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PHYSICAL EDUCATION CURRICULUM REVIEW

GREENWICH PUBLIC SCHOOLS

GREENWICH, CONNECTICUT

STEP ONE – ASSESSING THE CURRENT CURRICULUM

JUNE 2010 – DECEMBER 2010

BOARD OF EDUCATION PRESENTATION

JANUARY 6, 2011

COLLEEN MOREY

PROGRAM COORDINATOR PHYSICAL EDUCATION/HEALTH EDUCATION/

FAMILY CONSUMER SCIENCES/SEL

PHYSICAL EDUCATION CURRICULUM REVIEW

2010-2012

Executive Summary

History – The development of current practices since 2001

Current Practices

Curriculum Review 2010-2012

Assessing the Curriculum

Members of the Review Team

Consultant Services

Meeting Dates

Description of the Data Collection Process

Appendix A1 Content Articulation Grades K-10

Appendix A2 Content Articulation Grades 11-12

Appendix B Physical Fitness Content Articulation Grades K-10

Appendix C Connecticut State Physical Fitness Test Results 1999-2010

Appendix D Professional Learning Programs and Courses 2000-2010

Appendix E1 Elementary School Year End Student Achievement Results

Appendix E2 Middle School Year End Student Achievement Results

Appendix F Student and Parent Focus Group Findings, November 2010

Appendix G1 Best Practices Data – Elementary

Appendix G2 Best Practices Data – Middle School

Appendix G3 Best Practices Data – High School

2010 EXECUTIVE SUMMARY

STEP ONE – PHYSICAL EDUCATION CURRICULUM REVIEW

History – Deficiencies Cited in 2001 Curriculum Review Curriculum –

Fitness Articulation Assessment Professional learning – Inclusion Differentiation Communication – Assessment reported Report card rubrics Site based newsletters/announcements/coffees Response to Deficiencies Since 2001 – Curriculum -

Enhanced Fitness – k-12 all classes, all schools, all year Content Articulation – vertically and horizontally articulated

with 12 sports/activities identified at specified grade levels, are delivered developmentally such that students learn a wide range of skills and knowledge for transfer to a wider range of lifetime fitness, sport and recreational pursuits. These sports and activities are complemented by additional sports and activities such that all instructional objectives in each grade level are learned through the course of each school year.

Assessment – Assessments and rubric indicators administered specific to each of the objectives have been identified for enduring understanding in each grade level. Students are assessed formatively and summatively. Due to the developmental nature of the curriculum, students move along the continuum of the rubric spectrum through each grade level school year or until mastery is attained. Students identified as needing support to attain proficiency are scheduled into remediation sessions where they receive supplemental instructional time specific to their area of deficiency.

Report cards reflect motor skill achievement, learning concept (knowledge) achievement, fitness achievement and social responsibility.

Professional learning – Provided on a regular, rigorous basis through Program meetings and other designated meeting days - specific to differentiation, inclusion, instructional fitness strategies, and technology.

Communication - Informal correspondence with parents via weekly

newsletters, special event and program highlight newsletters, and websites.

Formal communications via kindergarten screening letters, trimester/quarterly report cards, progress reports, and conferences as requested

Current Gaps/Challenges for Greenwich Public Schools Learning Environment: Safety - Internal disinfecting practices Facility –

Multiple gymnasiums - only at GHS Fitness centers – only at GHS and EMS Adventure courses – indoor and outdoor – only at selected schools Pools – only at GHS

Dance Studios – only at GHS Sufficient storage Field space sufficient, diverse, consistent Locker rooms – only at GHS and EMS Tennis courts – not at elementary schools Track – only at GHS Technology equipped gymnasium and fitness centers Access to bathrooms and water – not at all schools Equipment – Consistency across district – specific to Fitness Centers

Curriculum: Incorporates trans-disciplinary instruction Incremental capstone projects/programs Assured experiences by grade level – only at 4th and 5th grades

21st century content areas Technology incorporated regularly into instructional program – inconsistent

Additional RTI Tier Three strategies required to meet the instructional needs of extreme case situations 2010 Data reveals a need to review and address inconsistencies in the State Fitness Test results by school (Hamilton Avenue School, Eastern Middle School, North Mianus School).

Assessment: Incorporates use of technology for record keeping/management of assessments –

need more consistency Technology used to assist students in goal setting for health-related fitness

improvement and self-assessment – need more consistency Professionalism: Staff utilizes 21st century instructional practices with students Certification – Restraining training, Concussion training, Lifeguard training

Teachers practice trans-disciplinary instruction Teachers are current in, and apply technology - inconsistent

Celebrations Learning Environment: Safety –

Regular inspections and maintenance Facility – Multiple Gymnasiums –GHS

Fitness center – GHS and EMS Adventure courses – indoor and outdoor – selected schools Pool – GHS

Dance Studio – GHS Field space sufficient, diverse, consistent Locker rooms – GHS and EMS Tennis courts – middle and high schools Track - GHS

Equipment – Ample equipment for all students in all classes – age appropriate Adequate budget for purchase and maintenance

Curriculum:

Based on each of the National Standards Articulated vertically and horizontally Assured experiences by grade level – grades 4 and 5 Wide range of age appropriate content areas Incorporates wellness approach to instruction Technology incorporated regularly into instructional program

RTI Tier One strategies are well-developed: numerous students are included and provided with extensive differentiated learning opportunities

Assessment: Based on objectives identified within each National Standard Assessment of SEL skills Incorporates use of technology for record keeping/management of assessments

Technology used to assist students in goal setting for health-related fitness improvement and self-assessment

Reporting practices – students, parents, community Regular monitoring reports/reviews

Professionalism: Opportunities for conference/workshop attendance In-house professional learning provided on a regular basis Certification – First Aid, CPR, Concussion training, Fitness Center Certification

Designated district coordinator Teachers are current in, and apply technology – varies widely by teacher

Next Steps Members of the Physical Education Department curriculum review team will convene regularly scheduled work sessions to prioritize areas of deficiency in curriculum and develop an action plan, timeline and budget for addressing the gaps. Capstone projects similar to the 5th Grade Orienteering Meet will be developed for incremental grade levels (to be identified). Program development will focus on trans-disciplinary units, mini-courses and electives opportunities, improved and consistent technology infusion, peer mentoring, family and community connections, youth wellness and 21st century instruction. Additionally, curriculum development will address the discrepancies in fitness scores from school to school, particularly the lower State Fitness Scores from the 2010 Assessment in North Mianus School, Hamilton Avenue School, and Eastern Middle School. The issues identified by participants in the parent and student focus groups will also be targeted through professional learning, TEPL strategies, and program development as appropriate. Proposals will be developed for programming beyond the school day as well as for remedial/supplemental programming within the school day, and considerations for alternative scheduling based on student needs assessments will be recommended. The recommendations for program development will be presented to the Board of Education on June 2, 2011 and will include parent and student input, exploration of professional learning needs, and budgetary implications.

Curriculum Review – Greenwich Public Schools Physical Education

HISTORY - Development of current practices

The BOE curriculum review, conducted in 2000-2001, identified several recommendations:

Curriculum

o Improve and expand the physical fitness program, k-12 o Provide specific content for grade levels to ensure less repetition and

greater variety of activities o Ensure articulation of the program k-12, across all schools relating to

content (sports and activities through which objectives are delivered) o Review of existing assessments and development of new assessments

where appropriate

Professional Learning

o Plan professional learning designed to improve instruction to accommodate all learners, including remediation and acceleration for those as needed

Communication

o Improve communication with parents regarding student progress and achievement in physical education

CURRENT PRACTICES since 2000-2001 Review

Curriculum – content and articulation model

The Greenwich Public Schools Physical Education curriculum is based on National Standards, State Standards and Best Practices, and is articulated both vertically through the grade levels and horizontally across the schools. Using the Understanding by Design (heretofore referenced as UbD) backwards design model of curriculum development, student objectives for enduring understanding are identified by grade level, beginning with defining the Vision of the Physically Educated Graduate and tracking backward to include the essential learning needed to achieve this desired end product. The objectives are developmentally appropriate and delivered through a rigorous differentiated approach to instruction. Within each grade level, designated sports and activities have been identified through which students learn motor skills, learning concepts and strategies, fitness, and social responsibility. The K – 10 content articulation is such that, upon completing the tenth grade, students have developed proficiency in thirteen different sports and activities, the skills and concepts of which are transferrable to a wide range of sport, fitness, and lifetime activity pursuits. The eleventh and twelfth grade programs include a wide range of elective sports, activities

and certification courses, thus enabling students to apply and transfer previously learned skills and knowledge for engagement in personally desirable activities for both recreation and vocation. (Appendix A1 and Appendix A2– Content Articulation Charts)

Enhanced Fitness

At the time of the first curriculum review, in 2000-2001, 39% of the students in grades four, six, eight and ten who participated in the State of Connecticut Fitness student fitness achievement passed the test on four out of four test items. This district score prompted the identification of fitness as a primary program goal. During the next ten years, fitness was rigorously addressed through a wide range of activity and motivational modalities. (Appendix B– Physical Fitness Content Articulation)

Fitness is rigorously taught and practiced in all grades, in all classes, throughout the entire school year. Beginning in 2001 with an aggressive infusion of functional fitness training, using the expertise of GHS staff and George Marom (former Czechoslovakian Olympic Strength Training Coach), PE teachers have participated in professional learning using medicine balls (sets of which were purchased for every school), strategies for achieving fitness through adventure, achieving fitness through sport, and addressing childhood obesity through activities and adaptations. Teachers incorporate pedometers, heart rate monitors, and the TRI-FIT SYSTEM (a computerized fitness assessment product manufactured by Polar, Inc.) into their instructional program to motivate and document student achievement in cardio-respiratory fitness pursuits.

