. (9th), Course 2 – P.E. (10th-12th), Course 3A – Adventure and Outdoor Activities (11th-12th), Course 3B – Aerobics (11th-12th), Course 3C – Individual and Dual Activities (11th-12th), Course 3D – Dance (11th-12th), Course 3E – Aquatics (11th-12th), Course 3F – Weight Training (11th- 12th), Course 4A – Advanced Adventure and Outdoor Activities (12th), Course 4B – Advanced Aerobics (12th), Course 4C – Advanced Individual and Dual Activities (12th), Course 4D – Advanced Dance
13 SFUSD Course Descriptions SFUSD Course Requirements, SFUSD High School Physical Education Course Descriptions, Independent Study
14 Program Design & Development
Course 1 Instructional Program (9th Grade), Course 1 Staff Program Schedule Sample, Course 1, Course 1 Teacher Instructional Program Template, Course 1 Fitness For Life Pacing Guide, Course 2 Instructional Program (10th-12th Grades), Course 2 Staff Program Schedule Sample, Course 2 Physical Best Activity Guide Instructional Pacing Guide, Course 2 Teacher Instructional Program Template, Instructional Design and Lesson Plan Sample, Inclement Weather Activities, Physical Education Supplemental Textbooks
VI: PHYSICAL FITNESS
15 Fitness Program Moderate to Vigorous Physical Activity (MVPA), Fitness Workout Session, Heart Rate Monitor Worksheet, Rate of Perceived Exertion, Physical Activity Readiness Questionaire and You Form (PAR-Q and You), Fitness Score Card
16 Physical Fitness Test FITNESSGRAM
Physical Fitness Test Guide For Parents, Physical Fitness Test Physical Fitness Test: Fitnessgram, Physical Fitness Testing Administration – Quick Guide, Physical Fitness Test Fitnessgram Administration and Test Coordinator Procedures, Parent Letter – California Physical Fitness Test (PFT), Physical Fitness Test Schedule Sample, Physical Fitness Test Data Director Instructions
VII: ASSESSMENTS 17 Student Grading Policy
Grading Practices in Standards-Based Physical Education, Academic Grade Rubric, Citizenship Grade Rubric, Citizenship Rubric ESU
18 Standards-Based Assessment
Standards-Based Assessment, Types of Assessment, Collaboration Rubric, Critical Thinking Checklist, End-of-Project Reflection, Interview Rubric, Peer Evaluation Rubric, Power Point Rubric, Presentation Rubric, Self Evaluation, Self Reflection Questions for Multi-Media Project
19 Program Assessment Quality Physical Education Program Checklist, Teacher Self-Check Tool, Physical Education Lesson Assessment Tool (for Administrators), Physical Education Annual Survey
VIII: PROFESSIONALISM
20 Professional Environment
Physical Education Department Leaders, Physical Education Office and Equipment Areas, Physical Education Instructional Facilities, Proper Equipment Storage and Accident Procedures, Legal, Liability and Safety, Weight Room Safety Guidelines For Posting, Weight Room Fitness Lab Information & Disposal of Equipment, Safe Facility: Cleaning and Sanitizing, Strategies for Classroom Management, Student Teacher Folder, Substitute Teacher Information Checklist, Substitute Teacher Folder or Rainy Day Activity Resource, Gift Form
21 Professional Growth & Teacher Recognition
Conferences & Workshops, Conference & Workshop Requests, Cornerstone – Steps to Register Online, Master Teacher Program Description (QTEA), Teacher Leader Programs (BTSA, PAR, NBCT, QTEA), Gloria Siech Physical Education Teacher Award, Volunteer Peer Assistance & Leadership (VPAL), Physical Education Teacher Recognition Awards
22 Support & Advocacy Partnerships and Advocates, High School Wellness Program, Professional Development Day Site and Individual Teacher Support, Mentor Teacher & Student-Teacher Roles and Responsibilities, SFUSD Teacher Resources, School Site Support Administration and Counseling Departments, Community Partnerships, SFUSD Interscholastic Athletics Program
23 Budget & Processing Public Education Enrichment Fund (PEEF), Budget & Funds, Budget & Processes, Equipment Supply Contacts, K-Resolution Services Agreement, K-Resolution Consultant Services, Request for Purchase Form, Travel Form, Travel Expense Report Form, P.E. Department Detailed Expense Form
24 Compliance, Procedures and Guidelines
SFUSD Board of Education Policies, California Education Codes and Senate Bills, SFUSD Course Requirements, P.E. Master Plan, NASPE Guidance Document (Class Size), P.E. Exemption Board Policy P.E. Permanent or Other Exemption Form, P.E. Temporary Exemption Form, Asthma Medication Form, Incident Report Form
SECTION I
SFUSD
INFORMATION
1 Physical Education Staff Directories
• PE Curriculum and Instruction (C&I)Department SY 2013-14
• High School Physical Education Staff• SFUSD Departments• School Location Map 5
2 Education Acronyms
SFUSD PHYSICAL EDUCATIONCURRICULUM and INSTRUCTION STAFF SY 2013-14
95 Gough Street, San Francisco, CA 94102
ADMINISTRATION
Michelle Zapata Physical Education
Supervisor
415-241-6238 W 415-271-3773 C
Verna Castro-Burwell Secondary
Physical Education Program Administrator
415-241-6236 [email protected]
Desirae Feria Elementary
Physical Education Program Administrator
415-241-6285 [email protected]
Brendjolais Reed Physical Education
Administrative Assistant
415-241-6219 [email protected]
Aria Bolmer Physical Education
Administrative Assistant
415-241-6219 [email protected]
SECONDARY SCHOOL CONTENT SPECIALSTS
Scot Talbot High School
Physical Education
415-241-6321 [email protected]
Chad Chiparo Court and County
Physical Fitness Test
415-241-6322 [email protected]
Kristen DeAndreis Middle School
Physical Education
415-241-6233 [email protected]
ELEMENTARY SCHOOL IMPLEMENTATION SPEICALIST
Gloria Sagastume Elementary
Physical Education
415-241-6320 [email protected]
High School Physical Education
SFUSD HIGH SCHOOL PHYSICAL EDUCATION Physical Education Directory 2013-2014
95 Gough Street, 94102, 241-6120 (Fax)
Verna Castro-Burwell Program Administrator 241-6236 [email protected] Michelle Zapata Program Supervisor 241-6238 [email protected] Scot Talbot Content Specialist 241-6233 [email protected] Brendjolae Reed Administrative Assistant 241-6219 [email protected]
SCHOOL STAFF SFUSD EMAIL: [email protected]
Alternate Emails: BALBOA Rocio Ramirez (DH) [email protected]
Val Cubales [email protected] Jackie Glassman [email protected] Lawrence Gray [email protected]
BURTON Duane Breaux (DL) breauxd@sfusd Kanakis, Tatiana [email protected] Norman Vogel [email protected]
GALILEO Kevin Adams [email protected] Muszette Jones [email protected] Chris Sklarz [email protected] Ethan Winterling (DH) [email protected]
INDEPENDENCE Ignacio Saldana (DL) [email protected] INTERNATIONAL HS Melissa Thompson (DL) [email protected] INTERNATIONAL STUDIES ACADEMY
Savannah Norris [email protected]
LINCOLN Judith Brooks [email protected] Kevin Doherty [email protected] Phil Ferrigno (DH) [email protected] Don Harris [email protected] Angelus Karas [email protected] Leanne Walker [email protected]
LOWELL Milt Axt [email protected] Terrence Doherty [email protected] Tom Geren [email protected] Christina Hosoda [email protected] Juan Lopez [email protected] Michael Prutz (DH) [email protected] Robert Ray [email protected] Sascha Taylor-Ray [email protected]
High School Physical Education
MARSHALL Glenn McCormick (DL) [email protected] Michael Vannelli [email protected]
MISSION Cristal Fernandez [email protected] Scot Kennedy (DL) [email protected]
O’CONNELL Robert Gamino (DL) [email protected] WALLENBERG Emily Atkinson (DL) [email protected]
Patrick Mulligan [email protected] WASHINGTON Sophia Corbett [email protected]
Danny Camacho [email protected] Lori McLaughlin [email protected] Taylon Plasch [email protected] Carrie Wert (DH) [email protected] Sharon Wong [email protected]
ACAD OF ART &SCIENCE CIVIC CENTER DOWNTOWN HILLTOP IDA B WELLS INDEPENDENCE SCHOOL OF THE ARTS WOODSIDE
Ivan Moseman Chad Chiparo (cont spec) Chad Chiparo (cont spec) Chad Chiparo (cont spec) Josh Zimmerman Scot Talbot Noel Correa Chad Chiparo
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
Bold = (DH – Department Head, DL – Department Lead)
Revised Feb 2014
SFUSD HIGH SCHOOL PHYSICAL EDUCATION SFUSD DEPARTMENTS
www.sfusd.edu
Elementary School Operations (K-8 Schools) 241-6310
LEAD: Leadership, Equity, Achievement and Design
241-6310 MS Operations
241-6607 Small Schools by Design/Charter Schools 355-7323
HS Operations (Alt Support Programs) 241-6478
Family Voice 241-6150
Child Development Program 750-8500
Student, Family, & Community Support 522-6738 www.healthiersf.org
Special Education Services 379-7612
Athletic Office 920-5185
Afterschool for All/ExCEL 750-4500
Families/Youth in Transition (Homeless Services) 695-5543
Family Engagement & Advocacy 241-6185
Pupil Services 695-5543
Nurse of the Day (school year only) 242-2615
Translation & Interpretation 241-6081
Registrar’s Office/High School Transcripts 695-5560
Academics & Professional Development 379-7600
Work Permits (for minors) 695-5543
College Going Culture 379-7750
21st Century Curriculum 379-7752
Gifted & Talented Education Office (GATE) 379-7645
English Learner Support Services 379-7729
Visual and Performing Arts 695-2441
Learning Support & Accountability 379-7741
Public Outreach & Communication 241-6565
Policy & Operations 241-6121
Multilingual Pathways 379-7735
Educational Placement Center (enrollment) 241-6085
Human Resources 241-6101
Facilities 355-6979
Student Nutrition Services 749-3604
Student Attendance 241-6206
Superintendent’s Office 241-6121
Transportation Department 695-5505ß
Security 695-5665
Achievement Assessments Office (testing) 241-6400
Safe School Line [email protected] 241-2141
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Lawton (K-8)
Rooftop (5-8)
Rooftop (K-4)
Buena Vista/Horace Mann (K-8)
Marshall (K-5)
Fairmount (K-5)
Carmichael (6-8)
Lilienthal (3-8)
Lilienthal (K-2)
Carmichael (K-5)
SF Community (K-8)
CIS @ DeAvila (K-5)
Alice Fong Yu (K-8)
Mission Ed. Center (K-5)
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Tule Elk Park EES PK/TK*
Zaida Rodriguez EES PK/TK
Commodore Stockton EES PK/TK*
Junipero Serra Annex EES PK/TK
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Independence HS
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35TH AV
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21ST ST
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CLEMENT ST
HOWARD ST
14TH ST
19TH ST
18TH ST
25TH ST
GREENWICH ST
FOLSOM ST
CA
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20TH ST
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JOHN F KENNEDY DR HAIGHT ST
15TH ST
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WASHINGTON ST
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CAYUGA AVE
JON
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19TH
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BROADWAY
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CABRILLO ST
25TH AV
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ATH
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BRANNAN ST
27TH AV
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02ND ST
SANTIAGO ST
GR
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IOW
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VIEN
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24TH ST
DIA
MO
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30TH AV
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PALOU AVE
05TH AV
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HARRISON ST06TH
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28TH ST
GIRAR
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BRYANT ST
PARI
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08TH AV
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10TH AV
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MAD
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ST
BRO
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KAN
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32ND
AV
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20TH AV
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15TH AV
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18TH AV
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29TH AV
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GEARY ST
17TH AV
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DE
HA
RO
ST
16TH AV
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29TH ST
11TH
AVE
FELTON ST
QUINTARA ST
JOOST AVE
GREEN ST
22ND ST
03RD
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28TH AV
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02ND
AV
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BERRY ST
ALAB
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03RD
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10TH ST
BACON ST
EVANS AVE
SILLIMAN ST
04TH S
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SELB
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12TH AV
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HE
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36TH AV
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04TH AV
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30TH ST
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DO
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47TH AV
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MAIN ST
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27TH ST
CA
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BEALE ST
GILMAN AVE
09TH AV
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MCALLISTER ST
ROLPH ST
41ST AV
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05TH ST
FRA
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38TH AV
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39TH AV
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40TH AV
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VALLEY ST
33RD
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42ND
AV
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JERSEY ST
23RD ST
HUDSON AVE
REVERE AVE
MARIPOSA ST
PHEL
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GOLDEN GATE AVE
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CARL ST
MANGELS AVE
MORSE ST
MASON ST
SWEENY ST
BALBOA ST
GO
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BRU
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RH
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GAT
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37TH AV
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SAN JOSE AVE
46TH AV
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48TH AV
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PAR
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TOWNSEND S
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26TH ST
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MIDDLE WEST DR
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SHAFTER AVE
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09TH ST
WALLER ST
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CESAR CHAVEZ ST
BAN
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EARL S
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CRESCENT AVE
RUSSIA AVE
MARINA BLVD
GROVE ST
22ND
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FREDERICK ST
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BRUNSWICK ST
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HURON AVE
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LAWTON ST
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BURNE T T A
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PACHECO ST
GAVEN ST
LAKEVIEW AVE
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SHIELDS ST
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MO
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ASH
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HO
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BOW
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FAIRFAX AVE
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VAN DYKE AVE
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STAPLES AVE
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31ST AV
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THORNTON AVE
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CO
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MA
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MCKINNON AVE
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44TH AV
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GR
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1 4TH
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TOMPKINS AVE
CHANNEL ST
TWIN PEAKS BLVD
EXCELSIOR AVE
SAN JUAN AVE
DORE ST
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21ST AV
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CORNWALL ST
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MYRA WAY
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CHICAGO WAY
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24TH AV
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26TH AV
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LA NS DALE AVE
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JARBOE AVE
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SEARS ST
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BLANKEN AVE
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POPPY LN
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MU
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JOHN F SHELLEY DR
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MISSION BAY NORTH BLVD
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MO NTE REY BLVD
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CRESTA VISTA DR
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MA
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NORTH POINT ST
HIGHLAND AVE
WILMOT ST
TALB
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FREELON ST
BUCARELI DR
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LOMBARD ST
DAVIDSON AVE
UPLAND D R
MONTECITO AVE
SAN MAR COS AVE
IDORA A
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FITZGERALD AVE
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VER
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MOUNT VERNON AVE
CORTLAND AVE
MCCOPPIN ST
MELROSE AVE
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BAD
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QUESADA AVE
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27TH AV
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39TH AV
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1 2TH
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44TH AV
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45TH AV
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18TH ST
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25TH ST
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BALBOA ST
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BOSWORTH ST
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11TH
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COLUMBUS AVE
38TH AV
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MISSION ST
NATOMA ST
FITZGERALD AVE
ANZA ST
04TH AV
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WELSH ST
33RD
AV
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CHANNEL ST
25TH AV
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SAN
BR
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CLEMENT ST
42ND
AV
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AREL
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WAL
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09TH AV
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15TH ST
23RD ST
16TH AV
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36TH AV
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17TH AV
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19TH AV
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29TH AV
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26TH ST
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DAY ST
BAD
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21ST ST
VALLEJO ST
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27TH AV
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23RD ST
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INDIA ST
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28TH AV
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22ND ST
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14TH AV
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AVALON AVE
INDUSTRIAL ST
22ND
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HAIGHT ST
06TH ST
STEVENSON ST
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26TH ST
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LA P
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WALLACE AVE
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25TH AV
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NEWCOMB AVE
HICKORY ST
24TH AV
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31ST AV
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MA
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LANE
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TARAVAL ST
45TH AV
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08TH AV
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PARK ST
ORTEGA ST
ULLOA ST
VALLEJO ST
CHESTNUT ST
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34TH AV
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45TH AV
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SAN
BR
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SHAFTER AVE
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47TH AV
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26TH AV
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14TH AV
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21ST AV
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20TH AV
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23RD
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15TH ST
21ST ST
GALVEZ AVE
46TH AV
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JACKSON ST
48TH AV
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SHR
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BUC
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San F
ranc
isco B
ay B
ridge
- W
est
Bayview
Lakeshore
Presidio
Mission
Outer Sunset
Excelsior
Parkside
Marina
South of Market
Potrero Hill
Ocean View
Inner Sunset
Outer Mission
Seacliff
West of Twin Peaks
Golden Gate Park
Visitacion Valley
Western Addition
Noe Valley
Outer Richmond
Inner Richmond
Twin Peaks
North Beach
Haight Ashbury
Nob Hill
Pacific Heights
Financial District
Castro/Upper Market
Russian Hill
Glen Park
Crocker Amazon
Downtown/Civic Center
Presidio Heights
Diamond Heights
Treasure Island/YBI
Bernal Heights
Chinatown
.0 0.6 1.20.3
Miles
!!4Life Learning Charter HS
Chin
Sherman
Treasure Island
Yerba Buena Island
San Francisco UnifiedSchool District
2014-2015
!!8 Early Education Schools
!!5 Elementary Attendance Area Schools
!!5 Elementary Citywide Schools
!!5 Middle Schools
!!5 High Schools
5 Continuation Schools
!!4 Charter Schools
Elementary Attendance Area
Produced by the SFUSD Educational Placement CenterGIS-Group. September 18, 2013
Golden Gate BridGe
City ColleGeof
San franCiSCo
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UniverSity
UniverSityof
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UniverSity ofCalifornia
San franCiSCo
Univ. of Calif.San franCiSCo
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G o l d e n G a t e p a r k
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San Francisco Unified School District
2014-2015p
aC
if
iC
oC
ea
n
3. Middle SchoolsF3 Aptos 105 Aptos Avenue 94127 469-4520
G4 Denman, James 241 Oneida Avenue 94112 469-4535
D5 Everett 450 Church Street 94114 241-6344
A6 Francisco 2190 Powell Street 94133 291-7900
E2 Giannini, A. P. 3151 Ortega Street 94122 759-2770
E3 Hoover, Herbert 2290-14th Avenue 94116 759-2783
F6 King, Dr. Martin L. Jr. 350 Girard Street 94134 330-1500
E5 Lick, James 1220 Noe Street 94114 695-5675
A5 Marina 3500 Fillmore Street 94123 749-3495
C2 Presidio 450-30th Avenue 94121 750-8435
B3 Roosevelt, Theodore 460 Arguello Blvd 94118 750-8446
G6 Visitacion Valley 450 Raymond Avenue 94134 469-4590
4. High SchoolsE4 Academy of Arts and
Sciences555 Portola Drive 94131 695-5700
G4 Balboa 1000 Cayuga Avenue 94112 469-4090
G6 Burton, Phillip & Sala 400 Mansell Street 94134 469-4550
A5 Galileo Academy of Science and Technology
1150 Francisco Street 94109 749-3430
D7 International Studies Academy (ISA)
655 De haro Street 94107 695-5866
G5 June Jordan School for Equity
325 La Grande Avenue 94112 452-4922
E2 Lincoln, Abraham 2162-24th Avenue 94116 759-2700
F2 Lowell 1101 Eucalyptus Drive 94132 759-2730
F6 Marshall, Thurgood 45 Conkling Street 94124 695-5612
D5 Mission 3750-18th Street 94114 241-6240
D6 O'Connell, John, School of Technology
2355 Folsom Street 94110 695-5370
E4 Ruth Asawa San Fran-cisco School of the Arts
555 Portola Drive 94131 695-5700
D6 SF International 1050 York Street 94110 241-6154
C4 Wallenberg, Raoul 40 Vega Street 94115 749-3469
C2 Washington, George 600-32nd Avenue 94121 750-8400
D6 Moscone, George R. (PreK-5)*
2576 Harrison Street 94110 695-5736
C5 Muir, John (PreK-5) 380 Webster Street 94117 241-6335
C4 New Traditions 2049 Grove Street 94117 750-8490
G3 Ortega, Jose 400 Sargent Street 94132 469-4726
A6 Parker, Jean* 840 Broadway Street 94133 291-7990
B5 Parks, Rosa (PreK-5)* 1501 O'Farrell Street 94115 749-3519
B3 Peabody, George 251-6th Avenue 94118 750-8480
B6 Redding (TK-5)* 1421 Pine Street 94109 749-3525
D5 Sanchez (PreK-5) 325 Sanchez Street 94114 241-6380
F5 Serra, Junipero* 625 Holly Park Circle 94110 695-5685
G3 Sheridan (PreK-5) 431 Capitol Avenue 94112 469-4743
A5 Sherman 1651 Union Street 94123 749-3530
F3 Sloat, Commodore 50 Darien Way 94127 759-2807
B6 Spring Valley Science School*
1451 Jackson Street 94109 749-3535
D7 Starr King (PreK-5) 1215 Carolina Street 94107 695-5797
E2 Stevenson, Robert L. 2051-34th Avenue 94116 759-2837
F4 Sunnyside 250 Foerster Street 94112 469-4746
E1 Sunset 1920-41st Avenue 94116 759-2760
B3 Sutro* 235-12th Avenue 94118 750-8525
F6 Taylor, Edward R. (PreK-5)
423 Burrows Street 94134 330-1530
B6 Tenderloin Community (PreK-5)
627 Turk Street 94102 749-3567
E1 Ulloa (TK-5) 2650- 42nd Avenue 94116 759-2841
G6 Visitacion Valley 55 Schwerin Street 94134 469-4796
D7 Webster, Daniel* 465 Missouri Street 94107 695-5787
E3 West Portal 5 Lenox Way 94127 759-2846
A6 Wo, Yick 2245 Jones Street 94133 749-3540
2.B. Elementary Citywide SchoolsD6 Buena Vista/Horace Mann
(K-8)3351-23rd Street 94110 695-5881
C4 CIS at De Avila (K-5) 1250 Waller Street 94117 241-6325
C6 Carmichael, Bessie (PreK-8)* 375-7th Street 94103 355-6916
B6 Chinese Ed. Center (K-5) 657 Merchant Street 94111 291-7918
E5 Fairmount (PreK-5) 65 Chenery Street 94131 695-5669
D2 Lawton (K-8) 1570-31st Avenue 94122 759-2832
A4 Lilienthal, Claire (3-8) 3630 Divisadero Street 94123 749-3516
B4 Lilienthal, Claire (K-2) 3950 Sacramento Street 94118 750-8603
D6 Marshall (K-5) 1575-15th Street 94103 241-6280
E5 Mission Ed. Center (K-5) 1670 Noe Street 94131 695-5313
F6 Revere, Paul (PreK-8) 555 Tompkins Avenue 94110 695-5656
D4 Rooftop (5-8) 500 Corbett Avenue 94114 522-6757
D4 Rooftop (K-4) 443 Burnett Street 94131 695-5692
F5 SF Community (K-8) 125 Excelsior Avenue 94112 469-4739
B5 SF Public Montessori (PreK-5)*
2340 Jackson Street 94115 749-3544
D3 Yu, Alice Fong (K-8) 1541-12th Avenue 94122 759-2764
1. Early Education SchoolsC3 Argonne EES PK/TK 750 16th Avenue 94118 750-8617
F7 Havard, Leola EES PK/TK* 1520 Oakdale Avenue 94124 695-5660
D2 Jefferson EES 1350 25th Avenue 94122 759-2852
D5 Mahler, Theresa EES 990 Church Street 94114 695-5871
G5 McLaren, John EES PK/TK* 2055 Sunnydale Avenue 94134 469-4519
D1 Noriega EES PK/TK* 1775 44th Avenue 94122 759-2853
B4 Presidio EES PK/TK* Building 387, Presidio 94129 561-5822
E6 Rodriguez, Zaida T. EES PK/TK
421 Bartlett St 94110 695-5844
G4 San Miguel EES* 300 Seneca Avenue 94112 469-4756
E5 Serra, Junipero Annex EES PK/TK
155 Appleton St 94110 920-5138
B6 Stockton, Commodore EES PK/TK*
1 Trenton St 94108 291-7932
A5 Tule Elk Park EES PK/TK* 2110 Greenwich 94123 749-3551
2.A. Elementary Attendance Area SchoolsB2 Alamo 250-23rd Avenue 94121 750-8456
D5 Alvarado 625 Douglass Street 94114 695-5695
C3 Argonne 680-18th Avenue 94121 750-8460
D6 Bryant (PreK-5)* 2641 25th Street 94110 695-5780
F7 Carver, Dr. George W. 1360 Oakdale Avenue 94124 330-1540
D6 Chavez, Cesar (PreK-5) 825 Shotwell Street 94110 695-5765
A6 Chin, John Yehall 350 Broadway Street 94133 291-7946
D4 Clarendon 500 Clarendon Avenue 94131 759-2796
G5 Cleveland 455 Athens Street 94112 469-4709
B5 Cobb, Dr. William L. (PreK-5)
2725 California Street 94115 749-3505
F7 Drew, Dr. Charles (PreK-TK-5)*
50 Pomona Avenue 94124 330-1526
G6 El Dorado 70 Delta Street 94134 330-1537
E2 Feinstein, Dianne 2550-25th Avenue 94116 615-8460
E6 Flynn, Leonard R.* 3125 Cesar Chavez Street 94110 695-5770
A6 Garfield 420 Filbert Street 94133 291-7924
F5 Glen Park 151 Lippard Avenue 94131 469-4713
D4 Grattan (PreK-5)* 165 Grattan Street 94117 759-2815
G5 Guadalupe (PreK-5)* 859 Prague Street 94112 469-4718
G7 Harte, Bret (PreK-5)* 1035 Gilman Avenue 94124 330-1520
F6 Hillcrest 810 Silver Avenue 94134 469-4722
D3 Jefferson* 1725 Irving Street 94122 759-2821
D1 Key, Francis Scott* 1530-43rd Avenue 94122 759-2811
C2 Lafayette 4545 Anza Street 94121 750-8483
F2 Lakeshore 220 Middlefield Drive 94132 759-2825
B6 Lau, Gordon J. (PreK-5) 950 Clay Street 94108 291-7921
G4 Longfellow 755 Morse Street 94112 469-4730
F8 Malcolm X Academy 350 Harbor Road 94124 695-5950
C3 McCoppin, Frank 651-6th Avenue 94118 750-8475
C5 McKinley 1025-14th Street 94114 241-6300
D5 Milk, Harvey 4235-19th Street 94114 241-6276
E4 Miraloma 175 Omar Way 94127 469-4734
F5 Monroe* 260 Madrid Street 94112 469-4736
5. Charter SchoolsG5 City Arts & Technology
High School325 La Grande Avenue 94112 841-2200
C5 Creative Arts (K-8) 1601 Turk Street 94115 749-3509
D5 Thomas Edison Academy (K-8)
3531 22nd Street 94114 970-3330
B5 Gateway High School 1430 Scott Street 94115 749-3600
C5 Gateway Middle School 1512 Golden Gate Ave. 94115 922-1001
G7 KIPP Bayview Academy (5-8)
1060 Key Avenue 94124 467-2522
B5 KIPP SF Bay (5-8) 1430 Scott Street 94115 440-4306
B5 Leadership High School 241 Oneida Avenue, Suite 301 94134
841-8910
A7 Life Learning Academy 651-8th Street, Bldg.229 TI 94130
397-8957
D6 Kipp SF College Preparatory Academy
655 De Haro Street 94107 745-2379
6. Continuation SchoolsD3 Independence High
School1350 7th Avenue 94122 242-5000
C5 Wells, Ida B. High School 1099 Hayes Street 94117 241-6315
C5 Civic Center Secondary 727 Golden Gate Avenue 94102
241-3000
E6 Hilltop High School 1325 Florida Street 94110 695-5606
D6 Downtown High School 693 Vermont Street 94107 695-5860
*Early Education Department Out-of-School Program with After,Before, Winter/Spring Break, or Summer Services.
Educational Placement Center555 Franklin St., Room 100
San Francisco, CA 94102Ph: (415) 241-6085
Fax: (415) 241-6087www.sfusd.edu/enroll
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3. Middle Schools
F3Aptos
105 Aptos Avenue 94127469-4520
G4
Denm
an, James
241 Oneida Avenue 94112
469-4535
D5
Everett450 C
hurch Street 94114241-6344
A6
Francisco2190 Pow
ell Street 94133291-7900
E2G
iannini, A. P.
3151 Ortega Street 94122
759-2770
E3H
oover, Herbert
2290-14th Avenue 94116759-2783
F6K
ing, Dr. M
artin L. Jr.350 G
irard Street 94134330-1500
E5Lick, Jam
es1220 N
oe Street 94114695-5675
A5
Marina
3500 Fillmore Street 94123
749-3495
C2
Presidio450-30th Avenue 94121
750-8435
B3Roosevelt, Th
eodore460 A
rguello Blvd 94118750-8446
G6
Visitacion Valley
450 Raymond Avenue 94134
469-4590
4. High Schools
E4A
cademy of A
rts and Sciences
555 Portola Drive 94131
695-5700
G4
Balboa1000 C
ayuga Avenue 94112469-4090
G6
Burton, Phillip & Sala
400 Mansell Street 94134
469-4550
A5
Galileo A
cademy of
Science and Technology1150 Francisco Street 94109
749-3430
D7
International Studies A
cademy (ISA
)655 D
e haro Street 94107695-5866
G5
June Jordan School for Equity
325 La Grande Avenue 94112
452-4922
E2Lincoln, A
braham2162-24th Avenue 94116
759-2700
F2Low
ell1101 Eucalyptus D
rive 94132759-2730
F6M
arshall, Thurgood
45 Conkling Street 94124
695-5612
D5
Mission
3750-18th Street 94114241-6240
D6
O'C
onnell, John, School of Technology
2355 Folsom Street 94110
695-5370
E4Ruth A
sawa San Fran-
cisco School of the Arts
555 Portola Drive 94131
695-5700
D6
SF International1050 York Street 94110
241-6154
C4
Wallenberg, Raoul
40 Vega Street 94115749-3469
C2
Washington, G
eorge600-32nd Avenue 94121
750-8400
F5M
onroe*260 M
adrid Street 94112469-4736
D6
Moscone, G
eorge R. (PreK
-5)*2576 H
arrison Street 94110695-5736
C5
Muir, John (PreK
-5)380 W
ebster Street 94117241-6335
C4
New
Traditions2049 G
rove Street 94117750-8490
G3
Ortega, Jose
400 Sargent Street 94132469-4726
A6
Parker, Jean*840 Broadw
ay Street 94133291-7990
B5Parks, Rosa (PreK
-5)*1501 O
'Farrell Street 94115749-3519
B3Peabody, G
eorge251-6th Avenue 94118
750-8480
B6Redding (TK
-5)*1421 Pine Street 94109
749-3525
D5
Sanchez (PreK-5)
325 Sanchez Street 94114241-6380
F5Serra, Junipero*
625 Holly Park C
ircle 94110695-5685
G3
Sheridan (PreK-5)
431 Capitol Avenue 94112
469-4743
A5
Sherman
1651 Union Street 94123
749-3530
F3Sloat, C
omm
odore50 D
arien Way 94127
759-2807
B6Spring Valley Science School*
1451 Jackson Street 94109749-3535
D7
Starr King (PreK
-5)1215 C
arolina Street 94107695-5797
E2Stevenson, Robert L.
2051-34th Avenue 94116759-2837
F4Sunnyside
250 Foerster Street 94112469-4746
E1Sunset
1920-41st Avenue 94116759-2760
B3Sutro*
235-12th Avenue 94118750-8525
F6Taylor, Edw
ard R. (PreK
-5)423 Burrow
s Street 94134330-1530
B6Tenderloin C
omm
unity (PreK
-5)627 Turk Street 94102
749-3567
E1U
lloa (TK-5)
2650- 42nd Avenue 94116759-2841
G6
Visitacion Valley
55 Schwerin Street 94134
469-4796
D7
Webster, D
aniel*465 M
issouri Street 94107695-5787
E3W
est Portal5 Lenox W
ay 94127759-2846
A6
Wo, Yick
2245 Jones Street 94133749-3540
2.B. Elementary C
itywide Schools
D6
Buena Vista/H
orace Mann
(K-8)
3351-23rd Street 94110695-5881
C4
CIS at D
e Avila (K-5)
1250 Waller Street 94117
241-6325
C6
Carmichael, Bessie (PreK-8)*
375-7th Street 94103355-6916
B6C
hinese Ed. Center (K
-5)657 M
erchant Street 94111291-7918
E5Fairm
ount (PreK-5)
65 Chenery Street 94131
695-5669
D2
Lawton (K
-8)1570-31st Avenue 94122
759-2832
A4
Lilienthal, Claire (3-8)
3630 Divisadero Street 94123
749-3516
B4Lilienthal, C
laire (K-2)
3950 Sacramento Street 94118
750-8603
D6
Marshall (K
-5)1575-15th Street 94103
241-6280
E5M
ission Ed. Center (K
-5)1670 N
oe Street 94131695-5313
F6Revere, Paul (PreK
-8)555 Tom
pkins Avenue 94110695-5656
D4
Rooftop (5-8)500 C
orbett Avenue 94114522-6757
D4
Rooftop (K-4)
443 Burnett Street 94131695-5692
F5SF C
omm
unity (K-8)
125 Excelsior Avenue 94112469-4739
B5SF Public M
ontessori (PreK
-5)*2340 Jackson Street 94115
749-3544
D3
Yu, Alice Fong (K
-8)1541-12th Avenue 94122
759-2764
1. Early Education Schools
C3
Argonne EES PK
/TK750 16th Avenue 94118
750-8617
F7H
avard, Leola EES PK/TK
*1520 O
akdale Avenue 94124695-5660
D2
Jefferson EES1350 25th Avenue 94122
759-2852
D5
Mahler, Th
eresa EES990 C
hurch Street 94114695-5871
G5
McLaren, John EES PK
/TK*
2055 Sunnydale Avenue 94134469-4519
D1
Noriega EES PK
/TK*
1775 44th Avenue 94122759-2853
B4Presidio EES PK
/TK*
Building 387, Presidio 94129561-5822
E6Rodriguez, Zaida T. EES PK
/TK421 Bartlett St 94110
695-5844
G4
San Miguel EES*
300 Seneca Avenue 94112469-4756
E5Serra, Junipero A
nnex EES PK
/TK155 Appleton St 94110
920-5138
B6Stockton, C
omm
odore EES PK
/TK*
1 Trenton St 94108291-7932
A5
Tule Elk Park EES PK/TK
*2110 G
reenwich 94123
749-3551
2.A. Elem
entary Attendance A
rea Schools
B2A
lamo
250-23rd Avenue 94121750-8456
D5
Alvarado
625 Douglass Street 94114
695-5695
C3
Argonne
680-18th Avenue 94121750-8460
D6
Bryant (PreK-5)*
2641 25th Street 94110 695-5780
F7C
arver, Dr. G
eorge W.
1360 Oakdale Avenue 94124
330-1540
D6
Chavez, C
esar (PreK-5)
825 Shotwell Street 94110
695-5765
A6
Chin, John Yehall
350 Broadway Street 94133
291-7946
D4
Clarendon
500 Clarendon Avenue 94131
759-2796
G5
Cleveland
455 Athens Street 94112469-4709
B5C
obb, Dr. W
illiam L.
(PreK-5)
2725 California Street 94115
749-3505
F7D
rew, Dr. C
harles (PreK
-TK-5)*
50 Pomona Avenue 94124
330-1526
G6
El Dorado
70 Delta Street 94134
330-1537
E2Feinstein, D
ianne2550-25t h Avenue 94116
615-8460
E6Flynn, Leonard R.*
3125 Cesar C
havez Street 94110695-5770
A6
Garfield
420 Filbert Street 94133291-7924
F5G
len Park151 Lippard Avenue 94131
469-4713
D4
Grattan (PreK
-5)*165 G
rattan Street 94117759-2815
G5
Guadalupe (PreK
-5)*859 Prague Street 94112
469-4718
G7
Harte, Bret (PreK
-5)*1035 G
ilman Avenue 94124
330-1520
F6H
illcrest810 Silver Avenue 94134
469-4722
D3
Jefferson*1725 Irving Street 94122
759-2821
D1
Key, Francis Scott*1530-43rd Avenue 94122
759-2811
C2
Lafayette4545 A
nza Street 94121750-8483
F2Lakeshore
220 Middlefield D
rive 94132759-2825
B6Lau, G
ordon J. (PreK-5)
950 Clay Street 94108
291-7921
G4
Longfellow755 M
orse Street 94112469-4730
F8M
alcolm X
Academ
y350 H
arbor Road 94124695-5950
C3
McC
oppin, Frank651-6th Avenue 94118
750-8475
C5
McK
inley1025-14th Street 94114
241-6300
D5
Milk, H
arvey4235-19th Street 94114
241-6276
E4M
iraloma
175 Om
ar Way 94127
469-4734
5. Charter Schools
G5
City A
rts & Technology
High School
325 La Grande Avenue 94112
841-2200
C5
Creative A
rts (K-8)
1601 Turk Street 94115749-3509
D5
Thom
as Edison Academ
y (K
-8)3531 22nd Street 94114
970-3330
B5G
ateway H
igh School1430 Scott Street 94115
749-3600
C5
Gatew
ay Middle School
1512 Golden G
ate Ave. 94115922-1001
G7
KIPP Bayview
Academ
y (5-8)
1060 Key Avenue 94124467-2522
B5K
IPP SF Bay (5-8)1430 Scott Street 94115
440-4306
B5Leadership H
igh School 241 O
neida Avenue, Suite 301 94134
841-8910
A7
Life Learning Academ
y651-8th Street, Bldg.229 TI 94130
397-8957
D6
Kipp SF C
ollege Preparatory A
cademy
655 De H
aro Street 94107745-2379
6. Continuation Schools
E1Independence H
igh School
3045 Santiago Street 94116242-2528
D3
Principals Center
Collaborative/Big Picture
School
1350 7th Avenue 94122242-2520
C5
Wells, Ida B. H
igh School1099 H
ayes Street 94117241-6315
C5
Civic C
enter Secondary727 G
olden Gate Avenue
94102241-6232
E6H
illtop High School
1325 Florida Street 94110695-5606
D6
Dow
ntown H
igh School693 Verm
ont Street 94107695-5860
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SFUSD HIGH SCHOOL PHYSICAL EDUCATION ACRONYMS
AAHPERD American Alliance
For Health, Physical Education, Recreation and Dance
Mission is to advance professional practice and promote research related to health, physical education, physical activity, dance and sport
AAO SFUSD Achievement and Assessment Office (FITNESSGRAM and other state and federal assessments)
The SFUSD AAO is responsible for the coordination, implementation, and interpretation of all district and state mandated student assessments.
ACT American College Testing
College readiness assessment is a curriculum is a standards-based educational and career planning tool that assesses students academic readiness for college
ADA Americans With Disabilities Act
ADA signed into law July 1990, civil rights legislations that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life.
ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
Attention deficit disorder and attention deficit hyperactivity disorder are medical conditions characterized by a child's inability to focus, while possessing impulsivity, fidgeting and inattention.
AP Advanced Placement Program created by the College Board offering college level curriculum and examinations to high school students
API Academic Performance Index
Cornerstone of California public school accountability act of 1999, measures the academic performance and growth of schools on a variety of academic measures.
AVID Advancement Via Individual Determination College Prep
College readiness system for elementary through higher education that is designed to increase school-wide learning and performance.
AYP Adequate Yearly Progress
Statewide accountability system mandated by the NCLB Act of 2001 which requires each state to ensure that all schools and districts make adequate yearly
BTSA Beginning Teacher Support and Assessment
State funded program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements of the California Clear Multiple Subject, Single Subject and Education Specialist Credentials.
CAC Community Advisory Committee For Special Education
The purpose of the Community Advisory Committee (CAC) for Special Education is to champion effective special education programs and services and advise the Board of Education on priorities in the Special Education Local Plan Area (SELPA). http://www.sfusd.edu/en/councils-committees/community-advisory-committee- %28cac%29-for-special-education.html
CAHPERD California Association For Health, Physical Education, Recreation and Dance
Promotes the organizing and progress of school, community and state-wide programs of health, physical education, recreation and dance which will embody opportunities and ensure the inclusion of programs within the most appropriate philosophical and social context of life in California.
CAHSEE California High School Exit Examination
All high school students must pass a test to earn a high school diploma. Some students with disabilities do not have to pass this test.
CCR California Code of Regulations
Codification of the general and permanent rules and regulations announced in the Regulatory Notice Register by California state agencies.
CCTC California Commission on Teacher Credentialing
Independent agency created in 1970 by the Ryan Act, it is a state standards board. CCTC facilitates the credentialing of California’s teachers.
CDE California Department of Education
It is an agency within the government of California that oversees public education, funding and testing, and holds local educational agencies accountable for student achievement.
CDC Centers for Disease Control and Prevention
National public health institute of the United States. The CDC is a federal agency under Health and Human Services. Its main goal is to protect the publics health and safety through the control and prevention of disease, injury, and disability.
C & I Curriculum and Instruction
Formerly APD https://district.sfusd.edu/dept/apd/default.aspx
CHKS California Healthy Kids Survey
The California Healthy Kids Survey (CHKS) is the largest statewide survey of resiliency, protective factors, and risk behaviors in the nation. Across California, the CHKS has led to a better understanding of the relationship between students' health behaviors and academic performance, and is frequently cited by state policymakers and the media as a critical component of school improvement efforts to help guide the development of more effective health, prevention, and youth development programs. http://chks.wested.org/
CIF California Interscholastic Federation
Standards for professional teaching practices includes ten elements for high-quality development and guidance from the National Board for Professional Teaching Standards http://www.cde.ca.gov
CSTP California Standards for the Teaching Profession
Standards for professional teaching practices includes ten elements for high-quality development and guidance from the National Board for Professional Teaching Standards http://www.cde.ca.gov
EL English Learner An EL is a K-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). The process for identification is described in the California English Language Development Test (CELDT) Assistance Packet for School Districts at http://www.cde.ca.gov/ta/tg/el/resources.asp
ELAC English Learner Advisory Committee
Each California Public School from Kindergarten through grade 12, with 21 or more English learners must form a functional English Learner Advisory Committee (ELAC). The ELAC is a committee for parents or other community members who want to advocate for English Learners. The purpose of the ELAC (or
subcommittee, if appropriate) is to advise the principal and school staff on programs and services for English learners and the SSC on the development of the Single School Plan for Student Achievement. http://www.sfusd.edu/en/councils-committees/english-learner-advisory- committee.html
ELAP English Language Acquisition Program
A program providing funding for instructional support and coordination of services for English learners enrolled in grades 4-8 and for reclassification to fluent-English proficient (FEP) status in grades K-12. http://www.cde.ca.gov/ga/aa/ca/englishlang.asp
FFAC Food and Fitness Advisory Committee
The mission of the Student Food and Fitness Committee (FFAC) is to address the issues of childhood obesity and physical fitness, remove junk food from the schools, increase participation in the National School Lunch Program, reduce the dependence of schools and school-related organizations on food-based fundraising, expand and improve opportunities for physical activities for students, and increase the amount of nutrition education offered to students and families. The vision of the FFAC is that SFUSD students have healthy appetizing school food and regular physical activity, and know why these are important for their wellbeing, their ability to learn, and their environment. http://www.sfusd.edu/ en/councils-committees/student-food-fitness-committee.html
GATE Gifted and Talented Education
Gifted and Talented Education in SFUSD provides access to challenging and novel learning opportunities that equitably engage high potential, talent and exceptional capacities of students. SFUSD educators and parents are provided support in identifying GATE students and facilitating site GATE programs.
IEP Individualized Education Program
SFUSD Contact: Helen Pettiford, C & I Instruction Supervisor, [email protected] Special education is instruction specifically designed to address the educational and related developmental needs of children with disabilities.
IS Independent Study The Board of Education authorizes Independent Study as an optional alternative instructional strategy by which students may reach curriculum objectives and fulfill graduation requirements. Independent Study shall offer a means of individualizing the educational plan for students whose needs may be best met through study outside the regular classroom setting. Only ROTC and Independence HS students are eligible for Independent Study.
MPD Multilingual Pathways The mission of the SFUSD Multilingual Pathways Department team is to provide English Learners with a culturally and linguistically relevant education as well as to engage educators in quality professional development, so that they can better meet the educational needs of English Learner students. In order to ensure English Learners academic success, we advocate for the development and maintenance of clearly defined biliteracy pathways that will raise students' achievement and prepare them to fully participate in the 21st century economic, political, cultural, and intellectual life of our global society.
MVPA Moderate to Vigorous Physical Activity
Recently national PE recommendations have been promoted to encourage practitioners to achieve ≥ 50% of PE class in moderate to vigorous physical activity (MVPA). SFUSD also recommends 50% of instructional time in MVPA. Intensity refers to the rate at which the activity is being performed or the magnitude of the effort required to perform an activity or exercise. It can be thought of "How hard a person works to do the activity"
NASPE National Association Sports Physical Education
The National Association for Sport and Physical Education (NASPE) is the non-profit professional membership association that sets the standard for best practices in quality physical education and sport. NASPE is the largest of the five national associations that make up the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). http://aahperd.org/naspe
NBCT National Board Certified Teacher
The National Board for Professional Teaching Standards (NBPTS) is an organization of teachers and other education stakeholders who are working to strengthen the teaching profession and improve student learning. The San Francisco Unified School District recognizes the tremendous impact that National Board Certified Teachers have on teaching and learning. Therefore, we are committed to offering a program that provides ongoing support to its teachers who engage in the certification process.
NCLB No Child Left Behind The No Child Left Behind Act of 2001 is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students. NCLB supports standards-based education reform based on the premise that setting high
standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. http://www2.ed/gov/ncib/
PAR Peer Assistance And Review Program For Teachers
PAR program. Education Code, Section 44506(b) states that a district receiving PAR funds may use those funds for several other programs, such as:
1. Beginning Teacher Support and Assessment (BTSA) 2. Professional development or other educational activities formerly provided
under the Mentor Teacher Program 3. Any program that supports the training and development of new teachers
http://www.cde.ca.gov/pd/te/ce/par03.asp
PEEF Public Enrichment Education Fund (formerly Prop H)
In March of 2004, San Francisco voters approved the ballot initiative Proposition H. The passage of Proposition H established the Public Education Enrichment Fund (PEEF) as law within the City Charter, Section 16.123.1-10. The passage of Proposition H came at a time when district resources were diminished as funding at the state and federal level was decreasing. PEEF provides critical funding to improve the quality of education for the youth of San Francisco and is shared by SFUSD San Francisco FIRST FIVE:
1. The first third of the total PEEF fund is allocated to San Francisco First Five for pre-school support.
2. The second third supports sports, libraries, the arts and music (SLAM). 3. The last third funds programs such as Wellness Centers, Student Support
Professionals, Translation Services, and Peer Resources (Third-Third). http://www.sfusd.edu/en/about-sfusd/initiatives-and-plans/voter-initiatives/public-education-enrichment-fund.html
PEEF CAC The PEEF CAC serves as a conduit for informing as well as receiving input from SFUSD stakeholders (students, parents, staff, and other community members) in order to assist the Superintendent and the Board of Education to effectively allocate PEEF
funding. The PEEF CAC:
1. Reviews PEEF program information and data 2. Uses information and data to advise the Board of Education and Superintendent 3. Contributes to PEEF communication and awareness
The PEEF CAC’s insights, feedback and recommendations are prepared by the committee members for presentation to the Board and the Superintendent. The PEEF CAC’s recommendations are aligned to and support one or more of the District Goals in accordance with SFUSD’s Strategic Plan. http://www.sfusd.edu/en/councils -committees/peef-community-advisory-committee.html
PFT Physical Fitness Test The physical fitness test (PFT) for students in California schools is the
FITNESSGRAM®. The main goal of the test is to help students in starting life-long habits of regular physical activity. Students in grades five, seven, and nine take the fitness test. The test has six parts that show a level of fitness that offer a degree of defense against diseases that come from inactivity. The test results can be used by students, teachers, and parents. http://www.cde.ca.gov/ta/tg/pf/
PTA Parent Teacher Association
The overall purpose of PTA is to make every child’s potential a reality by engaging and empowering families and communities to advocate for all children. http://www.pta.org
QEIA Quality Education Investment Act of 2006
The Quality Education Investment Act (QEIA) is California’s K-12 intervention program to support low-performing schools. http://www.cde.ca.gov/fg/fo/r15/qeia07qa.asp
RESPECT Recognizing Educational Success, Professional Excellence and Collaborative Teaching
RESPECT represents a movement within the education profession to elevate and transform teaching and leading so that all of our students are prepared to meet the demands of the 21st century. As the demands of our world continue to expand, our students need educators who are well prepared, compensated, and treated as professionals. http://www.ed.gov/teaching
RSP Resource Specialist Program
Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.
SAC Student Advisory Council
If a school uses Economic Impact Aid (EIA) funds for State Compensatory Education programs (SCE), the school must form a School Advisory Committee (SAC) to input to the School Site Council regarding the BSC. http://www.sfusd.edu/en/councils-committees/district-advisory-committee.html
SARB School Attendance Review Board
The San Francisco Unified School District (SFUSD) School Attendance Review Board (SARB) is comprised of representatives from the school district, social services, probation, law enforcement, and other community agencies and individuals. SARB meets with students and families to collaboratively identify persistent attendance issues, and develop solutions to resolve these issues. http://www.healthiersf.org/Programs/PS/Child%20Welfare%20and%20 Attendance%20%20Student%20Attendance%20Review%20Board%20% 28SARB%29/index.
SAT Scholastic Achievement Test
The SAT is owned, published, and developed by the College Board, a nonprofit organization in the United States. It was formerly developed, published, and scored by the Educational Testing Service which still administers the exam. The test is intended
to assess a student's readiness for college. It was first introduced in 1926, and its name and scoring have changed several times. It was first called the Scholastic Aptitude Test, then the Scholastic Assessment Test. http://sat.collegeboard.org
SDAIE Specially Designed Academic Instruction In English
SDAIE is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.
SDC Special Day Class A group that evaluates a child’s performance, makes recommendations for success and develops a formal plan. The team includes the classroom teacher, parents, and educational specialists. They may make a recommendation for a special education evaluation.
SED Socioeconomically Disadvantaged
Students whose parents do not have a high school diploma or who participate in the free/reduced price meal program because of low family income. www.cde.ca.gov
SIT Student Intervention Team
The Student Intervention Team (SIT) recruits, trains and supervises a yearly cohort of approximately 50 graduate-level clinical interns. These emerging mental health professionals provide individual and group mental health support to the San Francisco Unified School District (SFUSD). They are Master’s or post-Master’s level graduate students in social work, marriage and family therapy, and counseling from prestigious local universities. Interns have the opportunity to pursue research endeavors and can fulfill hours to earn a Pupil Personnel Service Credential. Many interns go on to utilize their training as SFUSD employees upon completion of their internship. For more information, contact SIT at (415) 750-4500 or [email protected].
SPED Special Education Education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
SSC School Site Council Each SFUSD school must have an elected School Site Council (SSC) to represent parents, students, community members, and school staff in the school governance process. The SSC has a number of important responsibilities, including:
1.Reviewing and analyzing student achievement data, 2. Gathering community input, 3. Helping develop the Academic Plan and the school site budget, 4. and monitoring the implementation of the plan and budget.
SST
Student Success Team
The Student Success Team (SST) is a problem solving and coordinating structure that assists students, families and teachers to seek positive solutions for maximizing student potential. The SST focuses in-depth on one student at a time, and invites the parent and student to participate in finding solutions.
http://www.sfusd.edu/en/assets/sfusd-staff/programs/files/special-education/SSTManualRev2008.pdf
STEM Science, Technology, Engineering, And Mathematics
Science, technology, engineering, and mathematics (STEM) education is used to identify individual subjects, a stand alone course, a sequence of courses, activities involving any of the four areas, a STEM-related course, or an interconnected or integrated program of study. A nationally agreed upon definition for STEM education is currently lacking. This page and the links on it provide information and resources for kindergarten through grade twelve STEM education. http://www.cde.ca.gov/pd/ca/sc/stemintrod.asp
UBC Union Building Rep Know your building rights
VAPA Visual And Performing Arts
Visual and Performing Arts (VAPA) refers to the disciplines of visual arts, dance, drama/theatre, music and literary arts. The VAPA office administers arts programs for district schools and is a part of SFUSD’s Curriculum and Instruction (C&I) office that oversees teaching and learning along with the other academic subjects. http://www.sfusd.edu/en/curriculum-standards/visual-performing-arts/overview.html
WASC Western Association Of Schools And Colleges
The Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC) is one of six regional accrediting associations in the United States. The Accrediting Commission for Schools, WASC, extends its services to over 4,500 public, independent, church-related, and proprietary pre-K–12 and adult schools, works with 16 associations in joint accreditation processes, and collaborates with other educational organizations. http://www.acswasc.org
CDE Acronyms and Initialisms cde.ca.gov/re/di/aa/ap/index.asp – more acronyms
SFUSD HIGH SCHOOL PHYSICAL EDUCATION ACRONYMS
AAHPERD American Alliance
For Health, Physical Education, Recreation and Dance
Mission is to advance professional practice and promote research related to health, physical education, physical activity, dance and sport
AAO SFUSD Achievement and Assessment Office (FITNESSGRAM and other state and federal assessments)
The SFUSD AAO is responsible for the coordination, implementation, and interpretation of all district and state mandated student assessments.
ACT American College Testing
College readiness assessment is a curriculum is a standards-based educational and career planning tool that assesses students academic readiness for college
ADA Americans With Disabilities Act
ADA signed into law July 1990, civil rights legislations that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life.
ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
Attention deficit disorder and attention deficit hyperactivity disorder are medical conditions characterized by a child's inability to focus, while possessing impulsivity, fidgeting and inattention.
AP Advanced Placement Program created by the College Board offering college level curriculum and examinations to high school students
API Academic Performance Index
Cornerstone of California public school accountability act of 1999, measures the academic performance and growth of schools on a variety of academic measures.
AVID Advancement Via Individual Determination College Prep
College readiness system for elementary through higher education that is designed to increase school-wide learning and performance.
AYP Adequate Yearly Progress
Statewide accountability system mandated by the NCLB Act of 2001 which requires each state to ensure that all schools and districts make adequate yearly
BTSA Beginning Teacher Support and Assessment
State funded program engages preliminary credentialed teachers in a job-embedded formative assessment system of support and professional growth to fulfill the requirements of the California Clear Multiple Subject, Single Subject and Education Specialist Credentials.
CAC Community Advisory Committee For Special Education
The purpose of the Community Advisory Committee (CAC) for Special Education is to champion effective special education programs and services and advise the Board of Education on priorities in the Special Education Local Plan Area (SELPA). http://www.sfusd.edu/en/councils-committees/community-advisory-committee- %28cac%29-for-special-education.html
CAHPERD California Association For Health, Physical Education, Recreation and Dance
Promotes the organizing and progress of school, community and state-wide programs of health, physical education, recreation and dance which will embody opportunities and ensure the inclusion of programs within the most appropriate philosophical and social context of life in California.
CAHSEE California High School Exit Examination
All high school students must pass a test to earn a high school diploma. Some students with disabilities do not have to pass this test.
CCR California Code of Regulations
Codification of the general and permanent rules and regulations announced in the Regulatory Notice Register by California state agencies.
CCTC California Commission on Teacher Credentialing
Independent agency created in 1970 by the Ryan Act, it is a state standards board. CCTC facilitates the credentialing of California’s teachers.
CDE California Department of Education
It is an agency within the government of California that oversees public education, funding and testing, and holds local educational agencies accountable for studentachievement.
CDC Centers for Disease Control and Prevention
National public health institute of the United States. The CDC is a federal agency under Health and Human Services. Its main goal is to protect the publics health and safety through the control and prevention of disease, injury, and disability.
C & I Curriculum and Instruction
Formerly APD https://district.sfusd.edu/dept/apd/default.aspx
CHKS California Healthy Kids Survey
The California Healthy Kids Survey (CHKS) is the largest statewide survey of resiliency, protective factors, and risk behaviors in the nation. Across California, the CHKS has led to a better understanding of the relationship between students' health behaviors and academic performance, and is frequently cited by state policymakers and the media as a critical component of school improvement efforts to help guide the development of more effective health, prevention, and youthdevelopment programs. http://chks.wested.org/
CIF California Interscholastic Federation
Standards for professional teaching practices includes ten elements for high-quality development and guidance from the National Board for Professional Teaching Standards http://www.cde.ca.gov
CSTP California Standards for the Teaching Profession
Standards for professional teaching practices includes ten elements for high-quality development and guidance from the National Board for Professional Teaching Standards http://www.cde.ca.gov
EL English Learner An EL is a K-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). The process for identification is described in the California English Language Development Test (CELDT) Assistance Packet for School Districts at http://www.cde.ca.gov/ta/tg/el/resources.asp
ELAC English Learner Advisory Committee
Each California Public School from Kindergarten through grade 12, with 21 or more English learners must form a functional English Learner Advisory Committee (ELAC). The ELAC is a committee for parents or other community members who want to advocate for English Learners. The purpose of the ELAC (or
subcommittee, if appropriate) is to advise the principal and school staff on programs and services for English learners and the SSC on the development of the Single School Plan for Student Achievement. http://www.sfusd.edu/en/councils-committees/english-learner-advisory- committee.html
ELAP English Language Acquisition Program
A program providing funding for instructional support and coordination of services for English learners enrolled in grades 4-8 and for reclassification to fluent-English proficient (FEP) status in grades K-12. http://www.cde.ca.gov/ga/aa/ca/englishlang.asp
FFAC Food and Fitness Advisory Committee
The mission of the Student Food and Fitness Committee (FFAC) is to address the issues of childhood obesity and physical fitness, remove junk food from the schools, increase participation in the National School Lunch Program, reduce the dependence of schools and school-related organizations on food-based fundraising, expand and improve opportunities for physical activities for students, and increase the amount of nutrition education offered to students and families. The vision of the FFAC is that SFUSD students have healthy appetizing school food and regular physical activity, and know why these are important for their wellbeing, their ability to learn, and their environment. http://www.sfusd.edu/ en/councils-committees/student-food-fitness-committee.html
GATE Gifted and Talented Education
Gifted and Talented Education in SFUSD provides access to challenging and novel learning opportunities that equitably engage high potential, talent and exceptional capacities of students. SFUSD educators and parents are provided support in identifying GATE students and facilitating site GATE programs.
IEP Individualized Education Program
SFUSD Contact: Helen Pettiford, C & I Instruction Supervisor, [email protected] Special education is instruction specifically designed to address the educational and related developmental needs of children with disabilities.
IS Independent Study The Board of Education authorizes Independent Study as an optional alternative instructional strategy by which students may reach curriculum objectives and fulfill graduation requirements. Independent Study shall offer a means of individualizing the educational plan for students whose needs may be best met through study outside the regular classroom setting. Only ROTC and Independence HS students are eligible for Independent Study.
MPD Multilingual Pathways The mission of the SFUSD Multilingual Pathways Department team is to provide English Learners with a culturally and linguistically relevant education as well as to engage educators in quality professional development, so that they can better meet the educational needs of English Learner students. In order to ensure English Learners academic success, we advocate for the development and maintenance of clearly defined biliteracy pathways that will raise students' achievement and prepare them to fully participate in the 21st century economic, political, cultural, and intellectual life of our global society.
MVPA Moderate to Vigorous Physical Activity
Recently national PE recommendations have been promoted to encourage practitioners to achieve ≥ 50% of PE class in moderate to vigorous physical activity (MVPA). SFUSD also recommends 50% of instructional time in MVPA. Intensity refers to the rate at which the activity is being performed or the magnitude of the effort required to perform an activity or exercise. It can be thought of "How hard a person works to do the activity"
NASPE National Association Sports Physical Education
The National Association for Sport and Physical Education (NASPE) is the non-profit professional membership association that sets the standard for best practices in quality physical education and sport. NASPE is the largest of the five national associations that make up the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). http://aahperd.org/naspe
NBCT National Board Certified Teacher
The National Board for Professional Teaching Standards (NBPTS) is an organization of teachers and other education stakeholders who are working to strengthen the teaching profession and improve student learning. The San Francisco Unified School District recognizes the tremendous impact that National Board Certified Teachers have on teaching and learning. Therefore, we are committed to offering a program that provides ongoing support to its teachers who engage in the certification process.
NCLB No Child Left Behind The No Child Left Behind Act of 2001 is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students. NCLB supports standards-based education reform based on the premise that setting high
standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. http://www2.ed/gov/ncib/
PAR Peer Assistance And Review Program For Teachers
PAR program. Education Code, Section 44506(b) states that a district receiving PAR funds may use those funds for several other programs, such as:
1. Beginning Teacher Support and Assessment (BTSA) 2. Professional development or other educational activities formerly provided
under the Mentor Teacher Program 3. Any program that supports the training and development of new teachers
http://www.cde.ca.gov/pd/te/ce/par03.asp
PEEF Public Enrichment Education Fund (formerly Prop H)
In March of 2004, San Francisco voters approved the ballot initiative Proposition H. The passage of Proposition H established the Public Education Enrichment Fund (PEEF) as law within the City Charter, Section 16.123.1-10. The passage of Proposition H came at a time when district resources were diminished as funding at the state and federal level was decreasing. PEEF provides critical funding to improve the quality of education for the youth of San Francisco and is shared by SFUSD San Francisco FIRST FIVE:
1. The first third of the total PEEF fund is allocated to San Francisco First Five for pre-school support.
2. The second third supports sports, libraries, the arts and music (SLAM). 3. The last third funds programs such as Wellness Centers, Student Support
Professionals, Translation Services, and Peer Resources (Third-Third). http://www.sfusd.edu/en/about-sfusd/initiatives-and-plans/voter-initiatives/public-education-enrichment-fund.html
PEEF CAC The PEEF CAC serves as a conduit for informing as well as receiving input from SFUSD stakeholders (students, parents, staff, and other community members) in order to assist the Superintendent and the Board of Education to effectively allocate PEEF
funding. The PEEF CAC:
1. Reviews PEEF program information and data 2. Uses information and data to advise the Board of Education and Superintendent 3. Contributes to PEEF communication and awareness
The PEEF CAC’s insights, feedback and recommendations are prepared by the committee members for presentation to the Board and the Superintendent. The PEEF CAC’s recommendations are aligned to and support one or more of the District Goals in accordance with SFUSD’s Strategic Plan. http://www.sfusd.edu/en/councils -committees/peef-community-advisory-committee.html
PFT Physical Fitness Test The physical fitness test (PFT) for students in California schools is the
FITNESSGRAM®. The main goal of the test is to help students in starting life-long habits of regular physical activity. Students in grades five, seven, and nine take the fitness test. The test has six parts that show a level of fitness that offer a degree of defense against diseases that come from inactivity. The test results can be used by students, teachers, and parents. http://www.cde.ca.gov/ta/tg/pf/
PTA Parent Teacher Association
The overall purpose of PTA is to make every child’s potential a reality by engaging and empowering families and communities to advocate for all children. http://www.pta.org
QEIA Quality Education Investment Act of 2006
The Quality Education Investment Act (QEIA) is California’s K-12 intervention program to support low-performing schools. http://www.cde.ca.gov/fg/fo/r15/qeia07qa.asp
RESPECT Recognizing Educational Success, Professional Excellence and Collaborative Teaching
RESPECT represents a movement within the education profession to elevate and transform teaching and leading so that all of our students are prepared to meet the demands of the 21st century. As the demands of our world continue to expand, our students need educators who are well prepared, compensated, and treated as professionals. http://www.ed.gov/teaching
RSP Resource Specialist Program
Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.
SAC Student Advisory Council
If a school uses Economic Impact Aid (EIA) funds for State Compensatory Education programs (SCE), the school must form a School Advisory Committee (SAC) to input to the School Site Council regarding the BSC. http://www.sfusd.edu/en/councils-committees/district-advisory-committee.html
SARB School Attendance Review Board
The San Francisco Unified School District (SFUSD) School Attendance Review Board (SARB) is comprised of representatives from the school district, social services, probation, law enforcement, and other community agencies and individuals. SARB meets with students and families to collaboratively identify persistent attendance issues, and develop solutions to resolve these issues. http://www.healthiersf.org/Programs/PS/Child%20Welfare%20and%20 Attendance%20%20Student%20Attendance%20Review%20Board%20% 28SARB%29/index.
SAT Scholastic Achievement Test
The SAT is owned, published, and developed by the College Board, a nonprofit organization in the United States. It was formerly developed, published, and scored by the Educational Testing Service which still administers the exam. The test is intended
to assess a student's readiness for college. It was first introduced in 1926, and its name and scoring have changed several times. It was first called the Scholastic Aptitude Test, then the Scholastic Assessment Test. http://sat.collegeboard.org
SDAIE Specially Designed Academic Instruction In English
SDAIE is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.
SDC Special Day Class A group that evaluates a child’s performance, makes recommendations for success and develops a formal plan. The team includes the classroom teacher, parents, and educational specialists. They may make a recommendation for a special education evaluation.
SED Socioeconomically Disadvantaged
Students whose parents do not have a high school diploma or who participate in the free/reduced price meal program because of low family income. www.cde.ca.gov
SIT Student Intervention Team
The Student Intervention Team (SIT) recruits, trains and supervises a yearly cohort of approximately 50 graduate-level clinical interns. These emerging mental health professionals provide individual and group mental health support to the San Francisco Unified School District (SFUSD). They are Master’s or post-Master’s level graduate students in social work, marriage and family therapy, and counseling from prestigious local universities. Interns have the opportunity to pursue research endeavors and can fulfill hours to earn a Pupil Personnel Service Credential. Many interns go on to utilize their training as SFUSD employees upon completion of their internship. For more information, contact SIT at (415) 750-4500 or [email protected].
SPED Special Education Education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.
SSC School Site Council Each SFUSD school must have an elected School Site Council (SSC) to represent parents, students, community members, and school staff in the school governance process. The SSC has a number of important responsibilities, including:
1.Reviewing and analyzing student achievement data, 2. Gathering community input, 3. Helping develop the Academic Plan and the school site budget, 4. and monitoring the implementation of the plan and budget.
SST
Student Success Team
The Student Success Team (SST) is a problem solving and coordinating structure that assists students, families and teachers to seek positive solutions for maximizing student potential. The SST focuses in-depth on one student at a time, and invites the parent and student to participate in finding solutions.
http://www.sfusd.edu/en/assets/sfusd-staff/programs/files/special-education/SSTManualRev2008.pdf
STEM Science, Technology, Engineering, And Mathematics
Science, technology, engineering, and mathematics (STEM) education is used to identify individual subjects, a stand alone course, a sequence of courses, activities involving any of the four areas, a STEM-related course, or an interconnected or integrated program of study. A nationally agreed upon definition for STEM education is currently lacking. This page and the links on it provide information and resources for kindergarten through grade twelve STEM education. http://www.cde.ca.gov/pd/ca/sc/stemintrod.asp
UBC Union Building Rep Know your building rights
VAPA Visual And Performing Arts
Visual and Performing Arts (VAPA) refers to the disciplines of visual arts, dance, drama/theatre, music and literary arts. The VAPA office administers arts programs for district schools and is a part of SFUSD’s Curriculum and Instruction (C&I) office that oversees teaching and learning along with the other academic subjects. http://www.sfusd.edu/en/curriculum-standards/visual-performing-arts/overview.html
WASC Western Association Of Schools And Colleges
The Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC) is one of six regional accrediting associations in the United States. The Accrediting Commission for Schools, WASC, extends its services to over 4,500 public, independent, church-related, and proprietary pre-K–12 and adult schools, works with 16 associations in joint accreditation processes, and collaborates with other educational organizations. http://www.acswasc.org
CDE Acronyms and Initialisms cde.ca.gov/re/di/aa/ap/index.asp – more acronyms
SECTION II
21st CENTURY
P.E. VISION and MISSION
3 Quality Physical Education Program 5
• A Quality Physical Education Program (Language Translations)
• Why Physical Education For Our Students? • Move To Learn, Learn To Move • Program Overview of K-12 Physical
Education • SFUSD and Physical Education Vision,
Mission & Goals • Physical Education Master Plan Board
Policy 4 Snapshots in Physical Education
• Embracing Healthy Lifestyles • SFUSD P.E. Teachers • Fit4Life • P.E. Outside The Box • Girls In Action…Getting Fit • Fun, Engaging Fitness
High School Physical Education
SFUSD A QUALITY PHYSICAL EDUCATION PROGRAM A Quality Physical Education Program is a comprehensive study of skills and knowledge that is developmental and age appropriate. It is not recreation or athletics. It is not “free play” or recess. Every child, regardless of ability level is included in a variety of learning opportunities for a physically active and healthy lifestyle.
For each child to experience success, the following are indicators of what is inherent in a quality physical education program:
A planned, sequential, instructional pacing guide.
Standards-based instruction and standards-based assessment practices.
Sequential, developmental, and course appropriate curriculum.
Inclusion for the student’s learning pace and individual physical development.
Moderate to vigorous physical activity in PE class for a minimum of 20 minutes each day or at least 50% of the class period.
Maximum participation, sufficient equipment, and no elimination games.
Use of technology including cardio machines, pedometers, heart-rate monitors, video systems, and power point instruction.
Class size similar to other content areas to ensure safe and effective instruction.
Safe instructional areas free of debris, obstruction, and hazards.
Grading based evidence of grade-level standards on what the student should know and can do and not primarily on attendance, dress, and participation.
Physical education classes taught by qualified, credentialed teachers in physical
education. The physical education staff is committed to provide a quality physical education instructional program for all our students for a total academic experience. Every child has equal access to the curriculum and to content mastery and skill proficiency aimed at individual student learning and achievement. (NASPE, 2014)
SFUSD HIGH SCHOOL PHYSICAL EDUCATION
WHY PHYSICAL EDUCATION FOR OUR STUDENTS? Physical education is an integral part of the overall educational program and provides one of few opportunities for all students to gain the skills, knowledge, and confidence necessary to become physically active individuals.
Standards-based Physical Education Participation in physical activity is not the same as learning content in physical education. Students today do not take PE but study PE. With the adoption of model content standards, physical education instruction today have established standards of what students should know and can do at the appropriate grade level. The focus is on student learning and achievement. The physical education teacher guides and differentiates student learning through a process of planning, assessment, and instruction. Teachers regularly assess student progress and adjust lessons and progressions accordingly.
The Physical Education Program
Three major premises guide the physical education program for high school students. (See: NASPE, Appropriate Instructional Practice Guidelines for High School Physical Education, 2009). 1. The ultimate purpose of any physical education program is to help all students gain the skills and knowledge to be physically active for a lifetime. 2. Physical educators design physical activity experiences that are appropriate for the developmental level of the students. 3. Physical education is a unique and important component of the total school program. 4. Physical activity and physical education are not the same. 5. The program goals for intramurals and athletic programs are different from physical education program goals and not a substitute for physical education. Physical education provides lifelong learning concepts and skills, including the health-related components of fitness and goal-setting that is not addressed in intramurals or in interscholastic competition. The physical education program accommodates a variety of learning differences, provides a variety of movement and learning activities, allows students to experience progressive levels of achievement toward standards, makes cross-curricular connections with other academic areas, and focuses on the whole child that includes the cognitive, effective, and psychomotor aspects of learning.
SFUSD PHYSICAL EDUCATIONLEARN TO MOVE, MOVE TO LEARN
SFUSD PHYSICAL EDUCATION MASTER PLAN All students have the opportunity to participate in a comprehensive, inclusive,
developmentally and grade appropriate standards-based physical education program in our schools.
QUALITY PHYSICAL
EDUCATION
PHYSICAL EDUCATION
CURRICULUM
STUDENT REPORT CARD
PROGRAM SUPPORT
Opportunity to Learn
Instructional time Credentialed Teachers
Class size Equipment Facilities
Safe Environment
Appropriate Instruction
Inclusion Maximum participation
Quality Lessons Tasks/Assignments Class Management
Assessment
Meaningful Content
Variety of Activities Personal Fitness
Self-Assessments Lifetime Activities
Use of Technology
Student and Program
Assessment Ongoing
Standards-based Formative
Summative Differential
Teacher & Program Review &
Accountability PEEF Student and
Teacher Survey
Sequential Developmental
Age & Grade Appropriate
Variety of Experiences Tactical Games
Individual & Dual Activities
Team Strategies Health & Fitness
Nutrition Insanity Asylum
TRX Training Circuit Fitness
Stations Dance & Rhythms
Self-Defense Stunts & Tumbling
Gymnastics Yoga
Pilates Cooperative Activities
Outdoor Education Adventure Activities
Universal Access Differential Instruction
Gender Equity Body Types
Cultural English Learners Special Needs
Advanced Learners Disabilities Adaptations
Modifications
Grading based on Content Standards
Movement Skills and Knowledge
Health-Related and Skill-Related Fitness
Fitness Skills and Knowledge
Personal & Social Skill Application in Physical Activity
Grade-level Performance
Standards Standards students
need to know and can do at each grade level
Standards-based Assessment
Evaluation tools to measure progress
and to guide learning
Student Folders Student’s work
documenting learning in progress
Citizenship Attendance
Engagement Listening Skills
Behavior Preparation
C&I/PE Department
Learning Support & Equity
Curriculum & Student Assessment
Program Implementation
Program Assessment & Accountability
Professional Development
Conferences Workshops Meetings
Teacher Collaboration Teacher Leaders
Prof Learning Teams PD Days
Instructional Resources
Equipment Instructional Aids
Associations
Professional Learning
Communities Site, District, &
Community Programs & Liaisons
District & Site P.E. Staff
High School Physical Education PROGRAM OVERVIEW OF K-12 PHYSICAL EDUCATION ELEMENTARY Credentialed teachers (TSA, Teachers on Special Assignment) are scheduled to work with PreK-5 teachers to model lessons, train and support classroom teachers so that they eventually are able to teach PE to their students. An Elementary Program Administrator further supports TSAs and works closely with Principals and a PE Supervisor to manage program success. SFUSD adopted a Physical Education Curriculum based upon students' motor, cognitive, social, and emotional development from pre-K-5th grade.
