K-5 Health and Physical Education Program Evaluation

June 2019

Wall Township Public Schools

Prepared by:

Dr. Lisa Gleason

Mr. Thomas Ridoux

Committee Members

James Cowley

Joseph Fisco

Christopher Knight

Garry Linstra

Jeremy Maritt

Michael McGowan

John Pagano

Jennifer Salt

Laura Wall

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Wall Township Public Schools

Wall Township, New Jersey

Board of Education

Allison Connolly, President

Robin Zawodnik, Vice President

Ralph Addonizio

Michael McArthur

Dori Molloy

Chis San Filippo

John Sullivan

Kenneth Wondrack

Administration

Mrs. Cheryl Dyer Superintendent of Schools

Dr. Lisa Gleason Director of Curriculum & Instruction

Mr. Brian Smyth

Business Administrator/Board Secretary

Mrs. Carol Duffy Director of Special Services

Dr. Erin O’Connell Principal of Allenwood Elementary School

Mrs. Jill Antoniello

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Principal of Central Elementary School

Mr. Eric Laughlin Principal of Old Mill Elementary School

Mr. Anthony Abeal

Principal of West Belmar Elementary School

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Table of Contents

Best Practices in Health and Physical Education 5

Historical Review 9

Review of Current K-5 Health and Physical Education Program 11

Kindergarten, First Grade and Second Grade Curriculums 14

Third, Fourth and Fifth Grade Curriculums 15

Comparison Districts/Visitation Team 16   Summary of questionnaire responses 16 Visitation 19 SMART Goals 21 Resources 25

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Best Practices in Health and Physical Education

Our summary of best practices in Physical Education & Health are based on current

research findings and our own best practices here in Wall. This section focuses on learning

environment, instructional strategies, curriculum, assessment, and social emotional learning.

Physical Education is an academic subject and, as such, demands the same education

rigor as other core subjects. It provides students with a planned, sequential, K-12

standards-based program of curricula and instruction designed to develop motor skills,

knowledge and behaviors for active living, physical fitness, sportsmanship, self-efficacy and

emotional intelligence. Health Education follows a comprehensive curriculum and builds

students' knowledge, skills, and positive attitudes about health. Health education teaches about

physical, mental, social and emotional health. It motivates students to improve and maintain their

health, prevent disease, and reduce risky behaviors.

The learning environment should be a comfortable atmosphere where students feel

comfortable taking risks and reaching their full potential. The teachers systematically plan for,

develop, and maintain a positive learning environment that is focused on maximizing learning

and participation. They create an atmosphere of respect and support between teacher and student

to maximize learning. Teachers work to have their students develop a positive self-concept. In

our gym we call this “challenge by choice”. Children are allowed to try, possibly fail, and try

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again, in a comfortable, safe environment. Students are responsible and held accountable for our

behavior and learning. Teachers use intrinsic motivation as incentives to motivate students.

Students should be involved in creating class rules. In an optimal classroom, management is

minimal but done in a fair and consistent manner. The atmosphere in the gymnasium and

classroom encourages responsibility and positive behavior. As for diversity, we have a unique

population based on our 4 elementary schools. One elementary school houses our ESL program

and another houses our MD & BD programs.

Through a positive classroom environment, teachers will instill a positive connection to

health and fitness to create a healthy lifestyle and lifelong fitness. Safety is paramount when

creating a safe learning environment for our students. Teachers inspect facility and all

equipment to create a safe space for their students. All lessons are created to teach to all ability

levels and various teaching styles are used to maximize student learning. All students are

challenged at appropriate level and have equal opportunity to participate. Continuous

monitoring and teacher feedback is used to increase student achievement. Teachers incorporate

the use of technology: pedometers, ipad, stereo system, music, chromebook, and video

equipment when appropriate. Technology is used to complement teachers instruction and

increase enjoyment ex-music. Teachers accommodate both setup and planning for students with

disabilities. Class size should be consistent with the classroom teachers in the school.

Teachers have proper certification to teach Health & Physical Education. Also, teachers

are encouraged to be up to date on First Aid, AED, CPR, and CPI certifications as well.

Teachers should practice continued professional growth through staying current on information

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and trends in profession, and be encouraged to pursue continuing education and provided proper

professional development.

