health and p.e....slide 8 slide 9 slides 11, 13‐14 ... • 5thgrade teachers and 6thand 8thgrade...

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

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Board Presentation by:

Mary Nordstrom, K‐6 Curriculum Developer & Cherry Crest PE Teacher and

Tori Marcum, 6‐12 Curriculum Developer & Bennett PE Teacher

HealthandP.E.

Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.Our mission is to provide all students with an exemplary college preparatory education so they can succeed in college, career, and life.

Agenda

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1. Highlights & Summary Statements2. Additional Information & Data3. Next Steps4. Q & A5. Background Information


HighlightsHow is Health aligned with district initiatives? Racial Equity & Inclusion• New Health link on the district website to provide information on

F.L.A.S.H. curriculum and parent information nights to promote accessibility of information

• Partnering with community programs and services to build accessibility and meaningful health and wellness education for all students

• Elementary – Grades 3‐5 have new refusal skills lessons

• Secondary‐ Curriculum and instructional calibration to align with CRTL and enhance racial consciousness, especially with mental health and digital media with relationships. ‐ Embed common language and skills of SEL Mind‐up curriculum into 7th grade Health‐ Lead student‐driven forums to help promote a healthy school‐wide community of learning (SHS, NHS)

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Slides 11, 13‐14

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HighlightsHow is PE aligned with district initiatives? Racial Equity & Inclusion

• PE courses are open to all students at all levels with no restrictions (with the inclusion of Cascade, Pacific and Olympic programs)

• Partnering with community programs and services to build accessibility and meaningful physical education for all students to lead a physically active life

• Curriculum enhancements to promote cultural consciousness, inclusiveness and student driven learning

• PD opportunities offered through the lens of Racial Equity and CRT

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Slides 15‐19

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HighlightsHow are our HEALTH/P.E. students doing? What are theysaying?

• Quantitative Data: Studying spring 2017 Panorama results of what students are reporting

• Qualitative Data:Studying student feedback of what students are saying

Leads to

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Celebrations that we are• Encouraging• Fair• Informative• Passionate

Creating goals for:• Intellectual engagement• Cultural Inclusiveness• Approachability• Personalization


NextStepsOpportunities and Next Steps• Teacher collaboration to continue updates to curriculum and add

depth to the Master OneNotes for each course

• Create digital technology awareness/addiction prevention and cyber‐bullying lessons (MS & HS Health)

• Recalibrate assessments to accommodate all learners

• Continue with high quality, relevant Equity and Inclusion PD to improve our programs, instruction and student learning

• Modifications for authentic common assessments to provide student feedback based on learning standards

• Continue to serve as positive role models to our students: building healthy relationships, encouraging a positive learning environment and care for a healthy lifestyle

Reference to slides 11‐13, 18‐21

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F.L.A.S.H.ParentPreviewAccess

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Refusal Skills StepsRefusal Skill lesson objectives include:

•Use refusal skills in realistic scenarios•Identify the refusal skills steps


BuildingPartnershipswithCommunityPrograms

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KNOWCurriculumWHYTo finalize a comprehensive HIV/AIDS/STD prevention curriculum for grades 5‐12.

WHATThe KNOW Curriculum is the HIV/STD prevention curriculum developed by OSPI at the direction of the legislature for grades 5‐8. KNOW curriculum is based off the F.L.A.S.H. curriculum format and will be implemented in grades 5, 6 and 8 (grade 7 will continue to use the F.L.A.S.H. curriculum).

HOW• 5th grade teachers and 6th and 8th grade Physical Education teachers will be trained on the

KNOW curriculum in the spring of 2018 for immediate implementation. • Curriculum will be available in English and Spanish.

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ElementaryInclusion

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Cascade, Pacific, Olympic, and our ELL students are included in our elementary physical education classes.

• Interaction between all students• Adapted equipment and outcomes• Calming strategies• Individual plans• Visuals• Adapt play area• Use of Velcro• Modify patterns


CulturallyResponsiveTeachingandLearning:(Health)

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Based on WA State Standards for Health/PE

Personal assessments of how value systems relate to overall wellness; choices, communication, relationships, learning and application

Elementary: Refusal SkillsMiddle School: Safety, Nutrition, Sexual Health, SEL, Substance AbuseHigh School: Genetics, Environment, Choices, wellness techniques, self‐evaluation, sexual health, SEL, substance abuse, consumerism

Informal skills & knowledge based assessments to provide feedback throughout the course; 4 point rubrics of feedback

Learning, analyzing and applying Health concepts personally and globally while identifying resources for wellness


CulturallyResponsiveTeachingandLearning(PE):

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Based on WA State Standards for Health/PE

Informal skills & knowledge based assessments to provide feedback throughout the course; less cumulative assessments

Elementary & MS PE= Physical literacy and motor skillsFoundations of Fitness & Sport = application of literacy and motor skillsHS Electives = based on student interest of community fitness trends, portfolio based personal fitness learning

Identifying Strategies: i.e. Team building activities, learning names, peer helpers, pace and repetitive instruction, etc.

