1. Healthful Living Professional Development Region #5 Randolph Community College

2. Beth Fornadley-Johnson Jennifer Delcourt Rebekah Edens

3. Mary Gillett

4. Healthy Children Learn Better!

5. Whole School, Whole Community, Whole Child

6. NCDPI Website

8. Education &
Physical Activity
Physical
Health
Education

10. Class Size Allotment

11. Class Size Allotment Provision
Included in the budget bill in 2016
Goes into effect in the school year

12. Class Size Ratios

13. Class Size Ratios

14. Class Size Ratios

15. NC Who Represents Me?

16. Who Represents Me?
Encourage finance officers to send calculations of how this provision will impact your LEA to Chief Financial Officer, Philip Price

17. Questions?

18. Analysis of Student Work (ASW)

19. Analysis of Student Work (ASW)
“Standard 6” is no longer a stand alone measure for teachers.
ASW / Growth Measure will now be incorporated into standards 1 through 5 by the principal
LEA’s have to participate in ASW or with Local Option

20. Overall ASW Numbers 126 LEAs and Charter Schools
6,742 Teachers Submitted Evidence Collections
6,642 Evidence Collections Reviewed
15,552 Individual Reviews (each Evidence
Collection receives a minimum of 2 reviews)
98.7% Overall Review Rate

21. 2015-2016 ASW Results Breakdown

22. Disqualified – What does that mean?
Beginning with the school year, Evidence Collections may be “Disqualified” for two specific reasons:
The teacher did not choose objectives according to the appropriate Strands and Standards Guidance for the content area.
The teacher duplicated one or more objectives and did not choose five unique objectives.

23. Disqualified – What does that mean?
In both situations above, Reviewers were asked to leave comment code “MC1” for the Evidence Collection.  
They were also asked to leave additional comments at the Timelapse Artifact level providing teachers will helpful feedback, if possible.

24. Healthful Living by the Numbers
2,395 Healthful Living Teachers Submitted Evidence Collections ~11,975 Timelapse Artifacts
2,391 Evidence Collections Reviewed
99.8% Content Area Review Rate

25. Side by Side Comparisons
Statewide Results
Healthful Living

26. Healthful Living Guidance Chart (Health, Physical Education, Healthful Living)
Teachers who provide instruction in Healthful Living, a combination of Health and Physical Education, should choose four clarifying objective representing an identified combination of the 9 strands of Healthful Living, plus one additional objective representing any of the 9 individual strands of Health and Physical Education. These objectives should be used to compile 5 Timelapse Artifacts.
Teachers should select a unique objective for each of the Timelapse Artifacts for a total of 5 different objectives.
One clarifying objective should be chosen from the combination of:
Mental and Emotional Health, Nutrition and Physical Activity or Alcohol Tobacco and other drugs. These strands are highlighted in peach.
Personal and Consumer Health or Interpersonal Communication & Relationship strands. They are highlighted in orange.
Motor Skills or Movement Concepts strands. They are highlighted in green.
Health-Related Fitness or Personal & Social Responsibility strands. They are highlighted in blue.
One additional objective should be chosen representing any of the 9 strands of Health and Physical Education
CLICK

27. Check those objectives: Physical Education
Does the following set of objectives follow the Strands and Standards Guidance?
6.MS.1.1
7.PR.2.1
7.MC.1.3
8.HF.3.1
6.HF.2.2
Yes!
These objectives are correctly chosen.

28. Check those objectives: Healthful Living
Does the following set of objectives follow the Strands and Standards Guidance?
9.MS.1.1
9.NPA.2.1
9.ICR.1.3
9.HF.3.1
No.
9.HF.3.1 was chosen twice.

29. Check those objectives: Health Education
Does the following set of objectives follow the Strands and Standards Guidance?
K.ICR.1.2
2.NPA.2.1
5.MEH.1.3
4.ATOD.3.1
1.PCR.2.2
Yes!
These objectives are correctly chosen.