Assessment should be measured using various types of formative and summative

assessments. Monitoring and teacher feedback should be continuously used for a comprehensive

program. Grading is based on identified components and aligned with course goals and

standards. Currently assessment and grading is consistent throughout the 4 elementary schools.

Standard based grading is implemented in grade K-4. Fifth grade is graded numerically with

anticipation of moving to a standard based report system in the 2019-2020 school year.

Structured teacher observations, identification assessment, rubrics, group/station demonstration,

partner/peer checklists and feedback are examples of the various assessments being used in the

elementary schools.

Instructional strategies are techniques teachers use to help students become independent,

strategic learners. Teachers should create clear goals and objectives in their lessons. The

gymnasium or classroom is organized to create a safe learning environment. It should also be

organized to maximize opportunities to learn and be physically active. Teachers should be

provided sufficient and enough equipment to maximize student participation. Each class should

be designed to maximize student engagement, learning, and time on task. An example of an

optimal lesson would be: An instant activity or warm-up, review of previously learned skills,

anticipatory set, instructional focus (skill development/concepts), activity practice, cool

down/closure of lesson. Teachers schedule and provide adequate time for instruction and skill

practice. They use various learning styles to provide for student success. The teacher

incorporates critical thinking, problem solving, and basic strategy into lesson planning. The

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teacher incorporates technology into their gymnasium. The curriculum should have obvious

scope and sequence based on goals and objectives that are age appropriate. At the elementary

level, teachers will focus on developing students fundamental motor skills, health and skill

related fitness, rhythm, skill development, balance, social skills, responsible behavior.

Social and emotional learning should be incorporated into daily physical education and

health lessons. It enhances students’ capacity to integrate skills, attitudes, and behaviors to deal

effectively and ethically with daily tasks and challenges. A physically active environment is the

ideal place to enhance these skills. There are five core competencies that can be taught; Self

Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible

Decision-Making. Self awareness is the ability to accurately recognize one’s own emotions,

thoughts, and values and how they influence behavior. The ability to accurately assess one’s

strengths and limitations, with a well-grounded sense of confidence, optimism and a mindset of

growth. Self-management is the ability to successfully regulate one’s emotions, thoughts, and

behaviors in different situations – effectively managing stress, controlling impulses, and

motivating oneself. The ability to set and work toward personal and academic goals. Social

awareness is a child’s capacity to interact with others in a way that shows respect for their ideas

and behaviors, recognizes her/his impact on them, and uses cooperation and tolerance in social

situations. Relationship skills involve a child’s consistent performance of socially acceptable

actions that promote and maintain positive connections with others. Responsible decision

making is a child’s approach to problem solving that involves learning from others and from

her/his own previous experiences, using her/his values to guide her/his action, and accepting

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responsibility for her/his decisions. Other areas to integrate in would be goal-directed behavior,

personal responsibility and optimistic thinking.

Historical Review

Elementary Physical Education curriculum and instruction has gone through many

changes in the Wall Township Public School District in the last 10 to 20 years. The most notable

changes that have taken place were the curriculum revisions and introduction of SGO’s that took

place in 2012-2013. Madeline Hunter-designed lessons had been a staple in the Wall Township

Public School District since the 1990’s when the “Dimensions of Learning” model drove district

instruction. “Understanding by Design” elements were also incorporated into the lesson/unit

planning process starting in 2013. As a result, gearing instruction towards “essential questions”

continues to the present.

Instructional time for Kindergarteners greatly increased from 2 days a week for 30

minutes to 3 days a week for 40 minutes as they moved from a half day to a full day schedule in

2015. SGO’s have been implemented by all of the Elementary Health/PE teachers since their

adoption in 2012. They vary by school and include timed runs, “Pacer Tests”, ½ mile runs,

tobacco awareness and jump rope assessments.

In general, focus in Wall Elementary School Physical Education instruction has

increasingly shifted away from the traditional sports specific skills and competitions that

dominated 20th century instruction to more fine, gross motor, and cooperative based building

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block activities in the 21st century. Emphasis has also shifted away from a “winners stay, losers

sit” approach to activities that minimize sitting and maximize movement and cooperative

problem solving. Typical of this new focus is “Open PE” which is an online program resource

that the teachers were in-serviced in and have been accessing and utilizing since its founder Rich

Wiles came to instruct our Health and Physical Education staff in the Fall of 2017. Adaptive

Physical Education was once done by a rotating teacher in the 1980’s and early 1990’s.