Five components represent major movement concepts are central to the program: locomotor skills, manipulative skills, non-manipulative skills, integrated movement, and personal fitness. Through structured, sequential learning experiences, students develop motor skills and an understanding of fitness, personal safety, and physical activity concepts. Each student is encouraged to work to his/her potential while practicing and problem solving, both independently and with others.
Informal and formal assessments occur regularly and are used to share progress with students and guide teachers (TSAs and classroom teachers) as they adjust instruction to benefit each individual.
Through successful participation in the elementary physical education program, students begin to acquire the concepts, competencies, and confidence, which motivate regular participation in enjoyable and healthful physical activities.
MIDDLE SCHOOL The middle school teachers is supported by a PE Supervisor, a Secondary Program Administrator, and a Content Specialist.
The content specialist models lessons, provides curriculum support and resources, facilitates professional development around current best practice and research, regularly meets with department leads and site staff to ensure quality teaching and learning.
The middle school physical education curriculum focuses on each student's continuous development of physical fitness attributes and progression of movement skills from the elementary school program.
Five components are central to the program: fitness integrated (coordinated) movement, striking, throwing and catching, and group initiatives. The activities used to address the five physical education performance standards, that stress physical, social, and intellectual development is infused with fitness concepts.
High School Physical Education Both formal and informal assessments are used regularly to assess the students' movement, content and fitness skill performances and knowledge. Students are given opportunities to develop leadership and to work in small groups to solve problems or accomplish tasks. Diverse capabilities and social needs of individual students are addressed in the physical education program.
Through purposeful learning activities, students are guided to refine motor, social, and intellectual skills that promote a fit and active lifestyle for the future.
Supplemental textbooks used in middle school are Fitness For Life and Personal Best, which are pedagogically sound, aligned with national and state standards using both classroom lesson and a wide variety of fitness and other physical activities.
HIGH SCHOOL High school teachers are supported by a PE Supervisor, and a Secondary Program Administrator, and a Content Specialist who models lessons, provides curriculum support and resources, facilitates professional development around current best practice and research, regularly meets with department leads and site staff to ensure quality teaching and learning.
Both the middle and high school content specialists collaborate to create opportunities for professional development for secondary teachers around the California State Framework and our SFUSD PE Mission Statement which provides teachers with current research based information, teaching tools and models lessons in alignment with scope and sequence of the SFUSD Program Vision, Mission and Goals.
The high school physical education program is directed by multiple goals for each student: 1) attaining a level of personal fitness; 2) using technology to design and implement a personal fitness program based on scientific principles; and 3) developing knowledge and proficiency in selected motor skill activities for enjoyment and continued activity commitment; 4) using research. These goals are crucial to lifetime wellness.
Supplemental textbooks used in high school are Fitness For Life in 9th grade and Personal Best text in 10th grade. Students will be able to design, write and implement an individualized six-week fitness plan, learn to self manage and self assess, will become proficient in heart rate monitor technology and will learn to apply the principles of training, FITT principal, components of fitness, and components of a training session, independent learners, develop positive social skills, become informed consumers, learn to self assess, and set personal goals. Our ultimate goal is to prepare students for the 21st century by promoting healthy lifestyles through physical activity. Literacy leads to independence as we take our children through a Stairway to Lifetime Fitness.
High School Physical Education
HIGH SCHOOL COURT and COUNTY and ALTERNATIVE SCHOOLS Civic Center, Hilltop, Downtown, Independence, Ida B. Wells, June Jordan, Log Cabin, Woodside (YGC)
A PE Supervisor, a Secondary Program Administrator and a Content Specialist (Teacher on Special Assignment) support the Court, County and Alternative sites. The Content Specialist provides curriculum support and resources, facilitates professional development around current best practices and research, regularly meets with site staff to ensure quality teaching and learning, and supports the conducting and training for Physical Fitness Testing.
The Court, County and Alternative School Content Specialist collaborates with the middle and high school content specialists to create opportunities for professional development for secondary teachers around the California State Framework and SFUSD Mission Statement below.
Multiple students can receive Permanent or Temporary Exemptions from PE, however it is our belief that the court, county, and alternative school physical education program focus must be on providing access and equity to all SFUSD students.
The students will attain a level of personal fitness, use technology to design and implement a personal fitness program, based on scientific principles, and will develop knowledge and proficiency in health, fitness and wellness. Students will be able to design, write and implement an individualized six-week fitness plan, learn to self manage and self assess, will become proficient in heart rate monitor technology and will learn to apply the principles of training, FITT principal, components of fitness, and components of a training session, develop positive social skills, become informed consumers and set personal goals.
SFUSD PHYSICAL EDUCATION MISSION STATEMENT All SFUSD students will become literate in 21st century physical education, life-‐long fitness and wellness. They will develop positive social skills, learn to self-‐assess, learn to set personal goals and become informed consumers. Our ultimate goal is for students to embrace healthy lifestyles and become joyful learners through physical activity.
High School Physical Education
SFUSD PHYSICAL EDUCATION VISION, MISSION and GOALS
SAN FRANCISCO UNIFIED SCHOOL DISTRICT MISSION STATEMENT
The mission of the San Francisco Unified School District is to provide each student with an equal opportunity to succeed by promoting intellectual growth, creativity, self-‐discipline, cultural and linguistic sensitivity, democratic responsibility, economic competence, and physical and mental health so that each student can achieve his or her maximum potential.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT GOALS Access and Equity
Make social justice a reality
Student Achievement Engage high achieving and joyful learners
Accountability
Keep our promises to students and families
PHYSICAL EDUCATION VISION STATEMENT SFUSD and the Physical Education Department envision all students will embrace
lifelong fitness and learning through movement.
PHYSICAL EDUCATION MISSION STATEMENT All SFUSD students will become independent, joyful learners and literate in 21st century physical education, health, fitness and wellness. Students will learn health related benefits of physical activity and valuable skills that promote life-‐long
fitness. They will develop positive social skills, learn to self-‐assess, set personal goals and become informed consumers.
Our mission is comprehensive with a call to duty with the notion that literacy leads to independence. During high school students will learn the skills and knowledge that will help them to understand the benefits of living an active lifestyle. They will learn how their bodies function during exercise, and how to perform a variety of skills and physical activities. Through physical education students will become confident and independent learners, develop positive social skills, become informed consumers, learn to self assess, and set personal goals. Our ultimate goal is to prepare students for the 21st century by promoting healthy lifestyles through physical activity.
High School Physical Education
SOCIAL INJUSTICE THE ACHIEVEMENT GAP
and PHYSICAL FITNESS
Personal, social, economic, and environmental factors all play a role in physical fitness and physical activity levels among youth, adults, and older adults. Understanding the barriers to and facilitators of physical activity is important to ensure the effectiveness of interventions and other actions to improve levels of physical activity. Central to our efforts, is our departments commitment to seeking answers so that our students overcome barriers of education, we will seek out data for students who have been underserved in our schools, have hard conversations in collaboration within and outside our department, design programs that are student centered so that our students have access to a supportive learning environment, continue to look at our practice, curriculum, assessments from a critical lens serving all students. Ultimately, our department understands our immense responsibility and are guided by our SFUSD goals and mission.
SECTION III
LEARNING ENVIRONMENT
5 Beginning School 10
• Beginning School Checklist • Beginning School Engagement Tips • Medical Condition, Medical Excuse and Absences • Strategies for Classroom Management • More Teaching Tips • Communications is Key! • Student Syllabus • Lesson Plans • Rules and Expectations For Common Areas
6 Access and Equity
• Access and Equity • NASPE Appropriate Instructional Practices
7 Universal PE
• Universal Physical Education • Inclusion in Physical Education • Strategies to Increase Class Activity Levels
8 English Language Learners
• Support for English Learners • Physical Education Standards & ELD Standards • Teaching English Language Learners in Physical Education • English Language Unit Purpose and Curriculum Map Template • SFUSD Five Keys Practices to Support English Learners • English Language Unit Purpose and Curriculum Map
9 Students with Special Needs
• Adapted Physical Education Universal Inclusion • Adapted Physical Education Guidelines • Adaptations in Physical Education for Students with Disabilities • Adaptations in Activities • Adapted Physical Education Guidelines in California for Physical
Education
High School Physical Education
ACCESS AND EQUITY
EQUIPMENT & FACILITIES Identify gym by location or equipment by size or needs of the student. Avoid gender identification. Try varying equipment size. Play with alternate sized balls or vary the height of the volleyball net. Students may also select the ball size or the net-height court of choice.
STUDENT PARTICIPATION All students participate regardless of skill or ability levels. Curriculum choices should be gender inclusive. Team/group selection should be based on an equal distribution of students within a group. Teachers help students select a partner with similar size and skill when performing individual/partner activities. TEACHERS AS ROLE MODELS All teachers teach a variety of individual/dual activities, team sports, fitness activities, and dance and rhythms, gymnastics and tumbling, effects of physical activity upon dynamic health, mechanics of movement and personal fitness. VISUAL CUES IN SCHOOL SURROUNDINGS Bulletin boards should feature both male and female role models, special needs, and culturally diverse populations. STUDENT-TO-STUDENT INTERACTION Students have equal opportunities and are equally challenged. Do not use patronizing words, ethnic slurs, disability discrimination, height/weight discrimination, and anti-gay language. Help students become sensitive to the subtle but harmful impact of inappropriate words, actions, and body language. TEACH TOLERANCE AND ACCEPTANCE Stress cooperative activities and fitness values over competition. Teach similarities and differences of activity skills and of individual abilities. Change human target games such as “Dodge Ball” and “War Ball” to games and activities where all students have equal participation and positive interactions. Deal with inappropriate comments and behaviors immediately using Restorative Practice lessons. Encourage group cooperation and peer support. CLASS MANAGEMENT Choose teams in advance by using skill distribution based on factors that are not gender-based. CURRICULUM The curriculum is based on grade-level content standards that include cooperative skills, fitness, a variety of games and activities and learning strategies. The length of a unit provides adequate time for students to develop and to demonstrate competency at their own learning pace.
High School Physical Education
BEGINNING SCHOOL CHECKLIST Preparing for the new school year takes time and coordination. Meet regularly with your PE staff and PE administration to coordinate your effort for a smooth start to the school year. Review Guidebook entries and contact the HS Content Specialist and or Program Administrator for on-going support.
Beginning School
Office
o Review High School PE Guidebook o Class Roll Book o Class Profiles o Grade Level Student Programming o Grade Level Teacher Schedules o Class Counts o Inventory of Balls, Equipment, PE Uniforms o Assess facilities and equipment for safety o Emergency Lesson Plans (3 days) and
Substitute Folder to Secretary
o Organization/Set-Up o Office Supplies o First Aid Supplies o Ordering Resources Procedure o Teacher Resource Guidebook reference o Contact Lists (District and site PE Staff)
Department
Curriculum
o PE Program Goals o PE Best Practices o Shared Duties & Responsibilities o Professional Development (in/off site) o Budget & Expenditures o Communicate with dept leader re:
upcoming meetings and budget
o PE Content Standards and Mission (Post) o Common Core Curriculum Program o Curriculum Map for Each Staff Member o Instruction and Assessment o Grading Policy o School Loop and Data Director (PFT) o Resources (Department Head and Content
Specialist) o PE Library at Central Office (95 Gough) o Staff Networking o Professional Development Opportunities
(Cornerstone calendar)
Equipment & Materials
Facilities
o Equipment Room(s) Organization o Repairs/Replacements/Maintenance o Lesson Boards/BBC o Equipment/Instructional Material Orders o Check-out Audio-Visual Equipment
o Facility Checklist o Weight Room/Fitness Lab Checklist o Instructional Area Preparations o Maintenance Request Procedure o Fire Drill Exit Chart/Procedures o
Locker Room & Uniforms
Schedules (Post)
o Posted Rules and Procedures o Locker Room Map o Locker Room Book/Cards/Signs o Locks (assignment or purchase) o Locker Assignment Charts o Uniform Sale Organization o Uniform/Lock Order o Athlete Locker Procedures
o Class Time Schedule o PE Master Schedule o “Rainy Day” Schedule o Supervision Schedule o Physical Fitness Schedule o PE Department Meetings o Athletics Program/Schedule o Curriculum Schedule for Each Staff
Member o Williams Law o Fire Drill Exit Chart/Procedure
High School Physical Education
Policies & Procedures
Student Orientation
o Class Procedures o Student Expectations o Student Discipline o Uniform Policy o Maximum Participation/MVPA* o Medical Excuses o Exemptions o Independent Study o Board (see Compliance Section)
o Greet Students & Introduce Yourself o Inform Students Where the Fire Alarm,
Emergency Exits, Defibrillator, and First Aid Kits are Located
o Entering and Exiting Gym & Locker Room o Action Plan for Emergencies: Minor and
Urgent Care o Student Syllabus o Field Trip Form o School Announcements o Review Policies & Procedures o
Communications
Other
o School Calendar o Announcements o SFUSD District Student Handbook o School Loop/Teacher Websites o Parent Contact Log o Bulletin/Message Boards o PE Display Case o Share Point (SFUSD PE Department Site) o SFUSD PE Website
o Paraprofessional Aides o Community Programs & Resources o Substitute List & Contact Numbers o Substitute Lesson Plan o Substitute Equipment Bag(s)
High School Physical Education
BEGINNING SCHOOL ENGAGEMENT TIPS 1. Syllabus It is required that all staff provide each student and parent/guardian a syllabus. See Syllabus checklist to view best practices contents. A syllabus serves as a contract, permanent record and learning tool, it makes clear what the rules are, sets forth expectations, delineates responsibilities of the teacher, procedures and policies, serves as an accurate calendar, includes teacher’s academic and citizenship grading, attendance, make-‐up work, injured or ill policies, expectations, conduct in different facilities, dressing out, locker room and all other facility procedures and other guidelines. A more detailed syllabus content is included in the “Syllabus Content” Form later in this section. All course syllabus should also include the following: California Code of Regulations Title 5, Section 10060 Criteria for Physical Education Program requires the course of study provides for instruction in a developmental sequence in each of the following areas:
1. Effects of physical activity upon dynamic health 2. Mechanics of body movement 3. Aquatics 4. Gymnastics and tumbling 5. Individual and dual sports 6. Rhythms and dance 7. Team sports 8. Combatives
California High School Content Standards Standard 1 -‐ Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities Standard 2 -‐ Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
Standard 3 -‐ Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity A copy of your syllabus must be given to your department head, administrator, parent and discussed with students at the start of each semester. At any time that it becomes evident that a student is in danger of failing, a deficiency report, counselor and or parent notification made and recorded. The counselor should contact the parent and set up a conference with the teacher, counselor, student, and parent. Staff syllabus and curriculum schedule is due to the content specialist at the start of each year.
High School Physical Education 2. Performance Standards As required by the California Department of Education, physical education lessons must maintain curriculum that specifies what students are expected to know. Additionally, the state’s Physical Fitness Test for grades 5, 7 and 9th grade are criterion based and information can be found at cde.com under Physical Fitness Test. SFUSD Curriculum and Instruction physical education department leads and department head-‐leads are developing further standards and common assessments that are aligned with a quality, sequential, authentic curriculum. 3. Classroom Environment Teachers have responsibility for general housekeeping duties in their classrooms, gyms and other shared facilities. Rules, regulations, procedures should be discussed at a beginning of the year with your PE department. Create a positive environment with safety and quality standards-‐based lesson design to support the learning and culture of your class. Instructional area cleaned of excess paper, balls, equipment and other PE materials should be picked up at the end of the day. Before leaving your facility for the day, you should make sure windows are closed, turn off classroom lights, and lock the door. Students who abuse school property (writing on walls, desks, equipment etc.) should be assigned an appropriate consequence once parents are notified. See a counselor for assistance with consequences. Habitual offenders should be referred to a counselor, dean and or administrator. 4. Classroom Management Plan Teachers are expected to handle routine classroom management problems; however, the administrative team recognizes the “right to refer.” Many problems can be prevented through proactive management, counseling, Wellness and other alternative school referral programs. If it is a semester class, syllabus should be provided for the new course. California Education Code Title 2: Public Education, Subtitle G. Safe Schools, Chapter 37 -‐ Discipline specifies considerations when removing a student from a class, IE sending a student to the principal’s office. Appropriate behavior is required at all times. Improper behavior and inappropriate language will not be tolerated. Students must do what they are asked, be respectful and actively participate with sportsmanship and effort in all activities and assignments. Specific expectations and consequences should be outlined in student syllabus. It is suggested that a teacher’s syllabus, once approved by department head-‐lead, be posted online at school webpage for parent and student viewing. There must be a clear process for students to know what are consequences as a result of their actions. 5. Lesson Plans Quality instruction requires daily lesson plans. The department head should be responsible for checking the plans if applicable. Lesson plans should reflect accommodations for curriculum differentiations for achievement levels and special needs students including those with Individualized Education Program. Consult
High School Physical Education your department head for specialized plans for students. Lesson plans should be consistent with the learning-‐focused pieces of a lesson and should contain essential questions/objectives, activities/procedures, materials/resources, time, evaluation/systematic review, and homework assignments, if applicable. Lesson plans must include differentiated SDAIE, English Learner, culturally relevant to meet the needs of all learning styles. The best learning occurs when students consistently practice or study classroom assignments in an atmosphere that is conducive to good concentration. Homework, being an integral part of the overall learning process, must enhance and be consistent with in-‐class activities. Homework may take on any form that can be shown by the teacher as an aid to learning. Homework may or may not count for grade credit, but it should always be explained and monitored by the teacher in an effort to encourage good study habits. Homework should never be used as punishment or as "busy" work, but some courses may require more homework than others. Lesson Plan templates are located in the Enclosure section of the guidebook. 6. Accountability for Student Attendance Teachers have a legal responsibility to maintain accurate, timely, current daily attendance records (CCR401, Ed. Code 44809). It is highly important that you mark attendance carefully and efficiently since this report serves as a basis for computing daily attendance figures. You are also responsible for turning in attendance strips to your school secretary or other process. Process should be discussed and in writing from your administration. Students should not be permitted to take attendance as it attendance is a responsibility of teachers. 7. Tardy Students must arrive to an assigned location, gym or locker room before the bell rings. In some cases, roll may be taken at during warm-‐up phase or in assigned area. If a student is unexcused tardy, a teacher marks tardy and assigns consequence including but not limited to a call home, counseling referral or other. 8. Locker/Locks Each department comes up with their procedure and policy with lockers and locks. This expectation should be noted in the student syllabus. 9. Dressing and Locker Room Procedures Your department staff at the start of the year should articulate procedures for both locker room and dressing out. Post locker room, weight room/fitness lab rules. PE teachers and school are not responsible for any lost or stolen items in lockers. 10. Equipment, Supplies, Theft and Damage Equipment and supplies should be appropriately secured when not in use. Teachers are responsible for proper utilization of PE equipment and supplies, audio-‐visual equipment and other electronic devices. Furniture should not be moved from its
High School Physical Education location, out of the gym, fitness lab or classroom without approval from department head-‐lead. An accurate inventory of each room must be maintained and updated annually. When asked to inventory your rooms and equipment using a spreadsheet, write in any discrepancies. 11. Inventory Control Department head-‐leads are required to safe keep all inventory documents and report loss, damage or obsolete (out dated) items to an administrator and record on a spreadsheet and kept in safe place. 12. Keys Teachers are responsible for all keys issued to them. Keys are not to be given to students for any reason and are not to be duplicated without permission. All keys must be returned to your administration at the end of the academic year. Lost keys must be reported immediately to your site administrator. 13. Reports of Student Progress See Standard Grading Policy and Assessment Section of Guidebook. It is suggested that all daily work/tests and other assessments should be given back to students within a 1-‐3 day period if they are going to serve an instructional purpose. Long assignments such as term papers, book reports and projects may take longer to grade, but should be given back within 5 days. Students should be given a syllabus at the start of each year and semester (if semester class) which includes contents about the course. See Syllabus Contents in the Beginning The Year Section. At any time that it becomes evident that a student is in danger of failing, a deficiency and or progress report, counselor and or parent notification should be made and recorded. The counselor would contact the parent and set up a conference with the counselor, teacher, student and parent. Parents may request a student progress report at any time during the semester. Teachers are asked to be prompt in returning this report to the counselor or administrator. Daily or weekly progress reports should be taken home by students and or submitted to counselors for follow-‐up. 14. Student Support Team An interdisciplinary team functions for each student as his/her student Support Team. See your schools counselor, Wellness coordinator and or administrator to find out process in recommending a student to SST. As the teachers meet to consider behavioral, academic and other concerns about a student, the team should begin an SST record on that student using the forms available in the counseling office. The form asks for a description of the problem as well as a description of the strategies the team devises for dealing with remediation. If strategies for remediation do not work, the team may wish to make a referral for further intake and services. Each school has their own process in handling academic, behavior and emotional matters.
High School Physical Education Seek your department head and counseling assistance for SFUSD programs that may be suitable to meet the needs of the student. 15. Medical Excuses and Parent Notes A parent note (sick or other) is good for one day. A doctor’s note is strongly recommended if a sickness or injury will last more than five days (check with school district policy). A student’s grades will remain the same from the time of the sickness or injury if a doctor’s note is given however a teacher may assign work during a student’s down time. Doctor’s clearance to return to activity should be submitted to the PE teacher once the time has expired. Longer excuses may require a temporary exemption. See “Compliance” section of Guidebook. 16. Cell Phone and Other Electronic Devices All cell phone and electronic devices are not allowed during PE classes unless part of the lesson on technology use. A teacher must inform students and administration at least a day in advance that cell phones will be used for a specific lesson and are permitted in PE class only for that day. Outside of PE, students will be required to follow school policy regarding cell phones. When not a part of a lesson, cell phones are a violation of SFUSD policy. Check with your site administration on rules and regulations. 17. Restrooms Students need to use the restroom before leaving the locker room. Locker rooms will be locked and will not be reopened for students to use the restroom unless escorted by security or other staff. Students shall not use bathroom stalls to dress into uniform unless it’s a circumstance that provides a student comfort. 19. Substitutes Instruct substitutes to keep a hard copy of attendance so that you can enter it when you return or make copies of your attendance strip. It is imperative that you enter attendance accurately and in a timely manner. 20. Visitors/Guest Speakers Visitors who come to see a particular teacher must have a Visitor’s Pass by signing in at the entrance of the school with security or in the main office. No student is allowed to bring visitors to school or to invite visitors to campus during the school day unless approved by administration. Please make every effort to invite community members into your classrooms. Guest speakers will enhance your teaching and enrich student learning. All guest speakers must be approved by the administration before they are scheduled.
High School Physical Education
BEGINNING SCHOOL ENGAGEMENT TIPS 1. Syllabus It is required that all staff provide each student and parent/guardian a syllabus. See Syllabus checklist to view best practices contents. A syllabus serves as a contract, permanent record and learning tool, it makes clear what the rules are, sets forth expectations, delineates responsibilities of the teacher, procedures and policies, serves as an accurate calendar, includes teacher’s academic and citizenship grading, attendance, make-‐up work, injured or ill policies, expectations, conduct in different facilities, dressing out, locker room and all other facility procedures and other guidelines. A more detailed syllabus content is included in the “Syllabus Content” Form later in this section. All course syllabus should also include the following: California Code of Regulations Title 5, Section 10060 Criteria for Physical Education Program requires the course of study provides for instruction in a developmental sequence in each of the following areas:
1. Effects of physical activity upon dynamic health 2. Mechanics of body movement 3. Aquatics 4. Gymnastics and tumbling 5. Individual and dual sports 6. Rhythms and dance 7. Team sports 8. Combatives
California High School Content Standards Standard 1 -‐ Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities Standard 2 -‐ Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
Standard 3 -‐ Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity A copy of your syllabus must be given to your department head, administrator, parent and discussed with students at the start of each semester. At any time that it becomes evident that a student is in danger of failing, a deficiency report, counselor and or parent notification made and recorded. The counselor should contact the parent and set up a conference with the teacher, counselor, student, and parent. Staff syllabus and curriculum schedule is due to the content specialist at the start of each year.
High School Physical Education 2. Performance Standards As required by the California Department of Education, physical education lessons must maintain curriculum that specifies what students are expected to know. Additionally, the state’s Physical Fitness Test for grades 5, 7 and 9th grade are criterion based and information can be found at cde.com under Physical Fitness Test. SFUSD Curriculum and Instruction physical education department leads and department head-‐leads are developing further standards and common assessments that are aligned with a quality, sequential, authentic curriculum. 3. Classroom Environment Teachers have responsibility for general housekeeping duties in their classrooms, gyms and other shared facilities. Rules, regulations, procedures should be discussed at a beginning of the year with your PE department. Create a positive environment with safety and quality standards-‐based lesson design to support the learning and culture of your class. Instructional area cleaned of excess paper, balls, equipment and other PE materials should be picked up at the end of the day. Before leaving your facility for the day, you should make sure windows are closed, turn off classroom lights, and lock the door. Students who abuse school property (writing on walls, desks, equipment etc.) should be assigned an appropriate consequence once parents are notified. See a counselor for assistance with consequences. Habitual offenders should be referred to a counselor, dean and or administrator. 4. Classroom Management Plan Teachers are expected to handle routine classroom management problems; however, the administrative team recognizes the “right to refer.” Many problems can be prevented through proactive management, counseling, Wellness and other alternative school referral programs. If it is a semester class, syllabus should be provided for the new course. California Education Code Title 2: Public Education, Subtitle G. Safe Schools, Chapter 37 -‐ Discipline specifies considerations when removing a student from a class, IE sending a student to the principal’s office. Appropriate behavior is required at all times. Improper behavior and inappropriate language will not be tolerated. Students must do what they are asked, be respectful and actively participate with sportsmanship and effort in all activities and assignments. Specific expectations and consequences should be outlined in student syllabus. It is suggested that a teacher’s syllabus, once approved by department head-‐lead, be posted online at school webpage for parent and student viewing. There must be a clear process for students to know what are consequences as a result of their actions. 5. Lesson Plans Quality instruction requires daily lesson plans. The department head should be responsible for checking the plans if applicable. Lesson plans should reflect accommodations for curriculum differentiations for achievement levels and special needs students including those with Individualized Education Program. Consult
High School Physical Education your department head for specialized plans for students. Lesson plans should be consistent with the learning-‐focused pieces of a lesson and should contain essential questions/objectives, activities/procedures, materials/resources, time, evaluation/systematic review, and homework assignments, if applicable. Lesson plans must include differentiated SDAIE, English Learner, culturally relevant to meet the needs of all learning styles. The best learning occurs when students consistently practice or study classroom assignments in an atmosphere that is conducive to good concentration. Homework, being an integral part of the overall learning process, must enhance and be consistent with in-‐class activities. Homework may take on any form that can be shown by the teacher as an aid to learning. Homework may or may not count for grade credit, but it should always be explained and monitored by the teacher in an effort to encourage good study habits. Homework should never be used as punishment or as "busy" work, but some courses may require more homework than others. Lesson Plan templates are located in the Enclosure section of the guidebook. 6. Accountability for Student Attendance Teachers have a legal responsibility to maintain accurate, timely, current daily attendance records (CCR401, Ed. Code 44809). It is highly important that you mark attendance carefully and efficiently since this report serves as a basis for computing daily attendance figures. You are also responsible for turning in attendance strips to your school secretary or other process. Process should be discussed and in writing from your administration. Students should not be permitted to take attendance as it attendance is a responsibility of teachers. 7. Tardy Students must arrive to an assigned location, gym or locker room before the bell rings. In some cases, roll may be taken at during warm-‐up phase or in assigned area. If a student is unexcused tardy, a teacher marks tardy and assigns consequence including but not limited to a call home, counseling referral or other. 8. Locker/Locks Each department comes up with their procedure and policy with lockers and locks. This expectation should be noted in the student syllabus. 9. Dressing and Locker Room Procedures Your department staff at the start of the year should articulate procedures for both locker room and dressing out. Post locker room, weight room/fitness lab rules. PE teachers and school are not responsible for any lost or stolen items in lockers. 10. Equipment, Supplies, Theft and Damage Equipment and supplies should be appropriately secured when not in use. Teachers are responsible for proper utilization of PE equipment and supplies, audio-‐visual equipment and other electronic devices. Furniture should not be moved from its
High School Physical Education location, out of the gym, fitness lab or classroom without approval from department head-‐lead. An accurate inventory of each room must be maintained and updated annually. When asked to inventory your rooms and equipment using a spreadsheet, write in any discrepancies. 11. Inventory Control Department head-‐leads are required to safe keep all inventory documents and report loss, damage or obsolete (out dated) items to an administrator and record on a spreadsheet and kept in safe place. 12. Keys Teachers are responsible for all keys issued to them. Keys are not to be given to students for any reason and are not to be duplicated without permission. All keys must be returned to your administration at the end of the academic year. Lost keys must be reported immediately to your site administrator. 13. Reports of Student Progress See Standard Grading Policy and Assessment Section of Guidebook. It is suggested that all daily work/tests and other assessments should be given back to students within a 1-‐3 day period if they are going to serve an instructional purpose. Long assignments such as term papers, book reports and projects may take longer to grade, but should be given back within 5 days. Students should be given a syllabus at the start of each year and semester (if semester class) which includes contents about the course. See Syllabus Contents in the Beginning The Year Section. At any time that it becomes evident that a student is in danger of failing, a deficiency and or progress report, counselor and or parent notification should be made and recorded. The counselor would contact the parent and set up a conference with the counselor, teacher, student and parent. Parents may request a student progress report at any time during the semester. Teachers are asked to be prompt in returning this report to the counselor or administrator. Daily or weekly progress reports should be taken home by students and or submitted to counselors for follow-‐up. 14. Student Support Team An interdisciplinary team functions for each student as his/her student Support Team. See your schools counselor, Wellness coordinator and or administrator to find out process in recommending a student to SST. As the teachers meet to consider behavioral, academic and other concerns about a student, the team should begin an SST record on that student using the forms available in the counseling office. The form asks for a description of the problem as well as a description of the strategies the team devises for dealing with remediation. If strategies for remediation do not work, the team may wish to make a referral for further intake and services. Each school has their own process in handling academic, behavior and emotional matters.
High School Physical Education Seek your department head and counseling assistance for SFUSD programs that may be suitable to meet the needs of the student. 15. Medical Excuses and Parent Notes A parent note (sick or other) is good for one day. A doctor’s note is strongly recommended if a sickness or injury will last more than five days (check with school district policy). A student’s grades will remain the same from the time of the sickness or injury if a doctor’s note is given however a teacher may assign work during a student’s down time. Doctor’s clearance to return to activity should be submitted to the PE teacher once the time has expired. Longer excuses may require a temporary exemption. See “Compliance” section of Guidebook. 16. Cell Phone and Other Electronic Devices All cell phone and electronic devices are not allowed during PE classes unless part of the lesson on technology use. A teacher must inform students and administration at least a day in advance that cell phones will be used for a specific lesson and are permitted in PE class only for that day. Outside of PE, students will be required to follow school policy regarding cell phones. When not a part of a lesson, cell phones are a violation of SFUSD policy. Check with your site administration on rules and regulations. 17. Restrooms Students need to use the restroom before leaving the locker room. Locker rooms will be locked and will not be reopened for students to use the restroom unless escorted by security or other staff. Students shall not use bathroom stalls to dress into uniform unless it’s a circumstance that provides a student comfort. 19. Substitutes Instruct substitutes to keep a hard copy of attendance so that you can enter it when you return or make copies of your attendance strip. It is imperative that you enter attendance accurately and in a timely manner. 20. Visitors/Guest Speakers Visitors who come to see a particular teacher must have a Visitor’s Pass by signing in at the entrance of the school with security or in the main office. No student is allowed to bring visitors to school or to invite visitors to campus during the school day unless approved by administration. Please make every effort to invite community members into your classrooms. Guest speakers will enhance your teaching and enrich student learning. All guest speakers must be approved by the administration before they are scheduled.
High School Physical Education
MORE TEACHING TIPS
Teaching is exciting, rewarding, and satisfying. It is also difficult, draining, and sometimes heart wrenching. The work we do demands dedication and the ability to give and grow year after year. How will you deal with the daily roller coaster of teaching? Here are some tips to get your first year off to a good start.
1. Set high and consistent expectations. Reinforce positive behavior and academic performance.
2. Support one another and seek wisdom from others. Your mentor can be a lifesaver. He or she can help you keep your perspective. Also, look for opportunities to collaborate with other first-year teachers so you can support each other.
3. Fight isolation in all aspects of your work. Participate in school/community activities that strengthen your relationship with colleagues, parents, and students.
4. Reach out for support early and all the time. Don’t wait for a problem to get out of hand. Communicate with parents early in the year. Document everything and talk with your mentor and administrator about any problems you may have.
5. Document communication. When talking with parents, administrators, or other teachers on important matters, take the time to log the conversation in a notebook. It will help you recall the discussion at a later date, if needed.
6. Be realistic. Don’t let your concern for each child overwhelm you. 7. Take care of yourself. Block off time in your calendar to take care of
yourself physically, mentally, and spiritually. Treat yourself with respect, compassion, and patience. You need to have a life outside of your career.
8. Keep a sense of humor. Laughter helps to relieve stress. Once you gain some perspective, it will not be as bad as it may seem now.
9. Love learning, love your students, and love teaching! These tips are offered by both first-year and veteran teachers to help you keep your life in perspective.
Your First Day...
• Introduce yourself and give students a short biographical sketch. • Establish a method for learning students’ names. • Share your expectations with your class. • Review, or develop with students, your rules for behavior with the rewards
and consequences. • Rules should be written and posted in the classroom. • Clarify your homework and makeup policies with students. • Establish a place for students’ papers.
High School Physical Education
• Establish a place for your personal papers. • Recognize that you will not know everything; ask questions of your
colleagues. • Take time at the end of the day to reflect on the good job you did. • Familiarize yourself with two very important manuals: Administration
Expectations Manual/Handbook and the SFUSD Student Handbook. This will consist of site and district expectations, requirements, rules, regulations and laws.
In the first few months…
• Know where students’ files are housed so that you can consult them when needed.
• Familiarize yourself with the timelines for students’ progress reports and grading deadlines.
• Read over district/school policies and ask questions if something is not clear.
• Become familiar with the procedure for special education referrals. • Make sure you have a substitute folder available. • Broaden your horizons…get to know people outside your immediate
environment. • Find out the dates and the procedures for parent-teacher conferences, if
any. • Find out the process for requesting/purchasing materials. • Be good to yourself. Make sure you are eating healthy, exercising, and
getting enough sleep. • Take some time to reflect on your first month as a teacher.
As you begin the 2nd semester…
• Consider attending a school board meeting with a colleague watching live or on-line. The SFUSD intranet has a schedule of all board meetings.
• Read journals and research on instruction. • Your financial future is important. Do you have a budget that includes a
tax shelter? Find out which tax deductions are allowed. United Educators of San Francisco (UESF), your union, has multiple resources.
• Get to know your union building rep (UBC) and be apprised of the activities in your local chapter of UESF.
• Reflect, reflect, reflect. (weac.org)
High School Physical Education
MEDICAL CONDITION, MEDICAL EXCUSE AND ABSENCES
Medical Excuse: If a student is healthy enough to attend school, they are expected to fully participate in Physical Education just as they would any other class. In order for a student to be excused from Physical Education they must have a medically diagnosed condition or injury signed by a physician. A note from a parents/guardian will excuse a student from participation, but they must make-up the class in order to get credit. If a student is medically required to miss numerous classes they will be given an alternative project/assignment related to Physical Education. In some cases, illness or injury for an extended period may require a PE Temporary Exemption. Please see your child’s counselor for Students with Medical Conditions: Students with long-term and short-term medical conditions may include those with scoliosis, asthma, obesity, broken limbs, and those who are pregnant. Students with medical conditions are entitled to an instructional program based on grade-level or course-level standards. The program for those students is designed to address the same standards as that for students without medical conditions. When possible, students with medical conditions engage in the same instructional unit and content area. A student with an IEP may also have a short-term condition (e.g. a student who receives special education services for a speech disorder and who also has a broken arm). The teacher considers both the IEP requirements and the short-term condition when planning instruction. An instructional plan for a student with a short-term medical condition assigns physical education tasks and physical activities that the student can do in the short term and gradually, as the medical condition allows, moves the student toward full participation. Physical education teachers work with the student’s doctor and other health care providers to design a program for the student. Teachers also communicate with the student’s parents or guardians to fully understand what the student can and cannot do. Effective communication between the parents, teachers and other professionals ensures that a student receives physical education instruction that meets his or her unique needs. (CA State P.E. Framework, 2009) Missing Class: Students will NOT be excused from PE to make-up or finish work for other classes. PE is where students learn many physical, social, psychological and cognitive skills and knowledge that lead to lifetime fitness and health.
Frequently Asked Questions: What if I have a game after school? Do I have to participate in class? Absolutely! Even when you play your hardest in class, you still have plenty of time to recover before your game. Increased physical activity equals increased fitness and both of these will make you a better competitor and athlete. I sprained my ankle, but I can't go the doctor until Friday. Can my mom send in a note to excuse me? The P.E. teacher will modify and make adaptations to a P.E> lesson when possible to keep a student engaged in learning. If you can't get to the doctor before class, you can sit-out from class with a parent note until you get a doctor's note. If a doctor's note is not brought to school within a few days, you will need to make-up the class. This week is super busy and stressful for me, can I sit-out? Physical activity is a great way to relieve stress. Participation is required everyday. My stomach hurts, can I be excused from playing? If you come to class feeling ill or begin to feel sick during class, your child’s teacher will assess the situation and may send you to the nurse or Wellness Office for a diagnosis. I have to finish a project in another class, is it OK if I'm late to PE? Students are expected to be in class on time. Make a plan to finish your project during a study period, before, or after school.
High School Physical Education
STRATEGIES FOR CLASSROOM MANAGEMENT
Expectations...say them, repeat them and start the year with them. Be consistent and follow through. — Audrey Fisher
Discipline
Discipline is something they don’t teach enough about in teacher preparation classes. Figuring out how you are going to handle discipline in your classroom ahead of time will put you ahead of the game. Rules are just like other instructional activities. They have to be taught, reviewed, and reinforced. Being consistent, learning from your mistakes and developing a rapport with your students is a longstanding goal of all teachers. There are a number of ways in which a teacher can promote good discipline in the classroom.
SFUSD subscribes to Restorative Practice. Restorative Practices are based on principles that emphasize the importance of positive relationships as central to building community and involve processes that restore relationships when harm has occurred.
A restorative approach sees conflict or misbehavior as an opportunity for students to learn about the consequences of their actions, to develop empathy with others, and experience how to make amends in such a way as to strengthen the community bonds that may have been damaged. Restorative Practices Principles at a Glance The following principles reflect the values and concepts for implementing restorative practices in the school setting. • Acknowledges that relationships are central to building community. • Ensures equity of voice amongst all members of the community. Everyone is
valued, everyone is heard. • Sets high expectations while offering supports, emphasizing doing things
“with,” not “to” or “for”. • Builds systems that address misbehavior and harm in a way that strengthens
relationships and focuses on the harm done rather than only rule-breaking.
• Engages in collaborative problem solving. • Enhances responsibility and empowers change and growth in all members of
the community. • Restorative Questions When responding to conflict, a restorative approach consists in asking the people involved these key questions: 1. What happened, and what were you thinking at the time of the incident?
High School Physical Education 2. What have you thought about since? 3. Who has been affected by what happened, and how? 4. What about this has been the hardest for you? 5. What do you think needs to be done to make things as right as possible? Other helpful tips:
• Treat students with the same respect you expect from them, keep confidences.
• Get to know your students. Learn their names quickly and recognize his or her individual qualities.
• All teachers have discipline problems. Effective teachers match their strategy to suit the problems.
• Be fair, positive, and consistent. Be the kind of person young people can like and trust – firm, fair, friendly, courteous, enthusiastic, and confident. Admit your mistakes and keep your sense of humor.
• Know your school discipline policies. • Let the students know you care. Determine jointly with the class what is
and isn’t acceptable in terms of behavior and achievement. • Provide a list of expectations to parents and students. Make sure they are
consistent with district and building policies. Limit your rules to no more than five. Post the rules in the classroom.
• Begin class on time and in a businesslike manner. Have routines to follow each day as students enter and leave your room.
• Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.
• Avoid arguing with students. Discussions about classwork are invaluable, but arguments can become emotional encounters.
• Be mobile. Walk around the room as students work or respond to instruction.
• Minimize administrative referrals. Establishing your own classroom management will help. Ask your mentor or colleagues for help if needed.
• Let each student start each day with a clean slate.
Managing Your Time Time can’t be saved; it is only spent. Although you can’t get any more hours from a day, you can develop habits that will make you more productive.
You may have already discovered that your teaching duties demand a great deal of time. You may feel that there’s no time left to manage after you schedule all your classes and assigned activities. Gaining control begins by discovering how you currently spend your time.
Determine which tasks must be accomplished early in the day when you have the most energy so you can avoid that frantic feeling throughout the day.
High School Physical Education Procrastination is your number one enemy. Procrastination means performing low-priority activities rather than high-priority activities. It can result in more work, more pressure, the loss of self-esteem, and health problems.
Here are some coping strategies for each of the major reasons people procrastinate:
Dealing with an unpleasant task
• Decide what to do and do it first. • Set a deadline. • Reward yourself after completing the task.
Dealing with difficult or overwhelming tasks
• Use positive self-talk (focus on past accomplishments that turned out well).
• Break the job into smaller tasks and complete those tasks each day
Dealing with indecision (fear of failure)
• Tell yourself that nothing is perfect and that in the past your best has been pretty good.
• Set up a schedule and a target date for project conclusion. Make your decision on that date.
• Do the one thing you fear most and you will conquer your fear.
Learn to say NO
• Your challenge is to make good choices in how you cope with the countless demands on your time. (weac.org)
High School Physical Education
COMMUNICATION IS KEY! Having set up a good relationship with parents, it will be easier to deal with a negative incident. Also, choose your battles carefully. Some of your best battles are the ones you avoid. — Judy Larson
Communicating with parents is one of the most effective things we teachers do. Parents care deeply about their children and how they’re doing in school, and most parents are reasonable, respectful, and cooperative when dealing with teachers. Educators know what an important difference parents’ involvement can make in a student’s education. Here are some basic guidelines to follow:
POSITIVE LANGUAGE NEGATIVE LANGUAGE
Contact parent early first 2 week of school to outline your curriculum, criteria for grading, your availability
You share a common goal with parents, be a good listener and listen without interruption
Talk about their child only in conversation. Maintain confidentiality
Communicate positive behaviors and performances to parents not only areas where a student needs improvement
If a parent wishes a call every opportunity, mention, “I’m sure you understand I have 90 students, and am not able to call you every opportunity. However, I have a suggestion…”
If a parent is at the door of your classroom, politely explain that you cant talk right now, and suggest he/she call back after class and make an appointment
Keep a log of all parent contacts (phone calls, visits, letters, etc…) noting date, time, place and what was discussed. Keep copies of all documents. If a parent complains to you, talk to your administrator and tell them about the complaint.
Contact parents only when Johnny has failed a test
Mention other children in conversation with other parents
Be defensive and interrupt
Refer to student as “your child”
He or she is causing problems
(weac.org)
SFUSD A QUALITY PHYSICAL EDUCATION PROGRAM
STUDENT SYLLABUS
Contents to be included in a teacher syllabus: 1. Assignment and Makeup Policy 2. Attendance and Late Policy 3. Class Expectations and Responsibilities 4. Content Standards (see below) 5. “Rules and Expectations for Common Areas” (see Section #20) 6. Dress Policy (cannot grade based on dressing out)
If a student cannot afford a uniform, school may “give-away” a set Physical Activity Readiness Questionaire Form (PAR Q) – include form with syllabus
7. Fitnessgram (PFT) Information IE: Copy of Individual Results from 9th grade submitted to students in the fall of 10th grade, Testing Requirements and Testing Schedule
8. Standards-Based Grading Policy (see Grading Policy in Assessments) 9. Locker Room Policy and Lock Procedures (if site has locker room) 10. Medical Restriction (check-in with counselor, student may be eligible for a Temporary
Exemption) 11. Parent Contact Info (request for parent/guardian contact info) 12. PE Course Description (see Course Program) 13. Safety Guidelines (proper shoes and attire, etc.) 14. Semester and or year Scope and Sequence 15. SFUSD Field Trip Day Form (if going off campus includes jog around school, community
walks) 16. SFUSD Physical Education Vision and Mission Statement (see below) 17. Supplemental Textbooks and Portfolio 18. Teacher Contact Information and Office Hours
NOTE: IT IS SUGGESTED THAT YOUR CHILD IS SCHEDULED FOR AN ANNUAL MEDICAL EXAM. IT IS A GOAL OF OUR DEPARTMENT THAT STUDENTS ARE ENGAGED IN MODERATE to VIGOROUS PHYSICAL ACTIVITY (3 to 6 TIMES ENERGY EXPENDED THAN SITTING OR SLEEPING) ON A DAILY BASIS.
PEPE 151 - Physical Education Course 1 (9th Grade) Description For 9th grade students or other students taking their first high school physical education course. It is further designed for students to: develop skills, gain knowledge and apply movement patters in : Title V required 8 component areas (4 areas in Course 1 and 4 areas in Course 2): Team Sports, Tumbling & Gymnastics, Combatives, Mechanics of Movement and participate in on-going health and skill-related fitness activities. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve a health-related level of physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. Ninth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, opposition, and buoyancy. Students work on the skill-related fitness components to enhance their performance.
The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding the three areas (biomechanics, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in aquatics, rhythms/dance, and individual and dual activities. On their path to becoming independent learners of movement skills, students improve their understanding of motor learning concepts. By the end of ninth grade, students can create practice plans for improving their own performance in aquatics, rhythms/dance, and individual and dual activities. These practice plans are based on each student’s strengths and weaknesses as identified through feedback from proprioception, from others, and from the performance of complex movement activities.2 Students continue to participate in enjoyable and challenging activities at a moderate to vigorous level for a minimum of four days each week. The activities address the five components of health-related fitness. To expand on the variety of activities in which they participate, students identify available fitness resources in the community. Throughout the year students are assessed through scientifically based health-related physical fitness assessments to determine whether they meet health-related fitness performance standards. Students set goals based on the outcome of those assessments and develop and implement monthly personal physical fitness plans. By the end of Course 1, students meet the minimum health standards on a scientifically based health-related physical fitness assessment. Looking toward the future, students learn to transfer their knowledge of fitness to real-world situations. They identify the physical fitness requirements of future occupation choices. They also analyze consumer physical fitness products and programs for use in their future fitness plans. Finally, now that students are older and more mature, they learn the inherent risks associated with physical activity in extreme environments. Students set goals and then describe the positive feelings they experience from successful participation in physical activity. By the end of Course 1, students discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. They understand that physical activity is universal, and all cultures around the world perform physical activities. Through participation in activities from different parts of the world, students gain greater insights into the history and traditions of different cultures. Students extend this learning to social interaction and cooperation at home as well as in their future workplace. Students learn that each group member brings different strengths and abilities and that it is important for the group to identify and utilize the strengths of each member to be successful in physical activities. They understand that success can be achieved only when students cooperate and interact positively with other. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.
PEPE 152 - Physical Education Course 2 (10th-12th Grade) Description Pre-requisite: Course 1 This course is designed to be taken after Course 1 to complete the Title V required 8 component areas: Team Sports/Activities, Tumbling/Gymnastics, and Combatives, Mechanics of Body Movement. It is further designed for students to; develop skills, gain knowledge and apply movement patterns and participate in on-going health and skill related fitness activities. Instruction on the effects of dynamic health and the mechanics of body movement are integrated throughout the year. Theories, rules and regulations, techniques, strategies and tactics, positive
social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve an optimal level of health-related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. By the end of Course 2, students demonstrate proficiency in activities. A personal defense class in which students learn how to avoid dangerous situations as well as how to defend themselves meets the combatives requirement. Proficiency gives the student the capacity for success leading to advanced levels of performance that increase the likelihood of continued participation well into adulthood. Students can combine movement patterns to perform advanced offensive, defensive, and transition strategies in team sport situations. Once performed, students can evaluate the effectiveness of the strategy. Students can also combine movement patterns to create more complex gymnastics/tumbling routines and combative combinations. Tenth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, and opposition. Students also explain and use the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students can also use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding these four areas (biomechanics, motor learning, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in combatives, gymnastics/tumbling, and team sport activities. On their path to becoming independent learners of movement skills, students increase their understanding of motor learning concepts. By the end of tenth grade, students create practice plans for improving their own performance in combatives, gymnastics/tumbling, and team sport activities. These practice plans are based on their personal strengths and weaknesses as identified by the students through feedback from proprioception, from others, and from the performance of complex movement activities.3 For some students, Course 2 may be the last opportunity to learn about physical fitness and achieve levels of excellence in physical fitness beyond the performance standards established by scientifically based health-related fitness assessments. Students should be assessed on each of the health-related fitness components throughout the school year, so that physical activity can be adjusted to accommodate changes in age, growth and development, and goals. Students continue to develop an exercise habit by participating in challenging activities at a moderate to vigorous level for a minimum of four days each week based on individual needs and interests. During Course 2, students learn to be wise consumers by evaluating fitness products and programs, as well as fitness resources in the community. They also learn the facts about ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. By the end of Course 2, students can develop and describe a physical fitness plan that enhances personal health and performance. Their plans also take into consideration future leisure and workplace activities. Besides planning their own fitness programs, students can also develop and implement appropriate personal physical fitness programs for family or community members. In Course 2, students learn to identify and participate in those activities that they enjoy. They learn that their choice of physical activities may change throughout their lives. They understand that physical activities may need to be modified to allow participation by individuals of various ages and those with special needs. Students realize they will need to evaluate and refine their personal goals continually to improve performance in physical activities. Through their participation in regular physical activity, students learn the psychological benefits of physical activity. They can explain
the role of attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. As their social skills mature, tenth-grade students identify the effects of individual differences on preference for and participation in physical activity. These differences may include age, gender, ethnicity, socioeconomic status, and culture. As to age and special needs, students learn how to select and modify physical activities so that everyone can participate. In terms of group dynamics, students learn to identify leadership skills. They learn to perform planned leadership assignments and also assume spontaneous leadership roles. By the end of Course 2, students know how to encourage others to be supportive and inclusive of individuals at all ability levels. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.
California High School Over-Arching Content Standards Standard 1: Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity
SFUSD Physical Education Vision Statement SFUSD and the Physical Education Department envision all students will embrace lifelong fitness
and learning though movement.
SFUSD Physical Education Mission Statement All SFUSD students will become independent, joyful learners and literate in 21st century physical
education, health, fitness and wellness. Students will learn health related benefits of physical activity and valuable skills that promote life-long fitness. They will develop positive social skills,
learn to self-assess, set personal goals and become informed consumers.
High School Physical Education
LESSON PLANS It is highly suggested that all staff write daily lesson plans (see Lesson Plan in Section IV, 10.3 Lesson Plan Template and 10.4 Lesson Plan Sample). The department head should be responsible for checking the plans if applicable. Lesson plans should reflect accommodations for curriculum differentiations for achievement levels and special needs students including those with Individualized Education Program. Consult your department head for specialized plans for students. Standards-based lesson plans should be consistent with the learning-focused pieces of a lesson and should contain state content standards, essential questions/objectives, activities/procedures, materials/resources, time, evaluation/systematic review, assessments and homework assignments, if applicable. Performance Standards As required by the California Department of Education, physical education lessons must maintain curriculum that specifies what students are expected to know. Additionally, the state’s Physical Fitness Test for grades 5, 7 and 9th grade are criterion based and information can be found at cde.com under Physical Fitness Test. SFUSD Curriculum and Instruction Physical Education Department leads and department heads are developing further standards and common assessments that are aligned with a quality, sequential, authentic curriculum. Other common assessments and other types of assessments are included throughout the year. Homework Policy The best learning occurs when students consistently practice or study assignments in an atmosphere that is conducive to focused concentration. Homework, being an integral part of the overall learning process, must enhance and be consistent with in-class activities. Homework may take on any form that can be shown by the teacher as an aid to learning. An example might be a fitness log whereby students continue to monitor to improve their curl-up results at home. Discipline Students California Education Code Title 2. Public Education, Subtitle G. Safe Schools, Chapter 37. Discipline specifies considerations when removing a student from a class, IE sending a student to the principal’s office.
High School Physical Education CHANGE THE PERCEPTION OF PHYSICAL EDUCATION WITHIN THE SCHOOL COMMUNITY Physical Education is an academic subject that includes a variety of learning opportunities through movement and cognitive assessments. Physical education is not recess; physical education is not physical activity. The standard curriculum is grade appropriate, is aligned with State standards, and is not negotiable between student and teacher. The teacher plans and develops lessons that teach progression, movement skills and fitness knowledge that all students at the appropriate grade level should know, enjoy, and can do. See: For more information, see: Appropriate Instructional Practices at: www.naspeinfo.org
High School Physical Education
(healthiersf.org)
RULES AND EXPECTATIONS FOR COMMON AREAS
COMMON AREA
SAFETY
RESPONSIBILITY
RESPECT
Gym and Yard Area During PE class
Sit properly in bleachers or benches No drinks, food or gum No running in locker room
Show good sportsmanship Return equipment Wear your uniform daily Listen to adults
Be a team player Encourage others Do not make fun of others
Auditorium: Assemblies/Special Events
Sit quietly during presentation Fill in all empty seats Listen for instructions Take off backpacks Dismiss by aisle
Refrain from talking and remain seated during activity Focus on the activity Follow teacher instructions Refrain from negative responses to performers
Applaud appropriately No littering No electronic devices Pay attention & show respect Lift up seat when leaving if that is the protocol
Library
Use chairs/tables and equipment appropriately Respect library books
Return materials to proper places Use computers/internet appropriately No food, drink or gum
Use inside voice at all times Respect the property of others
Hallways & Stairways
Keep hands & feet to yourselves Move to class on time, do not linger Use approved staircases Report all unsafe situations to an adult
Use your own lockers, no sharing No food, drink or gum Follow directions the 1st time they are given: All teachers are your teachers. Be courteous: excuse yourself if you bump into someone.
Use kind words and actions Use inside voice in the hallways/staircases, no shouting If an adult stops you in the hallway, stop and give your name, if requested, and listen to their direction
Bathrooms
Keep Water in sink Wash hands Put towels in garbage
Flush toilets Inform adults of vandalism
Give people privacy Respect the property of others
Yard
Keep hands & feet to yourself No play fighting Be aware of others while playing Report all unsafe situations to an adult
Be helpful to others in need Keep your environment clean-keep food in café Return all equipment promptly and safely Listen and follow directions of all adults
Treat others as you would like to be treated Take turns, be fair, share Do not disrupt or take over other’s games—ask first
NASPE APPROPRIATE INSTRUCTIONAL PRACTICES Student Learning and Success
A position statement adapted from NASPE (National Association for Sport and Physical Education) For the complete version, pleased visit: www.naspeinfo.org
Appropriate instructional practices in physical education are those that recognize students’ development and changing movement abilities as well as their individual differences. Appropriate instruction maximizes opportunities for learning and success for all students. Teachers regularly assess student progress and adjust lessons and progressions accordingly.
1. LEARNING ENVIRONMENT
APPROPRIATE PRACTICE
INAPPROPRIATE PRACTICE
Establishing the Learning Environment
Lesson plans for safe, positive learning Students feel humiliated/embarrassed All students are allowed to try, to fail and to try again
Only highly-skilled or physically fit students are viewed as successful
Students take responsibility for their own behavior and learning
Students behave appropriately for a grade or for fear of “punishment”
Fair and consistent rules & practices Rules are unclear and vary day to day
Inappropriate behavior is dealt with immediately and firmly
Verbal or nonverbal behavior is overlooked and ignored
Exercise as Punishment
Teachers promote physical activity and exercise for enjoyment, skills, & health
Teachers use activities/exercise (laps/ push-ups) as punishment
Safety
Teachers create a safe learning environment
Teachers allow or ignore unsafe practices (of students/equipment)
Activities are selected and safe for all ability levels
Human-target games that allow aggressive behavior are permitted
Teachers certified on First aid, AED, CPR
Certifications are not maintained or updated
Facilities & equipment safety is maintained Facilities and equipment unsafe
Teachers monitor & assure class safety Teachers leave classes unsupervised
Diversity Inclusive and supportive of all students Highly skilled students supported Activities represent cultural diversity Teachers teach American team sports
Equity
All students have equal opportunities and are challenged at appropriate levels
Highly skilled students dominate activities
All students are encouraged for success in all content taught in PE
Activities are identified for girls or boys (dance/football)
Teachers use gender-neutral language (“students”; “person to person”)
Teachers refer to “you guys”; “man to man defense”
Inclusion
Teachers implement students’ IEPs Students with disabilities sit out, keep score or become spectators
Lessons/activities are adapted; Students participate for self-improvement
No adaptations are made for (overweight) students who “can’t do it”
Students with temporary medical limitations have appropriate activity
Students with medicals sit out and/or keep score
Competition & Cooperation
Students understand different kinds of competition with refs, scorekeepers, etc.
Students participate in activities that identify them as winners or losers
Mastery of learning competing against previous personal performance
Focus on full-scale competition (11 v. 11) instead of modified games 3 v. 3)
Competition or not is both acceptable “Wrong “ to prefer no competition
2. INSTRUCTIONAL STRATEGIES
APPROPRIATE PRACTICE
INAPPROPRIATE PRACTICE
Expectations for Student Learning
Clear goals and objectives; Students accountable for performance standards
No expectations for movement, fitness or cognitive and affective learning. Students are “busy, happy and good.”
Class Organization
Pairs, groups, and teams by skill levels, colors, numbers, randomly, etc.
Student captains pick teams; teams by gender, cliques, or the highly-skilled first
Class Design
Instant activity, warm-up, instructional focus & fitness activity, cool-down, and review of instructional objectives
No identifiable structure
Stretching after appropriate and beneficial warm-up
Stretching without total body warm-up; no feedback on appropriate positioning
Learning Time Adequate time for instruction, practice, skill development and feedback
Game play begins before time to develop skill or feedback
Variety of units of sufficient length Games without necessary skills
Maximum Participation
*MVPA 50% of class time Much time spent waiting for roll call, in lines, for equipment, getting organized
1v.1, 2v.2, etc. or mini-activities for ample opportunity to participate One ball for games (soccer; SB, etc.)
Teaching & Learning Styles
Variety of teaching and learning styles “One size fits all”; Primarily a direct command teaching style
Choices of equipment, modification of rules or type of skill practice
Rare student input on rules, activities, or equipment used for practice
Critical thinking skills and strategies Command-style activities; no analysis or evaluation
Teacher Enthusiasm
Shows & demonstrates an active healthy lifestyle (shares personal examples)
Appears not to like or enjoy physical activity (instructs from chair)
Success Rate Practice adjusted for individual skill levels; “try again, mistakes are OK”
Single standard teaching, leading to frustration, boredom and/or misbehavior
Teacher Feedback
Specific skill feedback (“Remember to step forward with opposite foot to throw”)
No feedback, negative, or too general; officiates; playing with students
Use of Technology
Uses technology (pedometers) to enhance lesson effectiveness
Rarely or never uses technology. Use of cell phone during class.
*MVPA = Moderate to Vigorous Physical Activity
3. CURRICULUM
APPROPRIATE PRACTICE
INAPPROPRIATE PRACTICE
Productive Motor Skill Learning
Experience
State approved curriculum; scope and sequence; appropriate for all students
Instruction based on the weather, facilities, and teacher preferences
Developmentally appropriate activities and promotes success for all students
Activities are aimed solely at the highly skilled student
Program goals in scope & sequence No program goals Progression built on previous content Same activities for all grade levels Team teaching offered for more stations or activities and enhance feedback
Teachers combine classes (student or teacher “free time”; recruit for athletics)
Concept Knowledge
Curriculum includes strategies, tactics, exercise science, biomechanical analysis, & fitness concepts
No student knowledge of scientific basis of physical activity
Students become wise consumers of fitness/wellness/nutrition industries
No link of knowledge gained to life (How to use activity/food pyramid)
Regular Participation
Extend PE lessons to community/family activities & an active lifestyle
No connection of PE to community, recreation, or family involvement
Developing Health-Related
Fitness
Health fitness focus on fitness activities; skill fitness on skill development
Fitness activities are random and unrelated and are mass exercises
Students interpret fitness assessment to set goals and a lifelong fitness plan
Fitness results not used to set goals or to design a personal fitness plan
Self-Responsibility
and Social Skills
Activities are designed to develop social skills (cooperation & competition) and responsible behavior (encouragements), and not left for “teachable moments”
Activities do not foster development of cooperation, social and personal responsibility (peer teaching, choice of equipment, rule establishment)
Valuing Physical Activity
Joy of learning and participating regularly in physical activity
Negative experiences (running for punishment) devalue physical activity
Physical activity is a part of everyday living
Activity is not encouraged in students’ lives
Interdisciplinary Instruction
Multidisciplinary curriculum integrates PE concepts important to developing a physically educated individual
PE classes are used to teach other than PE skills/concepts
Special Events Every student participates fully from a festival of physical activity No special events planned
4. ASSESSMENT
APPROPRIATE PRACTICE
INAPPROPRIATE PRACTICE
Assessment Use
Formative and summative assessment are ongoing for all students & abilities
Assessment is rare and random and only for grading (dress and attendance)
Variety of Assessments
Use of psychomotor, cognitive, and affective assessment techniques Assess only physical fitness
A clearly defined criteria is articulated to students prior to testing (rubric)
Assessments not defined and/or don’t relate to program goals and objectives.
Fitness Testing PFT is a part of the ongoing process to improve/maintain fitness & wellness PFT is used to assign a grade
Students are prepared physically in each fitness component as ongoing process
Students run a mile without appropriate conditioning or acclimatization
Testing Procedures
Testing is private, nonthreatening, educational and encouraging
Testing is public with no reason given for the test
Students avoid comparisons and use results for personal improvement
Results are compared & based on norms rather than to student’s well-being
Reporting Student Progress
Results are private and as tools for developing goals & strategies Scores are posted publicly
Regular ongoing progress reports of individual student progress
Little/no information. Student progress based on perception/dress/attendance
Grading Based on components aligned with course goals and state standards
Based on athletic ability, one-time test, dress, attendance, effort, participation, and attitude
Student know components, criteria, rationale
Teachers use subjective measures (effort, participation, attitude)
Program Assessment
Data on student achievement regularly used to evaluate program effectiveness
Program evaluation based solely on personal impressions
5. PROFESSIONALISM
APPROPRIATE PRACTICE
INAPPROPRIATE PRACTICE
Professional Growth
Teacher continually seeks new information to stay current
Teacher makes no effort to remain current
Professional Learning
Community
Teacher is the physical activity expert and the healthy lifestyle coach within the school
Teacher is the “gym teacher”, the sports “coach”, and only does “play”.
Advocacy Teacher informs the public regularly about the PE programs goals & activities
Teacher does little to communicate the importance of PE to the whole student
Teacher promotes the PE program of physical activity.
PE is not a visible part of the school community
High School Physical Education
INCLUSION IN PHYSICAL EDUCATION All instructional materials used in physical education are free of stereotypes and inclusive of all groups (e.g. gender, cultures, ethnicities, students with disabilities). Portraying positive images of diverse individuals participating in a wide variety of physical activities shows students that the activities are for everyone.
Matching Materials and Equipment to Skill Levels
Skill
Individualization Method Progression
Throwing and Catching Skill development: • Force and speed • Catching
Vary the speed of the objects by using objects of different pliability and density.
1) Fluff ball 2) Sponge ball 3) Bean bag 4) Playground ball
Striking Objects Skill development: • Timing • Grip
Vary the weight of the implement and the object.
1) Balloon and a
lightweight, short-handled paddle.
2) High-density foam tennis ball and a lightweight, short-handled paddle.
3) Shuttlecock and a badminton racket.
4) Tennis ball and tennis racket.
Kicking or Throwing for Accuracy Skill development: Accuracy
Vary the size of the target.
1) Use a large goal formed
by cones. 2) Move the cones closer
together. 3) Use a standard goal.
Source: Physical Education Framework for California Public Schools, p. 209
High School Physical Education UNIVERSAL PHYSICAL EDUCATION
Universal Physical Education is inclusive and allows full access to learning opportunities for students of varying skills, abilities, interests, and levels of proficiency. Physical education teachers develop teaching styles that are multidimensional and address the needs of all students. Teachers practice individualized instruction, peer teaching, direct instruction, and modifications to lesson plans. They use team teaching strategies and paraprofessional assistance to help students experience success.
Inclusion in physical education includes adaptations and modifications in: o Equipment o Rules, Prompts, Cues o Tasks o Boundaries/Playing Field o Placement o Language o Environment o Groups o Actions o Time
Content: It is no longer acceptable to “roll out the ball” and call it physical education. Physical education is more than mass kickball or 3 years of basketball shooting. Instructional content include instant activities, functional fitness, small groups, progression, choices, visuals, manipulative, rhythms, videos, new games and activities, cooperative and peer learning. Equipment: For maximum participation and learning, there should be enough equipment for every child or partner. Equipment may vary in size, weight, pliability, and texture to facilitate student learning regardless of skill level. Equipment can be also be adapted using wood boards, paper bags, buckets, broom sticks, foam tubes, rag balls, and light 6” plastic cones. Kids love them! Variations: Physical education teachers use a variety of learning and assessment tools and incorporate them into their lessons, which include varying the equipment, the boundary, the rules, the target, and the tempo, the length of time, the distance, and number of steps. Activities are adapted and modified to the special needs and to the physical and learning strengths of the students. Resources: Teachers expand their knowledge and keep up with the latest educational theories and current trends and developments in teaching, learning, and assessment strategies. Many books, CDs, and videos are accessible through various sources for physical education, including Human Kinetics, www.pecentral.org, and from conferences and workshops. See Part VII: Professional Learning Community and Resources
High School Physical Education
STRATEGIES TO INCREASE CLASS ACTIVITY LEVELS
Involvement by all. Are all students participating equally? Ensure your classes provide the same practice opportunities for every child, regardless of size, gender, or ability.
Promote maximum participation. Do not use drills or games that eliminate students and make them non-participants. All students are engaged in active activity at least 50% of the class time.
Look for movement. If you don’t see enough movement, change the activity:
• Do a different drill or a timed challenge • Reduce group size • Add more balls • Widen the boundaries
Be conscious of lines! Be aware of how long students wait for a turn at bat or a chance at the pull-up bar:
• Form smaller groups • Use more equipment • Add activity/drill stations
Establish the “principle of 3’s”. This limits rule variations, reduces confusion, and speeds up game play:
• 3 seconds to hold the ball • 3 feet away when guarding • 3 dribbles before a pass • 3 seconds to throw a ball in from out of bounds, etc.
Keep instructions short. Use “Stop” and “Go” cues for brief instructions between activity
movements.
Provide positive & specific feedback to those actively engaged and after a corrective statement (“Good pacing!”; “Keep an even stride.”) Actively facilitate learning.
Implement class rules to eliminate activity interruptions, such as arguments over contact fouls during basketball shooting, soccer dribbling and frisbee games. For example, if players cannot guard closer than three feet, there will be less contact.
To reduce management time when playing small-sided games (e.g., 5-on-5 soccer), establish the following rule: the group wearing pinnies always gets the ball first and always goes in the same direction.
Keep student discipline brief, interactive, and timely. Speak with the student(s) while the rest of
the class remains active and supervised.
High School Physical Education
SUPPORT FOR ENGLISH LEARNERS The goal of physical education programs in California is to ensure universal access
to high-quality curriculum and instruction so that every student can meet or exceed the state’s physical education model content standards.
To reach that goal, teachers design instruction to meet the instructional needs of
each student. Different instructional approaches may be needed for English learners to gain access to physical education content. Specially designed academic instruction in English (SDAIE), also known as sheltered instruction, provides students with a variety of interactive and multimodal means to access information.
With sheltered instruction techniques, teachers modify the language demands of the
lesson. Cooperative learning with high levels of interaction may also be an effective strategy. (See the Physical Education Framework for California Public Schools, Chapter 7, “Universal Access,” for more information.)
Physical education instruction provides opportunities for
students to develop their English language skills. Students learn new vocabulary through physical activity instruction that is modeled by other students (e.g., volley a tossed ball, serve a lightweight ball over a low net) and demonstrations of manipulative skills that include labeling the steps of the skill (e.g., bend the knees halfway, shift weight from heels to balls of feet).
Instruction that draws attention to cognates can help students understand domain-specific and academic vocabulary. Physical education provides opportunities for English learners to acquire academic vocabulary and practice both informal and formal English with differential instruction, such as:
• Participating in small-group activities • Participating in modified team games • Coaching other students • Discussing rules • Speaking and listening about physical education concepts and principles
Physical education provides an ideal learning environment for EL students to interact with many students at varying levels of English fluency. Students build confidence among their peers through physical activities in a variety of learning experiences. See the Physical Education Framework for California Public Schools, Chapter 7, “Universal Access,” for more information.
Students learn new vocabulary through physical activity instruction that is modeled by other students (e.g., volley a tossed ball, serve a lightweight ball over a low net)…
High School Physical Education TEACHING ENGLISH LEARNERS in PE
Creating a Safe Learning Physical Environment for All Students
Lower anxiety level, increase comprehension, increase interaction Increase opportunities to practice use of academic & social language
BEST PRACTICES EVIDENCE VOCABULARY INSTRUCTION
• Introduce WOW – Word of the Week • Learn and apply cue words & phases • Reinforce & demonstrate cues
EXPLICIT FORMS OF ACADEMIC ENGLISH
• Key words, terms, sentences • Home & academic language words • Paraphrase questions & answers • Student repeat words & ideas • Small group verbal & skill practice
MODELS, VISUALS, GRAPHIC ORGANIZERS, BBC LESSON BOARDS Interactive Learning
• Demonstrations, Examples • Pictures, Videos, Regalia, Word Wall • Labels, Color codes • Charts (English & home language) • Highlight main ideas • Note-taking
BRIDGING FROM PRIOR KNOWLEDGE →New Learning
• Lead-up activities • Assess level from observation • Anticipation guides • Skill & knowledge progression • KWL home games/sports/culture
GUIDED INTERACTION Increase opportunity for LSRW
• Stop signals • Brief instruction & practice • Gestures, Mirror movements • Modeling/demonstration • Learning stations • Learning pace and processing time • Peer leaders • Pair share • Immediate feedback • Cooperative learning activities • Jigsaw learning
ASSESSMENT THAT INFORMS INSTRUCTION
• Identify & demonstrate key words and movement • Acquisition levels • Learning logs • Peer interactions • Projects/ Group work/Oral & written work
MEANINGFUL CONTENT, THEMATIC INSTRUCTION
• Content standard progression • Interdisciplinary learning • Transferable skills
RESPECT FOR HOME LANGUAGE & CULTURE Home/School Connection
• Variety of multicultural games & activities • Maximum participation • Peer interaction & peer learning • Small group instruction • Self-confidence and self-efficacy • Recognition of ability • Recognition of hidden talents
*LSRW – Listening, Speaking, Reading, Writing Adapted from BTSA (Beginning Teacher Support & Assessment), FAS tools
High School Physical Education
ENGLISH LANGUAGE DEVELOPMENT Differentiate Instruction Skills in Listening, Speaking, Reading, & Writing
Whole Class Instruction Small Group Interaction Immediate Feedback
Assess, Practice, Progress Student Sportfolio/Journal
1
BEGINNER
2
ADV BEGINNER
3
INTERMEDIATE
4
EARLY ADVANCED
5
ADVANCED
Proficiency Little or no English skills
Start varied communication tasks
Tailor English language skills
Able to use English in academic areas
Communicate effectively; enhance and refine proficiency
Characteristics Minimal comprehension; no verbal production
Limited comprehension; 1-2 word responses
Good comprehension; errors in pronunciation; simple sentences; limited descriptive vocabulary
Excellent comprehension; few grammatical errors
Excellent comprehension
Activity Focus Listening; Building receptive vocabulary; Communication with gestures & actions
Use 1-2 words, short phrases; expand receptive vocabulary; motivate students to produce receptive vocabulary
Open dialogue; Expand vocabulary; Introduce language experience activities
Conversation; High level language; R & W activities
Dev vocabulary & cognitive language; Critical thinking; R&W skills
Students Can… Act, draw, match, move, choose, listen, mime, point
Categorize, list, respond with 1-2 words, label, name
Define, explain, compare/contrast; recall, describe, summarize role play, retell
Analyze, defend, read, debate, write, create, justify, evaluate, examine
Analyze, defend, read, debate, write, create, justify, evaluate, examine
Techniques Point to… Find the… Put the ___next to the ____ Give the __to___ Who has the __. Do you have the___?
