1. Sharing OUR Journey … Toward a Standards-Based Curriculum AAHPERD – 2014

2. Who are we? Who are you?

3. Start Date - January 2012

6. K-12 Comprehensive Progressive Purposeful Standards-Based Learning Focused Our Goal?

7. Before we Could Start = Establish a Shared Understanding Curriculum = Verb Curriculum = Process Curriculum = Dynamic Curriculum = Relies on Asking Why Curriculum is NOT …

8. More Shared Understanding Activity Based versus Standards-Referenced versus Standards- Based Teaching and Covering versus Learning Activity as the TOOL for learning Learning takes purposeful planning and instruction Learning relies on clarity of the end goal Learning takes time Assessment is NOT separate from curriculum Assessment is NOT separate from instruction Assessment is NOT optional Assessment is NOT something we do in addition to Assessment is NOT the same as Grading

9. Celebrate the Good Stuff!

10. Acknowledge the Obstacles

11. Step I – Establish Clarity of Purpose Mission = Why do we exist? Vision = Where do we want to go? Grade band or class priority statements Start with WHY

12. Getting Started with Step I What skills, knowledge, behaviors, attitudes, and habits do we want our students to have upon graduation? What do we want our graduates to be able to do when they leave our program? What would we be doing that would be so amazing that people from all over the world would want to come watch us do it?

13. Backwards Design … If that is what we want in the end then what learning must we ensure in high school, middle school, and elementary school? How did we make these decisions? What did we end with? – Mission – Vision – Grade band learning priority statements – highlighting the non-negotiable, standards-based content

14. Step II - Unpacking Standards

15. Non-Negotiables

16. Result of Unpacking = Curriculum Matrices Answers two questions … – What will learning look like or sound like when it occurs ‘in the end’ – What must we teach so all students are successful ‘in the end’

17. Step III – Synthesis of Content What chunks of content make sense to teach together and how can we distribute these chunks of content across time, throughout the school year? It Depends!

18. Year-at-a-Glance Unit - DaysUnit Name – Standards- based focus Summative Assessments Notes Quarter 1 Reporting

19. What we discovered?

20. What we did? Eliminated content – OR - Changed the way content was approached

21. An Example … Track and Field Unit

22. Step IV – Units of Instruction & Common Assessments One-page, detailed guide for unit planning Includes - – Essential learning outcomes – Summative assessment tools

23. Step V - Block Plan Block plan = identifies daily learning focus Distribution of essential learning outcomes across a chunk of time Inform, refine, extend, apply – while constantly assessing

24. Implementation Year Elementary and Middle School - over half way through year one of implementation and reflection Meetings after every quarter – what worked, what needs to be modified, what are we doing in the upcoming quarter High School?

25. What we have learned?

26. Next Steps Reduce content Reduce and modify summative assessments Professional development needs Activity tool box Prepare for implementation of 9 th grade curriculum

29. Contact Information Darci Mick Beversdorf – PEP Grant Project Coordinator; PE/Health Coordinator dmick@wausauschools.org 715-261-0567 @dmickbeverdorf Ken Smith – Middle School Physical Education Teacher ksmith@wausauschools.org 715-574-4826 @PE_ksmith Chris Sullivan – Elementary Physical Education Teacher csullivan@wausauschools.org 715-261-0030 X41117 @jumpropechris Kristi Mally, PhD – University of Wisconsin La Crosse - Program Director – Physical Education Teacher Education, La Crosse WI kmally@uwlax.edu 608-785-6527 @KristiMally