WCU Practicum: 9/17/12 Matt Trout Supervisor of Health Science & Gifted

1. Conestoga Valley Health & Physical Education Program WCU Practicum: 9/17/12 Matt Trout Supervisor of Health Science & Gifted Conestoga Valley School District, Lancaster PA

2. First of all… • Why I’m here… • I don’t have all the answers • I’m not claiming that the CV program is the best…we are, however, constantly working to improve • Effective teaching practices are expected and possible in any subject area • Teaching a standards-based program is NOT how the vast majority of teachers were trained

3. A few more… • We challenge conventional thinking and think outside of the box • The change process takes TIME • Our profession requires a willingness to confront the traditions that have held us back for decades – and continue to hold us back today • It’s not about the game…

4. My Role • Supervise staff of 22 district-wide • CIA • Budget, etc. • Department Meetings • District-Wide Responsibilities • Professional Development – Elem Leaders • Instructional Framework • New Teacher Induction Coordinator

5. Two Questions Guide Decisions • What’s in the best interest of the students? • What’s in the best interest of our program?

6. Program Philosophy - Secondary • The Secondary Health and Physical Education program provides a progressive curriculum to empower all students with the skills and knowledge necessary to achieve and maintain an active and healthy lifestyle.

7. Program Philosophy - Elementary • The Elementary Physical Education program lays the foundation for a healthy lifestyle by providing individual, cooperative, and competitive experiences that focus on basic motor skill competence, leadership skills, fair play, safety, and physical fitness habits.

8. Overview • CV PE Program Highlights • A little Philosophy • *Please ask questions

9. Conestoga Valley • Approximately 4,000 students K-12 • 6 schools: HS, MS, 4 elementary • 15 HPE staff members • Elementary PE: 1 x every 4 days – 45 min. • MS PE: 3 x per cycle – 44 min. • HS PE: 3 x per cycle for one semester – block scheduling 90 min.

10. CV HPE Dept. – Change Process • All staff required to submit one Standards-Based Lesson and Assessment per month (5 years) • Lessons and assessments are reviewed; written feedback is supplied for all submissions • UbD/Standards Lesson format is utilized as pre observation form (clinical supervision) • Unpacking Standards Process utilized to write the curriculum • Detailed versus Daily Lesson Planning • New Process – 10 year cycle • Instructional Strategies Framework – Blend of UbD & Marzano’s Art & Science of Teaching

11. 3 Stages of UbD • Identify Desired Results • Determine Assessment Evidence • Learning Plan • (A) Acquire • (M) Make Meaning • (T) Transfer

12. District Change Process • All district staff trained in UbD – by PE Staff • All district curriculum written in UbD format • All teachers required to submit UbD based lesson plans • Art & Science of Teaching (Marzano) Instructional Framework – professional development focus 3 years running

13. Ask your Mentor • What’s the process for reviewing the curriculum in your district? • This will be a topic for a future discussion…

14. No Curriculum Curriculum based on “what the teachers like to teach” Seasonal “curriculum” No Assessment Captains picking teams Elimination games One ball per class Team sports only No teacher motor skill feedback Constant embarrassment and humiliation Negative (or no) teaching Fitness testing with no preparation (single event testing) Signs of a Counterproductive PE Program (Graham & Trout)

15. Certificate of Genetic Superiority • Congratulations! Your son/daughter has qualified for the President’s Council for Physical Fitness award; this norm-referenced award determines what segment of the athletic population your family belongs to. Congratulations for successfully choosing a spouse with equivalent or better genetics and for passing those traits on to your offspring.

16. Update • President’s Council will begin using Fitnessgram – changed name to President’s Youth Fitness Program • Some schools will cling to the old test battery

17. Contemporary vs. Old School PE • Number of pull-ups completed • Number of serves within the lines • 1 RM for the squat, bench press, etc. • Basketball for basketball’s sake • Pull-up self evaluation throughout the year • Body mechanics of the serve (teacher or peer assessment) • Technique assessment for the squat or bench press • Tactical instruction utilizing basketball as the vehicle • Criteria-Based Assessments • It’s not about the Game

18. Influences on the PE Profession • What effect do each of the items below have on PE in schools? • PSSA - Keystone Exams • The Economy • State and Federal Funding • 1.7% Act 1 Index for 2012 - 2013 • Perceptions of the subject-area

19. PSSA AYP

20. Fitness Gram Physical Fitness Tests Fitness Gram establishes criterion-referenced standards based on how fit children need to be for good health (by age and gender) – the Healthy Fitness Zone Health-related fitness components: Cardio, Muscular Strength, Muscular Endurance, Flexibility and Body Composition Significant associations were found between physical fitness and indicators of student achievement in a recent Texas study

21. Fitness Testing – Texas Study Fitness Gram utilized for 2.4 million students in Texas public schools Higher levels of fitness are associated with better academic performance (TAKS) Higher levels of fitness are associated with better school attendance Higher levels of fitness are associated with fewer behavioral incidents Cardio fitness is most associated with academic performance • Schools with the highest and lowest academic performance also have highest and lowest cardio fitness Fitness levels tend to decline with each passing grade

22. Pacer In Healthy Zone

23. Fitness & Academic Correlation

24. The Big 3 •  Lack of administrative support • Old school PE teachers that hold back progress • Lack of administrative follow through to hold old school PE teachers accountable

25. Change • How can YOU help change the profession and thereby the perceptions of PE?

26. Challenge the Status Quo • Think outside the box • Be proactive…do something… • Come to THIS class ready to learn • Take responsibility for your ongoing professional development

27. Qualities of Effective Teachers • Prerequisites: • Verbal Ability • Educational Coursework • Content Knowledge • The Teacher as a Person • Classroom Management • Planning and Organizing for Instruction • Implementing Instruction • Monitoring Student Progress • Effective Teaching (Content)

28. Questions?

29. Contact Info Matt Trout Supervisor of Health Science Conestoga Valley High School 2110 Horseshoe Road Lancaster, PA 17601 717-397-5231, ext. 2304 www5.cvsd.k12.pa.us/pe matt_trout@cvsd.k12.pa.us