The 2009 State of Connecticut Fitness achievement results for students in grades four, six, eight, and ten indicated that 69.94% of the students passed four out of four test items, an increase of 30%. Ranking for the Greenwich Public School District over a three-year period within the State of Connecticut School Districts was as follows:

2006-2007: 23rd out of 186 school districts

2007-2008: 22nd out of 187 school districts

2008-2009: 38th out of 190 school districts

(Appendix C – Connecticut State Physical Fitness Test Results 1999-2010)

Professional Learning

Professional Learning focuses on differentiated instructional practices to improve student achievement. An annual goal of the physical education program improvement is rigorous technology infusion, which has formed a foundation for on-going professional learning. Utilization of I-Movie programs to create instructional DVDs is incorporated into both professional learning and instruction. These technology tools also provide a vehicle for fine-tuning motor skill techniques, enhancing student learning through self and peer assessments, enabling immediate teacher feedback, and creating a springboard for instruction into 21st Century learning. Use of Flip Video for immediate feedback to students on skill performances, which, when coupled with ITOUCH handheld devices provide access to applications for personalizing instruction on skill

technique, human physiology, kinesiology and anatomy, weight-training techniques, nutrition, weight management, the impact of fitness on body systems, and calculations and management of caloric expenditure/replacement programs, while providing record keeping systems for teachers.

Movement toward comprehensive trans-disciplinary instruction has escalated annually through the installation of orienteering courses at all schools, development of orienteering maps and programs, and provision of assured experiences for all fifth grade students. Professional learning, provided by Project Adventure, Orienteering Unlimited, and Treasure Hunt Adventures has enabled teachers to support multi-disciplinary learning through the modality of orienteering and adventure-based instruction. Assured experiences (currently in fourth and fifth grades, and planned for additional grade levels) provide students with exposure to, not only a wide range of activity, fitness, and recreational pursuits, but also connects them with community-based agencies and parks where these pursuits can be realized.

Professional learning geared toward preventative and prescriptive programming has been provided by national, regional, and local experts and professionals. The Greenwich Law Department and Tom Bowler, a State of Connecticut expert witness and consultant in liability provided teachers with guidelines for maintenance and design of the learning environment and activity supervision for physical education programming. Dr. Avery Faganbaum – author, university professor and national expert on fitness and wellness provided teachers with data and trends in fitness, obesity and programming for American youth. Professional learning courses were also conducted by Velocity Sport, George Marom, Greenwich Hospital wellness and nutrition professionals, and the Greenwich YMCA specific to current trends in youth, fitness, nutrition and programming to meet the needs of the changing youth culture.

Greenwich Public Schools Physical Education Specialists have provided countless professional learning sessions for colleagues, within and beyond the district, conducted during program meetings and professional learning days, ranging from fitness, technology, nutrition and wellness, creative classroom management, innovative instructional techniques, student assessment, trans-disciplinary instruction, adventure programming and closing the achievement gap through fitness.

Greenwich Public Schools Pupil Services coordinators provided comprehensive professional learning on specific special needs populations, disabling conditions and ramifications, and the implications for programming and instructional adaptations and accommodations.

(Appendix D – Comprehensive Listing of Professional Learning Programs and Courses)

Assessments/Communications

Locally developed assessments and rubrics are in place in every grade level for all objectives identified as essential for enduring understanding and student achievement. These are specific to each standard they support. Students are assessed throughout the year through both formative and summative assessments. A blend of self-assessments,

peer assessments and teacher assessments map the course of formative assessments, whereas summative assessments are based on nationally designed rubric indicators and developmentally appropriate achievement criteria for sport and activity. Report card grades reflect student achievement in motor skill acquisition, learning concepts and game strategies, fitness achievement, and social responsibility as demonstrated through activity and sport. (Appendix E1 and E2 – Year End data on student achievement)

The State of Connecticut Standardized Fitness Assessment is administered annually to all students in grades 4, 6, 8, and 10 to measure individualized fitness achievement. These scores are reported annually to parents through school-generated report forms and statewide via the Strategic School Profile.

CURRICULUM REVIEW STEP ONE– 2010-2012 Assessing the Curriculum – Data Collection:

o Identification of Best Practices o Alignment with National Standards, State Standards and Best Practices o Data Collection from DRG A and DRG B o Community input – Focus Groups with Stakeholders (parents, students)

Members of the Physical Education Department curriculum review team:

o Colleen Morey – Program Coordinator o Wendy Hammond – PE Julian Curtiss o Cathy Mahoney – PE Cos Cob o Dave Bruni – PE North Street o Dick Hawks – PE Central Middle School o Robin Schemansky – PE Eastern Middle School o Nancy Tarantino – PE Eastern Middle School o Cindy Keegan – PE Central Middle School o Pat Mediate – PE Greenwich High School o Lillian Perone – PE Greenwich High School o Steve Rogowskey – PE Julian Curtiss o Jeremy Boland – PE International School at Dundee o Robert Darula - Para professional – Old Greenwich/ PE long term sub – EMS,

GHS

Consultant Services: Jane Panicucci, Vice President, Project Adventure;

June 30, 2010 – after-school with team to identify Focus Group questions November 10, 2010 – morning with Focus Groups – parents and students

Meeting Dates: May 20, 2010 after-school June 14, 15, 22, 30 2010 after-school July 1, 2, 2010 – full day October 6, 2010 – full day

November 17, 2010 – full day

Description of the Data Collection Process The PE curriculum review team for Step One conducted research locally, regionally, and globally to secure data design, essential elements, and resources for developing trends in Physical Education programming. The goal was to identify the most current 21st century programming initiatives in Physical Education and Wellness. American Association for Health, Physical Education, Recreation and Dance (AAHPERD) and the National Association for Sport and Physical Education (NASPE), national professional organizations have identified protocol for best practices which were utilized in conjunction with the GPS Vision of the Graduate (VoG), to outline gaps between current status and desired outcomes. Each of the Best Practice criteria is supported by the position statements from the Connecticut State Board of Education in Hartford and the Center for Disease Control and Prevention, Washington, D.C., the 2008 Physical Activity Guidelines for Americans Report, the State of Connecticut Healthy and Balance Living Curriculum Framework and the Physical Activity and Health Report of the US Surgeon General. A focus on 21st Century Skill acquisition, technology infusion, alternative scheduling, SEL programming, Adventure programming, and trans-disciplinary instructional units provided a foundation for benchmarking program essentials. The curriculum review team scheduled site visitations to all schools in DRG A and DRG B to observe and evaluate programs deemed best practices (see Appendix F). Outreach communications with Naperville, Illinois – the number one physical education program in the nation, (as per AAHPERD), and with noted clinicians from various international programs were conducted. Focus groups for parent representatives of the GPS community and graduating seniors were scheduled in November to secure feedback on programming experiences and identify needs as perceived from the community and student body. The goal of this phase was to benchmark our program with the most current trends and desired outcomes for Physical Education programming, and then to identify areas where gaps may exist. (Appendix F – Student and Parent Focus Group Findings – November 2010) The Best Practice Criteria was provided by the American Association of Health, Physical Education, Recreation, and Dance and the National Association of Sport and Physical Education – two national organizations which developed the National Standards for Physical Education that have been adopted by the State of Connecticut and the Greenwich Public Schools. Under their umbrella of services are research and data analysis, professional learning, instructional resources, curriculum development, and network liaisons with the leaders in sport, fitness, wellness, and health. Best Practices by Category (as per AAPHERD and NASPE): Learning Environment: Safety –

Regular inspections and maintenance Internal disinfecting practices

Facility – Multiple gymnasiums Fitness center Adventure courses – indoor and outdoor Pool