Yes/no questions; either/or questions; 1-2 word responses; general questions that encourage a list of words.
Why? How? Tell me about… Talk about… What do you think about…. Describe…
What would happen if… What would you suggest?
What would happen if… How are these different?
2013-‐2014 SFUSD MPD Five Key Practices adapted from LAUSD SDAIE, 10-‐09 doc. Updated September 5, 2013
Five Key Practices to Support English Learners and Long Term English Learners During Content Area Instruction
Multilingual Pathways Department (MPD) promotes the use of five key instructional practices to support English Learners (ELs) and Long Term English Learners (LTELs) during content area instruction. These research-‐based practices are designed to help teachers support their ELs and LTELs in meeting the demands of the Common Core State Standards (CCSS). These practices enable ELs to
• learn grade-‐level academic content so it is comprehensible; • comprehend complex text and content; and • develop academic language to articulate their thinking and content knowledge.
Major Shifts in Common Core State Standards in ELA
Emphasizing Informational
Text
Literacy Standards for All Content Areas
Text Complexity Extended Academic Discourse
I. Contextualization of Information
II. Integration of Language and Content III. Accessibility of Complex Text
IV. Collaborative Interaction
V. Checks for Understanding and Feedback
2013-‐2014 SFUSD MPD Five Key Practices adapted from LAUSD SDAIE, 10-‐09 doc. Updated September 5, 2013
Five Key Practices to Support English Learners and Long Term English Learners During Content Instruction
I. CONTEXTUALIZATION OF INFORMATION Use a variety of strategies to enable ELs to comprehend grade level content.
• Visual: Teachers and students co-‐construct visual representations of new information. • Kinetic: Teachers and students demonstrate content knowledge through physical
representations. • Verbal: Teachers convey meaning through precise language scaffolds. • Organizational: Teachers and students co-‐construct ideas through organizational
representations. • Metacognition: Teachers help students develop metacognitive representation of information.
II. INTEGRATION OF LANGUAGE and CONTENT
Create meaningful contexts to teach grade level content • Connect new learning to student’s prior knowledge and experiences • Build background knowledge on new concepts • Preview key ideas and skills students will learn (in L1 as well, if possible) Teach academic language as well as content • Share content objectives that specify academic language students need to access content and
articulate their knowledge • Implement language scaffolds, such as sentence frames and word banks, to enable students to
communicate
III. ACESSIBILITY OF COMPLEX TEXT Strategize how students will access grade level complex text • Establish a purpose for reading text • Preview text features, key vocabulary and unfamiliar use of language • Provide additional supporting text/instructional materials (in L1, if possible)
IV. COLLABORATIVE INTERACTION
Provide multiple opportunities for ELs to make meaning of new information and explain their knowledge through academic productive talk • Provide structured activities that enable students to use unfamiliar language • Strategically group students (e.g., partners, small groups and whole group)
V. CHECKS FOR UNDERSTANDING AND FEEDBACK
• Student monitors understanding and asks for clarification as needed • Provide frequent checks for understanding of content and language • Allow wait-‐time for ELs to process and respond • Provide immediate and explicit feedback in one-‐on-‐one situations
Allyson Tintiangco-‐Cubales 2012
ENGLISH LANGUAGE UNIT PURPOSE AND CURRICULUM MAP Grade ____ Unit ____
UNIT PURPOSE:
ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:
PROBLEM
MIND: CONTENT Learning Goals
Content/Cultural Objective: Language Objective:
BODY: SKILL Learning Goals
SOUL: RELEVANCE Learning Goals
LEADERSHIP: CRITICAL LEADERSHIP Learning Goals
Individual Leadership Goals: Communities Leadership Goals:
UNIT PROJECTs OR ASSESSMENTs
STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF THE LEARNING GOALS THROUGH Diagnostic: Formative Assessment: Summative Assessment:
UNIT CONCEPTS Choose Unit Concepts that address the main themes in the CONTENT LEARNING GOALS
Definition, Description, and/or History of the Concept Define the Terms with Citations
Strategies/Best Practices Used To Explicitly Teach Concepts
UNIT ESSENTIAL SKILLS Choose Unit Concepts that address the main themes in the SKILLS LEARNING GOALS
Standards Based Essential Skills and Concepts to be Taught and Modeled Throughout the Unit
Strategies/Best Practices Used To Explicitly Teach Skills
READING WRITING SPEAKING AND LISTENING
LANGUAGE RESOURCES FOR UNIT
High School Physical Education
ADAPTED PHYSICAL EDUCATION UNIVERSAL INCLUSION Universal Physical Education is inclusive and allows full access to learning opportunities for students of varying skills, abilities, interests, and levels of proficiency. Physical education teachers develop teaching styles that are multidimensional and address the needs of all students. Teachers practice individualized instruction, peer teaching, direct instruction, and modifications to lesson plans. They use team teaching strategies and paraprofessional assistance to help students experience success.
Inclusion in physical education includes adaptations and modifications in: o EQUIPMENT o RULES, PROMPTS, CUES o TASKS o BOUNDARIES/PLAYING FIELD o PLACEMENT o LANGUAGE o ENVIRONMENT o GROUPS o ACTIONS o TIME
Adapted PE General Adaptation Suggestions Equipment:
• Larger/lighter bat • Use Velcro tapes • Larger goal/target • Mark positions on playing field • Lower goal/target • Scoops for catching • Vary balls (size, weight, color, texture)
Rules Prompts, Cues:
• Demonstrate/model activity • Partner assisted • Disregard time limits • Oral prompt • More space between students • Eliminate outs/strike-outs • Allow ball to remain stationary • Allow batter to sit in chair • Place student with disability near teacher
High School Physical Education Boundary/Playing Field:
• Decrease distance • Use well-defined boundaries • Simplify patterns • Adapt playing area (smaller, obstacles removed)
Actions:
• Change locomotor patterns • Modify grasps • Modify body positions • Reduce number of actions • Use different body parts
Time:
• Vary the tempo • Slow the activity pace • Lengthen the time • Shorten the time • Provide frequent rest periods
Content: It is no longer acceptable to “roll out the ball” and call it physical education. Physical education is more than mass kickball or 3 years of basketball shooting. Instructional content include instant activities, functional fitness, small groups, progression, choices, visuals, manipulative, rhythms, videos, new games and activities, cooperative and peer learning. Equipment: For maximum participation and learning, there should be enough equipment for every child or partner. Equipment may vary in size, weight, pliability, and texture to facilitate student learning regardless of skill level. Equipment can be also be adapted using wood boards, paper bags, buckets, broom sticks, foam tubes, rag balls, and light 6” plastic cones. Kids love them! Variations: Physical education teachers use a variety of learning and assessment tools and incorporate them into their lessons, which include varying the equipment, the boundary, the rules, the target, and the tempo, the length of time, the distance, and number of steps. Activities are adapted and modified to the special needs and to the physical and learning strengths of the students. Resources: Teachers expand their knowledge and keep up with the latest educational theories and current trends and developments in teaching, learning, and assessment strategies. Many books, CDs, and videos are accessible through various sources for physical education, including Human Kinetics, www.pecentral.org, and from conferences and workshops.
High School Physical Education
ADAPTED PHYSICAL EDUCATION GUIDELINE STANDARDS Aligned with the Physical Education Model Content Standards
K-8 STANDARDS ADAPTED PHYSICAL EDUCATION HIGH SCHOOL 1. Demonstrate motor skills
and movement patterns needed to perform a variety of physical activities.
2. Demonstrate
knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.
1. The student will be exposed to a variety of
movement activities and will be competent within their maximum potential.
1. Demonstrate
knowledge and competency in motor skills, movement patterns, and strategies to perform a variety of physical activities.
2. The student will be introduced to movement
concepts and principles in accordance with cognitive ability and will apply some of these while moving.
3. The student will regularly experience recreation/leisure (and fitness) activities.
4. The student will apply recreation/leisure (and fitness) skills to other life activities.
5. The student will be introduced to a variety of multicultural movement activities.
3. Assess and maintain a
level of physical fitness to improve health and performance.
4. Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
6. The student will achieve and maintain a
health-enhancing level of fitness.
2. Achieve a level of
physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
7. The student will regularly experience
recreation/leisure (and fitness) activities.
8. The student will apply recreation/leisure
(and fitness) skills to other life activities.
5. Demonstrate and utilize
knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.
9. The student will demonstrate appropriate
personal behavior while participating in movement activities.
3. Demonstrate
knowledge of psychological and sociological concepts, principles, and strategies as they apply to learning and performance of physical activity.
10. The student will demonstrate appropriate
interaction while participating in movement activities.
References: National Center on Physical Activity & Disability NCPAD, www.ncpad.org PE Central, www.pecentral.org Parent Advocacy Coalition for Educational Rights PACER, www.pacer.org
High School Physical Education
ADAPTATIONS In PHYSICAL EDUCATION For STUDENTS With DISABILITIES
CATEGORY
EXAMPLES
FORMATION Including space, placement within a group, and boundaries of the activity
• Place hard-of-hearing student near the instructor when instructions
are given orally. • Assign a student with asthma, obesity, or reduced stamina to infield
positions during a softball unit. • Reduce the court or field size for a student with asthma, obesity, or
reduced stamina. CHANGE OF FORM OR LANGUAGE USED
• Use gestures and demonstration to augment verbal communication. • Provide written lists of tasks or steps to a student with attention or
auditory memory difficulties. • Assign a peer helper to a student with attention, communication, or
reading difficulties. EQUIPMENT
• Use lighter or smaller sports equipment for a student with reduced
strength or small stature. • Make multiple pieces of the same equipment available to increase
practice time for students. • Use equipment that moves at a slower speed when students are
learning a new skill. TASK OR OBJECTIVES Alter skill level to be taught or practiced during lesson
• Reduce the number of repetitions of an exercise for a student with
reduced strength or mild physical disability. • Set goals for improving individual performance rather than compare
performance with other students. • Allow for additional trials for student with lower skills or mild physical
disability. ENVIRONMENT Including social environment
• Assign a peer helper to a student with attention, communication, or
reading difficulties. • Teacher selects teams. Do not allow student captains to “choose”
teams in front of the group. PLAYERS Number, groupings of individuals, or organize class into stations
• Teacher structures groups to ensure equality and opportunity to
contribute/participate. • Assign peers to model, assist, or augment participation.
RULES Including game rules and class rules
• Alter rules for inclusion rather than exclusion. • Alter the dress code during outdoor activities for student who is
sensitive to the sun. Reference: Physical Education Framework for California Public Schools, page 222. Source: Making Connections from Theory to Practice in Adapted Physical Education, by Janet Seaman, et al, pages 209-10.
High School Physical Education ADAPTATIONS IN ACTIVITIES
Teachers differentiate instruction to meet the needs, interests, and abilities of each individual student. The goal is to have students participate in activities where all
students can learn and be successful.
EQUIPMENT RULES, PROMPTS, CUES
• Larger/lighter bat • Use of Velcro • Larger goal/target • Mark positions on playing field • Lower goal/target • Scoops for catching • Vary balls (size, weight, color, texture)
• Demonstrate/model activity • Partner assistance • Disregard time limits • Oral prompt • More space between students • Eliminate outs/strike-outs • Allow ball to remain stationary • Allow batter to sit in chair • Place student with disability near teacher
BOUNDARY/PLAYING FIELD ACTIONS
• Decrease distance • Use well-defined boundaries • Simplify pattern • Adapt playing area (smaller size, obstacles
removed)
• Change locomotor patterns • Modify grasps • Modify body positions • Reduce number of actions • Use different body parts
TIME BOWLING
• Vary the tempo • Slow the activity pace • Lengthen the time • Shorten the time • Provide frequent rest periods
• Simplify/reduce the number of steps • Use two hands instead of one • Remain in stationary position • Use a ramp • Use a partner • Give continuous verbal cues
BASKETBALL GOLF
• Use various size balls (size, weight, texture, color)
• Allow travelling • Allow two-hand dribble • Disregard three second lane violations • Use larger/lower goal • Slow the pace, especially when first
learning • If student uses wheelchair, allow him/her to
hold ball on lap while pushing wheelchair • Use beeper ball, radio under basket for
individual with visual impairment
• Use a club with a larger head • Use shorter/lighter club • Use colored/larger balls • Practice without a ball • Use tee for all shots • Shorten distance to hole
SOCCER SOFTBALL
• Use walking instead of running • Have well defined boundaries’ • Reduce playing area • Play 3-on-3 soccer • If student uses wheelchair, allow him/her to
hold ball on lap while pushing wheelchair • Use a deflated ball, Nerf ball, beeper ball,
brightly colored ball • Use a target that makes noise when hit
• Use Velcro balls and softball gloves • Use larger or smaller bats • Use a batting tee • Reduce the base distance • If individual is in wheelchair, allow them to
push ball off ramp, off lap, or from tee • Use beeper balls • Provide a peer to assist • Players without disabilities play regular
depth defense • Students without disabilities count to ten
before tagging out person with disability
VOLLEYBALL TENNIS
• Use larger, lighter, softer, bright colored balls
• Allow players to catch ball instead of volleying
• Allow student to self toss and set ball • Lower the net • Reduce the playing court • Stand closer to net on serve • Allow ball to bounce first • Hold ball and have student hit it
• Use larger, lighter balls • Use shorter, lighter racquets • Use larger-head racquets • Slow down the ball • Lower the net or do not use a net • Use brightly colored balls • Hit the ball off tee • Allow a drop serve • Stand closer to net on serve • Do not use service court • Use a peer for assistance
Source: Teachers Survival Guide Book, by Dr. Christine Stopka; www.pecentral.org
Adapted Physical EducationGuidelines
in California SchoolsFact Sheet for General Physical Educators
Physical Education is defined as The development of (A) Physical and motor fitness, (B) Fundamental motor skills and patterns,and (C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports) and (ii)includes special physical education, adapted physical education, movement education, and motor development. Code of FederalRegulations 300.17:
Adapted Physical Education is defined as a program to meet the unique needs of an individual with a disability who is unable tofully participate in the general PE program. The program is taught by a credentialed adapted physical education specialist who maywork collaboratively with other school personnel including general physical education teachers, special day class teachers, andinstructional assistants. Consultative services may also be provided to school personnel and others, including parents, medicalpersonnel, and social agencies for the purpose of identifying supplemental aids, services, or modifications necessary for successfulparticipation in the general physical education program or specially designed physical education program. Frequency and duration ofservices, and goals and objectives/benchmarks, which are monitored by the APE Specialist, are identified on the IEP. Studentsreceiving APE are counted on the APE specialist’s caseload.
Standard 3.3: Adaptations, accommodations, and modifications within the existing general physical educationprogram shall be documented before a child is referred to adapted physical education. When movement skill ability is suspected as contributing to or resulting from a disability, adaptations, accommodations, andmodifications should be tried within the general or specially designed physical education program for a child before a referral toAPE is made. Appropriate and meaningful intervention strategies should be based upon the child’s needs and age and upon thephysical education curriculum. It is recommended that interventions and their outcomes be documented for a reasonable period oftime.In some instances, the disability of the child is so apparent that a referral to APE is appropriate without implementations oradaptations, accommodations, and modifications. However, on the IEP, there should be documentation that adaptations,accommodations, and/or modification have been considered. This will meet the letter of the law and will assist in communicatingwith future examiners and service providers. (Sec 56344.) Some general physical educators are unclear as to how they can modify instruction, equipment and participation for their studentswho have mild disabilities. In these instances, the APE specialist may provide consultation to these teachers for the purpose ofhelping them identify different instructional strategies, modification, and adaptations. Often, students with mild disabilities canparticipate successfully in general physical education if rules are modified, equipment is changed, the student is permitted to play aspecific position on a team, or provided with a peer tutor or “buddy.”
FREQUENCY OF SERVICE:All children are required to participate in 200 minutes per 10 days for elementary and 400 minutes per 10 days for secondary, ofphysical education instruction, unless excused or exempt under sec. 51241. Direct APE instruction service may be provided for all orpart of the required minutes in which the focus of instruction is on the state goals and objective/benchmarks. The remainder of the required number of minutes for PE instruction may be provided in general, or specially designed physicaleducation for 200 minutes every 10 school days for elementary and 400 minutes every 10 days for secondary level students. The IEPshould clearly indicate the total number of minutes in each service delivery model. (Sec. 51222,51241,51246,51210,56345(a)(b) and34 CFR sec. 300,307.)
APE, OT, PT: A collaborative approach among these specialists is recommended. When a student receives two or more services, often thechild’s disability is such that it is interfering with a given movement performance. Assistive devices and specific exercises identifiedby a therapist often are needed to help the child. In these cases, the APE Specialist, as well as the Special Education Teacher, shouldbe aware of how to use the specialized equipment and how to perform the exercises. On the other hand, children may perform skillswith their peers during APE that they are not motivated to perform in therapy sessions. By communicating with the therapist, the
APE specialist can keep these professionals informed about skill transfer to the educational setting that involve group participation.
Standard 8.1: Students who receive adapted physical education services shall have an Individual Transition Plans(ITPS) beginning at age 14. The transition curriculum revolves around three main areas: instruction, community living and employment. Physical educationprogramming, in the area of instruction, might focus on helping the student become aware of his/her movement strengths and needs.Additionally, the student may become aware of the resources for pursuing movement goals that are available within the communityor post-secondary education setting. Programming in the area of community living might focus on helping the student experience ofaccess community programs or facilities offering physical activities (e.g., YMCA, parks, fitness clubs, or community college classes.)In the area of employment, physical education programming might focus on physical and motor fitness necessary to perform ones jobduties, or to travel to a job site. (Sec. 56345.1.)
Standard 9.8: All children in grades 5, 7, and 9 shall be given a physical performance test.Legal Reference: During the month of March, April, or May the governing board of each school district maintaining any of grades5, 7, and 9 shall administer to each pupil in those grades the physical performance test designed b the State Board of Education.Each physically handicapped pupil and each pupil who is physically unable to take all of the physical performance tests shall begiven as much of the test as his or her condition will permit. (Sec. 60800)Adapted physical educators should work together, with the support of administration, to insure that all students, including those withdisabilities, receive accurate and timely physical performance testing, and that reporting of test results complies with State laws. It isrecommended that the adapted physical education specialist be available to consult with general physical educators and provideinformation on adapted physical performance testing. Suggestions include;
? Maintain a library of adapted physical fitness tests and teaching manuals. Provide general physical educators withaccess to your library.
? Give formal or informal in services to general physical educators on the topic of adapted physical performances testing.? Provide clear, specific instructions for individual students who need adapted physical performance testing.,? Participate in physical performance testing and reporting.? Use physical performance test data in physical fitness instruction and encourage other physical educators to do the
same.
Standard 9.9: A high school student who requires Adapted Physical Education as stated on his/her IEP, shouldcontinue to receive adapted physical education even if he/she has met the graduation requirements for physicaleducation. The student has met the physical education requirements for graduation. Based upon the present level of studentperformance and the consensus of the IEP team the student can continue receiving Adapted Physical Education services. The parentneeds to concur with the decision. (Sec. 56345.)If the student continues to qualify special education and needs adapted physical education service. But wishes to focus on other areas,he/she may elect to take other courses or class electives. This decision is based on the consensus of the IEP team and the parents thatadapted physical education services be discontinued at this time. (Sec.56345.) Advise IEP team members to consider whether APEshould be continued or terminated with respect to:
? The best interest of the student? Meet legal requirements for provision of a free appropriate public education and least restrictive environment meet
SELPA policies and procedures.
For more information go to: www.sc-ape.org
SECTION IV
INSTRUCTIONAL
STRATEGIES 10 Quality Indicators
• Standards-Based Instructional Design Process • Standards-Based Instruction Quality Indicators • Instructional Strategies Sample • P.E. Service Delivery Options • BBC Template • BBC: Black Board Configuration Sample Physical Fitness
Skills • What A Visitor Might See in a P.E. Lesson • Physical Education Lesson Plan Template • Physical Education Lesson Plan Sample Fitness Circuit • Student Portfolios • Student Portfolio Log Template • Think-Pair-Share
11 Technology
• Data Director, Synergy and School Loop • School Loop Getting Started • Cornerstone • Teacher Technology Resources • Technology in Physical Education • Video Lesson Plan Sample • PE Central Online Resource List • More Resources Online and Texts • Resources For Physical Education Standards
High School Physical Education
STANDARDS-BASED INSTRUCTION Quality Indicators
Highlight the indicators observed. It is not expected that all indicators will be observable during all lessons.
Planning Warm-Up Instruction Activity Practice Closure Class
Management
Standard is identified
Type of warm-up matches lesson requirement
Standard is identified
There are sufficient opportunities for practice of standards skill
Standard is revisited
Roll call is taken efficiently
Standard is appropriate to the grade level
Physical warm-up precedes strenuous activity
There is an accurate explanation or demonstration of standards-related skill
Activity is well organized for multiple practice opportunities
Students are attentive to closing words
Students are on task and engaged in learning
Teacher has background knowledge to teach standard
There are no contraindicated exercises
Standard is broken down for less-skilled students
Teacher circulates through all areas
Students are active at least 50% of class time
There is a management plan for behavior
Moderate to vigorous physical activity occurs 3-4x a week
Planned activities are accomplished
Teacher gives standard-specific feedback to students
Equipment is collected efficiently
Assessment of student learning is accomplished
Students interact respectfully with peers and teacher
There are equal opportunities for both genders
Source: Physical Education Framework for California Public Schools, p. 303
High School Physical Education
STANDARDS-BASED INSTRUCTIONAL DESIGN PROCESS With the adoption of the model content standards, physical education instruction now moves to a standards-based approach. Teachers need to shift from using established instructional design models to a standards-based approach. Standards-based instructional design is based on practices and decisions that focus on student learning and includes each of these essential steps:
• Select the standard or portion of the standard, student will learn. • Determine the evidence that best demonstrates that students have learned the content. • Select or create the assessment tool that is best suited to collect the evidence of
student learning. • Plan instruction. • Create multiple opportunities for students to learn the content. • Deliver effective instruction. • Assess student learning of the content. • Evaluate assessment data and make decisions about next steps to… • Re-teach the material or move on to new material.
Source: Physical Education Framework for California Public Schools, p. 3
2 Determine
evidence of learning
1 Select a standard
3 Select
assessment tool
4 Plan instruction
5 Create learning opportunities 6
Deliver affective instruction
7 Assess student
learning
8 Evaluate assessment
data
9 Move on OR
9 Reteach
High School Physical Education
INSTRUCTIONAL STRATEGIES SAMPLE Every student is expected to meet or exceed the grade- or course-level
standards set forth in the physical education model content standards. The standards define the “what,” but it is the instruction that describes the “how.” Differentiated instruction refers to the use of a variety of strategies to accommodate differences in students’ learning styles, interests, needs, and prior knowledge. No single instructional strategy is the best or most appropriate for all students or in all situations.
Teachers draw from both student-initiated learning strategies and teacher-directed learning strategies to satisfy the learning needs of individual students and to stimulate higher levels of thinking and creativity. Specific strategies can include competency-based learning, contract learning, drill and practice, small games, problem-based learning, lecture, cooperative learning, stations, and role playing. Drawing on their experience and training, teachers determine the instructional strategies most likely to promote high student learning and achievement. Successful teachers constantly reevaluate the effectiveness of the approach they take and modify strategies when students are not moving toward proficiency with the standards. Examples of Instructional Strategies
The following examples consist of three instructional strategies that could be used to provide instruction on the same standard. Below is an example of High School Course 2 standard using three different instructional strategies. The examples represent just some of the ways that a standard could be taught. The examples, like all other examples, are not to be interpreted as requirements for the physical education classroom or as the only instructional approach to a particular standard. In physical education classes, the teacher determines the most effective strategy or strategies for her or his students.
HIGH SCHOOL COURSE 2, Standard 3.9
Teachers encourage students to be supportive and inclusive of individuals of all ability levels.
There are three possible instructional strategies for addressing this standard. Social skill instruction The teacher starts the class by asking students to brainstorm what encouragement looks like, sounds like, and feels like. The teacher then
High School Physical Education
instructs the students to encourage one another during the physical activity portion of the lesson. At the end of the lesson, the teacher has students report orally on their use of encouragement during the lesson or by writing in their journals.
Lecture and practice The teacher explains and give students examples of what encouragement looks like, sounds like, and feels like. The teacher then instructs the students to practice encouraging one another during the physical activity portion of the lesson.
Role-play The teacher tells the students what encouragement looks like and sounds like. The teacher then puts students in trios and has them role-play providing encouragement. One student provides encouragement; one student accepts the encouragement; and the third student gives feedback to the first student on his or her ability to provide encouragement. Students rotate roles so that each student can provide encouragement, accept encouragement, and give feedback.
High School Physical Education
Physical Education Service Delivery Options Three physical education program options (as defined in Adapted Physical
Education Guidelines in California Schools, 2003, pages 22–26) are recommended to meet the needs of students with and without disabilities. The IEP team determines which service or combination of services would best meet the student’s needs and provide the mandated number of minutes of physical education required for the student’s grade level.
General Physical Education This option encompasses a full spectrum of game, sport, fitness, and
movement activities, including physical and motor fitness, fundamental motor skills and patterns, and skills in aquatics, dance, and individual and group games and sports. The student participates with or without accommodations, adaptations, or modifications that can be made by the general physical education teacher. The IEP should accurately reflect any accommodations, adaptations, or modifications that are necessary for the student to participate successfully in the general physical education program.
Specially Designed Physical Education Specially designed instruction means the content, methodology, or delivery of
instruction is adapted to address the unique needs of the student that result from the student’s disability (34 CFR § 300.39[b]). If specially designed physical education is prescribed in a child’s IEP, the public agency responsible for the education of that child must provide services directly or make arrangements for those services to be provided (34 CFR § 300.108). A special education teacher, teaching physical education to the students in her self-contained class, is one example of specially designed physical education. Another example is one class period of middle or high school physical education in which all students need specially designed physical education and are taught by the general physical education teacher. Adapted Physical Education A credentialed adapted physical education specialist provides adapted physical education to students who have instructional needs that cannot be adequately satisfied in other physical education programs as indicated by an assessment and IEP process. Adapted physical education services may be provided through direct instruction, team teaching, the appropriate use of instructional aides, or collaborative consultation as long as appropriate goal(s) and objective(s) are indicated and accurately monitored by the adapted physical education specialist.
All such services must be accurately indicated on the student’s IEP with appropriate goals and objectives/benchmarks recorded and monitored by the adapted physical education specialist. The frequency and duration of adapted physical education service are based on the needs of the student and are indicated on the IEP. The IEP indicates the frequency with which the adapted physical education specialist provides service for the student. Collaborative consultation is one method of providing instructional service to assist students with participating successfully in the less restrictive settings of general physical education.
SFUSD offers adaptive P.E. services. Every student, including a student with disabilities, must have the minutes of physical education instruction required by statute. The student’s time with the adapted physical education specialist is usually only a portion of this time. Instruction for the remaining required physical education time is best provided in consultation with the adapted physical education specialist and should be documented on the IEP.
The physical education teacher seeks out opportunities for informal talks with the adapted physical education specialist or special education teacher to develop methods for working with students with disabilities. The teacher enlists the help of parents, aides, other teachers, community members, administrators, counselors, and diagnosticians, when necessary, and explores the use of technology or other instructional devices as a way to respond to students’ individual needs. When students cannot participate safely and successfully in the physical education program and when interventions have been ineffective, the specialist in adapted physical education takes a more active role and an assessment for adapted physical education is conducted, including presentation of results to the IEP team.
Adaptations Many students with a disability require adaptations that include accommodations or modifications to enhance their learning. An accommodation addresses the instructional needs of the student by removing the effects of the disability but does not alter the performance outcome (e.g., more time, smaller groups, substitutions, and instructional prompts). A modification is also based upon the instructional needs of the student, but it fundamentally alters and usually defines performance that approximates rather than shows mastery of standards (e.g., student plays “one-on-one” hockey instead of team game, steps over stationary rope instead of jumping a self-turned rope, or drops the ball into a container instead of throwing with accuracy). Educators should use caution when deciding whether to modify physical education performance outcomes for standards, as the course content may be changed. All educators should refer to the student’s IEP or Section 504 Plan when adapting a standards-based physical education curriculum for a student with a disability (adapted from the State
Council on Adapted Physical Education’s Position Paper on Physical Education Content Standards for Students with a Disability).
High School Physical Education
BBC: BLACK BOARD CONFIGURATION
TEMPLATE
AIM Objectives; Relate to Content Standard
Students will be able to …
DO NOW Individual Warm-‐up; Review or Preview
To do before/during roll call
SWAT:
WOD (Word Of the Day):
AGENDA Activities
HOMEWORK Homeplay
DO NOW: ACTIVITY: CLOSURE:
What’s Next:
WOD:
“Students should not only know what they are doing, they should also know why and how.”
Harry Wong, Author, Educator Consultant
Note: Keep BBC directions short and student-‐friendly. Add stick figures, designs, color.
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PHYSICAL EDUCATION LESSON PLAN Sample
Teacher: Lesson Topic: Fitness Circuit Grade Level: 9th Date: Content Standard/Objective:
Standard(s) #’s : 2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.
Performance Outcomes (What students should know and be able to do as a result of this lesson) Students will be able to perform the exercises correctly and monitor HR during and after exercise
Evidence of Learning (How will you monitor student learning? How will you assess student work?)
• teacher will observe students performing the exercises
• teacher will monitor
student HR’s during workout
• teacher will collect
workout logs at the end of class
Teaching Strategies & Sequence • Opening (BBC lesson board, “Do Now” instructions; 3-5 minutes):
Warm-Up • Instruction (new concepts, model, demonstrate, visuals, vocabulary, note taking; 5-10 minutes):
Explain the circuit and demonstrate to exercised for each station
• Guided Practice (scaffold, interaction strategies, check for understanding, corrective feedback; 20-25 minutes):
Students complete the circuit and check HR after each exercise to monitor their intensity. (60 seconds at each station and 60 seconds to monitor HR and rotate to the next station)
• Closure (assess, give feedback, review, and what’s next? 5-10 minutes) Students record HR data and exercise reflection on their workout log • Independent Practice or Extension Activities (interaction or cooperative work, follow-up activities, homework):
Have students create their own ideas for a circuit using other equipment and exercises that they are familiar with.
Key Concepts & Essential Questions (What, How, and Why? The knowledge, skills, and rationale) Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities
Connections to Knowledge, Skills, & Experience Prior knowledge of a variety of strength, flexibility and agility exercises.
Differentiate Instruction (English Learners, Special Need Students, Advanced Learners) *Circuit cards explain exercises and provide visual cues. *Teacher demonstrates all stations * Pair students to enhance learning
Texts/Resources/Equipment/Materials 12 cones, 12 activity cards, 3 jump ropes, 6 medicine balls, 6 exercise mats, 6 step boxes, 3 TRX bands, 3 Kettle Bells, 9 body bars, music, whistle ***equipment may change depending on the # of stations and the # of students
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PHYSICAL ACTIVITY CLASS SET-UP
CODE
T Teacher S Students X Roll Call #s
E Equipment (or draw/describe) /\ Cones
LOCATION:
High School Physical Education STUDENT PORTFOLIO LOG
Name ___________________________ PE teacher _____________Period ______
Entry #
Date
Assignment
Teacher Check
Score
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PORTFOLIOS IN PHYSICAL EDUCATION Portfolio notebooks are a useful tool for students to keep a record of their learning activities in class and for teachers, parents, and the student to assess what the student knows and can do. Portfolios can contain entries that are formative (ongoing, as in a skills or fitness rubric) or summative (an end product, as in a written test or report).
Portfolios are beneficial in a number of ways…
• help students observe and document improvements in their work • assist teachers with assessing student progress • assist teachers to plan effective teaching strategies • inform parents of student progress toward the goal of content mastery
Portfolio topics might include the following
• Activity and Fitness logs • Heart rate & activity graphs • Fitness plans • Health/physical activity fact sheets • Physical fitness test data • Skills checklists • Structured observations • Performance tasks • Peer and self assessments • Four-level rubric criteria • Game strategies • Assignments • Drawings & Illustrations • Written tests and quizzes • Interactive logs • Reports • Independent study journals • Reflections
Student portfolios involve students to monitor and to take responsibility for their own learning. Although entries may contain self-check and peer-check assessments, teachers are ultimately responsible for the student’s evaluation. A portfolio log helpboth student and teacher to keep track of learning and class assignments throughout the school year.
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THINK PAIR SHARE
Purpose: Think-Pair-Share instruction encourages students to think about something, such as a problem, question, or topic, and then articulate their thoughts with another person. The Think Pair Share routine promotes understanding through active reasoning and explanation. Because students are listening to and sharing ideas, Think-Pair-Share encourages students to understand multiple perspectives. Directions
Time:
Approx. 20 minutes
Reflection Quote The objective of this task force is to become curriculum designers rather than curriculum consumers by starting with the end in mind, i.e. ”designing down and delivering up”. You as teachers will be the designers that plan the day to day activities that must then be accountable for student learning…you must decide what to teach, how to teach and why.
Step One 2 minutes
Form into groups of two Group members read the quote
Step Two 15 minutes
1) Think. Take a few moments just to THINK about the quote. 2) Pair. In your group or with your partner PAIR up to talk about what
this means to you. 3) Share. After talking in pairs for a few moments, SHARE your thinking
with the rest of the groups.
SECTION IV
INSTRUCTIONAL
STRATEGIES 10 Quality Indicators
• Standards-Based Instructional Design Process • Standards-Based Instruction Quality Indicators • Instructional Strategies Sample • P.E. Service Delivery Options • BBC Template • BBC: Black Board Configuration Sample Physical Fitness
Skills • What A Visitor Might See in a P.E. Lesson • Physical Education Lesson Plan Template • Physical Education Lesson Plan Sample Fitness Circuit • Student Portfolios • Student Portfolio Log Template • Think-Pair-Share
11 Technology
• Data Director, Synergy and School Loop • School Loop Getting Started • Cornerstone • Teacher Technology Resources • Technology in Physical Education • Video Lesson Plan Sample • PE Central Online Resource List • More Resources Online and Texts • Resources For Physical Education Standards
High School Physical Education DATA DIRECTOR, SYNERGY AND SCHOOL LOOP
DATA DIRECTOR is a web based, data-driven, decision making portal system classroom portal system for use by San Francisco Unified School District classroom teachers and administrators.
With Data Director, educators are offered more than just access to data. Data Director provides all the tools you need to analyze state and local assessment data, teacher created tests, and demographic information together in one location. Data Director facilitates secure access and interaction with student data so you can identify students’ areas of need and develop a plan for improving achievement. Data Director’s friendly, web-based tools make it all possible.
Empowering Instruction With Data Director, you can easily create your own items, answer sheets for paper-based assessments, and item bank assessments for use within your district. You can also analyze your state, district, and classroom assessment data against demographic and administrative data to create effective instructional programs for your students. Educators from the classroom to the district level are provided the resources they need to identify areas requiring additional attention. Many users utilize this information to facilitate collaboration and discussion among local data teams to determine best practices in assessment and instruction. Data Director empowers instruction by putting a fast, powerful, and easy-to-use decision-support solution directly into your hands!
SYNERGY Synergy is a data driven based student information system (SIS) for our teachers to improve the quality of student information and to make that information more accessible to all stakeholders. SEIS is a new web-based comprehensive SIS for Special Education to ensure more accurate and timely student data and to improve compliance. Our district has also migrated to Synergy with the other SIS and district management systems that depend on student data to ensure compatibility and to reduce multiple points of data entry.
Uses for PE Teachers: For our school years 2013-2014 our central office PE Department works closely with SFUSD Testing and Assessment Office to create same opportunities for PE teachers to access Physical Fitness Testing information in the fall and spring. Teachers may go to data director assessments, click physical fitness to view previous years physical fitness test by year and class. Information on testing procedures, parent letter and more make it a user friendly site for teachers. Data should be used to inform instruction, provide support to student(s) who failed one or more test(s), come up with instructional strategies to create opportunities for
High School Physical Education
passing tests, compare Physical Fitness Test with API and student grades and collaborate with staff for support and student success. It is a further goal of SFUSD PE Department to establish K-12th grade common assessments [14]
SCHOOL LOOP is a web-based classroom portal system that keeps everyone in the loop. It gives teachers, administrators, parents/guardian, counselors, staff members, support professionals, and students online access to teacher’s webpage, assignments, grades, lesson plans, and attendance information. http://help.schoolloop.com/cms/nothing?d=x&group_id=1244873697562 Uses for PE Teachers:
• Post grades and assignments including attachments for students to download.
• Post important information in the “news” feed for announcements on sports tryouts, reminder for returning papers and/or uniforms, school events or announcements.
• Use the calendar feature to post deadlines, assignments or special events
in your department.
• Email registered parents with updates on their child’s performance.
• Print various reports like midterm grades and missing assignments
• Track student’s progress in other classes.
• Create class teams or groupings using the seating chart.
• Create and maintain a webpage for your class from very simple to more complex. Students might be able to find samples of fitness plans, handouts given in class, or web links to fitness information.
• Join the PE Teacher School Loop to share or ask questions with other PE
teachers in the district.
• Information loaded such as webpage, news or grading in one year can be used the following year—no need to re-create.
Online and pdf tutorials are available to help teachers navigate the School Loop. The district also provides trainings at the school site.
High School Physical Education
SFUSD SCHOOL LOOP: GETTING STARTED
PHYSICAL EDUCATION
WEIGHTING THE ASSIGNMENTS FOR:
1. Go to SCHOOL LOOP 2. Sign-In 3. Should be in your My Portal 4. Click Settings 5. Select A Gradebook (I chose 9th Grade 1st) 6. Go to Weighting 7. Click the Yes circle to turn weighting on
8. Click or Add a Category 9. Add the above categories: Fitness skills and knowledge, movement skills and knowledge, personal & social
skills 10. NOTE: You do not have to delete any of the previous categories listed. For each Gradebook simply select the
categories you wish to use for that particular SUBJECT. If you only teach PE, simply select the above 3 categories for all your PE Gradebooks.
11. Then click Submit 12. Add the percentage for each new category by typing in 30 for 30% 13. Then Click Submit 14. NOTE: You can always EDIT a Category if you made a mistake 15. If you leave the other categories with no percentage value, then they will not be weighted in your PE Gradebook.
For example, you can record dressing out for citizenship record and leave the value for weighting 0%. It will not count as the overall PE performance grade percentage. You give them a citizenship grade instead.
16. Now you go to the other Gradebooks and put in the weighting values there too. 17. Then, go to a Gradebook (I chose 6th grade first) then ADD A NEW ASSIGNMENT 18. Choose a Gradebook on the left 19. List the date the assignment is on top right 20. Name the assignment 21. Then Choose a category from the scroll menu 22. Add MAX Points for the assignment: different for each individual teacher 23. List the time to complete assignment 24. Select whether it repeats weekly/monthly or not 25. Click Publish 26. After the assignment, type in each students grade for the assignment. 27. NOTE: If most students score a perfect score you can hit the auto fill button, and only go back & change the few
that did not do so well. 28. As for the overall weighting, the computer does the rest for you after you type in each students score.
Movement Skills and Knowledge 30%
Fitness Skills and Knowledge 50%
Personal & Social Skills 20%
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SFUSD CORNERSTONE STEPS TO REGISTER FOR PROFESSIONAL DEVELOPMENT
WORKSHOPS Steps to register for PE Professional Development (PD) workshop:
1. Go to Cornerstone Home Page. CORNERSTONE can be accessed on the SFUSD SHAREPOINT site. (Far Right box has link)
2. Homepage of Cornerstone: https://sfusd.csod.com/LMS/catalog/Welcome.aspx?tab_page_id=-67
3. Go to browse for training (located on far right of page) 4. Click on Curriculum and Instruction 5. In Global Search Box in What would you like to search for? 6. (Type in) what workshop you are interested in attending
a. IE: In Nov 2013 our department hosted a PE Middle & High School Fitness for Life & Model Lessons for Component of Fitness and Skill
b. Here are next steps 7. Select a workshop IE “PE Middle & High School Fitness for Life
& Model Lessons for Component of Fitness and Skill: 8. Click Request (located in Session box) 9. You should now see your transcript and the workshop title
Note- All PE workshops, meetings, and professional development information posted on Cornerstone will begin with a title, "PE".
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TEACHER TECHNOLOGY RESOURCES
EDUCATIONAL TECHNOLOGY DEPARTMENT As the 21st century learning environment emerges, technology is enhancing the way teachers teach and students learn. To support this new paradigm, San Francisco Unified School District's Educational Technology Department provides professional development and resources to enrich instructional strategies and integrate technology. The Educational Technology program collaborates with many internal and external partners to develop programs, workshops and materials to increase student learning and achievement. This intensive support, coupled with the effective use of technology expands educators’ ability to engage students in real-world, authentic learning experiences that promote 21st century readiness.
Please visit our website at www.sfusdedtech.org to find out more about are exciting professional development offerings!
EMPLOYEE INTRANET The SFUSD employee intranet is a secure site for online collaboration and resource sharing. Please see each department's main intranet page for relevant forms, documents, and announcements. Also note that links to employee information and services are on the intranet's home page: • IT Service Request System • PeopleSoft (EIS) • Substitute System • Timeroll System Building & Grounds Work Order System (SiteNet)
DATA DIRECTOR Data Director, a student data analysis tool, gives educators the access they need to view state, local and student assessment data and demographic information about their students. RESTORATIVE PRACTICES www.healthiersf.org/Restorative Practices Restorative practices promote strengthened relationships and community building while providing meaningful and supported opportunities for students to be held accountable and take responsibility for making their school community a safe and nurturing environment. SFUSD had shifted the way they think about student discipline and school climate. Currently, many SFUSD school sites utilize Restorative Practice as a process to proactively build community and social coherence.
High School Physical Education
TECHNOLOGY in PHYSICAL EDUCATION Technology can be used as one of the tools to improve the quality of physical education programs. There are many forms of technology used in physical education. Students monitor fitness and analysis of movement skills with monitoring instruments. These tools allow students and teachers to keep records, graph progress, create simulations, and compare performances to national standards. On-line services provide added information about health-related issues and fitness. Using the appropriate instruments will give the students an opportunity to assess information, process ideas, and communicate results. In order to be fully included in the general curriculum, students with physical or visual disabilities often require unique or specific types of adaptive equipment. These might include a wheelchair, a communication device, or a cane for orientation and mobility. With few exceptions, these students can successfully participate and acquire the skills necessary for a healthy lifestyle. Both teaching and student learning can be enhanced through the use of technology: Fitness reporting software Instructional Videos Student generated videos Presentation software Pedometers Body composition analyzer Digital cameras/camcorders Bioimpedance analyzer Nutrition analysis software Web sites Electronic notebooks Electronic assessments Laptop computers Heart rate monitors Palm pilots Ipads Internet Physical activity software Wii and Play Station Fitness testing equipment Pulse sticks Data Director Laser discs Interactive fitness equipment and dance systems Sound systems and mobile microphones Sign up online at Cornerstone, SFUSD portal at www.csod.com. Google apps is a tool for collaboration between teachers and teachers, students and students and students and teachers. Below is a list of other 2013-2014 workshops: Ipads in education Edmodo Apptivities ActivInspire Google apps Apple configuration Wiki week Noodle tools Digital media Another example of a SFUSD workshop value to teaching and learning is Ed Tech apptivities workshop giving teachers all the information needed to start designing lessons that rely heavily on the iPad, go to www.sfusdedtech.org/apptivities.html
High School Physical Education
VIDEO LESSON PLAN SAMPLE Purpose of Activity: The students will be able to correctly perform the 32 count “Beat It” line dance, staying with the music, and be able to list facts about the 1980's. This dance would make an excellent warm-up activity!
Suggested grade level: 4-12 Materials needed: music player Recommended music: Michael Jackson's "Beat It" song Beginning dance formation: Students are randomly spaced on the gym floor.
Description of Idea Introductory Ideas: Life in the 1980's: Average salary was $15,757; a BMW cost $12,000 and a Mercedes 280E was $14,800; AIDS took the lives of many talented citizens and spread among the population; Sandra Day O’Connor became the first woman on the US Supreme Court; the space shuttle Challenger exploded 74 seconds after liftoff and killed all seven astronauts aboard, including school teacher Christa McAuliffe; Cabbage Patch dolls and Rubik’s Cubes were popular toys; “Beat It” won the 1983 Grammy Award for Best Record of the Year and Best Rock Vocal Performance; the lyrics to “Beat It” are about life on the streets.
http://www.songfacts.com/detail.php?id=459http://kclibrary.lonestar.edu/decade80.html
Dance Steps: Counts 1-8 - Walk forward RLR, raise the L knee (1-4)Walk forward LRL, raise the R knee and pivot ¼ turn to the L (5-8)Counts 1-8 – Place feet apart and sway hips R for 2 counts, L for 2 counts, and RLRL for 1 count eachCounts 1-8 - Grapevine R (1-4) and Grapevine L (5-8)Counts 1-8 - Walk backwards RLRL (1-4) and jump out-in-out-in. (5-8) Repeat the dance to a new wall.
Variations: If you are teaching younger children, you can take the turn out of the first 8 counts and continue to face the same wall for the entire dance.
If you are teaching middle school or high school students, a second turn can be added. The students will do the initial ¼ turn during the first 8 counts and the second turn comes during the grapevines. Simply add a ½ turn to the L at the end of the second (L) grapevine. The students are now facing the wall that was originally to their R. You can even ask them to figure out the total number of degrees that they turned: 270! (pecentral.org)
PE CENTRAL ONLINE RESOURCE LIST
Share Your Videos With PE Central: Upload to SchoolTube.com
Mail us your videos (.mov, .wmv, .flv are file formats we work with) on a CD: PE Central, 1995 South Main Street, Suite 902, Blacksburg, VA 24060
Lessons/Dances
• Settling Disputes in PE: Rock, Paper, Scissors • Mexican Hat Dance (Jarabe Tapatio) • Celebrating St. Patrick’s Day Irish Dance • Basic Waltz Step Dance • Hey Baby Line Dance • SOS Rescue Line Dance • Brain Break 3 (Macarena Dance) • Rug Rats • Card Sharks Basketball Passing • Freezamania • "I See..." • The Launch Board Catch • Step In Step Out Promo • The YMCA with a New Twist • The Opposite Grapevine Dance • I Like to Move It • The Achy Breaky Heart Dance • Bouncing the Cupid Shuffle Dance • Strike It Up Dance • Belmont Dance Off
Class Management
• Rock, Paper, Scissors: Settling Class Disputes
Gymnastics
• Gymnastics Routine • Educational Gymnastics College Routine 1 • Educational Gymnastics College Routine 2
Adapted PE Videos
• Special Education Dance • Special Olympics • Teaching Children with Visual Impairments Part
I • Teaching Children with Visual Impairments Part
2
• Camp Abilities Promotional Video • 12 Year Old Rebecca Living With Scoliosis • Down Syndrome in Children • Modifying PE Activities for Kids w/ Disabilities • Autism • Adapted Skiing • Adaptive PE Games for Blind and Visually
Impaired Students • Adapted Physical Education Class
Promotional Videos
• Fighting Obesity: Partnering in Action • JUMP! Documentary Movie Trailer
(Competitive Jump Rope Teams) • The Pink Glove Dance (Breast Cancer
Awareness) • S&S Worldwide: The Next 100 Years! • NFL Play 60 Promo • American Diabetes Association PSA • Camp Abilities Promotional Video • NASPE Sets the Standard • USTA Schools Program • USTA PE Guide for Physical Educators • Let's Move • Let's Move with Drew Brees • Secretary Vilsack with the Cookie Monster • Your Ball Needs You • Move it Your Way with Kevin Durant • Eat Well, Play Right • Maya & Miguel - Fun with Exercise
PE Public Service Announcements Download Univ of Texas PSA's (first 5 below), UT Credits
• More Important than Ever • New Generation PE • Make Time for Physical Activity • Physical Activity Choices • PE is for Everybody • PE Educates the Whole Child
New PE
• The New PE: Using the IndoBoard (Kalama Inter Schools)
• Smart Moves: The New PE • Physical Education Adventure Programming
Classroom Teacher Videos
• Brain Break 1 (Deskercise) • Brain Break 2 (Stretching) • Brain Break 3 (Macarena Dance) • Brain Break 4 (Brain Wave-Stretching) • Brain Break 5 (Brain Aerobic Break) • Brain Break 6 (Relaxation) • Classroom Exercise Makes Learning Lively • Music and Dance Drive Academic Achievement • Grundy Center Aerobic Brain Break
Physical Activity Programs
• JUST RUN School Running Club (Subway's Fresh Fit Grand Prize Winner! - See Video)
• Cross Currents Minority Rowing Crew Team • Fitness Fanatics Before School Activity
Program • Cedar Crest High School Staff Wellness
Program • A to Q Fitness Zones (El Paso, TX) • Quality PE in El Paso, TX
Defending PE Program/Exercise and the Brain
• Teach A Healthy Body, Get A Healthy Mind • Pumping Up the Brain
Benefits of Physical Activity/Education
• PE Advocacy • The importance of physical activity and healthy
eating (NAHPERD/PBS) • Reading, Writing, and Running
Inspirational/Motivational Videos
• Get Up and GO! No Arms Golfer! • JUMP! Documentary Movie Trailer (Competitive
Jump Rope Teams) • Food Matters Official Trailer • NYC Schools Encourage Physical Fitness • 12 Year Old Rebecca Living With Scoliosis • Down Syndrome in Children
• Jump Rope Demonstration Team Half-time Performance
• The Pink Glove Dance (Breast Cancer Awareness)
• Meet an 81-Year Old Athlete • No Excuses • Swimmer Deals with Diabetes
Active Gaming
• The new PE class: Active gaming • Exergaming: The newest trend in exercise • Exergaming Vision (Univ. of South Florida) • Active Gaming in Public Schools • Active Gaming - USF
Health-Related Videos / PSA's
• Go Outside and Do Something • Go Outside and Do Something: Part 2 • Self Esteem • Teen Pregnancy: A Gift You Can't Return • Students Health Quiz: How to Remain Healthy
at School • Wash Your Hands Rap • American Obesity Video • Healthy Living Daily TV Show (Chewing Gum) • Put Your Hands Together - CDC TV • Don't Smoke Video Game PSA • Drunk Driving Doesn't Discriminate • Start Your Day Right • That's What Friends Are For • Reducing Substance Abuse • Something Fishy About Smoking • Germ Movie • Dangers of STD's • Obesity in America: One Community Fights
Back • MEND • Childhood Obesity "Rant" • Fitness-Based Movement for Better Health
and Learning (South Washington County Schools)
PE Central Challenge
• Task: Balance Shuffle • Task: Volley Up • Task: Throw and Catch • Task: Paddle Strike • Task: Hula Hoop • Task: Jump That Rope • Interview: Adapting tasks for kids w/ disabilities • Interview: Benefits of the Challenge • Interview: Why include Challenge in Program • Interview: How it helps self esteem • Interview: When to have kids practice
Activities/Exercises
• Gymnastics Routine • Disc Golf • Skateboarding • Is Your Ab Workout Hurting Your Back? • Phys Ed: How Necessary Is Stretching? • Scarf Exercises • Hoop Exercises • Determining Resting Heart Rate • Take the Stairs
Nutrition
• Healthy School Lunch
Technology and PE
• Dance, Dance, Revolution (Mott Road Elem PE)
• High Tech PE (from Miami Dade)
Preschool Mini Video Lessons
• PreK Lesson-Jumping Rope • PreK Lesson-Catching w/ Launch Boards • PreK Lesson-Catching w/ Balloons • PreK Lesson-Throwing at Sheet Targets
Special Events/Conferences/Workshops
• Developing a Blueprint for PE Symposium Slideshow
Teaching Skills (purchase DVD)
• Teaching by Invitation • Set Induction
Performance Cues
• Footwork - Tennis 101
Other sites with PE Video/Pics
Source: [email protected].
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MORE RESOURCES – ONLINE and TEXT
http://www.leginfo.ca.gov - Physical education legal requirements. http://www.cde.ca.gov/ci/pe - Physical education curriculum framework, instructional materials and content standards, www.humankinetics.com - Books, technology, instructional software, curriculum/assessment and more pesoftware.com - Books, technology, instructional software, curriculum/assessment and more
AAPAR American Association Physical Activity and Recreation aahperd.org
AAHE American Association for Higher Education and Accreditation
AAHPERD American Association for Health, Physical Education, Recreation, and Dance
aahperd.org
AAHPERD Southwest District
Southwest District of AAHPERD aahperd.org
California County Offices of Education with programs in Physical Education and Health - Click Here California Coaches Association calcoachesassociation.net
CDE California Department of Education http://www.cde.ca.gov
California Center for Public Health Advocacy
An Epidemic: Overweight and Unfit Children in California Assembly Districts, California Center for Public Health Advocacy, 2002.
Report
California Center for Public Health Advocacy
The Growing Epidemic: Child Overweight Rates on the Rise in California Assembly Districts. California Center for Public Health Advocacy, 2005.
Report
Cal Poly PEACH Workshop www.peachworkshops.com
CHAA Coalition for a Healthy and Active America chaausa.nonprofitoffice.com
CIF STATE California Interscholastic Federation State Athletics cifstate.org
High School Physical Education
ED JOIN
Education job website in California, you'll find over 10,000 job postings in K-12 public education
edjoin.org
EDUCATION DEGREE
The site, is the biggest directory on the web of teacher education degree programs from 1,700+ colleges and universities around the US. The directory of Masters in Education programs is at http://www.educationdegree.com /programs/masters-in-education/. We also offer a $2,500 teacher education scholarship.
educationdegree.com
Dairy Council Dairy Council of California dairycouncilofca.org
Governor's Council on Physical Fitness & Sports activeca.org
HFH Hoops for Heart heart.org/hoops JRFH Jump Rope for Heart heart.org/jump
NAGWS National Association for Girls & Women in Sport aahperd.org/nagws
NAPE Conference
State Council on Adapted Physical Education: SC-APE.org / NAPEConference.org
NAPEConference.org
NASPE National Association for Sport & Physical Education .aahperd.org/naspe
NATA National Athletic Trainers Association
nata.org
NBPTS National Board for Professional Teaching Standards
www.nbpts.org
NCPERID National Consortium for Physical Education and Recreation for Individuals with Disabilities President: Ronald W. Davis, Professor Adapted Physical Education/Activity Texas Woman's University [email protected]
ncperid.org
High School Physical Education
940-898-2589 Office - 940-898-2581 Fax
NDA National Dance Association aahperd.org/nda
Obesity Awareness
Orange County Department of Education Health, Sports, and Physical Education Services
healthierkidsbrighterfutures .org/home/
Orange County Office of Education
healthyschools.ocde.us
PE Workshop
California Physical Education Workshop peworkshop.com
PE Central Physical Education Central pecentral.org PE Framework for California Schools K-12 cde.ca.gov/ci/pe/cf P.E. Links 4-U pelinks4u.org The Physical Educator's Resource physedsource.com Physical Education Model Content Standards for California Public Schools cde.ca.gov/be/st/ss
PE Performance Assessments Tests Results California's Physical Fitness Testing - Fitnessgram Results and Resources
cde.ca.gov/ta/tg/pf
RC Research Consortium aahperd.org/research
Real Sports The Authority in Women's Sports™
SCAPE
State Council on Adapted Physical Education: SC-APE.org / NAPEConference.org
.NAPEConference.org
SPARK Research and Standards based Resources for Physical Educators
www.sparkpe.org
SPORTDiscus Sport, fitness and sports medicine bibliograhic database
sportdiscus.com
Sports Media Sports Media - Lesson plans, activities, etc. for the PE teacher
sports-media.org
Women's Sports Foundation womenssportsfoundation.org
High School Physical Education RESOURCES FOR PHYSICAL EDUCATION STANDARDS Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Resources: Online: www.pecentral.org - Designed for physical education teachers, students, interested parents, and adults. This site has games and activities that can be taught in the gym at any level. www.pe4life.com - Current best practices in physical education to inspire and educate all students about the fundamental importance of lifetime physical activity and fitness. www.pesoftware.com - Standards-based virtual physical education by grade level. Online learning and support, software and curriculum and assessment including technology and books. www.peuniverse.com - Chart and view videos posted by other physical education teachers. Great site for lesson plan ideas. www.pelinks4u.org - Great website for physical education resources. The site contains helpful books, links, newsletters, and current events. www.ncperid.org/ - National Consortium for Physical Education and Recreation for Individuals with Disabilities www.teachnet.com - Fitness, health, and lesson ideas for physical education.
www.aahperd.org - Resources from our national organization in physical education. Books: www.amazon.com - “Ready to Use Motor Skills & Movement Station Lesson Plans for Young Children”
High School Physical Education https://sites.google.com/site/waltonmsteachertools/home/sss---student-success-strategies/sss1---blackboard-configuration-bbc
- General information regarding black board configuration (BBC’s) “ACSM’S Complete Guide to Fitness & Health”
-‐ Resource that compiles key information on the major areas of exercise, fitness and health.
Human Kinetics Assessment-Driven Instruction In Physical Education With Web Resource A Standards-Based Approach to Promoting and Documenting Learning, Lund and Veal, 2013 Human Kinetics Everybody Move!, 2nd Edition, CIRA Ontario, 2010 Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles and strategies. Resources Online: Online: www.fitnessgram.com - Fitness assessment and reporting program for youth. The assessment includes a variety of health-related physical fitness tests that assess aerobic capacity; muscular strength, muscular endurance, and flexibility; and body composition. Scores from these assessments are compared to Healthy Fitness Zone standards to determine students' overall physical fitness and suggest areas for improvement when appropriate. www.pecentral.org - Designed for physical education teachers, students, interested parents, and adults. This site has games and activities that can be taught in the gym at any level. www.pe4life.com - Current best practices in physical education to inspire and educate all students about the fundamental importance of lifetime physical activity and fitness. www.peuniverse.com - Chart and view videos posted by other physical education teachers. Great site for lesson ideas.
High School Physical Education www.pecentral.org - Designed for physical education teachers, students, interested parents, and adults. This site has games and activities that can be taught in the gym at any level. http://www.thephysicaleducator.com/blog/ - Aps, assessments, PE Chats, Health Education, How I teach, Pedagogy, Reflections, Social Media, Network cde.ca.gov/pd/ca/pe California Department of Education CA Department of Education: California PE Model Content Standards PE Framework for CA Public Schools dairycouncilofca.org Dairy Council of California let’smoveinschool.org Let’s Move In School Physical activity program; AAHPERD heart.org American Heart Association NFL Play 60 Challenge; National Football League & AHA: Instructional guide, activities, lesson plans, student booklet, game planner, class activity chart http://rubrics4teachers.com/ - Rubrics assessing students in physical education. www.mypyramid.gov and myplate.org - Integrate nutrition, food groups, and classroom activities. http://handheldlearninginpe.com/ - College PE teacher Phil Barrett offers a great resource for phys ed instructors who want to incorporate technology into their classes. He encourages the use of free tools that offer a cost-effective solution to engaging students with handheld learning. http://www.fueluptoplay60.com/ - Fuel Up to Play 60 is a fun, interactive program that allows you to decide how to make your school an even healthier place. You can put your ideas and plans into action to help everyone eat healthy and get active.
High School Physical Education www.pesoftware.com/technews/news.html - Newsletter provides physical educators and health educators with the latest information on using technology in physical education.
http://www.physedsource.com/ - Take advantage of an online directory that can point you to websites and other helpful resources listed just for physical education professionals. The topics range from gymnastics to sports, and from individual training to dance.
www.cdc.gov - Offers a broad range of current information on health and wellness and is an excellent source of quality information for students and teachers. www.ashaweb.org - The professional organization for health educators. www.kidshealth.org - Parents. Children, teens, and professionals find answers to commonly asked health questions. Topics include the benefits of different types of vitamins, the food pyramid, healthy children's recipes, how to read food labels, and keeping fit. http://physicaleducationdegree.org/physical-education/ - The 100 BEST sites are kept by people who are actively engaged in providing physical education tools and resources and spreading the word about healthy levels of physical activity through kids’ programs, group exercise, and even mobile phone apps. Anyone looking for a new phys. ed. technique or just something active and fun to do will find it in the sites. www.teachnet.com - Fitness, health, and lesson ideas for physical education. http://www.teachervision.fen.com/physical-education/teacher-resources/6653.html - Encourage fitness with lessons and printables for safe and healthy living. There are quizzes to test students' knowledge of sports trivia and biographies to teach them about famous athletes. You'll also find math activities on baseball statistics and Olympic writing exercises that build vocabulary. - Read more on Teacher Vision: http://www.teachervision.fen.com/physical-education/teacher-resources/6653.html#ixzz2j5NwUwGm
High School Physical Education Books: www.amazon.com - Performance Based Assessment for Middle and High School Physical Education www.amazon.com - No Gym? No Problem! Physical Activities for Tight Spaces www.amazon.com - Performance Based Assessment for Middle and High School Physical Education, 2nd Edition. Useful website for physical education resources. The site contains helpful books, links, newsletters, and current events. www.amazon.com - Teaching for Lifetime Physical Activity Through Quality High School Physical Education, Hastie www.amazon.com - Foundations of Physical Education, Exercise Science and Sport, Wuest and Fisette, 2011 www.amazon.com - Introduction to Physical Education, Exercise Science, and Sport Studies, Lumpkin, 2013 www.amazon.com - Measurement and Evaluation in Physical Education and Exercise Science, 6th Edition, Lacy, 2010 www.amazon.com - Fitness For Life – Updated 5th Edition, Corbin and Lindsey, 2007 Sequential health related fitness knowledge, skills, lessons and assessments www.amazon.com or Human Kinetics - Physical Best Activity Guide for Middle and High School Students www.amazon.com - Complete Guide to Sport Education With Online Resource – 2nd edition Sport education model using curriculum and instructional strategies www.ncperid.org/ - National Consortium for Physical Education and Recreation for Individuals with Disabilities
High School Physical Education humankinetics.com
-‐ Current research books, software, journals, e-produces, webinars and other education resources including fitnessgram text and software, kettle bell training, introduction to kinesiology, sports nutrition guidebook, 101 fun warm-up and cool-down games, essentials of strength and conditioning training and conditioning,
life span motor development, principles and practice of resistance training, body weight strength training, physical activity and nutrition for health… Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity Resources Online: www.sikids.com - Sports Illustrated has designed this site for intermediate and middle school aged children interested in the latest information on the hottest sports. The site includes news clips. Puzzles, sports games, comics, and more www.mypyramid.gov and myplate.org - Integrate nutrition, food groups, and classroom activities. www.pe4life.com - Current best practices in physical education to inspire and educate all students about the fundamental importance of lifetime physical activity and fitness. www.fda.gov/oc/opacom/kids/ - This site contain information on dealing with health and safety topics. The Food and Drug Administration sponsor this. www.pecentral.org - Designed for physical education teachers, students, interested parents, and adults. This site has games and activities that can be taught in the gym at any level. www.peuniverse.com - Chart and view videos posted by other physical education teachers. Great site for lesson ideas. http://www.fueluptoplay60.com/ - Fuel Up to Play 60is a fun, interactive program that allows you to decide how to make your school an even healthier place. You can put your ideas and plans into action to help everyone eat healthy and get active. http://www.cedu.niu.edu/~shumow/itt/ParticipationPhysical%20Education.pdf
High School Physical Education - Helps teachers get students to participate in physical education. http://school.discoveryeducation.com/schrockguide/health/fitness.html
-‐ BMI calculators, nutrition, and much more. http://wvde.state.wv.us/teach21/PBLTools.html - rubrics, learning logs and journals, presentation tools, self and peer assessments, task management and student contracts, template for project based learning design, project design rubric
http://wvde.state.wv.us/teach21/SecondaryRubrics.html - collaboration rubric, critical thinking checklist, digital storytelling rubric, group evaluation rubric, interview rubric, map rubric, oral communication rubric, oral presentation rubric, power point presentation rubric, presentation rubric, project presentation rubric, teacher observation rubric,
Books: www.amazon.com - P.E. Games & Activities Kit for Grades 6-12: Over 250 Games to Put New Variety and Challenge into Your Physical Education Program
SECTION V
COURSE
PROGRAM
12 California Model Content Standards
• Physical Education Model Content Standards & Physical Education Framework
• California Model Content Standards Courses o Course 1 Physical Education (9th) o Course 2 Physical Education (10th-12th) o Course 3A - Adventure/Outdoor Activities (10th-12th) o Course 3B – Aerobics (10th-12th) o Course 3C – Individual and Dual Activities (10th-12th) o Course 3D – Dance (10th-12th) o Course 3E – Aquatics (10th-12th) o Course 3F – Weight Training (10th-12th) o Course 4A – Advanced Adventure and Outdoor
Activities (10th-12th) o Course 4B – Advanced Aerobics (10th-12th) o Course 4C – Advanced Individual and Dual Activities
(10th-12th) o Course 4D – Advanced Dance (10th-12th)
13 SFUSD Course Descriptions • SFUSD Course Requirements • Physical Education Course Descriptions • Physical Education Independent Study
14 SFUSD Program Design & Development
• Course 1 Instructional Program (9th Grade) • Course 1 Staff Program Schedule Sample (9th Grade) • Course 1 Teacher Instructional Program Template
(9th Grade)
• Course 1 Fitness for Life Instructional Pacing Guide (9th Grade)
• Course 2 Instructional Program (10th to 12th Grades) • Course 2 Staff Program Schedule Sample
(10th-12th Grades) • Course 2 Physical Best Activity Guide Instructional Pacing
Guide (10th-12th Grades) • Course 2 Teacher Instructional Program Template
(10th-12th Grades) • Instructional Design and Lesson Plan Sample • Inclement Weather Activities • Physical Education Supplemental Textbooks
High School Physical Education
PHYSICAL EDUCATION MODEL CONTENT STANDARDS
and PHYSICAL EDUCATION FRAMEWORK CALIFORNIA STATE HIGH SCHOOL PHYSICAL EDUCATION STANDARDS
1. Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
2. Students achieve a level of physical fitness for health and performance
while demonstrating knowledge of fitness concepts, principles, and strategies.
3. Students demonstrate knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and performance of physical activity.
FOCUS ON THE PHYSICAL EDUCATION MODEL CONTENT STANDARDS In January 2005, the State Board of Education adopted the physical education model content standards. These standards focus on the content of physical education and incorporate the detail required to guide the development of consistent, high-quality physical education instructional programs aimed at student learning and achievement. The standards provide a comprehensive vision of what students need to know and be able to do at each grade and course level. In addition, the standards provide a model for high-quality course design. With the adoption of the model content standards, physical education instruction now moves to a standards-based approach. Teachers need to shift from using established instructional design models to a standards-based approach. The quality and productivity of every individual’s life can be enhanced through participation in a comprehensive, inclusive, and sequential physical education program. Every student can learn when provided with high-quality instruction by a credentialed teacher along with the appropriate instructional resources and sufficient time. To achieve the benefits of a comprehensive physical education program, all students must be given sufficient opportunities to attain the physical education learning standards at each grade and course level. Standard Based Instruction The term “standards” generally represents information or content that students
High School Physical Education
should know and be able to perform relative to a given subject. In education we typically refer to either content standards or performance standards. Content standards refer to what students should know and be able to do. Performance standards ask us how much or at what level of knowledge or skill or fitness should the students be capable of… “where should the bar be set”. Standards were developed to give teachers (and students) a measuring instrument to assess student learning more accurately. With standards learning expectations are clear to both students and teachers. The standard-based instructional process begins by identifying what students should ultimately be able know and do.
THE CALIFORNIA PHYSICAL EDUCATION FRAMEWORK
The Physical Education Framework for California Public Schools: Kindergarten Through Grade Twelve, adopted by the State Board of Education on September 11, 2008, is an essential resource for the development, implementation, and evaluation of standards-based physical education programs and instruction to meet the recommendations of the task force. Its adoption reinforces the importance of physical education as a vital component of our students’ educational experience and its contribution to each student’s health and well-being, social development, and readiness to learn.
The framework charges administrators and teachers with instituting standards-based physical education instruction and programs that are effective for every student. Focused on the model content standards and supported by current research, the framework emphasizes student learning with the goal of helping every student adopt a physically active lifestyle. Developed and reviewed by teachers, administrators, and physical education experts, the framework features practical examples and scenarios of student learning to assist teachers in planning instruction. The framework describes the why, when, and how of assessing student learning and presents detailed examples of different types of assessment. It provides guidance on creating a physically and emotionally safe learning environment. Based on the premise that every student can be successful in physical education with good instruction and appropriate resources, the framework also offers suggestions for adaptations to meet the instructional needs of students with disabilities or other challenges to learning.
Recognizing that effective standards-based physical education programs require administrative leadership and support, the framework addresses topics of interest to school-site and district-level administrators, including professional development, curriculum design, instructional and program evaluation, and the selection and maintenance of high-quality instructional resources. Most important at a time when more children than ever before are obese and inactive, the framework is a call to action. It maps out a path to a physically active, healthy
High School Physical Education
lifestyle for all students. Open the framework and we’ll start down the path together.
Required Course Content
EC Section 51220(d) and EC Section 33352(b)(7) together require that SFUSD offer a course of study in physical education for grades nine through twelve that includes a developmentally appropriate sequence of instruction in eight areas over the span of the physical education classes offered as part of the school’s course of study. The law does not specify that every class must include instruction in all eight areas, but rather it speaks to a course of study over grades nine through twelve that includes all eight areas.
Along with EC Section 33352(b)(7), the California Code of Regulations, Title 5 (5 CCR), Section 10060 outlines the criteria upon which each school district shall evaluate their course of study for high school physical education. The course of study provides for instruction in a developmental sequence in each of the following areas:
1. Effects of physical activity upon dynamic health2. Mechanics of body movement3. Aquatics4. Gymnastics and tumbling5. Individual and dual sports6. Rhythms and dance7. Team sports8. Combatives
High School Courses 1 and 2 provide the foundation for high school instruction. Students develop proficient movement skills in each area of physical education. They expand their capabilities for independent learning and examine practices that allow for sound decision making to enhance successful participation in movement activities.
High School Courses 3 and 4 are electives that provide students with the opportunity to explore a variety of physical activities in search of one they can enjoy and participate in for a lifetime.
Course 4 Electives are designed as a continuation of Course 3 and are intended for students who have completed Course 3 and who want an intensive experience in an activity that they may wish to participate in for years to come.
High School Physical Education
Course 1 Physical Education (9th grade) Model Content Standards
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Combine and apply movement patterns, simple to complex, in aquatic, rhythms/dance, and individual and dual activities.
1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.
1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities.
1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatic and individual and dual activities.
1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in aquatic, rhythms/dance, and individual and dual activities; and evaluate the performance based on the use of the principles.
1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship between those factors.
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.
2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.
2.4 Use physical fitness test results to set and adjust goals to improve fitness.
2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.
2.6 Identify the physical fitness requirements of an occupation. 2.7 Develop and implement a one-month personal physical
fitness plan. 2.8 Analyze consumer physical fitness products and programs. 2.9 Explain the inherent risks associated with physical activity in
extreme environments. 2.10 Identify and list available fitness resources in the
community. 2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply
to the learning and performance of physical activity.
Self-Responsibility
3.1 Participate in physical activities for personal enjoyment. 3.2 Examine and explain the ways in which personal
characteristics, performance styles, and preferences for activities may change over a lifetime.
3.3 Evaluate the psychological benefits derived from regular participation in physical activity.
3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
3.5 Evaluate and refine personal goals to improve performance in physical activities.
Social Interaction
3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.
3.7 Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals
with special needs.
High School Physical Education
aquatic, rhythms/dance, individual activities, and dual activities.
1.8 Analyze and explain which training and conditioning practices have the greatest impact on skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities.
1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities.
1.11 Assess the effect/outcome of a particular performance strategy in aquatic, rhythms/dance, and individual and dual activities.
1.12 Demonstrate independent learning of movement skills.
Group Dynamics
3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.
3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.
High School Physical Education
Course 2 Physical Education (10-12th grade) Model Content Standards
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Combine and apply movement patterns, from simple to complex, in combative, gym-nastic/tumbling, and team activities.
1.2 Demonstrate proficient movement skills in combative, gymnastic/tumbling, and team activities.
1.3 Explain the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in combative, gymnastic/tumbling, and team activities and apply those components in performance.
1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies and tactics in combative, gymnastic/tumbling, and team activities.
1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, and opposition); apply the principles to achieve advanced performance in combative, gymnastic/tumbling, and team activities; and evaluate the performance based on use of the principles.
1.6 Evaluate the relationships of physical, emotional, and cognitive factors affecting individual and team performance.
1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Participate in moderate to vigorous physical activity at least four days each week.
2.2 Participate in challenging physical fitness activities using the principles of exercise to meet individual needs and interests.
2.3 Identify and achieve levels of excellence in physical fitness that enhance physical and mental performance beyond the standards established by scientifically based health-related fitness assessments.
2.4 Assess levels of physical fitness and adjust physical activity to accommodate changes in age, growth, and development.
2.5 Justify the use of particular physical activities to achieve desired fitness goals.
2.6 Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities.
2.7 Develop and implement an appropriate personal physical fitness program for a family or community member.
2.8 Explain how to evaluate consumer physical fitness products and programs.
2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply
to the learning and performance of physical activity.