30. ASW Wiki Site

31. Questions?

32. Healthful Living Essential Standards

33. Healthful Living Health isn’t a sit and get
Physical Education isn’t roll out the ball

34. 6.ICR.1.1 Classify behaviors as either productive or counterproductive to group functioning.

35. Elementary Health 3.MEH.1.2 (Health)
Classify stress as preventable or manageable.
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

36. Define Self Control

37. Healthful Living Wiki

38. All NC Health and Physical Education Standards are based on the National Health Standards

39. Health/Physical Education Essential Standards

40. Health Physical Education Essential Standards
Clarifying Objective
Strand
6.ICR.1.1
Grade
Essential Standard

41. Health
Five Strands
MEH - Mental and Emotional Health PCH - Personal and Consumer Health ICR - Interpersonal Communications and Relationships NPA - Nutrition and Physical Activity ATOD - Alcohol, Tobacco, and Other Drugs

42. Physical Education Four Strands
MS - Motor Skills MC - Movement Concepts HF - Health Related Fitness PR - Personal/Social Responsibility

43. Clarifying Objectives
Essential Standard
Essential Standard
Clarifying Objectives
6.ICR.1
Understand healthy and effective interpersonal communication and relationships.
6.ICR.1.1
Classify behaviors as either productive or counterproductive to group functioning.

44. Clarifying Objectives
Essential Standard
Clarifying Objectives
6.ICR.1
Understand healthy and effective interpersonal communication and relationships.
6.ICR.1.1
Classify behaviors as either productive or counterproductive to group functioning.

45. Health Education Essential Standards Clarifying Objectives
6.ICR.1
Understand healthy and effective interpersonal communication and relationships.
6.ICR.1.1
Classify behaviors as either productive or counterproductive to group functioning.
6.ICR.1.2
Implement verbal and non-verbal communication skills that are effective for a variety of purposes and audiences.
6.ICR.1.3
Use strategies to communicate care, consideration, and respect for others.

46. Health Education Essential Standards Clarifying Objectives
Essential Standard
Clarifying Objectives
6.MEH.1
Apply structured thinking (decision making and goal setting) to benefit emotional well-being.
6.MEH.1.1
Implement a structured decision making model to enhance health behaviors.
6.MEH.1.2
Execute a goal setting plan to enhance health behaviors.
6.MEH.2
Analyze the potential outcome of positive stress management techniques.
6.MEH.2.1
Organize common responses to stressors based on the degree to which they are positive or negative and their likely health outcomes.
6.MEH.2.2
Differentiate between positive and negative stress management strategies.
6.MEH.3
Analyze the relationship between healthy expression of emotions, mental health, and healthy behavior.
6.MEH.3.1
Interpret failure in terms of its potential for learning and growth.
6.MEH.3.2
Analyze the relationship between health-enhancing behaviors (communication, goal-setting and decision making) and the ability to cope with failure.

47. Clarifying Objectives
Vertical Alignment
Essential Standard
Clarifying Objectives
K.ICR.1
Understand healthy and effective interpersonal communication and relationships.
K.ICR.1.1
Explain reasons for sharing.
1.ICR.1
1.ICR.1.1
Explain the importance of demonstrating respect for the personal space and boundaries of others.
2.ICR.1
2.ICR.1.1
Classify behaviors as helpful or hurtful to friendships.
3.ICR.1
3.ICR.1.1
Summarize qualities and benefits of a healthy relationship.
4.ICR.1
4.ICR.1.1
Explain the importance of showing respect for self and respect and empathy for others.
5.ICR.1
5.ICR.1.1
Illustrate the dangers of communicating with unknown individuals.
6.ICR.1
6.ICR.1.1
Classify behaviors as either productive or counterproductive to group functioning.
7.ICR.1
7.ICR.1.1
Contrast characteristics of healthy and unhealthy relationships.
8.ICR.1
8.ICR.1.1
Contrast characteristics of healthy and unhealthy relationships for friendships and for dating.
9.ICR.1
9.ICR.1.1
Illustrate the ability to respond to others with empathy.

