K-5 Health/PE Standards:

Parent Night

Alisa Palazzi, Supervisor of Curriculum & Instruction- Little Egg Harbor

March 24, 2022

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• Add your name to the chat!

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• Grade level(s) of your child or children.

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Tonight’s Agenda

Health/PE Changes

2014-2020 & Unpacking the Standards

Curriculum Writing Process

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Additional Q&A

Next Steps before September 2022 Implementation

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Health/PE Curriculum Unpacked

What has changed?

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2014 → 2020

• Three Standards (formerly 6 Standards)
• Standard 2.1 Personal and Mental Health
• Standard 2.2 Physical Wellness
• Standard 2.3 Safety
• Grade Level Spans: K-2, 3-5, 6-8, 9-12
• 13 Disciplinary Concepts (formerly 20 Strands)

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Framework Design

The design of this version of the NJSLS – Comprehensive Health and PE is intended to:

• promote the development of curricula and learning experiences that reflect the vision and mission of comprehensive health and physical education as stated in the beginning of this document;
• foster greater coherence and appropriate progressions across grade bands;
• establish meaningful connections among the major areas of study within comprehensive health and physical education;
• prioritize the important ideas and core processes that are central to comprehensive health and physical education and have lasting value beyond the classroom; and
• reflect the habits of mind central to comprehensive health and physical education that lead to post-secondary success.

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Foundation

Studs

Joists

Roof

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K-5 Disciplinary Concepts and Core Ideas

Social and Sexual Health (SSH)

Emotional Health (EH)

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K-5 Disciplinary Concepts and Core Ideas

Personal Growth and Development (PGD)

Pregnancy and Parenting (PP)

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Opt Out Policy: 2422

• Board Policy 2422: Comprehensive Health and PE Board Policy (M)
• In accordance with the provisions of N.J.S.A. 18A:35-4.7, any student whose parent presents to the Principal a signed statement that any part of the instruction in health, family life education, or sex education is in conflict with his/her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course.
• Alternative Learning Space will be provided
• Alternative Assignment in lieu of class participation/project (completed at home) based on these standards.

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• Proactive Approach
• Send out form in advance to families prior to instruction.
• Parents will have the opportunity to reflect on the standards and content of the lessons before making a decision.
• Standards are inclusive of all students and genders.
• Puberty is a time of physical, social, and emotional changes.

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Comprehensive Health and PE Practices

• Acting as responsible and contributing member of society
• Building and maintaining healthy relationships
• Communicating clearly and effectively (verbal and nonverbal)
• Resolving conflict
• Attending to personal health, emotional, social and physical well-being
• Engaging in an active lifestyle
• Making decisions
• Managing-self
• Setting goals
• Using technology tools responsibly

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Whole School, Whole Community, Whole Child

Wellness Approach to Curriculum Revision

• Health Education
• Physical Education & Physical Activity
• Nutrition, Environment & Services
• Health Services
• Counseling, Psychological & Social Services
• Social & Emotional
• Climate
• Physical Environment
• Employee Wellness
• Family Engagement
• Community Involvement

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Curriculum Writing Process

County-Level Collaboration & District-Level Collaboration

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It’s not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.

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— Audre Lourde

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Equity and Diversity

A School District’s Curriculum Should:

• provide opportunities for learners to recognize, accept and celebrate differences between all of us.
• promote a framework of cross-content curriculum opportunities that naturally embed teaching the social, political, and economic contributions of all races, ethnicities, backgrounds, genders, and contributions.
• adopt inclusive instructional materials that portray the cultural and economic diversity of society including the political, economic, and social contributions of all persons. The instruction and materials of the course will be made inclusive and representative of all individuals and various groups of people.

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County-Level Collaboration

• Worked in grade bands with districts across the county to unpack the performance expectations within each core idea and disciplinary concepts.

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• Facilitators worked with teams of teachers to conduct conversations about vertical articulation of the concepts.

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Unpacking Health/PE Standards Directions:

• In your group, you will be diving deeper into the standard assigned to your grade-level band.
• Disciplinary Concepts
• Core Ideas
• Performance Expectations
• Assign the following:
• Recorder on chart paper
• Reporter to whole group
• All members:
• Use highlighters to unpack key concepts and important ideas
• What content is included and what should students come away with?
• The recorder will write these key concepts and important ideas on enlarged chart paper with the markers provided.

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District-Level Collaboration

• Brought back the collaborative work to our district, involving Health/PE teachers, and discussed the following:
• How can we match our curricula to our community?
• What realistically will work for our district in regards to units of study and duration of instruction?
• Matched our curricular documents to our local needs.
• Vetted resources for each unit of study at the K-2 and 3-5 level as a collaborative team.

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Mental Health

• ESSER Funding has been utilized to support the mental health of both our students and staff.
• Trauma-Informed Practices
• Social-Emotional Learning Focus
• Digital Citizenship
• Grades 3-5 Units of Study for Comprehensive Health and PE will center around the following Essential Question, among others:
• How can mental health impact one’s wellness?
• Incorporation of resources to support this in the classroom.
• 1 in 5 adults experience mental illness each year.
• 1 in 6 US youth experience mental illness each year.
• 50% of all lifetime mental illness begins by age 14, and 75% by age 24.

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(2022 statistics from the National Alliance on Mental Illness)

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Next Steps Before

September 2022 Implementation

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Grade 6 Health/PE

• K-5 led the charge with county and district-level curriculum writing.
• County-Level Curriculum Writing
• Conducted in February
• 6-8 grade bands
• 8-12 grade bands
• District-Level Curriculum Writing
• March and April
• Teacher collaboration with Pinelands to ensure consistency and vertical alignment of all performance expectations
• LEH will have a Grade 6 document that will be finalized in April/May.

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What is next?

• Parent Surveys
• Board of Education Curriculum Committee
• Review curricular documents for K-2 and 3-5
• Provide input and feedback based on units of study and resources vetted by the committee of teachers and administration.
• End of April or Early May, depending upon completion of Grade 6 document.
• Summer 2022
• Scope and Sequence document to be linked within curricular guides
• Trimester layout of units of study per grade level
• Board Approval for September 2022 implementation
• Linked to LEH Website

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Additional Q&A

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