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Physical Education/Health

Board of Education Presentation

June 12, 2023

9/19/22 the Board Approved the District to opt-out of the Nation School Standards for Sex Education. This means that School districts will continue to have discretion over whether they provide comprehensive personal health and safety education and comprehensive sexual health education to students. All classes in which comprehensive personal health and safety education and comprehensive sexual health education are taught shall satisfy the criteria outlined in the Act. We can still follow National Health Standards, that are aligned to the Illinois standards we have been using in the past, but we have the ability to choose what we cover, when we cover it, what we choose not to cover, and who delivers that instruction. If we opted in, we would be required to cover every concept/topic that falls under the National Health Standards.

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Physical Education/Health Philosophy

Physical Education is a vital discipline that empowers students to flourish at their own pace and empowers them to unleash their full potential across the cognitive, psychomotor, and affective domains. Through the utilization of Priority Standards adopted by the District, students embark on a journey toward mastery tailored to their unique abilities. We believe that an approach centered on standards-based education enables each student to attain mastery while instilling a sense of responsibility for their own learning, ultimately fostering independence as lifelong learners. Our objective is to cultivate the growth of Fearless Learners, Courageous Advocates, Creative Thinkers, and Compassionate Citizens through a hands-on, collaborative, and fun Physical Education and Health program.

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Physical Education/Health Committee

Marty Heffner, Chair
Jason Hahnstadt, Co-Chair
Natalie McLemore
Kerry Santefort

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Physical Education/Health Criteria for Evaluation

Materials aligned with an Integrated System of Teaching and Learning
Embedded Instructional Strategies to Meet the Learning Needs of All Students:

John Hattie's High-Effect Size
Differentiation
Enrichment
Intervention
Specially Designed Instruction (for Students with IEPs)
Second Language Acquisition/English Language Learners

Alignment with Portrait of a Sears Graduate Progressions
Alignment with Equity Driven Pedagogy - Are there entry points for all learners?

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Physical Education/Health Criteria for Evaluation

Alignment to Portrait of a Sears Graduate:

Fearless Learner: Curriculum promotes physical literacy which aligns with the Fearless Learner components (Confidence, Curiosity, Motivation, and Perseverance).

Creative Thinker: Curriculum provides opportunities for the students to be creative, innovative, open minded and to collaborate with peers which are the components of the Creative Thinker. This is provided through lessons that incorporate group projects accomplishing the same goal but in different ways.

Compassionate Citizen: Curriculum provides targets that focus on the components of our Compassionate Citizenship (How to be empathetic, inclusive, self aware of others, and socially aware of peers.)

Courageous Advocate: Curriculum helps to create an environment in which students have opportunities to be brave and advocate for themselves and others.

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Physical Education/Health Priority Standards

Students will master Priority Standards and skills using the following goals:

Acquire movement and motor skills and understand concepts necessary to engage in moderate to vigorous physical activity.
Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
Develop skills necessary to become a successful member of a team by working with others during physical activity.
Understand principles of health promotion and the prevention and treatment of illness and injury.
Understand human body systems and factors that influence growth and development.
Promote and enhance health and well-being through the use of effective communication and decision-making skills.

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National Health Education Standards

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.

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Illinois Health Mandated Units of Study

Human ecology and health
Human growth and development
Evidence-based and medically accurate information regarding sexual abstinence - Candor Health
Prevention and control of disease, including instruction in grades 6 through 12 on the prevention, transmission, and spread of AIDS (opt out allowed) - Candor Health
Age-appropriate sexual abuse and assault awareness prevention education in grades PreK through 12 (opt out allowed K-8) - Victor Pacini
Public, environmental, and consumer health
Safety education and disaster survival

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Illinois Health Mandated Units of Study (Continued)

Mental health and illness

Depression Awareness and Suicide Prevention
Erika’s Lighthouse and Elyssa’s Mission Curriculum Taught by School Counselors and Social Workers

Personal health habits

Nutrition
Dental health
Alcohol and drug use and abuse
Tobacco and e-cigarettes and other vapor devices

Teen Dating Violence
Violence Prevention & Conflict Resolution
Abduction Education
Anabolic Steroid Abuse Prevention
Internet Safety Education
Traffic Injury Prevention

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Research & Development Phase

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Research Process

Prioritizing Standards
Set curriculum renewal schedule for different subject areas
Allocated time for curriculum committees to meet
Established goals (philosophy, mission, shifts)
Conducted research to narrow program choices
Worked independently and collaboratively to pilot programs
Met with vendors
Continued to work independently and collaboratively to pilot programs
Made a program choice
Negotiated purchase contract
Planning for next year

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Shifts Needed Based on Research

Pedagogy Shifts

Applying new curricular lessons in alignment with an Integrated System of Teaching and Learning

Student Learning Experience Shifts

Allowing students to take ownership of their learning.