Dance Studio Sufficient storage Field space sufficient, diverse, consistent Locker rooms Tennis courts Track Technology equipped gymnasium and fitness centers Access to bathrooms and water Equipment – Ample equipment for all students in all classes – age appropriate Adequate budget for purchase and maintenance Consistency across district

Curriculum: Based on each of the National Standards Articulated vertically and horizontally Incorporates trans-disciplinary instruction Regularly scheduled special events Incremental capstone projects/programs Assured experiences by grade level Wide range of age appropriate content areas

21st century content areas Incorporates wellness approach to instruction Technology incorporated regularly into instructional program Assessment: Based on objectives identified within each National Standard Assessment of Social Emotional Leaning (SEL) skills Incorporates use of technology for record keeping/management of assessments Technology used to assist students in goal setting for health-related fitness

improvement and self-assessment Reporting practices – students, parents, community Regular monitoring reports/reviews

Professionalism: Opportunities for conference/workshop attendance In-house professional learning provided on a regular basis Staff utilizes 21st century instructional practices with students Certification – First Aid, CPR, Restraining training, Concussion training,

Lifeguard training, Fitness Center Certification

Designated district coordinator Teachers practice trans-disciplinary instruction Teachers are current in, and apply technology

Each member of the PE curriculum review team collected data. In pairs, they contacted four to five school districts in each of DRGs A and B where they conducted interviews with each of the program coordinators or administrators overseeing the PE programs. An exhaustive list (Appendices G1, G2, and G3 – Best Practices Data) of criteria from each of four distinct categories was addressed in the interviews:

o Learning Environment – safety, facility, equipment o Curriculum – standards-based approach, content areas, special

events/assured experiences, infusion of technology, delivery model o Assessment – standards-based, infusion of technology, communications,

monitoring/reviews o Professionalism- professional learning, certifications, technology training

The data was compiled, discussed, analyzed and summarized to identify key elements of best practice programs and the alignment (or lack thereof) with the practices of the Greenwich Public Schools Physical Education program. Summative findings by category and grade level cluster (if appropriate) follow. Learning Environment Summative Findings Where Gaps Exist in GPS:

o State of the Art Facilities o Fitness Centers o Updated Gymnasiums o Adventure Courses - Inside/Outside, High and Low o Dedicated gymnasiums per activity o Multiple Gymnasiums o Functional Gymnasiums – soundproof facilities o Adequate storage o Wi-Fi and other tech resources available

Curriculum Summative Findings Where Gaps Exist in GPS:

o Budget to support TechnoGym Smartkeys (The TechnoGym system is a computer based fitness program that can help anyone achieve their desired results. You can customize workouts with testing and biofeedback results. This technology allows you to establish a baseline for cardiovascular and strength training. The computer keeps track of your workouts, allowing you to review your progress towards wellness.)

o Laptop computers stations in all gymnasiums o Flexible scheduling o Content – adventure and outdoor sports offerings o Swimming instruction for all levels

o Trans-disciplinary or concept based programming o Extensive technology infusion – portable smart boards in all gymnasiums,

Wi-Fi o 2010 Data reveals a need to review and address inconsistencies in the

State Fitness Test results by school (Hamilton Avenue School, Eastern Middle School, North Mianus School).

Assessment Summative Findings Where Gaps Exist in GPS: o Technology – handhelds for all staff, smartcards, laptop centers, sound

systems o Heart Rate Monitors – multiple o Data-based using extensive interactive technology o Virtual bicycles and other cardio equipment

Professionalism Summative Findings Where Gaps Exist in GPS:

o Community volunteers certified to assist with supplemental instructional practices – belaying, testing, fitness center facilitator, etc.

o Guidance counselors integral aspect of Project Adventure programming o Release days for PE staff to visit in-district on a regular basis o Certification provided for staff – restraint training. PA, lifeguard

instruction, etc. Focus Groups: In an effort to obtain input from school community stakeholders, focus groups were identified for both the parent population and the student population. Parent representation was sought from each of the three regions and schools of Greenwich – Central, Eastern, and Western. Working with the district PTA officers, we were able to identify parents who had children in multiple grade levels, and whose children had transitioned through several grades in the GPS – hopefully, having had an elementary, middle, and high school experience. Twelve parents accepted the invitation to participate. Likewise, student representation was sought in the senior class at GHS who represented each of the three regions of Greenwich – Central, Eastern, and Western. These students had matriculated through the GPS since their elementary school years and were representative of a broad range of interests and achievement levels as well as having attended different elementary and middle schools. Twelve students accepted the invitation to participate. The focus groups were scheduled for ninety-minute sessions with Jane Panicucci – Vice President of Project Adventure, Inc., who served as facilitator for the forums. Michele DiCorsia, Physical Education Specialist with Project Adventure took detailed notes. Questions were developed in concert with the curriculum review team and reviewed by the physical education staff at large prior to the focus group sessions.

o Describe your overall impression/experience of your or your child’s physical education experience.

o What is your expectation of the Greenwich Public Schools Physical Education Program?

o How do you see physical education playing a vital role in the Vision of the Graduate?

o Given our current content delivery (See Appendix A - Content Articulation Chart), what other activities would you like to see in the physical education curriculum?

o If budget and facility were no object, what would be included in your dream or ideal physical education program?

o Can you describe a memorable or pivotal experience/activity/unit that you (your child) had during your physical education programming and what made it so significant?

o How would you contrast the benefits of Physical Education verses Athletics/Extra Curricular sports?

o How do you support your own (your child’s) fitness and nutrition outside of school?

o What other comments would you like to share with us that we have not addressed in our questions?

A report was generated by Project Adventure, which summarized the responses of each focus group. The report clustered the responses according to the same categories as the Best Practices criteria – Learning Environment, Curriculum, Assessment, and Professionalism. Summative findings do not identify any particular school or instructor, but do focus on the learning experience by program level – elementary, middle, and high school. Summative findings by category and grade level cluster follow. The overarching purpose for conducting these focus groups was to inform and prioritize school efforts to refresh the Physical Education Curriculum and program delivery. A structured group process was utilized, conducted by a Project Adventure Consultant well versed in using this methodology to gain insights into particular program or school issues. Representative groups were included from which there emerged a number of common themes across the focus group participants. Elementary Physical Education – prominent themes: The general impression of the elementary physical education experience was positive, from both the student and the parent perspective. There was a general enthusiasm by the students for Physical Education at that time in their life and both parents and students spoke positively about most of the teachers and programming they experienced. Specific to Learning Environment:

o All students are invited to get involved o Teachers use social and emotional skills to keep students involved o Concern was voiced over the number of students and classes scheduled

into the gymnasiums at any one time

Specific to Curriculum:

o Students are given opportunities to learn new sports and activities o Both students and parents felt that the PE program was considered by

other staff and administration as an “accessory” Specific to Professionalism:

o Teachers are resourceful, managing as best possible with large class sizes and restricted facilities

o Many reflected fondly on the teachers and the teaching that took place in the elementary program

o “My kids come home raving about Mr. X” Middle School – prominent themes: The general impression of the middle school experience by both parents and students was not positive. Specific to Learning Environment:

o Instruction viewed as non-inclusive – a lot of down time waiting for a turn o Facilities were limited – dated gymnasiums, no fitness centers, no locker

rooms o Class sizes were huge and restrictive

Specific to Curriculum:

o Lack of creativity in the curriculum delivery o Focus on non-sport and life activities o Saturated with testing and assessment

Specific to Professionalism:

o Several of the teachers did not teach the curriculum o Seemed to be recreational in nature rather than instructional

High School – prominent themes: There were disparities between the parent and student responses regarding high school physical education. Parents seemed to rate the high school experience lower than did the students – i.e. Aquatics. Specific to Curriculum:

o Need for choice – currently is driven by the guidance counselors or academic schedule

o Students embraced the lifetime activities – would like more o General feeling that PE is also an accessory at the high school – a “filler” o Immense support for adventure activities

Specific to Professionalism: o Perhaps teachers could be more flexible in providing more activities that

students enjoy

Specific to Dream Program: o More choice in activities o Second fitness center and more equipment o Smaller class sizes – particularly in aquatics o Adaptive PE programming – classes, teacher, equipment o Scheduling at more appropriate time for impact on learning o Extend aquatics programming o Fitness centers in Middle Schools o Locker rooms at Middle Schools o Outdoor ropes courses o More content, more offerings o Expand playgrounds o More adventure and life activities – fly fishing, cycling, snow sports

Specific to Vital Role in Vision of Graduate:

o Absolutely a vital role o More adventure activities – wonderful modality through which to nurture

VoG o Middle School program should be more exploratory o Perfect venue for learning collaborative skills, team work

Summative comments:

o Curriculum content needs to be expanded to include a better balance of adventure/exploratory/team development activities and team and lifetime sports

o Need to work with high school guidance and administration so that students are allowed to access classes of elective choice rather than academic schedule driven

o Continual articulation of program goals by staff to students at secondary level

o Need to focus on quality of instruction – particularly at the secondary level o Need to address facility issues – all levels are deficient o 2010 Data reveals a need to review and address inconsistencies in the

State Fitness Test results by school (Hamilton Avenue School, Eastern Middle School, North Mianus School).