Adaptive Physical Education has since been implemented by the building based Elementary

Physical Education teachers in recent years.

Changes also occurred in the area of Health as instructional duties shifted from the

teachers and the School Nurse to the Physical Education teachers in 2007. In that year, the

Health curriculum was rewritten and a Health and Wellness textbook from McGraw Hill was

added as a resource to support this new curriculum. Health instruction increased to include

sixteen lessons falling under the topics of Drugs, Alcohol, and Tobacco, Nutrition,

Wellness/Disease, Safety, and Family Life.

Technological innovations have had an increasing impact on Health and Physical

Education instruction in Wall Township Public Schools as the 21st century has unfolded. iPads,

Chromebooks, and LCD projectors are widely used for instructional applications.

Computer-based activities such as “Dance, Dance Revolution,” as well as follow-along videos

in activities such as Yoga are accessed through devices and projected via LCD’s which have

opened up new avenues for engagement and instruction. Some teachers have supplemented

assessment by scanning “Plicker cards” to record student answers to questions which are stored

into a database for long term tracking.

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Physical resources have been added to our gymnasiums. This includes new rock walls

that were recently erected in three out of the four schools (Central School does not have one yet).

The Allenwood School and Central School also added walking tracks in the last 15 years.

Review of Current K-5 Health and Physical Education Program

Our mission in Physical Education within the Wall Township School District is to

empower all students to sustain regular, lifelong physical activity as a foundation for a healthy,

productive life. Physical Education is a sequential educational program. It is based on physical

activities undertaken in an active, caring, supportive and non-threatening atmosphere in which

every student is challenged and experiences success. Students with disabilities are provided with

a learning environment that is modified, when necessary, to allow for maximum participation.

We are committed to providing a safe and positive learning environment in which all students

achieve personal bests and success. The goal of the program is to guide young lives towards

healthy and active futures.

Each student within the Wall School district K-5 receives 120 minutes of physical

education/health weekly. Classes meet 3 times a week for 40 minutes. The state law requires

150 minutes/week as per N.J.S.18A:35-5. Starting in 2019-2020 recess minutes were no longer

allowed to be used used to meet the 150 minute/week law. To meet this requirement, movement

activities have been integrated within the ELA block for a minimum of 30 minutes weekly.

The current teaching styles that are being used in all the elementary schools are direct

teaching, teacher feedback, self-feedback, convergent discovery and divergent discovery.

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Through movement and play, high-quality instruction focused on social and emotional learning

are fostered within our curriculum. Self-awareness, self-management, social awareness,

responsible decision making and relationships skills are intertwined within the lessons

developing manipulative, locomotor skills, cooperative games, striking skills, rhythm/dance,

gross motor control, cardiovascular and muscular development, recreational activities, safety

health, and wellness.

Throughout the district, compelling and effective health education occurs one day a week

starting in the 2nd marking period and continues through the 3rd marking period for students

grades 1-5. Topics include:

● Safety and First Aid ● Disease and Conditions ● Nutrition ● Drugs and Medicine ● Family Life

Continued support from administration is imperative to our ability to deliver the most

current, relevant and appropriate information within our daily instruction. In district in-service

days that include visitations by professionals within the Physical Education community (JD

Hughes, OPEN pe, etc.) and permission to attend out of district conventions (NJAPHERD) allow

time to collaborate, share and grow as professionals within our area of command.

Currently, the Adaptive PE, Learning Language Disabled, and Behavioral Disabilities are

educated in Allenwood and Old Mill. The growing numbers of students with special needs have

resulted in scheduling and grouping conflicts that should be addressed and remedied. For

example, the currently scheduled BD physical education class includes children in both

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Kindergarten and 5th grade which is not appropriate in terms of ability growing numbers and

development. Central School is the only elementary school that has a curtain or the ability to

split the gymnasium into separate learning areas.

Each elementary school has a lined basketball court with two main basketball hoops. Old

Mill School and Central have four additional basketball hoops. Central School and Old Mill

School have Safety Mats surrounding all four gymnasium walls and the stage. West Belmar and

Allenwood have Safety Mats adjacent to the Basketball Hoops and in front of the rockwall. For

safety reasons, all schools should have Safety Mats covering the walls. All four elementary

schools have equipment to help improve muscular strength. All four elementary school have an

adjustable pull-up bar. West Belmar Elementary, Allenwood and Old Mill School have a

rockwall. Allenwood and West Belmar Elementary both have a cargo net. West Belmar

Elementary and Old Mill School both have climbing ropes.