Self-Responsibility
3.1 Participate in physical activities for personal enjoyment. 3.2 Examine and explain the ways in which personal
characteristics, performance styles, and preferences for activities may change over a lifetime.
3.3 Evaluate the psychological benefits derived from regular participation in physical activity.
3.4 Explain and analyze the role of individual attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities.
3.5 Evaluate and refine personal goals to improve performance in physical activities.
Social Interaction
3.6 Identify the effects of individual differences, such as age, gender, ethnicity, socioeconomic status, and culture, on preferences for and participation in physical activity.
3.7 Explain how to select and modify physical activities to allow for participation by younger children, the elderly, and individuals
with special needs.
Group Dynamics
3.8 Identify leadership skills, perform planned leadership
High School Physical Education
combative, gymnastic/tumbling, and team activities. 1.8 Analyze and explain which training and conditioning
practices have the greatest impact on skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance in combative, gymnastic/tumbling, and team activities.
1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/tumbling, and team activities.
1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities.
1.12 Evaluate independent learning of movement skills.
2.10 Evaluate the availability and quality of fitness resources in the community.
2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness.
assignments, and assume spontaneous leadership roles.
3.9 Encourage others to be supportive and inclusive of individuals of all ability levels.
High School Physical Education
Course 3A (State) Adventure/Outdoor Activit ies (1 1-12 th) Model Content Standards SFUSD Physical Education CORT150, GYMN150, PELB150, RCKT150, 15A, 15B, RECS150, 150A, 15B, SPOR150, SWIM150, 150A, 150B, TENN150
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate advanced knowledge and skills in two or more individual and dual activities, selecting one or more from each of the following categories: Individual Dual Archery Badminton Cycling Handball Golf Racquetball Gymnastics/Tumbling Squash Skating Tennis Skiing Two-player volleyball Surfing Yoga
1.2 Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them.
1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities.
1.4 Identify and apply the principles of biomechanics necessary
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.
2.2 Participate in individual and dual activities that improve or maintain health-related physical fitness.
2.3 Analyze the effects of individual and dual activities on a personal physical fitness program and personal levels of health-related physical fitness.
2.4 Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.
2.5 Explain the relationship between participation in individual and in dual activities and health.
2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities.
2.7 Develop and implement a month-long personal physical fitness plan that includes individual and dual activities.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities.
3.2 Develop personal goals to improve performance in individual and dual activities.
3.3 Identify and analyze individual and dual physical activities that enhance personal enjoyment.
3.4 Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime.
Social Interaction
3.5 Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs.
3.6 Analyze the role of social interaction in the successful
High School Physical Education
for the safe and successful performance of individual and dual activities.
1.5 List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment.
1.6 Demonstrate independent learning of movement skills in individual and dual activities.
participation in and enjoyment of individual and dual activities.
Group Dynamics
3.7 Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities.
3.8 Analyze the role that cooperation and leadership play in individual and dual activities.
3.9 Engage in individual and dual activities both in school and outside school.
High School Physical Education Course 3B (State) Aerobic Activit ies SFUSD Physical Education AERO150 (1 1-12 th) Model Content Standards
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate advanced knowledge and skills in two or more aerobic activities, selecting one or more from each of the following categories:
Category 1 Category 2 Aerobic dance Cross-country skiing Running Cycling Skating Rowing Swimming Triathlon Walking
1.2 Identify the characteristics and critical elements of a highly skilled performance in aerobic activities and demonstrate them.
1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in aerobic activities.
1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of aerobic activities.
1.5 List the safety equipment required for participation in aerobic activities; describe and demonstrate the use of such equipment.
1.6 Demonstrate independent learning of movement skills in aerobic activities.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Identify and achieve a personal level of excellence in physical fitness.
2.2 Engage independently in physical activity that increases aerobic capacity.
2.3 Evaluate goal-setting and other strategies as effective tools for maintaining and increasing adherence to a personal physical activity program.
2.4 Measure health-related physical fitness periodically and adjust physical activity to achieve fitness goals.
2.5 Identify and explain the positive effects of participation in aerobic activity on personal health.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Engage independently in aerobic activities. 3.2 Develop personal goals to improve performance in aerobic
activities. 3.3 Compare and contrast the effective leadership skills used in
aerobic activities and those used in other physical activities.
3.4 Identify and analyze aerobic activities that enhance both personal enjoyment and the challenge.
3.5 Evaluate the risks and safety factors that may affect participation in aerobic activities throughout a lifetime.
Social Interaction
3.6 Invite others to join in aerobic activity. 3.7 Explain how to select and modify aerobic activities to allow
for participation by younger children, the elderly, and individuals with special needs.
3.8 Analyze the role of social interaction in the successful participation in and enjoyment of aerobic activities.
Group Dynamics
3.9 Accept and perform planned and spontaneous leadership assignments and roles in aerobic activities.
3.10 Analyze the role that cooperation and leadership play in aerobic activities.
3.11 Engage in aerobic activities both in school and outside school.
High School Physical Education
Model Content Standards Course 3C (State) Individual and Dual Activit ies (1 1-12 th) SFUSD Physical Education CORT150, GYMN150, PELB150, RCKT150, 15A, 15B, RECS150, 150A, 15B, SPOR150, SWIM150, 150A, 150B, TENN150
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate advanced knowledge and skills in two or more individual and dual activities, selecting one or more from each of the following categories: Individual Dual Archery Badminton Cycling Handball Golf Racquetball Gymnastics/Tumbling Squash Skating Tennis Skiing Two-player volleyball Surfing Yoga
1.2 Identify the characteristics and critical elements of a highly skilled performance in individual and dual activities and demonstrate them.
1.3 Apply previously learned movement concepts to the learning and development of the motor skills required for successful participation in individual and dual activities.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.
2.2 Participate in individual and dual activities that improve or maintain health-related physical fitness.
2.3 Analyze the effects of individual and dual activities on a personal physical fitness program and personal levels of health-related physical fitness.
2.4 Improve or maintain physical fitness by adjusting physical activity levels according to the principles of exercise.
2.5 Explain the relationship between participation in individual and in dual activities and health.
2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of fitness products and programs related to individual and dual activities.
2.7 Develop and implement a month-long personal physical fitness plan that includes individual and dual activities.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Compare and contrast the effective leadership skills used in individual and dual activities and those used in other physical activities.
3.2 Develop personal goals to improve performance in individual and dual activities.
3.3 Identify and analyze individual and dual physical activities that enhance personal enjoyment.
3.4 Evaluate the risks and safety factors that may affect participation in individual and dual activities throughout a lifetime.
Social Interaction
3.5 Explain how to select and modify individual and dual activities to allow for participation by younger children, the elderly, and individuals with special needs.
3.6 Analyze the role of social interaction in the successful
High School Physical Education
1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of individual and dual activities.
1.5 List the safety equipment required for participation in individual and dual activities; describe and demonstrate the use of such equipment.
1.6 Demonstrate independent learning of movement skills in individual and dual activities.
participation in and enjoyment of individual and dual activities.
Group Dynamics
3.7 Accept and perform planned and spontaneous leadership assignments and roles in individual and dual activities.
3.8 Analyze the role that cooperation and leadership play in individual and dual activities.
3.9 Engage in individual and dual activities both in school and outside school.
Model Content Standards
High School Physical Education
Course 3D (State) Dance (1 1-12 th)
SFUSD Physical Education Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
3.1 Display safe and responsible behavior while training. 3.2 Describe the role of motivation in physical activity. 3.3 Describe how the perception of effort and quality is a
personal assessment and describe the role that perception plays in achieving fitness goals.
3.4 Develop personal goals to improve performance in weight training and fitness.
3.5 Identify and analyze weight-training and fitness activities that enhance personal enjoyment.
3.6 Evaluate the risks and safety factors that may affect participation in weight training and fitness throughout a lifetime.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.
2.2 Participate in dance activities that improve or maintain personal levels of physical fitness.
2.3 Analyze the effects of dance activities on a personal physical fitness program and personal levels of health-related physical fitness.
2.4 Improve or maintain one’s physical fitness by adjusting physical activity levels according to the principles of exercise.
2.5 Explain the relationship between participation in dance activities and health.
2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of produces and programs related to dance activities.
2.7 Develop and implement a month-long personal physical fitness that includes dance activities through a lifetime.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Compare and contrast the effective leadership skills used in dance activities and those used in other physical activities.
3.2 Develop personal goals to improve performance in dance activities.
3.3 Identify and analyze dance activities that enhance personal enjoyment.
3.4 Evaluate the risks and safety factors that may affect participation in dance activities throughout a lifetime.
Social Interaction
3.5 Explain how to select and modify dance activities to allow for participation by younger children, the elderly, and individuals with special needs.
3.6 Analyze and perform planned and spontaneous leadership assignments and roles in dance activities.
Group Dynamics
3.7 Accept and perform planned and spontaneous leadership assignments and roles in dance activities. 3.8 Analyze the role that cooperation and leadership play in dance. 3.9 Engage in dance activities in school and outside of school.
High School Physical Education
Model Content Standards Course 3E (State) Aquatic Activit ies (1 1-12 th) SFUSD Physical Education SWIM150, 150A, 150B
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate advanced knowledge and skills in two or more aquatic activities, selecting one or more from each of the following categories: Category 1 Category 2 Diving Life guarding Kayaking/Canoeing/Rowing Scuba diving Snorkeling Synchronized swimming Swimming Water polo
1.2 Identify the characteristics and critical elements of a highly skilled performance in aquatic activities and demonstrate them.
1.3 Apply previously learned movement concepts to the learning and development of motor skills required for successful participation in aquatic activities.
1.4 Identify and apply the principles of biomechanics necessary for the safe and successful performance of aquatic activities.
1.5 List the safety equipment required for participation in aquatic activities; describe and demonstrate the use of such equipment.
1.6 Demonstrate independent learning of movement skills in aquatic activities.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Meet physical fitness standards that exceed those of a scientifically based health-related fitness assessment.
2.2 Participate in aquatic activities that improve or maintain health-related physical fitness.
2.3 Analyze the effects of participation in aquatic activities on levels of health-related physical fitness activities and a personal fitness program.
2.4 Improve or maintain one’s physical fitness by adjusting physical activity levels according to the principles of exercise.
2.5 Explain the relationship between participation in aquatic activities and indicators of good health.
2.6 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to aquatic activities.
2.7 Develop and implement a month-long personal physical fitness plan that includes aquatic activities.
2.8 Explain how aquatic activities contribute to the development and maintenance of health-related physical fitness.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Compare and contrast the effective leadership skills used in aquatic activities and those used in other physical activities.
3.2 Develop personal goals to improve performance in aquatic activities.
3.3 Identify and analyze aquatic activities that enhance personal enjoyment.
3.4 Evaluate the risks and safety factors that may affect participation in aquatic activities throughout a lifetime.
3.5 Identify and demonstrate personal responsibilities for safety and hygiene in the aquatics setting.
Social Interaction
3.6 Explain how to select and modify aquatic activities to allow for participation by younger children, the elderly, and individuals with special needs.
3.7 Analyze the role of social interaction in the successful participation in and enjoyment of aquatic activities.
High School Physical Education
1.7 Identify and practice the safety skills necessary for entering swimming pools, lakes, rivers, and oceans (e.g., walking, jumping, falling, and diving).
1.8 Demonstrate and explain basic water rescue with and without equipment.
1.9 Demonstrate and explain basic cardiopulmonary resuscitation.
2.9 Create and implement aquatic programs that improve health-related physical fitness.
Group Dynamics
3.8 Accept and perform planned and spontaneous leadership assignments and roles in aquatic activities.
3.9 Analyze the role that cooperation and leadership play in aquatic activities.
3.10 Engage in aquatic activities both in school and outside school.
High School Physical Education
Model Content Standards Course 3F (State) Weight Training and Fitness (1 1-12 th) SFUSD Physical Education WGHT150A, 150B
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Explain the principles of biomechanics of first-, second-, and third-class levers and apply those principles to a variety of lifting techniques.
1.2 Observe and analyze the lifting techniques of another person (or oneself through video) and write an analysis of the performance.
1.3 Demonstrate proper spotting techniques for all lifts and exercises that require spotting.
1.4 Observe and analyze the techniques of another person (or oneself through video) performing a plyometric exercise and write an analysis of the performance.
1.5 Measure and assess multiple performances of another person in the following areas: balance, reaction time, agility, coordination, power, and speed.
1.6 Identify and apply the principles of biomechanics necessary for the safe and successful performance of weight training.
1.7 List the safety equipment required for participation in weight training; describe and demonstrate the use of such equipment.
1.8 Demonstrate independent learning of movement skills in weight training.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Establish a set of personal physical fitness goals, using the principles of training, and create a strength-training and conditioning program.
2.2 Identify the prime mover muscles, antagonistic muscles, and stabilizer muscles for each of the major weight-training exercises.
2.3 Assess multiple performances of another person in the following areas: muscular strength, muscular endurance, cardiorespiratory endurance, and flexibility.
2.4 Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and specificity affect performance related to strength training.
2.5 Demonstrate and explain the techniques and concepts of three types of weight-training programs.
2.6 Demonstrate and explain the concepts of two different conditioning programs.
2.7 Develop and use a personal physical fitness log to record all workout data on a daily basis.
2.8 Meet increasingly higher levels of speed, strength, power, and endurance.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Display safe and responsible behavior while training. 3.2 Describe the role of motivation in physical activity. 3.3 Describe how the perception of effort and quality is a
personal assessment and describe the role that perception plays in achieving fitness goals.
3.4 Develop personal goals to improve performance in weight training and fitness.
3.5 Identify and analyze weight-training and fitness activities that enhance personal enjoyment.
3.6 Evaluate the risks and safety factors that may affect participation in weight training and fitness throughout a lifetime.
Social Interaction
3.7 Explain how to select and modify weight-training and fitness activities to allow for participation by younger children, the elderly, and individuals with special needs.
3.8 Analyze the role of social interaction in the successful participation in and enjoyment of weight-training and fitness activities.
High School Physical Education
2.9 Meet physical fitness standards that exceed those of scientifically based health-related fitness assessments.
Group Dynamics
3.9 Assist others in the achievement of their fitness goals.
High School Physical Education
Course 4A (State) Advanced Adventure/Outdoor Activit ies (12th)
Pre-requisite: High School Course 1 are designed to be completed before a student enrolls in Course 4A
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate expertise in one adventure/outdoor activity. 1.2 Analyze and evaluate the interrelationship of the principles
of biomechanics and the use of strategies in high-level performance.
1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance of adventure/outdoor activities.
1.4 Practice adventure/outdoor activities in real-world settings.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in an adventure/outdoor activity.
2.2 Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of an adventure/outdoor activity.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Evaluate changes in self-responsibility as skill levels in adventure/outdoor activities improve.
3.2 Set personal goals for improved performance and enjoyment of adventure/outdoor activities.
Group Dynamics
3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level.8 Analyze
High School Physical Education
Course 4B (State) Advanced Aerobic Activit ies (12th)
Pre-requisite: High School Course 1 are designed to be completed before a student enrolls in Course 4B
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate expertise in one adventure/outdoor activity. 1.2 Analyze and evaluate the interrelationship of the principles
of biomechanics and the use of strategies in high-level performance.
1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance of adventure/outdoor activities.
1.4 Practice adventure/outdoor activities in real-world settings.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in an adventure/outdoor activity.
2.2 Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of an adventure/outdoor activity.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Evaluate changes in self-responsibility as skill levels in adventure/outdoor activities improve.
3.2 Set personal goals for improved performance and enjoyment of adventure/outdoor activities.
Group Dynamics
3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level.8 Analyze
High School Physical Education
Course 4C (State) Advanced Individual and Dual Activit ies ( 12th)
Pre-requisite: High School Course 1 are designed to be completed before a student enrolls in Course 4C
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate expertise in two or more of the following individual and dual activities, preferably one from each category: Individual Dual Archery Badminton Cycling Handball Golf Racquetball Gymnastics/Tumbling Squash Skating Tennis Skiing Two-player volleyball Surfing Yoga
1.2 Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in individual and dual activities.
1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.
1.4 Practice individual and dual activities in real-world settings.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Develop personal physical fitness standards that exceed those of a scientifically based health-related physical fitness assessment.
2.2 Demonstrate the ability to develop criteria and analyze factors to consider in the purchase of products and programs related to individual and dual activities.
2.3 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in individual and dual activities.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Evaluate changes in self-responsibility as skill levels in individual and dual activities improve.
3.2 Set personal goals for improved performance and enjoyment of individual and dual activities.
Group Dynamics
3.3 Perform and evaluate planned and spontaneous leadership assignments and roles in high-level individual and dual activities.
High School Physical Education
Course 4D (State) Advanced Dance (12th)
Pre-requisite: High School Course 1 are designed to be completed before a student enrolls in Course 4D
Standard 1
Movement Skills
Standard 2
Fitness Skills
Standard 3
Psychological and Social SkillsStudents demonstrate knowledge of and competency in
motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
1.1 Demonstrate expertise in two or more of the following dance activities, preferably one from each category: Category 1 Category 2 Ballet Modern Folk Social Jazz Square
1.2 Analyze and evaluate the interrelationship of the principles of biomechanics and the use of strategies in high-level performance in dance activities.
1.3 Create or modify practice/training plans based on evaluative feedback from skill acquisition and performance.
1.4 Practice dance in real-world settings. 1.5 Demonstrate skills in choreography.
Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
2.1 Achieve a level of fitness that improves health and performance and provides opportunities for enjoyment and challenge in a dance activity.
2.2 Design a personal physical fitness program to be completed in a home or gym and that will be consistent with the demands of a dance activity.
2.3 Adjust personal fitness goals on the basis of fitness assessment measures to improve performance in dance activities.
Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
Self-Responsibility
3.1 Evaluate changes in self-responsibility as skill levels in dance activities improve.
3.2 Set personal goals for improved performance and enjoyment of dance activities.
Group Dynamics
3.3 Perform planned and spontaneous leadership assignments and roles in high-level dance activities.
SFUSD HIGH SCHOOL PHYSICAL EDUCATION COURSE DESCRIPTIONS
AERO150 Aerobics AERO150A (Fall Semester, Lowell only) Aerobics A AERO150B (Spring Semester, Lowell only) Aerobics B Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn aerobic routines and training techniques used for achieving optimal physical fitness. Students will benefit from comprehensive weight training and cardio-respiratory endurance activities and may typically include: aerobic dance, step aerobics, hip hop, jump rope, kickboxing, walking, jogging, weight training, swimming, cycling and resistance exercise. Students will learn basic aerobic activities as well as simple and complex aerobic activity combinations. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
COND150 Fitness Conditioning COND150A (Fall Semester, Lowell only) Fitness Conditioning A COND150B (Spring Semester, Lowell only) Fitness Conditioning B Grades: 11-12 Prerequisites: PE 2 This class will introduce the students to many new and challenging activities that are used to develop intermediate to advanced skill-related physical fitness. Many activity drills will be utilized, and workouts will be drawn from a wide spectrum of areas, including both indoor & outdoor activities. An emphasis will be placed on developing fitness and skill for participation in high-intensity activities that require speed, coordination, agility, and power. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
BSKT150 Basketball BSKT150A (Fall Semester, Lowell only) Basketball A BSKT150B (Spring Semester, Lowell only) Basketball B Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn and develop the fundamental and advanced skills, team tactics, rules and strategies of basketball. Students will learn and develop basic individual skills such as: ball handling, dribbling, shooting, passing and defending, and team tactics such as; man to man/zone defenses, a variety of offenses and rules, regulations and terminologies associated with basketball. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all basketball related skills. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.
GYMN150 Gymnastics GYMN150A (Fall Semester, Lowell only) Gymnastics A GYMN150B (Spring Semester, Lowell only) Gymnastics B High School Courses 1 and 2 are designed to be completed before a student enrolls in Gym 150 Grades: 11-12 Prerequisite: PE 2 This course is designed for basic to advanced students to; develop skills, gain knowledge and apply correct and safe movement patterns in; Gymnastics and Tumbling. The students will practice their skills. Students will be expected to demonstrate knowledge of and competency in all aspects of Gymnastics and Tumbling including; the vault, uneven bars, balance beam, high bar, parallel bars, horse, and floor exercises. Emphasis is on safety, technique, injury prevention, proper nutrition, anatomy and physiology, proper, along with care and use of all apparatus and equipment. The students will also continue to learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. OUTD150 Outdoor Education OUTD150A (Fall Semester, Lowell only) Outdoor Education A OUTD150B (Spring Semester, Lowell only) Outdoor Education B High School Course 3A: Adventure/Outdoor Activities Grades: 11-12 Prerequisite: PE 2 This course develops competency in outdoor education activities that provide opportunities for enjoyment and challenge. Emphasis is placed upon student selection of activities that promote a respect for the environment and that can be enjoyed for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. PEAV650 PE Adaptive Grades: 9-12 Adapted Physical Education is designed to meet the fitness education goals for students with intellectual and /or physical disabilities. This course will provide a beneficial and appropriate manner in which the student will have opportunity to improve health through the encouragement of exercise within the school setting. Each lesson is tailored to meet the difference of abilities in students enrolled in the class, and is beneficial in improving fine and gross motor skills. This class is based on 7 targeted areas of physical education. When combined throughout the school year, this adaptive physical education program will provide opportunity for all students to achieve physical health and well-being. Aerobic Endurance - The ability to exercise continually for extended periods of time Balance - The ability to stand up-right and maintain control of body movements Coordination - The ability to move 2 or more body parts under control, smoothly and efficiently Flexibility - Capability of a joint to move in full range of motion Power - Ability to exert a maximum force in a short period of time Strength - The ability to carry out work against resistance Speed and Agility - Speed is the ability to move rapidly. Agility is the ability to move quickly and change direction while maintaining control and balance
PEPE151 Physical Education 1 PEPE 151A (Fall Semester, Lowell only) PE 1A PEPE151B (Spring Semester, Lowell only) PE1B Grade: 9 Prerequisite: For 9th grade students or other students taking their first high school physical education course. For 9th grade students or other students taking their first high school physical education course. It is further designed for students to: develop skills, gain knowledge and apply movement patters in : Title V required 8 component areas (4 areas in Course 1 and 4 areas in Course 2): Team Sports, Tumbling & Gymnastics, Combatives, Mechanics of Movement and participate in on-going health and skill-related fitness activities. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve a health-related level of physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society.Ninth-‐grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, opposition, and buoyancy. Students work on the skill-‐related fitness components to enhance their performance. The skill-‐related fitness components are speed, power, agility, coordination, reaction time, and balance. Students use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding the three areas (biomechanics, skill-‐related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in aquatics, rhythms/dance, and individual and dual activities. On their path to becoming independent learners of movement skills, students improve their understanding of motor learning concepts. By the end of ninth grade, students can create practice plans for improving their own performance in aquatics, rhythms/dance, and individual and dual activities. These practice plans are based on each student’s strengths and weaknesses as identified through feedback from proprioception, from others, and from the performance of complex movement activities.2 Students continue to participate in enjoyable and challenging activities at a moderate to vigorous level for a minimum of four days each week. The activities address the five components of health-‐related fitness. To expand on the variety of activities in which they participate, students identify available fitness resources in the community. Throughout the year students are assessed through scientifically based health-‐related physical fitness assessments to determine whether they meet health-‐related fitness performance standards. Students set goals based on the outcome of those assessments and develop and implement monthly personal physical fitness plans. By the end of Course 1, students meet the minimum health standards on a scientifically based health-‐related physical fitness assessment. Looking toward the future, students learn to transfer their knowledge of fitness to real-‐world situations. They identify the physical fitness requirements of future occupation choices. They also analyze consumer physical fitness products and programs for use in their future fitness plans. Finally, now that students are older and more mature, they learn the inherent risks associated with physical activity in extreme environments. Students set goals and then describe the positive feelings they experience from successful participation in physical activity. By the end of Course 1, students discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. They understand that physical activity is universal, and all cultures around the world perform physical activities. Through participation in activities from different parts of the world, students gain greater insights into the history and traditions of different cultures. Students extend this learning to social interaction and cooperation at home as well as in their future workplace. Students learn that each
group member brings different strengths and abilities and that it is important for the group to identify and utilize the strengths of each member to be successful in physical activities. They understand that success can be achieved only when students cooperate and interact positively with other. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.
High School Physical Education FTNS150 Fitness/Performance FTNS150A (Fall Semester, Lowell only) Fitness/Performance A NS150B (Spring Semester, Lowell only) Fitness/Performance B Grades: change to 11-12 Prerequisite: PE 2 This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of strength training, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. PEPE152 Physical Education 2 PEPE 152A (Fall Semester, Lowell only) PE 2A PEPE152B (Spring Semester, Lowell only) PE 2B Grade: 10-12 Prerequisite: PE 1 This course is designed to be taken after Course 1 to complete the Title V required 8 component areas: Team Sports/Activities, Tumbling/Gymnastics, and Combatives, Mechanics of Body Movement. It is further designed for students to; develop skills, gain knowledge and apply movement patterns and participate in on-going health and skill related fitness activities. Instruction on the effects of dynamic health and the mechanics of body movement are integrated throughout the year. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve an optimal level of health-related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. By the end of Course 2, students demonstrate proficiency in activities. A personal defense class in which students learn how to avoid dangerous situations as well as how to defend themselves meets the combatives requirement. Proficiency gives the student the capacity for success leading to advanced levels of performance that increase the likelihood of continued participation well into adulthood. Students can combine movement patterns to perform advanced offensive, defensive, and transition strategies in team sport situations. Once performed, students can evaluate the effectiveness of the strategy. Students can also combine movement patterns to create more complex gymnastics/tumbling routines and combative combinations. Tenth-‐grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, and opposition. Students also explain and use the skill-‐related fitness components to enhance their performance. The skill-‐related fitness components are speed, power, agility, coordination, reaction time, and balance. Students can also use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding these four areas (biomechanics, motor learning, skill-‐related fitness, and training and
High School Physical Education conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in combatives, gymnastics/tumbling, and team sport activities. On their path to becoming independent learners of movement skills, students increase their understanding of motor learning concepts. By the end of tenth grade, students create practice plans for improving their own performance in combatives, gymnastics/tumbling, and team sport activities. These practice plans are based on their personal strengths and weaknesses as identified by the students through feedback from proprioception, from others, and from the performance of complex movement activities.3 For some students, Course 2 may be the last opportunity to learn about physical fitness and achieve levels of excellence in physical fitness beyond the performance standards established by scientifically based health-‐related fitness assessments. Students should be assessed on each of the health-‐related fitness components throughout the school year, so that physical activity can be adjusted to accommodate changes in age, growth and development, and goals. Students continue to develop an exercise habit by participating in challenging activities at a moderate to vigorous level for a minimum of four days each week based on individual needs and interests. During Course 2, students learn to be wise consumers by evaluating fitness products and programs, as well as fitness resources in the community. They also learn the facts about ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. By the end of Course 2, students can develop and describe a physical fitness plan that enhances personal health and performance. Their plans also take into consideration future leisure and workplace activities. Besides planning their own fitness programs, students can also develop and implement appropriate personal physical fitness programs for family or community members. In Course 2, students learn to identify and participate in those activities that they enjoy. They learn that their choice of physical activities may change throughout their lives. They understand that physical activities may need to be modified to allow participation by individuals of various ages and those with special needs. Students realize they will need to evaluate and refine their personal goals continually to improve performance in physical activities. Through their participation in regular physical activity, students learn the psychological benefits of physical activity. They can explain the role of attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. As their social skills mature, tenth-‐grade students identify the effects of individual differences on preference for and participation in physical activity. These differences may include age, gender, ethnicity, socioeconomic status, and culture. As to age and special needs, students learn how to select and modify physical activities so that everyone can participate. In terms of group dynamics, students learn to identify leadership skills. They learn to perform planned leadership assignments and also assume spontaneous leadership roles. By the end of Course 2, students know how to encourage others to be supportive and inclusive of individuals at all ability levels.
High School Physical Education Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life. PEPE153 Physical Education 3 PEPE153A (Fall Semester, Lowell only) PE 3A PEPE 153B (Spring Semester, Lowell only) PE 3B Grade: change to 11-12 Prerequisite: PE 2 This course is designed to provide students with an opportunity to learn advanced knowledge and skills in a self-selected activity that meets their particular needs or interests. During this course students will develop skills, gain knowledge and apply movement patterns in; Adventure/Outdoor Activities, Aerobic Activities, Individual/Dual Activities, Dance, Aquatics, and Weight Training/Fitness. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate advanced knowledge and competency in all of the activities, as well as; demonstrate advanced proficiency in a variety of motor skills, achieve an optimal level of health related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. PEPE 154 Physical Education 4 PEPE 154A (Fall Semester, Lowell only) PE 4A PEPE 154B (Spring Semester, Lowell only) PE 4B Grade: 12 Prerequisite: PE 3 This course is designed to deepen student understanding in; a variety of advanced activities, Health-Related Fitness & Wellness, and Performance-Based Fitness. Students will be building a foundation for the future pursuit of; highly technical skills, healthy lifestyles and potential career interests. During this course students will develop skills, gain knowledge and apply movement patterns in; Advanced Adventure/Outdoor Activities, Advanced Aerobics, Advanced Individual/Dual Activities, and Advanced Dance. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate advanced knowledge and competency in all of the activities, as well as; demonstrate advanced proficiency in a variety of motor skills, achieve an optimal level of health related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.
High School Physical Education PEPE155 PE Independent Study 1 PEPE155A (Fall Semester, Lowell only) PE Independent Study 1A PEPE155B (Spring Semester, Lowell only) PE Independent Study 1B PEPE156 PE Independent Study 2 PEPE156A (Fall Semester, Lowell only) PE Independent Study 2A PEPE155B (Spring Semester, Lowell only) PE Independent Study 2B PEPE157 PE Independent Study 3 PEPE156A (Fall Semester, Lowell only) PE Independent Study 3A PEPE157B (Spring Semester, Lowell only) PE Independent Study 3B Grades: 9-12 Prerequisite: see requirements above Physical Education Independent Study is an alternative to classroom instruction consistent with the school district’s Physical Education course of study in JROTC. It is not an alternative curriculum. Physical Education Independent Study is an instructional strategy that responds to an individual student’s needs and styles of learning, and provides individual students with a choice of ways to acquire the values, skills, and knowledge all students should gain in Physical Education. Students who decide to participate in PE Independent Study will commit to engaging in required PE educational activities on their own time. They will be personally responsible to ensure that they meet course standards and requirements that are outlined in an Independent Study Contract and Course of Study Agreement, either before school, after school, during lunch or on weekends. Independent study students must adhere to EC sections 51222, 51225.3, 51241, and 60800, which requires all grade nine students to be tested in the state’s physical performance test (FITNESSGRAM®). California Code of Regulations Title 5, Section 10060 Criteria for Physical Education Program requires the course of study provides for instruction in a developmental sequence in each of the following areas:
1. Effects of physical activity upon dynamic health 2. Mechanics of body movement 3. Aquatics 4. Gymnastics and tumbling 5. Individual and dual sports 6. Rhythms and dance 7. Team sports 8. Combatives
Note: Independent study is offered at the option of the district, and not all districts offer this alternative instructional strategy.
Prerequisites: Participation in Physical Education Independent Study must be voluntary: a choice made by the student, parent, guardian, or caregiver, and the responsible teacher(s). Participation in this alternative is a serious commitment that requires the student to independently complete course requirements and diligently document their educational activities over the course of the semester.
High School Physical Education Parent/Guardians/Caregivers must be prepared to support and encourage their student’s work. In order to participate in PE Independent Study, a student must meet the following requirements:
1. Be enrolled in a JROTC course. 2. Be physically able to independently engage in PE activities and must be
personally responsible enough to work independently and document personal PE activities and assignments.
3. Students must request the PE Independent Study Contract from their school site counselor. The student and their parent/guardian/caregiver must review the contract and sign it if they agree to the terms. (Appendix A). The contract must be signed by the student and parent/guardian/caregiver before the student may enroll in Independent Study.
4. The parent/guardian/caregiver shall speak with the supervising teacher to go over the requirements of PE Independent Study. This conversation is only required the first time the student signs up for PE Independent Study, and may occur in person, in a group meeting, or over the telephone.
5. Student shall meet with the supervising teacher to obtain the instructor’s signature on the Contract described above, and to fill out the PE Independent Study Course of Study Agreement that will map the student’s planned activities for the semester. (Appendix B)
6. Students in the 10th, 11th or 12th grade will also fill out a Pre-Evaluation Form with the supervising teacher, to assess which PE content skills/competencies the student has already completed in previous PE courses. (Appendix C)
PELB150 PE Lab PELB150A (Fall semester, Lowell only) PE Lab A PELB 150B (Spring semester, Lowell only) PE Lab B Grades: 11-12 Prerequisite: PE 2 PE Lab will enable students to obtain the knowledge and skills necessary to develop and maintain a health-enhancing level of fitness and to increase physical competence, self-esteem and the motivation to pursue lifelong physical activity. Students will gain an understanding of the components of health-related fitness, training principles, and the benefits of being physically active. Students will participate in activities that will increase physical fitness levels and develop health practices that value physical activity and its contribution to lifelong fitness. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
High School Physical Education RCKT150 Racket Sports RCKT 150A (Fall semester, Lowell only) Racket Sports A RCKT 15B (Spring semester, Lowell only) Racket Sports B Grades: change to 11-12 Prerequisites: PE 2 This course provides students with the opportunity to develop basic to advance complete skill-set in all aspects of Tennis, Pickle-ball, Table-Tennis and Badminton. During this course students will learn and develop skills, and gain knowledge in the forehand, backhand, serve and volley for each sport. Students will learn to play both singles and doubles in each sport. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all Racket Sports, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. RECS150 Recreational/Lifetime Activities RECS 150A (Fall semester, Lowell only) Recreational/ Lifetime Activities A RECS 150A (Spring semester, Lowell only) Recreational/ Lifetime Activities B Grades: 11-12 Prerequisite: PE 2 In Recreational Sport/Lifetime Activities students develop a lifelong commitment to their own physical well-being, health and fitness with a clear emphasis on a variety of pleasurable physical activities that promote an active life style. Rules, regulations, advanced strategies and safety are emphasized. The students will learn to evaluate personal performance in a variety of activities. Through this course students are encouraged to support and participate in community organizations that promote health and fitness by providing life-long recreational opportunities. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. SBAL150 Softball SBAL150A (Fall semester, Lowell only) Softball A SBAL150B (Spring semester, Lowell only) Softball B Grades: change to 11-12 Prerequisites: PE 2 This course is designed to develop, learn and practice the individual skills and team tactics, rules and regulations for softball. The students will develop basic individual skills including; throwing, catching, fielding, batting, base-running, pitching, as well as; team play, offensive and defensive tactics and strategies. Students will be expected to demonstrate knowledge and competency in all aspects of softball, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.
High School Physical Education SPOR150 Shape Sport LA SPOR150A (Fall semester, Lowell only) Shape Sport LAA SPORT150B (Spring semester, Lowell only) Shape Sport LAB Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn fitness concepts and conditioning techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of strength training, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. SOCC150 Soccer SOCC150A (Fall semester, Lowell only) Soccer A SOCC150B (Spring Semester, Lowell only) Soccer B Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn and develop fundamental and advanced skills and strategies of soccer activities, as well as fitness concepts and conditioning techniques used for achieving and maintaining optimal physical fitness. Students will benefit from comprehensive team activities and cardio respiratory activities. Students will learn basic fundamentals and advanced techniques of soccer, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. SWIM150 Swimming SWIM150A (Fall Semester, Lowell only) Swimming A SWIM150B (Spring Semester, Lowell only) Swimming B Grades: 11-12 Prerequisites: PE 2 This course is designed to develop and practice basic to advanced swimming skills. Students will be instructed in proper stroke techniques including; the crawl stroke, backstroke, breaststroke and butterfly stroke. Upon completion of this course students will be able to demonstrate basic fundamental skills and stroke techniques associated with swimming. Students will be expected to demonstrate knowledge and competency in water safety and survival skills, as well as learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. SFUSD recommends passing a swim proficiency test. The swim proficiency test requires students to; swim 6 widths of the pool in prone position (any stroke including front crawl
High School Physical Education or breaststroke) and tread water for 1 minute. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. TENN150 Tennis TENN150A (Fall semester, Lowell only) Tennis A TENN150B (Spring semester, Lowell only Tennis B Grades: 11-12 Prerequisites: PE 2 This course provides students the opportunity to develop basic to advanced complete skill-set in all aspects of tennis. During this course students will learn and develop skills, and gain knowledge in; the forehand, backhand, serve and volley. Students will learn to play both singles and doubles tennis. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during this course. Students will be expected to demonstrate knowledge and competency in all tennis skills, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. VBAL150 Volleyball VBAL150A (Fall semester, Lowell only) Volleyball A VBAL150B (Spring semester, Lowell only) Volleyball B Grades: 11-12 Prerequisites: PE 2 This course is designed to develop, learn and practice the basic to advanced individual skills and team tactics, rules and regulations for volleyball. The students will develop basic individual skills such as; the forearm pass, set, spike, block, dig, and serve and team tactics such as communication skills basic offensive and defensive formations, as well as learn the rules, regulations, and terminologies associated with volleyball. Students will be expected to demonstrate knowledge and competency in all aspects of Volleyball, as well as learn the value of positive psychological and sociological strategies. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime. WGHT 150 Weight Training WGHT 150A (Fall semester, Lowell only) Weight Training A WGHT 150B (Spring semester, Lowell only) Weight Training B Grades: 11-12 Prerequisites: PE 2 This course is designed to give students the opportunity to learn weight training concepts and techniques used for obtaining optimal physical fitness. Students will benefit from comprehensive weight training and cardiorespiratory endurance activities. Students will learn the basic fundamentals of weight training, strength training, aerobic training, and overall fitness training and conditioning. Emphasis is on safety, injury prevention, proper
High School Physical Education nutrition, anatomy and physiology, proper utilization of weight machines, exercise machines, along with care and use of free weights. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
High School Physical Education
Sfusd PHYSICAL EDUCATION INDEPENDENT STUDY In June 2009, the San Francisco Board of Education passed Resolution No. 95-26A2 (“Permitting JROTC Students to Utilize Independent Study to Obtain Physical Education Credit”). As a result of this Resolution, Physical Education Independent study is now being offered as an optional educational alternative that is available to students enrolled in JROTC programs. Counselors should provide the student, parent/guardian/caregiver all documents. Prior to enrolling students a PE Independent Study Contract must be completed. In order to participate in PE Independent Study, a student must meet the following requirements:
1. Be enrolled in a JROTC course. 2. Be physically able to independently engage in PE activities and must be
personally responsible enough to work independently and document personal PE activities and assignments.
3. Students must request the PE Independent Study Contract from their school site counselor. The student and their parent/guardian/caregiver must review the contract and sign it if they agree to the terms. (Appendix A). The contract must be signed by the student and parent/guardian/caregiver before the student may enroll in Independent Study.
4. The parent/guardian/caregiver shall speak with the supervising teacher to go over the requirements of PE Independent Study. This conversation is only required the first time the student signs up for PE Independent Study, and may occur in person, in a group meeting, or over the telephone.
5. Student shall meet with the supervising teacher to obtain the instructor’s signature on the Contract described above, and to fill out the PE Independent Study Course of Study Agreement that will map the student’s planned activities for the semester. (Appendix B)
6. Students in the 10th, 11th or 12th grade will also fill out a Pre-Evaluation Form with the supervising teacher, to assess which PE content skills/competencies the student has already completed in previous PE courses. (Appendix C). Appendices attached at the enclosure section.
Students enrolled in JROTC taking PEIS must be enrolled in these courses. A-B courses are for Lowell students only. Course ID Course Title Course Short Title PEPE 155 PE Independent Study 1 PE IS 1 PEPE 155 A PE Independent 1A PE IS 1A (Lowell only) PEPE 155B PE Independent 1B PE IS 1B (Lowell only) PEPE 156 PE Independent 2 PE IS 2 PEPE 156A PE Independent 2A PE IS 2A (Lowell only) PEPE 156B PE Independent 2B PE IS 2B (Lowell only0 PEPE 157 PE Independent 3 PE IS 3 PEPE 157A PE Independent 3A PE IS 3A (Lowell only) PEPE 157B PE Independent 3B PE IS 3B (Lowell only)
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Appendix A San Francisco Unified School District
PE Independent Study Contract
Student name:
HO#: Grade:
Street:
Age: Birth date:
City:
Zip: Phone:
Student/Parent email:
Duration of agreement: __ Fall __ Spring Semester
2nd Phone:
School:
Start date: End date:
Objectives, Methods of Study, Methods of Evaluation and Resources: The student is to complete the course of study for a semester of PE consistent with district standards and guidelines. The specific objectives, methods of study, methods of evaluation, and resources for the individual pupil shall be covered in a corresponding PE Course of Study Agreement completed by the student and supervising teacher, which is part of this agreement. Course Credits Upon successful completion of the required course of study, the student shall receive 5 credits for physical education. Reporting: Each week, the student is required to meet with the JROTC teacher to submit required forms, logs, and assignments (as more fully discussed below). The student’s weekly meeting shall occur as follows: Time: __________ Day of Week: ____________ Location: ______________ Assignments: Every other week, the student is required to submit a Proposed PE Activities Form to list anticipated PE activities for the coming 10 school days (2 weeks) that will meet course objectives. Every week, the student shall submit a PE Activities Log which documents that the student completed approximately 200 minutes of approved PE course activity in the preceding week (5 school days), such that the student completes at least 400 minutes every 10 school days. Additionally, the student shall submit any other written assignments or projects within the required due date for such assignments. Accountability: The maximum length of time that may elapse between the beginning of an assignment and the date the assignment is completed is two weeks, unless an exception is made in accordance with district policy. After a student fails three times to return a completed assignment in a timely manner (i.e., biweekly Proposed PE Activity Form, weekly PE Activity Log, or other assignment), an evaluation will be made to determine whether independent study is an appropriate strategy for this student. A written record of the findings will be placed in the student’s permanent record.
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Students who fail to pass the Fitnessgram in 9th and 10th grade will be enrolled in a PE class at their school site. Statement of Voluntary Participation/Acknowledgments:
• Independent study is an optional education alternative in which no pupil may be required to participate.
• I acknowledge that participation in PE independent study is voluntary and that my student will be
enrolled in a PE class at the school site if s/he does not opt to participate in PE independent study.
• I acknowledge that independent study is performed by my child independently, and therefore s/he will not be supervised by District staff when s/he performs the PE independent study activities (other than the weekly meetings described above).
• I acknowledge that the District will not provide transportation to or from independent study
activities, nor will it provide any monetary reimbursements for independently procured PE activities (i.e., private classes, workshops, teams) that are purchased by the student or parent/guardian.
Waiver/Release: I RELEASE AND DISCHARGE (agreeing to make no claim, and not to sue) the San Francisco Unified School District (its Board of Education, officials, employees, agents) from all claims of injury or loss which I/my child may suffer arising in whole or in part from his/her participation in PE Independent Study activities, including but not limited to any injury, accident, illness, or death, or any loss or damage to personal property occurring during or by reason of the participation in said activities. Signature and Dates: I have read and understood the terms of this agreement, and agree to all of the provisions set forth. All signature lines must be completed. Student: ________________________________________________ Date: ___________________ Parent/Guardian/Caregiver: _________________________________ Date: ___________________ (If student is under 18) Supervising Teacher: ______________________________________ Date: ___________________ JROTC Teacher: ______________________________________ Date: ___________________ Certification of Completed Course Work (To be completed at the end of the semester) Subject Course Code No. Grade Credits Earned Teacher
Initials Date
Physical Education
Supervising Teacher’s Signature: _______________________________ Date: ___________________
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Appendix B PE Independent Study Course of Study Agreement
Student Name: _________________________ Date: __________________________ School/Grade: _______________________ Semester: __________________________ (Completed with guidance and approval of independent study supervising instructor.) Student: I agree to provide evidence of completion of at least 2 of the following Physical Education components through my PE Activity Log to be turned in to the JROTC instructor on a weekly basis. Check (P) at least 2 of the PE Components listed below: o Aquatics o Effects of Physical Activity on Dynamic Health o Combatives o Gymnastics and Tumbling o Individual and Dual Sports o Mechanics of Body Movement o Rhythm and Dance o Team Sports Describe the activities you will engage in this semester (400 minutes each 10 school days) that will allow you to meet the PE component requirements you have identified above. (See PE 8 Components Suggested Activities and PE Standards, Appendix F). With your supervising teacher, identify the component(s) and standard(s) being met by each activity listed below. Include written or other assignments that you will complete to meet the CA PE Standards. Description of Activities and Written or Other Assignments
PE Component(s) Met by The Activity
PE Standard(s) Met by the Activity
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Describe Possible Methods of Evaluation:
o Student generated fitness goal plan
o Student research paper
o Student fitness journal
o Student video demonstrating proficiency in any of the 8 components
o Student portfolio
o Student generated community fitness resource list
o Student generated fitness log
o Student created training plan based on evaluative feedback
o Weekly activity forms and logs
o Other: ____________________
List applicable resources that will be provided: (materials, personnel, etc)
• Supervising teacher
• JROTC teacher
• FITNESSGRAM equipment (for on site testing)
• Weekly activity forms and logs
• Independent Study teacher generated resources and lesson plans
• Other: _____________________________
Student’s Signature: __________________________________________________________ Supervising Instructor’s Signature: ______________________________________________
Appendix C
Physical Education Pre-Evaluation
Use this form with 10th, 11th, 12th graders who already have PE credits. Information from this sheet will help the supervising instructor to assist the student in addressing the appropriate physical education components during the school year. Student Name ______________________________________ Date: _________
Course Title: Physical Education Independent Study
Supervising Teacher: ___________________________________
JROTC Teacher: ___________________________________
Directions: In the space next to the examples, list the activities you have already completed in 9th, 10th or 11th grade physical education classes. Physical Education Components Examples List Physical Activities
Dance and rhythm
Ethnic dance, multi-cultural dance, square dance, ballet, aerobics, jazz, tap, hip-hop, ballroom dance
Physical fitness Weight lifting, aerobics, jogging, Tae Bo, step aerobics, Pilates, yoga, jump rope
Individual and Dual Sports Swimming, tennis, table tennis, badminton, bocce ball, lawn bowling, rock climbing, golf and frisbee golf, archery, cycling, roller and/or ice skating, gymnastics and tumbling, jogging, hiking, walking, handball, squash, orienteering, track and field, pickleball, broom ball, speed skating, skateboarding, circus skills, rope climbing
Gymnastics and Tumbling Gymnastics, rhythmic gymnastics, tumbling (forward rolls, cartwheels, etc.) circus skills
Aquatics
Synchronized swimming, swimming (does not include open swim), water aerobics and sports, boating, kayaking, canoeing, water polo, diving
Combatives Self defense, fencing, martial arts (i.e., judo, karate, Tai Chi), boxing, Capoeira
Mechanics of body movement Kinesiology, exercise physiology, anatomy and physiology
Team Sports Tennis, volleyball, softball, badminton, lacrosse, team handball, ultimate Frisbee, basketball, soccer, football, field hockey
Appendix D Proposed PE Activities Form (PE Independent Study)
Student Name: _____________________________ School: ___________________
Physical Education Components 1. Individual and Dual Sports 2. Combatives 3. Effects of Physical Activity on Dynamic Health 4. Gymnastics and Tumbling 5. Aquatics 6. Mechanics of Body Movement 7. Rhythm and Dance 8. Team Sports
Week of ___________________ Date Logistics Description of Activities
Monday
_______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity:
PE Component: Total Minutes Planned:
Tuesday
_______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity:
PE Component: Total Minutes Planned:
Wednesday
_______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity:
PE Component: Total Minutes Planned:
Thursday
______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity:
PE Component: Total Minutes Planned:
Friday
______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity: PE Component: Total Minutes Planned:
______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity: PE Component: Total Minutes Planned:
______
Location: (i.e., school, community center, home, etc) Time: (i.e., before school, after school, lunch time)
Activity: PE Component: Total Minutes Planned:
Activity time should be evenly spread out throughout the week. Comments: Instructor signature Date Student signature _________________________________ Date_______________________
Appendix E PE Activity Log (PE Independent Study)
Student Name: ______________________ School: ___________________ Date Logistics Description of Activities
Monday
_______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position) Tuesday
_______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position) Wednesday
_______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position) Thursday
______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position) Friday
______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position)
______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position)
______
Location: Start Time: Total Minutes:
Activity:
Confirmation Signature:__________________ (Print name and Position) Comments:
Instructor signature ____________________________ Date ____________________ Student signature _________________________________ Date_______________________ Please attach all assignments and evidence related to the activities listed above to this form.
Appendix F PE 8 Components Suggested Activities and PE Standards
PHYSICAL EDUCATION COMPONENT
ACTIVITIES Activities listed below are physical activities that will meet one or more physical education component(s). Students should participate in multiple activities within each component.
Dance and rhythm
Ethnic dance, multi-cultural dance, square dance, ballet, aerobics, jazz, tap, hip-hop, ballroom dance, Capoiera, tap dance, break dance, modern dance, exhibition drill, exhibition drill with flags, waltz, tango, Cha Cha, meringue, salsa, step/line dances
Physical fitness Weight lifting, aerobics, jogging, Tae Bo, step aerobics, Pilates, yoga, jump rope, Raider Challenge, plyometric exercises
Individual and Dual Sports Swimming, tennis, table tennis, badminton, bocce ball, lawn bowling, rock climbing, golf and frisbee golf, archery, cycling, roller and/or ice skating, gymnastics and tumbling, jogging, hiking, handball, squash, orienteering, track and field, pickleball, broom ball, speed skating, skateboarding, circus skills, rope climbing, ultimate Frisbee
Gymnastics and Tumbling Gymnastics, rhythmic gymnastics, tumbling, circus skills
Aquatics
Synchronized swimming, swimming (does not include open swim), water aerobics and sports, boating kayaking, canoeing, water polo, diving
Combatives Self defense, fencing, martial arts (i.e., judo, karate, Tai Chi), boxing, Capoeira
Mechanics of body movement Kinesiology, exercise physiology, anatomy and physiology
Team Sports Tennis, volleyball, softball, badminton, lacrosse, team handball, basketball, soccer, football, field hockey, baseball
Appendix F PE 8 Components Suggested Activities and PE Standards
Physical Education Standards
Standard 1 Standard 2 Standard 3
Students demonstrate knowledge and competency in motor skills, movement
patterns and strategies needed to perform a variety of physical activities.
Students achieve a level of physical fitness for health and performance while
demonstrating knowledge of fitness concepts, principles, and strategies.
Students demonstrate knowledge of psychological and sociological concepts,
principles, and strategies as they apply to learning and performance of physical
activity. 1.1 Combine, and apply movement patterns to progress from single to complex in aquatics, rhythms/dance, and individual and dual activities.
2.1 Participate in moderate to vigorous physical activity at least 4 days each week.
3.1 Accept personal responsibility to create and maintain a physically/emotionally safe and non-threatening environment for physical activity.
1.2 Demonstrate proficient movement skills in: aquatics, dance/rhythms, individual activities and dual activities.
2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.
3.4 Describe the enjoyment, self-expression, challenge, and social benefits experiences by achieving one’s best in physical activity.
1.4 Explain and demonstrate advanced offensive, defensive, and transition strategies in aquatics, and individual and dual activities.
2.3Meet health-related fitness standards established by the State-mandated fitness test.
3.7 Analyze the role physical activity plays in social interaction and cooperative opportunities within the family and workplace.
1.9 Create and/ or modify a practice/training plan based on evaluative feedback of skill acquisition and performance in aquatics, rhythms/dance, and individual and dual activities.
2.4 Use physical fitness test results to set and adjust goals to improve fitness.
3.8 Recognize the value of physical activity in understanding multiculturalism.
1.12 Demonstrate independent learning of movement skills.
2.10 List available community fitness resources. 3.9 Recognize the importance of cooperation and positive interactions with others while participating in physical activity.
COURSE 1 PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM
Supplemental Texts FITNESS FOR LIFE, Corbin & Lindsey FITNESSGRAM ACTIVITYGRAM, The Cooper Institute
PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model components: Physical Fitness, Individual Activities & Dual Activities, Rhythm and Dance, Aquatics (Drowning Prevention, Buoyancy, Water Safety, Rescue Techniques) and Effects of Physical Activity Upon Dynamic Health and SFUSD’s 21st Century all-year round Fitness. All teachers are also required to teach the Fitness For Life Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments. COURSE DESCRIPTION: For 9th grade students or other students taking their first high school physical education course. It is further designed for students to: develop skills, gain knowledge and apply movement patters in : Title V required 8 component areas (4 areas in Course 1 and 4 areas in Course 2): Team Sports, Tumbling & Gymnastics, Combatives, Mechanics of Movement and participate in on-going health and skill-related fitness activities. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve a health-related level of physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. Ninth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, opposition, and buoyancy. Students work on the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding the three areas (biomechanics, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in aquatics, rhythms/dance, and individual and dual activities. On their path to becoming independent learners of movement skills, students improve their understanding of motor learning concepts. By the end of ninth grade, students can create practice plans for improving their own performance in aquatics, rhythms/dance, and individual and dual activities. These practice plans are based on each student’s strengths and weaknesses as identified through feedback from proprioception, from others, and from the performance of complex movement activities.2 Students continue to participate in enjoyable and challenging activities at a moderate to vigorous level for a minimum of four days each week. The activities address the five components of health-related fitness. To expand on the variety of activities in which they participate, students identify available fitness resources in the community. Throughout the year students are assessed through scientifically based health-related physical fitness assessments to determine whether they meet health-related fitness performance standards. Students set goals based on the outcome of those assessments and develop and implement monthly personal physical fitness plans. By the end of Course 1, students meet the minimum health standards on a scientifically based health-related physical fitness assessment. Looking toward the future, students learn to transfer their knowledge of fitness to real-world situations. They identify the physical fitness requirements of future occupation choices. They also analyze consumer physical fitness products and programs for use in their future fitness plans. Finally, now that students are older and more mature, they learn the inherent risks associated with physical activity in extreme environments. Students set goals and then describe the positive feelings they
experience from successful participation in physical activity. By the end of Course 1, students discuss the changing psychological and sociological needs of a diverse society in relation to physical activity. They understand that physical activity is universal, and all cultures around the world perform physical activities. Through participation in activities from different parts of the world, students gain greater insights into the history and traditions of different cultures. Students extend this learning to social interaction and cooperation at home as well as in their future workplace. Students learn that each group member brings different strengths and abilities and that it is important for the group to identify and utilize the strengths of each member to be successful in physical activities. They understand that success can be achieved only when students cooperate and interact positively with other. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.
MODULES (Grading Period)
CONTENTS
UNIT 1- GETTING STARTED PHYSICAL FITNESS TESTING (PFT) FITNESSGRAM FITNESS ACTIVITIES COOPERATIVE ACTIVITIES
Fitness & Wellness for All, Safe & Smart Physical Activity, Benefits of Physical Activity Physical Fitness Test (PFT) FITNESSGRAM PRE-TEST Weight/Resistance Training, Circuit training, Group Fitness Classes, Running, Asylum Insanity Cooperative and Adventure Games
UNIT 2- BECOMING & STAYING ACTIVE FITNESS ACTIVITIES INDIVIDUAL ACTIVITIES / DUAL ACTIVITIES / RHYTHM & DANCE / AQUATICS
How Much is Enough, Learning Self-Management Skills, Lifestyle Physical Activities & Positive Attitudes Weight Resistance Training, Circuit training, Group Fitness, Running, Asylum Insanity Golf, Archery, Frisbee Golf, Track & Field, Orienteering/Hiking Badminton, Tennis, Handball, Table Tennis, Squash, 2-Player Volleyball, Fly Casting, Bowling / Yoga, Pilates, Self-Defense, Ballroom Dance, Freestyle Dance, Multicultural Dance, Ballet, Tap, World Rhythms (Taiko, Congo, Polynesian), Line Dance, Swing Dance, Contemporary Dance / Synchronized Swimming, Water Aerobics & Sports, Kayaking, Boating, Canoeing, Diving, Water Safety, Dry-land Swim Skills, Rescue Techniques, Buoyancy Principles
UNIT 3- PYRAMID: LEVEL 2 FITNESS ACTIVITIES INDIVIDUAL ACTIVITES / DUAL ACTIVITIES / RHYTHM & DANCE / AQUATICS
Cardiovascular Fitness, Active Aerobics & Recreation, Active Sports & Skill-Related Physical Fitness Weight/Resistance Training Circuit training, Group Fitness, Running, Asylum Insanity Golf, Archery, Frisbee Golf, Track & Field, Orienteering/Hiking Badminton, Tennis, Handball, Table Tennis, Squash, 2-Player Volleyball, Fly Casting, Bowling / Yoga, Pilates, Self-Defense, Ballroom Dance, Freestyle Dance, Multicultural Dance, Ballet, Tap, World Rhythms (Taiko, Congo, Polynesian), Line Dance, Swing Dance, Contemporary Dance / Synchronized Swimming, Water Aerobics & Sports, Kayaking, Boating, Canoeing, Diving, Water Safety, Dry-land Swim Skills, Rescue Techniques, Buoyancy Principles
UNIT 4- PYRAMID: LEVEL 3 *PHYSICAL FITNESS TEST (PFT) FITNESSGRAM
Flexibility, Muscle Fitness: Basic Principles & Strength/Muscular Endurance & General Muscle Fitness Information *Physical Fitness Test (PFT) FITNESSGRAM POST-TEST Weight/Resistance Training, Circuit Training, Group Fitness, Running , Asylum Insanity Golf, Archery, Frisbee Golf, Track & Field, Orienteering/Hiking
FITNESS ACTIVITIES
INDIVIDUAL ACTIVITIES / DUAL ACTIVITIES / RHYTHM & DANCE / AQUATICS
Badminton, Tennis, Handball, Table Tennis, Squash, 2-Player Volleyball, Fly Casting, Bowling / Yoga, Pilates, Self-Defense, Ballroom Dance, Freestyle Dance, Multicultural Dance, Ballet, Tap, World Rhythms (Taiko, Congo, Polynesian), Line Dance, Swing Dance, Contemporary Dance / Synchronized Swimming, Water Aerobics & Sports, Kayaking, Boating, Canoeing, Diving, Water Safety, Dry-land Swim Skills, Rescue Techniques, Buoyancy Principles
UNIT 5- HEALTHY CHOICES
FITNESS ACTIVITIES
INDIVIDUAL ACTIVITIES / DUAL ACTIVITIES / RHYTHMS & DANCE / AQUATICS
Body Composition, Choosing Nutritious Foods, Making Consumer Choices Weight/Resistance Training, Circuit Training, Group Fitness, Running, Asylum Insanity Golf, Archery, Frisbee Golf, Track & Field, Orienteering/Hiking Badminton, Tennis, Handball, Table Tennis, Squash, 2-Player Volleyball, Fly Casting, Bowling / Yoga, Pilates, Self-Defense, Ballroom Dance, Freestyle Dance, Multicultural Dance, Ballet, Tap, World Rhythms (Taiko, Congo, Polynesian), Line Dance, Swing Dance, Contemporary Dance / Synchronized Swimming, Water Aerobics & Sports, Kayaking, Boating, Canoeing, Diving, Water Safety, Dry-land Swim Skills, Rescue Techniques, Buoyancy Principles
UNIT 6- WELLNESS & PERSONAL PLANNING
FITNESS ACTIVITIES
INDIVIDUAL ACTIVITIES / DUAL ACTIVITIES / RHYTHM & DANCE / AQUATICS
FIELD DAY ACTIVITIES
Wellness Perspective, Stress Management, Personal Program Planning, CPR & First Aid Weight/Resistance Training, Circuit Training, Group Fitness, Running Golf, Archery, Frisbee Golf, Track & Field, Orienteering/Hiking Badminton, Tennis, Handball, Table Tennis, Squash, 2-Player Volleyball, Fly Casting, Bowling / Yoga, Pilates, Self-Defense, Ballroom Dance, Freestyle Dance, Multicultural Dance, Ballet, Tap, World Rhythms (Taiko, Congo, Polynesian), Line Dance, Swing Dance, Contemporary Dance / Synchronized Swimming, Water Aerobics & Sports, Kayaking, Boating, Canoeing, Diving, Water Safety, Dry-land Swim Skills, Rescue Techniques, Buoyancy Principles Field Day Events & Activities (Choice)
*FITNESSGRAM Physical Fitness Test; (PFT): SFUSD PFT window for ninth grade studentsis the first week of February through the third week of March. If a student in grade nine has not satisfactorily met five of the six standards they must retake the components of the PFT they did not meet
COURSE 1 STAFF PROGRAM SCHEDULE SAMPLE Instructional Modules and Contents Text: FITNESS FOR LIFE, Corbin & Lindsey
FITNESSGRAM ACTIVITYGRAM, The Cooper Institute PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model components: Physical Fitness, Individual Activities & Dual Activities, Rhythm and Dance, Aquatics (Drowning Prevention, Buoyancy, Water Safety, Rescue Techniques) and Effects of Physical Activity Upon Dynamic Health and SFUSD’s 21st Century all-year round Fitness. All teachers are also required to teach the Fitness For Life Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments.
INSTRUCTIONAL CONTENT AND AREA: Staff member selects the content activity. The department head/lead determines the instructional area. Rainy Day Areas: Teacher 1 _________________ Teacher 4:__________________ Teacher 2 _________________ Teacher 5___________________ Teacher 3 _________________ Teacher 6___________________ Teacher 6 _________________
DATES
TEACHER 1
TEACHER 2
TEACHER 3
TEACHER 4
TEACHER 5
TEACHER 6
1ST MARKING
PERIOD
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
2ND MARKING
PERIOD
PHYSICALLY
ACTIVE Fitness Activities
Orienteering
PHYSICALLY
ACTIVE Fitness Activities Frisbee Golf/Golf
PHYSICALLY
ACTIVE Fitness Activities
Track & Field
PHYSICALLY
ACTIVE Fitness Activities
Archery
PHYSICALLY
ACTIVE Fitness Activities
Fly-Casting
PHYSICALLY
ACTIVE Fitness Activities
Bowling
3RD MARKING
PERIOD
PYRAMID 2
Fitness Activities Dry Land Aquatics
PYRAMID 2
Fitness Activities Handball Dry Land Aquatics
PYRAMID 2
Fitness Activities Folk Dance
PYRAMID 2
Fitness Activities Badminton
PYRAMID 2
Fitness Activities Frisbee Golf
PYRAMID 2
Fitness Activities Freestyle Dance
4TH MARKING
PERIOD
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Water Safety
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Table Tennis
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Yoga
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Handball
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Boating
PYRAMID 3
Fitness Activities *PF POST-TEST
Rotate Track & Field
5TH MARKING
PERIOD
HEALTHY CHOICES
Fitness Activities Yoga/Pilates
HEALTHY CHOICES
Fitness Activities Golf
HEALTHY CHOICES
Fitness Activities Multicultural
Dance
HEALTHY CHOICES
Fitness Activities Fly Casting
HEALTHY CHOICES
Fitness Activities Aquatics
HEALTHY CHOICES
Fitness Activities Table Tennis
6TH MARKING
PERIOD
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities
COURSE 1 STAFF PROGRAM SCHEDULE TEMPLATE Instructional Modules and Contents
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model
components: Physical Fitness, Individual Activities & Dual Activities, Rhythm and Dance, Aquatics (Drowning Prevention, Buoyancy, Water Safety, Rescue Techniques), and Effects of Physical Activity Upon Dynamic Health. All teachers are also required
to teach the Fitness For Life Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments. SFUSD new PE includes fitness all year-round through a variety of fun and engaging activities and self-
assessments that address our mission statement: All SFUSD students will become literate in 21st century physical education, life-‐long fitness and wellness. They will develop positive social skills, learn to self-‐assess, learn to set
personal goals and become informed consumers. Our ultimate goal is for students to embrace healthy lifestyles and become joyful learners through physical activity.
INSTRUCTIONAL CONTENT AND AREA: Staff member selects the content activity. The department head/lead determines the instructional area. Sample Area: Sample Inclement Weather Area: Gym Gym Fitness Lab Fitness Lab Softball Field Gym Upper Yard Auditorium
DATES
TEACHER 1
TEACHER 2
TEACHER 3
TEACHER 4
TEACHER 5
TEACHER 6
1ST MARKING
PERIOD
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
FITNESS & WELLNESS
PF PRE-TEST Rotate
Fitness Activities Coop/Adventure
Games Rotate
2ND MARKING
PERIOD
3RD MARKING
PERIOD
4TH MARKING
PERIOD
5TH MARKING
PERIOD
6TH MARKING
PERIOD
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
WELLNESS & PERSONAL PLANNING
Fitness Activities Field Day Activities Rotate
High School Physical Education
COURSE 1: FITNESS FOR LIFE PACING GUIDE
GRADE 9 COURSE DESCRIPTION 2520 PHYSICAL EDUCATION 1 This course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Aquatics, Rhythms/Dance, and Individual and Dual Activities, as well as the Effects of Physical Activity on Health and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve a health related level of physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society This course may typically include units on: Yoga, Pilates, Health-Related Fitness, Badminton, Golf, Archery, Pickleball, Frisbee Golf, Tennis, Handball, Track & Field, Fitness, weight/resistance training, CPR/First Aid. Also included during this course is the California state mandated physical fitness test. SFUSD designates FITNESSGRAM as the official physical performance test to measure physical fitness. The state mandates that testing occurs during the months of February, March and April. Grade: 9 Prerequisite: Course 1 is designed to be taken before Course 2, and is therefore most appropriate for 9th grade students or other students taking their first high school physical education course. Course Requirements For successful completion of this course the student:
• Attends and participates in health-enhancing physical activity • Demonstrates competence in movement and motor skill development • Demonstrates knowledge of fitness and sport/activity components • Demonstrates appropriate personal and social behavior in a physical
activity setting
High School Physical Education
Course Objectives A physically educated student:
• Demonstrates competence in motor skills necessary to perform in a variety of physical activities.
• Applies movement concepts and principles to develop efficient movement skills during participation in a sport or physical activity.
• Demonstrates knowledge of rules, strategies, etiquette, safety, history, origin, and cultural perspectives in a variety of activities.
• Understands the relationship of physical activity to fitness and health and knows how to monitor and maintain a health-enhancing level of fitness.
• Participates regularly in physical activity. • Understands the social and personal responsibility associated with
participation in physical activity. • Values physical activity and its contributions to a healthy lifestyle.
Scope & Sequence Lifetime Sport and Physical Activity Standard 1 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Aquatics, rhythms/dance and individual & dual activities are used to achieve knowledge of and competency in motor skills, movement patterns and strategies. Unit lengths and are determined by individual schools and may vary in length from 3-6 weeks. 1: Motor Skill Development
• Body and spatial awareness • Advanced locomotor, non-locomotor, and manipulation skills • Performance improvement through analysis
2: Movement Knowledge
• Movement principles and concepts • Anatomy and physiology of movement • Application to improving performance
3: Sport/Activity Knowledge
• History and origin • Terminology • Rules, strategies and etiquette • Equipment, and facilities • Cultural perspectives
High School Physical Education
Physical Fitness Standard 2 Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies Fitness for Life text is used for fitness concepts, principles and the learning of strategies. (6 week units) Fitness Activities are used to achieve a level of physical fitness for health and performance. The development and maintenance achieved using the Principles of Exercise and the FITT Formula. Some examples include:
• Group Exercise • Circuits • Fitness Lab • Aerobics • Runs • Cross Training
Unit 1: Getting Started
• Health, Fitness, Wellness and the Components of Fitness • Safe and Smart Physical Activity • Benefits of Physical Activity
Unit 2: Becoming and Staying Physically Active
• FITT Formula and the Principles of Exercise • Self Management Skills • Lifestyle Physical Activity and Positive Attitudes
Unit 3: Physical Activity Pyramid: Level 2 Activities
• Cardiovascular Fitness • Active Aerobics and Recreation • Active Sports and Skill Related Fitness
Unit 4: Physical Activity Pyramid: Level 3 Activities
• Flexibility • Muscle Fitness: Basic Principles and Strength • Muscle Fitness: Muscular Endurance and General Muscle Fitness
Information
Unit 5: Healthy Choices • Body Composition Chapter • Choosing Nutritious Food Chapter • Making Consumer Choices
High School Physical Education
Unit 6: Wellness and Personal Program Planning
• A Wellness Perspective • Stress Management • Personal Fitness Program Planning
Psychological and Sociological Concepts, Principles, and Strategies Standard 3 Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Psychological and sociological concepts, principles and strategies are embedded in all fitness and sport/activity units throughout the year 1: Personal and Social Behavior
• Self-control • Cooperative skills • Regard for safety • Appropriate sports-related behavior
2: Respect for Individual Differences
• Cultural • Ethnic • Gender • Physical diversity
3: Value for Physical Activity
• Benefits of lifelong activity • Enjoyment • Challenge • Self-expression • Social interaction
Physical Fitness Testing (FITNESSGRAM) The primary goal of the FITNESSGRAM battery of tests is to assist students in establishing lifelong habits of regular physical activity. The FITNESSGRAM is conducted in March. Students will be pre-tested in September to establish baseline fitness levels and set personal goals. The FITNESSGRAM tests 6 main fitness areas that represent 5 components of fitness: Aerobic Capacity, Muscular Strength, Muscular Endurance, Flexibility, and Body Composition. In Course 1 students will have their first opportunity to achieve 5 out of 6 Healthy Fitness Zones. As FITNESSGRAM is a state-mandated test, student scores will not be computed as part of their academic grade.
High School Physical Education
The 6 FITNESSGRAM required tests areas are: 1. Aerobic Capacity (PACER, One-Mile Run, or Walk Test) 2. Abdominal Strength and Endurance (Curl-Ups) 3. Trunk Extensor Strength and Flexibility (Trunk Lift) 4. Upper Body Strength (Push-Ups, Modified Pull-Ups, Flexed Arm Hang) 5. Flexibility (Back-Saver Sit and Reach, Shoulder Stretch) 6. Body Composition (Body Mass Index [height and weight], Percent Body Fat, Bioelectric Impedance Analysis) Grading The academic grade (learning-focused) is based on the degree to which each student meets or exceeds the 3 overarching California Model Content Standards and corresponding performance standards. The citizenship grade (non-academic, behavior/effort-focused) is determined by following class rules, arriving on time, wearing acceptable athletic clothing, exhibiting a willingness to learn, participating in class activities, and demonstrating courteous/respectful behavior. Assessment Each student will demonstrate and be evaluated on his or her progress in each of the following content areas:
• Fitness concepts, principles, and strategies. • Mechanics of body movement • Combatives/Self-defense • Mechanics of body movement • Aquatics • Rhythms/dance • Individual and dual sports
Assessment strategies used to evaluate each student’s level of mastery of the 3 California Model Content Standards include, but are not limited to the following: cognitive tests, essays, journals, logs, performance tasks, portfolios, projects, reports, rubrics, skills tests, structured observations.
High School Physical Education
COURSE 2: PHYSICAL BEST ACTIVITY GUIDE
GRADES10-12 Course Description 2540 Physical Education 2 This course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Team Sports/Activities, Tumbling/Gymnastics, and Combatives, as well as the Effects of Physical Activity on Health, and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve an optimal level of health related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. This course may typically include units on; Team Handball, Basketball, Volleyball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor hockey, Gymnastics, Tumbling, and Self Defense. Grade: 10-12 Prerequisite: PE 1 Course Requirements For successful completion of this course the student:
• Attends and participates in health-enhancing physical activity • Demonstrates competence in movement and motor skill development • Designs and implements an individual fitness plan • Demonstrates knowledge of fitness and sport/activity components • Demonstrates appropriate personal and social behavior in a physical
activity setting
Course Objectives A physically educated student:
• Demonstrates competence in motor skills necessary to perform a variety of physical activities.
• Applies movement concepts and principles to develop efficient movement skills.
High School Physical Education
• Demonstrates knowledge of rules, strategies, etiquette, safety, history,
origin, and cultural perspectives in a variety of activities. • Understands the benefits and implications associated with participation in
lifelong physical activity. • Designs and implements a personal fitness plan based on principles of
training and encompasses all components of fitness. • Achieves and maintains a health-enhancing level of fitness.
• Participates regularly in lifetime physical activities. • Demonstrates responsible personal and social behavior in a physical
setting by exhibiting self-control, cooperative skills, sportsmanship, respect for individual differences, and regard for safety.
• Values physical activity and its contributions to a healthy lifestyle.
Scope & Sequence Lifetime Sport and Physical Activity Standard 1- Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Combatives, gymnastics/tumbling, and team sports and activities are used to achieve knowledge of and competency in motor skills, movement patterns and strategies. Units are determined by individual schools and may vary in length from 3-6 weeks. 1: Motor Skill Development
• Body and spatial awareness • Advanced locomotor, non-locomotor, and manipulation skills • Performance improvement through analysis
2: Movement Knowledge • Movement principles and concepts • Anatomy and physiology of movement • Application to improving performance
3: Sport/Activity Knowledge
• History and origin • Terminology • Rules, etiquette and strategies • Equipment, and facilities • Cultural perspectives
High School Physical Education
Physical Fitness Standard 2 - Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. The Physical Best Activity Guide is used for fitness concepts, principles and the learning of strategies. The instructional activities help students gain the knowledge, skills, appreciation and confidence to lead physically active, healthy lives. Fitness activities are used to achieve a level of physical fitness for health and performance. The development and maintenance is achieved by adhering to the Principles of Exercise and the FITT Formula. Some examples include:
• Group Exercise (TRX, Body Bars, Kettle Bells, Jump Ropes, Medicine Balls, etc.)