APPENDIX LISTING

Appendix A1 Content Articulation Grades K-10 Appendix A2 Content Articulation Grades 11-12 Appendix B Physical Fitness Content Articulation Grades K-10 Appendix C Connecticut State Physical Fitness Test Results 1999-2010 Appendix D Professional learning Programs and Courses 2000-2010 Appendix E1 Elementary School Year End Student Achievement Results Appendix E2 Middle School Year End Student Achievement Results Appendix F Student and Parent Focus Group Findings, November 2010 Appendix G1 Best Practices Data – Elementary Appendix G2 Best Practices Data – Middle School Appendix G3 Best Practices Data – High School

Appendix A1

Content Articulation

SPORT UNITS

GRADE LEVEL

K 1 2 3 4 5 6 7 8 9 10

Physical Fitness x x x x x x x x x x x

Soccer/Speedball x x x x x x

Rhythms/Dance x x x x x

Track and Field x x x x

Volleyball x x x x x x x

Gymnastics x x x x x

Diamond Sports x x x x x x

Adventure Activities x x x x x x x

Basketball x x x x X x x x

Orienteering x x

Team Handball x x x x x x x

Flag Football x x X x

Racket Sports x x x x x x x x

Swimming x

x = Introduction of lead-up skills

x = Sport-specific unit of instruction

Appendix A1 – Content Articulation Grades K-10 - October 2001 page 1 of 1

Appendix A2-Content Articulation Grades 11-12 - October 2001 page 1 of 1

Appendix A2

Content Articulation

SPORT UNITS

Grade Level

11 12

Life Time Activities x x

Team Sports x x

Orienteering x x

Self Defense x x

Personal Fitness x x

Care & Prevention of Athletic Injuries x x

Dance:

Theater Dance x x

Yoga x x

Certification Courses:

Lifeguard Training x x

Personal Training x x

Basic Life Support Emergency Provider x x

Appendix B

Greenwich Public Schools Project

Physical Fitness Content Articulation

Grades K-10

Appendix B – Physical Fitness Content Articulation Grades K-10 – October 2001 – page 1 of 6

Greenwich Public Schools

Greenwich, Connecticut 06830

Physical Fitness Content Articulation, K – 10

Components of Fitness K 1 2 3 4 5 6 7 8 9 10

Balance X X X X X X X X X X X

Stability X X X X X

Strength X X X X X X X X

Flexibility X X X X X X X X

Coordination X X X X X X X

Muscular Endurance X X X X X X X X

Cardio Respiratory Endurance X X X X X X X X X X X

Speed X X X X X

Agility X X X X X X X X X X X

Motor Pattern Learning X X X X

Power X X X X X X X X

Spatial Awareness X X X X X

Nutrition X X X X X X X X X X X

Body Composition Awareness X X X X X X

Assessment G G G G G/S G G/S G G/S G G/S

G – Local Fitness Assessment S – State of Connecticut Fitness Test


Greenwich Public Schools Greenwich, Connecticut 06830

Physical Fitness Content Articulation, K – 9

Flexibility The student will be able to perform: K – A butterfly stretch, “nose to toes” 1 – A straddle stretch, two hands to left toes, two hands to right toes 2 – A seated pike stretch, fingertips to toes 3 – Sit and reach, fingertips/fists/palms to wall 4 – A hurdler’s stretch, both sides, fingertips to toes 5 – Sit and reach, fingertips/fists/palms to wall 6 – Sit and reach 7 – Bridge 8 – Lunge stretch – left and right, elbow to floor 9 – Straddle stretch, forehead to floor Strength The student will be able to perform: K – “ABC” push-ups 1 – A 10 second hold on a climbing rope with his/her body off the ground 1 – 10 modified push-ups from the knees 2 – 10 regular push-ups 3 – 10 regular push-ups to a cadence 3 – A right angle push-up 4 – 8-10 right angle push-ups to a cadence 5 – 10-12 right angle push-ups to a cadence

6 – Modified on ball two hands 7 – Regular push-up 1 hand on ball, 1 hand on floor 8 – Regular push-up 2 hands on ball 8 – Regular push-up 1 ball for each hand 9 – Resistance training Muscular Endurance The student will be able to perform: K – 10 modified curl-ups with a partner hold 1 – 15 partial curl-ups with a partner hold 2 – 15 partial curl-ups (no partner hold) 3 – 15-20 partial curl-ups to a cadence 3 – abdominal isolator for 1 minute 4 – 20-25 partial curl-ups to a cadence 5 – Abdominal isolator for 2 minutes 6 – Sit-ups – modified with no partner hold


6 – Bicycle/elbow to knee sit-ups 7 – Oblique sit-ups, right and left 8 – Elevated leg sit-ups 9 – Push-ups to a cadence 9 – Sit-ups to a cadence Cardio-respiratory Endurance The student will be able to perform: K – ¼ mile jog/run 1 – ¼ mile run 2 – ½ mile run 3 – Pacer test 4 – Mile run 5 – Pacer test 6 – Walking to a metronome cadence 7 – Step ups 8 – Stationary bike 9 – Elliptical trainer 9 – Stair master 9 – Nordic track 9 – Rowing machine Balance The student will be able to perform: K – A dominant and non-dominant foot balance K – A forward walk across the length of a balance beam 1 – A dynamic and static balance on a balance beam 2 – A two foot stand on a balance disc 2 – A dynamic and static balance in combination on a balance beam 3 – A static balance on a balance disc while performing a toss/catch with a partner 4 – A static balance on the dominant foot on a balance disc 5 – A static balance on the dominant foot on a balance disc while tossing/catching a ball with a partner 6 – Scale and other body poses 7 – Single leg stand on medicine ball 7 – single leg stork stand on medicine ball 8 – Single leg stork stand and leg swing on medicine ball 8 – single leg medicine ball floor touch 9 – Single leg stork stand on medicine ball with ball throw and catch


Coordination The student will be able to perform: K – A gallop, slide and skip 1 – Various animal walks 1 – Maneuvers through simple apparatus 2 – A combination of gallops, slides and skips 2 – Various locomotor movements in a forward direction while manipulating an object 3 – A change of direction while dribbling a soccer ball 3 – Locomotor patterns while performing a folk, line or square dance 4 – A grapevine step 4 – A sequence of gymnastic skills 5 – A pivot step 5 – a grapevine step while tossing and catching a ball to self or a partner Agility The student will be able to perform: K – A zigzag jog/run through a series of cones 1 – A zigzag run through a series of cones 2 – An over/under hurdle obstacle course 3 – A shuttle run 4 – A shuttle run 5 – A shuttle run

6 – Skipping while tossing and catching 6 – Galloping while tossing and catching 7 – Shuffle sliding 8 – Shuffle sliding while tossing and catching 9 – Shuttle running Power The student will be able to perform: K – A vertical jump 1 – A vertical jump 2 – A vertical jump 3 – A standing long jump 3 – A vertical jump 4 – A vertical jump 5 – A standing long jump 5 – A vertical jump

7 – Bounding 7 – Plyometrics 9 – Resistance training


Stability The student will be able to perform: 6 – Superman arch on floor 6 – Forearm support in prone position 7 – V-sit and other abdominal holds on floor

8 – V-sit and other abdominal holds on beam 8 – V-sit on medicine ball 9 – V-sit on medicine ball with leg movements 9 – V-sit on medicine ball with ball tossing

Speed The student will be able to perform: 6-9 - Sprinting, increase distance and reduce time Body Composition The student will be able to explain: 6 – Body composition awareness 7 – Understand care of muscle, fat, bones, joints 8 – Relationship to physical activity Nutrition The student will be able to explain: 6 – Eating disorders 7 – Supplements 8 – Cholesterol and exercise Appendix B – Physical Fitness Content Articulation Grades K-10 – October 2001 – page 6 of 6

Appendix C

Connecticut State Physical Fitness Test Results

Greenwich Public Schools, Greenwich, Connecticut 06830

Percentage of students passing

four out of four test items 1999-2010

School Gr. 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Cos Cob 4th 37 45 45 52 51 85 71 67 81 41 70 86