All four elementary schools use various types of technology for health and physical

education classes to aid with instructions. The various types of technology that teachers use are a

scoreboard, timer, stopwatch, Chromebooks, Ipad, audio system and projector on a cart. The

use of technology in physical education classes creates a more varied and dynamic classroom. It

has the ability to appeal to the interests of many different students and ability types.

Using technology to teach physical education and health allows our teachers to create

more activities and using sites such as YouTube, Vimeo and plicker offer a wide range of tools

for us to teach something such as dance or yoga, there is a wide variety of how-to videos that can

apply to any age group. Additionally, use of technology where assignments such as video

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projects where student groups create an instructional video to teach something to the rest of the

class.

The crowning element of the physical education program is Field Day. Each schools PE

department plans, develops and executes a fun-filled day wherein students can demonstrate and

compete in various events that showcase their physical skills, cooperation, camaraderie, and

sportsmanship. Allenwood and Central organize 2 or 3 Field Days because of their school size.

Fifth Grade Fun and Fitness Day is a program that has been developed by the district physical

education staff and enjoyed by the fifth-grade students for the past 19 years. This day gives the

fifth-grade students in the district an opportunity to come together through activity and play.

Students will intermingle and participate in games and challenges as well as enjoy a snack with

the intent for them to branch out and initiate new friendships and relationships before

transitioning to Wall Intermediate School.

Kindergarten, First Grade and Second Grade Curriculums Preliminary Fitness Activities-(Presidential Fitness Test & Fitness Gram)- Activities: 1 Mile run, ½ Mile Run, Pacer Test, Push-ups, sit-ups (curl-ups), Pull-ups, Flex Arm Hang, Sit & Reach, Back Saver, Shuttle Run. Locomotor Movements- Battleship, Race track, various loco motor tag games Gross Motor Skills- Castles, ButterFingers, Kingpin, Finesse, Islands, Zoom, Gaga, Capture The Flag, Pumpkin Patch, Back to Back, Stepping Stone, Hungry Hungry Hippos, Slingshot, River Crossing, Mat Ball, Tiger Hunter, Hula Hut Throwdown Manipulative Skills-Clean the Backyard, Hit Pin, Kingpin, Hula Hut, Kickball, Crab Soccer, Pillow Polo, Soccer pin guard, Butter Fingers, Climbing Striking Skills-Pillow Polo, Four Square, Crab Soccer, Gaga, Scooter Soccer, Noodle Hockey, Knok Hockey

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Muscular/Cardiovascular Activities-Circuit training, High Intense Interval training, Climbing, Running Cooperative Activities- Castles, ButterFingers, Kingpin, Finesse, Islands, Zoom, Gaga, Capture The Flag, Pumpkin Patch, Back to Back, Stepping Stone, Hungry Hungry Hippos, Slingshot, River Crossing, Mat Ball, Tiger Hunter Recreational Games-Bags, Washer, Horse shoes, Shuffleboard, Ladder Golf

Third, Fourth and Fifth Grade Curriculums Preliminary Fitness Activities-(Presidential Fitness Test & Fitness Gram)- Activities: 1 Mile run, ½ Mile Run, Pacer Test, Push-ups, sit-ups (curl-ups), Pull-ups, Flex Arm Hang, Sit & Reach, Back Saver, Shuttle Run. Striking- Kickball, Floor Hockey, Soccer, Pickle Pong, Pillow Polo, Volleyball, Gaga, Wiffle Ball, Cooperative Activities- Castles, ButterFingers, Kingpin, Finesse, Islands, Zoom, Gaga, Capture The Flag, Pumpkin Patch, Back to Back, Stepping Stone, Hungry Hungry Hippos, Slingshot, River Crossing, Mat Ball, Tiger Hunter Muscular/Cardiovascular Activities- Circuit training, High Intense Interval training, Climbing, Running Team Sports- Soccer, Flag Football, Floor Hockey, Basketball, Volleyball, Tchoukball, Wiffle Ball, Lacrosse Aerobic/Anaerobic Activities- Dance, Jump rope, Circuit training, High Intense Interval training Recreational Games-Bags, Washer, Horse shoes, Shuffleboard, Ladder Golf

Currently, assessment and grading are consistent throughout the 4 elementary schools.

