Physical Education Standards Toolkit (4 hours) OCISS Instructional Services Branch

2 Introduction to the Standards Toolkit Introduction Inclusion –What is one thing that you value most for yourself and your family members?

3 Desired Outcomes Understand the system of standards: standards, benchmarks, performance indicators; Understand Physical Education as a content area and its content and performance standards; and Know how to use the P.E. Standards Toolkit. Construct developmentally appropriate instructional strategies and assessments using the toolkit.

4 Hang it on a Hook Because of time we may utilize…….. –General questions affecting group understanding can be addressed. –Questions of a specific nature, may be addressed at closing.

5 A Physically Educated Person…….. Has learned skills Is physically fit Participates regularly in physical activities Knows implications and benefits from involvement in physical activity Values physical activity and it’s contributions to a healthful lifestyle

6 GOAL of Physical Education To empower learners to actualize a vision of themselves as: -Competent movers with the skills, knowledge and desire to become life-long participants in physical activity.

7 How does the toolkit fit? How many of you have worked with a standards toolkit? In what ways have you used it?

8 The Physical Education Toolkit is…… Based on: The 6 General Learner Outcomes 1.The ability to be responsible for one’s own learning 2.The understanding that it is essential for human beings to work together. 3.The ability to be involved in complex thinking and problem solving 4.Ability to recognize quality performance and produce quality products 5.The ability to communicate effectively with a variety of audiences for a variety of purposes 6.Ability to use a variety of technologies effectively and ethically

9 The Physical Education Toolkit is…… Based on: The 7 Physical Education Standards STANDARD 1:Movement Forms: Students demonstrate motor skills and movement patterns to perform a variety of physical activities. STANDARD 2:Cognitive Concepts: Students understand movement concepts, principles, and tactics as they apply to the learning and performance of physical activities. STANDARD 3:Active Lifestyle: Students utilize appropriate motor skills, tactics and movement concepts/principals while participating regularly in physical activity. STANDARD 4:Physical Fitness: Students demonstrate ways to achieve and maintain a health-enhancing level of physical fitness. STANDARD 5:Social Behavior: Students demonstrate responsible personal and social behavior in physical activity settings. STANDARD 6: Respecting Differences: Students demonstrate understanding and respect for differences among people in physical activity settings. STANDARD 7:Expression: Students choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

10 The Physical Education Toolkit Leads to…… The Vision of the Public High School Graduate: All public graduates will: Realize their goals and aspirations Have attitudes, knowledge and skills to contribute positively to and compete in a global society Exercise rights and responsibilities of citizenship Pursue higher education or careers without need for remediation

11 What’s in the Toolkit mix? Components: –Curriculum Framework –Grade Level Performance Indicators Progression - (GLPI) –Scope and Sequence –Instructional Guide

12 Explanation of the Uses of the Toolkit USES OF TOOLKIT –Help in curriculum planning –Facilitate classroom instruction –Inform assessment –The toolkit IS a GUIDE; not a curriculum.

13 Specifically……. –Curriculum Planning Curriculum Framework, Scope and Sequence, Instructional Guide –Instructional Planning Instructional Guide –Assessment Planning Grade Level Performance Indicators Progression, Instructional Guide

14 Building a Strong Foundation!

15 Scope and Sequence To understand the Scope and Sequence we need to review: * The 7 Physical Education Standards * The Concepts, Skills and Activities through which the standards are taught * The Stages of the Developmental Process

16 Please turn to: Elementary – Page 2, review grade K and 1 Middle – Page 5, review grade 7 and 8 High School – Page 6, review grade 9 – 12

17 Scope & Sequence –What developmental process is most utilized in the K-3 scope and sequence? Why? –Thinking developmentally, what might be some reasons to explore, introduce and emphasize physical skills & concepts? –Focus on the fundamental motor skills and movement forms grid of your scope & sequence. Follow the progression from K- 12. What thoughts/questions come to mind? What does the progression tell you?

18 Grade Level Performance Indicator Progression (GLPI) Refines the HCPS benchmarks Multiple assessments needed

19 Performance Indicator Standard # 5 Social Behavior Review: Page 11, Grade 3-5; Benchmark C Page 18, Grade 6-8, Benchmark C Page 24, Grade 9-12 Benchmark C

20 What do you notice about the progression of the indicators?

21 Instructional Guide Provides: Sample Assessment strategies Sample performance assessment tasks

22 Using the Instructional Guide Standard 5 - Social Behavior Page 17, Grade K-3, Third Benchmark Page 32 or 38, Grade 6-8, Third Benchmark OR Page 4 or 11, Grade 6-8, Third Benchmark Page 17, Grade 9-12, Third Benchmark

23 Reflect upon the Instructional Guide Elementary Level: How can instruction be made more relevant? Why might using different structures for assessment enhance performance?

24 Reflect upon the Instructional Guide Middle and High School: How did we instruct to our students’ cognitive process? How was the cognitive process used in the assessment?

25 What ideas or thoughts come to mind concerning the use of the Physical Education Standards Toolkit?