ISD 4th 0 55 50 67 63 40 40 32 49 50 74 76

Glenville 4th 36 37 33 50 55 50 52 35 37 30 64 61

Hamilton Avenue 4th 14 13 58 10 30 35 18 29 8 13 25 41

Julian Curtiss 4th 56 69 54 59 55 54 45 57 54 61 67 81

New Lebanon 4th 21 32 64 29 47 39 40 56 60 56 88 91

North Mianus 4th 29 27 47 48 62 71 63 53 49 45 65 61

North Street 4th 34 27 39 69 62 76 84 73 69 72 89 83

Old Greenwich 4th 16 56 56 70 72 48 63 41 35 53 85 78

Parkway 4th 47 55 48 69 74 80 82 80 78 84 89 79

Riverside 4th 56 39 46 76 58 53 61 38 64 60 72 79

Central 6th 51 26 30 47 46 35 35 60 38 30 79 72

Central 8th 57 29 35 31 27 38 29 65 41 26 63 67

Eastern 6th 44 43 41 34 40 44 42 44 41 30 51 42

Eastern 8th 48 41 53 51 42 39 43 38 44 37 58 33

Western 6th 41 33 29 54 50 40 65 53 53 63 70 60

Western 8th 27 24 25 45 39 44 59 50 64 49 76 80

Greenwich High 10th 29 54 63 54 49 46 42 54 59 64 74 68

Average 37.33 39.95 46.26 51.00 51.11 50.68 51.37 51.37 51.33 48.00 69.94 68.78

Appendix C - Connecticut State Physical Fitness Test Results 1999-2010 - November 2010 - page 1 of 1

Appendix D

Professional Development Programs and Courses

2000-2010

Adventure Team Building

Physical Education Student Assessment Strategies

Creative Adventure in Substance Abuse Prevention

Fitness for Children – VO2MAX (name given to George Marom’s Functional Fitness Program)

Special Education Issues and Physical Education Instruction

Implications for Inclusion in the Physical Education Program – Elementary

Implications for Inclusion in the Physical Education Program – Secondary

Developing a Site Maintenance Manual for Your Ropes Course

Childhood Obesity

Tech Tools for Physical Education

Differentiation in Physical Education

Differentiated Instructional Strategies for Middle School P.E.

Fitness Through Sport

Fun and Fitness

Nutrition

Medicine Ball Fitness

Social Emotional Learning (SEL)/Character Education

Creating I-Movie Projects for Students – self and peer assessments

Social Emotional Learning and its Impact on Student Learning

Incorporating Fitness into the High School PE Curriculum

Service Learning

Appendix D – Professional Learning Programs and Courses 2000 – 2010 – November 2010 – page 1 of 2

Orienteering I and II

School Employee Liability for Negligence in School Settings & School Related Activities

Prevention and Triage of Common injuries to Adolescents During Physical Activity

Diversity Training Through Adventure

SEL and Adventure – Practitioners Seminar

Self - Esteem Extremes – Addressing Body Image, Self Injury and Suicide Prevention

Creating Healthy Habits

21st Century Skills

Improving Performance in Physical Education and Wellness

PE Website Development

Creating Trans-Disciplinary Units

High School PE Using the Polar Tri-Fit System and Heart Rate Telemetry

Creating Respectful Communities in Our Schools

Orienteering Program Development

Middle School PE Injury Prevention and Nutritional Maintenance

Elementary School Report Card Rubrics

PE/Wellness Program Development, Data Analysis, Technology Infusion

PE – Vision of the Physically Educated Graduate

Health/Physical Education – Cross Disciplinary Approaches to Instruction

Physical Education – Achieving Fitness Through Adventure

Appendix D – Professional Learning Programs and Courses 2000 – 2010 – November 2010 – page 2 of 2

Appendix E1

ELEMENTARY SCHOOL YEAR END ACHIEVEMENT RESULTS (PERCENTAGE OF STUDENTS)

Motor Skills Fitness Principles & Concepts

Grade/Year 4 3 2 1 4 3 2 1 4 3 2 1

K-2004 0% 60% 38% 2% 0% 65% 33% 2% 0% 59% 40% 1%

K-2007 0% 63% 37% 0% 0% 69% 31% 0% 0% 54% 45% 1%

K-2010 7% 61% 31% 1% 5% 72% 23% 0% 2% 65% 33% 0%

1-2004 0% 70% 29% 1% 0% 71% 28% 1% 0% 74% 25% 1%

1-2007 0% 73% 27% 0% 0% 75% 25% 0% 0% 66% 33% 1%

1-2010 8% 63% 29% 0% 5% 71% 23% 1% 4% 63% 32% 1%

2-2004 42% 49% 8% 1% 44% 43% 12% 1% 45% 47% 7% 1%

2-2007 45% 33% 22% 0% 49% 31% 18% 2% 41% 33% 25% 1%

2-2010 31% 50% 18% 1% 37% 50% 12% 1% 32% 44% 24% 0%

3-2004 42% 45% 11% 2% 40% 40% 19% 1% 48% 45% 6% 1%

3-2007 46% 34% 19% 1% 46% 33% 21% 0% 45% 45% 10% 0%

3-2010 31% 41% 27% 1% 33% 39% 26% 2% 34% 46% 19% 1%

4-2004 45% 44% 10% 1% 48% 26% 15% 1% 56% 39% 4% 1%

4-2007 52% 32% 15% 1% 50% 31% 18% 1% 52% 40% 8% 0%

4-2010 35% 46% 19% 0% 40% 39% 20% 1% 39% 43% 18% 0%

5-2004 51% 35% 13% 1% 45% 36% 18% 1% 58% 37% 4% 1%

5-2007 52% 35% 13% 0% 50% 33% 16% 1% 58% 37% 5% 0%

5-2010 34% 43% 22% 1% 36% 42% 20% 2% 40% 44% 15% 1%

Appendix E1 – Elementary School Year End Student Achievement Results - June 2010 – page 1 of 1

Appendix E2

MIDDLE SCHOOL YEAR END ACHIEVEMENT RESULTS (PERCENTAGE OF STUDENTS)

Motor Skills Fitness Principles & Concepts

Grade/Year A B C D F A B C D F A B C D F

6-2007 65% 25% 7% 2% 1% 54% 32% 10% 4% 0% 74% 18% 6% 2% 0%

6-2010 64% 25% 8% 2% 1% 47% 34% 14% 4% 1% 64% 24% 10% 2% 0%

7-2007 66% 19% 9% 4% 2% 57% 32% 7% 3% 1% 60% 16% 14% 8% 2%

7-2010 54% 31% 12% 2% 1% 49% 32% 15% 3% 1% 53% 31% 12% 3% 1%

8-2007 61% 24% 11% 3% 1% 52% 25% 13% 8% 2% 69% 14% 10% 6% 1%

8-2010 58% 29% 10% 2% 1% 48% 34% 12% 4% 2% 64% 24% 10% 2% 0%

Appendix E2 – Middle School Year End Student Achievement Results - June 2010 – page 1 of 1

Appendix F

Physical Education at

Greenwich Public Schools, CT

Project Adventure, Inc.

Student and Parent Focus Group Findings

Jane Panicucci, Vice President November 2010

Appendix F – Student and Parent Focus Group Findings – November 2010 – page 1 of 9

Introduction The overarching purpose for conducting these focus groups was to inform and prioritize school efforts to refresh the Physical Education Curriculum and program. A structured group process was utilized, conducted by a Project Adventure Consultant well versed in using this methodology to gain insights into particular programs or school issues. This particular focus group process was somewhat limited due to the fact that only limited representative groups were included. However, there did emerge a number of common themes across the focus group participants. Specifically, two focus groups were conducted, the first for invited parents and a second for invited seniors. Approximately 10 participants were in each group, and each focus group was 90 minutes. All schools were represented within these two focus groups as each student attended a different elementary school, and each parent represented a child currently in or recently in every school in the District. Discussions did include mention of these specific schools but did not allow mention of individual teachers. The focus groups were conducted by Project Adventure‟s Vice President, Jane Panicucci and notes were taken by Michele DiCorsia, Physical Education specialist. The following types of questions were used in the focus groups:

Describe the overall impression/experience of yours or your child‟s physical education experience. (Using experiential activity)

What is your expectation of the Physical Education program?

Do you see physical education playing a vital role in the Vision of the Graduate?

If money and facilities were no object, what would be included in your dream or ideal physical education program?

Can you describe a memorable or pivotal experience/activity/unit that you had during your physical education programming?

How would you contrast the benefits of Physical Education versus Athletics/Extra Curricular sports?

How do you support your own fitness and nutrition outside of school?