Standard based grading is implemented in grade K-4. Fifth grade is graded numerically with

anticipation of moving to a standard based report system in the 2019-2020 school year.

Structured teacher observations, identification assessment, rubrics, group/station demonstration,

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partner/peer checklists, and feedback are examples of the various assessments being used in the

elementary schools.

Comparison Districts/Visitation Team

A comparison district/visitation committee was part of the Program Evaluation team and

surveys were sent to selected area districts asking them to share information about innovative

activities, ways that they were incorporating social and emotional health, utilizing technology,

supporting special needs students, fulfilling the State’s 150 weekly minute requirement, and

assessment strategies. Here is a summary of that feedback from our survey and subsequent

visitation to Forrestdale Elementary School of the Rumson School District.

Summary of questionnaire responses

Innovative Activities- (Monroe) Dance, Revolution- This activity has a variety of popular songs and uses movement sequences students perform to score points. A projector screen is set up in the gym for student viewing. (Monroe) Jitterbug- Using a projector screen and app called Jitterbug, we were able to create an interactive throwing game. Students using gator skin balls can attempt to throw balls at little critters projected on the wall in attempt to "squash" the bugs. (Monroe) Puzzle Master- is an activity we use to focus on cooperative and higher order thinking skills. Students are required to work together to assist each other in discovering the correct pattern that will bring them to the end of the puzzle.

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(Old Bridge) Gymnastics tumbling- focus on the five different starting positions for a forward roll and approximately 4-5 ways to end a forward roll. This is easily 3 lessons of just forward rolls. I have also introduced something called Pad Drills to gymnastics as well. (Matawan)Gonoodle is the other innovative activity. (Matawan) Incorporating centers into the health curriculum. Incorporating Social and Emotional Health- (Monroe) Classes begin with and warm-up and stretch activity to prepare for student movement. Yoga movements and deep-breathing activities are used to prepare the body and mind for the activities students are about to participate in. (Monroe) The iMessage is a tool students used for conflict resolution. Students are reminded to use the iMessage to solve disputes or differences before referring to the teacher to settle conflicts. The iMessage works like this: a confrontation has occurred; a student responds with an "I feel" phrase (I feel sad), followed by a "when you" phrase (I feel sad when you call me names), completed with a "can you please" phrase (I feel sad when you call me names, can you please stop). This type of conflict resolution provides students with the tools necessary to solve issues on their own in a productive manner, thus promoting social and emotional health in the classroom. (Monroe) The Good Sport of the Day Award- is a certificate given out at the end of class to the student who demonstrates the core values of our school; respect, responsibility, caring, fairness, trustworthiness and citizenship. Incorporating technology into the curriculum- (Monroe) In addition to the technology activities such as Jitterbug and Dance, Dance, Revolution, named above we have incorporated the use of pedometers in the classroom. (Old Bridge) Gonoodle- I use this on the Smartboard when in the classroom. (Matawan) Flipcharts on the Promethean board. Brainpop Jr for videos.

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(Matawan) Use of QR codes to demonstrate activities. Supporting students with special needs- (Monroe) Modify and adapt lessons in congruence with the general education classes. For students with special needs or disabilities the activities remain the same, however equipment or the method of teaching must adapt to these students with needs. (Matawan) Station work has been a successful method of instruction. As little down time as possible. (Matawan) Assistance from paraprofessionals is very important to promote student success. Assessment practices- (Monroe) For general assessments such as quizzes or tests, we use paper and pencil assessments as well as google docs. Google docs assessments require that each student have a login and password for google and be able to access a link created by the PE teacher. In coordination with our classroom teachers, we send the link to the classroom teacher, and the classroom teachers share the link with their students.  (Monroe) During class time, we use a multitude of assessment practices. Question and answer, teacher observation checklists, and peer to peer assessments are used throughout each lesson, in no particular order. (Old Bridge) Student are given a number at the end of the lesson. One being the lowest and five being the highest. The number is earned by a combination of skill, effort and sportsmanship. (Matawan) Our district assessment is as follows: Health is 50% classwork and 50% participation. PE is 60% Preparation/Participation and 40% Sportsmanship. Grades are E,G,S,N,U. I record grades after every class period. (The only grade that is not a letter grade in my gradebook is a Unit Quiz in Health, which is a percentage.) Most students receive G's. Students who show up prepared, participate actively and follow the rules are doing what is expected and receive a G. E grades are not as common because they represent a higher level of participation.

