Policy Type: Ends. Physical Health and Fitness E-4

Transcription

1 Date July 5, 2018 E 4 Annual Report to the Board of Directors From: Jeff Loupas Assistant Superintendent for Teaching & Learning Purpose: Annual Report to the Board of Directors. Ends Policy Number 4 Physical Health and Fitness F.Y.I. X Report Action Requested Policy Type: Ends Physical Health and Fitness E-4 The ultimate goal of Ends Policy Number 4 is to ensure that all UPSD students are healthy and physically fit. We translate that goal into the practice of providing all UPSD students ample opportunities to demonstrate the knowledge, skills, habits and attitudes necessary to establish a healthy, fit lifestyle by the time they graduate from Curtis High School. We identify the overarching outcome of the policy as All UPSD students are healthy and physically fit, and demonstrate the knowledge, skills, habits and attitudes of a healthy lifestyle that will successfully carry them into adult life. This year s report is consistent with past years in that we evaluate our progress towards meeting the goals of E-4 through a series of assessments taken at benchmark grades (5, 8 and 10) as well as annually assessing all students in grades 5 through 8 enrolled in PE using FitnessGram. Students in grades 9-12 who enroll in physical education classes also are assessed using the FitnessGram. Tenth graders enrolled in required health classes take the health CBA. These thousands of state assessments offer a reflection, or at least a measured outcome, of these well balanced and comprehensive physical fitness-health classes. 1

2 We believe that the district is making reasonable progress towards E-4 as evidenced by the Fitness and Health Classroom Based Assessments (CBAs) and FitnessGram. Data shows that the district is working successfully towards the goals outlined in E-4. The following report provides our interpretation of each section of the policy and a brief summary of progress made. As a supplement to this year s report, I ll provide information on progress the district is making toward implementing the new Health and Physical Education standards mentioned in last year s report. The migration to these standards over the coming years will impact how the district structures the Health and PE curriculum, measures student progress toward E-4 outcomes, and increases functionality of the Health and PE PLCs. In addition to the standards shift, new laws (SHB 1235, RCW 28A ) and other new requirements will affect how the district will evaluate physical education classes, implement new curricula, and go about regular PLC work. As you know, PLC work is a cornerstone of continuous staff development and instructional refinement in any subject. E4 Report 1. UPSD students are physically fit, as measured by the FitnessGram Standards for HealthyFitness Zone. Interpretation - Students will reach the Healthy Fitness Zone (HFZ) standard on a series of assessments as defined by FitnessGram. At the K-4 level students engage in physical activity and health lessons designed to foster an initial understanding of the importance of physical activity and the links to nutrition. FitnessGram does not recommend any formal assessments until 4 th grade at the earliest. When developmentally appropriate, students may participate in many of the assessments, but some measures are clearly not designed for primary students. Scores from both FitnessGram and Classroom Based Assessments (CBA) are shared with staff so that data may be examined by pre-k-4 teachers and principals. As you heard during the primary principals board reports, fourth grade students at all four schools participated in the pacer activity for the fifth time. Beyond being sound practice, this commitment to common goals of setting the stage to measure aerobic capacity across 2

3 grade bands seems to be evident in the data as well. FitnessGram data derived from 5 th graders reflects the culmination of the work at both the K-4 level and of the first grade of what we call intermediate school. FitnessGram, an external source for the collection and storage of research-based assessments, provides information to students, parents, and the community (board). The FitnessGram results are enclosed within this report, as well as brief narratives for the overall scores in compliance with E4 Number 1. The scores represent ten years of data for UPSD students in grades 5 through 12. Four of the FitnessGram assessments were required for all grades 5-12, as recommended by the FitnessGram Program. Three were optional (Back-Saver Sit and Reach, Flex Arm-Hang and Shoulder Stretch). Years of data from national results point to these optional activities as correlated less to overall health than the required activities. In discussions with our PE teachers, we ve stressed the idea that in lieu of these activities, adding more cardiovascular work and increasing student engagement and feedback were more acceptable uses of class time. Our goal is to monitor each of these three areas in a yearly rotation. For each slide, you will find the title for the given assessment, the student ages listed along the bottom, and the overall percentage of students reaching the Healthy Fitness Zone (HFZ). These charts provide the board with specific as well as system-wide data. Please recall that the HFZ within FitnessGram uses criterion referenced standards to evaluate fitness performance. These standards have been established to represent a level of fitness that offers some degree of protection against diseases that result from sedentary living (FitnessGram Reference Guide for Parents). Upon completion of an assessment, students are found to be meeting the standard or in need of improvement. Working with their teachers, students can and often do make significant gains in their performance over the course of a single school year. Current progress Curl-Ups (Required) 3