• Fitness Circuits • Fitness Lab • Aerobics • Runs • Cross Fit/Training
Unit 1: Foundations of Fitness
• Advanced terminology • Training principles • Fitness assessments
Unit 2: Aerobic Fitness
• Fitness Assessment • Development and Maintenance (FITT) • Training Methods For Aerobic Fitness
Unit 3: Muscular Strength and Endurance
• Fitness Assessment • Development and Maintenance (FITT) • Training Methods for Muscular Strength and Endurance
Unit 4: Flexibility
• Fitness Assessment • Development and Maintenance (FITT) • Training Methods for Flexibility
High School Physical Education
Unit 5: Body Composition
• Fitness Assessment • Development and Maintenance (FITT) • Activities to Improve Body Composition
Unit 6: Self-Management, Goal Setting and Planning for an Active Lifestyle
• Learning Self-Management Skills • Goal Setting Guidelines • Developing a Personal Lifetime Fitness Plan
Psychological and Sociological Concepts, Principles, and Strategies Standard 3: Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Psychological and sociological concepts, principles and strategies are embedded in all fitness and sport/activity units throughout the year. In addition, schools devote time at the beginning of the year to cooperative, trust and initiative games that challenge students to work together, build relationships, and develop self-esteem and confidence. 1: Personal and Social Behavior
• Self-control • Cooperative skills • Regard for safety • Appropriate sports-related behavior
2: Respect for Individual Differences
• Cultural • Ethnic • Gender • Physical
3: Value for Physical Activity
• Benefits of Lifelong Activity • Enjoyment • Challenge • Self-expression • Social Interaction
High School Physical Education
Grading The academic grade (learning-focused) is based on the degree to which each student meets or exceeds the 3 overarching California Model Content Standards and corresponding performance standards. The citizenship grade (non-academic, behavior/effort-focused) is determined by following class rules, arriving on time, wearing acceptable athletic clothing, exhibiting a willingness to learn, participating in class activities, and demonstrating courteous/respectful behavior. Assessment Each student will demonstrate and be evaluated on his or her progress in each of the following content areas:
• Fitness concepts, principles, and strategies. • Mechanics of body movement • Combatives/Self-defense • Gymnastics/Tumbling • Team Sports/Activities
Assessment strategies used to evaluate each student’s level of mastery of the 3 California Model Content Standards include, but are not limited to the following: cognitive tests, essays, journals, logs, performance tasks, portfolios, projects, reports, rubrics, skills tests, structured observations.
COURSE 2 PHYSICAL EDUCATION INSTRUCTIONAL PROGRAM
Texts: FITNESS FOR LIFE, Corbin & Lindsey FITNESSGRAM ACTIVITYGRAM, The Cooper Institute
PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model components: Physical Fitness, Team Sports, Tumbling & Gymnastics, Combatives (defend not to fight) and Mechanics of Movement and SFUSD New PE of year round fitness. All teachers are also required to teach the Physical Best Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments. Description: This course is designed to be taken after Course 1 to complete the Title V required 8 component areas: Team Sports/Activities, Tumbling/Gymnastics, and Combatives, Mechanics of Body Movement. It is further designed for students to; develop skills, gain knowledge and apply movement patterns and participate in on-going health and skill related fitness activities. Instruction on the effects of dynamic health and the mechanics of body movement are integrated throughout the year. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, achieve an optimal level of health-related physical fitness, demonstrate knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society. By the end of Course 2, students demonstrate proficiency in activities. A personal defense class in which students learn how to avoid dangerous situations as well as how to defend themselves meets the combatives requirement. Proficiency gives the student the capacity for success leading to advanced levels of performance that increase the likelihood of continued participation well into adulthood. Students can combine movement patterns to perform advanced offensive, defensive, and transition strategies in team sport situations. Once performed, students can evaluate the effectiveness of the strategy. Students can also combine movement patterns to create more complex gymnastics/tumbling routines and combative combinations. Tenth-grade students learn to use biomechanics to analyze and improve performance, such as leverage, force, inertia, rotary motion, and opposition. Students also explain and use the skill-related fitness components to enhance their performance. The skill-related fitness components are speed, power, agility, coordination, reaction time, and balance. Students can also use their understanding of training and conditioning practices to improve skill acquisition and performance. Understanding these four areas (biomechanics, motor learning, skill-related fitness, and training and conditioning), along with the role of emotions, provides learners with the comprehensive knowledge for improving performance in combatives, gymnastics/tumbling, and team sport activities. On their path to becoming independent learners of movement skills, students increase their understanding of motor learning concepts. By the end of tenth grade, students create practice plans for improving their own performance in combatives, gymnastics/tumbling, and team sport activities. These practice plans are based on their personal strengths and weaknesses as identified by the students through feedback from proprioception, from others, and from the performance of complex movement activities.3 For some students, Course 2 may be the last opportunity to learn about physical fitness and achieve levels of excellence in physical fitness beyond the performance standards established by scientifically based health-related fitness assessments. Students should be assessed on each of the health-related fitness components throughout the school year, so that physical activity can be adjusted to accommodate changes in age, growth and development, and goals. Students continue to develop an exercise habit by participating in challenging activities at a moderate to vigorous level for a minimum of four days each week
based on individual needs and interests. During Course 2, students learn to be wise consumers by evaluating fitness products and programs, as well as fitness resources in the community. They also learn the facts about ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. By the end of Course 2, students can develop and describe a physical fitness plan that enhances personal health and performance. Their plans also take into consideration future leisure and workplace activities. Besides planning their own fitness programs, students can also develop and implement appropriate personal physical fitness programs for family or community members. In Course 2, students learn to identify and participate in those activities that they enjoy. They learn that their choice of physical activities may change throughout their lives. They understand that physical activities may need to be modified to allow participation by individuals of various ages and those with special needs. Students realize they will need to evaluate and refine their personal goals continually to improve performance in physical activities. Through their participation in regular physical activity, students learn the psychological benefits of physical activity. They can explain the role of attitude, motivation, and determination in achieving personal satisfaction from challenging physical activities. As their social skills mature, tenth-grade students identify the effects of individual differences on preference for and participation in physical activity. These differences may include age, gender, ethnicity, socioeconomic status, and culture. As to age and special needs, students learn how to select and modify physical activities so that everyone can participate. In terms of group dynamics, students learn to identify leadership skills. They learn to perform planned leadership assignments and also assume spontaneous leadership roles. By the end of Course 2, students know how to encourage others to be supportive and inclusive of individuals at all ability levels. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Supplementary texts that will be used throughout the course include Physical Best and Fitness For Life.
MODULES (6 Weeks)
CONTENTS
CHAPETER 1 - HEALTH-RELATED FITNESS CONCEPTS *PHYSICAL FITNESS TESTING (PFT) FITNESSGRAM FITNESS ACTIVITIES COOPERATIVE ACTIVITIES
INTRODUCTION TO THE 5 COMPONENTS OF FITNESS * Physical Fitness Test (PFT) FITNESSGRAM Pre-Test Weight/Resistance Training, Circuit training, Group Fitness Classes, Running Cooperative and Adventure Games
CHAPTER 2 - AEROBIC FITNESS FITNESS ACTIVITIES TEAM SPORTS/GYMNASTICS&TUMBLING/COMBATIVES
Training Methods for Aerobic Fitness Muscular Strength & Endurance Activities Weight/ResistanceTraining, Circuit training, Group Fitness Classes, Running, Asylum Insanity, Basketball, Volleyball, Softball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor Hockey, World Games, Touch Rugby, Team Handball, Rolls, Inverted Skills, Apparatus, Floor Exercise, Circus Skill Performance, Self-Defense, Fencing, Judo, Karate, Tai-Chi, Chi-Gong, Capoeira, Wrestling, Boxing, Kickboxing
CHAPTER 4 -MUSCULAR STRENGTH & ENDURANCE FITNESS ACTIVITIES
Training Methods for Muscular Strength and Endurance Weight/Resistance Training, Circuit training, Group Fitness Classes, Running, Asylum Insanity, Basketball, Volleyball, Softball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor
TEAM SPORTS/TUMBLING&GYMNASTICS/COMBATIVES
Hockey, World Games, Touch Rugby, Team Handball, Rolls, Inverted Skills, Apparatus, Floor Exercise, Circus Skill Performance, Self-Defense, Fencing, Judo, Karate, Tai-Chi, Chi-Gong, Capoeira, Wrestling, Boxing, Kickboxing
CHAPTERS 5 – FLEXIBILITY FITNESS ACTIVITIES TEAM SPORTS/TUMBLING&GYMNASTICS/COMBATIVES
Training Methods for Flexibility Weight/Resistance Training, Circuit training, Group Fitness Classes, Running, Asylum Insanity Basketball, Volleyball, Softball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor Hockey, World Games, Touch Rugby, Team Handball, Rolls, Inverted Skills, Apparatus, Floor Exercise, Circus Skill Performance, Self-Defense, Fencing, Judo, Karate, Tai-Chi, Chi-Gong, Capoeira, Wrestling, Boxing, Kickboxing
CHAPTER 6-7 BODY COMPOSITION AND COMBINED-COMPONENT TRAINING *PHYSICAL FITNESS TESTING (PFT) FITNESSGRAM FITNESS ACTIVITIES TEAM SPORTS/TUMBLING&GYMNASTICS/COMBATIVES/ MECHANICS OF BODY MOVEMENT
Body Composition and Nutrition / Development through Combined-Component Training *FITNESSGRAM Physical Fitness Test Weight/Resistance Training, Circuit training, Group Fitness Classes, Running, Asylum, Insanity, Basketball, Volleyball, Softball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor Hockey, World Games, Touch Rugby, Team Handball, Rolls, Inverted Skills, Apparatus, Floor Exercise, Circus Skill Performance, Self-Defense, Fencing, Judo, Karate, Tai-Chi, Chi-Gong, Capoeira, Wrestling, Boxing, Kickboxing, Body Mechanics, Kinesiology, Exercise Physiology, Anatomy and Physiology
CHAPTER 8-10 PERSONAL FITNESS CONNECTIONS FITNESS ACTIVITIES TEAM SPORTS/TUMBLING&GYMNASTICS/ COMBATIVES/ MECHANICS OF BODY MOVEMENT FIELD DAY ACTIVITIES
Self-Management and Goal Setting/Being a Good Health & Physical Activity Consumer/Planning for a Physically Active Lifestyle Weight/Resistance Training, Circuit training, Group Fitness Classes, Running, Asylum. Insanity, Basketball, Volleyball, Softball, Flag Football, Ultimate Frisbee, Soccer, Lacrosse, Floor Hockey, World Games, Touch Rugby, Team Handball, Rolls, Inverted Skills, Apparatus, Floor Exercise, Circus Skill Performance, Self-Defense, Fencing, Judo, Karate, Tai-Chi, Chi-Gong, Capoeira, Wrestling, Boxing, Kickboxing, Body Mechanics, Kinesiology, Exercise Physiology, Anatomy and Physiology Field Day Events & Activities (Choice)
• Fitnessgram (PFT) in Course 2 is a SFUSD PE focus area and not a state requirement UNLESS a
student has not satisfactorily met 5 of the 6 standards in 9th grade. Students will need to retake only those portions of the test that they did not satisfactorily meet. SFUSD and the state PFT testing window is February through the end of March.
Course 2 students assume more formal leadership roles in physical activity and sports and go into more depth in their study of the principles of health-related and skill-related fitness, self-management and healthy lifestyle choices
COURSE 2 STAFF PROGRAM SCHEDULE SAMPLE Instructional Modules and Contents
Text: FITNESS FOR LIFE, Corbin & Lindsey; FITNESSGRAM ACTIVITYGRAM,
The Cooper Institute PHYSICAL BEST ACTIVITY GUIDE, Carpenter & Sinclair
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model components: Physical Fitness, Team Sports, Tumbling & Gymnastics, Combatives (defend not to fight) and Mechanics of Movement and SFUSD’s 21st Century PE all-year round fitness. All teachers are also required to teach the Physical Best Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments. DATES TEACHER
1 TEACHER
2 TEACHER
3 TEACHER
4 TEACHER
5 TEACHER
6
1ST MARKING PERIOD
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-
TEST Rotate
Cooperative Activities
2ND
MARKING
PERIOD
AEROBIC FITNESS Fitness
Activites Volleyball
AEROBIC FITNESS Fitness
Activites Basketball Exercise
Physiology
AEROBIC FITNESS Fitness
Activites Soccer
AEROBIC FITNESS Fitness
Activites Chi-Gong Ultimate Frisbee
AEROBIC FITNESS Fitness
Activites
AEROBIC FITNESS Fitness
Activites Flag Football
3RD
MARKING
PERIOD
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites Tumbling
Flag Football
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites
Circus Skill Performance
Volleyball
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites Apparatus Anatomy & Physiology
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites Soccer
Tumbling
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites Tai-Chi Ultimate Frisbee
TRAINING METHODS
FOR MUSCULAR STRENGTH
AND ENDURANCE
Fitness Activites Soccer Team
Handball
4TH
MARKING
TRAINING METHODS
FOR
TRAINING METHODS
FOR
TRAINING METHODS
FOR
TRAINING METHODS
FOR
TRAINING METHODS
FOR
TRAINING METHODS
FOR
PERIOD FLEXIBILITY PF POST-
TEST Fitness
Activites Self-Defense
Body Mechanics
FLEXIBILITY Fitness
Activites Tai-Chi
Flag Football
FLEXIBILITY Fitness
Activites Chi-Gong
World Games
FLEXIBILITY Fitness
Activites Judo/Karate Circus Skill Basketball
FLEXIBILITY Fitness
Activites Soccer
Tumbling
FLEXIBILITY Fitness
Activites Kickboxing,
Tae Bo Tumbling Ultimate Frisbee
5TH
MARKING
PERIOD
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites Ultimate Frisbee
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites Volleyball
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites
Body Mechanics
BODY
COMPOSITION AND
COMBINED-COMPONENT
TRAINING *PFT POST-
TEST Rotate
Fitness Activites Exercise
Physiology
6TH
MARKING
PERIOD
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
PERSONAL
FITNESS CONNECTION
S Fitness
Activites Field Day Activities Rotate
INSTRUCTIONAL CONTENT AND AREA:: Staff member selects the content activity. The department head/lead determines the instructional area. Rainy Day Areas: Teacher 1 ________________Teacher 2 ________________ Teacher 3 ________________Teacher 4 ________________ Teacher 5 ________________Teacher 6 ________________
COURSE 2 STAFF PROGRAM SCHEDULE TEMPLATE Instructional Modules and Contents
CALIFORNIA STATE MODEL COMPONENTS: All teachers are required to teach all five model
components: Physical Fitness, Team Sports, Tumbling & Gymnastics, Combatives (defend not to fight) and Mechanics of Movement. All teachers are also required to teach the Physical Best Modules, Fitness
Activities and administer the California Physical Fitness Test Pre and Post Test Assessments. SFUSD new PE addresses health related fitness and year long physical activity: CALIFORNIA STATE MODEL
COMPONENTS: All teachers are required to teach all five model components: Physical Fitness, Team Sports, Tumbling & Gymnastics, Combatives (defend not to fight) and Mechanics of Movement and SFUSD
New PE of year round fitness. All teachers are also required to teach the Physical Best Modules, and administer the California Physical Fitness Test Pre and Post Test Assessments.
INSTRUCTIONAL CONTENT AND AREA: Staff member selects the content activity. The department head/lead determines the instructional area. Sample Area: Sample Inclement Weather Area: Gym Gym Fitness Lab Fitness Lab Softball Field Gym Upper Yard Auditorium
DATES
TEACHER 1
TEACHER 2
TEACHER 3
TEACHER 4
TEACHER 5
TEACHER 6
1ST MARKING
PERIOD
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-TEST
Rotate Cooperative
Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-TEST
Rotate Cooperative
Activities
HEALTH-RELATED
FITNESS CONCEPTS
*PF PRE-TEST Rotate
Cooperative Activities
HEALTH-RELATED
FITNESS CONCEPTS
*PF PRE-TEST Rotate
Cooperative Activities
HEALTH-RELATED FITNESS
CONCEPTS *PF PRE-TEST
Rotate Cooperative
Activities
HEALTH-RELATED
FITNESS CONCEPTS
*PF PRE-TEST Rotate
Cooperative Activities
2ND MARKING
PERIOD
3RD MARKING
PERIOD
4TH MARKING
PERIOD
5TH MARKING
PERIOD
6TH MARKING
PERIOD
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
PERSONAL
FITNESS CONNECTIONS
Fitness Activites
Field Day Activities Rotate
TEACHER INSTRUCTIONAL PROGRAM Teacher: _________________________ Course: _____________________Year: ______________
The high school physical education program provides students with experiences in a wide variety of activities and allows students many learning opportunities. In each area of physical education, critical elements are taught in motor skills, concepts, and principles related to biomechanics, skill development and lifelong fitness skills and knowledge.
Dates
Modules Components Assessment
1
2
3
4
5
6
7
8
9
10
11
12
13
High School Physical Education
INSTRUCTIONAL DESIGN AND LESSON PLAN SAMPLE
Teacher Materials Needed Use of Fitness Lab AND Classroom, laptop, projector, copy machine, sit n reach box, 15 mats, 12” ruler, FITNESGRAM software, curl-up strip, printer paper, stopwatch, 8 cones, speaker system, CPR DVD, 15 CPR mannequins, heart rate monitors, Asylum DVD, Insanity DVD, balls and equipment
COURSE OBJECTIVES A physically educated student:
• Demonstrates competence in motor skills necessary to perform in a variety of physical activities.
• Applies movement concepts and principles to develop efficient movement skills during participation in a sport or physical activity.
• Demonstrates knowledge of rules, strategies, etiquette, safety, history, origin, and cultural perspectives in a variety of activities.
• Understands the relationship of physical activity to fitness and health and knows how to monitor and maintain a health-enhancing level of fitness.
• Participates regularly in physical activity. • Understands the social and personal responsibility associated with
participation in physical activity. • Values physical activity and its contributions to a healthy lifestyle.
SCOPE AND SEQUENCE
Lifetime Sport and Physical Activity Standard 1 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Aquatics, rhythms/dance and individual & dual activities are used to achieve knowledge of and competency in motor skills, movement patterns and strategies. 1: Motor Skill Development
• Body and spatial awareness • Advanced locomotor, non-locomotor, and manipulation skills • Performance improvement through analysis
2: Movement Knowledge
• Movement principles and concepts • Anatomy and physiology of movement • Application to improving performance
3: Sport/Activity Knowledge
• History and origin
High School Physical Education
• Terminology • Rules, strategies and etiquette • Equipment, and facilities • Cultural perspectives
Physical Fitness Standard 2 Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies Fitness for Life text is used for fitness concepts, principles and the learning of strategies. Fitness Activities are used to achieve a level of physical fitness for health and performance. The development and maintenance achieved using the Principles of Exercise and the FITT Formula. Some examples include:
• Group Exercise • Circuits • Fitness Lab • Aerobics • Runs • Cross Training
Unit 1: Getting Started
• Health, Fitness, Wellness and the Components of Fitness • Safe and Smart Physical Activity • Benefits of Physical Activity
Unit 2: Becoming and Staying Physically Active
• FITT Formula and the Principles of Exercise • Self Management Skills • Lifestyle Physical Activity and Positive Attitudes
Unit 3: Physical Activity Pyramid: Level 2 Activities
• Cardiovascular Fitness • Active Aerobics and Recreation • Active Sports and Skill Related Fitness
Unit 4: Physical Activity Pyramid: Level 3 Activities
• Flexibility • Muscle Fitness: Basic Principles and Strength • Muscle Fitness: Muscular Endurance and General Muscle Fitness
Information
High School Physical Education
Unit 5: Healthy Choices
• Body Composition Chapter • Choosing Nutritious Food Chapter • Making Consumer Choices
Unit 6: Wellness and Personal Program Planning • A Wellness Perspective • Stress Management • Personal Fitness Program Planning
Psychological and Sociological Concepts, Principles, and Strategies Standard 3 Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Psychological and sociological concepts, principles and strategies are embedded in all fitness and sport/activity units throughout the year 1: Personal and Social Behavior
• Self-control, cooperative skills, regard for safety, appropriate activity related behavior
• 2: Respect for Individual Differences
• Cultural, ethnic, gender, physical diversity 3: Value for Physical Activity
• Benefits of lifelong activity, enjoyment, challenge, self-expression, social interaction
TWO-‐HOUR LESSON SAMPLE
Course: Physical Education Evening School - Course 1 Grade level: 9th
Content: Cooperative Activities, Design a 1 Month Personal Fitness Plan, Insanity, Mile Jog/Walk Time Limit: 30 minutes of health-related fitness conditioning and second 30 minutes for group fitness activity and 45 minutes of Fitness For Life text theory (IE Personal Fitness Planning)
High School Physical Education
30 minute Health-Related Conditioning Session
Lesson Objective: To improve the physical fitness of students Objective: To engage students in a health-related 5 components of physical fitness 30 minute conditioning session Formative Assessments: Health-Related Fitness Logs (weekly assessment logging scores on graphs – partner work) Health-Related Conditioning Components:
1. Cardiovascular endurance - 2 ½ mile jog-power walk or 20 minutes (IE of activities: pacer, group, asylum)
2. Flexibility – sit n reach/shoulder stretch (IE of activities: Yoga, Pilates) 3. Muscular Endurance – (IE of activities: Abdominal training, Upper body
training -pushups, Lower body training -lunges and squats) 4. Muscular Strength - Same as muscular endurance 5. Assessments
a. Lower body fat percent – Waist to Hip Ratio (http://www.healthstatus.com/calculate/waist-to-hip-ratio)
b. Log pacer or 3 minute step test, curl-up, pushup, flexibility, waist to hip ration test weekly and log with partner.
c. Journal writing daily California Standards Outcomes:
1.10 Analyze situations and determine appropriate strategies for improved performance in aquatic, rhythms/dance, and individual and dual activities. 2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness. 2.3 Meet health-‐related physical fitness standards established by a scientifically-‐based health-‐related fitness assessment. 2.4 Use physical fitness results to set and adjust goals to improve fitness. 2.7 Develop and implement a one-‐month personal physical fitness plan. 3.1 Participate in physical activities for personal enjoyment. 3.3 Identify and evaluate personal psychological response to physical activity. LOG 3.5 Develop personal goals to improve one’s performance in physical activities. 3.9 Encourage others to be supportive and inclusive of individuals of all ability levels. 3.8 Identify leadership skills, perform planned leadership assignments, and assume spontaneous leadership roles.
High School Physical Education
30 minute Group Fitness Exercise Session
Students will engage in a variety of physical fitness activities in a group setting. The pace of group fitness classes makes the time fun and the energy level of the teacher helps students forget they’re working hard, teacher can modify work out level options, great motivator to work hard in class through bit of competition and camaraderie, accountability for doing the work, personalized and detailed attention to students, variety of activities IE boot camp, pilates, yoga, body bar work out, kettle bells. California Standards Outcomes:
2.1 Participate in moderate to vigorous physical activity at least four days each week. 2.2 Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness. 3.1 Participate in physical activities for personal enjoyment. 3.9 Encourage others to be supportive and inclusive of individuals of all ability levels. JOURNAL ENTRIES: 3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity. 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities. 3.9 Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.
One-Month Fitness Plan 2.7 Develop and implement a one-month personal physical fitness plan
High School Physical Education
INCLEMENT WEATHER ACTIVITIES
FILMS, DVD’S, TEXTS AND OTHER LESSON IDEAS Films:
1. Super Size Me (with lesson plan) http://www.teachwithmovies.org/guides/super-size-me.html
2. Hoops Dreams (with lesson plan0 http://www.teachwithmovies.org/standard-questions-documentaries.htm
3. Fresh 4. Fast Food Nation 5. The Jackie Robinson Story – Black History Month 6. Brian’s Song – Black History Month 7. Angels In The Outfield 8. Miracle 9. Knute Rockne, All American 10. Field of Dreams 11. Ice Castles 12. Rudy 13. Remember The Titans – Black History Month 14. A League of Their Own – Feb around Title IX 15. Cool Runnings 16. Chariots of Fire
For more details on educational films, visit me at www.educationalmovies.blogspot.com. For more lesson plans, visit me at www.freelessonplans4u.blogspot.com.
17. Steroids: The Hard Truth Discussion Guide (with lesson plan) http://www.pbs.org/inthemix/educators/steroids_guide.html
18. Fit For Life…eat smart and exercise (with lesson plan) http://www-tc.pbs.org/inthemix/educators/lessons/fitforlife_guide.pdf
19. Exploring Media Messages (2-4 fifty minute periods with lesson plan) Explore how advertising and the media affect self-image http://www.pbs.org/inthemix/educators/lessons/selfimage1/index.html
20. Self-Image: The Fantasy, the Reality (with lesson plan) focuses on how media images are driving teens to diet constantly, develop eating disorders, use steroids, and suffer from low self-esteem. This program deconstructs the images we see in films and magazines, on television and billboards, to help young people understand that confidence and personal style are more important than striving for unrealistic, ever-changing ideal body images. http://www.pbs.org/inthemix/educators/fant_real.html
21. Sports Screeners (with lesson plan) Designed to be used in a classroom or youth group setting, this activity will heighten youth awareness of physical activity and sports in film and television. This activity will encourage youth to become critical movie and TV viewers, by drawing attention to how physical activity and sports for youth is normalized (made to look acceptable) or glamorized in many films and on television. http://www.pbs.org/inthemix/educators/lessons/sports2/index.html
22. Soccer: Kickin’ Butts! (with lesson plan) For youth ages 9 - 18. In this video, youth learn from male and female soccer teams about the health benefits of soccer, as well as the health effects of tobacco smoking on athletic performance, and some 'truths' about smoking. They'll discover why soccer is the fastest growing sport in the U.S., and how bringing soccer to the inner city will help youth. They also share what qualities make a 'good' coach. This guide gives the facilitator a
High School Physical Education
variety of learning activities to use in the session, including brain-storming, discussion, small-group work, writing and poster-making. Youth learn that soccer can be an exciting, fun and healthful sport for youth of all ages. http://www.pbs.org/inthemix/educators/lessons/soccer1/index.html
DVDs:
1. Insanity 2. Zumba 3. Tae Bo: A Tae Bo DVD is called Billy Blanks Tae Bo Kicks. The DVD is for kids and has
kids of all ages working out to fun music. Billy talks to the kids and instructs them on how to do certain moves. Put the DVD in for twenty minutes and the kids really get a workout.
Text:
1. Fitness For Life text 2. Yoga: My Daddy is a Pretzel: by Baron Baptiste--this book takes students through
parent's careers aligning them with a yoga pose. Great for transitions and getting some PE minutes in during class. Start with reading the book and trying one pose a day or one for a week. Try only the ones you are comfortable with. :-)
Conditioning:
1. Strength/Core-Building: Crabcrawls--have students crawl like crabs with the hands and feet on the floor, bellies in the air. They have to maneuver around the classroom. To make it more interesting, we play "Get the Jewels." I have four children be crabs at a time. I put out different colored unifix cubes (about 5-10) all over the floor. I put out four colors--one color per child. Students have to collect these "jewels" and take it to their designated treasure chest. As students crabcrawl on the floor, they have to pick up their jewels and balance them on his/her belly. They also are not allowed to bump into other students/objects. My students like this game and it also helps increase body awareness.
Meditation: 1. More on Body-Awareness/Sensory Integration: Sun-Salutations (to practice deep breathing), body squeezes(hugging self), marching (like running in place), back pushes with a partner (2 students leaning back to back and gently pushing against each other--rocking back and forth), chair lifts (student lift self off of chair--for 3 seconds, 5 seconds, try 10 seconds!) These exercises help "wake students up" who are "low enegry" and also help "calm" students who are "high energy" and need to relax and calm their bodies down. Lesson Activities: The Price of Happiness: On Advertising, Image and Self-esteem Overview In this lesson students answer a brief questionnaire related to self-image, self-esteem, and advertising, and then work as groups to create and act in mock television commercials that parody advertising techniques. http://mediasmarts.ca/sites/default/files/pdfs/lesson-plan/Lesson_Price_of_Happiness.pdf Some Myths About Obesity – Teaching Backgrounder Obesity is one of the few remaining socially sanctioned prejudices. There are four widely shared, inaccurate stereotypes about obesity which perpetuate the prejudice against fat people. http://mediasmarts.ca/backgrounder/some-myths-about-obesity-teaching-backgrounder http://mediasmarts.ca/lessonplan/mirror-image-lesson
High School Physical Education
Physical Education Supplemental Texts
During a typical school year, many teachers use more than one program and a variety of teaching resources, overlapping various approaches on a day-to-day basis. With this in mind, it may be reassuring to know that our supplementary texts are designed as resources to be used independently for teaching health-related fitness and in conjunction with other resources. SFUSD supplemental texts Fitness For Life and Physical Best (used in our 6-12th grade courses), allows for a deeper and richer understanding of the importance of quality daily physical education. Fitness For Life and Physical Best complement one another effectively, because the Physical Best Activity Guides can be used both before and after a Fitness for Life course, as well as during the course to provide supplemental activities. Both program help promote lifetime fitness and health of a personal nature and our SFUSD mission. FITNESSGRAM / Activitygram Implemented at Elementary, Middle and High School Levels State Mandate Physical Fitness Test The Fitnessgram is a measurement and reporting tool for health-related fitness levels. Having been developed and supported by the Cooper Institute since 1982, this assessment tool has become the nationally recommended fitness program by NASPE. The software capability of this program would allow physical education students in the district to track their personal health related fitness levels over multiple years. There are both student and parent reports that are printable. Fitness assessments are appropriate for students in grades 5-12 and the current implementation is focused on SFUSD 5, 7 and 9th grades high school. The Activitygram and Activity Log portions support students in their pursuits of physically active lives. Activities promote goal setting of physical activity and being active throughout the day with student tracking opportunities. The Brockport is a Fitness Test manual for Adapted PE teachers to use to support students with physical and mental disabilities in their personal fitness measurements. Fitnessgram is the recommended fitness assessment component to support the Physical Best curriculum, making a comprehensive health-related fitness education program.
High School Physical Education FITNESS FOR LIFE SFUSD Supplementary Text The Fitness For Life curriculum focuses on life long activity and personal fitness. With coordinated middle and high school materials, students are exposed to concepts and participate in activities leading to major exit outcomes that are aligned with national, state, and district standards. A student workbook puts materials in the hands of all students and provides modifications to an overview of the skills, knowledge, motivation and independent problem solving skills needed to live physically active, healthy lives .In the sequence of Fitness for Life: Middle School & High School students;
•Understand how their bodies work so they can move more effectively and efficiently •Learn how to create an activity and fitness plan, set individual goals, assess their status and progress, manage their time and responsibilities, and overcome barriers to regular physical activity. They learn to use technology to benefit their fitness rather than detract from it. And they experience the various components of health-related fitness, activity, and wellness through participation in the many labs and activities that are a crucial part of the Fitness for Life program. •Fitness for Life enables students to have success, build confidence in their ability to lead an active lifestyle, and take control of their own health. And research has shown that the program is effective in promoting physically active behavior after students finish school.
PHYSICAL BEST SFUSD Supplementary Text Physical Best is a health related fitness education program supported by the National Association of Sports and Physical Education (NASPE). The teacher’s activity guide provides a collection of age appropriate, health-related physical fitness activities that teach aerobic fitness, muscular strength and endurance, flexibility, and body composition to students. Physical Best was designed to educate, challenge, and encourage all children of all fitness levels in the knowledge, skills, and attitudes they need for a healthy and fit life. Physical Best Elementary and Secondary Activity Guides are a sequential curriculum for grades 3-12 that is aligned with the national, state and PPS Physical Education Standards. It teaches to all the Physical Education standards with a strong emphasis on Standard 3, Physically Active Life and Standard 4, Maintaining Health Enhancing Fitness Levels.
High School Physical Education
FITNESS WORKOUT SESSION
COMPONENTS in a fitness workout session: 1. THE WARM UP An appropriate functional warm up will result in:
• Increased speed of contraction and relaxation of warmed muscles • Greater economy of movement because of lowered viscous resistance
within warmed muscles • Facilitated oxygen utilization by warmed muscles because hemoglobin
releases oxygen more readily at higher muscle temperatures • Facilitated nerve transmission and muscle metabolism at higher
temperatures; a specific warm up can facilitate motor unit recruitment required in subsequent all out activity
• Increased blood flow through active tissues as local vascular beds dilate, increasing metabolism and muscle temperatures
• Allows the heart rate get to a workable rate for beginning exercise • Mentally focused on the training or competition • Improves Performance • American College of Sports Medicine (ACSM) recommends 5 to 10
minutes of low-intensity large muscle activity, such as walking for the first phase of the warm-up. The second phase of the warm-up involves static stretching of the major large muscle groups.
2. THE ACTIVITY/MODALITY For sample activities use various resources or references (i.e. Physical Best Activity Guide, PE Central) (GB Section IV)
Use heart rate monitors for Moderate to Vigorous Activity (MVPA) evaluation. It is a goal for PE classes to be at least 50% MVPA each session. Include training programs activities in cardiovascular endurance, flexibility, strength and endurance training components. (Refer to HR worksheet to monitor MVPA)
3. THE COOL DOWN Include total body stretches, especially of dominant muscles used in the main activity. An appropriate cool down will:
• Aid in the dissipation of waste products - including lactic acid • Reduce the potential for DOMS (Delayed Onset Muscle Soreness) • Reduce the chances of dizziness or fainting caused by the pooling of
venous blood at the extremities • Slowly reduce the level of adrenaline in the blood • Allows heart rate to return to a normal resting rate
High School Physical Education
MODERATE TO VIGOROUS ACTIVITY Recently national PE recommendations have been promoted to encourage practitioners to achieve ≥ 50% of PE class in Moderate to Vigorous Physical Activity (MVPA). SFUSD also recommends 50% of instructional time in MVPA.
Intensity refers to the rate at which the activity is being performed or the magnitude of the effort required to perform an activity or exercise. It can be thought of "How hard a person works to do the activity".
The intensity of different forms of physical activity varies between people. The intensity of physical activity depends on an individuals previous exercise experience and their relative level of fitness. Consequently, the examples given below are provided as a guide during PE class only and will vary between individuals.
Moderate-intensity Vigorous-intensity Physical Activity Physical Activity (Approximately 3-6 METs*) (Approximately >6 METs*) Brisk Walking Running Dancing Walking/Climbing briskly up a hill Active involvement in games and Aerobics Physical activity Fast walking Competitive sports and games *Metabolic Equivalent Task (METs)
METs are commonly used to express the intensity of physical activities.
A MET is the ratio of a person's working metabolic rate relative to their resting metabolic rate. One MET is defined as the energy cost of sitting quietly and is equivalent to a caloric consumption of 1kcal/kg/hour. It is estimated that compared with sitting quietly, a person's caloric consumption is three to six times higher when being moderately active (3-6 METs) and more than six times higher when being vigorously active (>6 METs). [28]
Name_____________________________Period____ Teacher________________________Date_________
HEART RATE MONITOR WORKSHEET
TARGET HEART RATE ZONE: 135 TO 180 BEATS PER MINUTE Date Activity Time in H.R. Zone
minutes:seconds Average
Heart Rate Time above
180 bpm Total
Exercise Time
Heart Rate Monitor instructions
Step 1:
After exercise press the BLUE button twice to stop recording. Time of Day will appear.
Step 2: Press the UPPER RIGHT button once. Your screen will read FILE.
Step 3: Press the RED button twice. Your screen will read In Zone. The middle row will show the time you spent in your target zone. The lower row will show your average heart rate during
Step 4:
Press the UPPER RIGHT button. Your screen will read Above, and you will see the time you spent above your target zone.
Step 5: Press the UPPER RIGHT button. Your screen will read Below, and you will see the time you spent below your target zone.
Step 6: Return to Time of Day by pressing and holding the BLUE button.
Other information at education.polarusa.com/manuals/E600.pdf Polar E600 Tutorial www.youtube.com/results?search_query=polar+heart+watch_E600&sm=3
RATE OF PERCEIVED EXERTION ACTIVITY
RPE Activity: The chart shown below can be introduced to students as a blank canvas at the beginning of the Fitness Unit. Students could take part in a variety of fitness activities that challenged them to stay within the specified zone. The class can co-construct what each zone ‘felt like’ using their own vocabulary. The RPE chart can then be used as a reference when your class is doing various physical activities – a number is always given so that they have a clearer understanding of what their level of exertion should be like. This strategy also helps students self-assess their level of exertion during the specified activity as they are more aware of what their body should feel like and are able to monitor their exertion.
A zone might feel like:
0 – Savasana (Yoga – Corpse Pose) “Lying on the beach, calm, you are in dream land, your body is not doing anything, you are at peace, floating on the lake”
1 – Lying on the couch “Relaxing, slow heart rate, light breathing”
2/3 – “Flushed face, heart rate is getting quicker, going from feeling cool to warming up”
4 – Moderate activity: “Ready to exercise, can keep conversation”
5 – Challenging effort you can keep doing: “Taking deeper breaths, starting to sweat, starting to feel thirsty, heart is starting to beat fast”
6 – More challenging – starting push your limits: “A bit breathless, getting more tired, you may want to slow down, you can still push through”
7 – Very challenging – pushing above your limits: “Body is getting hot, deeper breathing, running out of breath, sweaty”
8 – Very hard, can keep doing for short period of time: “Feels like your body is under pressure, feeling very tired, legs are starting to burn”
9 – Very hard, sprint training, all out!! “Feels like you want to stop, your body is sweating and is very hot!”
10 – Very very hard! ” You can’t breathe slow, exhausted, dying, uncomfortable, completely out of breath, feels like your heart is going to burst, legs feel like jelly, you can’t talk!”
Name Class Date
From Fitness for Life Teacher R
esources and Materials, Fifth Edition by K
aren McConnell, Charles B. Corbin, and D
arren Dale, 2005, Cham
paign, IL: Hum
an Kinetics.
2 Questionnaire
Physical Activity Readiness
Questionnaire—PAR-Q (revised 1994)
PAR-Q & YOU (A Questionnaire for People Aged 15 to 69)
Regular physical activity is fun and healthy, and more people are starting to become more active every day. Being active is very safe for most people. However, some people should check with their doctor before they start becoming much more physically active.
If you are planning to become much more physically active, start by answering the seven questions in the box below. If you are over 15 years of age, the PAR-Q will tell you if you should check with your doctor before you start. Although the PAR-Q was designed for people aged 15 to 69, it can be used by younger teens to get an idea about physical activity readiness.
Common sense is your best guide when you answer these questions. Please read the questions carefully and answer each one honestly: Check YES or NO.
“PAR-Q & YOU” reprinted by special permission from the Canadian Society for Exercise Physiology, Inc. Copyright © 1994, CSEP, Inc.
Questionnaire 2 Worksheet Chapter 2 Safe and Smart Physical Activity SW 2-1
Name Class Date
SW 2-2 Chapter 2 Safe and Smart Physical Activity Questionnaire 2 Worksheet
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PAR-Q & YOU (You are encouraged to copy the PAR-Q but only if you use the entire form.)
Questionnaire
Note: If the PAR-Q is being given to a person before he or she participates in a physical activity program or a fitness appraisal, this section may be used for legal or administrative purposes.
I have read, understood, and completed this questionnaire. Any questions I had were answered to my full satisfaction.
Name Date
Signature Witness
Signature of parent or guardian (for participants under the age of majority)
© Canadian Society for Exercise Physiology
Supported by: Health Canada
Physical Readiness for Sports or Vigorous Training Answer the PAR-Q before using this chart. If you had one or more “yes” answers, follow the directions for the PAR-Q concerning consulting with a physician. If you had all “no” answers on the PAR-Q, answer the additional questions below before beginning intensive training, especially for sports.
Yes No Question
❏ ❏ 1. Do you plan to participate on an organized team that will play intense competitive sports (i.e., varsity team)?
❏ ❏ 2. If you plan to participate in a contact sport (even on a less organized basis), such as football, boxing, rugby, or hockey, have you been knocked unconscious more than one time?
❏ ❏ 3. Do you currently have pain from a previous muscle injury? ❏ ❏ 4. Do you currently have symptoms from a previous back injury, or do you experience back
pain as a result of involvement in physical activity? ❏ ❏ 5. Do you have any other symptoms during physical activity that give you reason to be concerned
about your health?
If your answer to any of these questions is “yes,” then you should consult with your personal physician to determine if you have a potential problem with vigorous involvement in physical activity.
Name Class Date
SW 2-3 Self-Assessment 2 Worksheet Chapter 2 Safe and Smart Physical Activity
From Fitness for Life Teacher R
esources and Materials, Fifth Edition by K
aren McConnell, Charles B. Corbin, and D
arren Dale, 2005, Cham
paign, IL: Hum
an Kinetics.
2 Self-Assessment
Student text pages 29-31
FITNESSGRAM 1— STRENGTH AND MUSCULAR ENDURANCE
Objective: To perform FITNESSGRAM activities that assess strength and muscular endurance.
Procedure: In several different sessions you will make self-assessments using items from FITNESSGRAM. The FITNESSGRAM is a national assessment program that allows you to rate your fitness in each of the areas of health- related physical fitness. At a later time, you will use all of the information to summarize your performance. The FITNESSGRAM has a rating system. Textbook pages 30 and 31 show the ratings for the two assessments you will make in this session. Before you try these exercises, predict what your ratings will be. Place a check (✓) in the box for your estimated ratings.
Estimate Your Ratings
Assessment item
Estimated ratings High
performance
Good
Marginal
Low
Curl-Up ❏ ❏ ❏ ❏
Push-Up ❏ ❏ ❏ ❏
Do the two assessments described on textbook pages 29-31. Record your score and actual ratings in the chart below.
Record Your Ratings
Assessment item
Number completed
Actual ratings High
performance
Good
Marginal
Low
Curl-Up ❏ ❏ ❏ ❏ ❏
Push-Up ❏ ❏ ❏ ❏ ❏
The curl-up and push-up rate your strength and muscular endurance, two important parts of health-related physical fitness. Answer these questions about your strength and muscular endurance.
1. Before you took these two self-assessments, how did you rate your strength and muscular endurance?
2. In a brief paragraph, explain your results. If your estimates were higher than your actual ratings, explain why. If your actual ratings were higher than your estimates, how do you explain the results? If your estimates and actual ratings are similar, explain how you made the accurate estimates.
3. In a brief paragraph, discuss your need for strength and muscular endurance. Do you have all you need, more than you need, or less than you need? How will you change the activities you currently perform?
Name Class Date
SW 2-4 Chapter 2 Safe and Smart Physical Activity Activity 2.2 Worksheet
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2.2 Activity
Student text pages 39-40
SAFE EXERCISE CIRCUIT Objective: To perform safe exercises. Procedure:
1. Try each of the safe activities described on textbook pages 39-40. Also try the additional safe exercises described below.
2. Place a check (✓) in the box beside each safe exercise after you perform it.
3. Put a check (✓) in the box beside the dangerous versions of the exercise that you might have done in the past.
Risky Exercises ❏ I have done one of these exercises in the past:
straight-leg sit-up bent-knee sit-up hands-behind-head sit-up
Safe Exercises ❏ I performed the curl-up: While lying on my back,
knees bent, hands and arms straight, I curled my head and shoulders up until my shoulders left the floor. Then, I rolled back slowly.
❏ I have done the double-leg lift in the past.
❏ I performed the reverse curl: While lying on my back, knees bent, arms at my sides, I lifted my knees to my chest and my hips off the floor. Then, I returned to the starting position.
Name Class Date
SW 2-5 Activity 2.2 Worksheet Chapter 2 Safe and Smart Physical Activity
From Fitness for Life Teacher R
esources and Materials, Fifth Edition by K
aren McConnell, Charles B. Corbin, and D
arren Dale, 2005, Cham
paign, IL: Hum
an Kinetics.
Risky Exercises ❏ I have done one of these exercises in the past:
standing toe touch double-leg sit and reach
Safe Exercises ❏ I performed the back-saver hamstring stretch:
While sitting with my left leg against a wall, my right knee bent, my hands clasped behind my back, I bent forward, I kept my back straight, and I let my bent knee move sideways so that my trunk could move forward.
❏ I have done one of these exercises in the past:
quadriceps stretch back arching, holding onto toes
❏ I performed the hip and thigh stretch: While kneeling with my right knee above my right ankle, I stretched my left leg backward, touching the floor with my knee. I pressed my pelvis forward and downward and held for several seconds.
Name Class Date
SW 2-6 Chapter 2 Safe and Smart Physical Activity Activity 2.2 Worksheet
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Risky Exercises ❏ I have done the donkey kick in the past.
Safe Exercises ❏ I performed the knee-to-nose touch: While
kneeling on “all fours,” I pulled my right knee to my nose. Then, I extended my right leg and head to a horizontal position.
❏ I have done the swan in the past.
❏ I performed the back extension: While lying facedown over a pillow, I raised my arms and legs to a straight position.
❏ I have done the bicycle exercise in the past.
❏ I performed the leg hug: While lying on my back, I brought both knees up to my chest. I wrapped my arms around the back of my thighs and pulled my knees to my chest.
Name Class Date
SW 2-7 Activity 2.2 Worksheet Chapter 2 Safe and Smart Physical Activity
From Fitness for Life Teacher R
esources and Materials, Fifth Edition by K
aren McConnell, Charles B. Corbin, and D
arren Dale, 2005, Cham
paign, IL: Hum
an Kinetics.
Risky Exercises ❏ I have done the deep knee bend in the past.
(textbook page 35) ❏ I have done the hero in the past.
(textbook page 36)
Safe Exercises ❏ I performed the half-squat: I squatted halfway
down rather than all the way down. I did not bend my knees to more than a 90° angle.
❏ I performed the hamstring stretch: While lying on my back with my knees bent, I raised my left leg and held my toes with my left hand. I pulled on the back of my thigh with my right hand and pushed my left heel toward the ceiling. I repeated with my right leg.
Answer the following questions about the exercises in this activity.
1. How many of the risky exercises have you performed in the past?
2. How many of the risky exercises have you seen others do?
3. Discuss risky exercises, and tell about those you have done or have seen others do. Indicate whether you think risky exercises are commonly performed and whether you knew these exercises could be risky.
Last Name: _________________________________ First Name: ____________________________________ Birthdate: ___m ___d __y Grade: ___Period: ____ School________________ Teacher: __________________
FITNESS SCORE CARD
Fitness Component
Entry Score
______ 20___ Goals
Exit Score
______ 20___
Healthy Fitness
Zone
Height _______ in. _______ in. Body Mass Index
Weight _______ lbs. _______ lbs.
Body Composition
Bioelectrical Impedance
_________%
BMI
________
Bioelectrical Impedance
_________%
BMI
________
Bioelectrical Impedance
_________%
BMI
________
Body Composition
Cardio-Respiratory
Fitness
Pacer _________
1 mile
_____:______
HR/Steps: _______
Pacer _________
1 mile
_____:______
HR/Steps: _______
Pacer _________
1 mile
_____:______
HR/Steps: _______
Pacer
1 mile run
Muscular Strength & Endurance
Curl ups
________
Curl ups
________
Curl ups
________ Curl ups
Trunk l i f t
________
Trunk l i f t
________
Trunk l i f t
________ Trunk lift
Push ups
________
Push ups
________
Push ups
________ Push ups
Flexibil ity
Sit & Reach L _______ in. R _______ in.
Shoulder Stretch L Pass / Fail R Pass / Fail
S it & Reach L _______ in. R _______ in.
Shoulder Stretch L Pass / Fail R Pass / Fail
S it & Reach L _______ in. R _______ in.
Shoulder Stretch L Pass / Fail R Pass / Fail
Sit & Reach L
R
Shoulder Stretch
L
R
GRADING RUBRIC 0 1 2 3 4
0% improvement in all areas of fitness: cardio-respiratory fitness, muscle strength &
endurance, flexibility, & body composition.
10% improvement in 1 areas of fitness: cardio-respiratory fitness, muscle strength &
endurance, flexibility, or body composition.
10% improvement in 2 areas of fitness: cardio-respiratory fitness, muscle strength &
endurance, flexibility, or body composition.
10% improvement in 3 areas of fitness: cardio-respiratory fitness, muscle strength &
endurance, flexibility, or body composition.
10% improvement in 4 areas of fitness: cardio-respiratory fitness, muscle strength &
endurance, flexibility, & body composition.
HEALTHY FITNESS ZONE GIRLS
Age One Mile Run / Pacer VO2 max (1) % Body Fat BMI Curl Ups Trunk Lift Push Ups Sit & Reach
13 ≥ 36.6 27.7-13.4 22.9-15.7 ≥18 9 - 12” ≥7 10”
14 ≥ 36.3 28.5-14.0 23.6-16.2 ≥18 9 - 12” ≥7 12”
15 ≥ 36.0 29.1-14.6 24.3-16.7 ≥18 9 - 12” ≥7 12”
16 ≥ 35.8 29.7-15.3 24.8-17.1 ≥18 9 - 12” ≥7 12”
17 ≥ 35.7 30.4-15.9 24.9-17.5 ≥18 9 - 12” ≥7 12”
17+ ≥ 35.3 31.3-16.5 24.9-17.8 ≥18 9 - 12” ≥7 12”
BOYS
Age One Mile Run / Pacer VO2 max (1) % Body Fat BMI Curl Ups Trunk Lift Push Ups Sit & Reach
13 ≥ 41.1 22.8-7.8 22.2-15.8 ≥21 9 - 12” 12 8”
14 ≥ 42.5 21.3-7.1 23.0-16.4 ≥24 9 - 12” 14 8”
15 ≥ 43.6 20.1-6.6 23.7-16.9 ≥24 9 - 12” 16 8”
16 ≥ 44.1 20.1-6.5 24.5-17.5 ≥24 9 - 12” 18 8”
17 ≥ 42.5 20.0-6.7 24.9-18.1 ≥24 9 - 12” 18 8”
17+ ≥ 43.6 22.2-7.0 24.9-18.6 ≥24 9 - 12” 18 8”
(1) For estimated Aerobic Capacity, refer to (http://www.cooperinstitute.org/lookup-tables)
Entry Scores Practice Scores Exit Scores
One Mile Run One Mile Run One Mile Run
1st Lap: 5th Lap: 1st Lap: 5th Lap: 1st Lap: 5th Lap:
2nd Lap: 6th Lap: 2nd Lap: 6th Lap: 2nd Lap: 6th Lap:
3rd Lap: 7th Lap: 3rd Lap: 7th Lap: 3rd Lap: 7th Lap:
4th Lap: 8th Lap: 4th Lap: 8th Lap: 4th Lap: 8th Lap:
Curl ups :
Cur l ups :
Cur l ups :
Push ups :
Push ups :
Push ups :
SECTION VI
FITNESS
PROGRAM
15 Physical Fitness Program
• MVPA Moderate to Vigorous Physical Activity • Fitness Workout Session • Heart Rate Monitor Worksheet • Rate of Perceived Exertion Activity • Physical Activity Readiness Questionaire and
You (PAR-Q and You • Fitness Score Card
16 Physical Fitness Test FITNESSGRAM
• PFT Fitness Guide For Parents • PFT Physical Fitness Test: Fitnessgram • Physical Fitness Testing Administration – Quick Guide • Fitnessgram Administration &Test Coordination Procedures • Parent Letter – California Physical Fitness Test (PFT) • Physical Fitness Testing Schedule Sample • Physical Fitness Test Data Director Instructions
Curl-Up. This is the only test option for abdominal strength and endurance. The objective of the curl-up is to complete as many curl-ups as possible at a specified pace, up to a maximum of 75 curl-ups.
Trunk Extensor Strength and Flexibility This is an important aspect of fitness because it predicts first time and recurrent lower back pain, a major source of disability and discomfort. Awareness and attention to trunk strength and flexibility may reduce the risk for future back problems. There is only one option for this fitness area.
Trunk Lift. The goal of this test is to lift the upper body a maximum of 12 inches off the floor using the muscles of the back. Students hold this position long enough to allow for the measurement of the lift distance.
Upper Body Strength and Endurance Upper body strength and endurance is an important fitness area because of reported benefits in maintaining functional health and good posture. There are three options available to assess this fitness area.
Push-Up. Students are asked to complete as many push-ups as possible and at a specified pace, up to a maximum of 75 push-ups.
Modified Pull-Up. Students are instructed to complete as many modified pull-ups as possible. The student performs the test by lying on his or her back directly under a bar, and grasping the bar to pull up until the chin reaches a specified level, up to a maximum of 75 modified pull-ups. (The modified pull-up is shown in the upper left photo on the cover.)
Flexed-Arm Hang. To complete this test, students hang by the arms with their chin above a bar for as long as possible, up to a maximum of 90 seconds.
Flexibility Flexibility of the joints is an important component of fitness that contributes to functional health. There are two options for this fitness area.
Back-Saver Sit and Reach. The goal of this task is to assess the flexibility of the lower back and posterior thigh. Using a special box designed for this test, students are asked to reach forward as far as possible and to a maximum distance of 12 inches. The actual reach distance is measured for both the left and right sides of the body.
Shoulder Stretch. This simple test of upper body flexibility involves asking students to touch their fingertips behind the back by reaching over both the left and right shoulders and under the elbow. (The shoulder stretch is shown in the upper right photo on the cover.)
Additional information about the California PFT is available on the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/. Additional information about the FITNESSGRAM, including the philosophy and administration of the fitness tests, is available on the Human Kinetics FITNESSGRAM Web page at http://www.fitnessgram.net/home/.
The photos in this brochure were produced by the CDE with permission from Human Kinetics, publisher of the FITNESSGRAM. These
2 0 1 3 – 1 4 C a l i f o r n i a Physical Fitness Test
Parent and Guardian Guide to the Physical
Fitness Test and the FITNESSGRAM 1
photos are intended for the sole educational use of California physical education teachers and administrators. No other use is allowed without the express written consent of Human Kinetics.
1 The FITNESSGRAM and the Healthy Fitness Zones (HFZ) are registered trademarks of The Cooper Institute.
2
Background
California Education Code (EC) Section 60800 requires each local educational agency (LEA) in California to administer a physical fitness test annually to all students in grades five, seven, and nine. The State Board of Education designated the FITNESSGRAM as the required Physical Fitness Test (PFT) for California public schools. The FITNESSGRAM is a comprehensive health-related fitness test developed by The Cooper Institute. The primary goal of the FITNESSGRAM is to assist students in establishing lifelong habits of regular physical activity.
The PFT is administered between February 1 and May 31. EC Section 60800 requires that individual results be provided to students upon completion of the test. LEAs may also send each student’s PFT results to parents and guardians.
There are several ways to use the PFT results. Schools can use them to determine the fitness levels of their students and provide direction for physical education programs. Students can use the results to assess their individual levels of fitness and develop personal fitness programs of maintenance or improvement. Parents and guardians can use the results to help their child plan fitness activities to meet their individual needs. LEAs can also use the PFT results to monitor the fitness status of their students in grades five, seven, and nine.
FITNESSGRAM
The FITNESSGRAM is designed to test six key fitness areas that represent three broad components of fitness: (1) Aerobic Capacity, (2) Body Composition, and (3) Muscle Strength, Endurance, and Flexibility. This third component is further divided into four areas: Abdominal Strength and Endurance, Trunk Extensor Strength and Flexibility, Upper Body Strength and Endurance, and Flexibility.
Performance Standards
The PFT uses the FITNESSGRAM objective criteria to evaluate fitness performance. Student’s performance is classified into the Healthy Fitness Zone (HFZ) or into other zones, depending on the fitness area. For Aerobic Capacity and Body Composition, results are classified as in the HFZ, Needs Improvement, or Needs Improvement – Health Risk. For all other areas, results are classified as in the HFZ or Needs Improvement. The desired performance goal for each test option is the HFZ, which represents a level of fitness that offers some protection against the diseases resulting from physical inactivity. The Needs Improvement designation indicates an area of fitness where students would benefit from activities designed to improve performance. Needs Improvement – Health Risk specifically indicates increased health risks due to the level of fitness.
The FITNESSGRAM HFZ standards have been established according to gender and age and are updated on a regular basis. The latest version of the standards is available on the California Department of Education (CDE) PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Test Areas
The FITNESSGRAM provides test options for most of the fitness areas so that all students, including those with special needs, have the maximum opportunity to participate in the tests. For those fitness areas that have options, only one option is reported for each student.
Aerobic Capacity Aerobic capacity refers to the maximum rate that oxygen is taken in and used by the body during exercise. Good aerobic capacity has been associated with a reduction in health problems. The three performance task options for aerobic capacity assess the capacity of the cardiorespiratory system by estimating VO max or the maximum amount of oxygen, in milliliters, one uses in one minute per kilogram of body weight.
PACER (Progressive Aerobic Cardiovascular Endurance Run). This test is an alternative to the distance run. The objective is to run as long as possible, going back and forth across a 20-meter distance, and at a specified pace that is set to music and gets faster each minute. (The PACER is shown in the photo on the lower section of the cover.)
One-Mile Run. The goal of this test is to walk and/or run a distance of one mile at the fastest pace possible.
Walk Test. This test is only for students who are 13 years or older. The objective of this test is to walk a distance of one mile as quickly as possible while maintaining a constant walking pace for the entire distance.
Body Composition The three body composition options estimate the level of fat in the body. This is a key component of fitness because excessive fat content has been associated with health problems, such as coronary heart disease, stroke, and diabetes.
Skinfold Measurements. This test involves taking measurements of the thickness of the skinfolds on the triceps and calf with a device called a skinfold caliper. These measurements are used to calculate the percentage of body fat.
Bioelectric Impedance Analyzer (BIA). The BIA is a device that measures body fat by sending a safe, low energy electrical signal through the body and generating an index of resistance. The resistance value (along with other values such as height, weight, age, and gender) is used to estimate the percentage of body fat.
Body Mass Index (BMI). To calculate the BMI, a student’s weight and height measurements are inserted into a formula to produce an index of the relationship between weight and height. Although not as accurate an indicator of body composition as skinfold measurements, particularly for students with high muscle mass, it is an acceptable option in LEAs where policies limit the use of skinfold measurements.
Muscle Strength, Endurance, and Flexibility Abdominal Strength and Endurance Abdominal strength and endurance are important in promoting good posture, correct pelvic alignment, and lower back health.
High School Physical Education
PHYSICAL FITNESS TEST (PFT) FITNESSGRAM
Public school students in grades five, seven, and nine are required to take the PFT FITNESSGRAM, whether or not they are enrolled in a physical education class or participate in a block schedule. SFUSD also tests all students in alternate programs, including, but not limited to continuation schools, independent study, community day schools and county community schools. Students who are physically unable to take the entire test battery are to be given as much of the test as conditions permit. (Education Code (EC) Section 60800 and the California Code of Regulations, Title 5, Section 1041). For more information on the PFT, visit the CDE physical fitness test Web page. (http://www.cde.ca.gov/ta/tg/pf/overview.asp)
Physical Performance Test FITNESSGRAM 60800 (a) During the month of February, March, April, or May, the governing board of each school district maintaining any of grades 5, 7, and 9 shall administer to each pupil in those grades the physical performance test designated by the state board. Each pupil with a physical disability and each pupil who is physically unable to take all of the physical performance test shall be given as much of the test as his or her condition will permit.
(b)Testing window for SFUSD is February 1 – March 26, 2014.
(c) Submit completed scan sheets your school testing coordinator who will hand to assessments district personnel for pickup. Details on pickup and test administration will be enclosed with scan sheets from Testing Assessments Office.
Physical Fitness Test is composed of 6 fitness areas and options provided for each: Equipment Requirements: Aerobic Capacity – Pacer, One-Mile Run Flat surface at least 20 meters
Walk Test (13 years and older) FITNESSGRAM Pacer CD/CD player, Flat, one-mile running course, stopwatch, accurate scale
Abdominal Strength and Endurance – Curl-Up Mat and curl-up strip, FITNESSGRAM CD/CD player Upper Body Strength and Endurance – Push-Up Modified pull-up bar, elastic band Modified Pull-Up, Flexed-Arm Hang FITNESSGRAM CD/CD player, Horizontal bar, stopwatch
High School Physical Education
Physical Fitness Test is composed of 6 fitness areas and options provided for each: Equipment Requirements: Body Composition – Skinfold Measurement, Skinfold caliper, bioelectric Body Mass Index impedance analyzer, accurate scale and measuring tape Trunk Extensor Strength and Flexibility Sit and Reach box, measuring Flexibility – Back-Saver Sit and Reach, scale or ruler Shoulder Stretch
Learning how to administer the Fitnessgram test protocols: 1. SFUSD Test Manual – will be available prior to testing. Call PE office for a copy.
2. DVD from the Fitnessgram/Activitygram Test Administration Manual. This manual is included with every software purchase and includes a DVD that contains videos on how to administer the FITNESSGRAM tests. Each video shows the correct test assignment, frequent mistakes, and how to correct them. The videos are easy to use for review with menu options to select a specific test item for reviewing. You can purchase the Fitnessgram/Activitygram Test Administration Manual online or by calling 800-747-4457. The test administration videos are appropriate regardless if you're using Fitnessgram 8 or Fitnessgram 9.
3. Online training course. This free online course is based on the Fitnessgram manual and takes you through the philosophy of the program as well as a thorough treatment of the test protocols. There is an exam at the end of the course with a certificate presented for successful completion. The course is free, but is based on the test administration manual and references the DVD within the manual for the questions relating to the individual test items. Register for the online course. The online course is appropriate regardless if you're using Fitnessgram 8 or Fitnessgram 9. You may use PEEF site funds to purchased Fitnessgram materials.
4.In-person PFT Professional Development Training Workshops – SFUSD PE Department offers yearly training at 95 Gough our PE Department Building in November prior to spring testing to new and experienced teachers. Your department head will have information on dates of the test, you can also check Cornerstone October for PFT Training Schedule Workshop.
5.Online Modules, Videos/ Training at https://pftdata.org/training.aspx
Importance of Fitnessgram Data Test Results The PFT provides information is used by students to assess and plan personal fitness programs with their PE instructors; teachers to design the curriculum for physical education programs and to target subgroups and or individual students for innovation and success strategies; and for parents and guardians to understand their children’s fitness levels.
High School Physical Education
Inappropriate Uses of Fitness Testing Grading students on their fitness performance may be holding them accountable for accomplishments beyond their control and is NOT recommended. Fitness capacity, like blood cholesterol, is largely determined by genetics. Changes in body fatness and body size have major effects on fitness test performance. During periods of rapid maturational change, children may experience an increase or decrease in their abilities to perform on certain tests completely independent of their levels of physical activity. Posting the test results for other students to see can create an embarrassing situation that does little to foster positive attitude toward activity and fitness. Grading students on their understanding of fitness concepts, what the tests measure, designing a personalized fitness program and types of fitness-enhancing activities are appropriate measures of student learning. Students make choices that impact their health. Students who understand and value good nutrition and physical fitness will be more likely to make better choices and develop lifelong habits that maximize health. Promoting physical fitness is only one part of a quality physical education program. Teaching physical skills, cooperative skills, and health maintenance skills are equally important objectives for promoting lifelong physical activity. Interpreting Performance on Physical Fitness Assessments The primary reason for testing is to provide the student with data to be used in planning a personal fitness plan. FITNESSGRAM uses criterion-referenced standards to evaluate 5 fitness performances. These standards represent a level of fitness that offers some degree of protection against sedentary lifestyle diseases. Performance is classified in two general areas: “Healthy Fitness Zone” and “Needs Improvement”. The healthy fitness zone indicates the child has a sufficient level of functional fitness. The needs improvement zone indicates that the child may be at risk if that level of fitness stays the same over time. The healthy fitness zone represents a range of scores (by sex and age) that would provide health benefits if the same level of fitness is maintained into adulthood. There is an upper range on the healthy fitness zone because epidemiological evidence suggests that the additional improvements from progressively higher levels of fitness are not significant. Test Administration Resources To purchase a Fitnessgram test kit, administrative manual, and 8.0 software package go to http://www.fitnessgram.net/ or visit Human Kinetics at www.HumanKinetics.com Site Based Test Administration Resources For information on new students who did not receive a scan sheet and other test administration questions or concerns, see your site test coordinator. It is important to review your PFT packet prior to testing if any questions should arise. Fitnessgram Testing Protocols – Testing protocols and healthy fitness zone criteria to www.FitnessGram.net/protocols.
2013-‘14 Fitnessgram Quick Guide 1 of 10
PHYSICAL FITNESS TESTING ADMINISTRATION – QUICK GUIDE
Background The California Physical Fitness Test (PFT) provides information that can be used by students to assess and plan personal fitness programs; by teachers to design the curriculum of physical education programs; and by parents and guardians to understand their students’ fitness levels. This program also produces results that are used to monitor changes in the physical fitness of California students.
By statute, all school districts in California are required to administer the PFT annually to all students in grades five, seven, and nine. In addition, current Grade 10 students who have not passed 5 out of 6 fitness areas must continue to take the PFT until they pass 5 out of 6 fitness areas.
The State Board of Education designated the FITNESSGRAM® as the PFT for students in California public schools. The FITNESSGRAM® is a comprehensive, health-related physical fitness battery developed by The Cooper Institute. The primary goal of the FITNESSGRAM® is to assist students in establishing lifetime habits of regular physical activity. Equipment All non-charter school sites received the necessary equipment for administering the Physical Fitness Test during the Spring of 2008. The equipment is stored at the site for use during PFT administration each spring. Contact Michelle Zapata (Curriculum and Instruction) at [email protected] with any equipment questions. Administering the Fitnessgram Remember these four points when administering the Fitnessgram:
a. Safety First b. Complete a warm-up and
cool-down for all tests
c. Use proper equipment to test d. Practice before testing
FITNESSGRAM® Test Items The FITNESSGRAM® is designed to assess six key fitness areas that represent three broad components of fitness: (1) aerobic capacity, (2) body composition, and (3) muscle strength, endurance, and flexibility. The third component is divided into four areas: abdominal strength and endurance, trunk extensor strength and flexibility, upper body strength and endurance, and flexibility.
Aerobic Capacity
Body Composition
Muscular Strength, Endurance and Flexibility
Abdominal strength and endurance
Trunk extensor strength and
flexibility
Upper body strength and endurance
Flexibility
Select One Select One Select One Select One
One-mile run Body Mass Index Curl-up Trunk Lift 90° Push-up
Back-Saver Sit and Reach
The PACER Skinfold measurements Modified Pull-up Shoulder
Stretch Walk test
(13 yrs. and up)
Bioelectric Impedance Flexed Arm Hang
2013-‘14 Fitnessgram Quick Guide 2 of 10
The FITNESSGRAM® uses objective criteria to evaluate fitness performance. These criteria represent a level of fitness that offers a degree of protection against diseases resulting from physical inactivity. Performance on each of the fitness-area tests is classified into two general areas: • Healthy Fitness Zone • Needs Improvement (i.e., not in the Healthy Fitness Zone) AEROBIC CAPACITY Why needed: This is perhaps the most important area of fitness. Acceptable levels of aerobic capacity have been associated with a reduced risk of high blood pressure, diabetes, coronary heart disease, some types of cancer, and obesity. Three test options are provided to estimate aerobic capacity. ONE-MILE RUN TEST Test Objective Run one mile at the fastest pace possible. If a student cannot run the total distance, walking is permitted as necessary. Equipment and Facilities
• Stopwatch, pencils, score sheets • A flat, one-mile running course Test Instructions
• Begin on the start signal. Record time at the finish line. Scoring
• Record times in minutes and seconds (for example: 10 minutes 15 seconds) o A score of 59 minutes and 59 seconds indicates that the student did not finish the test
• (Student weight in lbs., student height in feet and inches are also part of the scoring for this measure)
Suggestions for Test Administration
• Prepare students by practicing pacing. Start at shorter intervals and gradually move up to a mile.
• Remind students not to start running too fast at the beginning of the test • Avoid extreme temperatures and high winds • Call out times, on laps, as runners pass to assist students with pacing
PACER TEST Test Objective To run as long as possible back and forth in a straight line across a 20-meter space at a specified pace that gets faster each minute. Equipment and Facilities
• Score sheets, measuring tape, marking cones, tape or chalk • Flat, non-slippery surface at least 20 meters long (21 yards, 32 inches) • CD player with adequate volume, Fitnessgram Pacer CD/tape • Proper clothing and footwear
Test Instructions
• Mark the 20 meter course with cones, tape, or chalk line at each end • Remind students to run in a straight line and touch the end line with their foot and wait for the
next beep before reversing direction • If a student fails to make it to the other end before the beep or leaves the end line before the
beep, consider that a miss. 2 misses and their test is over.
2013-‘14 Fitnessgram Quick Guide 3 of 10
Scoring
• Record the lap number by crossing off lap number on the PACER score sheet. • Place a circle on the laps with a miss. Record the total number of completed laps. • (Student weight in lbs., student height in feet and inches are also part of the scoring for this
measure) Suggestions for Test Administration
• Students should be allowed at least 2 practice sessions to become familiar with the beep/cadence sequences and what constitutes a miss.
WALK TEST (age 13 and over only) Test Objective To walk one mile as quickly as possible while maintaining a constant walking pace the entire distance. This test is intended for students age 13 and older since it hasn’t been validated with younger samples. Equipment and Facilities
• Stopwatches, pencils, score sheets • A flat, one-mile walking course
• Weighing scale
Test Instructions
• Students begin on the signal “Ready, Start.” Participants should attempt to walk the full mile as quickly as they can but at a pace that can be maintained the entire distance.
• As they cross the finish line, elapsed time should be called to the participants. • At the conclusion of the one-mile walk, each student should take a 15-second heart rate count.
The scorer can time the 15 seconds or a pace clock with a second hand can be used to allow students to count the time themselves.
Scoring
• Record the walk test in minutes and seconds o A score of 99 minutes and 59 seconds indicates that the student did not finish the test
• Record a 15-second heart rate at the conclusion of the walk • (Student weight in lbs., student height in feet and inches are also part of the scoring for this
measure) Suggestions for Test Administration
• Preparation for the test should include instruction and practice in pacing and in techniques for heart rate monitoring.
• Results are generally better if the student can maintain a constant pace during most of the test.
2013-‘14 Fitnessgram Quick Guide 4 of 10
BODY COMPOSITION Why needed: High levels of body fatness are associated with increased risk of obesity, coronary heart disease, stroke, and diabetes. Obesity and heart disease risk factors are known to track through the life span, so it is important to document body composition as part of a comprehensive health-related fitness profile. FITNESSGRAM® provides three test options to estimate body composition. SKINFOLD MEASUREMENT Test Objective To measure the triceps and calf skinfold thickness used for calculating percent of body fat Equipment and Facilities
• A skinfold caliper is necessary to perform this measurement. The cost of calipers ranges from $5 to $200. Both the expensive and inexpensive calipers have been shown to be effective when used by trained teachers.
Test Instructions
• Measure skinfolds on the person’s right side • Instruct the student to relax the arm or leg being measured. • Firmly grasp the skinfold between the thumb and forefinger and lift it away from the other body
tissue. The grasp should not be so firm as to be painful. • Place the caliper ½ inch below the pinch site. • Be sure the caliper is in the middle of the fold.
Scoring
• Record the median Skinfold measure to the nearest millimeter separately for the Triceps and the Calf
• The skinfold measure is registered on the caliper. • Each measurement should be taken three times, with the recorded score being the median
(middle) value of the three scores. If the readings were 7.0, 9.0, 8.0, the score would be recorded as 8.0 millimeters.
Suggestions for Test Administration
• Skinfolds should be measured in a setting that provides the child with privacy. • Interpretation of the measurements may be given in a group as long as individual results are not
identified. • Practice measuring the sites with another tester and compare results on the same students.
BODY MASS INDEX (BMI) Test Objective BMI provides an indication of the appropriateness of a child’s weight relative to height. Equipment and Facilities
• Accurate scale and measuring tape • Measurement should be taken in a setting that provides the child with privacy
2013-‘14 Fitnessgram Quick Guide 5 of 10
Test Instructions • Have students remove shoes when they are measuring their height and weight.
Scoring
• Record the height and weight measurements to the last whole number. For example, a height of 5 feet 5½ inches would be recorded as 5 feet 5 inches and a weight of 112.5 pounds would be recorded as 112 pounds.
BIOELECTRIC IMPEDANCE ANALYZER (BIA) Test Objective The BIA measures resistance to the flow of an electrical signal in the body. The resistance value (along with other values, such as height, weight, age, and gender) is then used to estimate the percentage of body fat. Equipment and Facilities There are various BIA devices available that are affordable, easy to use, and accurate enough for use on the FITNESSGRAM®. Some SFUSD High Schools have access to BIA devices. Test Instructions
• Follow the manufacturer’s instructions for calibrating the device and administering the test Scoring
• Record the measurement displayed on the device MUSCULAR STRENGTH, ENDURANCE & FLEXIBILITY Why needed: It is equally important to have strong muscles that can work forcefully and over a period of time and to be flexible enough to have a full range of motion at the joint. Four separate areas are assessed in this component. ABDOMINAL STRENGTH AND ENDURANCE Strength and endurance of the abdominal muscles are important in promoting good posture and correct pelvic alignment. Only one test is offered to meet this requirement. CURL-UP TEST Test Objective To complete as many curl-ups as possible at a specified pace with a maximum of 75 repetitions Equipment and Facilities
• Gym mats, CD player with adequate volume, Fitnessgram CD/tape • Curl-up measuring strip (made of rubber, cardboard, smooth wood, or thin flat material) • Strip should be 3 inches wide for 5-9 year-olds and 4.5 inches for older students
Test Instructions
• Student starts by lies in a supine position on the mat, knees bent at approximately 140°, feet flat on the floor, legs slightly apart, arms straight and parallel to the trunk with palms and hands resting on the mat. Fingers are stretched out and the head is in contact with the mat. (See visual below)
• Measuring strip is then placed under the student’s legs so that the student’s fingertips are resting on the nearest edge of the measuring strip.