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How are you meeting state mandate 150 hours?- (Monroe) Students come to PE class two times per week for 44 minutes each class. In addition to physical education class, students participate in 20 minutes of recess each day, reaching the state mandated 150 minutes. (Old Bridge) K-2 has PE twice per week and 3-5 has it once per week. The classroom teachers are responsible for making up the difference with a combination of health and PE. (Matawan) Our 150 hours is met with 40 mins. of PE + 40 mins. of Health + 10 minutes every day of a "Brain break by the classroom teachers". For previous years and this year we can also count the time spent at recess (a.k.a. DPA - Daily Physical Activity) because we often teach the games in the gym and play them at DPA. This is about 10 minutes every day. Visitation Forrestdale School Rumson- Class Lesson: 7th grade Topic: Suicide Prevention

We visited Forrestdale School to observe a health lesson taught by Mrs. Lu Holmes. The

class consisted of about 20 7th graders. Desks were arranged in groups of 4 in order to optimize

small group discussions. Mrs. Holmes took advantage of technology by using an overhead

projector and video clips. Lifelines: Prevention is a great academic source for adolescence in

providing them with knowledge of recognizing suicidal behavior and prevention methods. The

first step in the lesson was Holmes asking the students to review the number for the suicide

hotline and giving examples of who to go to for help in that type of situation. Next, the students

were given a scenario worksheet where a friend was in need of help. The students had provide

comfort and help using their own words. By practicing this, the statements sound authentic and

meaningful to the person in need. Lastly, Holmes had the students watch a video based on a real

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situation where a group of boys told their true story about helping a friend who was having

suicidal thoughts. The students followed along, filled out a worksheet about the event, and had a

class discussion. As closure, Holmes once again had the students recite the number for the

suicide hotline and name adults that they trust who can help when it comes to suicide prevention.

  

Currently, the Rumson School Districts provide suicide prevention lessons to grades 7

and 9. After self-reflection and evaluation, Mrs. Holmes believes that providing these lessons to

grades 6 and 8 would be much more effective. The lessons and worksheets for grades 5-6 were

the same, so were the lessons for grades 7-12. By switching the grades that are being taught the

subject, students will not get repeat lessons. Instead, they will be provided with new knowledge

and skills while still addressing the severity of this unit. Nowadays, suicide prevention is a topic

that adolescence should be exposed to in order to understand the topic. Instead of hearing about

suicide cases in the news or from parents, students should be provided with these prevention

tools early to aid in emotional and mental well-being. For those students with specific or special

needs, counselors can also be made available for private meetings on a more personal level. The

Lifelines textbook provides lesson plans for 5th grade students. After the visitation we were of

the belief that for the Wall Township school district that the 6th grade was a more appropriate

age to expose students to this serious topic. We felt that at that age, students would be able to

have more open and mature discussions as well as capable of displaying the proper prevention

skills on such a serious matter. Since then we held a phone conference with the creator of the

Lifelines program and a hld a district wide training session that included elementary teachers,

and counselors from each school. We have have since been convinced of the need to bring the

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Lifelines program down to the 5th grade level and to have it co-taught by both a health teacher

and a guidance counselor.

K-5 Health and Physical Education Program Evaluation

SMART GOALS

Goal 1 By June 2024, revise the K-5 Health and Physical Education curriculum to include enhanced

instructional strategies to improve student achievement aligned with the rigor of NJSLS.

Objective Responsible Parties

Timeline Constraints Evidence of Success

1 Integrate Lifelines Suicide Prevention program in Grade 5 curriculum

Curriculum Department Curriculum Writing Team

Beginning Summer 2019

Time Budget

Integrated lessons within the 5th grade curriculum

2 Purchase updated digital teacher subscriptions for Health curriculum

Curriculum Department

Fall 2019 Budget Teachers using digital resources as evidenced through lesson plans and walkthroughs

3 Approve curriculum writing team to rewrite overall Health and Physical Education curriculum maps for K-5.

Curriculum Department Curriculum Writing Team

Summer 2020 Time Budget

Curriculum maps revised and completed.