Personal Fitness; students evaluate and assess their fitness levels, set goals


Health/PECurriculumProjects:CreatingRaciallyconsciousandCRTLcurriculumandinstructional

practices

• Religious Accommodations:‐ Rhythm and Dance units have been modified and adjusted at levels*‐ Health FLASH curriculum and assessments offer modifications for religious preferences

• Health and PE curriculum review aims to affirm, validate and respect diverse experiences and ways of knowing/doing for all units of learning, leading to next steps of CRT instructional practices, assessment calibration and community building (see Next Steps)

• Incorporate adaptive PE ideas in each unit to provide inclusion for all student learning

• Learning and incorporating multi‐lingual instruction 13


CulturallyResponsiveClassroom:FlexibleSeating

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“Getting to sit near people you work with well and the option to sit wherever you want in the classroom location‐wise such as in the front, or in the back etc.”


Spring2017‐PEgrades6‐8:Whatcanwelearn?

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Question OrderPercent Favorable ELL IEP Asian White Hispanic Black Multi‐Ethnic

How clearly does this teacher teach the information that you need to learn? 86 82 81 87 82 83 76 75How interesting does this teacher make what you are learning in class? 81 70 70 71 78 57 68 68How often do you feel that this teacher wants you to use your thinking skills, not just memorize things? 78 61 63 63 73 73 64 53How often does this teacher encourage you to build on and extend other students' ideas? 74 56 57 59 68 76 53 48How often does this teacher give you feedback that helps you learn? 72 66 67 75 70 74 64 55How often does this teacher have you explain your thinking? 46 41 42 44 53 45 41 37How often does this teacher help you think through a problem instead of just telling you the answer? 72 62 63 66 72 82 57 49In this class, how often do you learn from and correct your mistakes? 81 71 71 73 81 74 71 66How often does this teacher recognize students for trying hard and taking chances? 77 73 73 76 70 82 73 68Does this teacher think you are capable of excelling in this class, if you work hard? 80 88 87 89 88 86 91 87Are activities in this class intellectually engaging? 71 69 69 71 78 60 65 60Are there opportunities for you to participate in this class? 77 85 85 89 85 82 87 87Do you pay attention in this class? 80 88 88 91 86 82 86 85How often do you get so focused on class activities that you lose track of time? 63 61 62 61 68 64 62 57Does this class use instructional materials that reflect a variety of different cultures and ethnicities? 46 48 48 49 54 36 49 38Does this teacher invite students' culture and experiences into the classroom? 40 59 58 67 55 52 55 60How comfortable are you asking this teacher questions about what you are learning in class? 77 72 72 76 75 73 77 70Does this teacher take the time to get to know you? 66 48 49 53 53 67 55 39If you walked into class upset, how concerned would your teacher be? 65 56 56 60 62 55 57 56When your teacher asks how you are doing, how often do you feel that your teacher is really interested in your answer? 77 66 67 70 76 67 67 60


Spring2017:PE‐Grades9‐12

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Percent Favorable ELL IEP Asian White Hispanic Black Multi‐Ethnic

How clearly does this teacher teach the information that you need to learn? 75 81 78 74 75 79 82 76How interesting does this teacher make what you are learning in class? 63 72 65 63 64 66 75 57

How often do you feel that this teacher wants you to use your thinking skills, not just memorize things? 54 60 63 49 56 68 69 51

How often does this teacher encourage you to build on and extend other students' ideas? 52 67 60 48 54 61 65 45How often does this teacher give you feedback that helps you learn? 62 72 57 59 64 65 65 60How often does this teacher have you explain your thinking? 41 54 54 36 42 49 71 38