Instructional Strategies Shifts

Teaching in smaller groups to allow for more student engagement,
Incorporate Kagan Strategies,
Differentiation
Enrichment
Intervention
Specially Designed Instruction (for Students with IEPs)
Second Language Acquisition/English Language Learners

Materials Shifts

New equipment and resources

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Selected Materials

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Physical Education Program Choice

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Spark (Physical Education) Alignment to Criteria

Criteria	Yes	No	Next Steps
Integrated System of Teaching and Learning (Priority Standards, Learning Intentions, Success Criteria, Assessment)	✅
Embedded Instructional Strategies to Meet the Learning Needs of All Students	✅
Alignment with Portrait of a Sears Graduate Progressions	✅
Alignment with Equity Driven Pedagogy	✅
Alignment with Illinois Instructional Mandates	✅

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SPARK Mission

SPARK is dedicated to creating, implementing, and evaluating research-based programs that promote lifelong wellness. SPARK strives to improve the health of children and adolescents by disseminating evidence-based physical activity and nutrition programs that provide curriculum, staff development, follow-up support, and equipment to teachers of Pre-K through 12th grade students. SPARK is committed to providing outstanding customer satisfaction through timely delivery and exceptional service. SPARK believes in fostering a positive working environment that values professional growth, upward mobility, and opportunities for people to work together toward common goals.

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SPARK Objectives

The focus of SPARK is the development of healthy lifestyles, motor skills, movement knowledge, and social & personal skills.

It is expected that SPARK Physical Education/Physical Activity students will:

Enjoy and seek out physical activity.
Develop and maintain acceptable levels of physical fitness.
Develop a variety of basic movement and manipulative skills so they will experience success and feel comfortable during present and future physical activity pursuits.
Develop the ability to get along with others in movement environments (e.g., share space and equipment, employ the “golden rule” of competition: be a good sport and demonstrate cooperative behavior).

Why help children develop and maintain acceptable levels of physical fitness?

Individuals who are physically fit and who engage in physical activity on a regular basis generally:

A. Enjoy better health

B. Have more energy to devote to activities of daily life

C. Learn physical skills easier and are more successful at them, and thus have greater opportunities for social interaction and personal meaning through physical activity and sport

Why help children develop a variety of basic movement and manipulative skills that are necessary to enjoy success (feel comfortable) in physical activity settings?

Individuals who are skilled and enjoy success in movement activities are more likely to:

A. Have a wide choice of activities to pursue for exercise and personal enjoyment

B. Lead active lives and maintain acceptable levels of fitness

C. Have access to active situations for social interaction and personal meaning that these situations bring about

Why help children develop the ability to get along with others in a movement environment?

Individuals who are able to get along with others in an active environment are more likely to:

A. Have reasons, other than physical ones, for active participation

B. Enjoy participating

C. Be invited to participate

D. Make active participation enjoyable for others

Why help children enjoy and seek out physical activity?

Individuals who enjoy physical activity are more likely to be active and thus:

A. Develop and maintain acceptable levels of fitness

B. Develop and maintain their physical skills

C. Have increased opportunities for social interaction through movement experiences

D. Have increased opportunities for experiencing personal meaning through being physically active

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SPARK Information

Curriculum aligned with National Standard & Grade Level Outcomes, that addresses movement, fitness social-emotional skills and concepts along with supplemental materials (bilingual skill/task cards, assessments, videos, and music)
Inclusive Physical Education
Supplemental guide to support a variety of student needs

Skill adaptations and sample activities.
Modified lesson plans
Recommendations for equipment, class management, assessments.

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SPARK Lesson Example

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SPARK Lesson Example

Inclusion - Unified Champion School

The Special Olympics Unified Champion Schools program is aimed at promoting social inclusion through intentionally planned and implemented activities affecting systems-wide change. With sports as the foundation, the three component model offers a unique combination of effective activities that equip young people with tools and training to create sports, classroom and school climates of acceptance. These are school climates where students with disabilities feel welcome and are routinely included in, and feel a part of, all activities, opportunities and functions.

This is accomplished by implementing inclusive sports, inclusive youth leadership opportunities, and whole school engagement. The program is designed to be woven into the fabric of the school, enhancing current efforts and providing rich opportunities that lead to meaningful change in creating a socially inclusive school that supports and engages all learners. What a Unified Champion School “looks like” can vary greatly from school to school, based on the needs, goals, schedules and other factors unique to each school; but the basic building blocks remain the same.