4 Identify and purchase supplemental materials to support

Curriculum Department Teachers

Beginning Fall 2019

Budget Increased resources for SEL

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social-emotional learning opportunities

5 Identify and facilitate professional development for K-5 HPE teachers

Curriculum Department HPE Teachers

September 2019 and ongoing

Time Budget

Evidence of completed professional development in PLM

6 Explore opportunities for extra curricular activities aligned with Health/Physical Education

Curriculum Department Elementary Building Principals HPE Teachers

2019-2020 school year and ongoing.

Time Budget

Parent surveys

7 Explore staffing structure to analyze opportunities to meet mandatory 150 minute requirement within HPE class time

Director of Curriculum Elementary Building Principals

Fall 2020 and ongoing

Budget for additional staff

Findings reported to Superintendent and BOE

8 Explore cost and feasibility teacher remote control for all iPAds

Director of Technology

Beginning Summer 2020

Budget Findings reported to Office of C&I.

Goal 2 By June 2024, improve classroom learning environments to optimize learning for all students.

Objective Responsible Parties

Timeline Constraints Evidence of Success

1 Research cost and feasibility of gymnasium partition wall/screen at Allenwood Elementary.

Operations Manager Director of Curriculum Principal

Summer 2019 Time Budget

Findings reported to Office of C&I.

2 Research cost and feasibility of

Director of Technology

Summer 2019 Time

Findings reported to Office of C&I.

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ceiling-mounted LCD projectors at all elementary schools

Operations Manager Director of Curriculum Principals

Budget

3 Explore cost and feasibility teacher remote control for all iPAds

Director of Technology

Beginning Summer 2020

Budget Findings reported to Office of C&I.

4 Purchase and install Safety Wall Mats at Allenwood Elementary and West Belmar Elementary

Operations Manager Principal

Beginning Summer 2020

Budget Installed mats

5 Research cost and feasibility of outdoor storage shed at all elementary schools

Operations Manager Principal

Beginning Summer 2020

Budget Findings reported to Office of C&I.

Goal 3 By June 2024, develop Teacher Leadership Academy that supports best practices and sustainability in

high-quality instructional strategies, including instructional technology, assessment, differentiation, and student engagement.

Objective Responsible Parties

Timeline Constraints Evidence of Success

1 Identify teachers with high levels of efficacy in Health and Physical Education instruction to mentor and train their colleagues.

Director of Curriculum Supervisors Principals

Beginning 2019-2020 school year and ongoing

Time Budget

Teacher leader cadre at every building.

2 Provide opportunities for teacher leaders to participate in professional

Director of Curriculum Supervisors

Beginning 2019-2020 school year and ongoing

Time Budget

Completed professional development

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development Principals

Teacher satisfaction surveys.

3 Develop opportunities for teacher leaders to work with their colleagues to enhance their instructional practices

Director of Curriculum Supervisors Principals

Beginning 2019-2020 school year and ongoing

Time Budget

Completed professional development Teacher satisfaction surveys.

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RESOURCES

The Essential Components of Physical Education https://www.shapeamerica.org//upload/TheEssentialComponentsOfPhysicalEducation.pdf Physical Education Is an Academic Subject https://www.shapeamerica.org//advocacy/upload/Physical-Education-Is-an-Academic-Subject-2.pdf Social and Emotional Learning Through Physical Activity https://www.skillastics.com/2017/06/21/social-emotional-learning-physical-activity/ Physical Education Program Checklist https://www.shapeamerica.org/standards/guidelines/upload/Physical-Education-Program-Checklist.pdf Shape of the Nation: Executive Summary https://www.shapeamerica.org/uploads/pdfs/son/2016-Shape-of-the-Nation_Executive-Summary_web.pdf 20 Indicators of Effective Physical Education Instruction https://www.shapeamerica.org//events/upload/20-Indicators-Brochure-WEB-003-2.pdf Suggested Questions for Prospective Physical Education Teachers https://www.shapeamerica.org//publications/resources/upload/Job-Interview-Questions-for-Prospective-Physical-Education-Teachers.pdf Payne, Dr. Elizabeth. American Alliance for Physical Education, Recreation, and Dance. 7 Steps to Boost Teacher Effectiveness in Physical Education. https://www.jmu.edu/kinesiology/hpainstitute/documents/2013/7%20Steps%20to%20Boost%20Teacher%20Effectiveness%20.ppt

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Appropriate Instructional Guidelines https://www.shapeamerica.org/upload/Appropriate-Instructional-Practice-Guidelines-K-12.pdf

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