1. Eddy Elementary Physical Education “Witness the Fitness”

2. Physical Education: The Mission The District Mission: develop empowerlifelong foundation “The mission of the East China School District Physical Education Program is to help students develop sufficient motor skills and behavior to perform and appreciate a variety of physical activities that will empower all students to sustain regular, lifelong physical activity as a foundation for a healthy, productive, and active lifestyle.” The Staff Mission: supportive environment assess “The mission of the Physical Education Staff is to serve as a role model for healthy physically active living. Expand skills through professional growth activities. Provide a safe, positive, and supportive environment for all students. Will incorporate commonly held teaching values, and continually assess students performances so that a positive and productive learning environment will be provided.” ECSD K-12 Physical Education 2003

3. What’s Changed? While the Mission, Vision, and Curriculum outline have remained the same within ECSD since 2003, the landscape of Education has changed dramatically, especially with regard to Data and Student Growth as a factor in Teacher Evaluation. These changes, like all changes, have created a challenge…

4. The Challenge Create a method within the current curriculum that produces data (not exclusively subjective) illustrating student growth across grades K-5

5. Obstacles to Consider One or Two 50 Minute Weekly Sessions Maintain Curricular Pace and Track Growth Student and Facility Changes Not all ECSD Elementary Schools are exactly alike Not all Students are the same one year to the next Missed Sessions Absences, Injuries, Snow Days, Field Trips, Assemblies Student Attitudes To deliver the Mission, P.E. needs to include fun and a variety of opportunities for student success.

6. What We Do: Data Tracking Lower Elementary (K-2) Rubric assessment and recording of the development of the following Locomotor Skills: Walk/Gait Run Jump (Vert./Horiz.) Hop Skip Gallop Slide/Shuffle Leap Upper Elementary (3-5) Assessment of health related fitness components and recording scores on the following tests: Push Ups (Upper Body Strength/Endurance) Pull Ups/Flexed Arm Hang (Upper Body Strength & Endurance) Sit Ups/Curl Ups (Core Strength & Endurance) Sit and Reach/ V-Sit (Muscular Flexibility) Shuttle Run (Agility) One Mile Run or Pacer Test (Cardiovascular Endurance)

7. Lower Elementary Rubric assessment of Locomotor skills relies on teacher expertise and is slightly subjective. Student Name Q1 Assessment ScoreQ3 Assessment Score 123123 Smith J.XX Smith K.XX Smith L.XX 1= Student does not display proper form, smooth transition, and mature movement. 2= Student sometimes displays proper form, smooth transition, and mature movement. 3= Student always displays proper form, smooth transition, and mature movement.

8. Upper Elementary The Presidential Physical Fitness and Fitness Gram benchmarks provide both teachers and students with objective data to assess growth. EXAMPLE: Boys 60 Second Sit-Up Test AGE78910111213 Presidential 85%-100% 36404145475053 National 50%-84% 28313235374042 Fitness Gram (Good Health) 4-146-209-2412-2415-2818-3621-40

9. Upper Elementary The benefits of these tests as opposed to others: Included within ECSD Curriculum Provides Objective Data Efficient Testing Times (1 Lesson Objective) Student Enjoyment and Goal Setting

10. The Method 1. All students are given their baseline assessment according to grade- level (locomotor or fitness) prior to the end of Q1. ~3 rd -5 th Graders are informed of their scores for and shown the benchmarks for later testing. This helps the goal setting and progress monitoring process as a part of curriculum. 2. Throughout Q2 students are given short, informal practice opportunities to build their skill set and work toward goals. 3. Within Q3 a second round of testing is administered and recorded. If a student is not satisfied with their score, additional opportunities are made available. 4. The Upper Elementary data is tracked in a database using Microsoft Excel and Skyward. This allows data from multiple buildings to be compiled into one student growth document.

11. What’s Produced? With the changes in data requirements being relatively recent, and the methods being a work in progress, data is in its infant stages, but here is where we are going…

12. Spreadsheet Example

13. Data Charted

14. What’s Next? Continued collaboration and streamlining Looking at other district programs for further data tracking options and procedures Development of greater building-to-building consistency for administrative purposes Examine data and identify areas of concern or need Make necessary changes and adjustments

15. Most Importantly… Continue to do good work, and stay the course in the direction of the bottom line… empower lifelong “Teach the skills and provide opportunities that will empower our students to participate in lifelong physical activity and wellness.”

16. Thank You For professional collaboration and support, Mr. John Fitzmaurice Ms. Jan Cornish Mr. Mike Oberski Mr. Bill Westerhof And for always giving their best and working hard daily.. Eddy and Pine River Elementary Students!