How often does this teacher help you think through a problem instead of just telling you the answer? 53 60 66 49 55 63 63 45In this class, how often do you learn from and correct your mistakes? 65 68 65 62 68 66 82 62How often does this teacher recognize students for trying hard and taking chances? 73 68 73 74 74 73 71 67Does this teacher think you are capable of excelling in this class, if you work hard? 89 84 92 88 89 89 94 86

Are activities in this class intellectually engaging? 53 69 78 50 53 68 71 50

Are there opportunities for you to participate in this class? 88 78 83 89 90 83 100 82Do you pay attention in this class? 85 89 86 88 86 82 88 78How often do you get so focused on class activities that you lose track of time? 59 53 56 57 60 67 75 53

Does this class use instructional materials that reflect a variety of different cultures and ethnicities? 46 38 42 43 50 36 60 49Does this teacher invite students' culture and experiences into the classroom? 51 50 50 47 55 51 59 49

How comfortable are you asking this teacher questions about what you are learning in class? 75 64 72 72 78 71 82 75

Does this teacher take the time to get to know you? 45 46 53 38 49 49 44 49If you walked into class upset, how concerned would your teacher be? 54 54 58 51 56 50 53 57When your teacher asks how you are doing, how often do you feel that your teacher is really interested in your answer? 68 66 75 64 71 67 63 71


ELAPanoramaData:StudentEngagement

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More students are reporting that they see themselves reflected in our PE instructional materials and that their culture and experiences are invited into the ELA classroom. We see a positive trend but have more work to do.


Whatquestionsdoesthisraiseforus?• How can our PE courses be more intellectually engaging for each student’s abilities while working in a collaborative learning environment?

• How can we enhance a student‐driven learning environment?• How can we be more culturally inclusive with our curriculum and instructional strategies?

• How can our instructional materials be used to promote diversity and open‐ended thinking?

• What kinds of instructional adaptions can we make to foster closer relationships and build a community of learning with 35‐40 students in an active learning environment?

• What can we, as teachers, do to feel more connected with our students?

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WhatdoesequityandinclusionlooklikeinthePE/Healthclassroom?

ProfessionalDevelopmentFocusandTopicsofDiscussion;TECHNICAL• Assessments/Evaluations• Meeting standards by using various methods• Culturally relevant teaching strategies • Classroom management and restorative practices• Building relationships and a community of learning• Curriculum /content

ADAPTIVE• Nurturing and validating individual social identities and values• Affirming and respecting diverse ways of knowing, learning and doing things

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What if we jump‐ roped this way?


QualitativeData‐ Health

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“The most valuable thing I learned this semester was how to help friends with depression. I personally have friends that are depressed and suicidal, so it helped me a lot to know that I can help them.”

“…When talked about mental health and learned the science behind it. My brother has depression and it impacts my life all time. Learning about it helped me understand him better. I never felt comfortable talking about it with my parents so I never talked about it with anyone or even really thought about it. Health class has allowed me to learn information in a safe space where I never felt alone or called out. I even included learning about mental health in my college essay because it really impacted my life.”

..you’re the best because when I was pregnant you bought me snacks. You never gave up on me. That’s why I have so much love for you always understanding me as well.” – Samantha, ELL/SPED


QualitativeData‐ PE

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Other2017‐18Highlights

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Elementary:• Physical Education/Health• Offering 5th grade teachers Family, Life and Sexual Health training• Calibrated grade level assessments and program framework to meet

continuing cultural needs• Supporting “I Can” posters for all schools to align with student outcomes• Restorative Practices Professional Development • Building Relationships and Inclusion strategies in PE PD

Secondary:• Physical Education/Health

• Yoga and Fitness Elective to be offered at all high schools for the 2018‐19 school year • Healthy Youth Survey to include all questions about Family Life and Sexual Health for Fall 2018‐

currently data from SHS, Fall 2017 for curriculum review• Updating Mental Health units to incorporate more on neuroplasticity and healthy relationships

(MS) and addictions, coping and the brain (HS). • Piloting student driven learning strategies in PE (BHS and NHS)• Analyzing fitness and cognitive based assessment strategies to create meaningful assessments

for student learning. • Piloting standards‐based learning in Health and PE (IHS) • Aligning Anti‐bullying curriculum with state laws


Questions/Comments

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For additional information regarding this presentation contact:

Tori Marcum Secondary Health & PE Curriculum Developer

(425)456‐7591

Mary NordstromElementary Health & PE Curriculum Developer

(425)456‐4920

health and p.e....slide 8 slide 9 slides 11, 13‐14 ... • 5thgrade teachers and 6thand 8thgrade...

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