4 The Curl-Up (also known as the sit-up) gives students an opportunity to demonstrate abdominal strength and strengthens both the upper and lower back. Last year UPSD student performance increased overall by 2.6%. (Expectation - 75 curl-ups with specified cadence; three seconds per repetition). Data continues to suggest that older students have an easier time meeting this standard. Trunk-lift (Required) Meeting the trunk-lift standard certifies that students have a modicum of strength of the muscles in the back and the flexibility of the back (FitnessGram Parent Guide p. 22). Trend scores are consistent and up slightly with overall 97.4% meeting or exceeding standard. As expected, younger students and older students rate at a higher level of proficiency. In the extreme growth years, 13-14, students show less consistent trunk strength and flexibility both nationally and in our student population. Push-Up (Required) Students are encouraged to do as many 90 degree push-ups as possible to maximum effort. Proper format is required to count as one push-up. Our students had decreased in this category over the previous three years at younger grades as we ve intentionally focused slightly more on cardiovascular fitness. This trend was shared with PE teachers in the fall. This year, students had a slight increase (2.8%) to achieve 79.8% in the HFZ. Back Saver Sit & Reach (Not Required) This test measures flexibility. Data indicates that many students lose some hamstring flexibility with increased age. This year 78.5% scored in the HFZ, a decrease of 4.0%. Shoulder Stretch (Not Required) This assessment is given in grades 5 through 7 as an optional assessment. The assessment measures the flexibility of the shoulder. As previous data has shown, most students can achieve standard with one arm, but 4

5 when both are at play they have a more difficult time reaching standard. Data indicates a decrease of 4.8%, two years of decreases. This data will be shared with teams in the fall. Flex-Arm Hang (Not Required) This assessment is given in grades 5 through 9 as an optional assessment. This basic assessment asks students to hang with their chin above the bar for as many seconds as possible. Upper body strength is measured by the length of time a student is able to hang. This component (optional) was not measured in VO2max ~ Aerobic Capacity (Required) As you will recall from the E-4 report five years ago, the FitnessGram changed the reporting for VO2max (Aerobic Capacity). What is aerobic capacity? According to FitnessGram, it (VO2max) reflects the maximum rate that oxygen can be taken up and utilized by the body during exercise. The magnitude of VO2max depends on the capacity of the lungs to exchange oxygen between the air and blood in lung capillaries, the capacity of the cardiovascular system to transport oxygen to the muscles, and the muscles' capacity to use oxygen. The highest rate of oxygen uptake and use reflects the upper limit in the ability of the body to supply energy via aerobic metabolism to the active muscles during strenuous exercise. Aerobic capacity is most commonly expressed relative to body weight to account for differences in body size and to reflect a person's ability to carry out weight-bearing tasks (FitnessGram Reference Guide p. 98). First, teachers will derive an approximate Body Mass Index (BMI) from each student by measuring height and weight. In accordance with the board s request, we were cautious to preserve the students dignity when ascertaining weight. For example, at the middle level, we enfolded the assessments into the health screening that is done annually in the fall. Then, students participate in the Pacer and/or the mile run. Scores obtained from that assessment, combined with BMI produce an overall score for Aerobic Capacity VO2 max. Our first seven years of Fitnessgram data indicate that meeting standard for aerobic capacity is more difficult for students than meeting standard on either the mile run or the pacer. Fourth grade teachers have now given the 5

6 pacer for four years, and intermediate teachers have increased their emphasis on such activities. As a result, 86.9% of our students met the HFZ for VO2max, an increase of 3.5% this year. 2. UPSD students demonstrate knowledge of a healthy and fit lifestyle We define healthy as students ability to express the link between nutrition and physical activity. The state of being fit assumes that a person has made choices that led to physical fitness. Further, students demonstrations of their knowledge of what healthy can look like is assessed in Washington s CBAs for health. Classroom Based Assessments (CBAs) for Health, given to all students in grades 5, 8, and 10 (high school) Health/Fitness classes, serve as our best indicator for student achievement in terms of demonstrated ability to understand the components of a fit and healthy lifestyle, as well as avoiding the consequences for not making healthy choices. a. UPSD students know the American Heart Association Nutritional Guidelines for Healthy Children. I have enclosed graphs of the Health CBA scores for grades 5, 8, and 10. These assessments align with the American Heart Association s Dietary Recommendations for Healthy Children in terms of eating a balanced diet, monitoring caloric intake and getting enough exercise. We interpret the board s policy as the ability of our students to articulate the link between diet and exercise. Both intake (diet) and output (aerobic and strength training) are important factors taught during human growth and development instruction in science and physical-fitness health classes. The measure we use to satisfy E-4, 2a is the state s Health CBAs. Results from these assessments are shared with staff and become part of teacher PLCs and individual teacher lesson planning. b. UPSD students know that the choices they make both at school and at home with regard to physical activity and nutrition impact their ability to learn in school, their physical fitness, longevity, disease prevention and quality of life. 6