Report Organization: This report will highlight a variety of responses that emerged during the two focus groups. A significant amount of time was spent on the first question Describe the overall impression/experience of yours or your child’s physical education experience. Every respondent felt it important to delineate between the three grade level schools that they or their child attended when discussing this topic. Therefore, this report will also delineate between these three levels. The remainder of the report lists more direct answers to the noted question. Appendix F – Student and Parent Focus Group Findings – November 2010 – page 2 of 9

Describe your overall impression/experience of yours or your child’s physical education experience. (Using experiential/metaphor activity) Prominent themes regarding Elementary Physical Education: The general impression of the elementary physical education experience was positive, from both the student and the parent perspective. There was a general enthusiasm by the student for “gym” at that time in their life, and both parents and teachers spoke positively about most of the elementary teachers that they had. There does emerge a theme about physical education as an accessory, which comes to light at all levels, including elementary. “The elementary program is entirely positive”. “Very interactive and fun but there was no purpose to it.” Comments related to learning environment:

1. All students are invited to get involved. The teachers use social and emotional skills to keep students involved.

2. There was a concern for the number of students or classes that are scheduled in

the gym at one time. Comments related to curriculum:

1. Students are given an opportunity to learn new sports. 2. Students described gymnastics as a highlight of their elementary school

experience. Many voiced the question as to why this was not offered at the Middle School as well.

3. One parent commented negatively about cup stacking, and did not understand the eye hand coordination aspect of the activity.

4. This same parent expressed her view of physical education as an accessory. Her children love “gym” but her impression is that the PE experience could offer more than it currently does. She sees it as an afterthought when planning the curriculum.

5. Both students and parents whose child went ice skating as part of P.E. expressed how much they loved that experience.

6. One student indicated that he felt “babied” and that classes were “kind of corny”, but he still reflected that classes were generally a “good time”.


Comments related to professionalism: “My kids come home raving about Mr. XXXXX.” “My kids cry when they don‟t have gym.” (they love it so much…)

1. Teachers were seen as resourceful, doing what they could with the resources and the class sizes that they had to manage.

2. Many reflected fondly on the teachers and teaching that occurred in elementary PE.

3. There was a description of one elementary school that opens every class with students running laps while the teacher “sits and watches”. This was seen as a “lazy” approach to teaching by the parents.

Prominent Themes Regarding Middle School Physical Education: The general impression of the middle school experience by both parents and students was not positive. Specifics will follow. However, there was some recognition that the middle school student may be less enthusiastic about taking PE as demonstrated in the following quotes: “ (about memories of „gym‟)…They were good but you were not focused on gym but on how NOT sweaty you want to be. I‟m over that now.” “I think that a lot of blame, whether they are not happy with the class, they blame the teacher, but 90% is how you react to the class; in middle school no one really cared.” Comments related to learning environment:

1. PE at the middle school was seen as boring, not inclusive, and unfriendly toward the less skilled students. Examples include:

a. An example is team handball were my child stands in line for 4 out of every 5 minutes while she watches other people play. “It‟s waiting in line and being yelled at.”

2. Many parents commented that their middle school child never goes outside for PE. There was recognition that some fields are wet, but that there was no attempt to go outside utilizing the black top or the woods.

Comments related to curriculum:

1. At Eastern parent‟s night, one parent received a handout with activities and dates that was impressive to her. She also suggested that her daughter‟s overall experience was positive.

2. There were many comments about the lack of creativity at the middle school level both in the teaching and in the actual curriculum.


3. To many students, the purpose of middle school PE was not clear. There was a sense that it was simply a “filler.”

4. There were a lot of memories and comments about middle school being about testing and measurement of fitness and less about instruction. One student commented directly that it was not instructional and focused on kick ball and dodgeball.

5. One student commented that despite the many kickball/dodgeball games, she did learn about track and field events which then got her interested in joining the High School track team.

Comments related to professionalism:

1. The focus group did not allow comments about individual teachers. However, teaching and teacher quality did emerge. At the middle school level, teachers were seen as far less creative, far less engaged, and far less supportive than the elementary teacher experience. Examples include:

a. ….”Maybe there was an agenda, but it was not delivered. I think it is about the teachers and I‟ve heard terrible things about the teachers…”

b. The teachers did not instruct us but let us play kickball and dodgeball…they allowed a free for all.

General Comments about Middle School:

1. Parents were very concerned that their middle school child did not change for PE. There was recognition that for some students at this age, body odor and sweating prevented the student from wanting to exert in class.

Prominent themes regarding High School Physical Education: There was some disparity between the parent responses and the student responses regarding high school physical education. In general, the parents seemed to rate the high school experience lower than did the students interviewed. A prime example of this disparity is aquatics. Nearly all parents expressed some level of concern regarding this component of the curriculum whether it be that their child be able to test out, whether classes be single gender, or whether a child, afraid of the water, could be excused. However, in the student session not one person brought up the subject of aquatics as either a traumatic or positive experience for them. Comments related to curriculum:

1. The need for choice was discussed in both focus groups. However, parents seemed to believe that there is no choice in activity and that all students participated in general PE. Students, however, expressed that there are a variety of PE electives to choose from. However, there was agreement that the academic schedule dictated which PE class one could attend. It was a bit of “the roll of the dice” rather than associated with what interested the student.

2. Life time activities were embraced by the students. (yoga, personal fitness, etc..) The idea of being “forced” to take athletic training, due to schedule, was an


example of how schedule dictates activity. For some, this did not allow students who wanted to be active to have activity during the day.

3. Some parents expressed the need for additional PE requirements, and filling those requirements with activities that teach students how to be physically active as adults.

4. There was a general feeling that PE is an accessory also at the high school level. 5. Students like adventure activities at all levels, and expressed specifically

enjoying them in High School.

Comments related to professionalism:

1. There were a variety of comments about the flexibility of some High School teachers to teach things that the students really enjoyed.

What are your expectations of the Physical Education program here at Greenwich? This, and the following questions, are described by individual respondents rather than by theme. Parents:

Teaching kids how to set goals for themselves

An active time for students to be physical, have fun, and get energized. Students need to go outside at the Middle and High School levels

Create a better flow between Elementary and Middle Schools curricula. At the High School really get them to love being active.

More interaction with nature.

Training on nutrition

Consistent delivery of the curriculum across schools

More differentiated instruction

More support for any special needs students in PE

There was a split in the group about whether students can be exempt from PE if they are in a sports season

Learn about different sports

More “fun” fitness and fitness education

More integration between health and PE and other academic subjects Students:

Do more team work and adventure activities in the Middle School. This is when kids need to work on these issues

More variety of sports. Rather than just do lacrosse, why not include field hockey, for example.


When asked to rank the types of activities these students liked to see in PE they did the following:

1: Team building/Adventure 2: Life time sports 3: Team and competitive sports

Have grade 8 focus on personal training and fitness for life. Some students said they only learned how to get in shape in afterschool sports. If one‟s schedule does not allow for the personal fitness elective in high school, it is possible to miss this altogether.

Middle school gymnastics

What is the dream state for PE at Greenwich? Parents:

More choice in activities

A second gym at the High School

Fitness center at the High School

Smaller class sizes

Adaptive PE equipment, class, and teacher

Put PE at an appropriate time of day to assist student learning

Life guard training

Make aquatics more fun, include water polo Students:

Fitness centers in middle schools

Locker rooms at Western and better ones at Central

Giant jungle gyms for older kids to play on

Outdoor ropes courses

Gymnastics at the High School

More content, more offerings

Guest speakers, like fly fishing instruction

Middle School: offer an after lunch recess/activity time to play and run around

Expand the playgrounds Appendix F – Student and Parent Focus Group Findings – November 2010 – page 7 of 9

Does PE play a vital role in the vision of the graduate?

Both parents and students agreed that it does. Students were very articulate around this subject. However, many comments referred to additions that they believe would help the current program better align with this vision. Suggestions included:

More adventure activities

Stress more about the importance of sleep

Have Middle School be a taste of a lot of things to peak one‟s interest for High School electives that we can actually chose from

Learning collaboration skills, team work, that is what is important for the graduate.

Describe a memorable or pivotal experience/activity/unit that you or your child had during physical education programming? Student answers have already been incorporated in other areas of this report.

Parent samples:

“Elementary school/teacher that does ice skating. Her child really loved that.”

“The elementary teacher that brings sneakers in for students who don‟t have them.”

How would you contrast the benefits of Physical Education versus Athletics/Extra Curricular sports?

There was no agreement as to whether students should be able to opt out of PE while participating in a varsity or junior varsity sport. One student did ask the question: “What is the goal of physical education?” Without that, he could not answer the question!

How do you support your own or your child’s fitness and nutrition outside of school?

Parents:

Many parents take their children to local leagues

Boys and Girls Club was mentioned as a good place to go

Walking with their child

Members of health clubs

Hiking, beach walking, etc. Students:

Members of a gym

Varsity sports

Figure skating practice

Healthy diet


Final Comments/Suggestions

1. Adaptive PE: There was one parent in attendance with a special needs student. She had very little positive to say about her son‟s experience. She noted the lack of support for the teacher, but was very articulate about the impact of this on her child. This is only one voice, but with this in mind, consider re-visiting the adaptive PE structure and staffing.