2013-‘14 Fitnessgram Quick Guide 6 of 10
Form Corrections • Heels must remain in contact with the mat • Head must return to the mat on each repetition • Pauses and rest periods are not allowed. The movement should be continuous
and with the cadence • Fingertips must touch the far side of the measuring strip.
Scoring
• Record the number of correct curl-ups performed. Curl-up is counted when head returns to the mat.
• Students are stopped either at the end of the curl-ups CD/tape, when the second correction is made, or when they can no longer continue.
Suggestions for Test Administration
• Re-position body, head, and measuring tape if they move out of proper position • Begin by flattening lower back followed by slow curling of the upper spine • Student should not reach with their arms or use jerky motions; fingers should slide across strip
and are not lifted up. TRUNK EXTENSOR STRENGTH AND FLEXIBILITY Trunk extensor strength and flexibility is related to low back health and proper vertebral alignment. Only one test is offered to meet this requirement. TRUNK LIFT Test Objective To lift the upper body off the floor using the muscles of the back and to hold the position to allow for the lift measurement. Equipment and Facilities
• Gym mats and a measuring device. A yardstick or 15-inch ruler is preferred. • The “rulers” should be made of pliable material with the inches clearly marked.
Test Instructions
• The student being tested lies on the mat in a prone position (facedown). • Toes are pointed and hands are place under the thighs. • Place a coin or other marker on the floor in line with the student’s eyes. • During the test, the student’s focus should not move from the coin or marker. • The student lifts the upper body from the mat, in a slow and controlled manner, 12 inches is the
max. • The head should be maintained in a neutral (straight)
alignment with the spine. • The position is held long enough to allow the tester to
place the ruler in position and determine the distance from the mat to the student’s chin.
• Allow two trials, recording the highest score.
2013-‘14 Fitnessgram Quick Guide 7 of 10
Scoring
• Record the height of the lift in inches. Lifts above 12 inches should be recorded as 12 inches. Suggestions for Test Administration
• Do not allow students to do ballistic, bouncing movements • Do not encourage students to rise higher than 12 inches. Excessive arching of the back may
cause compression of the spinal disc. • Maintain focus on the spot on the floor should assist in keeping the head straight. • Do not place ruler directly under the chin. Keep it at least an inch in front.
UPPER BODY STRENGTH AND ENDURANCE Strength and endurance of the muscles in the upper body are important in activities of daily living, maintaining functional health and promoting good posture. Three options are offered to meet this requirement. PUSH-UP TEST Test Objective To complete as many 90° push-ups as possible at a rhythmic pace Equipment and Facilities
• CD player with adequate volume, Fitnessgram CD/tape, gym mat Test Instructions
• Start in the prone (belly down) position, hands placed under or slightly wider that shoulders, fingers stretched out, legs straight and slightly apart, and toes tucked under.
• Student pushes up with the arms until the arms are straight, keeping the rest of the body straight.
• Back should be kept in a straight line from head to toe throughout the test.
• Students lower their body until elbows bend at a 90° angle and upper arms are parallel to floor; then return to straight arms.
Form Corrections • Stopping to rest, not maintaining correct pace • Not achieving 90° angle with elbow, not extended arms fully • Knee touches floor, back not straight, jerky movements
Scoring
• Record the number of correct push-ups performed. • Only one form correction is allowed. Test is stopped when the second correction is made
or when the tape ends. Suggestions for Test Administration
• Allow time for students to practice prior to testing to become familiarize with the cadence, emphasize correct form.
2013-‘14 Fitnessgram Quick Guide 8 of 10
MODIFIED PULL-UP Test Objective To successfully complete as many modified pull-ups as possible. Equipment and Facilities
• Modified pull-up bar • Elastic band • This assessment be performed on a mat or other soft surface
Test Instructions
• Start with the student on his or her back with shoulders directly under the bar • The bar should be set 1 to 2 inches above the student’s reach. • Place an elastic band 7 to 8 inches below and parallel to the bar. • The student grasps the bar with an overhand grip (palms away from body). The pull-up begins
in this “down” position with arms and legs straight, buttocks off the floor, and only the heels touching the floor (see photo).
• The student then pulls up until the chin is above the elastic band (see photo). The student then lowers the body to the “down” position. Movement continues in a rhythmic manner.
• Students are stopped when the second form correction is made. There is no time limit, but movement should be rhythmical and continuous. Students should not stop and rest.
Form Corrections • Stopping to rest or not maintaining a rhythmic pace • Not lifting the chin above the elastic band • Not maintaining straight body position with only heels in contact with the floor • Not fully extending arms in the down position
Scoring
• Record the number of modified pull-ups performed. • For ease in administration it is permissible to count the first incorrect pull-up. • It is important to be consistent with all of the students and classes when determining if you will
count the first incorrect pull-up. Suggestions for Test Administration
• The test is terminated if the student experiences extreme discomfort or pain. • Males and females follow the same protocol.
FLEXED ARM HANG Test Objective To hang with the chin above the bar as long as possible. Equipment and Facilities
• A horizontal bar • Stopwatch • Chair or stool (optional)
Test Instructions
• Start by having the student grasp the bar with an overhand grip (palms facing away). • With the assistance of one or more spotters, the student raises the body off the floor to a
position in which the chin is above the bar, elbows are flexed, and the chest is close to the bar (see photos).
2013-‘14 Fitnessgram Quick Guide 9 of 10
• A stopwatch is started as soon as the student takes this position. The position is held as long as possible.
Scoring Record the number of seconds for which the student is able to maintain the correct hanging position. The watch is stopped when one of the following occurs:
• The student’s chin touches the bar. • The student tilts his or her head back to keep the chin above the bar. • The student’s chin falls below the bar.
Suggestions for Test Administration
• The body must not swing during the test. If the student starts to swing, the teacher should hold an extended arm across the front of the thighs to prevent the swinging motion.
• Only one trial is permitted unless the teacher believes that the pupil has not had a fair opportunity to perform.
FLEXIBILITY Maintaining adequate joint flexibility is important to functional health. Two options are offered. BACK SAVER SIT & REACH Test Objective: To be able to reach the specified distance on the right and left sides of the body. Equipment and Facilities
• A Sit and Reach box or a sturdy box approximately 12 inches high • Measuring scale (possibly a ruler) is place on top with a 9-inch mark
parallel to the face of the box against which the student’s foot will rest and “zero” end nearest student.
Test Instructions
• The student removes his or her shoes and sits down at the test apparatus. • One leg is fully extended with the foot flat against the face of the box.
The other knee is bent with the sole of the foot flat on the floor. • The instep is place in line with, and 2 to 3 inches to the side of, the straight
knee. • The arms are extended forward over the measuring scale with the hands
placed one on top of the other (match up middle fingers). • With palms down, reach directly forward (keeping back straight and the
head up) with both hands along the scale 4 times and hold the position on the 4th reach for 1 second and record this measure.
• Switch the position of the legs and reach again to measure the other side. Scoring
• Record the number of inches of reach for each side to the nearest inch, to a maximum of 12 inches.
Suggestions for Test Administration
• The bent knee moves to the side, allowing the body to move past it, but the sole of the foot must remain on the floor.
• The knee of the extended leg should remain straight. Tester may place one hand above the student’s knee to help keep the knee straight.
• Hand should reach forward evenly. • Hips must remain square to the box. Do not allow students to turn hip away from box.
2013-‘14 Fitnessgram Quick Guide 10 of 10
SHOULDER STRETCH Test Objective To be able to touch the fingertips together behind the back by reaching over the shoulder and under the elbow. Both left and right sides are recorded. Equipment and Facilities No equipment is necessary to complete this test item. Test Instructions
• Right Shoulder: the student reaches with the right hand over the right shoulder and down the back as if to pull up a zipper or scratch between the shoulder blades. At the same time they place their left hand behind their back and reach up, trying to touch the fingers of the right hand (see photo).
• Observe whether the fingers touch. • Left Shoulder: the student reaches with the left hand over the left shoulder and
down the back as if to pull up a zipper or scratch between the shoulder blades. At the same time they place their right hand behind their back and reach up, trying to touch the fingers of the left hand (see photo).
Scoring
• For the Leftt Side, record “MET” if the student is able to touch his or her fingers with the left hand over the shoulder, if not, record “NOT MET”.
• For the Right Side, record “MET” if the student is able to touch his or her fingers with the right hand over the shoulder, if not, record “NOT MET”.
Right Side
Left Side
High School Physical Education
FITNESSGRAM Administration and Test Coordination Procedures
The State Board of Education (SBE) designated the FITNESSGRAM® as the Physical Fitness Test (PFT) for students in California public schools. Public school students in grades five, seven, and nine are required to take the PFT, whether or not they are enrolled in a physical education class or participate in a block schedule. These students include those enrolled in elementary, high, and unified school districts, county offices of education, and charter schools. School districts should also test all students in alternate programs, including, but not limited to, continuation schools, independent study, community day schools, county community schools, and nonpublic schools. Students who are physically unable to take the entire test battery are to be given as much of the test as conditions permit. (Education Code (EC) Section 60800 and the California Code of Regulations, Title 5, Section 1041).
The FITNESSGRAM Physical Fitness Test (PFT) is the statewide physical fitness assessment mandated by the State Board of Education to be administered to California students. The FITNESSGRAM PFT is a comprehensive, health-related physical fitness battery. The primary goal is to assist students in establishing lifetime habits of regular physical activity. Students must meet five of the six tested standards. The Brockport is a Fitness Test manual for Adapted PE teachers to use to support students with physical and mental disabilities in their personal fitness measurements. The PFT provides information that can be used by (1) students to assess and plan personal fitness programs; (2) teachers to design the curriculum for physical education programs; and (3) parents and guardians to understand their children’s fitness levels. This program also provides results that are used to monitor changes in the physical fitness of California students. By law (Education Code Section 60800), all school districts in California are required to administer the PFT annually to all students in grades five, seven, and nine.
EC Section 60800 requires the school districts administer the physical fitness test (i.e., FITNESSGRAM®):
School districts shall administer the PFT annually during the months of February through May to all students in grades five, seven, and nine.
The California Department of Education (CDE) collects the physical fitness test results and provides aggregate results to the school districts and public.
The CDE reports the aggregate results to the Governor of California and the
High School Physical Education
California Legislature. Teachers are to provide students with their individual results after completing
the PFT either orally or in writing. Schools report the summary results of the PFT in their annual School
Accountability Report Card (SARC). Requirements to administer the physical fitness test:
• Only certificated and classified staff may administer the physical fitness test. (Outside consultants, i.e, Playworks, Perk, YMCA may only support the classroom or classified staff during testing.)
• All certificated and classified staff must receive certification prior to testing students. Certification will last for 5 years, unless major changes are made to testing. (Optional for Middle and High School Physical Education teachers)
• Free trainings and certification are available on-line at http://www.fitnessgram.net/course/
Achievement Assessments Office (AAO) PFT Information:
•Scan sheets will be sorted first by PE class. Sites will be requested to determine how they would prefer the scan sheet sort order for students that are not enrolled in PE. “Choose 1 of the following 3 options: Advisory/ Homeroom; Counselor; or Alpha. “
•If Testing and Assessments office does not hear from a site test coordinator or administration by early October, Testing and Assessments office will sort all students by PE class (for those that are in PE) and alpha (not enrolled in PE).
•The FITNESSGRAM PFT materials will arrive at school sites by mid-October. Sites can begin testing as soon as materials arrive. School sites have until Wednesday, March 26, 2014 to complete the FITNESSGRAM PFT assessment.
Suggested Procedures in Test Coordination and Administration:
• It is strongly advised participants use the FITNESSGRAM & Activity Gram Test Administration Manual-Updated 4th Edition while completing the on-line course. Teachers who administer the PFTs may request a 4th edition FITNESSGRAM Test Administration Manual from their site test coordinator.
High School Physical Education
• Your sites Physical Fitness Test (PFT) Coordinator plays an important role in the success of the PFT by managing testing activities. These activities include preparing staff to correctly administer the PFT and carrying out all the steps involved in collecting and reporting the PFT Data. A PFT Coordinator Manual provides the information and resources needed by new and experienced PFT coordinators to prepare for, coordinate, and carry out the administration for the PFT.
RE: Accommodations: Eligible students shall be permitted to take the PFT with accommodations if specified in the eligible student’s IEP or Section 504 plan. It is suggested the department head-lead contact your site Special Education Coordinator and or counselor to receive a list of students and their accommodations. One such accommodation: 1. Administration of the test at the most beneficial time of day to the student 2. Test individual separately, provided that a test examiner directly supervises the student http://www.cde.ca.gov/ta/tg/pf/pftadmin.asp (Matrix of Test Variations)
• Testing equipment should be available at your school site. PE Departments utilize PEEF funds to purchase testing equipment such as a sit n reach box, bioimpedance analyzer, weight and height scale, mats for pushups, curl-up strips and FITNESSGRAM PFT Administration Manual which includes software for testing and to pay a substitute (must be certified test administrator) or staff extended pay for before school, lunch, afterschool or weekend testing.
• Testing material scan sheet must be kept in a central location. All teachers
who administer the FITNESSGRAM PFT must share testing equipment and keep in a central location.
• Ninth grade testing material scan sheets will be sent in January and
scores are due third week of March. At the end of the testing schedule, each PE staff test administrator should copy individual student material scan sheets and class records and store in a safe place. A copy of FITNESSGRAM PFT class record scores sheet should be submitted to
the school head counselor for the following year master schedule programming. NOTE: this is a preliminary result as VO2 max results do not arrive from the state CDE until the fall. The California Department of Education (CDE) maintains a PFT Web page (http://www.cde.ca.gov/ta/tg/pf/) containing the links to the following information and resources
High School Physical Education
Program Overview PFT Testing Schedule Physical Education (PE) Exemptions PFT Results Administrative Documents (including PFT regulations and FITNESSGRAM Healthy Fitness Zone charts) Program Resources (including materials to assist LEAs and reports) Additional Resources: Human Kinetics (ordering FITNESSGRAM resources) The Cooper Institute (detailing information about the development and background of FITNESSGRAM) San Joaquin County Office of Education (providing a secure District Portal for data submission and access to individual student reports) The assistance packets and resources found under the Program Resources link on the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/pftresources.asp are updated each school year and provide a comprehensive description of the PFT. These resources also address the latest information about the FITNESSGRAM. The FITNESSGRAM Test Administration Manual, available from Human Kinetics, provides detailed descriptions of all of the test protocols. More information about this manual can be found on the Human Kinetics FITNESSGRAM Web page at http://www.fitnessgram.net/. PFT coordinators should also visit the California PFT Web site at http://www.pftdata.org/, which provides resources and videos designed for familiarizing and training staffs in the administration of the FITNESSGRAM tests
High School Physical Education PARENT LETTER – CALIFORNIA PHYSICAL FITNESS TEST (PFT) Dear Parent/Guardian: The California Physical Fitness Test (PFT) is the statewide physical fitness assessment mandated by the State Board of Education to be administered to California students in grades five, seven and nine. The PFT is a comprehensive, health-‐related physical fitness test of which the primary goal is to assist students in establishing lifetime habits of regular physical activity.
The PFT includes tests for key areas of fitness, including Aerobic Capacity, Body Composition, Abdominal Strength and Endurance, Trunk Extensor Strength and Flexibility, Upper Body Strength and Endurance, and Flexibility. There are two or three test options for most of the fitness areas of the PFT so that all students, including those with special needs, have the maximum opportunity to participate in the PFT
Students will receive their results upon completion of the PFT. These results will help students understand their individual levels of fitness. Students are encouraged to talk about these results with their parents or guardians and their physical education teacher. Parents and guardians can use these results to help their children plan appropriate fitness activities.
Your child will be tested during the testing window from February 3 – March 28, 2015.
Please review your child’s PFT Individual Results Form. Did you know that having a "needs improvement" score could lead to blood pressure, heart, and other problems in the short and long run? Here is an action plan for parents/caregivers: 1. Has your child/teen met with his/her doctor about weight? 2. Does your child/teen have an annual health check up?
3. If your school has a Wellness Center: have you checked in with your nurse about nutrition and physical activity tips?
For more information please check: Website below Physical education teacher Your school nurse
If you have any questions or concerns, please contact the school. Information about the PFT is also available on the California Department of Education (CDE) Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/.
In health, SFUSD Physical Education Department
SAMPLE SCHEDULE
PHYSICAL FITNESS TESTNG SCHEDULE
Course I, Standard #2.3: Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment. (Fitnessgram)
Teacher 1
2
3
4
5
6
Day 1
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
Day 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
Day 3
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Day 4
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Day 5
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
Day 6
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
Day 7
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
Day 8
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
Day 9
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
Day 10
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PUSH-‐UP Gym 1
Day 11
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
Day 12
PUSH-‐UP Gym 1
SIT & REACH Fitness Room
CURL-‐UP Gym 2
TRUNK-‐LIFT
Courts
Boot Camp Field 2
MILE RUN Field 1
PHYSICAL FITNESS & HEALTH: • Emphasize physical fitness development and active physical activity daily & year long. • Do a Pre-‐test (September): Assess on the number of components tested • Provide student fitness score cards for individual analysis and personal documentation • Administer the PFT (February-‐March): Assess on 10% improvement from pre-‐test scores • Provide an alternate physical fitness test to students who did not pass the test administered • Provide opportunities for takeovers/make-‐ups/personal improvements • Include: Fitness/Activity/Nutrition logs, Activitygram activities, circuit stations, aerobic activities, & MVPA • Boot Camp: Include the Pacer Test (provide score sheets) and/or a fitness challenge course or activity • Encourage mastery of personal fitness (fitness plans) versus peer comparisons (class charts)
High School Physical Education
PHYSICAL FITNESS TEST DATA DIRECTOR DIRECTIONS
Log on to Data Director choose district or any school
Hoover your courser above the switcher and click on the “assessments” tab
1. For subject choose” Health and Physical Education” 2. For year choose “2013-‐2014” Physical Fitness Test Status for 2013-14 Students in Grades 10, 11 and
12 for current grades 10- 12, or Physical Fitness Test Status for 2013-14 Students in Grades 5, 7,9 . 3. For year “2012-13” PFT status reports for grade 5, 7, 9 which are last year’s results from previous school.
High School Physical Education
For all reports click on the blue to view and PDFs to printout.
High School Physical Educatio
ACADEMIC GRADE RUBRIC
Exceeds the
Standard
Meets the Standard
Approaching the Standard
Beginning the
Standard
Rubric Score:
4
3
2
1
STANDARD 1: Movement Skills Movement Knowledge
Student clearly and consistently demonstrates all critical elements of the skill. Developing consistently & independently. Student clearly and consistently demonstrates concept knowledge.
Student usually demonstrates critical elements of the skill. Developing with moderate support from teacher or peer. Student demonstrates concept knowledge.
Student sometimes demonstrates critical elements of the skill. Needs more time to develop or requires considerable teacher guidance. Student demonstrates some evidence of concept knowledge.
Student demonstrates minimal or no critical elements of the skill. Movements are inconsistent & unreliable. Student demonstrates little or no evidence of concept knowledge.
STANDARD 2: Fitness Skills Fitness Knowledge
Student clearly and consistently demonstrates all critical elements of the skill. Developing consistently & independently. Student clearly and consistently demonstrates concept knowledge.
Student usually demonstrates critical elements of the skill. Developing with moderate support from teacher or peer. Student demonstrates concept knowledge.
Student sometimes demonstrates critical elements of the skill. Needs more time to develop or requires considerable teacher guidance. Student demonstrates some evidence of concept knowledge.
Student demonstrates minimal or no critical elements of the skill. Movements are inconsistent & unreliable. Student demonstrates little or no evidence of concept knowledge.
STANDARD 3: Personal & Social Skill Application in Activity
Student exhibits behaviors that are focused on the task, works continually without intervention by the teacher, and is helpful to classmates as needed.
Student exhibits behaviors that are focused on the task and works continually without intervention by the teacher,
At times the student exhibits behaviors that are off-task. Needs frequent reminders to stay focused on his or her work.
Student exhibits behaviors that prevent him or her from learning.
High School Physical Education
GRADING PRACTICES IN STANDARDS-BASED PHYSICAL EDUCATION
Grades symbolize the progress and cumulative achievements of individual students in a form that can be communicated to them and to their parents. Periodic assessments on standards taught during the grading period are the basis of the grade for that period. By the end of the year, all standards have been assessed because students will have had the opportunity to learn them all. Grading based on the achievement of clearly stated criteria emphasizes what students know and can do. The physical education grade is based on the individual’s progress toward all the grade- or course-level standards. Throughout the grading period students are required to generate evidence of having met or exceeded the grade or course-level standards. Grading in physical education is based on the achievement of standards instead of on dressing, effort, and participation. (See EC Section 49066[c] in Appendix A.)
Physical Education Grading Rubric
Content Standards Rubric Score*
TEACHER COMMENTS
Weighted formula
Standard 1 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities.
30%
Standard 2 Students achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies.
50%
Standard 3 Students demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
20%
*Place the appropriate number in the box marked “progress toward standard”.
1. Initial attempt/minimal or elements of standard. 2. Moving toward (sometimes) key elements of the standard. 3. Meets the key elements (usually) of the standard. 4. Exceeds (consistently and clearly) the standard.
Grading Scale
A 90-100% B 80-89% C 70-79% D 60-69% F Below 60%
High School Physical Education
CITIZENSHIP GRADE
Student learning is reflected in a broad array of outcome measures, including attendance, participation, engagement, motivation, and preparedness. In some instances, citizenship might affect student performance in academic learning.
CITIZENSHIP GRADE RUBRIC The teacher practices differential teaching strategies to address the specific needs of the student.
Excellent Satisfactory Warning Unsatisfactory
Rubric Score: 4 3 2 1 Attendance & Promptness Be Present
Student is always prompt and regularly attends classes.
Student is late to class once every two weeks and regularly attends classes.
Student is late to class more than once every two weeks and regularly attends classes.
Student is late to class more than once a week and and/or does not regularly attend classes.
Level of Engagement in Class Be Involved
Student proactively contributes to class by offering ideas and asking questions more than once per class.
Student proactively contributes to class by offering ideas and asking questions once per class.
Student rarely contributes to class by offering ideas and asking questions.
Student never contributes to class by offering ideas and asking questions.
Listening Skills Be Attentive
Student listens when others talk, both in groups and in class. Student incorporates or builds off the ideas of others.
Student listens when others talk, both in groups and in class.
Student does not listen when others talk, both in groups and in class.
Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak.
Behavior Be Positive
Student never displays disruptive behavior during class.
Student rarely displays disruptive behavior during class.
Student occasionally displays disruptive behavior during class.
Student always displays disruptive behavior during class.
Preparation Assignments Required Materials PE Attire
Student is always prepared for class with assignments, required materials, and appropriate attire.
Student is usually prepared for class with assignments, required materials, and appropriate attire.
Student is rarely prepared for class with assignments, required materials, and appropriate attire.
Student is never prepared for class with assignments, required materials, and appropriate attire.
Teacher Comments: ____________________________________________________ _____________________________________________________________________ Adapted from: Fitness for Life: Middle School Teacher’s Guide 2007, G. Le Masuirer
High School Physical Education
CITIZENSHIP RUBRIC SAMPLE: E S U
EXCELLENT
E
SATISFACTORY
S
UNSATISFACTORY
U
RESPECT
-Displays a positive attitude -Uses manners -Uses equipment as intended -Cooperates with others
-Usually displays a positive attitude -Typically uses good manners -Usually uses equipment as intended. -Typically works well with others.
-Has trouble displaying a positive attitude. -Has trouble using good manners. -Does not use equipment as intended. -Has trouble working well with others.
RESPONSIBILITY
-Brings necessary uniform and materials for class -Arrives to class on time -Stays on task -Cleans up properly after activities
-Usually brings uniform and materials to class -Usually arrives to class on time with 2 tardies or less per quarter -Usually is on task -Usually cleans up properly after activities
-Has trouble coming to class prepared -Has trouble arriving to class on time. Has 3 or more tardies per quarter. -Has trouble staying on task. -Rarely cleans up properly after activities.
WORK ETHIC
-Uses class time effectively to complete work -Completes work outside of class on time when necessary -Makes up absent work in a timely manner
-Only needs occasional prompting to work -Is missing no more than 1 assignment and/or has no more than 2 late assignments -Has turned in all absent work
-Needs constant prompting in order to work -Is missing more than 1 assignment and/or has turned in more than 3 late assignments. -Is missing absent work.
SECTION VII
ASSESSMENT
17 Student Grading Policy
• Grading Practices in Standards-Based Physical Education • Academic Grade Rubric • Citizenship Grade Rubric • Citizenship Rubric ESU
18 Standards-Based Assessments
• Standards-Based Assessment • Types of Assessment • Collaboration Rubric • Critical Thinking Checklist • End-of-Project Reflection • Interview Rubric • Peer Evaluation Rubric • Power Point Rubric • Presentation Rubric • Self Evaluation • Self Reflection Questions for Multimedia Project
19 Program Assessment
• Quality Physical Education (QPE) Program Checklist • Teacher Self-Check Tool • Physical Education Lesson Assessment Tool
(for Administrators) • SFUSD Physical Education Annual Survey
High School Physical Education
STANDARDS-BASED ASSESSMENT
Assessment is a critical component of a standards-based physical education program. It focuses instruction on student learning. The question teachers ask is no longer, “Did I teach the material?”, but “Did my students learn?” “What evidence of learning do I have?” “Have the students mastered the grade-level standards?”
Effective teachers use assessment to develop and to alter their instructional plans based on the instructional needs of their students. It is critical to align curriculum, instruction, and assessments with one another and with the state standards.
An assessment is good when it allows students to demonstrate what they can do with what they know. Teachers provide information about the student’s performance that is useful in guiding improvement and continued learning. Students have ample time to practice and to master the skills and knowledge to demonstrate proficiency at their grade-level.
Ongoing assessment challenges students to proficiently apply the skills, knowledge, and attitudes called for in the model content standards. Students then have a guideline and an understanding for content mastery and skill proficiency. The newest motivation theories stress the importance of assessing students on their improvement over time and establishing learning climates that are mastery-oriented (students work for personal improvement) rather than ego-oriented (students are focused on comparing themselves to others).
Formative & Summative Assessments are used as a part of the instruction process. Formative assessment helps teachers determine students’ skill levels before and during the instruction phase (i.e. pre-fitness testing). Formative assessment helps teachers to decide whether to re-teach or to move-on. Summative assessment helps teachers identify how much students have learned at the end of the instructional process or unit or at the end of the school year (i.e., personal fitness plan). Summative assessment answers these questions: Does the student know and understand the concepts? Can he or she perform the skills and apply the knowledge? Has the student reached mastery to move on? Rubrics in particular can be used in both formative and summative assessments.
A variety of assessment tools are used to assess student-learning and to inform instruction. Assessment can take place at the beginning, during, or at the end of the learning experience (See “Types of Assessment”).
A skill worth teaching is a skill worth assessing. A 5-step process in standards-based assessment is one approach to ensure that assessment aligns with the content standards (See NASPE PE Metrics, “Ultimate Frisbee” assessment).
1. Identify the Standard - Skill or Content 2. Determine the Performance Indicator 3. Select/design the Assessment Task 4. Determine the Criteria for Competence 5. Describe the Assessment Rubric – Levels 4, 3, 2, 1, 0
4 = Exceeds the standard Consistently uses skills…(90%) 3 = Meets the standard Usually…(75%) 2 = Approaching the standard Sometimes…(50%) 1 = Beginning the standard Seldom…(below 50%) 0 = No task completion (0%)
High School Physical Education
TYPES OF ASSESSMENTS Assessment Sample
Structured Observations Modeling a performance criteria Effective tool for assessing movement and motor skills
Grade 9, Standard 1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in jogging Modeling and text representation
Selected Response/Forced Choice Items
Written/Verbal/practical test questions - Multiple choice, matching, true/false, and fill-in the blanks from a variety of choices
Grades 9, Standard 1.12 Demonstrate independent learning of basketball free throw shot. Identify the six key elements of a hand dribble from a list of choices. Provide students with skills and vocabulary to talk about their learning.
Quick-Write Essay Questions Graded with a rubric shared with students in advance Effective tool for exploring in greater depth students’ ability to apply the facts, concepts, principles, and theories learned in physical education
Grade 9, Standard 1.10 Match personal preferences in physical activities with each of the five components of health-related physical fitness. List activities to health components.
Logs Student opportunity to record progress data on student and self-assessment log
Grade 9, Standard 3.4 Assess periodically the attainment of, or progress toward, personal physical fitness goals and make necessary adjustments to a personal physical fitness program. Fitness log and self-assessment.
Journals Student opportunity to record their insights, reactions, and reflections
Grade 9, Standard 3.4 Describe the enjoyment, self-expression, challenge, and social benefits experienced by achieving one’s best in physical activities.
Performance Tasks Students apply prior knowledge and recent learning skills and demonstrate a deeper understanding of the content and skills and increase student engagement
Grades 10, Standard 3.1 Students complete an activity log and quick write on their enjoyment and lack of enjoyment of physical activity. Think-pair-share and activity log.
Reference: Physical Education Framework for California Public Schools, “Assessment Tools”, p. 161.
Assessment Sample
Reports Students research resources via the library/media and write a summary. Students demonstrate mastery of the content standard
Grade 10, Standard 3.2 Examine and explain the ways in which personal characteristics, performance styles, and preferences for activities may change over a lifetime. Written, oral, or electronic presentations.
Projects Multimedia projects are ideal for interdisciplinary work integrating content from physical education, computer skills, writing and speaking skills.
Grade 10, Standard 2.7 Develop and implement an appropriate personal physical fitness program for a family or community member Graphs, Posters, Calendars, Electronic Presentations
Student Sportfolios Portfolios help students and parents observe improvement in student work. Student entries assist teachers with assessing student progress and in monitoring the effectiveness of their teaching strategies.
Process portfolios; Fitness/Assessment Tasks portfolios; Best-work portfolios; Digital/picture portfolios
Rubrics Used whenever a performance assessment tool is used for evaluating students’ work and shared with the students before the assessment is conducted.
Use a four-point rubric for evaluating student work: Level 4: Exceeds the standard (beyond of mastery level) Level 3: Meets the standard (mastery or competency level of skill/content) Level 2: Approaching the standard (intermediate stages of learning) Level 1: Beginning the standard (lack of basic knowledge or skill)
Self-Assessment Skills checklist or a list of performance objectives allow students to judge their own achievement. Self-assessment also helps motivate students to assume responsibility for their own learning.
Grade 9 - Standard 1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities. Checklist of skill technique, videotaping performance.
Peer-Assessment Task cards, rubric scale, or checklist help students compare and contrast another student’s performance according to a clear criteria established by the teacher. Students learn to give and receive support and constructive feedback
Grade 9, Standard 1.5 Explain the use of the principles of biomechanics (leverage, force, inertia, rotary motion, opposition, and buoyancy); apply the principles to achieve advanced performance in badminton; and evaluate the performance based on the use of the principles. List of skill technique.
High School Physical Education
(wvde.state.wv.us/teach21), Created by Jan Coby, Pleasants County Schools
COLLABORATION RUBRIC Team Member _________________________________________________________
Teammates __________________________________________________________________
Collaboration
Above Standard
At Standard
Below Standard
Leadership
Student works to keep the group/class focused on the
task and on schedule. Student makes certain the tasks are assigned fairly.
Student accepts responsibilities for his/her
actions and the actions of the group.
5
Student works to keep the group/class on task and on
schedule.
Student accepts responsibilities for his/her
actions.
4
Student is often off-task and does not stay on schedule.
Student does not accept responsibility for his/her
actions.
3---2---1---0
Cooperation
Student follows team rules, offers advice to teammates,
and accepts advice from teammates and the teacher.
5
Student follows team rules and accepts advice from
teammates and the teacher.
4
Student does not follow team rules, does not help his/her teammates and does not
follow advice from teammates and the teacher. 3---2---1---0
Attitude
Student displays a positive attitude while completing the
assigned tasks. Student offers encouragement to teammates throughout the
project. Student thanks teammates when tasks are completed
successfully. 5
Student displays a positive attitude while completing the
assigned tasks. Student offers encouragement to teammates throughout the
project.
4
Student complains about the assigned tasks and/or overall
project. Student does not offer
encouragement to teammates.
3---2---1---0
Effort
Student uses class time effectively and completes all
assigned tasks on time. Student agrees to assist
teammates if asked. 5
Student uses class time effectively and completes all
assigned tasks on time.
4
Student does use class time effectively and does not
complete assigned tasks on time.
3---2---1---0
Participation
Student is actively involved in planning, preparing and presenting the project.
Student plays a key role in the team’s presentation.
5
Student is actively involved in planning, preparing and presenting the project.
Student participates in the team’s presentation.
4
Student refuses to be actively involved in planning, preparing
and presenting the project. Student does not participate in
the team’s presentation.
3---2---1---0
High School Physical Education
CRITICAL THINKING RUBRIC
4 Consistently does all of the following:
______ Accurately interprets evidence, graphics, questions, etc.
______ Identifies the pros and cons of the issues.
______ Analyzes and evaluates major alternative points of view.
______ Draws reasonable conclusions from data or evidence.
3 Consistently does most of the following:
______ Accurately interprets evidence, graphics, questions, etc.
______ Identifies the pros and cons of the issues.
______ Analyzes and evaluates obvious alternatives points of view.
______ Draws reasonable conclusions from data or evidence.
2 Consistently does most of the following:
______ Misinterprets evidence, graphics, questions, etc.
______ Fails to identifies the pros and cons of the issues.
______ Regardless of the evidence or reasons, maintains or defends views based on self-‐interest or preconceptions.
1 Consistently does all of the following:
______ Offers biased interpretations of evidence, graphics, questions, etc.
______ Exhibits close-‐mindedness or hostility to the pros and cons of the issues.
______ Ignores obvious alternatives points of view.
______ Regardless of the evidence or reasons, maintains or defends views
based on self-‐interest or preconceptions.
(wvde.state.wv.us/teach21)
High School Physical Education
(wvde.state.wv.us/teach21), Created by Jan Coby, Pleasants County Schools
END-OF-PROJECT REFLECTION
What were the tasks that needed to be completed
for this project?
What is the most important
thing you learned during this project?
What was the most
enjoyable part of this project?
What was the least
enjoyable part of this project?
What should be changed
to make this project better for the next group?
High School Physical Education
(wvde.state.wv.us/teach21), Created by Cynthia Allred, Boone County Schools
INTERVIEW RUBRIC Interviewer: ____________________________ Interviewee_____________________________
Poor Average Good Excellent Score Uses open ended questions
Rarely uses open ended questions; many questions are mostly yes/no
Sometimes uses open ended questions; rarely yes/no questions
Mostly uses open ended questions; no yes/no questions
Always uses open ended questions; no yes/no questions
Relevant follow-‐up questions
No follow up questions
Some follow up questions but follows strictly to pre-‐made questions
Some follow up questions but still follows pre-‐made questions
Follows up on questions that need further answers
Engages the interviewee
Interviewer seems uninterested and does not interact with non-‐verbal communication
Interviewer has some interest in interview and uses some non-‐verbal communication
Interviewer mostly interested in interview and uses non-‐verbal communication
Interviewer shows interest and passion in interview.
Listening skills
Interviewer does not listen to interviewee
Interviewer somewhat listens to interviewee
Interviewer mostly listens to interviewee
Interviewer is engaged in interview
Accurate transcript
Transcript has substantial errors or does not adhere to audio/visual recording
Transcript has some errors and adheres somewhat to the audio/visual recording
Transcript has few errors and adheres mostly to the audio/visual recording
Transcript has no errors and adheres to the audio/visual recording
Audio/video
Poor recording Adequate recording
Above average recording
Superior recording
Total
High School Physical Education
PEER EVALUATION RUBRIC Evaluator’s Name: _____________________________Team Member being evaluated_____________________________
CATEGORY Distinguished 10-9
Above Mastery 8-7
Mastery 6-5
Below Mastery 4-3
Novice 2-0
Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Often provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
Usually provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Sometimes provides useful ideas when participating in the group and in classroom discussion. Sometimes refuse to participate.
Rarely provides useful ideas when participating in the group and in classroom discussion. Often refuse to participate.
Time-management
Routinely uses time well throughout the project to ensure things get done on time. There is no procrastination because the work gets completed at a timely mannerly.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
Occasionally tends to procrastinate, but always gets things done by the deadlines. Group may have to adjust deadlines or work responsibilities because of this person's procrastination.
Tends to procrastinate, and has a hard time getting things done by the deadlines. Group has to adjust deadlines or work responsibilities because of this person's procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Very critical of the project and interrupts the members. Often puts group members down and has a negative attitude throughout the project.
Focus on the task
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
Lack of focus and needs to be nagged by other group members to complete the assignment. This person needs other group members to constantly nag, prod, and remind this person to keep on task.
Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Does not participate and refuses to work with the group.
50-‐45 Dist 44-‐40 Above Mastery 39-‐35 Mastery 34-‐30 Below Mastery 29-‐0 Novice Total Score_______________
(wvde.state.wv.us/teach21), Created by Karen L. Craig
High School Physical Education
POWER POINT RUBRIC
CATEGORY 4 3 2 1 Sequencing of Information
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.
Most information is organized in a clear, logical way. One slide or item of information seems out of place.
Some information is logically sequenced. An occasional slide or item of information seems out of place.
There is no clear plan for the organization of information.
Content - Accuracy
All content throughout the presentation is accurate. There are no factual errors.
Most of the content is accurate but there is one piece of information that might be inaccurate.
The content is generally accurate, but one piece of information is clearly flawed or inaccurate.
Content is typically confusing or contains more than one factual error.
Use of Graphics All graphics are attractive (size and colors) and support the theme/content of the presentation.
A few graphics are not attractive but all support the theme/content of the presentation.
All graphics are attractive but a few do not seem to support the theme/content of the presentation.
Several graphics are unattractive AND detract from the content of the presentation.
Background Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.
Background does not detract from text or other graphics. Choice of background is consistent from card to card.
Background does not detract from text or other graphics.
Background makes it difficult to see text or competes with other graphics on the page.
Spelling and Grammar
Presentation has no misspellings or grammatical errors.
Presentation has 1-2 misspellings, but no grammatical errors.
Presentation has 1-2 grammatical errors but no misspellings.
Presentation has more than 2 grammatical and/or spelling errors.
Text - Font Choice & Formatting
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.
Font formats have been carefully planned to enhance readability.
Font formatting has been carefully planned to complement the content. It may be a little hard to read.
Font formatting makes it very difficult to read the material.
(wvde.state.wv.us/teach21)
High School Physical Education
(wvde.state.wv.us/teach21) Adapted from Buck Institute
PRESENTATION RUBRIC Group Score Developing
1-12 Proficient
13-16 Exemplary
17-20 Comments & Total Score
Organization, Mechanics, & Timeliness
• Introduction is unclear or fails to capture audience attention
• Presentation is confusing with limited supporting details
• Vocabulary is limited • Presentation is late
• Introduction states purpose
• Presentation is organized and sequential with some supporting details
• Closing provides a basic summary of most of the major points
• Vocabulary is appropriate to the topic
• Presentation on time
• Introduction captures audience attention and gives a clear statement of purpose
• Presentation is well organized, sequential, and well supported by detail
• Closing provides a through summary of all the major points
• Demonstrates a rich vocabulary appropriate to the topic
• Presentation is on time or early
Content • Important information is missing, or there are few supporting details
• Presentation seems to convey only limited understanding of the topic
• Main points are not clearly stated
• All information is relevant to the topic
• Information is complete with basic supporting details
• Increases audience’s knowledge of the topic
• Information conveys understanding of the topic
• Information is complete and well supported by detail, significantly increasing the audience’s knowledge of the topic
• Presentation conveys deep and through understanding of topic
• Speaker’s main points are logical and persuasive
High School Physical Education
(wvde.state.wv.us/teach21) Adapted from Buck Institute
Presentation • Clarity of speech is uneven, delivery is halting
• Limited evidence of creativity
• Speaker is not completely sure of topic
• Limited eye contract with audience
• Good speaking voice; recovers easily from speaking errors
• Creativity apparent • Speaker is in command of
the topic • Good eye contact with
audience throughout most of the presentation
• Presentation aids are appropriate to the topic
• Strong, clear speaking voice • Use of creativity keeps
audience engaged • Speaker conveys confidence
in talking about the topic • Excellent eye contact with
audience throughout presentation
• Use of physical gesture and facial expression conveys energy and enthusiasm
Modifications to program
• Lacks details of original program
• Modifications to program are incomplete
• Shows details of original program
• Outlines modifications needed for program to be successful today
• Details of original program with explanation
• Outlines modifications needed with details and explanation
Proposed role of government
• Presentation of proposed role of government is lacking in details.
• Reasons for proposed role lack depth
• Present proposed role of government
• Give reasons for proposed role of government
• Presentation of proposed role of government is well developed with details of a plan
• Reasons for proposed role are detailed and well developed
High School Physical Education
Created by Denise White
Name: ____________________________________ Project: ________________________________
PROJECT REFLECTION 1. What was the most important thing you learned during this project?
2. Were there any assignments that you did not understand? Give details.
3. What do you wish the class had spent more time on? What do you wish the class had spent less time on?
4. How did your group work together? Describe any constructive criticism your group might consider when working on the next project.
5. What should be dropped from or added to this project to make it better?
Comments:
1. How did I feel about the process of learning in a PBL setting as I worked through this project?
2. Did I do my best work?
3. Did I allow others in my group to do more of the work?
4. Do I feel that I did more work than anyone else in my group?
5. What did I learn about myself and my work ethic during this PBL experience?
6. What do I need to improve upon regarding how I do my work?
(wvde.state.wv.us/teach21), Created by Denise White
High School Physical Education
(wvde.state.wv.us/teach21), Created by Kelly Underwood
SELF REFLECTION QUESTIONS FOR MULTIMEDIA PROJECT
NAME:
NAME OF PROJECT:
What part of the multimedia presentation did you complete?
How would you evaluate your work?
What did you do well in this project?
What do you wish you had done differently?
What was your favorite part of the project and why?
What was your least favorite part of the project and why?
What could you do better the next time?
What could your teacher do to make this project better next time?
SFUSD QUALITY PHYSICAL EDUCATION PROGRAM CHECKLIST
San Francisco Unified School District is committed to quality physical education for all students.
This document is designed to assess the critical and necessary components of a quality physical education program by evaluating its strengths and weaknesses and preparing a plan for improvement where needed.
RUBRIC 4 Above Average 3 Satisfactory 2 Below Average 1 Unsatisfactory
PHYSICAL EDUCATION SCHOOL SITE CRITERIA
Rubric Score
Comments
I Are the physical education teachers qualified? 1. Is each teacher credentialed in physical education? 2. Does each teacher possess an undergraduate degree
in PE/Kinesiology?
II Are PE class sizes comparable to other content areas? 1. Does class size ensure safety? 2. Does class size facilitate effective instruction? 3. Are class sizes balanced throughout the school day?
III Is the equipment and facilities adequate enough for each student to be actively engaged in standard-based learning? 1. Are the equipment rooms and storage areas organized? 2. Is there an adequate amount of equipment? 3. Are the facilities safe and appropriate? 4. Are physical education classes displaced by other activities or events?
IV Is district approved or other appropriate technology available to the site? 1. Does PE staff have personal computers? 2. Is the technology implemented into the curriculum? 3. Is the faculty trained with the technology?
VI Is the curriculum based on the California Standards for Physical Education?
1. Is the curriculum grade-level appropriate? 2. Does the curriculum develop the physical, cognitive and
social/emotional domains for each student? 3. Does the program provide for maximum participation for
all students in a variety of activities?
VII Is formative and summative assessment of student learning and proficiency based on content standards?
1. Is assessment valid, reliable, & clearly defined? 2. Are student grades standards-based assessment?
VIII Do the physical education teachers regularly participate in physical education professional development?
IX Is there systematic evaluation, observation, & support of the PE program and of teacher performance for professional growth? 1. By the site administration? 2. By the SFUSD curriculum physical education office?
X Do the physical education teachers communicate with colleagues, administration, curriculum support personnel, students, parents, and the community in general regarding student learning and program improvement?
High School Physical Education
TEACHER SELF-CHECK TOOL
All teachers benefit from meaningful, ongoing assessment and evaluation. The physical education teacher tool identifies the knowledge, skills, and behaviors needed to provide sound instruction in the physical education classroom. Qualified physical education teachers possess the skills and knowledge to facilitate improved teaching practices, to strengthen the quality of physical education instruction, and to empower all students to achieve and maintain healthy, active lifestyles. Highly qualified teachers reflect and self-assess on their practices and self-check for the purpose of building a quality program that is educational and meaningful for their students.
Source: NASPE
1. INSTRUCTION
GOAL
BEST PRACTICE
SCORE
Instruction is based on local, state and/or national physical education standards
Current model standards are presented and followed in the lesson. Instruction is aligned with state and local standards.
Supports school improvement goals
Teacher is familiar with and assists in meeting school or campus goals with active participation. The teacher does not isolate him/herself in the gymnasium or from school committees.
Supports physical education program goals
Teacher is familiar with and assists in meeting physical education department goals with active participation. The teacher does not isolate him/herself from involvement from physical education department meetings and/or committees.
Lesson introduction is appropriate
Teacher provides an introduction that is appropriate for the lesson focus and developmental levels of the students. The introduction can be provided in the form of an instant activity relating skill, concept, and/or health-related fitness or verbally.
Learning expectations/ objectives/ instructional goals are clearly communicated to students
Teacher states the skill or concept the students are to learn. It might also be posted or written on the board. Students know the learning expectations.
Content is accurate and current
Skills and concepts are taught accurately. Skills are explained and demonstrated with proficiency. Concepts taught reflect current knowledge and research in physical education and health.
Content and tasks are developmentally appropriate and sequenced properly
All activities are developmentally appropriate and/or completed in a logical, progressive sequence. Skills and concepts are explained and demonstrated at the developmental levels of the students. Skills are broken down into learnable segments. Components of the skill are taught before the entire skill is performed, and concepts and skills are taught before they are incorporated into an activity or game. Rules and activities are modified to match the cognitive levels of the learners.
1. INSTRUCTION continued
GOAL
BEST PRACTICE
SCORE
Content and tasks are presented concisely and clearly, emphasizing key elements
Activities, drills, lead-ups are clearly understood by the students. Directions for each activity are explained and modeled. Students are not inactive for more than brief periods of time to listen to information.
Engages students in learning through multiple modalities
The lesson promotes maximum participation and students remain on-task and motivated to participate through multiple modalities that allow all students to be engaged. There are few, if any, instances of off-task or disruptive behavior. All students are given opportunities to practice the skill. Students do not wait in line for a turn or wait to perform. Teacher calls equally on non-volunteers during questioning.
Opportunities for teachable moments are recognized and utilized
Teacher recognizes teachable moments and capitalizes on the moment to modify, add, delete, or extend lesson content to maximize opportunity for learning. For example, when teaching about frequency and duration of physical activity, the teacher my ask students to spontaneously think-pair-share examples of family fitness activity choices experienced the evening/weekend before.
Instruction is differentiated for all learners
Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. Teacher uses alternative instructional strategies to assist students who are not mastering the skill or concept. Alternate cues (e.g., “Throw your elbow to the wall,” as opposed to “Lead with your elbow”) are provided. All students are included.
Meaningful and timely feedback is provided to students
Teacher analyzes each student’s performance to provide appropriate corrective feedback or reinforcement. Students are provided information on their performance at a time and in ways that they can improve their skill. Feedback is provided in ways (verbal, visual, tactile, etc.) that facilitate success.
Content is linked for transfer of learning within physical education units and among other subject area content
Teacher connects skills to relevant activities. For example, the teacher may connect the overhand throwing motion to baseball, football, volleyball, etc. The teacher connects content to prior and future learning within physical education and across disciplines. For example, the teacher relates the scientific principle of Newton’s Laws of Motion with rotation in gymnastics. The mathematical concept of elapsed time is connected to timekeeping and place performance in games and sports.
Student performance is continually evaluated to guide instruction
Teacher actively monitors during the lesson to assess understanding of the skill or concept. This is done during guided practice, questioning, independent practices (drills, lead-ups, games, etc.) consistently. Student learning and performance guides the planning and instruction for teaching. For example, if “opposition” for the overhand throw is not demonstrated, the teacher reinforces the concept of opposition in cues, demonstrations, explanations, lead-ups, and possible future lessons. Teacher adapts activities, drills, lead-ups, etc. according to student success.
1. INSTRUCTION continued
GOAL
BEST PRACTICE
SCORE
Lesson presentation is changed in response to observation of student performance and/or information from formative assessment
Teacher actively monitors student progress throughout the lesson, (through observation of student performance, questioning for understanding, student worksheets, etc.), and changes lesson presentation based on current levels of performance and content understanding. The teacher may choose to refocus instruction on a single component of the skill, such as opposition.
Independent learning is promoted, encouraged and reinforced through daily assessments
The students use resources within and outside the school to increase their knowledge and skills. For example, a bulletin board is created using pictures, activity logs, and/or reflections of students applying skills and content outside of class.
Technology enhances instruction
Teacher is aware of latest trends and availability of technology for physical education. Teacher incorporates available technology (e.g., heart rate monitors, computer-based fitness assessments, pedometers, music, etc.) to facilitate learning the skill or concept. Posters, pictures, video clips or other media of the skill are used appropriately.
Lesson pace is appropriate
The pace of the activities, instruction, transitions, etc. is appropriate to keep students engaged. The pace is not too fast or too slow such that students go off task and become disruptive.
Appropriate closure is provided
There is a closure which includes a review, discussion, or summary of the skills or concepts learned.
2. EVIDENCE OF STUDENT LEARNING
GOAL
BEST PRACTICE
SCORE
Assessment is based on mastery of learning expectations and aligned with local, state and national standards
Assessments are aligned with local, state and NASPE national standards. For example, when assessing mastery of NASPE Standard # 2 (movement concepts and principles) the teacher has second graders state three critical cues for dribbling with the hand (use fingerpads, dribble waist high, look forward). For the secondary learners the students could engage in peer teaching.
Grading is based on assessment of student learning
Grading is based on mastery criteria for skills and concepts. Grading based only on attendance and class participation is unacceptable.
2. EVIDENCE OF STUDENT LEARNING continued
GOAL
BEST PRACTICE
SCORE
There is ongoing formal and informal assessment
Teacher consistently monitors students’ performance and re-teaches or provides reinforcement. Success or non-success of the skills or concepts can be observed and measured.
Assessment criteria is communicated to students
Students clearly understand what is expected for mastery of the skill or concept. Demonstrations are provided for skills and expectations for quality and quantity of performance is clearly explained. For example, students are fully aware of the mastery criteria for the overhand throw.
Multiple assessment strategies and tools are used (formative and summative) to monitor student learning
Teacher monitors and documents students’ progress toward mastery of the skills and concepts. Summative assessments are used to document mastery or non-mastery. Teacher incorporates a variety of assessments. These may include skill tests, peer observation checklists, self-assessments, portfolio assignments, event-task projects, fitness concept application assignments and scores. Student work and assessments are available upon request.
Students can self-assess and are aware of their own progress toward learning goals
Students are familiar with skill expectations and are provided accurate and timely feedback such that they can self assess as appropriate. Teachers might use student self-checklists so that students can document their progress.
Students are able to articulate relevance and transfer of learning
Students describe how learned skills or concepts are applied to other sports, personal fitness goals and daily life.
Students demonstrate creative and critical thinking skills
Students are given opportunities for choice. For example, students generate strategies in games and activities, or students select the distance from the wall to throw. Teacher allows students opportunities for inquiry learning and divergent learning. For example, when teaching rhythms and dance, students are given opportunities to create rhythmic sequences. Students understand positive choices regarding their behavior.
Evidence of students’ independent learning outside of class is part of assessment
Teacher maintains student generated portfolios with examples of independent learning (fitness/activity logs, PowerPoint presentations, journal reflections, videos).
Student progress is documented in a retrievable record-keeping system
Teacher can produce records (e.g., skill tests, fitness assessments, checklists, etc.) which document student performance. Assessments are properly recorded.
Student progress is documented in a retrievable record-keeping system
Teacher can produce records (e.g., skill tests, fitness assessments, checklists, etc.) which document student performance. Assessments are properly recorded.
Student progress and achievement is communicated regularly to relevant stakeholders
What students know and are able to do in physical education is communicated. For example: Individual data is shared with students and/or parents. School- wide data is shared with administrators and/or legislators. Data can include fitness, progress toward mastery of benchmarks, etc.
3. MANAGEMENT and ORGANIZATION
GOAL
BEST PRACTICE
SCORE Lesson plans and curriculum are aligned w/ current local, state and national teaching standards
Teacher refers to local curricular documents, state standards, and Moving Into The Future – National Standards for Physical Education (NASPE) when developing lesson plans.
Instructional area is safe, orderly, and supports learning activities
Teacher makes appropriate decisions regarding selection and arrangement of instructional area. Instructional area is properly prepared for the lesson. There is adequate safe space to facilitate the learning of the skill or concept. Activities are structured and oriented in a way for safe, maximum participation and success. Equipment is ready and accessible, and equipment not in use is stored.
Adequate and developmentally appropriate equipment is accessible and utilized
There is enough equipment for maximum participation. Students do not wait for a turn to use equipment and it is easily accessible such that time is not wasted retrieving it or readying it for activity. Equipment coincides with the developmental levels of the learners. For example, “nerf” balls, larger targets, smaller space, etc. are used for pre-control learners.
Instructional support materials are utilized to enhance the lesson
Instructional support materials such as word walls, pictures of children and/or adults performing skills, charts, instruction packets, and other media resources technology are utilized to enhance the lesson.
Students understand and adhere to class rules, routines and behavioral expectations
Students understand behavior expectations and consequences for misbehaviors. Rules are posted in the gymnasium. The teacher uses positive reinforcement to acknowledge appropriate behavior and performance. Students are motivated to follow rules. There are few, if any, instances of off-task or disruptive behavior.
Class routines maximize instructional time
Students are familiar with the routines. There is orderly entry to the gymnasium, distribution and collection of equipment, grouping, locker room procedures, attendance taking, dismissal, etc.
There is a behavior management plan that is fair, firm, and equitable
Teacher has established rules and behavior expectations, which are clearly understood by the students. There are clearly defined consequences for misbehaviors. Behavior problems are dealt with immediately and on a personal level. Positive reinforcement is issued consistently to those following rules. Students are handled in a compassionate and equitable, yet firm way.
Appropriate behaviors are reinforced consistently
Teacher recognizes and acknowledges appropriate behavior. Students appear motivated to follow rules and instructions. Teacher may use reinforcements such as allowing students to begin activity, allowing students to assist with equipment, or allowing students to select equipment for appropriate behavior.
3. MANAGEMENT and ORGANIZATION continued
GOAL
BEST PRACTICE
SCORE
Effective management strategies are used
Teacher is aware of and effectively responds to all situations in class. The teacher does not rely on proximity to manage entire class. For example, individual or groups of students should not be behind the teacher (back –to-the-wall). The students perceive that the teacher has eyes in the back of his/her head and is aware of everything being said and done in class.
Students are actively monitored and closely supervised
Teacher actively observes each student’s performance of the skill to facilitate maximum success. Teacher does not rely only on proximity to monitor student performance and behavior. The teacher actively monitors students across the gymnasium/field/teaching area to enforce and reinforce behavior and skill expectations. Teacher is not just a referee or score keeper in the lesson.
Students are appropriately grouped
The grouping facilitates maximum participation and maximum success. Students work individually, in partners, in small groups, or in larger groups appropriate to the learning. In skill learning, the grouping allows for maximum practice trials. For example, students throw individually to a wall or with a partner instead of having only one ball for a large group, which minimizes practice trials for each student. Students are pre-grouped by the teacher.
Effective and smooth transitions are apparent
Transitions from activity to activity are purposeful and efficient. Students are not confused and time is not wasted. Equipment is situated in ways to facilitate smooth transitions. Changes in grouping and organization are efficient.
Allocated time is used effectively and efficiently allowing students to remain focused on lesson and task expectations
Class begins promptly. Class is not dismissed early. There is no wasted or “free” time. Students are not made to wait for the teacher to set up activities or get out equipment. Every minute is used for instruction reflecting the lesson focus and task expectations. Students do not wait in line or wait for a turn. There are no elimination activities.
Students are engaged in relevant, meaningful physical activity a minimum of 60% of the instructional time
Teacher plans and delivers instruction that allows students the opportunity to be engaged in physical activity a minimum of 60% of the time. The physical activity tasks are aligned with the lesson focus and expected outcomes of the lesson.
Progress toward school improvement goals is documented
As required, data is collected, recorded and displayed for documentation purposes of how physical education contributes to the school-improvement and department goals. Information is analyzed to re-evaluate and establish future goals.
Accurate records are maintained
Teacher can produce accurate records of student attendance, assessment, grades and any other documentation required by stakeholders.
4. LEARNING CLIMATE
GOAL BEST PRACTICE SCORE Lifelong physical activity and skillful movement are promoted
The learning environment promotes physical activity through the display of posters, pictures, bulletin boards and student work. Teacher uses positive motivational strategies to encourage physical activity. The teacher encourages lifelong physical activity and makes students aware of activity opportunities outside of class. Exercise is never used for punishment. Timeout is not a primary form of punishment. There are no elimination activities.
There is a safe, secure, learning environment that promotes success, appropriate risk taking, positive self-expression and enjoyment
The teaching space is free from clutter, unused equipment, and other safety hazards. Activities are organized and structured to minimize the chance of injury from collision with people or objects, moving equipment, or immovable obstacles (e.g., walls, posts). There is adequate space for the activities selected. Students appear motivated to participate and are willing to take appropriate risks in attempting new skills or incorporating skills into activities. Students accept mistakes as part of learning and eagerly accept teacher feedback. Appropriate music is used to motivate students and enhance the lesson.
High expectations for learning and behavior are evident
Expectations and activities challenge students. Students work hard and remain motivated. Students do not become bored at the lack of challenge or frustrated by too much challenge. The teacher acknowledges the work of all students, not only those who are talented or need remediation.
Climate of courtesy and respect is established
All interactions (teacher to student, student to teacher, student to student, teacher to teacher) are respectful and courteous.
Students demonstrate respect and appreciation for individual differences
Teacher adjusts teaching and expectations based on individual differences and needs. Accommodations and modifications are made for students with disabilities or varied learning styles. All students are included. Teacher is respectful and appreciative of cultural differences and backgrounds. Commonly, teachers will incorporate cues and frequently used commands (e.g., “stop,” “go,” etc) in different languages and will teach activities/dances from different cultures.
Students accept responsibility for their learning and actions
Teacher teaches good manner and self discipline by example. The teacher creates a feeling of trust and openness with students. Students exhibit responsibility for the safety of self and others. Students have high expectations of their own behavior. Students give maximum effort.
Students support the learning of others
Students are accepting of others. Students celebrate others. Students foster others’ self esteem. Students regularly encourage others and refrain from bullying and put-downs. Students use maximum effort when working with others.
4. LEARNING CLIMATE continued
GOAL
BEST PRACTICE
SCORE Students are recognized and praised for efforts and positive contributions
Students are positively reinforced consistently for efforts and skill performance, correct responses, and appropriate behavior. Good sportsmanship and cooperative behaviors are promoted. Inappropriate comments and behaviors are corrected.
All interactions are positive
All interactions (teacher to student, student to teacher, student to student, teacher to teacher) are respectful and courteous. The teacher consistently interacts verbally and with proximity, and uses positive reinforcement to acknowledge appropriate behavior and performance. When negative interaction occurs, teacher intervenes in a proper manner.
5. PROFESSIONALISM
GOAL
BEST PRACTICE
SCORE
Teacher is a lifelong learner within the profession
Teacher assumes responsibility for professional growth. Teacher accepts that becoming a master teacher is a lifelong process. Teacher is a member of professional organizations (AAHPERD, NASPE, state AHPERD), subscribes to professional journals, and is knowledgeable of current trends.
Teacher is an advocate for the profession
Teacher conveys knowledge of and enthusiasm for the discipline of physical education to students, parents, administrators, colleagues, and other constituents. Teacher communicates the value and importance of the discipline. The teacher is perceived as an ambassador for physical education and its impact on a healthy lifestyle.
Teacher adheres to professional and ethical standards
Teacher understands his/her legal responsibilities. Teacher understands legal and ethical issues as they apply to responsible and acceptable use of internet resources. Teacher exercises good judgment in all aspects of teaching and professional activities. Teacher interprets and complies with school policies.
Teacher is receptive to feedback and seeks opportunities for personal growth
Teacher embraces feedback as an opportunity to improve. Welcomes the opportunity to be a better teacher for his/her students. Teacher is receptive to constructive criticism and suggestions.
Teacher participates in professional development organizations
Teacher attends professional conferences such as state, district and/or national AAHPERDs.
Teacher establishes professional objectives each year
Teacher sets goals for his/her teaching and professional development (e.g., based on NASPE standards, school/district goals, personal growth plan, etc.) and monitors progress toward these goals. Teacher regularly analyzes his/her teaching and makes appropriate changes.
5. PROFESSIONALISM continued
GOAL
BEST PRACTICE
SCORE Teacher reflects upon and incorporates new learning into practice
As the teacher learns new content, activities, concepts, strategies, etc. he/she integrates them into his/her teaching. The teacher is familiar with the newest trends and research in the physical education profession and adjusts his/her teaching to reflect them.
Teacher shares information, resources and expertise with peers
Teacher willingly and enthusiastically shares health, fitness and physical education information with colleagues, staff, and interested parties.
Teacher is collegial and interacts appropriately with staff, parents and school volunteers
Teacher solicits and encourages interactions and/or assistance from parents and volunteers. Parents and volunteers can assist with Field Days, fitness assessments, etc.
Teacher collaborates with community, colleagues, staff, and resource persons
Teacher establishes collegial relationships with peers, school staff, parents, and community members to meet school goals, enhance his/her teaching, and facilitate student learning.
Teacher models appropriate appearance and behavior
Teacher models behavior expectations, a physically active lifestyle, healthful practices, and correct oral and written expression consistently.
Source: NASPE 2007
SCORE Points: 4= Consistently 3 = Usually 2 = Sometimes 1 = Seldom
PHYSICAL EDUCATION LESSON ASSESSMENT TOOL Teacher’s Name_________________________________________ Date__________________________________ Administrator___________________________________________Duration__________________________________
1. What California Model Content Standard did your teacher identify for your students to
learn?
2. What will students learn?
3. What assessment criterion for learning the standard was explained to the students? 1. Was the equipment and facility set-‐up prior to the start of
class? Yes No Comments:
2. Was the quality and condition of equipment acceptable? Yes No Comments: 3. Was there enough equipment for all students to
participate equally? Yes No Good Comments:
4. During roll call, were students engaged in a physical activity?
Yes No What activity?
Comments:
5. Was there an activity warm-‐up? (Increase HR using large muscles and range of motion)
Yes No What activity?
Comments:
6. 1-‐2 fitness activities during warm-‐up (Strength, Abdominal endurance, flexibility, aerobic capacity)
Yes No Activities: Comments:
7. At the beginning of class, did the teacher identify and explain the following:
A. Physical education grade level standard. Yes Somewhat No Comments: B. Lesson Objective(s) (What students are expected to know and do by the conclusion of the lesson.)
Yes Somewhat No Comments:
C. Assessment criteria (evidence of student learning) Yes Somewhat No Comments: 8. Does the lesson activities support the lesson objective(s)? Yes No Comments: 9. Did the lesson support student-‐to-‐student interaction and
positive social skills? (Cooperation verbal support, peer instruction/assistance, and caring behaviors)
Yes Somewhat No Comments:
10. Did each student receive feedback from a teacher or peer prior to providing lesson? (SDAIE, differentiation, etc.)
Yes No Comments:
11. Was the lesson adapted/modified to meet students’ needs?
Yes Somewhat No Comments:
12. Did the lesson encourage higher order thinking skills? (Problem solving, creativity, synthesis, etc.)
Yes Somewhat No Comments:
13. Did each student avoid extended periods of inactivity (waiting for class to begin, during roll class, listening to lengthy directions, standing in line, waiting for turns other?)
Yes No Comments:
14. Did the lesson include formative and/or summative assessment? (Student demonstrates knowledge and/or skill through either verbal, physical or written
Yes No Comments:
15. Did the lesson have closure? Yes No Comments: 16. A. If yes, did it include a review of the instructional
objectives with students? Yes No Comments:
17. B. Was there a cool down? Yes No Comments: 18. Did the lesson and classroom environment avoid any
evidence of negative emotional environment? (Physical activity/exercise used as punishment, bullying, elimination games, slurs or profanity towards others)
Yes No Comments:
19. Were students encouraged to continue their learning and activity outside of class?
Yes No Comments:
20. Do students have a Portfolio or evidence of on-‐going classroom assignments?
Yes No Comments:
Class Section Time Class Period Start Time : Time Teacher Meets Class
:
Time Of Roll : Time Of Warm-‐Up : Time Of Activity #1 : Time Of Activity #2 : Time Of Activity #3 : Time Cool Down/Debrief
:
Class Dismissal :
High School Physical Education
SFUSD PHYSICAL EDUCATION ANNUAL SURVEY
SFUSD Physical Education Surveys are conducted each year to assess our physical education program and to improve instruction. They help physical education teachers and administrators to obtain important feedback on how the physical education instructional program affects student learning, performance, and lifestyle behaviors.
The PE Survey is given during the spring semester to all students in the 9th grade, to the 9th grade PE teachers, and to the site administrator. The data collected from these surveys will help teachers and administrators identify continued areas of need in physical education and to help direct the district on how to better serve the students in our schools.
STUDENT SURVEY: 9th GRADE
• Class Time • Instruction • Student Outcomes
TEACHER SURVEY
• Implementation • Instruction • Professional Development • Departmental Meetings • Lesson Planning • Counseling/Administration Support • Additional Support
SITE ADMINSTRATOR SURVEY
• Implementation • Observations • Student Outcomes • Additional Support
SECTION VIII
PROFESSIONALISM& COMPLIANCE
20 Professional Environment
• Physical Education Department Leaders• Physical Education Office & Equipment Areas• Physical Education Instructional Facilities• Safety, Proper Equipment Storage and Accident
Procedures• Legal Liability and Safety• Weight Room Safety Guidelines For POSTING• Weight Room Fitness Lab Information• Safe Facility: Cleaning and Sanitizing• Strategies for Classroom Management• Substitute Teacher Folder• Substitute Teacher Information Checklist• Substitute Teacher Folder or Rainy Day Activity
Resource
21 Professional Growth and Recognition
• Conferences and Workshops• Conference and Workshop Requests• Cornerstone – Steps to Register Online• Master Teacher Program Description (QTEA)• Teacher-Leader Programs (BTSA, PAR, NBCT, QTEA)• Gloria Siech Physical Education Teacher Award• Physical Education Teacher Recognition Awards• Volunteer Peer Assistance & Leadership VPAL
22 Support and Advocacy
• Partnerships and Advocates • High School Wellness Program • Professional Development Day Site and Individual
Teacher Support • Mentor Teacher and Student-Teacher Roles and
Responsibilities • SFUSD Teacher Resources • School Site Support Administration and Counseling
Departments • Community Partnerships • SFUSD Interscholastic Athletics Program
23 Budget and Processing
• Public Education Enrichment Fund (PEEF) • Physical Education Budget & Funds • Budget Procedures & Processes • Equipment Supply Contacts • K-Resolution Services Agreement • K-Resolution Consultant Services • Request for Purchase Form • Travel Form • Travel Expense Report Form • P.E. Department Detailed Expense Form
24 Compliance, Procedures and Guidelines
• SFUSD Board of Education Policies, California Education Codes and Senate Bills
• P.E. Course Requirements • Adoption of the P.E. Master Plan for the SFUSD • NASPE Guidance Document (Class Size) • P.E. Exemption Board Policy • P.E. Permanent or Other Exemption Form • P.E. Temporary Exemption Form • Asthma Medication Form • Incident Report Form
High School Physical Education
PHYSICAL EDUCATION OFFICE and EQUIPMENT AREAS
The Physical Education department is often a school within a school. Physical
education teachers have responsibilities of planning, designing, and organizing curriculum, teacher schedules, instructional areas, student assessment tools, locker room operations, budgets, uniform purchasing, equipment purchasing, extracurricular sports and activities, and student supervision in the locker room, the gym, the school yard, and the hallways.
The teacher’s office is a place for class planning and preparations, communications, conferencing, student counseling, and first aid. The physical education office should have the following:
• A desk for each teacher • Office telephone • Internet access • Computer or laptop for each teacher • Projector and screen • Computer printer(s) • Copy machine • Office supplies • First aid supplies • A file cabinet for each teacher • Teachers’ work table or counter • Storage cabinet(s) • PE library bookshelves • Extra seating
The physical education equipment rooms are often separate from the office and are
located by the office or in the instructional areas. The new, comprehensive physical education program of today generally requires ample space. Adequate equipment storage rooms should be available for department’s instructional use and not shared with other departments or organizations.
Often physical education teachers need to expand their equipment storage capacity
to accommodate the development and implementation of new, innovative, creative, and inclusive instructional units. Orphan rooms, closets, or locker room sections can be converted for physical education equipment use. An additional cargo container in the yard might be purchased to maximize program equipment use and accessibility
The physical education teachers are responsible for keeping the physical education office and instructional resource areas organized, functional, and accessible for all physical education classes. The office, storage, and equipment facilities are separate from other school programs to assure all equipment is of adequate supply, in good condition, and ready for class instruction at all times.
High School Physical Education
DEPARTMENT LEADER RESPONSIBILITIES
The role of PE Department Leader has changed in high school physical education. Responsibilities below are a snapshot of a department leader.
HIGH SCHOOL PHYSICAL EDUCATION
DEPARTMENT LEADERS
• Assists with orientation and mentoring of new teachers in the department • Plans and facilitates site department meetings • Collaborates with athletic director in use of shared facilities • Stays current with policies and laws that affect teaching and learning • Promotes new programs to enhance student learning • Models quality teaching and professionalism • Encourages and advocates professional development among staff • Acts as liaison with site administration and Curriculum and Instruction/PE office • Works closely with site and PE administration to ensure compliance • Educates school community on quality PE program • Attends site and district physical education meetings • Advocates for quality, standards-based physical education • Keeps up with current trends and philosophy in physical education • Models standards-based curriculum instruction • Plans, develops, and coordinates a comprehensive standards-based program • Develops the Physical Education Master Schedule in collaboration with counseling staff • Collaborates with staff to meet the needs of all learners • Inventories all instructional materials and equipment • Attends professional development conferences and workshops • Updates instructional and technological resources • Coordinates in-service training • Coordinates locker room and fitness lab procedures • Develops the Physical Education Student Handbook • Coordinates the physical fitness testing program • Oversees and is transparent with budget collaborating with staff in decisions
that affect student learning and district and site goals • Checks equipment and safe facilities periodically • Delegates shared duties and responsibilities among staff • Coordinates special events • Coordinates responsibilities of paraprofessionals, staff aides, and substitute teachers • Surveys students on quality PE on a yearly basis • Uses multiple data such as PFT to inform practice • Collaborates with JROTC instructors and supervisors for program and PFT scheduling • Order, collection, distribution, sale, inventory of PE uniforms • Organization and inventory of storage room equipment and materials
High School Physical Education
PHYSICAL EDUCATION INSTRUCTIONAL FACILITIES Teachers are assigned instructional areas on a rotational basis. The assigned areas allow teachers to teach a class not based on the area but on the curriculum map. Instructional areas are designated by numbers or by area description, such as: Area #1, #2; Field #1, #2; Lower Yard/ Upper Yard; East Gym/West Gym;
Gate, Flagpole, Fence, Grass, Center, etc… Instructional areas must be a safe environment for learning. The area is clean, maintained, pleasant, free of debris and distraction, and large enough for the entire physical education class to learn and to perform activities comfortably and safely. Physical education equipment (cones, batting tees, ball cages, lesson boards, etc.) might be left in the yard between class periods. During passing periods, students are expected to respect and not upset the classroom set-‐up no more than they would remove texts or instructional materials or erase the teacher’s lesson from the board in any other class. The physical education instructional areas are “moving classrooms” and respected as such. They are not shared with other departments or school functions on a regular basis. Occasionally, when other academic teachers need the area for class use, they make arrangements with the physical education teacher/department in advance before taking their classes to the yard. Classroom teachers are also requested not to escort their classes through the yard during the instructional period, except for major school functions, fire drills, or disaster preparedness exercises. Physical education instructional facilities include the spaces large and safe enough for class instruction and movement activities include the following: Outdoors: Yard, Court, Gym, Field, Grass Area Indoors: Classroom, Fitness Room, Dance Room, Mat Room, Video Room, Multipurpose Room, Computer Lab, Rainy Day Area The school yard is not a parking lot or a community garden. Adequate space, ranging from 110 sq. ft. to 150 sq. ft. per child, is allowed for learning movement activities in which children can move freely and safely. Physical education classes should have enough space for movement and not interfere with one another. See: www.naspe.com on: Guidelines for Facilities, Equipment and Instructional Materials….” For special guidelines in design, renovation, reconfiguration, and remodel of facilities, see “Guidelines for Facilities” in the Physical Education Framework for California Public Schools, Appendix M, pages 309-‐311.
