1. Physical Education Standards Toolkit (90 minutes) OCISS Instructional Services Branch
Put up on wall Hang it on a HOOK poster.

2. Introduction to the Standards Toolkit
Inclusion
What is one thing that you value most for yourself and your family members?
*Turn to your neighbor; introduce yourself and share.
*What were some thoughts shared?
* If “health” was part of your discussion, then this toolkit presentation and physical education may give you some personal incite to assist you in pursuing what you value.

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.

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.
Explain

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
Is one that has learned the skills necessary to perform a variety of physical activities
Is physically fit
Participates regularly in physical activities
Knows the implications of and benefits from involvement in physical activity
Values physical activity and it’s contributions to a healthful lifestyle
…Do the above bullets appear in your life?

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.
So then the Goal of Physical Education is……

7. How does the toolkit fit?
How many of you have worked with a standards toolkit?
In what ways have you used it?
*Raise your hand if you have worked with the toolkit?
*How has toolkit been utilized?

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
……..The 6 GLO’s are integrated throughout our PE standards.
These are the observable behaviors or evidence that a student has achieved a standards-based education. They are overarching goals for all students in all grade levels. They are fostered in daily classroom activities and in a student’s application of learning.

9. The Physical Education Toolkit is……
STANDARD 1: Movement Forms: Students demonstrate successful movement forms at a basic level and some movement forms at a mastery level.
STANDARD 2: Cognitive Concepts: Students apply movement concepts and principles to the learning and development of motor skills.
STANDARD 3: Active Lifestyle: Students exhibit a physically active lifestyle.
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 understand that physical activity provides opportunities for enjoyment, challenge, self-expression and/or social interaction.
Which were established, and are clarified and refined, by physical educators.

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
The end product of students as beneficiaries of developmentally appropriate practices through quality instruction.

11. What’s in the Toolkit mix?
Components:
Curriculum Framework
Scope and Sequence
Grade Level Performance Indicators Progression – (GLPI)
Instructional Guide
Coming to an attraction near you
Curriculum Framework

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 Instructional 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!
Card Activity:
-Using 3 colors of index cards (give approx. 10 of each/group)
*Yellow = elementary
*Orange = middle
*Red = high school
– split participants into groups of 4’s-6’s
- TASK: Build the tallest educational tower possible
-5 min. for activity
REFLECT:
What was supposed to happen?
What did happen?
What accounted for the difference?
quote from Gary Griffiths, CAS Central District Northside

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
Please turn to page 1 – go over terms – use many experience and physical movement examples

16. Please turn to: Elementary – Page 3, review grade K and 1
Middle – Page 6, review grade 7
High School – Page 8, review grade 9 – 12
Use any pertinent example(s) from slide.

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?
Focus on fundamental motor skills in the left column
What does the progression tell you?
(We want them to understand there is a physical developmental basis which the scaffolding is built upon. Reintroduction requires more mature movements. Older child will be more mature emotionally, socially, physically.)

18. Grade Level Performance Indicator Progression (GLPI)
Refines the HCPS benchmarks
Multiple assessments needed
Refines…by providing statements for each grade level that describe student work and performance that result from quality instruction.
Multiple assessments…to validate student knowledge, skills & ability to meet standards.

19. Performance Indicator
Standard # 5
Social Behavior
Review:
Page 5, Grade 3-5; Third Benchmark
Page 12, Grade 7 & 8, Third Benchmark
Page 16, Grade 9-12 Third Benchmark
As appropriate, share setting criteria/double T chart for each indicator.
Give examples that illustrate progression.

20. What do you notice about the progression of the indicators?
Debrief for “Ahas” of what students need to know the year before and what they need to learn for following year.

21. Instructional Guide Provides: Sample Assessment strategies
Sample performance assessment tasks
These are only suggestions (ideas) to use, or they can be modified, built or expanded upon.

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
If using Elementary example, clarify developmentally appropriate practice.
If using Middle or High School examples – clarify objectives and 100% participation 100% of the time – work cognitive not physical skills.

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?
End by giving participants your contact information.
Check out “Hang it on a Hook?”