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Health Program Choice

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HealthSmart (Health) Alignment to Criteria

Criteria	Yes	No	Next Steps
Integrated System of Teaching and Learning (Priority Standards, Learning Intentions, Success Criteria, Assessment)	✅
Embedded Instructional Strategies to Meet the Learning Needs of All Students	✅
Alignment with Portrait of a Sears Graduate Progressions	✅
Alignment with Equity Driven Pedagogy	✅
Alignment with Illinois Instructional Mandates	✅

Lessons are easy to use, with clear, concise teaching steps focused on the essential concepts and skills that will enable students to develop, practice and support specific healthy behaviors. Activities are developmentally appropriate, challenge students in a variety of ways, and accommodate a range of learning styles. Schools can teach the comprehensive program or select only the grades and/or subjects they need.

Benefits of HealthSmart:

Meets the Illinois and National Health Education Standards.
Focuses on the primary areas of risk for children and adolescents identified and monitored by the Centers for Disease Control and Prevention (CDC).
Reflects the characteristics of an effective health education curriculum defined by the CDC.
Incorporates key knowledge and skill expectations detailed in the CDC's Health Education Curriculum Analysis Tool (HECAT) for each grade level.
Supports social and emotional learning (SEL).

The ultimate goal of the HealthSmart program is to promote the healthy growth and development of youth and give them the knowledge and skills to make healthy choices and establish life-long healthy behaviors.

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HealthSmart Information

Meets the Health Education Standards for Grades K–8.
Aligns to the CDC’s Health Education Curriculum Analysis Tool (HECAT).
Focuses on the key areas of risk that confront children today as identified by the CDC.
Draws on the cultural strengths of children and their families to support healthy behaviors and establish healthy social norms and expectations.
Tailored to the developmental capabilities of students at each grade level.

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HealthSmart Information

Recently, the CDC completed the latest revision of their Health Education Curriculum Analysis Tool or HECAT. CDC’s panel of health experts focused on nine main health content areas, and identified the important healthy behaviors within each of these areas. These are the behaviors they want to see adolescents practicing by the time they graduate from high school. The panel determined what concepts students would need to know (Knowledge Expectations) and what skills they would need to be able to practice (Skill Expectations) in order to achieve these Healthy Behavior Outcomes. The Healthy Behavior Outcomes defined in the HECAT—the things students should be able to do by the time they graduate in order to be health literate—drive the instruction and lesson objectives in HealthSmart for all grades, K through 12.

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HealthSmart Framework

HealthSmart recognizes that parents and family are essential in the health education of children and adolescents, and opportunities for families to be involved are woven throughout the program.

Each grade level includes take-home family sheets throughout the lessons that encourage family talks about key health topics. Other take-home activities such as surveys or requests for advice give parents and other family members ways to actively participate in their children’s and teens’ health instruction. At the Middle and High School levels, the program includes family letters that can be sent home at the start of each content area unit, to inform parents and guardians about the topics to be addressed.

HealthSmart empowers educators to guide their students toward acquisition of skills to support a lifelong path of health literacy.

HealthSmart is one of the most up to date and medically accurate health curricula available for schools today. Every lesson plan is a detailed teaching script that includes everything a teacher needs to support student success in the classroom.

HealthSmart is the nation’s leading skills-based health education curriculum that can fully support implementation of the Whole School, Whole Community, Whole Child (WSCC) approach for schools. Health Education is one of the essential components of the WSCC framework.

The effectiveness of school health education is enhanced when it is implemented as part of a larger school health program and when health education outcomes are reinforced by the other nine components in the WSCC model. HealthSmart lessons offer opportunities to involve other components of the WSCC, particularly those activities that engage students as health advocates and allow them to share their learning with the larger school community.

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HealthSmart Lesson Outline

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Implementation Phase

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Implementation Plan

Professional Development:

14 hours of teacher professional development over the summer on Spark and HealthSmart programming
8 hours of professional development throughout the remainder of the school year to support implementation

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Review & Evaluate Phase

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Review & Evaluate Plan

Year 1: 2023-2024 - Implement SPARK and HealthSmart (Grades 6-8)
Year 2: 2024-2025 - Implement SPARK and HealthSmart (Grades 6-8)
Year 3: 2025-2026 - Implement SPARK and HealthSmart (Grades 6-8)
Year 4: 2026-2027 - Implement SPARK and HealthSmart (Grades 6-8), and

Research Phase

Year 5: 2027-2028 - Develop Phase

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Questions