High School Physical Education
SAFETY, PROPER EQUIPMENT STORAGE AND ACCIDENT PROCEDURES
Teachers should… •Appraise themselves of the medical backgrounds and physical limitations of their students, become knowledgeable of students with heart disorders, asthma, epilepsy, diabetes, and severe allergies. Work with your Wellness Center nurse. Ensure you are aware of the process your school uses to avail teachers of medical information. •Instruct students about appropriate dressing room procedures and conduct. Emphasize the need to change quickly and proceed to the gymnasium. Reinforcement of guidelines throughout the year is a necessity. •Provide a fully stocked first-aid kit that is readily accessible in the gymnasium. When activities are offered off site, an appropriate, portable first-aid kit should also be readily accessible. •Develop an emergency action plan on how to deal with accidents in the gym. Inform students of the locations of the fire alarms, fire exits, and alternative routes from the gymnasium. Outline and articulate possible risks of any activity (warnings of possible dangers) prior to teaching any skill or activity. •Demonstrate how to minimize the risks of any activity and teach procedures and rules for safe play. •Provide a safe environment for class activities. The supervising teacher should make a pre-activity check of the facilities and equipment to be used. The minimum requirement is a visual check. Hazards must be identified and removed as a factor in the activity. Potentially dangerous and immovable objects (e.g., goal posts, protruding stage) must be brought to the attention of students and administration. Check all equipment regularly to ensure it is in good working order. Students must be encouraged to report equipment or facility problems to the teachers. Train your students to make immediate reports to you. Report to your administration immediately. •Due to safety reasons, the following activities are prohibited from Physical Education: any form of dodge ball, rugby, war ball, boxing or wrestling, football other than flag. Only condition is if instructor is trained or certified to teach the sport. (www.scsk12.org)
High School Physical Education
LEGAL LIABILITY AND SAFETY
School Site Emergency Plan [INSERT SCHOOL NAME]
Medical Emergencies: Call 911 In the event of a medical emergency, school staff should calmly and carefully assess the situation and immediately notify 9-1-1. School staff should follow directions given in the first aid flip chart and only take those measures which they are qualified to do. When handling medical emergencies, latex or rubber gloves must be worn at all times.
Legal Liability and Safety Physical education by its very nature is susceptible to accidents. Because activity is vital to the growth and development of every student, teachers should not eliminate vigorous activities from their program on the sole basis of fear of accidents. They should, however, use wisdom and prudence in the selection, instructions and supervision of the physical education program. •The fact that accidents frequently occur in physical situations has several implications for physical educators. In the first place, they may be personally liable for their own negligent behavior when it results in injury to someone else. In the second place, a successful suit against the school may eliminate or seriously emasculate the program. Physical educators have a moral obligation to conduct their programs in such a way as to protect the welfare of the students. Although safety is an important part of every educational environment, it is paramount to effective physical education. Safety management should be included in every lesson plan and is most effective when it is developed from a proactive perspective. Safety management should include a preventive component, a crisis management component, and an instructional component. The preventive component of safety management includes systematic inspection of facilities and equipment, appropriate supervision of students at all times, age appropriate activities, sound teaching progressions, and contingency plans. Crisis management includes correct implementation of contingency plans and appropriate first aid. The instructional component requires teachers to instruct students on the correct ways to perform skills and activities. Teachers must also teach students to be responsible class members by participating in each class in a safe manner. Protection of students should go beyond their physical well-being to include emotional safety. By providing success-oriented activities and maintaining a positive learning environment, physical education teachers can best nurture a learner’s self-concept. Ensuring emotional safety of learners may
High School Physical Education be addressed by developing appropriate effective objectives in lesson planning. (www.doe.state.la.us) Definitions The following will give you a brief summary on legal liability and safety as it pertains to physical education. 1. Liability- liability is the responsibility, the state of one who is bound in law and justice to do something that may be enforced by action.
• The Board of Education is subject to suits for acts of simple negligence or unintentional torts. •Liability of the School Personnel – Any school employee (teacher, principal, etc.) can be held personally responsible for his/her actions. When a teacher is not negligent, however, there is no liability, regardless of the seriousness of the injury.
2. Tort – A tort is a legal wrong, which results in direct or indirect injury to an individual or to property. 3. Negligence – The failure to act, as a reasonably prudent and careful person would have acted under similar circumstances. 4. Acts of Omission - The failure to take action, which is necessary to protect another when one is under legal duty to do so. 5. Acts of Commission – Acts, which a prudent person should realize, involve an unreasonable risk of injury to others. 6. In Loco Parentis – The teacher, in his/her performance of his/her duties, is acting in loco parentis or in the place of the parents and thus must watch out for the safety of the student as if he/she were his/her own. Common Sources of Legal Liability The following are the most common sources of teacher negligence in physical education.
1. Poor Supervision- The teacher on duty during classes, noon hour and/or other specified times is responsible for the student at that time. He/she must be able to foresee possible injury as a result of dangerous play, etc. If the teacher is not present, foresee ability is impossible. Teachers who leave their assigned class even temporarily to get a drink or go to the restroom are placing themselves in a position which would constitute negligence.
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2. Poor Instruction – The teacher is responsible for instructing students prior to their participation in physical education activities. If a student is injured in an activity, which he/she had no instruction, the teacher might be could be liable. foresee ability can again be shown on the part of the teacher. Written lesson plans are a written record of foreseeability protection.
3. Failure to Warn – Always share with students the possibility of injury
related to specific activities. Making students aware of potential danger is many times prevention to an accident.
4. Leaving Assigned Class – Teachers who leave their assigned class even
temporarily to get a drink or go to the restroom are placing themselves in a position which would constitute negligence.
5. Unsafe Facilities and Poor Equipment – The teacher should check facilities and equipment in order to foresee possible injuries. Holes in the play area, protruding objects in play areas, faulty apparatus, etc., are examples.
6. Skill Level and Over-matching - Teachers should not ask students to
perform activities beyond their skill level or over-match students in games and activities where size, strength, previous knowledge, etc., would cause an injury
7. Negligence from Others – Injuries caused by the negligence of another student must be foreseeable. All teachers should know what to expect from each student in behavior as well as performance. Activities should be structured so as to alleviate any problems which might arise.
8. Poor Protective Measures - The teacher must provide for proper
protection measures.
9. Liability of Equipment – No teacher is allowed to use equipment in any manner except what the manufacture designed it for and will assume responsibility for its use. Doing otherwise places the district and possibly the teacher in a position of liability.
10. Installing Equipment – Any equipment that is to be installed on a
permanent basis should be handled through a school work order. Once equipment is installed, PE staff should not move equipment unless moved professionally.
High School Physical Education Safety Rules and Procedures The following rules and procedures can help eliminate or reduce accidents thus preventing legal negligence.
1. Teachers should never leave their classes and should always have all the students in sight when on the job. Teachers must be actively aware of class happenings. This may require the teacher to frequently change positions in viewing the play area.
2. Periodically check facilities and equipment. If there is a dangerous piece of equipment on the play area, put it in writing and give it to the principal with a copy for your files.
•Keep students off the equipment or out of the area until repairs are made. •If the equipment cannot be repaired, get it off the play area and destroy it as soon as possible.
3. Accentuate the positive in teaching safety
•Avoid using “don’t” as much as possible. •Stress the correct way of doing things. •Tell the students specifically what they should do
4. Introduce activities that are appropriate to the skill level of the student
•Never require a student to perform a stunt or skill beyond his/her capacity. •Do not over-match students in games or activities. •Keep in mind his/her ability, previous experience, height, weight and attitude.
5. Designate safety zones around apparatus – (golf, archery, ropes, etc.)
•Maintain soft surfaces under apparatus that involves jumping or landing. See that playing areas are free of broken glass, rocks, or other safety hazards. If repairs are needed, put it in writing to the school principal with a copy for your files. •Mark sprinkler heads, which may be above ground level in the area. Surveyor’s tape, a bit of white rag or an old rubber ball painted white may be put over the top. •Have sufficient space between playing groups and around equipment.
6. Teach students to keep their eye on the ball in a game even though they
may not be involved in the play. Refrain from throwing a ball to a student who is not watching.
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7. Establish procedures about the correct way to recover a ball, which may
go into the street or similar unsafe area.
8. See that shoelaces are tied, jewelry is removed and hair is protected in a safe manner.
9. Avoid rough play.
10. When playing games in which striking objects (bats, rackets, sticks, etc.)
are used, establish a safety zone in which players must sit or stand while waiting their turn. Require helmets to be worn in these safety zones and when at bat, etc. Have students develop safety rules necessary for an accident free softball class, i.e., drop the bat on the way to first base, catchers must wear a mask, and fielders’ gloves must be worn when playing with a regulation softball.
11. Chewing gum during activities should not be permitted.
12. Remove glasses in active areas or wear eyeglass guards.
13. Teach students to stay away from dogs that wander onto the fields.
14. Refrain from using a fence or wall for a turning line in races or relays. If students must run toward a fence or wall, establish a turning line well in front of the fence or wall.
15. Teach students to control the impulse to throw the ball “one more time” or “shoot one more basket” after the whistle blows to terminate activities.
16. Teach students to refrain from touching or pulling the volleyball standards out of the sleeves in the court.
Procedures In Event Of An Incident In the event of an incident, the following or similar procedure should be followed 1. The teacher should go to the scene of the incident immediately ( at the same time notifying the principal and nurse, if available, by student messenger or two-way communicator). 2. An immediate general examination of the injured student will give some idea as to the nature and extent of the injury and the emergency of the situation. If the injury is serious, the parents and administrator should be called at once. (In reference to notifications, follow school policy.)
High School Physical Education 3. If the teacher is well versed in first aid, assistance should be given. Every teacher who supervises physical education should know First-Aid, CPR and A.E.D. procedures. Everything should be done to make the injured person is comfortable. They should be reassured until Emergency Medical Services (EMS) (911) can be secured. Notify parent, send student to get help and or notify office via radio. Make sure the teacher thoroughly completes the SFUSD’s Incident/Accident report. Report may be downloaded from sfusd.edu. Upon completion, turn it in to the principal’s office secretary for processing. Keep a copy for your records. Environmental Stress Performing in the heat can result in problems that can be more serious than the immediate discomfort felt by the student. Dehydration, muscle cramps, heat exhaustion, and heat stroke are all possible outcomes of students performing under conditions of extreme radiant heat. Making available sufficient amounts of water, acclimatizing to the heat, and participating with the proper amount of clothing may reduce heat disorders. In addition, a sufficient amount of time is recommended to cool down after outdoor activity. (secondarypgms.brevard…)
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WEIGHT ROOM/ FITNESS LAB SAFETY GUIDELINES
•. Students must be under the supervision of a PE teacher AT ALL TIMES to use the weight and fitness rooms.
•. Place all personal items in PE lockers. School is not responsible for lost/stolen items. •. Appropriate athletic attire is required t-shirts, shorts, warm-up suits, sweat suits, and closed-toe
athletic footwear are required work-out attire. No Crocs, Scrubs, water shoes, sandals, open-toe shoes, hard-soled shoes, string tank tops, jeans, damaging buttons or anything that compromises the safety of the weight room/fitness lab are prohibited
•. Warm up, exercise, stretch and cool down. •. Personal radios are not permitted without headphones. •. Students should use extreme caution in lifting weights to avoid potential injuries to themselves or
others. •. All weight training should be performed in a controlled, safe manner. Dropping, slamming, or
bouncing of weights (both with free weights or sectionalized weight training equipment) is prohibited.
•. Use of equipment other than its designed function is prohibited. No exercises may be done while standing on the exercise benches.
•. Students unfamiliar with the operation of any of the exercise machines or weight equipment should contact your PE instructor or sport coach on duty for assistance.
•. All equipment must remain in the area it was placed. Do not move benches or equipment from their designated place.
•. DO NOT perform overhead or squat exercises outside of the squat racks. •. Spotters are recommended on all free weight and heavy machine exercises. Please provide your
own spotter or ask for assistance from your PE instructor on duty. Know how to spot. •. DO NOT drop weight plates, weight stacks or dumbbells. Use a weight that you can safely lower to
the floor. •. All equipment must be returned to appropriate racks when finished. Including free weights, collars,
dumbbells, pads, bars and benches. All free weight equipment must be kept in the free weight area. Weights left out are a safety hazard, as well as, an inconvenience to others.
•. Weights and bars of any kind should not lean up against the walls, pillars, equipment, or mirrors. •. Students should immediately report any injury or weight room equipment irregularity to your PE
instructor. Students must check equipment prior to each use. Broken or damaged equipment must be reported immediately to PE Staff.
•. Wipe sweat off equipment after use with the Fitness wipes or paper towel and solution that are provided.
•. Profanity or excessively loud or suggestive language will not be tolerated. Improper behavior is prohibited and subject to immediate disciplinary actions. Disregard for any rules/regulations, posted guidelines, or verbal directions provided by the attendant may result in removal from the weight room/fitness lab and loss of facility privileges
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WEIGHT ROOM FITNESS LAB INFORMATION & DISPOSAL OF EQUIPMENT
Your sites weight room and fitness lab will be scheduled for a twice a year preventative maintenance service, in September and March, that includes maintenance and annual cleaning of all machines. At the end of the service, the technician will provide the Department Head with a checklist of equipment check. The technician will also provide the department head with daily routine cleaning and equipment care and safety. If you recognize a repair needed, send in an electronic request for work order to the Program Administrator. Mark off equipment so that it is off limits to students. Your department head-lead will be notified of repair service date.
Special guidelines for fitness labs: • Wiring for technology equipment use, including multiple electrical outlets,interior wiring, and wiring to meet the requirements of fitness equipment • A plan for future technology needs• Internet access, hard wired or wireless• Water fountains• Adequate drinking water• Adequate station space• Audiovisual and sound system• Display space for posters• Air conditioning, fans, and adequate ventilation• Padding, where appropriate• Large enough space to move safely and to have safety zones, especiallyaround treadmills • Proper flooring for weights and weight machines• Adequate storage for loose equipment, including aerobic steps, weights,physio-balls, etc., both to maintain the equipment and provide for the safety of those using the facility (cde.ca.gov/ci/cr/cf/documents/peframeworks2009)
EQUIPMENT AND AREA CHECK
SFUSD CONTRACTS WITH A FITNESS ROOM SERVICE PREVENTIVE MAINTENANCE COMPANY TO SERVICE EQUIPMENT ON A YEARLY BASIS.
EQUIPMENT THAT IS DAMAGED OR UNSAFE MUST BE MARKED OFF AWAY FROM STUDENT USE. CONTACT SFUSD PE OFFICE FOR REFERRAL FOR REPAIR OR DISPOSAL OF EQUIPMENT.
All equipment must be checked every day. Everything should be in good repair. Check for corrosion and rust. If something is broken, place the area off limits. Machines should be stable and secured. Check cables, wires, chains, and all parts of the machines. Look for trip hazards. Most falls in weight rooms occur from tripping over unsecured electric
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wires or bar collars. All outlets should be grounded.
Equipment should be cleaned and dried after use. Paper towels and cleaner spray should be available at all time. Train your students to clean off machines and equipment after each use.
•All machines should have warning and instruction labels.
•Check for machine weight pins. Have extra pins available.
•Keep free weights off the floor when not in use. Install bar and weight storageracks and place them against a wall whenever possible. Collars should also be kept off the floor and stored near the racks.
•Remember to include high-density non-skid rubber surfaces, hand ("Mag")chalk, an emergency phone nearby, a first aid kit, everyone in proper athletic clothing and shoes--avoid clothing that could be caught on equipment.
•Weightlifting gloves are optional, but a great idea. Back belts should also beavailable.
•Buy only from reputable dealers and follow the manufacturer'srecommendations. See SFUSD PE Department staff for referrals to certified dealers. Install the equipment in accordance with the manufacturers' instructions and include a service contract with a company that specializes in this area. See above for annual maintenance schedule.
•The facility should be clean, with all activity on one floor. Keep it well lit and wellventilated. The temperature should also be checked. The instructor should have clear sight lines to scan and supervise the room.
•The area should be divided into sections, ID machine weights in one area, freeweights in the other. Attempt to place free-weight areas in corners to reduce the number of open sides. For example, if the room is a square or rectangle, you might have electronic machines against the walls on one side and free-weight stations along the walls on the other half of the room. Divide these areas by a walkway that will also serve as a buffer zone. In the middle of the machine side, you can place other machines such as rowers or bikes. Additional stations can be placed in the center of the free- weight side. Allan Franks of LifeFitness can provide assistance in a the design on a functional fitness center. Contact SFUSD PE Department staff for contact information and to schedule an appointment.
•The interlocking or square type rubber sections will permit you torearrange areas in the future. Industrial strength carpet is also used in the traffic areas, but be ready to replace carpet about every six years.
•Keep floors dry. Water or sweat makes floors dangerous. Keep a mat outsidethe room to clean sneaks and a supply of towels inside the room. Liquid
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disinfectant in squeeze bottles should also be available.
•Equipment should not be near windows or mirrors. Mirrors should be temperedglass.
•Keep machines with electric wires as close to walls as possible. If a participantmust step over or near a wire have it covered and secured.
•The room should be locked when not in use. The room should not be usedwithout some type of supervision.
DISPOSAL OF FITNESS LAB EQUIPMENT (PEEF FUND PURCHASE)
Pursuant to Educational Code 17545-17555 only the Board of Education is empowered to authorize the sale and disposal of equipment in the school district. Business Services formalized the process by sending a monthly report to the Board of Education of all the obsolete and unusable items.
Details of the procedures are as follows: 1. Compete a General Requisition
a. Item and Descriptionb. For computers and monitors please indicate the make, model and
size of the screen and the SFUSD tag #. REQUIRED: to include tag #2. Disposal: Indicate in your requisition whether the property should be disposed of
for the purpose of replacement, or if it is unsatisfactory or not suitable for schooluse.
3. Quantity: Indicate the quantity for each type of equipment mentioned in the req4. Condition of Equipment: Indicate whether is it broken, damaged or whether it can
be re-used.5. Age of Equipment: Indicate the date of purchase, original purchase price.6. Source of Funding: For purchases made with Fed/State funds, consent decree
or other grants, site administrators should take appropriate steps to obtainapproval from the State of California before sale/disposal of the equipment.(Please have your site admin, contact Federal and State Funded Programs officeat (415) 379-7618 for additional information).
Inform your site admin to send the completed General Requisition form to the Warehouse. (You may fax the general requisition to (415) 920-5046 and the original copy must be sent to the Warehouse for their files).
Inform the Physical Education Central Office prior to sending requisition to the Warehouse for disposal. This is critical for accounting for PEEF items. If an item is moved to another site, also inform our office.
Purchasing Department will obtain Board of Education approval to “surplus” the items from the District inventory. Submission of a consent item on the Board agenda requires a minimum of 3 weeks. (Please see the current Board of Ed meeting and schedule of
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dates). As a result all sites should send in their requests at least one month prior to Board of Education meeting to enable Purchasing Department to consolidate all requests into one agenda.
After the Board approved the consent calendar item, the Warehouse staff will be instructed to pick up the furniture/equipment from each of the sites. All furniture/equipment determined to be in suitable condition will be housed in the Warehouse for future use by the district. All broken furniture and equipment that have no value and are beyond economic repair will be disposed of in a cost effective manner.
Donated / Gifted Items: Item is sent to the Board of Education for information purposes only. Once it has been accepted by the Board of Education, it is now a district owned item. For tax purposes, a thank you letter will be sent out to the individual or company acknowledging the description of the item, value, use of item signed by the superintendent and board president. See “Gift Form” in sub-section 20 of the guidebook for procedures.
FITNESS LAB INSTRUCTION must include:
* The concept of progression.
* The concept of a balanced program.
* The rules of the room, especially all safety rules. The rules should be written.
An orientation course should be part of the physical education program and include how to spot a partner, the exercises, how to warm up and cool down, and all safety rules.
1. Spotting partners should be equally paired.
2. Require users to inform the instructor of any maximum efforts or lifts.
3. Ask the instructor whenever in doubt.
4. Maintain a record of an individual's program.
5. Instructors should check to see if the user• sets him/herself for the exercise• starts in a controlled manner• stops for a moment at the top of his/her lift• returns the weight in a controlled manner• knows how to secure weights (free and machine)• knows how to put weights on, take off, and store• knows how to breathe while exercising• moves through a full range of motion• works on exercises that deal with the lower body, ankle, knee, thigh, abdomen,
arm, shoulder, chest, back and neck areas.
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Remember, instruction implies help and motivation, not coercing. The instructor, not the student, selects the music, the volume, and when it can be played.
SUPERVISION
An instructor must be present and his supervision must be consistent, enforced, with the situation always under control. Users must know you are "there."
Understand the concept of "scanning," and other supervisory techniques, such as a rotational cycle, the "back to the wall" form of supervision, and the concept of foreseeability. Helping one student does not negate your responsibility of general supervision.
While there is no specific ratio of user to supervisor because of the many variables, the American College of Sport Medicine suggests that the ratio should not exceed 30 users to 1 leader.
WARNINGS AND REMINDERS
Users must be physically cleared to use the room. A quick list of warnings and reminders to participants:
1. Pay attention and follow all rules and regulations.
2. Always have a spotter.
3. Encourage a balanced program utilizing principles of progression.
5. Explain an importance of rest time between sets.
6. To follow all instructions on signs and labels.
7. To avoid bouncing and/or jerking type movements.
8. To use the equipment properly.
9. Make participants aware of their responsibility to themselves and others.
10. That failure to follow the rules of the room calls for forfeiture of its use.
Appropriate, attention-grabbing informational signs should be posted at eye level (5 to 7 feet). All signage should be short and simple. Limit the message to about 50% of the sign face.
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A QUICK WEIGHT ROOM and FITNESS LAB SAFETY CHECKLIST
1.POST the WEIGHT ROOM – FITNESS LAB SAFETY GUIDELINES IN A PLACEWHERE ALL STUDENTS ARE ABLE TO VIEW. DISCUSS AND TRAIN STUDENTS ON SAFETY GUIDELINES PRIOR TO USE OF EQUIPMENT.
2.Place the equipment on a maintenance schedule. Keep records of maintenance,equipment, and program.
3. Demonstrate and explain all aspects of weight training.
4. Warn about the potential safety issues.
5. Check with the instructor when in doubt.
6. It is recommended that users must have physical exam and signed consent form.
7.Wear appropriate exercise attire.
8.Warm up, exercise, stretch, and cool down.
9. Use all equipment in the specified manner intended.
10. Know how to spot.
11. Water is available. Food and other beverages are not be permitted.
12. Instructors must have basic emergency care skills, including CPR training, and havean emergency plan.
These basic guidelines will appreciably diminish the chance of injury. Failing to review, check, and follow a rigorous safety checklist will increase the chances of injuries and lawsuits.
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SAFE FACILITY – CLEANING, SANITIZING AND TARGETING DISINFECTING
At the start of the school year, work with your building and grounds administrator and or custodial staff for adopting a comprehensive cleaning program that help prevent the spread of infectious diseases as well as protocols that help reduce asthma triggers and improve indoor environmental quality.
School physical education and athletic facilities pose a special risk for spreading infectious diseases such as MRSA (Methicillin-resistant Staphylococcus Aureaus) because of the potential for skin-to-skin and surface-to-skin contact among PE students and athletes.
Best practice: An Infection Control Plan should include the following information: • Areas considered high risk (bathrooms, PE areas) and high touch points (gymequipment, push bars, lockers) that may require sanitizing and targeted disinfecting in addition to routine cleaning.
Encourage your students to wash their hands with soap and water thoroughly after they exercise, use gym equipment, play outside, use the bathroom, etc.
After use of equipment student must be trained to wipe off equipment. In some cases, teachers utilize student aides for cleaning. Work with custodial staff for the use of a spray bottle and paper towel or wash towel to wipe equipment.
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STRATEGIES FOR CLASSROOM MANAGEMENT
Expectations...say them, repeat them and start the year with them. Be consistent and follow through. — Audrey Fisher
Discipline – something they don’t teach enough about in teacher preparation classes. Figuring out how you are going to handle discipline in your classroom ahead of time will put you ahead of the game. Rules are just like other instructional activities. They have to be taught, reviewed, and reinforced. Being consistent, learning from your mistakes and developing a rapport with your students is a longstanding goal of all teachers. There are a number of ways in which a teacher can promote good discipline in the classroom.
• Treat students with the same respect you expect from them, keep confidences.
• Get to know your students. Learn their names quickly and recognize his or her individual qualities.
• All teachers have discipline problems. Effective teachers match their strategy to suit the problems.
• Be fair, positive, and consistent. Be the kind of person young people can like and trust – firm, fair, friendly, courteous, enthusiastic, and confident. Admit your mistakes and keep your sense of humor.
• Know your school discipline policies. • Let the students know you care. Determine jointly with the class what is
and isn’t acceptable in terms of behavior and achievement. • Provide a list of expectations to parents and students. Make sure they are
consistent with district and building policies. Limit your rules to no more than five. Post the rules in the classroom.
• Begin class on time and in a businesslike manner. Have routines to follow each day as students enter and leave your room.
• Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.
• Avoid arguing with students. Discussions about classwork are invaluable, but arguments can become emotional encounters.
• Be mobile. Walk around the room as students work or respond to instruction.
• Minimize administrative referrals. Establishing your own classroom management will help. Ask your mentor or colleagues for help if needed.
• Let each student start each day with a clean slate.
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Managing Your Time Time can’t be saved; it is only spent. Although you can’t get any more hours from a day, you can develop habits that will make you more productive.
You may have already discovered that your teaching duties demand a great deal of time. You may feel that there’s no time left to manage after you schedule all your classes and assigned activities. Gaining control begins by discovering how you currently spend your time.
Determine which tasks must be accomplished early in the day when you have the most energy so you can avoid that frantic feeling throughout the day.
Procrastination is your number one enemy. Procrastination means performing low-priority activities rather than high-priority activities. It can result in more work, more pressure, the loss of self-esteem, and health problems.
Here are some coping strategies for each of the major reasons people procrastinate:
Dealing with an unpleasant task
• Decide what to do and do it first.• Set a deadline.• Reward yourself after completing the task.
Dealing with difficult or overwhelming tasks
• Use positive self-talk (focus on past accomplishments that turned outwell).
• Break the job into smaller tasks and complete those tasks each day
Dealing with indecision (fear of failure)
• Tell yourself that nothing is perfect and that in the past your best has beenpretty good.
• Set up a schedule and a target date for projectconclusion. Make your decision on that date.
• Do the one thing you fear most and you will conquer your fear.
Learn to say NO
• Your challenge is to make good choices in how you cope with thecountless demands on your time. (weac.org)
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(weac.org)
SUBSTITUTE TEACHER FOLDER
Schedules - Label folder “Substitute” - Your personal schedule (including lunch time, preparation time, and duties) *If you are a floating teacher, don’t forget to include the room number for eachclass and map with the classrooms highlighted.) - Bell Schedule (including special events)
Student Information - Class roll / attendance - Class seating charts or area for roll and how they line up - Identify 2-3 responsible students on whom the substitute can rely - Identify students with special needs (medical or instructional), special passes and teachers who can help if needed
Lesson Plans - 2-3 days of emergency lesson plans with all handouts and materials ready – Do not expect a substitute to arrive in time to duplicate materials. Indicate inyour folder where these materials will be located in your room. - Make sure that the lesson is something that anyone can present, but it cannot seem like busy work to the students. - Make it something that will be assessed when you return, have the substitute collect the students’ work at the end of class. - Leave some extra reading materials or other available materials for students if they finish early - Leave a clear list of class rules, or specific guidelines about unacceptable student behavior. Be clear about where a sub can send a student for a time-out, a neighboring classrooms, office, etc. Give a list of interventions you use that help misbehaviors and for specific students.
Explanation of Procedures - Where to meet class at start of class - Pass system - How to take attendance - How the lunch dismissal works - Classroom procedures, use of keys, supervision, transition start and end of class - Emergency procedures (injury, fire and earthquake drills, lockdown instructions) - Where you want materials from the substitute to be placed at the end of the day.
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(weac.org)
Where to Find - Additional materials/lessons plans if needed - Audiovisual equipment, photocopy/duplicating equipment, supplies Who to Turn To - Who to contact for disciplinary problems - Who to contact about attendance questions. - Names and locations of teachers who teach the same subject or the administrator to assist with concerns Email Give feedback (a simple email) so subs can improve their performance Work with your Class Prepare your class about having a positive attitude with a sub Rewards Leave a list of suggested appropriate “rewards” that would positively reinforce good behavior For Substitute Teachers
1. Its important to stick to the lesson plan 2. Kindly, return my classroom the way you found it 3. Please enforce my classroom rules 4. Be clear with the class about your expectations and be consistent in
enforcing them 5. Use professional behavior with students and school personnel. Be aware
of appropriate language and appropriate dress 6. Be friendly but firm 7. Accept assignments which are within your academic abilities or comfort
zone 8. Leave some contact information in case I do need to call or email you 9. Do not be worried to ask for help, call the counselor, security for
assistance NOTE: If your school and or department have their own requirements, follow it.
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SUBSTITUTE TEACHER INFORMATION CHECKLIST Teacher________________ Substitute Teacher: _______________ Sub # _______Date___________ • Roll book, lesson plans, schedule, and equipment are located _____________________ • Please check with the PE staff for confirmation of area, lesson, and equipment. • Meet Homeroom/Advisory in Room #___________________________ at ________________ o’clock.
Read the bulletin and take care of homeroom business. • Dismiss students to the locker room at _____:_____ a.m., _________pm • Meet all P.E. classes on roll call numbers or another manner at:________________________________
All students must report to roll call and sit on their assigned numbers or another manner. INSTRUCTIONAL AREA: LESSON AIM and OBJECTIVES (see lesson plans):
EQUIPMENT (Check equipment before and after each class):
• Assist supervising the locker room or hallway before and after each class. Students leave the locker room on teacher’s signal only.
• Take roll call according to the class records list. • Mark attendance strips after recorded on class records list. Check protocol – attendance is picked up by an
attendance office monitor or delivered to the office by a class monitor each period or at a specify time of day. • Follow the teacher’s lesson and read the lesson objectives to the students. • Make notations on the roll book as directed by the teacher or as follows:
AB = Absent 4 = Exceeds objectives T = Tardy 3 = Meets objectives X = Excused Note 2 = Approaching objectives FT = Field Trip 1 = Beginning objectives U = Uncooperative NP = Not Prepared/PE Attire
• Students are expected to engage in class activity all period, to stay with the class at all times, and to not
leave the class area without teacher permission. • Students are expected to behave and to cooperate with adults and with classmates.
Any problems reported to by the substitute teacher will be followed by further disciplinary action! • Students must return to roll call numbers or assigned meeting area five minutes before the end of the period
for roll call, to collect equipment, and for announcements/directions, homework, extension to outside. • Please record notes and comments for each class on the back of this paper. Fire Drill Procedure: Keep your grade book/class lists with you at all times. Instruct students to line up in 10-seconds. No talking, stay together, walk quickly, and no horseplay. Teacher leads the class. Assign two responsible students to
close the doors after the class exits and to check in with you. Proceed quickly to the yard and line-up at designated area.
Thank You
Have a Good Day J
High School Physical Education
Substitute Teacher Folder or Rainy Day Activity Resource
Below is a resource of Lesson Plans for your substitute, use for a rainy day activity or unit starter. Go to http://todayiwill.com/tools/worksheet-library/ (you may have to sign in) and a look at the list of worksheets you can print up (see below). Checking In With Yourself - Behavior Change It May Be Good For Me But - Behavior Change Benefits Of Physical Activity - Physical Activity What's Inside Your Drink - Nutrition Veggies: Eat More, Weigh Less - Nutrition Break Down Barriers - Behavior Change Finding The Time - Behavior Change The Power Of Positive Thinking - Behavior Change Change Your Negative Body Image - Behavior Change Feel Great About Physical Activity - Physical Activity Get More Out Of What You Are Already Doing - Physical Activity A Non-Exercise Approach To Physical Activity - Physical Activity Simple Ways To Cut 100 Calories - Nutrition Pack A Healthy Lunch - Nutrition Contem-plate your meals - Nutrition Can Fast Foods Fit? - Nutrition Become A Breakfast Eater - Nutrition Building A Support Team - Behavior Change Simple Ways To A Healthy Weight - Behavior Change SMART Goals / Take Steps Towards Success - Behavior Change My Rewards For Success - Behavior Change Calculating Calories Burned - Physical Activity Start Simple With Walking - Physical Activity Shoe Buying Tips - Physical Activity Find Opportunities For Physical Activity - Physical Activity Step Counters FAQ - Physical Activity Get Moving Bingo - Physical Activity Home Fitness Equipment - Physical Activity Choosing A Personal Trainer - Physical Activity Alternative To The Gym - Physical Activity Food Intake Patterns - Nutrition Setting Calorie Goals For Weight Loss - Nutrition Healthy Eating Away From Home - Nutrition Grab And Go Breakfast - Nutrition Best Beverage Bets - Nutrition
High School Physical Education 10 Easy Ways To Eat More Vegetables - Nutrition Staying Committed - Behavior Change Taking Control Of Triggers - Behavior Change Self-Monitoring - Behavior Change Personal Physical Activity Time Study - Physical Activity Add Variety With Circuit Training - Physical Activity Use A Stability Ball - Physical Activity Travel With More Than A Toothbrush - Physical Activity Stay Active When The Weather Is Bad - Physical Activity Get Flexible With Your Physical Activity Program - Physical Activity Physical Activity When You Feel Pain - Physical Activity Hit The Road With A Bike - Physical Activity Personal Nutrition Time Study - Nutrition Prim And Proper Portions - Nutrition Manage Mood Without Food - Nutrition Healthy Eating Quick And Easy - Nutrition Calorie Countdown Bingo - Nutrition High Risk Situations - Behavior Change Managing Stress - Behavior Change Maintain Your Active Lifestyle - Physical Activity Give Back - Physical Activity Make Over Your Favorite Recipe - Nutrition
5/12/2014
San Francisco Unified School District Request for Authorization to Accept a Gift
Date:
A. School/Department and Principal/Administrator Information
Name of School/Department
Signature of Principal/Administrator
School Phone #
Name of Principal/Administrator
B. Information on Items Donated (Attach additional sheet(s) if more than 1 page is needed)
Item(s) donated
Check # Amount $
C. Donor(s) Information
Name(s)
Title of Donor(s) (if applicable)
Address
Company Name (if applicable)
City Name
State and Zip
Phone #
D. Purpose of Donation
Purpose: (Indicate if the donation is for a specific group of organization at the site, i.e., the speech team, foreign language club, third grade class, in memory of, etc.) Include all pertinent background information pertaining to this document.) Restriction on use of gift (if none, please write “NONE”) E. Authorization Information
Approved By
Assistant Superintendent (ISO) Chief Financial Officer
High School Physical Education
CONFERENCES AND WORKSHOPS
2014 CAHPERD Conference (Feb 27- March 2, 2014) – Orange County, CA California Association for Health, Physical Education, & Recreation Stay current with the latest trends, instructional strategies, and innovative lessons in physical education www.cahpherd.com 2014 AAHPERD National Conference (April 1-5, 2014) – St Louis, MO National Convention and Expo www.aahperd.org CALPOLY (July) www.calpoly.org SFUSD: 21st Century PE Pathway (Thurs Nov 21, 7am-3pm, 2013) District teacher-leader facilitated sessions at International Studies Academy unpacking Fitness For Life text inclusive of standards-based model lessons and activities to share best practices from teachers designing the latest lessons collaboratively using an AIM, BBC, DYNAMIC WARMUP, ACTIVITY, COOLDOWN, STRETCHING in and around the components of fitness, exercise prescription, principles of training. SFUSD: 21st Century PE Pathway (Wed Feb 26, 7am-3pm, 2014) District teacher-leader facilitated sessions at site to be determined unpacking Physical Best text inclusive of modeling common assessments with many best practices takeaways for teachers. SFUSD 21st Century PE Pathway (Wed May 2, 7am-3pm, 2014) District teacher-leader facilitated sessions at site to be determined modeling muscle fitness, exercise prescription and assessments. Many takeaways for teachers in lessons around mission statement. SFUSD 21st Century PE Pathway and Standards Based Lesson Professional Development (afterschool to-be-determined) District teacher-leader and outside experts facilitating workshops and training around state standards and our 21st Century Pathway/ SFUSD Physical Fitness Training Teacher training on Fitnessgram/PFT afterschool 4-7pm at 95 Gough. Learn proper techniques in test administration as well strategies and structure ideas on what to do with your class while you are administering a test.
High School Physical Education SPARK Programs www.sparkpe.org Workshops on physical education program, curriculum units, & lessons. NATIONAL ADAPTED PHYSICAL EDUCATION Conference (November) (Promoting physical activity for all students)
High School Physical Education
CONFERENCE AND WORKSHOP REQUESTS
Steps For Attending Professional Development Outside of SFUSD
1. Submit preliminary “Expense Report Form” including copy of workshop /
conference agenda to your site department head or lead, document is available at SFUSD intranet under “Travel Form.” This Travel Form must be properly completed and submitted to Office of Approval not less than 10 workdays before date of departure.
2. Department head or lead ensures with school secretary that there is an appropriate amount of funds in the appropriate object code. If not, a request is made to the secretary to do a budget transfer from PE PEEF supplies.
3. Teacher receives approval from department head or department lead 4. Once approved and funds are loaded, teacher completes all “SFUSD
Travel Request” and “Travel Addendum Forms”, available on intranet, submits to department head or lead who submits to secretary and administration for signatures
5. Teacher will receive a copy of board approval from high school operation within one week. Check in with your department head or lead.
6. At conference / workshop, keep all original receipts (itemized). Attach Conference / workshop registration fee, airfare, baggage, transportation, meals and mileage, substitute to the “PE Dept. Detailed Expense Report” (SFUSD intranet) to an 8.5 x 11” sheet. Do not glue receipts on top of another nor glue receipts on the back page. Complete all sections. Meal receipts must be itemized and separated by date, ie. (breakfast, lunch & dinner of the same date in one sheet). A card statement must be attached with receipts if charge with credit card. Only those items on “Expense Report Form” may be reimbursed. Complete a “Travel Expense Report” Form.
7. Upon return, the “PE Dept Detailed Expense Report Form” with original receipts and or credit card statements and the final with actual expenses on the “Expense Report Form” must be submitted to your department head or lead within 1 month of attending a conference / workshop
8. Final approval of reimbursement (principal, PE Supervisor Michelle and Zapata SFUSD accounting)
9. Reimbursement period 6-10 weeks for processing.
High School Physical Education Sample Registration Steps: CAHPERD convention February 27 – March 2 at the Hyatt Regency Orange County (Garden Grove). COST REIMBURSEMENT: Three days of food at $41/day for 3 days (Total $123) (reimbursement for expense) Three nights of hotel (You will be required to double up in rooms) Rooms must be at conference rate or lower $139+taxs,fees = $162.75/night. (reimbursement for expense) Flight cost and ground transportation not to exceed $330.00 round trip (reimbursement for expense) (No rental cars) Conference Registration $264.00 (We will pre-‐register you) -‐ this is done now Important Steps: Travel forms and Travel Addendum forms must be completed. After convention you must submit reimbursement forms. Forms available on the PE share point site. Look for Travel form folder on the far left column. Link to forms: https://district.sfusd.edu/dept/apd/pe/Travel%20Forms/Forms/AllItems.aspx When submitting reimbursement forms please remember: Fill out forms completely Only original receipts will be accepted Do not staple receipts to paper Do not submit receipts for multiple people (example – a group of you go out and eat – the entire bill is paid by you – you will only receive reimbursement for a total of $41/day.) (No alcoholic beverages) Hotel room – food can be ordered, however keep in mind you only receive $41/day. The timeline for reimbursement takes 6 – 10 weeks to process, so please submit reimbursement forms ASAP. Send docs to me. Incomplete forms or inaccurate information will delay reimbursement. Send document to address below. Keep copies just in case originals are lost in mail.
High School Physical Education
SFUSD CORNERSTONE
Steps To Register For Professional Development Workshops
1. Go to Cornerstone Home Page. CornerStone can be accessed on the SFUSD Sharepoint site. (Far Right box has link)
2. Homepage of Cornerstone https://sfusd.csod.com/LMS/catalog/Welcome.aspx?tab_page_id=-67
3. Go to browse for training (located on far right of page) 4. Click on Curriculum and Instruction 5. In Global Search Box in What would you like to search for? 6. (Type in) what workshop you are interested in attending
a. IE: In Nov 2013 our department hosted a PE Middle & High School Fitness for Life & Model Lessons for Component of Fitness and Skill
b. Here are next steps 7. 7.Select a workshop IE “PE Middle & High School Fitness for
Life & Model Lessons for Component of Fitness and Skill: 8. Click Request (located in Session box) 9. You should now see your transcript and the workshop title.
Note- All PE workshops, meetings, etc. that will be posted on Cornerstone will begin with a title of "PE".
Division of Curriculum and Instruction
750 25th Avenue San Francisco, CA 94121
MASTER TEACHER PROGRAM DESCRIPTION Quality Teacher and Education Act (Prop A)
PROGRAM DESCRIPTION: Vision: The Master Teacher program contributes to the equitable academic, social, and emotional development and success of every student in SFUSD by creating and sustaining a pathway that invites, involves, and supports continuous learning for classroom teachers. Theory of Action: Master Teachers are both teachers and learners as they engage in equity centered professional learning with colleagues.
§ When teachers have opportunities to focus on students’ learning, they grow in their ability to ensure that authentic learning is the focus of the school experience. Their ability to understand and address diverse learning strengths, styles and needs grows.
§ When classroom practice becomes public, with teachers working together, reflecting and refining their
teaching, their efficacy as instructors improves and therefore, so does student learning.
§ As teachers mature and desire to contribute beyond their classroom, this program provides a formal pathway to further develop and exercise professional leadership.
Master Teachers have a demonstrated history of success and evidence of consistently increasing student achievement for all students, especially English learners, African-American, Latino, Pacific Islander and Special Education students; demonstrate excellent subject matter knowledge and classroom management practices as well as effective relationships with students and families; use culturally and linguistically responsive pedagogy; and are enthusiastic about supporting the professional learning of other educators. EXPECTATIONS: Managing the role:
• Start with a grade level or content area, a small group of 3-5 colleagues. • Get approval from site principal for any release days or planning time needed for themselves and/or teacher teams. • Keep a simple electronic log to document hours and activities in order to account for extended calendar time. • Responsible for not going over the allotted amount of resources, subs and extended hour • Maintain evidence that relates to lesson study work e.g., observations of students, lesson plans, anecdotal notes, student work samples, agendas, sign-in sheets and on-going reflections. • Take the lead in memorializing/documenting lesson study cycles.
Overall Responsibilities:
• Maintain an open door policy in their classroom in order to share their teaching practice with teachers from their school and across the district.
• Engage in co-teaching and videotaping of your lessons and others. • Engage in and/or lead school site conversations about practice, e.g., lesson study. • Establish ongoing communication with principal about goals, activities and connections between
the Master Teacher Program and school’s Balanced Score Card and over PD Plan. Determine ways to communicate progress with school community through staff meetings, newsletters, etc. Assist and/or consult on staff professional development as needed.
• Participate in Master Teacher professional development for a minimum of 30 hours during the school year (see MT PD calendar for more detailed information).
Phase
Master Teacher
Program Expectations
Career Matrix
Year 1 Lead and facilitate a professional learning community at your site with amble support from the Master Teacher Program.
Maser Teachers are encouraged to complete 1-2 years in the Master Teacher program before transitioning into a role that is no longer a classroom teacher.
Year 2 Lead and facilitate a professional learning community at your site with minimal support from the Master Teacher Program. Facilitate mini-PLCs at the LS Network (up to 10 colleagues).
Master Teachers are encouraged to take on more leadership at their school and district and to explore leading PLCs through Prop A PD programs.
Year 3 Facilitate school wide professional learning efforts either through Lesson Study or in support of school wide foci.
Master Teachers are encourage to explore the many career options available in the district: § Master Teacher for
SFUSD credentialing programs
§ UESF Teacher Leader Program through AFT
§ Instructional Reform Facilitator
§ Teacher on Special Assignment
§ Administration § Instructional Coach for
Master Teacher Program
§ RTI, BTSA, or PAR Coach
§ and much more….
The Master Teacher program serves as a liaison and advocate on behalf of all master teachers who have participated in the program.
Year 4 Co-plan and facilitate Master Teacher PLCs, Lesson Study Networks or district Networks in collaboration with C&I and Superintendent’s Zone.
Master Teachers who exit the program after year 4 are then seen as a resource and pool of candidates that can be tapped for future leadership and instructional expertise.
High School Physical Education
TEACHER-LEADER PROGRAMS
San Francisco Unified is committed to the ongoing professional support and growth of its teachers. As a teacher with SFUSD, you will be provided with rich professional development opportunities, including workshops, collaboration, and mentoring.
BEGINNING TEACHER & ASSESSMENT (BTSA) San Francisco Unified and the California Commission on Teacher Credentialing (CCTC) approved a Beginning Teacher Support and Assessment (BTSA) / Induction Program is designed for teachers with CA Preliminary General Education Credentials. This program provides individual coaching and specific professional development based on the California Standards for the Teaching Profession (CSTP) and Induction Standards. BTSA/Induction teachers will receive two years of targeted coaching and formative assessment provided by an experienced support provider. Once BTSA/Induction teachers have successfully completed all Induction requirements, they can apply for THEIR CLEAR CREDENTIAL. PEER ASSISTANCE AND REVIEW PROGRAM (PAR) Teachers in their first or second year are eligible to participate in the Peer Assistance and Review PAR Program. PAR further assists permanent teachers identified as performing in a less than satisfactory manner necessitating improvement in the Permanent Teacher Intervention Program. Performance problems include classroom management and teaching techniques. A Peer Coach, selected by the PAR Panel will be assigned to new and teachers in teachers in need of intervention. For those experienced teachers who have the skills to assist beginning and teachers in need of assistance may also apply as a Lead Coach. A plan developed by the Peer Coach, administrator and beginning teacher and or teacher in need of intervention will be part of the Individual Learning Plan.
NATIONAL BOARD of PROFESSIONAL TEACHING STANDARDS
The NBPTS is an organization of teachers and other education stakeholders who are working to strengthen the teaching profession and improve student learning. The San Francisco Unified School District recognizes the tremendous impact that National Board Certified Teachers have on teaching and learning. Therefore, we are committed to offering a program that provides ongoing support to its teachers who engage in the certification process.
High School Physical Education Benefits to applying for National Board Certification
1. Positive impact on classroom practice. 2. Participation in quality professional development. 3. Recognition as an accomplished teacher. 4. An SFUSD salary adjustment of $5,000 above regular, annual salary is
given to a teacher who holds a current NBPTS certificate.
QUALITY TEACHER AND EDUCATION ACT (QTEA) The Quality Teacher and Education Act (QTEA) - Proposition A approved in 2008 and in place for 20 years (2028) - makes San Francisco teacher salaries competitive with those in surrounding school districts; provides financial incentives for teachers to work at schools with historically high turnover and teach in hard-to-fill subject areas such as high school math; increases teacher support while raising teacher accountability; improves academic innovation through research and development; and upgrades school technologies.
MASTER TEACHER PROGRAM QTEA Master Teachers are both leaders and learners as they engage in equity centered professional learning with their colleagues. Teachers have opportunities to focus on students’ learning and grow in their ability to ensure that authentic learning is the focus of the school experience. See attached description for
more information on the QTEA Master Teacher Program. See a description of the 4th Cohort Master Teacher Program (2013-2014) later in this section.
IMPACT AND INNOVATION AWARDS QTEA provides additional recognition and resources to schools showing the most growth in student achievement and schools modeling effective strategies. As part of this effort, SFUSD has worked with UESF to establish the Impact & Innovation Awards.
The Impact & Innovation Awards aim to reward schools, which have demonstrated achievement and to develop effective methods of sharing strategies that hard-working staff at these schools employ day-to-day to support student achievement. The awards program is two-fold – it comprises 10 Impact Awards and 10 Innovation Awards and each award is $15,000.
• Impact Awards: Recognize schools which show growth in student achievement by closing the gaps and demonstrate an understanding of how effective strategies contribute to student success
• Innovation Awards: Reward effective, innovative practices across the district with added resources and recognition
High School Physical Education Applications are due in October, and we received 58 application In 2013. About 40 schools participated, including 24 elementary, 2 K-8, 6 middle and 8 high schools. The selection committee is made up of seven members from across organizations, including UESF, UASF, SFUSD and the QTEA Oversight Committee. The selection committee will come to a decision in early November and all participants will be updated. Winning schools will receive additional communications and next steps. For further questions, reach out to Thu Cung, [email protected] and/or Chris Armentrout, [email protected].
PROFESSIONAL DEVELOPMENT(PD) PROGRAMS FUNDED BY QTEA (PROP A)
SFUSD has three PD programs funded by the Quality Teacher Education Act (Prop A): The Master Teacher Program, The Lesson Study Project, and PD for Paraprofessionals. Go to www.sfusd.edu to learn more about the Master Teacher Program in SFUSD.
LESSON STUDY PROJECT provides an alternative approach to professional development and instructional improvement one that values teaching, teachers, and the long-term learning and development of students. Lesson Study values professional teaching communities and provides an important learning structure—the research lesson. In Lesson study teams, the research lesson provides an ongoing method to improve instruction, “ensuring that good ideas are not just talked about but brought to life for shared observation and analysis” (Catherine Lewis, 2011).
COMMUNITY SUPPORT As a teacher in San Francisco, you can count on the support of the local community. San Francisco’s voters recognize the importance of public education and have approved several measures in recent years to increase funding for SFUSD schools and teachers. (sfusd.edu)
High School Physical Education
PHYSICAL EDUCATION TEACHER RECOGNITION
The SFUSD Physical Education Department recognizes exemplary teachers among our discipline for their dedication and leadership abilities to strengthen the quality of physical education instruction, to improve teaching practices, and to teach our students to achieve and maintain healthy, knowledgeable, and physically active lifestyles.
GLORIA SIECH PHYSICAL EDUCATION TEACHER AWARD
Ms. Gloria Siech was a physical education teacher from 1967-1998 and our district’s first K-12 Physical Education Content Specialist from 1998-2003. She worked effortlessly to bring physical education to high standards in our San Francisco’s elementary and secondary physical education programs. She pioneered the distinguished elementary physical education program that thrives today, and she initiated a standards-based curriculum guide for a comprehensive and quality physical education program for our secondary schools. Gloria believed in talent and leadership and in a strong physical education program that engaged student learning and success.
The recipient of the award is a leader and exhibits the following attributes in education:
• Practices a developmental and grade-appropriate instructional program • Uses content standards and ongoing assessment to inform instruction • Varies instruction to differences in movement and learning abilities • Provides students with adequate and specific feedback • Plans, develops, and delivers meaning instructional content • Provides a variety of learning opportunities for student success • Reviews curriculum, teaching practices, and assessment tools • Guides program assessment to affect meaningful curriculum change • Seeks professional development opportunities • Contributes to the professional development of colleagues • Models professionalism, leadership, and collaboration among colleagues • Advocates for the importance of quality physical education in our schools
The Gloria Siech Physical Education Teacher Award recognizes exemplary work by physical educators in the elementary, middle school, and high school divisions. Physical education teachers nominate deserving colleagues, and the Academic and Professional Development Physical Education Department decides on the most outstanding candidates in the elementary and secondary divisions that best represent quality physical education instruction and leadership in SFUSD.
High School Physical Education
GLORIA SIECH PHYSICAL EDUCATION TEACHER AWARD
NOMINATION FORM
NOMINEE: ____________________________ School: ______________________
Date: __________________
I nominate: ________________________ at ______________________School for the Gloria Siech Physical Education Teacher Award
In a short summary, describe the teacher that exhibits the attributes of professionalism, leadership, and collaboration in education.
Please submit your nomination to Curriculum and Instruction / Physical Education Department at 95 Gough Street, San Francisco, CA 94107, by end of April.
High School Physical Education
MENTOR TEACHER AND STUDENT-TEACHER
ROLES AND RESPONSIBILITIES Thank you for serving our profession by serving as a cooperating teacher/mentor for student teachers! Please inform our SFUSD PE Department once you are approved by your site administrator to support a student-teacher. Our department would also like to open lines of communication in support of both the cooperating teacher and student-teacher. Teacher Role: The cooperating teacher plays a dual role in preparing the student to become a well-qualified teacher:
1) as a role model for excellent teaching, and 2) as a resource person to help guide the prospective teacher's development. Briefly, the responsibilities in each of the roles are: Role model during the first two weeks, the student teacher will spend much of the time observing the cooperating teacher in planning, control, rapport building with student and other staff, teaching methods and record-keeping. Through these acts, the cooperating teacher demonstrates a professional model of ability, enthusiasm and concern for students. This model should provide a solid "support structure" for the student teacher by openly communicating and modeling the professionalism required in teaching physical education. The student teacher needs many chances to view the professional at work, and the observations give pre-service teachers a basis of comparison for their own performance. Some specific things the student teachers need to see:
a. Management routines b. Discipline practices c. Transition ideas d. Assessment ideas (formal and informal) e. Administrative tasks: taking attendance, checking for proper attire f. Dismissal and closure practices g. Routines h. Resources and facilities available to them i. Resource person and Evaluator
The cooperating teacher should be available to answer questions as they arise. Specific daily critiques of the student teacher are not only useful guides, but
High School Physical Education necessary feedback components of the student teaching experience. The student teacher is required to have daily, weekly written, midterm, and final evaluation forms from you. The cooperating teacher should not only provide positive corrective verbal and written feedback, but must also challenge the student teacher to try new methods, and to revise lessons to make them better. The cooperating teacher should help the student teacher develop a philosophy of quality teaching. Sitting down together and exploring solutions is often preferable to offering suggestions. Highlighting a specific incident that the student teacher handled during the day, and working through alternative solutions can be particularly useful. By using these and other techniques, the cooperating teacher can be an invaluable resource person. Cooperating Teacher Responsibilities: The cooperating teacher should include these specific responsibilities to facilitate smooth transitions for the student teacher into their own duties and responsibilities:
1. Introduce the student teacher to the faculty, administration, and staff at the school. 2. Introduce the student teacher and help them find their way around the building 3. Orient the student teacher to school, classroom and community procedures and policies. 4. Provide the student teacher with books, handouts or other curriculum materials. 5. Understand, subscribe to, facilitate, and assess student teacher progress and performance daily, weekly, and with regard to the standards of the California Professional Teaching Standard.
Standards and the NASPE Beginning Teacher Standards. 1. Review the contents of the Student Teacher Handbook with the student teacher and provide resources to assist them in carrying out their responsibilities. 2. Complete daily, weekly, mid-term, and final evaluation forms and review them with the student teacher. 3. Provide the student teacher with instructional materials, a planning space, and when appropriate, access to student records (including IEPs). 4. Provide assistance and feedback on the lesson and unit planning of the student teacher. 5. Provide assistance in videotaping (via ipad, camera, etc…) and review of student teacher taught lessons.
High School Physical Education 6. Articulate errors in a positive corrective manner, and provide guidance and alternative suggestions for helping the student teacher correct these problems. 7. Communicate regularly with the university supervisor regarding progress, and especially any concerns or problems, related to the performance of the student teacher. 8. Attest to the student's adherence to professional ethics and standards. 9. Assist the student teacher in finding resources to meet curricular guidelines. 10. Treat the student teacher with courtesy, respect and kindness.
Student Teacher Responsibilities Because the student teacher is in a unique position, as both a learner and a pre-professional in the school environment, the student teacher must attend to specific responsibilities during the semester. These include:
1. Understanding that the professional and legal responsibility for the classroom remains with the cooperating teacher.
2. Becoming familiar with the rules, regulations, policies, curriculum and facilities of the school during the first week.
3. Realizing that each child is unique with an individual growth and developmental pattern, and planning for appropriate and safe teaching progressions to meet these unique individual needs.
4. Maintaining open communication through regular conferences with the cooperating teacher, parents and other support staff and programs in collaboration with the cooperating teacher.
5. Striving to work effectively with all students, other teachers, other staff and parents, learning from mistakes, and accepting constructive comments with a desire for self-improvement.
6. Behaving in an ethically and professional manner toward all members of the school and community.
7. Contributing to the overall welfare of the class and the students. This includes being well prepared in content knowledge and teaching correct and up to date information, as well as providing for the safety of the students.
8. Attending school regularly and assuming responsibilities willingly, including those of a professional outside of the classroom and school day.
9. Demonstrating research-based instructional practices throughout the semester.
10. Holding students accountable for learning and assessing performance regularly. (web.uri.edu…)
VOLUNTARY PEER ASSISTANCE & LEADERSHIP (VPAL) Receive coaching in an area of your teaching practice. It’s confidential, individualized, non-evaluative, and free!
* Please refer to VPAL Participation Agreement.
HR Teacher Support and Development 555 Franklin Street, 2nd Floor San Francisco, CA 94102 T 415.355.7648 F 415.355.7653 WWW.SFUSD.EDU; 5/13
What is VPAL?* �1-on-1, individualized support which may include: - lesson planning/curriculum - instructional strategies - behavior strategies - analysis of student work - classroom observation & feedback - videotaping instruction � CSTP-based planning & reflection (Standards 1-5)
Who is VPAL for? � Teachers with satisfactory and above performance evaluations � Voluntary participants
Why VPAL? � To get support when:
ü preparing for an evaluation cycle ü teaching a new grade level ü transferring to a new site ü you want to take your practice to the next level using the
CSTPs
When? ▪ 1-2 months of support ▪ Agreed upon number of meetings, generally from 2 to 6
How? � Complete and submit attached Participation Agreement to Lead Teacher Coach Darcy Estes ([email protected]) in Teacher Support and Development, Human Resources.
Human Resources
Teacher Support and Development 555 Franklin Street, 2nd Floor San Francisco, CA 94102
415-355-7648
PARTICIPATION AGREEMENT 2013-2014
Voluntary Self-Referral for Peer Assistance and Leadership
[Funded under Prop A] The Peer Assistance program, [coaching support] shall be extended to encourage additional voluntary participation based on self-reflection (on CSTPs 1-5) by teachers with Satisfactory or equivalent ratings who seek to improve their already satisfactory performance. Such self-referral shall not be subject to the PAR evaluation process. UESF/SFUSD Contract Appendix M, C,4 I agree to the following conditions:
• Commitment to working with an assigned teacher coach on specific teaching standards or for an evaluation cycle
• Meeting with an assigned coach to write a Self-Assessment Reflection • Use the Self-Assessment Reflection to choose 1-2 elements to focus on • Collaborate to develop and implement an Individual Learning Plan (ILP) that will have clear
timelines to support California Standards of the Teaching Profession (CSTP) Standards 1-5 (only) as determined by the Self-Assessment Reflection
• I understand that this will not be evaluative support and will not take the place of an evaluation. The SFUSD VPAL could include but not limited to:
• Regular one-to-one support • Observation and feedback • ILP development around CSTPs Standards 1-5 • Preparation for an Evaluation Cycle
If a teacher has participated in VPAL coaching before,
• First time participants have priority • To be considered for another round of support, teacher must have successfully completed an ILP
during his/her previous time in VPAL • Within a 3 year timeframe, teacher can receive 2 types of assistance – teacher can work on a
specific standard and/or prepare for 1 evaluation cycle • Teacher can receive no more than 2 consecutive years of support within a 3 year period
This is a confidential process. What do you need support with, and why? ¨ Attachment ¨ No Attachment Support time frame ¨ 1 month ¨ 2 months Teacher’s Signature Teacher Name School Site/grade E-mail/phone Date
High School Physical Education
PHYSICAL EDUCATION TEACHER RECOGNITION AWARDS
There are a number of awards for teachers. Below is a list of available awards. All awards are time sensitive. Good luck!
1. AAHPERD Recognition Awards – All alliance members heave the privilege of submitting nominees for each award offered by the Alliance. These awards cover distinctive contributions to the profession. All Alliance recognition award nominees must be named and materials received with a postmark deadline no later than Oct 15. These awards will be presented at the AAHPERD national convention in the spring of each year. The awards are listed at: http://www.aahperd.org/whatwedo/awards/
2. Ms. Gloria Siech was a physical education teacher from 1967-1998 and our district’s first K-12 Physical Education Content Specialist from 1998-2003. She worked effortlessly to bring physical education to high standards in our San Francisco’s elementary and secondary physical education programs. She pioneered the distinguished elementary physical education program that thrives today, and she initiated a standards-based curriculum guide for a comprehensive and quality physical education program for our secondary schools. Gloria believed in talent and leadership and in a strong physical education program that engaged student learning and success.
The Gloria Siech Physical Education Teacher Award recognizes exemplary work by physical educators in the elementary, middle school, and high school divisions. Physical education teachers nominate deserving colleagues, and the Curriculum and Instruction Physical Education Department decides on the most outstanding candidates in the elementary and secondary divisions that best represent quality physical education instruction and leadership in SFUSD. A memorial plaque is displayed at our Central Office Physical Education Department Trophy Case. Past and current winner names will be engraved on the plaque and winner acknowledged at a professional development day and at our district website.
3. The Quality Teacher and Education Act (QTEA), Proposition A of 2008, called for support for and recognition of schools modeling effective strategies and schools showing the most growth in student achievement.
The Impact and Innovation Awards aim to reward schools which have demonstrated achievement and to develop effective methods of sharing strategies that hard-working staff at these schools employ day-to-day to support student achievement. The awards program is two-fold – it comprises 10 Impact Awards and 10 Innovation Awards and each award is $15,000.
• Impact Awards: Recognize schools which show growth in student achievement by closing the gaps and demonstrate an understanding of how effective strategies contribute to student success
• Innovation Awards: Reward effective, innovative practices across the district with added resources and recognition
Go to sfusd.edu intranet for application and processes or contact [email protected]
High School Physical Education
PARTNERSHIPS AND ADVOCATES California Project Lean Schools play a central role in providing opportunities for students to engage in physical activity. Physical education (P.E.) is the one time during the day when all students can be active. SFUSD School Board considers policy and curriculum strategies to support increased physical activity in P.E. Moderate to Vigorous Physical Activity (MVPA) Moderate physical activity refers to activities equivalent in intensity to brisk walking or bicycling. Vigorous physical activity produces large increases in breathing or heart rate, such as jogging, aerobic dance or bicycling uphill. The Physical Activity Guidelines for Americans recommend that children and adolescents participate in at least 60 minutes of MVPA most days of the week, preferably daily, in order to attain health benefits. To help reach this goal, Healthy People 2010, an initiative of the Centers for Disease Control and Prevention and the President’s Council on Fitness, recommends that students be engaged in MVPA for at least 50 percent of P.E. class time. Engaging students in moderate to vigorous physical activity (MVPA) in P.E. prepares them to lead physically active lives and can improve health and academic outcomes. Physical activity is not in competition with educational goals; in fact, it helps students learn content by enhancing concentration skills and on-task behavior.
Shape Up San Francisco and PE Advocates The Shape Up San Francisco Coalition is a multidisciplinary body convened to address the epidemic of chronic disease through primary prevention and environmental strategies, with an emphasis on physical activity and nutrition. Shape Up SF is committed to reducing health disparities in chronic diseases that disproportionately affect African American, Latino and Asian populations. Our mission is to increase the awareness of and opportunities for increased physical activity and improved nutrition where people live, play, work, and learn.
In order to achieve its goals, the Coalition has identified four strategies:
• Policy advocacy and environmental prevention: Create environments, through policy and organizational change, to support healthy eating and active living.
• Programs and events: Provide opportunities for physical activity and good nutrition in the community, at worksites, etc.
• Research and data: Conduct research and share data on pertinent nutrition and physical activity issues.
• Awareness and education: Increase awareness of the importance of physical activity and nutrition through campaigns, advisory councils, website, etc
In November 2010, Shape Up SF was term guidance for creating environments conducive to physical activity. Physical Education was one of the recommended areas that could make a significant contribution to health for San Francisco Unified School District students. The 2010 release of Physical Education Research for Kids (PERK), a study from the California Task Force on Youth and Workplace Wellness, provided additional motivation for Shape Up SF to turn its
High School Physical Education
attention to PE. PERK outlined a menu of options for policy makers, with the first priority area to improve content and evaluation of Physical Education.
• Shape Up SF first convened the PE Advocates in May 2010. The PE Advocates are a group of diverse partners, including the SFUSD Physical Education Department, that are unified in our belief that PE is the equitable way for all children to get regular physical activity. The first order of business was to discuss the PAC and PERK recommendations and draft a plan of action. The PE Advocates determined that our first action would be to understand the current status of and environment for physical education programs in the San Francisco Unified School District (SFUSD).
• While the assessment by UCSF included a sample of both middle and high schools, the current focus of Shape Up SF’s PE Advocates is on the elementary level. A key finding of the assessment was that when PE is occurring, students are engaging in an adequate amount of moderate to vigorous physical activity (MVPA). The study also showed that elementary schools are well below the mandate for number of scheduled minutes of PE per week. The majority (80%) of elementary schools (80%) in the study did not meet the mandated 200 minutes of PE scheduled every 10 days. The findings from the assessment established a need to develop recommendations and strategies to assist SFUSD in meeting state mandated minutes of PE and increasing opportunities for health benefiting physical activity during the school day.
Based on the assessment findings and other research, Shape Up SF’s PE Advocates developed recommendations in three categories, with specific strategies outlined for each:
1. Increase awareness about the benefits of physical education (PE) and physical activity (PA);
2. Increase the number of minutes of PE that students receive to meet state mandated minutes for PE; and
3. Develop and implement measures of accountability to ensure quality PE throughout the school district.
Healthy People 2020
“Improve health, fitness, and quality of life through daily physical activity.”
In December 2010, the Department of Health and Human Services launched Healthy People 2020, which has four overarching goals:
• Attain high-quality, longer lives free of preventable disease, disability, injury, and death.
• Achieve health equity, eliminate disparities, and improve the health of all groups. • Create social and physical environments that promote good health for all. • Promote quality of life, healthy development, and healthy behaviors across all life
stages.
High School Physical Education
HIGH SCHOOL WELLNESS CENTER PROGRAM
What is the High School Wellness Center/ Program? The High School Wellness Center/Program is a collaborative initiative between: the Department of Children, Youth & Their Families (DCYF); the San Francisco Unified School District (SFUSD), School Health Programs Department and the Department of Public Health (DPH).
What is the goal of the High School Wellness Center/ Program? Through linking students to a comprehensive array of physical and behavioral health services through both on campus programming and community based partnerships, students at 15 high schools improve the health, safety, and educational outcomes of San Francisco’s high school students.
Historical Background Research shows that school-based and school-linked health services play an important role in improving the health and well being of youth when linked to other health services.
This program was created in response to high school student feedback through a citywide survey. Students indicated that they wanted and needed access to mental health, substance abuse, and reproductive health services. In August of 1999, a School Health Task Force was created to develop a proposal on how to best implement school-based and school-linked services for high schools in San Francisco. The Department of Children, Youth and Families allocated funds for development of seven Wellness Centers at San Francisco large high schools.
Services Students voluntarily seek Wellness Program Services or are referred by school site staff. Students are assessed, counseled, and referred to community service providers when appropriate.
Services include individual and group counseling, substance abuse counseling, nursing services, reproductive health counseling, and resources and referrals.
Physical Education At school sites, there is protocol for recommending a student from your class to Wellness. See Wellness staff for procedures and protocol. Often, sending students to Wellness may be what is holding back a student from succeeding. Work collaboratively with Wellness and other groups in your school. (healthiersf.org)
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PROFESSIONAL DEVELOPMENT DAY SITE AND INDIVIDUAL TEACHER SUPPORT
How do we know the objective reaches the students? How do we know student achievement takes place?
When modeling a lesson or activity at the secondary level the secondary content specialists have been following a consistent path of following up with teachers on a strategic basis. For instance, at fitness circuit lessons are a part of a big picture, i.e. the mission statement. At the end of a Professional Development Day, content specialists (middle and high school) team up to go out to schools to observe, ask questions of teachers and students, model lesson, develop survey to check for student learning than return to the office to discuss outcomes than go back out to follow-up. Criteria for school selection are based on a number of factors: zone schools, schools that have 1st or 2nd year teachers, schools that have high percentage of African American, English Language Learners and Special Education students, schools through feedback, observation and desire express a strong interest in improving their teaching. See below. Before we provide the “take the show on the road” circuit, the content specialists piloted their support by modeling lessons at a middle and high school prior to the Professional Development to find gaps in the teaching and learning of students. Through conversations with teachers, students, observations, the secondary team was able to come up with dynamic lessons to support content structure to sites. Lesson design is always discussed and outlined to teachers in the context of the components of fitness, components of exercise prescription, FITT Principle, components of an exercise session, and the specific qualities and needs of the site. Also important factors in the discussion are methods and procedures for classroom management, unit plans, lesson plans, technical skill and assessment. Content specialists typically present the desired activities in a group exercise setting before launching into circuits. This ensures proper technique and safety. All of these points are discussed thoroughly with the teacher(s) involved. Assessments for understanding and willingness to proceed and engage are also completed. There is also a follow-up plan for after the content specialist has completed the modeling. This is done to assure quality and sustainability.
High School Physical Education SFUSD TEACHER RESOURCES
Educational Technology Department Program Description: As the 21st century learning environment emerges, technology is enhancing the way teachers teach and students learn. To support this new paradigm, San Francisco Unified School District's Educational Technology Department provides professional development and resources to enrich instructional strategies and integrate technology. The Educational Technology program collaborates with many internal and external partners to develop programs, workshops and materials to increase student learning and achievement. This intensive support, coupled with the effective use of technology expands educators’ ability to engage students in real-world, authentic learning experiences that promote 21st century readiness.
Please visit our website at www.sfusdedtech.org to find out more about are exciting professional development offerings!
Employee Intranet The SFUSD employee intranet is a secure site for online collaboration and resource sharing. Please see each department's main intranet page for relevant forms, documents, and announcements. Also note that links to employee information and services are on the intranet's home page: • IT Service Request System • PeopleSoft (EIS) • Substitute System • Timeroll System Building & Grounds Work Order System (SiteNet)
Data Director Data Director, a student data analysis tool, gives educators the access they need to view state, local and student assessment data and demographic information about their students. Restorative Practices www.healthiersf.org/Restorative Practices Restorative practices promote strengthened relationships and community building while providing meaningful and supported opportunities for students to be held accountable and take responsibility for making their school community a safe and nurturing environment. SFUSD had shifted the way they think about student discipline and school climate. Currently, many SFUSD school sites utilize Restorative Practice as a process to proactively build community and social coherence.
High School Physical Education
CALIFORNIA DEPARTMENT OF EDUCATION ONLINE RESOURCES
The following is a list of resources from the California State Physical Education Framework 2009 that may assist teachers with the design, implementation, and evaluation of physical education instruction. Many of the resources are available at no cost on the California Department of Education Web site.