49. Deep Dive
Evaluate - make judgments based on criteria and standards - to judge or determine the significance, worth, or quality of; assess:

50. Deep Dive
PE.3.MC.2.3 Evaluate individual skills using a rubric based on critical cues. PE.5.MC.2.2 Evaluate movement and game skills in order to provide feedback that will lead to improvement. PE.9.HF.3.1 Evaluate personal health-related physical fitness status in terms of cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition.

51. Deep Dive
Recognize - to know and remember (someone or something) because of previous knowledge or experience - to identify as something or someone previously seen, known, etc.:

52. Deep Dive
PE.K.HF.3.1 Recognize one or more of the five health-related fitness assessments and the associated exercises. PE.1.HF.3.1 Recognize two or more of the five health-related fitness assessments and the associated exercises. PE.2.HF.3.1 Recognize three or more of the five health-related fitness assessments and the associated exercises.

53. Deep Dive
Execute
- to do or perform (an action or movement that requires skill)
to carry out; accomplish:
Demonstrate
- to manifest or exhibit; show:
- to show clearly

54. Deep Dive
PE.5.MC.2.2 Evaluate movement and game skills in order to provide feedback that will lead to improvement. Evaluate: Make judgments based on criteria and standards to judge or determine the significance, worth, or quality of; assess:

55. Healthful Living – Physical Education
PE.5.MC Evaluate movement and game skills in order to provide feedback that will lead to improvement.
Point 1

56. Healthful Living – Physical Education
PE.5.MC Evaluate movement and game skills in order to provide feedback that will lead to improvement.
Point 2

57. Deep Dive
PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills Execute: to do or perform (an action or movement that requires skill) to carry out; accomplish:

58. Deep Dive
6.MEH.2.2 Differentiate between positive and negative stress management strategies. Differentiate: to perceive the difference in or between to mark or show a difference in constitute a difference that distinguishes

59. Questions?

60. Policy

61. Health Active Children Policy
(1) Elementary schools should consider the benefits of and move toward having 150 minutes of quality Physical Education per week with a certified Physical Education teacher throughout the school year.

62. Health Active Children Policy
(2) Middle schools should consider the benefits of and move toward having 225 minutes per week of Healthful Living Education. Middle School Healthful Living Education should be divided equally between Health and Physical Education with certified Health and Physical Education teachers throughout the school year.

63. Health Active Children Policy
Section 5. PHYSICAL ACTIVITY AND RECESS
(a) For schools in which Physical Education is not currently offered daily to all K-8 students, a minimum of 30 minutes, daily, of moderate to vigorous physical activity shall be provided by schools for all K-8 students.

64. Health Active Children Policy
On days when Physical Education is not part of a student’s schedule, the 30-minute physical activity requirement can be met by activities such as recess, dance, classroom energizers, or other curriculum-based physical activity programs.

65. Health Active Children Policy
Recess shall consist of unstructured free play or structured games and activities. Recess and physical activity shall not be taken away from students as a form of punishment; furthermore, exercise shall not be assigned for use as a form of punishment for students.

66. Physical Education / Physical Activity

67. Personal/Social Responsibility
PE.K.PR.4.1
PE.5.PR.4.2
Use basic strategies and concepts for working cooperatively in group settings.
PE.1.PR.4.1
PE.6.PR.4.2
Use well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations.
PE.2.PR.4.1
Explain the value of working cooperatively in group settings.
PE.8.PR.4.2
Exemplify well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations.
PE.3.PR.4.2
Use cooperation and communication skills to achieve common goals.
PE.9.PR.4.1
Implement leadership skills to promote responsibility in self and others.
PE.4.PR.4.2

68. Human Knot
Everyone raise his or her right hand. With the right hand, hold hands with the person across the circle from them
Everyone should raise his or her left hand. With the left hand, hold hands with someone else in the circle but it cannot be the person next to them or opposite them.

69. Caterpillar Riot Parachute Toxic Waste Stings and Rings Iceberg

70. Questions?

71. Burt Jenkins
Healthful Living Consultant