2. Curriculum review: This seems timely given the feedback gained in these focus groups. However, be mindful that a curriculum is only as effective as the consistent and quality delivery of that curriculum. During this review consider the balance of adventure/team development, lifetime sports, and team sports. Also consider when students learn about life time fitness and have opportunities to explore this important topic. At the high school level, it will be important to work with administration and guidance to allow students access to the electives that are offered. Finally, a clear articulation of goals and objectives of physical education, that students know and understand, will greatly support the curriculum.

3. Teaching quality: This area is clearly the most difficult to address and possibly the most critical. Focused attention on the quality of instruction, setting clear expectations for delivery of core content, may be an important initiative.

4. Facilities: This is an obvious issue given the size of the High School and the lack of facilities that exist there. Locker room issues at the middle schools are also important for the reasons stated earlier in this report.


Appendix G1 Best Practices Data – Elementary

Learning Environment

SAFETY:

x x x x x x x x x x x x x x x x x x x X X

x x x x x x x x x x x x x x x X 0

FACILITY:

x 1 1 x 1 1 x 1 1 1 x x x x x x 1 1 1 1 1 3 1

x x x 1 0

x x x x x x x x 1 X 5 OF 11

x x X 0

x 0 0

x x x x x x x x x x x x x x x X * LIMITED

0 0

x x x x x x x 2 x x x x x x x x x x x x x 0 0

x x x x x X 0

x x x x X 0

x x x x X 0

x x x x x x x x x X 0

x x x x x x x x x x x x x x x x x X X

Gymnastics gym 0 0

Gaming room X 0

Wrestling room 0 0

Classroom X 0

0 0

EQUIPMENT:

x x x x x x x x x x x x x x x x x x x x x X X

x x x x x x x yes x x x x x x x x x x x X X


x x x x x x x x X 0

x x x x x x x x x x x x x x x x x x X X

Appendix G1 - Best Practices Data - Elementary - November 2010 - page 1 of 4

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Program Reviews/Monitoring reports

Assessment of motor and sport skills

Assessment of concepts

Assessment of fitness

Locally developed

Standardized

Assessment of SEL skills

Technology used to monitor and record

student attainment of objectives

Reporting practices

To students

Sou

th W

ind

sor

Tru

mb

ull

New

Fair

fiel

d

New

tow

n

Ora

nge

Mid

dle

bu

ry

So

uth

bu

ry

Farm

ingto

n

Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Mam

aro

nec

k

Rid

gew

ood

OU

T O

F S

TA

TE

Blin

d B

rook

Mah

op

ac

Pou

nd

Rid

ge

Sim

sbu

ry

Mad

ison

Mon

roe

Wes

t H

art

ford

Wood

bri

dge

Technology is used to assist students in

goal setting for health related fitness and

self assessment

DR

G B

Gla

ston

bu

ry

Gra

nb

y

Gu

ilfo

rd

Professionalism

x x x x x x x x x x x x x X *LIMITED

x x x x x S x x x x x x x X X

x x x x x X *LIMITED

x x x x x x x x X X

X 0

x X 0

x x x x X 0

X 0

x x x x x x x x x x X X

x x x x x x x X *LIMITED

x x x S S x x X *LIMITED


Red

din

g

PROFESSIONALISMELEMENTARY

DR

G A

Dari

en

East

on

New

Can

aan

Rid

gef

ield

Wes

ton

Wes

tport

Gra

nb

y

Wilto

n

DR

G B

Avon

Bet

han

y

Bro

ok

fiel

d

Ch

esh

ire

OU

T O

F S

TA

TE

Mon

roe

New

Fair

fiel

d

New

tow

n

Ora

nge

Mid

dle

bu

ry

Sou

th W

ind

sor

Tru

mb

ull

Wes

t H

art

ford

Wood

bri

dge

Opportunities - conference attendance

In-house prof dev programs provided

Staff provide 21st century instruction

Sim

sbu

ry

So

uth

bu

ry

Fair

fiel

d

Farm

ingto

n

Gla

ston

bu

ry

Gu

ilfo

rd

Mad

ison

Staff are current in and apply technology

First Aid/CPR/AED certification

Concussion training

Lifeguard/Water Safety certification

Fitness Center certification

Designated district coordinator

Teachers practice transdisciplinary instruction

Restraining training for all PE staff

Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Mam

aro

nec

k

Blin

d B

rook

Mah

op

ac

Pou

nd

Rid

ge

Rid

gew

ood

Appendix G2 Best Practices Data – Middle School


SAFETY:

x x x x x x x x x x x x x x x x x x x x x x x x x X X

x x x x x x x x x x x x x x x x x x x X 0

FACILITY:

x 3 1 1 x 4 2 2 x x 1 2 1 x x x x x x 1 1 1 2 1 4 2

x x x x x x x x 1/2 x x x x x x X 1 EMS

x x x x x x x TW x x X 0

x x x X 0

x x x X 0

x x x x x x x x x x x x x x x x x x x 0 X

X 0

x x x x x x x 3 x x 2 1t 5 x x x x x x x x x x x X X

x x x x X 0

x x x x x x x x x x x x x x x x x x x x x x X 2 EMS/CMS

x x x x x x x x x x x x x x X X

x x x x x x x x x x X 0

x x x x x x x x x x x x x x x x X 0


Gymnastics gym x x 0 0

Gaming room x X 0

Wrestling room x x 0 0

Classroom x X 0

x 0 0

x x x x x x x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x x x x x x x x x x

Appendix G2 - Best Practices Data - Middle School - November 2010 - page 1 of 4



Wes

ton

DR

G A

Da

rien

DR

G B

Av

on

LEARNING ENVIRONMENTMIDDLE SCHOOL

Ea

sto

n

New

Ca

na

an

Red

din

g

Rid

gef

ield

Field House

OU

T O

F S

TA

TE

Mid

dle

bu

ry

/So

uth

bu

ry


Ora

ng

e

New

Fa

irfi

eld

New

tow

n

Wes

tpo

rt

Tru

mb

ull

Wilto

n

Wes

t H

art

ford

Woo

db

rid

ge

Fa

irfi

eld

Fa

rmin

gto

n

Gla

sto

nb

ury

Gra

nb

y

Mo

nro

e

Age appropriate

Technology equipped





Other

EQUIPMENT:


maintenance

Tennis

Track




Pool

Dance Studio

Locker Room/Changing Facility

Climbing Wall

Storage

Bet

ha

ny

Ch

esh

ire

Sim

sbu

ry

So

uth

Win

dso

r

Gu

ilfo

rd

Ma

dis

on

Bro

ok

fiel

d

GR

EE

NW

ICH

Blin

d B

roo

k

Ma

ho

pa

c

Ma

ma

ron

eck

Po

un

d R

idg

e

Rid

gew

oo

d

Sca

rsd

ale

NA

PE

RV

ILL

E

Curriculum



x x x x x x x P x x x x x x x x x x x x x x x x x X X

x x x x x x x x x x x x x x x x x x x x x x x x X X



x x x H x x x x x x x x x x x x x x x x X X

x x x x x x x x x x x x x x x x x x X 0


x x X 0

x x x x x x x x x x x x x x x x x x X 0

x x x x x x x x x x x x x x x x X 0

x x x x x x x x x x x x x x x x x x x x x X 0

x x x x x x x x x x x x x X 0

x x x x x x x R x R R F x x X 0


CURRICULUMMIDDLE SCHOOL

DR

G B

Av

on

DR

G A

Da

rien

Ea

sto

n

New

Ca

na

an

Red

din

g

Rid

gef

ield

Wes

ton

Wes

tpo

rt

Wilto

n

Sim

sbu

ry

Bet

ha

ny

Bro

ok

fiel

d

Ch

esh

ire

Fa

irfi

eld

Fa

rmin

gto

n

Gla

sto

nb

ury


horizontally

Tru

mb

ull

Gra

nb

y

Gu

ilfo

rd

Ma

dis

on

Mo

nro

e

New

Fa

irfi

eld

New

tow

n

Ora

ng

e

Mid

dle

bu

ry

/So

uth

bu

ry










instruction

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Ma

ma

ron

eck



Concept knowledge





So

uth

Win

dso

r

Blin

d B

roo

k

Ma

ho

pa

c

Po

un

d R

idg

e

Rid

gew

oo

d

Sca

rsd

ale

Wes

t H

art

ford

Woo

db

rid

ge

OU

T O

F S

TA

TE

Assessment

x x x x x x x x x x x x x x x x x x x x x x x X X




x x x x x x x x x x x x x x x x x x x x x x X X


x x x x x x x S x x x x x x X *LIMITED

x x x x x x S x x X *

LIMITED







Wes

ton

Wes

tpo

rt

ASSESSMENTMIDDLE SCHOOL

Wilto

n

DR

G A

Da

rien

Ea

sto

n

To parents

To community





Locally developed

Standardized




To students

So

uth

Win

dso

r

Tru

mb

ull

New

Fa

irfi

eld

New

tow

n

Ora

ng

e

Mid

dle

bu

ry

/So

uth

bu

ry

Fa

rmin

gto

n

Gla

sto

nb

ury

Ch

esh

ire

Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Ma

ma

ron

eck

Rid

gew

oo

d

Reporting practices

Fa

irfi

eld

New

Ca

na

an

Red

din

g

Rid

gef

ield

OU

T O

F S

TA

TE

Sim

sbu

ry

Ma

dis

on

Mo

nro

e

Wes

t H

art

ford

Woo

db

rid

ge



self assessment

Blin

d B

roo

k

Ma

ho

pa

c

Po

un

d R

idg

e

DR

G B

Gra

nb

y

Gu

ilfo

rd

Av

on

Bet

ha

ny

Bro

ok

fiel

d

Professionalism

x x x x x x x x x x x x x x x x x x x x x x x x X *LIMITED

x x x x x x x x x x x S x x x x x x x x x x x x X X

x x x x x x x x x x x X 0


x x x x x x X X

x x x x x X 0

x x x x x X 0

x x x x x X 0


x x x x x x x x x x x x x x x x x X 0

x x x x S x x x S S x x x x X 0


Red

din

g

PROFESSIONALISMMIDDLE SCHOOL

DR

G A

Da

rien

Ea

sto

n

New

Ca

na

an

Rid

gef

ield

Wes

ton

Wes

tpo

rt

Gra

nb

y

Wilto

n

DR

G B

Av

on

Bet

ha

ny

Bro

ok

fiel

d

Ch

esh

ire

OU

T O

F S

TA

TE

Mo

nro

e

New

Fa

irfi

eld

New

tow

n

Ora

ng

e

So

uth

Win

dso

r

Tru

mb

ull

Wes

t H

art

ford

Woo

db

rid

ge




Sim

sbu

ry

Mid

dle

bu

ry

/So

uth

bu

ry

Fa

irfi

eld

Fa

rmin

gto

n

Gla

sto

nb

ury

Gu

ilfo

rd

Ma

dis

on



Concussion training






Blin

d B

roo

k

Ma

ho

pa

c

Po

un

d R

idg

e

Rid

gew

oo

d

Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Ma

ma

ron

eck

Appendix G3 Best Practices Data – High School


SAFETY:



FACILITY:

x 1 x x 2 x x 1 2 2 1 x x x x x x 2 2 2 3 3 1 1 4 3

x x x x x x x x x x x x x x x x x x x x x x 2 1

x x x x x x x x x x 2 0



x x x x x x x x P x x x x x x x x x X X

x x x x 0 0

x x x x 3 x x 4 1t 5 x x x x x x x x x x x x x X X




x x x x x x x ltd x x x x x x X 0


Gymnastics gym x 0 0

Gaming room X 0

Wrestling room x x x x X 0

Classroom x x x X X

x x X 0

EQUIPMENT:






Appendix G3 - Best Practices Data - High School - November 2010 - page 1 of 4

NA

PE

RV

ILL

E

GR

EE

NW

ICH

Blin

d B

roo

k

Ma

ho

pa

c

Ma

ma

ron

eck

Po

un

d R

idg

e (

Jo

hn

Ja

y)

Rid

gew

oo

d

Sca

rsd

ale

Po

mp

era

ng

Wh

ite

Pla

ins



Wes

ton

DR

G A

Da

rien

Ea

sto

n

New

Ca

na

an

Red

din

g

Rid

gef

ield

Tennis

Track




Pool

Dance Studio

Locker Room/Changing Facility

Storage

Field House

Age appropriate

Technology equipped





Other


maintenance

Bet

ha

ny

Ch

esh

ire

Sim

sbu

ry

So

uth

Win

dso

r

Gu

ilfo

rd

Ma

dis

on

Bro

ok

fiel

d

Wes

tpo

rt

Wilto

n

DR

G B

Wes

t H

art

ford

Woo

db

rid

ge

Fa

irfi

eld

Fa

rmin

gto

n

Gla

sto

nb

ury

Gra

nb

y

Mo

nro

e

Av

on

LEARNING ENVIRONMENTHIGH SCHOOL

OU

T O

F S

TA

TE

Mid

dle

bu

ry

/So

uth

bu

ry


Ora

ng

e

New

Fa

irfi

eld

New

tow

n

Tru

mb

ull

Curriculum







x H x x x x x x x x x x x x x x x X X

x x x x x x x x x x x x x x x x x x x X 0


x x X 0


x x x x x x x x x x x x x x X 0



x x x R x x x R R F x x x X 0



Rid

gew

ood

Sca

rsd

ale

Wes

t H

art

ford

Wood

bri

dge

OU

T O

F S

TA

TE

Sim

sbu

ry

Blin

d B

rook

Mah

op

ac

Pou

nd

Rid

ge


GR

EE

NW

ICH

NA

PE

RV

ILL

E

Mam

aro

nec

k


Wh

ite

Pla

ins


Concept knowledge












instruction


horizontally

Sou

th W

ind

sor

Tru

mb

ull

Gra

nb

y

Gu

ilfo

rd

Mad

ison

Mon

roe

New

Fair

fiel

d

Wes

ton

Wes

tport

Wilto

n

Ora

nge

Mid

dle

bu

ry/S

ou

thb

ury

Bet

han

y

Bro

ok

fiel

d

Ch

esh

ire

Fair

fiel

d

Farm

ingto

n

New

tow

n

Gla

ston

bu

ry

CURRICULUMHIGH SCHOOL

DR

G B

Avon

DR

G A

Dari

en

East

on

New

Can

aan

Red

din

g

Rid

gef

ield

Assessment

x x x x P x x x x x x x x x x x x x x x x x X X





x x x x x x x X X

x x x x x S x x x x x x X 0

x x x S x x x x X *

LIMITED

x x x x x x x x x X X



x x x x S x x x X X



OU

T O

F S

TA

TE

Mad

ison

Mon

roe

Sou

th W

ind

sor

Blin

d B

rook

Sim

sbu

ry

Tru

mb

ull

Wes

t H

art

ford

Wood

bri

dge

Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Mam

aro

nec

k

Wh

ite

Pla

ins

Mah

op

ac

Pou

nd

Rid

ge

Rid

gew

ood

Reporting practices

Mid

dle

bu

ry

/So

uth

bu

ry

Farm

ingto

n

Gla

ston

bu

ry

Gra

nb

y

Bet

han

y

DR

G A

Dari

en

East

on

New

Can

aan

To parents

New

Fair

fiel

d

New

tow

n

Ora

nge

DR

G B

ASSESSMENT



self assessment

HIGH SCHOOL

Gu

ilfo

rd

Avon

To community





Locally developed

Standardized




To students

Bro

ok

fiel

d

Ch

esh

ire

Fair

fiel

d

Wilto

n

Red

din

g

Rid

gef

ield

Wes

ton

Wes

tport

Professionalism

x x x x x x x x x x x x x x x x x x x x x x x X *

x x x x x x x x S x x x x x x x x x x x x X X

x x x x x x x x x x x x x x X X


x x x x x x x x x x X X

x x x x x x x x x x X 0

x x x x x X 0

x x x x x x x x X X



x x x x x x S S x x x x x X 0


Sca

rsd

ale

GR

EE

NW

ICH

NA

PE

RV

ILL

E

Mam

aro

nec

k

Wh

ite

Pla

ins

Blin

d B

rook

Mah

op

ac

Pou

nd

Rid

ge

Rid

gew

ood



Concussion training









Sim

sbu

ry

Mid

dle

bu

ry

/So

uth

bu

ry

Fair

fiel

d

Farm

ingto

n

Gla

sto

nb

ury

Gu

ilfo

rd

Mad

ison

OU

T O

F S

TA

TE

Mon

roe

New

Fair

fiel

d

New

tow

n

Ora

nge

Sou

th W

ind

sor

Tru

mb

ull

Wes

t H

art

ford

Wood

bri

dge

Rid

gef

ield

Wes

ton

Wes

tport

Gra

nb

y

Wilto

n

DR

G B

Avo

n

Bet

han

y

Bro

ok

fiel

d

Ch

esh

ire

Red

din

g

PROFESSIONALISMHIGH SCHOOL

DR

G A

Dari

en

Ea

ston

New

Can

aan

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