California Department of Education Resources CDE Home Page http://www.cde.ca.gov Curriculum and Instruction: Physical Education http://www.cde.ca.gov/ci/pe/ Healthy Children Ready to Learn: Facilities Best Practices http://www.cde.ca.gov/re/pn/fd/documents/hcrtlfacilities.pdf Physical Education Model Content Standards for California Public Schools http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf Physical Fitness Testing (PFT) http://www.cde.ca.gov/ta/tg/pf/ Special Education: Laws, Regulations, & Policies http://www.cde.ca.gov/sp/se/lr/ Special Education: Services and Resources http://www.cde.ca.gov/sp/se/sr/ Taking Action for Healthy School Environments: Linking Education, Activity, and Food in California Secondary Schools http://www.cde.ca.gov/re/pn/fd/documents/takingaction051706.pdf
CDE Facilities Home Page This site has information to assist school districts and their communities in creating well-‐planned, K–12 learning environments in safe, clean, and up-‐to-‐date schools. http://www.cde.ca.gov/ls/fa/ Design-‐Build Projects Guidelines, 2002 http://www.cde.ca.gov/re/pn/fd/documents/dbpguidelines.pdf Guide to School Site Analysis and Development http://www.cde.ca.gov/ls/fa/sf/guideschoolsite.asp Physical Education Guidelines Middle & High School http://www.cde.ca.gov/ls/fa/sf/peguidemidhi.asp Physical Education Guidelines -‐ Elementary Schools http://www.cde.ca.gov/ls/fa/sf/peguideelement.asp
High School Physical Education External Resources American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) http://www.aahperd.org American College of Sports Medicine (ACSM) http://www.acsm.org/ American Heart Association http://www.americanheart.org California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) http://www.cahperd.org/ California Healthy Kids Resource Center http://www.californiahealthykids.org/ California Learning Resource Network (CLRN) http://www.clrn.org California Playground Safety Regulations http://www.cdph.ca.gov/healthinfo/injviosaf/pages/ californiaplaygroundsafetyregulations.aspx California Physical Education-‐Health Project (CPE-‐HE) http://csmp.ucop.edu/cpehp/ Centers for Disease Control and Prevention (CDC) http://www.cdc.gov/ Physical Education Curriculum Analysis Tool (PECAT) http://www.cdc.gov/ HealthyYouth/PECAT/index.htm Overweight & Obesity: Childhood Overweight http://www.cdc.gov/nccdphp/dnpa/obesity/childhood/index.htm Healthy Youth! School Health Guidelines & Strategies http://www.cdc.gov/HealthyYouth/publications/Guidelines.htm Physical Activity and the Health of Young People http://www.cdc.gov/HealthyYouth/physicalactivity/pdf/facts.pdf Body and Mind (BAM) http://www.bam.gov/ Governor’s Council on Physical Fitness & Sports http://www.activeca.org/ National Center for Education Statistics (NCES) http://nces.ed.gov/ Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006057 National Dance Association (NDA) http://www.aahperd.org/nda/ National Marfan Foundation (NFM) http://www.marfan.org
High School Physical Education Physical Activity and Exercise for People with Marfan Syndrome http://www.marfan.org/nmf/GetSubContentRequestHandler.do?sub_menu_ item_content_id=43&menu_item_id=7 State Council on Adapted Physical Education (SCAPE) http://www.cahperd.org/sections/scape/ Tolerance.org http://www.tolerance.org/ Bullying: Guidelines for Teachers http://www.tolerance.org/teach/activities/activity.jsp?ar=768 U.S. Consumer Product Safety Commission http://www.cpsc.gov/ Handbook for Public Playground Safety http://www.cpsc.gov/cpscpub/pubs/325.pdf U.S. Department of Agriculture: MyPyramid http://www.mypyramid.gov
http://www.nata.org National Board for Professional Teaching Standards http://www.nbpts.org
High School Physical Education
COMMUNITY PARTNERSHIPS √ Community partnerships and collaborations enhance the quality of physical education programs at our schools. Their programs are:
√ Foster collaboration among the school community (students, families, teachers, and staff), the public, and private and nonprofit sectors to support physical activity.
√ Provide opportunities for families to attend health awareness workshops, seminars, and events to increase awareness in healthy lifestyles.
√ Work collaboratively with San Francisco’s Recreation and Parks Department to develop and implement after school, weekend, and summer activities for youth in San Francisco.
√ Provide opportunities for Special Education and the physically disabled students to demonstrate learned behaviors and skills during school site or district wide Special Olympics, SFUSD Master Plan 2008.
ORGANIZATION
PROGRAM
CONTACT
American Health
Association
NFL Play 60 Challenge to be active 30 minutes at school and 30 minutes at
home
JULIE KAUFMANN 415-228-8418; 415-305-
5751 [email protected]
CIF/SF Academic Athletic
Association
Interscholastic Athletics Program
DON COLLINS 415-920-5185
First Tee
National School Program
TONY ANDERSON 415-298-5760
[email protected] Funky Door Yoga Haight
Funky Yoga for youth (up to 11 yrs. Old)
[email protected] [email protected] www.funkydoor.com
Mission Cliffs
Rock Climbing &Fitness
Indoor climbing facility
2295 Harrison St. (18th & 19th Sts.)
415-550-1515 touchstoneclimbing.com
Planet Granite
Rock Climbing, Yoga &
Fitness Indoor climbing facility
Crissy Fields: 924 Old Mason Street
415-692-3434 planetgranite.com
High School Physical Education
SFUSD Adapted PE Department
Adapted Physical Education
APE Specialists
SARAH LILJEDAHL [email protected]
DEBBIE VASQUEZ [email protected]
SFUSD
Healthy Schools Program
Healthy Schools Team Physical Activities, Health
Liaison, Prevention Intervention Programs,
Wellness
DONNA BLANCHARD ROASALIA LOPEZ
415-242-2615 x 3204 1515 Quintara St. (x Lincoln
HS)
SFUSD Special Olympics
Special Olympics School
Partnership Program
PAUL ZAGER 415-379-7672
SF Recreation & Parks
After School Programs, Swimming Pools, Camps,
Special Events
McLaren: 501 Stanyan St. 415-831-2700 sfrecpark.og
Skate USA
Skate in School In-line skating program
for lifelong physical skills and activities
1-888-758-4386
www.skateinschool.com
SF Park and Recreation
Healthy Parks, Health People Program:
Interpretive nature walks on Saturdays
LISA MCHENRY
SF Park and Recreation Aquatics and Pools
Swim Programs Lessons and general swim sessions at nine
pools throughout the city of SF
Balboa Pool 337-4701 Coffman Pool 337-9085 Garfield Pool 695-5001 Hamilton Pool 292-2008
MLKing 822-2807 Mission Community Pool
North Beach Pool 391-0407 Rossi Pool 666-7014 Sava Pool 661-6327
SF Park and Recreation
All Year Activities Afterschool
Winter, Spring and Summer Activity
Programs
http://sfrecpark.org/recreation-community-services/find-a-
class/
SF Park and Recreation
Action Sports Programs
Extreme Recreation Activities: BMX,
Kayaking, Climbing, Skateboarding
REX BITENG [email protected]
LARRY MCNESBY [email protected]
415-753-7033
High School Physical Education
SFUSD Achievement Assessment Office
FITNESSGRAM SFUSD Fitness District, School and individual
Scores/Report
SHANNON FIERRO 415-241-6400
United States Tennis Association
Tennis Pocket Guide 8 Lesson Booklet Free supplies and
reduced rates
http://ct.usta.com/schools
Yerba Buena Skating &
Bowling Center
Ice Skating/Bowling
750 Folsom St. (3rd & 4th Sts.) 415-820-3541 skatebowl.com
YMCA Bike Program
YMCA Bike Program Instructional Program
BEN CALDWELL 415-447-9622
YBikes
YBikes MATT DOVE
[email protected] PHEOBE WOERNER
High School Physical Education
SCHOOL SITE SUPPORT ADMINISTRATION and COUNSELING DEPARTMENTS
1. Keep classes by course required.
2. Maintain PE classes to the contractual class size of 37. Class size is consistent with the requirements of best practice instruction and safety.
3. Have students drop a class before adding to another class list.
4. Balance class size in teacher schedules.
5. Balance gender, special needs, and EL students in classes.
6. Assign teacher paraprofessionals to aid special need students.
7. Keep student assignment changes with the same PE teacher when possible.
8. Kindly consult teacher(s) involved before making PE class changes.
9. PE class changes within the same period from one teacher to another
must be based on issues of student safety and not on student preference.
10. PE referrals to the counselor will address class disruption, loitering, safety, or behavior issues that impact student learning versus lack of PE attire or personality per se.
11. Return students to class only if they are ready to respect learning and
teaching. Otherwise, please hold for counseling or alternative assignment.
12. Assist to keep physical education as a moving classroom and not a place for detention, to hang-out, or to cool-down.
13. Consider the school yard as an outdoor classroom (not a parking lot, a garden, or a meeting area for field trips, etc.) except for special events.
14. Please confer with teacher/department before making schedule, program,
or facility changes that impact physical education.
15. Include a physical education representative in the school site’s Master Schedule Planning Committee and in the School Site Council. (SSC).
High School Physical Education
SFUSD INTERSCHOLASTIC ATHLETICS PROGRAM
SFUSD high schools are part of the California Interscholastic Federation (CIF). SFUSD's athletic program is the San Francisco Section of the CIF. As such, it is one of ten geographic sections of the CIF. The San Francisco Section and the other nine CIF sections participate in a statewide athletic system, featuring state and regional championships. San Francisco Section champions will travel throughout the state to compete against students from the furthest reaches of California. Go to www.cifsf.org for more information.
SFUSD's Athletic Program consists of high schools and middle schools.
The middle schools participate in the following sports: basketball, baseball, softball, track, volleyball, and soccer.
The high schools participate in the following sports:
•Badminton •Baseball •Cross Country •Fencing
•Flag Football •Football •Golf •Gymnastics
•Soccer •Softball •Spirit Squad •Swimming
•Tennis •Track & Field •Volleyball •Wrestling
Sports participation is open to all students in SF. There are general guidelines in “making a team.” Go to cifsf.org for information and the Bylaws.
High School Physical Education
PUBLIC EDUCATION ENRICHMENT FUND (PEEF)
San Francisco Unified School District began its K-12 standards-based reform work, funded by the Public Education Enrichment Fund (PEEF) in 2004. This funding project has involved all school sites. A PEEF reauthorization in 2014 will allow our students another ten years of program support. Through collaborative efforts of school and central office staff, parents, university faculty and community members, SFUSD has developed seven principles to guide quality physical education. We began with the belief that all deserve the right to learn about and achieve fit and healthy lifestyles through a comprehensive physical education K-12 program. Our students can achieve these high standards when:
1. There are clear statements of high academic standards for student performance
2. Assessment practices are clearly linked to the standards
3. Curriculum frameworks are linked to the standards
4. Instructional practices are designed to assist all students in achieving the standards
5. Professional development opportunities are provided to assist staff members in order to implement the standards
6. Teachers leadership and initiatives are recognized and supported
7. The public is fully engaged in the district’s efforts
High School Physical Education
PHYSICAL EDUCATION BUDGET & FUNDS
Expenditure Guidelines: Physical education expenditures address the departmental needs to develop and implement a sequential, developmental, age-appropriate, standards-based educational physical educational program for healthy and active lifestyles.
Staff: Two PE staff members are responsible for maintaining the PE budget balance sheet.
Budget Log: Deposits and expenditures are recorded and coordinated with the site secretary or administrator.
Record: Excel sheets for each fund are updated on a regular basis and the information is accessible to the PE staff or school administrator.
Expenditures: Site expenditures include -
• Instructional Supplies/Equipment: equipment, instructional materials, office supplies.
• Professional Development: travel, conferences, dues, memberships • Instructional Support: guest instructors, substitute teachers, extended hours
Funding Source: The physical education department might be funded by the following sources -
• PE uniform sales • PE department fundraising • School functions • Principals Building Fund • City proposition or school enrichment funds • Grants • Donations
PEEF: Public Education Enrichment Fund (Prop H) Prop H was approved by the voters in San Francisco to provide funds for sports, arts, and music in SFUSD starting 2009 to 2015. A once-forgotten and neglected physical education core subject area is now receiving the overdue support to provide quality physical education to every child in the district.
High School Physical Education The PEEF objectives for physical education are:
• To develop a well-planned physical education program that is sequential, developmental, and age-appropriate for every child.
• To provide physical education programs that help children and youths develop active lifestyle fitness commitments to their own physical well being, health, fitness, and active lifestyles.
• To develop standards-based physical education programs.
PEEF funds are allocated to schools based on a student-weighted formula. The middle school physical education funds are for the physical education 6-8 program and not for elementary physical education, athletics, morning/lunch/after school activities, or other school departments and programs at the site. There are separate funds for those programs.
The PEEF expenditures and codes most commonly used in physical education include:
o 1102 Substitute days o 1105 Extended hours o 4310 Classroom instructional materials o 4313 other supplies o 4490 other equipment (audio, visuals, fitness) <$25,000 o 5201 Mileage o 5202 Travel-Conference/Meals o 5310 Professional dues & memberships o 5642 Equipment repair & maintenance o 5803 Consultant
PEEF expenditures are first authorized by the site administrator and processed through the site secretary or the assistant principal. The Academic and Professional Development Physical Education Department oversees the expenditures, and the SFUSD PEEF administrator approves all appropriate expenditures.
The PE staff will discuss department needs and PE expenditures before placing orders for instructional materials, supplies, and equipment. Obtain a purchase order number for purchases over $1500 and a requisition number for purchases under $1500. Observe the deadlines to submit orders, usually by mid-April. All orders must be delivered to the school sites before the end of the school year or purchases will be returned to the vendor.
All expenditures must be completed before the end of the school year. There is no carry-over of PEEF funds to the next school year.
High School Physical Education
BUDGET PROCEDURES AND PROCESSES
OUTCOME Convene a department meeting with all PE staff. Communicate current budget to make budget decisions. Department head is in charge of facilitating meeting and securing documentation for ingoing and outgoing funds. Review budget at each department meeting so that there is an equitable, transparent funding system. ESSENTIAL QUESTIONS
• How might PE PEEF funds be used to increase equity and meet the needs of all students?
• Are PE PEEF funds budgeted in a manner that is transparent and
understandable to staff and input taken into account from all?
• How will funds from the sale of uniforms be used?
• Are PEEF funds spent in ways that have the most potential to improve academic achievement?
• Are PE PEEF funds spent in ways to include activities that address our
SFUSD PE Mission Statement?
“All SFUSD students will become literate in 21st century physical education, life-long fitness and wellness. They will develop positive social skills, learn to self-assess, learn to set personal goals and become informed consumers. Our ultimate goal is for students to embrace healthy lifestyles and become joyful learners through physical activity.”
PURCHASE OF ITEMS USING PEEF FUNDS PEEF funding code is 90551. PE PEEF funds are allocated. The high school funds are for the Physical Education 9-12 program and not for athletics, activities or other school program including principal discretionary activities (i.e., assembly speakers, awards for honor roll students, teacher morning coffee, etc.). PEEF objectives are:
• To develop a quality, sequential, developmentally appropriate curriculum that is engaging and one that students can access
High School Physical Education
• To develop program that our children can develop physically, socially, mentally and academically.
Steps in using PEEF Funds:
1. Funds are authorized by your site administrator and processed through the site secretary. PE uniforms expenditures are processed with the assistant principal in charge of ASB funds. Your PE staff should discuss department needs and expenditures. Decisions should be made either through consensus or some other process of shared decision-making, the department head oversees the expenditures to make sure there is funds available and purchase meets expenditure guidelines.
2. The department head copies an invoice, inputs invoice number, vendor, item description, item number, quantity, price including shipping and tax on spreadsheet or ledger. Places invoice and spreadsheet in a PE PEEF binder for accounting purposes.
3. Submission process of order request: a. Department head submits original “invoice” (not estimate or copy
of original invoice) to site secretary who completes a purchase order, assigns a purchase order number, submits purchase order to principal for authorization and signature, sends it to SFUSD Accounting
b. Accounting sends a check within 3-4 weeks to vendor. c. Department head must check PE Department accounting ledger
with secretary PE PEEF accounts prior to each department meeting so to articulate expenditures and balance with all PE staff.
NOTE: all expenditures must be completed before a date in the spring otherwise orders will not be approved by SFUSD Accounting Department. Check with your school secretary on deadline for spending. There is no carry over PE PEEF site funds to the following year. ITEMS EXCLUDED FROM DIRECT FUNDS PURCHASES $1500 THRESHOLD Computer Equipment: All computers, computer hardware and related equipment (i.e.: printers, scanners, fax machines, etc.), over $500 each, must be purchased by submitting a Go-Fast Online Requisition to the Purchasing Department. These items are excluded from Direct Voucher Payment purchases. Consumable supplies for computer and related equipment (i.e.: CD/DVD media, toner, ink cartridges, etc.) may be purchased utilizing Direct Voucher Payment, these purchases must not exceed a total order amount of $1,500.00, including sales tax and delivery charge.
High School Physical Education Computer Software: All computer software, over $200 must be purchased by submitting a Go-Fast Online Requisition to the Purchasing Department. These items are excluded from Direct Voucher Payment purchases. Audio-Visual Equipment: In order to comply with the Education Code requirements for capitalized and non-capitalized equipment inventory, all audiovisual equipment, i.e.: Televisions, VCR's, Cameras, Camcorders, Projectors, Projection Screens, Voice Recorders, Listening Centers, Audio Equipment, etc. over $500 each, must be purchased by submitting a Go-Fast Online Requisition to the Purchasing Department. This will facilitate the District to follow the tagging procedures as per the Education Code. The District has established and maintains a physical equipment and inventory of all items over $500. These items are excluded from Direct Voucher Payment purchases. Furniture: All furniture over $500 each must be purchased by submitting a Go-Fast Online Requisition to the Purchasing Department. These items are excluded from Direct Voucher Payment purchases. DISTRICT PURCHASING DEADLINES Deadlines are set in order to follow these guidelines. 1) Vendor must be given at least one month to deliver the merchandise from the time they receive the purchase order; 2) Purchasing must have time to solicit and receive price quotes/bids and then generate the purchase order; 3) School sites must receive goods prior to the close of school; 4) Staff members must be able to process voucher payment for GOFAST online system. The dates below are the dates by which approved requisitions with APPROVED status must be in the office for processing, using FY 2013-14 funds. To avoid requisitions being denied for processing, sites must strictly adhere to these deadlines. Summer schools must also follow these deadlines. Any questions, please contact Rod Sarmiento, Purchasing Department 241-6468. Requisition for Purchase Order for Delivery to School Site April 11, 2014 for ALL
Vendors (out of state and local vendors)
Warehouse Requisition for Items from Warehouse stock May 9, 2014 For Delivery to School Sites
High School Physical Education PE UNIFORM SALE, COLLECTION, AND DEPOSIT PROCEDURES Sales: Submit sale receipts and tally logs or spreadsheets for tracking specific items sold and for revenue collection. Deposit: All cash collected should be deposited into ASB account immediately. Establish a “PE Uniform” account: Articulate a process for collecting and using funds either through PE Department meeting budget or Administration budget (whichever the principal designates).
Give-ways: PE PEEF funds may be used to giveaway uniforms to students at no charge. Giveaway policy should be in place on PE teacher syllabus and all the give-way items should be accounted for properly and signed off the student recipients. Inventory count should be counted periodically at the beginning and end of each school year. Sales receipts and tally log should be used for tracking items sold and revenue collection. All cash received should be deposited into ASB account immediately.
For more information, see MEMORANDUM, Albert Hui, 8/22/13 Audit Compliance and Proper Procedures for Student Body Funds.
High School Physical Education
EQUIPMENT SUPPLY CONTACTS
COMPANY
PRODUCT
CONTACT
BSN SPORTS
Equipment supply catalog orders
Chris Gaggero www.bsnsports.com
[email protected] FOUNDATIONAL FITNESS
Functional fitness instructor training; supplies
Mike Meeter [email protected]
608-692-7476 GOPHER
Equipment supply catalog
orders
Janita Paulson www.gophersport.com
[email protected] Jill Harvey
[email protected] 1-800-533-0446
HUMAN KINETICS
Instructional books, software and other resources
Byron Clark [email protected]
217-403-7766 LIFE FITNESS
Fitness lab and weight room equipment
Allan Franks [email protected]
916-205-5378 SPEED STACKS
Cup stacking equipment; DVD
Sport stack poly spots
www.speedstacks.com
SPORTS BASEMENT
Sporting Goods Store Partnerships with education
for discounts, services, community space,
promotions, and fundraising
Liz Greenblat
415-437-0100 x7158 [email protected]
T & B SPORTS
Local equipment supply and catalog orders
Mike Dunne www.tandbsports.com
US GAMES
Equipment supply catalog
orders
Danny Radd www.usgames.com
[email protected] 1-800-327-0484
USTA
Teacher training, curriculum, equipment assistance, youth
programs
www.usta.com
WEST COAST TENNIS
Tennis equipment
Scott Roberts [email protected]
650-273-2728 MARIN BIKES
Bikes, parts and accessories
Mark Altmirano [email protected]
415-934-8000
Note: The following vendors often offer free shipping and discounted prices on items ordered by SFUSD.
Instructions - Services Agreement for Professional Services
FY 2013-14 Page 1 of 3
K-RESOLUTION SERVICES AGREEMENT
FOR PROFESSIONAL SERVICES
Please follow these instructions. If the contract has to be revised, it will have to be signed again by all the parties. YOU MUST COMPLETE THE AGREEMENT ELECTRONICALLY (by computer) – HANDWRITTEN and/or TYPEWRITTEN insertions are not acceptable. Use the most current version of the Services Agreement for Professional Services which is available on the District Intranet website at https://district.sfusd.edu/dept/finance/contracts/default.aspx. Use this contract for consulting services for any consultant (Organization or Individual) that their services require a license, credential, certificate etc.) e.g., CPA’s, Auditors, medical personnel etc. This agreement is to be used for all Professional Services regardless of the amount to be paid. 1. Filling in the Blanks
Follow the instructions on what to insert in that section, then press the “TAB” key to go to the next section. a. INSERT DATE – Please type (in words) the date you are creating this Contract. b. INSERT THE LEGAL/OFFICIAL NAME OF CONTRACTOR – Please type the legal name of the
Contractor (this must match the K resolution) c. INSERT SHORT DESCRIPTION OF SERVICES REQUIRED BY THE DISTRICT - Please type
a short description of the work to be performed by the Consultant, i.e., professional development, dance, music etc.
d. INSERT NAME OF SITE – Please type the name of the site/department that is receiving the services
e. INSERT CONTRACT DOLLAR AMOUNT IN WORDS – Please type the contract amount in words (e.g. “Ten Thousand Dollars.”)
f. INSERT CONTRACT DOLLAR AMOUNT IN NUMBERS – Please type the contract amount in numbers (e.g., $10,000.00)
g. NOTICE TO THE PARTIES: Complete the information as requested. Remember to include an email address for both the Site/Department Contact person and the Consultant in case of questions.
h. The Signature Page a. Please type the Approved Resolution or if the Resolution number is not known at the time
you are creating this contract leave it blank. b. Please type the Date of Approval or if the Date of approval is not known at the time you
are creating this contract, leave it blank c. INSERT NAME OF CONTRACTOR – Please type the name of the Consultant. d. PRINT NAME AND TITLE OF SIGNATORY – Please type the name/title of person signing
the Contract. e. RECOMMENDED: SITE ADMINISTRATOR OR DEPARTMENT HEAD – Please type the
name of the person that signing the Contract. i. Appendix A: Description of Services
INSERT HERE A DETAILED DESCRIPTION OF SERVICES – Please type the description of services. This should contain detailed performance specifications and any deadlines for deliverables or work products. At a minimum, the description of services should answer: WHO (names of individuals in the Organization that are providing services), WHAT (what services (in detail) are going to be provided), WHEN (including date upon which services must be completed), WHERE, and HOW or HOW MANY. THIS IS THE MOST IMPORTANT COMPONENT OF THE AGREEMENT. IF NOT DRAFTED IN DETAIL, THE CONTRACT WILL BE DELAYED IN ORDER TO REVISE THIS SECTION. (The description should be drafted so that if there is a dispute, you can point to the contract and say, “it says right here that you were supposed to provide such and such service by such and such date, and we were supposed to receive a report, a plan, a list, etc. by this date.”) DO NOT use acronyms (e.g., LEAD, APD, etc.) in the contract without first spelling out the term.
Instructions - Services Agreement for Professional Services
FY 2013-14 Page 2 of 3
j. Appendix B: Breakdown of Charges. i. INSERT CONTRACT DOLLAR AMOUNT IN WORDS – Please type the contract amount in
words (e.g. “Ten Thousand Dollars.”) ii. INSERT CONTRACT DOLLAR AMOUNT IN NUMBERS – Please type the contract amount
in numbers (e.g., $10,000.00) iii. PROVIDE HERE A BREAKDOWN OF THE COSTS. THE COSTS SHOULD
CORRESPOND TO CONSULTANT GETTING COMPENSATED UNDER APPENDIX A AND TIMELINES EITHER CONTEMPLATED BY BOTH PARTIES OR DETERMINED BY THE DISTRICT. THE BREAKDOWN SHOULD INCLUDE A RATE OF PAY. – Please type a rate of pay i.e., $45.00 per hour; $1,000 per session etc. Be specific on how payment will be calculated: billed on a time & material basis (but not to exceed a certain amount), payment to be made upon submission of a certain deliverable (this is the best method of payment). Especially for agreements using state/federal/other grant funds, have Consultant itemize in detail the breakdown of costs for labor and materials.
iv. ADMINISTRATOR must sign indicating that they have reviewed and approved the calculation of charges.
v. If the funding source is grant funded, Administrator must sign indicating that they have reviewed and the calculation of charges are consistent with the grant that provides funding for this contract.
k. W-9 Form
i. INSERT NAME OF CONSULTANT ii. CHECK APPROPRIATE BOX FOR FEDERAL TAX iii. INSERT STREET ADDRESS iv. INSERT CITY, STATE, ZIP v. INSERT SSN or EMPLOYER IDENTIFICATION NUMBER IF KNOWN
l. Criminal Background Clearance/Tuberculosis Clearance Certification Form
i. INSERT NAME OF CONTRACTOR ii. INSERT SHORT DESCRIPTION OF SERVICES (2-5 words i.e., Professional
Development, Visual/Performing Arts Services etc.) iii. INSERT SCHOOL/LOCATION WHERE SERVICES ARE BEING PERFORMED iv. INSERT TOTAL AMOUNT TO BE PAID BY THE DISTRICT v. INSERT FY FOR THE TERM OF AGREEMENT vi. Check appropriate section for the Criminal Background Clearance portion (either #1 or #2)
If #2 is checked, please insert name of person(s) that were cleared. vii. Check appropriate section for the Tuberculosis Clearance portion (either #3 or #4) If #4 is
checked, please insert name of person(s) that were cleared. viii. Type in name of Consultant signing this form. ix. Type in name of Administrator signing this form. x. Type in name of Cabinet Member signing this form. The Cabinet Member’s signature on
the Criminal Background Clearance/Tuberculosis Clearance Certification Form which indicates that they approved/agree with the amount of contact the Consultant will have with our students.
m. Contractor’s Disclosure Form Regarding SFUSD Officials
i. INSERT NAME OF CONTRACTOR ii. INSERT SHORT DESCRIPTION OF SERVICES (2-5 words i.e., Professional
Development, Visual/Performing Arts Services etc.) iii. INSERT SCHOOL/LOCATION WHERE SERVICES ARE BEING PERFORMED iv. INSERT TOTAL AMOUNT TO BE PAID BY THE DISTRICT v. INSERT FY FOR THE TERM OF AGREEMENT vi. INSERT DATE THIS FORM WAS COMPLETED BY CONTRACTOR vii. Check appropriate section, i.e., NO or YES to answer if any of the Contractor’s
employees (or owners) are also current SFUSD employees or former employees within the last two years.
viii. Type in Name, Title and date the individual left SFUSD in regards to the SFUSD employee and/or former SFUSD employee
ix. Type in name of Consultant signing this form.
Instructions - Services Agreement for Professional Services
FY 2013-14 Page 3 of 3
2. Signatures and Attachments to the Contract
If you have any questions about how to fill out the form, please contact the Contracts Office. You can also send a draft version for preliminary review via email to [email protected]. Once the contract is finalized, have the Consultant sign three (3) copies: a. The completed Agreement (including Appendix B) b. Complete and sign the W-9 c. Complete and sign the Criminal/Tuberculosis Clearance Certification Form d. Complete and sign the Contractor’s Disclosure Form Regarding SFUSD Officials
3. Signatures and Attachments to the Contract
Once the contract is finalized, have the Consultant sign three (3) copies: a. The completed Agreement b. Complete and sign the W-9 c. The Criminal/Tuberculosis Clearance Certification Form d. Complete and sign the Contractor’s Disclosure Form Regarding SFUSD Officials The Contract must have attached a. Insurance per Section 9 of the agreement
The Recommending Administrator will then sign three (3) copies: a. The completed Agreement (including Appendix B) b. The W-9 c. The Criminal/Tuberculosis Clearance Certification Form
The Cabinet Member must initial/sign:
a. The Criminal/Tuberculosis Clearance Certification Form – indicating that they agree with the level of contact the Consultant is having with our students. This will be the deciding factor if the Consultant needs fingerprints and/or a TB Test.
Send the three signed contracts to the Contracts Office, 135 Van Ness Avenue, Room 102, who will then review and forward it to the next required district signatory. Once the Resolution has been approved and all required signatures have been obtained, the Site will receive a copy of the fully executed contract with instructions to send one original to the Consultant and instruction regarding payment.
4. Modifications
Any deviations from the contract requested by the Consultant must obtain written approval from the Contract Office.
5. Insurance Documents Attach all insurance documents per paragraph 9 of the contract. The Contract Office may have the insurance certificates on file already. You can call or email to verify. If you have any questions about how to fill out the form, please contact the Contracts Office. You can also send a draft version for preliminary review via email to [email protected].
K Resolution
SUBJECT: Consultant Services Individual Organization
DATE OF BOARD MEETING:
Is this a retroactive resolution? Yes No
If yes, please explain. Choose from list below or other comments:
SERVICE/PROGRAM DESCRIPTION:
(What the service and program description are; why the services are required; how the services will benefit the District)
Weight Room Preventative Maintenance Program for student safe use of equipment. Schools utilize weight room as instructional facility
Category: (Leave Blank) Code: (Leave Blank)
School Site / Department: Physical Education
Participants: (Those students, sites, or personnel who will be directly served by this consultant)
4000
Dates of Service: March 2014
Total Cost: $6000
Funding Source(s)/Program Title: 104
SACS Code(s):
Name of Consultant:
$
Evaluation: $
Total Cost: $
==========
DISTRICT GOALS AND EVALUATION: DISTRICT GOALS:
Goal 1: Access & Equity – Make social justice a reality. Goal 2: Student Achievement – Engage high achieving and joyful learners. Goal 3: Accountability – Keep our promises to students and families.
EVALUATION: Level I : Complete Task
Level II : Complete Task, Provide Feedback and/or Produce Product
FOR BOARD OFFICE USE ONLY Vendor has multiple contracts for the current fiscal school year.
K Resolution
Level III: Complete Task, Provide Feedback and/or Produce Product, and Show Evidence that Services are Successful Level IV: Complete Task, Provide Feedback and/or Produce Product, Show Evidence that Services are Successful,
and Show Evidence of Transference of Skills and Capacity Building
SELECTION PROCESS:
Bid DEGREE OF STUDENT CONTACT:
Limited Contact More Than Limited Contact No Student Contact PREPARED BY: Verna Castro-Burwell
SUBMITTED BY: Verna Castro-Burwell
SCHOOL SITE/and or DEPARTMENT: Physical Education
Phone:415-241-6236
Date: 12/9/2013
Principal/Central Office Administrator
Please confirm that this consultant is not a current SFUSD employee or a person who has been employed by SFUSD within the last two years. Principal/Central Office Administrator
(ONLY Original Signature Will Be Accepted)
Pursuant to Board Policy P3610 – Personal Service Contractors/Consultants #8. District officials or employees may not direct a Consultant to commence services prior to a properly approved and executed contract between the District and the Consultant. An employee or official who fails to comply with this provision may be subject to discipline or official reprimand.
FOR BOARD OFFICE USE ONLY The use of TIER III FUNDS must be approved by the Deputy Superintendent of Instruction, Innovation & Social Justice. Upon receipt of a Tier III fund K Resolution, the Board office will obtain the Deputy Superintendent’s approval. Approved: ____________________________ Denied: ______________________________
K Resolution
FOR BOARD OFFICE USE ONLY
*CABINET LEVEL APPROVAL
Executive Director of Budget Services
General Counsel
Deputy Supt., Policy & Operations Support
Deputy Supt., Instruction, Innovation & Social Justice
Associate Supt., Student, Family & Community Support Dept.
Associate Supt., Curriculum & Instruction
Chief, Early Education Department
Assistant Supt., Research, Planning & Accountability
Assistant Superintendent – High Schools Assistant Superintendent – Middle Schools
Assistant Superintendent – Elementary Assistant Supt. – Special Education Services
Assistant Supt., Supt.’s Zone – Bayview District
Assistant Supt., Supt.’s Zone – Mission District
Other
Other
* Please note not all the boxes listed above require signatures.
Revised Oct 2012
3/1/11
San Francisco Unified School District Physical Education Department REQUEST FOR PURCHASE*
SUPPLIES, EDUCATIONAL MATERIALS, FURNITURE AND EQUIPMENT
*Note: All requests must follow this procedure. Any purchases made by staff members without prior authorization through this process will not be reimbursed.
TO BE FILLED OUT BY THE ORIGINATOR: Requested by: _ ______ _ _ ______ _ ______ Date: _ ____________________ Return to: _ ______ ____ _ ______ _ _ Please check appropriate category: Requisition for Direct Purchase Less than $1500 Requisition for Purchase Order: More than $1500 Requisition for Reimbursement of Expenses: Mileage, Educational Materials, General
Supplies, Conference Travel: (all expenses, except mileage within the district, must be pre- approved by Program Director). Attach original invoices and approved travel request.
Requisition for SFUSD Warehouse Requisition for Travel Advance: Attach copy of approved travel request Requisition for Reproduction (Duplication) Suggested Vendor: Name, Address for Reimbursement/Advance: Name: Name: ___ ______ _ ______ _ _____________
Address: ________________ Address: _ __________________________ _ _
Telephone: Telephone _ ____ _ ______ _ _______________
List of Items to be Purchased (Attach order form or fill in spaces below):
Page Quantity Unit Description (with stock number) Unit Cost Total
Administrator Approval: _____________________ Estimated Total Cost: ____ _______________
3/1/11
Funding Source:
PEEF: Prop H 01-90551-2014-xxxx-xxxx-104___ Other Funding Source (please designate): _________________________ Approved Not Approved Reason:
By
After completing this section, forward to your school secretary for a requisition number and SACS code. Return approved purchase under $1,500 to Originator. Return approved purchase over $1,500 to team level support staff person to generate a Purchase Order. Return approved request for reimbursement for general supplies or educational materials to team level support staff person for submission of Requisition. Return unapproved request to Project Manager for re-evaluation.
Fund Resource Year Goal Function Object Org 90551 2014
Requisition Number:
School/Dept. Code Month Requisition Number 104
TRAVEL FORM
This form must be properly completed and submitted to Office of Approval not less than 10 workdays before date of departure. See reverse for special instruction. Name
Position
School Dept
Phone Number
Substitute (is) (is not) required
Work days absent
Dates
From
to
(Substitute not authorized for absences of two days or less)
EDUCATIONAL PURPOSE
Reason for Travel:
Destination/Location:
Dates of Activity/Event:
Number of other personnel attending meeting/conference:
SFUSD Staff: XXX SFUSD Students: Community Representatives:
Travel Performed By
Estimated Travel Costs
(�) Plane
(�) Bus Meals & Lodging $
(�)
Train
(�)
Rental Car
Transportation $
(�)
Pvt Car (If private car is used attach list of Names of other SFUSD persons traveling in car
Other
TOTAL: ________________
Appropriation Number Travel requested is necessary for educational purposes. Requester’s Signature _ ______________________________________
Date
Approved, I certify that funds are available and requested travel is necessary and consistent with established educational purposes: School Principal or Dept. Head
Date
Approved for Supt’s. Designee
Date
SFUSD TRAVEL REQUEST FORM ADDENDUM
Name of Conference: Dates of Activity/Conference:
Location of Conference:
Major Objectives for Travel/Conference Attendance:
How will Activity/Conference Participation Improve The Effectiveness of Instruction for Students?
Specifically, HOW and WHEN Do You Plan To Disseminate Information, Skills, And/Or Knowledge Gained from Activity/Conference? Target Audience:
Date:
(Attached additional sheet, if needed.)
Name of person requesting approval (PRINT) Site/Work Location:
Signature of person requesting approval Date
Approved by: Principal/Supervisor/Ass’t. Supt./Supt.’s Designee Date
Approved by: Principal/Supervisor/Ass’t. Supt./Supt.’s Designee Date
This form must be completed and signed and submitted with the TRAVEL REQUEST FORM.
PHYSICAL EDUCATION DEPARTMENTTRAVEL EXPENSE REPORT
DATE DESCRIPTION- ( Airfare / Luggage Page COST REASON Mileage / Transportation & Meals/ Lodging / Transportation & Meals ) #
AirfareBaggage FeesTransportation Shuttle/Taxi/Car Rentalw/Prior Approval
Hotel Conference Fees - MembershipConference Fees - RegistrationMileage ( if you drive to the conf. ) MapQuest must be attached
Parking $0.555/mile, Fuel is not included
Meal Allotment - $41.40 / Day Receipts must be itemized
Meals (breakfast, lunch & dinner)Meals "Meals "Meals "Meals "
TOTAL
Employee signature: ______________________________________Title: __________________________
Name: Dept:
Address:
Travel Expense Reimbursement Procedure
Employee verifies information is accurate. Innacurate or incomplete documents will be returned & will result in a delay in getting reimbursed.
Michelle Zapata, PE Administrator:___________________________________________Date: ___________
PHYSICAL EDUCATION DEPARTMENTTRAVEL EXPENSE REPORT
( black out all other personal information )
* Any receipts paid by credit card a billing statement must be attached.
* Don't forget to sign at the bottom of the form.
Send completed Travel Expense Report to:
* Use glue stick instead of scotch tape or stapler because receipts get damaged.
* Mount the receipts vertically on an 8.5 x 11 paper, please use recycled paper.
* Do not glue receipt on top of another receipt.
* Number each page on the top right hand corner to reflect the
front page - Travel Expense Report Form.
* Your name has to be on the top left hand corner of every page
* Meal receipts must be itemized to get reimbursed, the same applies
if you eat with a group and hotel room service.
* If total amount receipts is being divided or shared with another individual and
you have a duplicate receipt, please indicate who has the original receipt.
* If you drive to the conference-total mileage is x $ 0.555 per mile, excluding fuel.
* Name of Conference below your name
* Write total amount for each page on the top right hand corner below the page #.
* Meal Allotment is $41.40/day, excluding alcoholic beverage.
* Meal receipts must be separated by date on each sheet.
750 - 25th Avenue, Modular Room
Physical Education Department
High School Physical Education P E DEPT. DETAILED EXPENSE REPORT
NAME:_________________________________________________ PAGE # ________________ ADDRESS:_____________________________________________ REIMBURSEMENT FOR: Conference Workshop Airfare & Baggage _________________________________________________________ Transportation: Shuttle Taxi Car Rental w/prior approval SCHOOL SITE/DEPT: _______________________________ Meals -‐ itemized receipt,$41.40/day Parking EMPLOYEE ID # ___________________________________ Mileage (drive to the conference) must attached a printout of MapQuest (from-‐to) BRIEF GUIDELINES: Mount original receipts vertically with a glue stick to an 8.5 x 11 sheet. Do not glue receipts on top of another nor glue receipts on the back page. Complete all sections. Meal receipts must be Itemized and separated by date, i.e. (breakfast, lunch & dinner of the same date in 1 sheet). A card statement must be attached with receipts if charged with credit card.
_______________________ TOTAL
Page 1 of 8
Curriculum and Instruction Physical Education
95 Gough Street, San Francisco, CA 94102
Michelle Zapata, Program Administrator [email protected]
T 415.241-6238
Verna Castro-Burwell, Secondary Program Administrator [email protected]
T 415-241-6236 F 415.241-6120
SFUSD BOARD OF EDUCATION POLICY, CALIFORNIA EDUCATION CODES AND SENATE BILLS
The following are some SFUSD Policy, Education Codes and Senate Bills related to physical education. Curriculum and Instruction has provided this as a resource. We recommend you refer to the SFUSD Legal Office for further information regarding these Education Codes and Senate Bills. EQUAL PROTECTION (RACE, COLOR, NATIONAL ORIGIN) Title 6 of the Civil Rights Act of 1964 and California Government Code Section 11135 or their regulations prohibit intentional discrimination based on race, color or national origin and prohibit (unintentional) unjustified discriminatory impacts on minority students that attend schools that receive federal or state financial assistance. Student can be “unintentionally” discriminated against if they do not receive physical education instruction. TITLE IX and IDEA Two Federal laws that continue to have profound effects on physical education curriculum and instruction are Public Law 94-142, Education for All Handicapped, and Title IX of the Educational Amendments Act of 1972. 1. Public Law 94-142 (amended in 1990 as the Individual with Disabilities Education Act – IDEA) includes physical education as part of the federal mandate to meet the educational needs of children with disabilities. The law issues explicit guidelines that have a significant impact on physical education and the efforts of those responsible for implementing the programs. All teachers of physical education must be prepared to teach students with disabilities who are integrated in regular physical education classes. California’s statute PL 94-142(S.6) Education for All Handicapped Children Act, mirrors the federal language and specifically states that educational placement and procedures, including physical education, must be based on individual student needs. To the maximum extent possible, students with disabilities must be provided instruction in the general physical education program with their non-disabled peers. 2. Title IX prohibits the separation of sexes and mandates that all offerings be coeducational. It is landmark legislation that bans sex discrimination in schools, whether it is in academics or athletics.
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Title IX states: "No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid." Athletics has created the most controversy regarding Title IX, but its gains in education and academics are notable. The law clearly applies to all operations and instructional activities of a local educational agency. In effect, the physical education programs provided by the school system and individual school must meet all applicable Title IX guidelines (legalinfo.ca.gov) Policy No: 1343 Article: Community Relations Section: Individuals with Disabilities Policy The San Francisco Unified School District's prohibition against discrimination against individuals with disabilities extends to discrimination against disabled members of the community seeking access to District programs, services, and activities. The San Francisco Unified School District acknowledges that the Americans with Disabilities Act of 1990 (ADA) prohibits state and local governments, including public school districts, from discriminating against qualified individuals with disabilities. The District further acknowledges that California State law prohibits discrimination on the basis of disabilities. It is the policy of the San Francisco Unified School District to comply with all applicable State and Federal laws. Specific Policy Statements It is the policy of the San Francisco Unified School District to ensure equal access to individuals with disabilities in ways that specifically include the following: a. Accessible seating and other designated access features for use by persons with
mobility and/or vision disabilities will be reserved or made available upon reasonable request. Reasonable request shall mean at least 72 hours notice.
b. Paths of travel will be maintained so that they remain clear for persons with mobility and/or vision disabilities.
c. Parking spaces for individuals having mobility impairments will be designated and reserved.
d. Automated doors at District accessible entrances shall be operable whenever the facility is open for District or public use.
e. Whenever construction work is proceeding, the District will place appropriate, comprehensive, and understandable signage directing individuals with mobility and/or vision disabilities to appropriate and accessible alternative routes.
Dispute Resolution The District has adopted a disability discrimination grievance procedure that is administered by the ADA coordinator. Through that procedure, the District agrees to engage in a timely, good faith, interactive process to determine effective access and reasonable accommodations. History/Authorization Adopted: Resolution #51-25Sp1, January 25, 2005( 1st Reading), March 8, 2005 (2nd Reading) Policy No: 5163.1 Article: Students Section: Non-Discrimination For Students Sub-section: Individuals
Page 3 of 8
With Disabilities The San Francisco Unified School District prohibits discrimination against individuals with disabilities. It is District policy to ensure that students with disabilities are provided access to all District programs, services, and activities. The San Francisco Unified School District acknowledges that the Americans with Disabilities Act of 1990 (ADA) prohibits state and local governments, including public school districts, from discriminating against qualified individuals with disabilities. The District further acknowledges that California State law prohibits discrimination on the basis of disabilities. It is the policy of the San Francisco Unified School District to comply with all applicable State and Federal laws. Specific Policy Statements It is the policy of the San Francisco Unified School District to ensure equal access to individuals with disabilities in ways that specifically include the following: a. Accessible seating and other designated access features for use by persons with
mobility and/or vision disabilities will be reserved or made available upon reasonable request. Reasonable request shall mean at least 72 hours notice.
b. Paths of travel will be maintained so that they remain clear for persons with mobility and/or vision disabilities.
c. Parking spaces for individuals having mobility impairments will be designated and reserved.
d. Automated doors at District accessible entrances shall be operable whenever the facility is open for District or public use.
e. Whenever construction work is proceeding, the District will place appropriate, comprehensive, and understandable signage directing individuals with mobility and/or vision disabilities to appropriate and accessible alternative routes.
The Family Educational Rights and Privacy Act of 1974 (FERPA or the Buckley Amendment) is a United States federal law.[1]
FERPA gives students access to their education records, an opportunity to seek to have the records amended, and some control over the disclosure of information from the records. With several exceptions, schools must have a student's consent prior to the disclosure of education records after that student is 18 years old. The law only applies to educational agencies and institutions that receive funding under a program administered by the U.S. Department of Education.
Examples of situations affected by FERPA include school employees divulging information to anyone other than the student about the student's grades or behavior, and schoolwork posted on a bulletin board with a grade. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record.
This privacy policy also governs how state agencies transmit testing data to federal agencies. For example see Education Data Network.
This U.S. federal law also gave students 18 years old or older, or students of any age if enrolled in any postsecondary educational institution, the right of privacy regarding grades, enrollment, and even billing information, unless the school has specific
Page 4 of 8
permission from the student to share that specific type of information. (http://en.wikipedia.org/wiki/Family_Educational_Rights_and_Privacy_Act)
GENDER EQUITY Title IX of the Education Amendments of 1972 prohibits sex-based discrimination in education programs or activities receiving federal financial assistance, stating, “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
a. All physical education classes must be co-educational. b. Participation in a particular physical education activity or sport, if required of
students of one sex, shall be available to students of each sex. c. Instruction and testing in all physical education classes are to be co-
educational. d. Student grouping by ability is allowed. However, any grouping of student
during physical education activities should be on-going, flexible, and modified per unit or activity and may not have a discriminatory impact.
AB 1266 – SFUSD BOARD POLICY PROHIBITS GENDER-BASED HARASSEMENT Board Policy 5163 In August 2013, Governor Jerry Brown signed AB 1266 into law. The groundbreaking legislation will allow transgender and gender variant students in public schools to participate fully in all school activities, sports teams and programs that match their gender identity beginning January 1, 2014. Transgender students will be entitled to use restrooms and locker rooms of the gender they identify with, regardless of the gender on their birth records. SFUSD Board Policy 5163 requires that “All educational programs, activities and employment practices shall be conducted without discrimination based on sex, sexual orientation, [or] gender identity.“ Board Policy 5162 requires that “students should treat all persons equally and respectfully and refrain from the willful or negligent use of slurs against any person” based on sex or sexual orientation. Therefore, transgender and gender non-conforming students must be protected from discrimination and harassment in the public school system. Staff must respond appropriately to ensure that schools are free from any such discrimination or harassment. Restroom Accessibility Students shall have access to the restroom that corresponds to their gender identity at school. Where available, a single stall bathroom may be used by any student who desires increased privacy, regardless of the underlying reason. The use of such a single stall bathroom shall be a matter of choice for a student, and no student shall be compelled to use such bathroom. Locker Room Accessibility Transgender students shall not be forced to use the locker room corresponding to their gender assigned at birth. In locker rooms that involve undressing in front of others, transgender students who want to use the locker room corresponding to their gender identity will be provided with the available accommodation that best meets the needs
Page 5 of 8
and privacy concerns of all students involved. Physical Education Class and Sports Transgender students shall not be denied the opportunity to participate in physical education, nor shall they be forced to have physical education outside the assigned class time. Generally, students should be permitted to participate in gender-segregated recreational gym class activities and sports in accordance with the student’s gender identity that is exclusively and consistently asserted at school. Participation in competitive athletic activities and contact sports will be resolved on a case-by-case basis. Dress Codes School sites can enforce dress codes that are adopted pursuant to Education Code 35291. Students shall have the right to dress in accordance with their gender identity that is exclusively and consistently asserted at school, within the constraints of the dress codes adopted at their school site. This regulation does not limit a student’s right to dress in accordance with the Dress/Appearance standards articulated in the Student and Parent/Guardian Handbook, page 23. CREDENTIAL TEACHER To ensure that students have access to qualified teachers only instructors with Single or Standard Secondary Credential in Physical Education may plan the physical education instructional program, deliver instruction, evaluate students, and assign grades in physical education elective courses. (EC Section 44256). CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS The district’s physical education program shall provide a developmentally appropriate sequence of content, assessment and instruction aligned with the Physical Education Model Content Standards for California Public Schools, K-12 and the Physical Education Framework for California Public Schools, K-12 (Title 5 Regulations, California Board of Education adopted content through grade levels via standards). The district shall develop a high school course of study for physical education courses that is aligned with Federal requirements, Education Code, State Regulations, and the Physical Education Model Content Standards for California Public Schools K-12. The course of study will ensure that all students have access to the eight required content areas for high school physical education courses for each of the following:
a. Core physical education courses for students in Grades 9 and 10. Which will, when provided to students with fidelity include access to each of the eight content areas. NOTE: High School Course 1 and Course II in the Physical Education Model Content Standards for California Public Schools K-12, provide a model for these courses.
i. Effects of physical activity upon dynamic health ii. Mechanics of body movement iii. Aquatics iv. Individual sports
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v. Rhythms and dance vi. Team sports vii. Combatives
b. Elective physical education courses which the district is required to offer to all
students to whom it grants exemptions from courses of physical education. (EC Section 51222(b)).
c. Elective physical education courses shall provide content that continue the content sequence after Course I and Course II. High school Courses III and IV in the Physical Education Model Content Standards for California Public Schools K-12 provide a model for these courses.
d. Reporting of pupils achievement is based upon all of the following: Evaluation of the pupil’s individual progress and measure of attainment of the goals specified in each of the eight content areas, assessment of skills and knowledge, and physical performance tests. (5CCR 10060).
ADAPTED and RELATED PHYSICAL EDUCATION PROGRAM All children, unless specifically excused or exempt, are required to receive instruction in physical education program (EC Section 51222 and EC Section 51241). The individuals with Disabilities Education Improvement Act of 2004 (IDEA), and federal regulations define “special education” as specially designed instruction to meet the unique needs of a child with a disability, including instruction in the classroom and instruction in physical education (20 U.S.C Section 1401(29); 34 C.F.R Section 300.26). California Code of Regulations, Title 5, Section 3051.5, provides: “Adapted physical education is for individuals with exceptional needs who require developmental or corrective instruction and who are precluded from participation in the activities of the general physical education program in a special class. Consultative service may be provided to pupils, parents, teachers, or other school personnel for the purpose of identifying supplementary aids and services or modification necessary for successful participation in the regular physical education program or specially designed physical education program. a. All special education, physical education should be provided in such a manner that promotes maximum interaction between children with disabilities and their non-disabled peers.
b. Each physically handicapped pupil and each pupil who is physically unable to take all of the FITNESSGRAM physical performance test shall be given as much of the test as his or her condition will permit, or to the maximum extent as identified in the individualized Education Plan (IEP). (EC Section 60800).
c. The district will abide by the 1994 Physical Education Framework for California Public Schools (pgs 77-90), which identifies the types of available physical education programs, the service delivery options available in physical 3ducation, the referral process, the assessment process, and teacher credentialing authorizing the teaching or adapted physical education. WELLNESS POLICY AND PHYSICAL EDUCATION The district recognizes the connection between health and academic achievement. To that end, the district has developed a comprehensive wellness policy that also address Physical education.
Page 7 of 8
http://www.sfusd.edu/en/nutrition-school-meals/official-wellness-policy.html PHYSICAL FITNESS TESTING The FITNESSGRAM developed by the Cooper Institute has been designated by the California Board of Education as the California Physical Fitness Test.
a. During the months of February, March, April or May, the district shall administer to each pupil in grades 5, 7, 9 the physical performance test designated by the Sate Board of Education.
b. Each school district shall submit to the California State of Education (CDE) the results of its performance testing as directed by CDE.
c. Physically disabled pupils and each student who is physically unable to take the entire physical performance test shall be given as much of the test as his or her condition will permit (EC Section 60800 (a)).
d. School Accountability Report Cards – The district shall report the aggregate results of its physical performance testing administered pursuant to California Education Code Section 60800 in their annual school accountability report card required by EC Section 33126 and EC Section 35256.
CLASS SIZE Class size is consistent with the requirements of good instruction and safety. (Title 5 Regulations 10060F). EVALUATION High School physical education program shall be evaluated on the criteria outlined in 5 CCR 10060, and shall include each of the following:
a. Course of study and required eight content areas. b. Assignment of pupils to courses c. Instruction for pupils with physical limitations, including those with inadequate
skill development. d. Vigorous physical activity e. Teaching of fundamentals and techniques each class period. f. Reporting of pupil achievement is based upon all student learning and
performance in physical education. g. Teaching stations are of sufficient number and suitability to provide instruction
in each of the eight content areas listed in section (a) of CCR 10600. h. Supplies and equipment of sufficient quantity and quality are provided to allow
active participation of each pupil during the class period. UNIFORM POLICY No grade of a pupil participating in a physical education class, however, may be adversely affected due to the fact that the pupil does not wear standardized physical education apparel where the failure to wear such apparel arises from circumstances beyond the control of the pupil. (EC Section 49066(c)).
SFUSD PHYSICAL EDUCATION VISION, MISSION and GOALS
VISION STATEMENT SFUSD and the Physical Education Department envision all students will embrace lifelong fitness and learning through movement.
SFUSD Board Policies: 6105.2, 6105.6 Education Codes: 44256, 51210, 51222, 51222(b), 51223, 51225.3, 60605.2, 60800 SFUSD Board Resolution: 94-‐28SP3
K -‐ 5th grade All students in grades K -‐ 5th receive 200 minutes of physical education instruction from a credentialed teacher every 10 school days
6th -‐ 12th grade All students in grades 6th -‐ 12th will receive 400 minutes of physical education instruction from a credentialed PE teacher every 10 school days
All students in grades 6th -‐ 9th must be enrolled in a physical education course
9th -‐ 12th grade All students in grade 9 must be enrolled in Course 1 All students in grade 10 must be enrolled in Course 2, unless pursuant to SFUSD Board Policy 6105.6 All Course 1 & 2 students receive 400 minutes of physical education instruction from a credentialed PE teacher every 10 school days Course 3 & 4 PE Electives All high school students must have 20 credits of physical education credit to graduate, Education Code Section Section 51225.3(f)
Adopted by the Board of Education at its Regular Meeting of May 26, 2009.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT San Francisco, California
Superintendent’s Proposal
Regular Board Meeting of April 28, 2009
94-28Sp3 ADOPTION OF THE PHYSICAL EDUCATION MASTER PLAN
FOR THE SAN FRANCISCO UNIFIED SCHOOL DISTRICT REQUESTED ACTION: That the Board of Education of the San Francisco Unified School District adopt the Physical Education Master Plan. BACKGROUND: Physical education is based on the premise that the quality and productivity of each individual’s life can be enhanced through participation in a comprehensive, sequential physical education system that promotes physical, mental, emotional and social well being. Attention is focused on the uniqueness and abilities of each person. The Physical Education Master Plan began its development in the spring of 2005. The following is an excerpt from the Recommendations for the Public Education Enrichment Fund, prepared by the SFUSD Community Advisory Committee on Proposition H and submitted to SFUSD Board of Education in February 1, 2005. “The Committee recommends that the District develop a PE Master Plan to be adopted by the Board of Education such as the one being developed in the Arts and the Library Plan adopted in 2002. It is the recommendation of this Committee that Prop H funds are used to support a PE Content Specialist to prepare a PE Master Plan and to provide central support and professional development for PE teachers at all school levels. The Committee recommends that Prop H fund this position for a maximum of two years.” Many individuals, representing a broad spectrum of stakeholders throughout the community, have contributed to the creation of a Physical Education Master Plan. The culmination of this collaboration has set forth this vision for the San Francisco Unified School District.
Superintendent’s Proposal 94-28Sp3
4 28/09 5/26/09
Please Note: ¾ Referred by order of the Chair on 4/28/09 to the Curriculum and Program and Rules,
Policy, and Legislation Committees. ¾ Taken up by the Curriculum and Program Committee on 5/4/09. Forwarded to the Board
with a positive recommendation by general consent of the Committee. ¾ Adopted, as amended, on 5/26/09.
Teaching Large Class Sizes in Physical Education (cont.)
Teaching Large Class Sizes in Physical Education Guidelines and Strategies
The National Association for Sport and Physical Education (NASPE) recommends that the size of physical education class be consistent with those of other subject areas (e.g. maximum 1:25 for ES, 1:30 for MS, 1:35 for HS) for safe and effective instruction. When students with special needs are included in regular physical education classes, their placement should not cause an appropriate class size to be exceeded. Without a doubt, many physical education teachers today face class sizes larger than this (40+ students is not uncommon) and other similar situations like multiple classes sharing one activity space. This document was prepared to assist NASPE workshop participants and physical educators to work with this difficult situation while advocating for recommended class size.
Large Class Size – Consequences As class size increases above recommended levels, safe and effective instruction may become compromised. This can manifest itself in many ways such as:
Decreased instructional time due to management issues
Insufficient amounts of equipment and activity space
Decreased practice opportunities resulting in a slower rate of learning
Decreased student time spent in activity during class
Decreased ability of teacher to provide individualized instruction
Increased risk of student injury
Increased opportunity for ―off taskǁ‖ behavior of students
Advocating for Quality Physical Education NASPE has many tools available to physical education teachers who find themselves faced with situations such as too little space, too many students, too little equipment, etc. The NASPE web site (www.naspeinfo.org) has a wealth of information for parents, administrators and the public – see the ―media and advocacyǁ‖ and ―publicationsǁ‖ links.
These links include NASPE’s Appropriate Practices in physical education documents and position papers, NASPE’s definition of quality physical education, and a School Physical Education Program Checklist.
Teaching Large Class Sizes in Physical Education (cont.)
NASPE’s on-line bookstore offers a wealth of information such as the Opportunity to Learn Standards for elementary, middle, and high school physical education, which provide detailed guidelines on class size, equipment, facilities and more. We encourage you to use these tools to advocate for yourself and your students within your school community!
Strategies for Teaching with Large Class Sizes Even in the face of adversity, physical education teachers must always provide the best possible instruction. For teachers faced with challenges such as large class size and sharing of activity space, the following list of recommended teaching methods and strategies can help minimize some of the challenges that may be typical with large classes. Some strategies may be more effective with older students than with younger ones.
Small group work – Students are put into small groups to work on a concept, skill, and/or task. This teaching strategy helps to foster teamwork and respect and gives students ownership of the skill and responsibility for their own learning. An example is use of the Jig-Saw teaching method to teach a line dance. Divide the dance into parts and put each part on an individual poster. Number each poster so that it will be easier to assign. Divide the class into small groups. Assign a part of the dance to each group member. Each individual in the group will learn his/her part of the dance and then reassemble into the original group and teach it to their group. This process allows each group member to share in the responsibility of learning the dance.
Cooperative learning – Students work cooperatively as a group to reach a consensus and structure their learning experience. Cooperative learning is a key component of Adventure Education classes. For older students, a good example of cooperative learning is the use of tarps in class. Tarp activities help promote cooperation and problem solving; additional modifications allow students with disabilities to participate. Divide the class into small groups and assign each group to a tarp. Issue various challenges to the groups such as performing a task without stepping off the tarp, turning it over, folding it in half, making a diamond shape or triangle, or instructing the students to use their bodies to cover as much of the tarp as possible.
Teaching Large Class Sizes in Physical Education (cont.)
Peer teaching/coaching – Students exhibit leadership skills and skill knowledge to help one another learn by completing peer assessments. For example, students can be used as peers to assist small groups in learning skills, and students can be partnered for assessment tasks involving checklists. All levels of students can be taught and expected to do peer teaching/coaching. As a note, be cautious about intervening—speak to the ―studentǁ‖ through the assigned teacher.
Station work – Students move through a series of stations that are set up for different tasks. There are innumerable station ideas such as skills, fitness, assessment, video, research, strategies, etc. Incorporate assessment stations or ―next stepǁ‖ stations so that a group who has mastered an objective can move onto the next skill. Students should maintain written personal records that may include task sheets and performance statistics.
Small-sided games – This teaching strategy uses a smaller number of players and a smaller playing area than a regulation game. This strategy can be applied to many sports, such as basketball, soccer, and volleyball, and allows for more participation and practice by each student.
Implement different curriculum models – These can be used as a format to deliver units of instruction. Personal and Social Responsibility, Sport Education, and Teaching Games for Understanding are very effective models to use with large classes.
Individualized instruction – Pre-assess and identify student placement in an established sequence of learning tasks in which students can progress at an individual pace with assessment for mastery before moving to the next task. This procedure automatically arranges students in small groups, moving to a variety of tasks, each of which may require different equipment and space. Individual instruction is an excellent way for students to assume responsibility for their own learning.
Class projects – Students are divided into groups to participate in activity/instruction or to work on projects. This may require multiple instructors and the use of multiple facilities within the school. Teaching assistants may be available to accompany students away from the physical education area. For example, half of the class may be in the gymnasium while half is in the media center or computer lab working on a project
Teaching Large Class Sizes in Physical Education (cont.)
for their physical education portfolio.
Assessment – To facilitate effective student assessment, utilize strategies in addition to direct teacher observation such as:
a. Videotape performance and evaluate them after class
or let the students self-evaluate. b. Increase the use of task sheets to keep students on task and accountable. c. Use peer evaluation (one student is active and the other is
observing/assessing).
Teaching Large Class Sizes in Physical Education (cont.)
Resources Lund, J. and Tannehill, D. (2005). Standards-based physical education curriculum
development. Sudbury, MA: Jones and Bartlett.
Metzler, M. (2000). Instructional models for physical education. Needham Heights, MA: Allyn & Bacon.
Mosston, M. and Ashworth, S. (2002). Teaching physical education (5th. ed.). San
Francisco: Benjamin Cummings.
National Association for Sport and Physical Education. (2000). Opportunity to learn standards for elementary school physical education. Reston, VA: Author.
National Association for Sport and Physical Education. (2004). Opportunity to learn
standards for middle school physical education. Reston, VA: Author.
National Association for Sport and Physical Education. (2004). Opportunity to learn standards for high school physical education. Reston, VA: Author.
This document was developed by NASPE’s Professional Services Department. For more information on this or our Professional Services workshops please visit www.aahperd.org/naspe/professionalservices.
Suggested Citation: National Association for Sport and Physical Education. (2006).Teaching large class sizes in physical education: guidelines and strategies [Guidance document]. Reston, VA: Author.
BOARD OF EDUCATION POLICY
Article 6: Instruction Policy No: 6105.6
Section: Physical Education Exemptions Page 1 of 2
California Education Code 51225 provides that “All pupils, except pupils excused or exempted pursuant to Section 51241, shall be required to attend upon the courses of physical education for a total period of time of not less than 400 minutes each 10 schooldays.” This policy outlines the District’s permissible secondary school PE exemptions.
Temporary Exemptions
The Superintendent or designee may grant a temporary exemption from physical education under either of the following conditions: (Education Code 51241)
1. The student is ill or injured and a modified program to meet his/her needs cannot be provided.
2. The student is enrolled for one-half time or less, of the work normally required of full-time pupils.
Two-Year Exemptions
With the student's consent, the Superintendent or designee may exempt a student from physical education courses for any two years during grades 10-12 provided that the student has satisfactorily met at least five of the six standards of the state's physical fitness test(Fitnessgram). The student must successfully completed two years (four semesters) of Physical Education (Education Code 51241)
Permanent Exemptions
The Superintendent or designee may grant a permanent exemption from physical education to an individual student under any of the following conditions: (Education Code 51241)
1. The student is age 16 years or older and has been enrolled in grade 10 for one or more academic years and has successfully completed two years (four semesters) of Physical Education in grades 9-12.
2. The student is enrolled as a postgraduate student.
3. The student is enrolled in a juvenile home, ranch, camp, or forestry camp school with scheduled recreation and exercise pursuant to Section 4346 of Title 15 of the California Code of Regulations.
BOARD OF EDUCATION POLICY
Article 6: Instruction Policy No: 6105.6
Section: Physical Education Exemptions Page 2 of 2
Other Exemptions
Upon successful completion of two years (four semesters) of Physical Education in grades 9-12, the Superintendent or designee may grant an exemption from physical education under the following special circumstances:
1. The student in grades 10-12 attends a regional occupational center or program and attendance in physical education courses results in hardship because of the travel time involved. If a pupil is excused from physical education classes pursuant to this exemption the minimum school day for the student in their regular high school is 180 minutes. (Education Code 52316)
2. The student is enrolled in his or her last semester of the 12th grade and is permitted under Education Code Section 46145 (medical prescription) or 46147 (work experience program) to attend school for less than 240 or 180 minutes per day. However, pupils may not be exempted under this section if such students would, after such exemption, attend school for 240 minutes or more per day.
The District’s physical education graduation requirement shall match the state physical education graduation requirement outlined in Education Code Section 51225.3 (a)(F), which requires two years of physical education unless the pupil has been exempted pursuant to the Education Code exemptions authorized by the Board.
The Superintendent will develop Administrative Regulations to administer these exemptions.
Legal Reference: EDUCATION CODE
51210 Course of study, grades 1-6 51220 Course of study, grades 7-12 51222 Physical education 51223 Physical education, elementary schools 51241 Temporary, two-year or permanent exemption from physical education 51242 Exemption from physical education for athletic program participants 52316 Excuse from attending physical education classes 60800 Physical performance test
HISTORY/AUTHORIZATION
Adopted Resolution # 1211-13Sp1 (First Reading – November 13, 2012)
(Second Reading – December 4, 2012) Special Meeting
Amended by Reso. #142-25Sp1 (First Reading – February 25, 2014) (Second Reading – March 11, 2014)
Physical Education Exemption Form
Document(s) must be placed in Student Records (cumulative folder) C&I April 2014
Permanent or Other Exemption Form Prior to completing this form counselor and site administrator must refer to Board Administrative Regulation Number: 6105.6 Failure to follow Administrative Regulations may result in students not receiving Physical Education exemption. School Site:
Counselor:
Site Principal:
Student’s Name:
Student’s HO#
Student’s Address:
Grade:
Period of Exemption: _
________________ (MM/DD/YYYY) to __
_____________(MM/DD/YYYY)
I am requesting a Permanent PE Exemption based on the following: (Check one applicable exemption)
Two year exemption for passing 5 of 6 standards of FITNESSGRAM (9th graders only)
Last semester of 12th grade (medical or work experience program)
16 years or older and have completed at least one year 10th grade (20 credits required)
Post Graduate Pupil
ROP
Juvenile Home/Ranch Camp
Two-Year Exemption for Passing FITNESSGRAM: The counselor has confirmed that the student has passed at least 5 of 6 standards of the FITNESSGRAM. 20 credits of PE required for graduation. 16 years or older and have completed at least one year of 10th grade and has not passed at least 5 or 6 standards of the FITNESSGRAM: The counselor has confirmed that the student is at least 16 years old, has been in 10th grade at least one academic year and has not passed 5 of 6 standards of the FITNESSGRAM. The student must still take the FITNESSGRAM each year of this exemption until passing or graduates. 20 credits of PE required for graduation. ROP: The counselor has confirmed that the student is in one of grades 10 – 12 and is attending a ROP program and if excused from physical education classes, the minimum school day for the student in their regular high school is 180 minutes. The principal must determine attendance creates a hardship due to travel time involved. Post Graduate Pupil: The counselor confirms that the student is enrolled as a post graduate pupil. Last Semester 12th Grade: The counselor confirms pupil is enrolled in the last semester of 12th grade and (1) the pupil is required by medical prescription to attend school for less than five courses during the semester or the equivalent number of courses during the quarter, or (2) is enrolled in a work experience program and would complete all graduation requirements except PE by attending less than 180 minutes a day. Exemption will not be granted if pupil will attend school for 240 minutes or more per day after the exemption. Juvenile Home/Ranch Camp: The counselor confirms enrollment and attaches student record that shows students time in a juvenile home/ranch camp. We certify that the information above is true and accurate to the best of our personal knowledge.
Student Signature: ____________________________________ Date: _________________________________ Counselor Signature: __________________________________ Date: _________________________________ Principal Signature: ___________________________________ Date: _________________________________
Physical Education Exemption Form
Document(s) must be placed in Student Records (cumulative folder) C&I December 2012
Temporary Exemption Form Prior to completing this form counselor and site administrator must refer to Board Administrative Regulation Number: 6105.6 Failure to follow Administrative Regulations may result in students not receiving Physical Education exemption. School Site:
Counselor:
Site Principal:
Student’s Name:
Student’s HO#
Student’s Address:
Grade:
Period of Exemption: __
_______________ (MM/DD/YYYY) to ___
____________(MM/DD/YYYY)
I am requesting a Temporary Exemption from PE based on the following: (Check applicable exemption)
Illness/Injury
Enrolled Half Time or Less
1. Illness/Injury: The following document must be attached for Illness/Injury: Doctor’s note that includes physicians full name, address, medical license number, date; a description of the illness or injury and physical limitations due to illness/injury; period of time for recovery; and if possible doctor opinion on whether student can participate in PE with or without modifications, with suggested modifications if any. Only a licensed physician note will be accepted.
2. Enrolled Half Time or Less: Counselor has confirmed student is enrolled half time or less. Attach student course record.
We certify that the above information is true and accurate to the best of our personal knowledge.
Student Signature: _____________________ Date: __________________________________
Parent/Guardian Signature: ____________________________ Date: ____________________
Counselor Signature: ____________________Date: _________________________________
Principal Signature: _____________________Date: _________________________________
SFUSD-SFCSD MEDICATION FORM SFUSD Student, Family and Community Support Department 2013-2014 School Health Manual
San Francisco Unified School District
ASTHMA MEDICATION FORM (One Medication Per Form)
Dear Parent/Guardian/Caregiver:
California Education Code 49423 provides that students required to take medically prescribed or over-the-counter medications during the school day MAY be assisted by school personnel ONLY if the school district receives a specific written statement from the health care provider AND the parent/guardian/caregiver of the student. Please complete this entire form and return it to the Principal.
P l e a s e p r i n t l e g i b l y i n a l l s e c t i o n s
Student Name: Last First Middle Date of Birth (Month/Day/Year)
HEALTH CARE PROVIDER SECTION
Health Condition for which medication is prescribed:
ASTHMA
Quick Relief Asthma Medication: _____________________ Dose: 2 puffs (give 1 at a time, 1 minute apart), with spacer; inhale each puff and hold for 10 seconds Frequency: AS NEEDED, 4-6 hours apart; if the inhaler is new or not used in the past 2 weeks, prime the device first, as described in the medication instructions. (To prime, spray the inhaler 3-4 times away from the face or follow medication package instructions.)
How is medication to be given? Inhalation
The medication is to be continued as above until: (please be as specific as possible about date)
If NOT on an as needed basis, about what time(s) does the quick relief medication need to be given at school?
_____________AM / PM
Any precautions that school personnel need to know? Contraindications?
What are possible reactions/side effects? Rapid heart rate What should be done in the event of reaction/side effect?
Check appropriate boxes below: ❒ I authorize this student to self-administer the above medication. ❒ I authorize designated school personnel to assist the student with taking the above medication. Print name, address & phone number of Health Care Provider
Signature of Health Care Provider Date
PARENT / GUARDIAN / CAREGIVER SECTION
Parent/Guardian/Caregiver Name Home Language
Daytime Phone ( )
Address – Number and Street Apt No. City Zip Code
Evening Phone ( )
School Children’s Center / ES / MS / HS
School Hours
Check appropriate boxes below: ❒ I permit my child to give himself/herself the above medication. ❒ I permit designated school personnel to assist my child with taking the above medication.
1. I agree to hold the San Francisco Unified School District (SFUSD) and its employees harmless from any and all liability for the results of taking the medication or the manner in which the medication is given.
2. I will reimburse the SFUSD and its employees for any liability arising out of these arrangements. 3. I will notify the Principal of the school immediately if there is a change in my child’s medication. 4. I understand it is my responsibility to send the medication to school in the original pharmacy container labeled
with my child’s name and the health care provider’s instructions. 5. I understand that this form automatically expires at the end of each school year. 6. I give my consent for school authorities to take appropriate action for the safety and welfare of my child. Parent/Guardian/Caregiver Signature ____________________________________ Date_________________________
Form 1.0 (Student Support Services Department 10/2009)
San Francisco Unified School District School
Location of Incident
Date of Incident
Time of Incident
Names of Persons Involved:
Victim(s) & Ethnicity Assailant(s) & Ethnicity Witness(es) & Ethnicity V1
|
A1
|
W1
|
V2
|
A2
|
W2
|
V3
|
A3
|
W3
|
V4
|
A4
|
W4
|
CHECK ONE FROM THE FOLLOWING LIST:
Alcohol/drug possession Battery Hate Violence* Sexual Harassment** Tobacco use/possession Alcohol/drug use Burglary Property Damage Theft Weapon possession Arson Defiance/Disruption Robbery/Extortion Threats/Intimidation Assault w/deadly weapon Graffiti Sex offense Other
Describe Circumstances of Incident
Describe the Action Taken
Administrator Notified (name/title)
Date/Time
Caregiver notified Yesà Prior to calling SFPD? Yes Telephone
Name
Name/Title of Person Making Contact
If the caregiver was NOT contacted, explain
Police called Yes By whom (name/title)
SFPD Officer’s Name
Star #
SFPD Report #
Names of persons present during police interview of student(s)
SFUSD Student Injury Report Completed Yes Attach if “Yes” Name/Signature of Person Completing Report
Title/Position
Date/Time
Name/Signature of Administrator Reviewing Report
Title/Position
Date/Time
FAX 1 COPY TO APPROPRIATE LEAD OFFICE. SEND 1 COPY TO STUDENT SUPPORT SERVICES BY THE CLOSE OF BUSINESS ON DATE OF INCIDENT. * Incident of Hate Violence requires a Hate Violence Report. ** Incident of Sexual Harassment requires a Sexual Harassment Report.
CO
NFID
EN
TIA
L