7 An integral part of every physical fitness-health course is nutrition. All of the Health CBAs have a strong nutritional component. The interrelationship between physical activity and nutrition is evident in both the 5 th and 10 th grade Health CBAs. For example, nutritional guidelines serve as a key focus of CBA instruction at the high school level. Both the junior and senior high schools use the USDA s website ChooseMyPlate.gov, where students enter their age, gender, weight, and activity level. The website then gives students their own personal plan for nutrition and physical activity. Students use this website as a fundamental part of the course and in preparation of meeting standard on the CBA. The 5 th grade CBA Get Fit Summer clearly gives students the chance to demonstrate choices about an aspect of fitness and/or making a healthy choice. Students are encouraged to develop their own plans and goal-set around specific personal outcomes. By high school, students are even more independent and responsible for their health and fitness planning and goal setting. We have worked along this continuum in terms of not only vocabulary, but increasingly challenging outcomes. Fifth grade scores increased 0.9%, 8 th grade scores decreased 0.3% and high school performance increased 0.9%. Our scores would indicate success with Fitness CBAs (percent of students meeting or exceeding state standard): 90.0% 5 th Grade 83.1% - 8 th /9th Grade 90.6% - High School The Health CBA for grade 10, Cafeteria Choices, shows that students understand nutritional facts as they apply to dietary choices. Students are asked to deeply analyze the difference between two similar products using given nutritional information. In addition to teaching an important life skill, this assessment helps students make best choices in order to improve their overall nutritional intake. Teachers often extend this activity to other items so that students gain more practice reading labels, interpreting the data (and comparing when similar products are presented), and making good choices after considering the data. Enclosed are the fitness and health CBA results, including participation rates, for grades 5, 8 and high school. 7

8 3. UPSD students demonstrate the habits and attitudes of a healthy and fit lifestyle The Health CBA for grade 8, Fitness Plan for Pat, demonstrates the students ability to make choices and establish habits that lead to a healthier lifestyle by asking them to formulate a fitness plan for the imaginary student, Pat. Frequency, intensity, time, and type are all elements of fitness planning. Frequency refers to the number of times an activity or series of activities will be performed within a given timeframe. Intensity clarifies the level at which students will perform activities. For example, strength training may refer to the amount of weight to be lifted. Time refers to duration or number. Finally, type is the activity in which the students are engaged. Students develop cardio, flexibility and strength goals for frequency, intensity, time and type during the fitness planning process. Students who are able to articulate a personal fitness plan demonstrate the board s intent for exhibiting habits and attitudes of a healthy and fit lifestyle. Health CBA scores for stabilized in all three grade levels. In , 8 th /9 th grade scores decreased significantly, but rebounded 11.2% this year. In last year s report, we indicated that this decrease was likely due to calibration issues with new staff. This year, scores reflect more consistent measurement across teachers. As is true with most CBAs and CBPAs, the district seeks consistency in scoring that reflects consistency in expectations. The results for grade levels are as follows: 87.8% 5 th Grade 89.8% - 8/9 th Grades 87.9% - High School The Fitness CBA in high school, Fitness Planner, asks students to design their own plan, using the frequency, intensity, time, and type model, with a goal of cardio-respiratory endurance, and aerobic capacity building exercises combined with making good nutritional choices. This CBA links with the 10 th grade CBA in Health: Cafeteria Choices. Conclusion of Current Progress 8

9 The overall Health/Fitness CBA data suggests a high percentage of our students are meeting FitnessGram and state standards. The same assessments will be administered and scores reported, so that change over time can be analyzed, discussed, and evaluated by the Board. FYI - Changing Requirements Accelerates Fitness Materials Review The new state standards provide an opportunity to restructure the outcomes we expect from students, align them even more closely to the board ends, clarify common student expectations and improve measurement of student progress. As in other subject areas, improving instruction and refining curriculum expectations requires high functioning PLCs with common high quality assessments. In last year s report, we identified the route to more similar expectations and a more guaranteed and viable curriculum in health and PE to include six non-sequential steps: 1. Identify which of the current standards are currently being covered appropriately, 2. Pinpoint which content is new and not covered in whole or in part, 3. Agree on which content is most important across grade-bands, 4. Determine common UPSD outcomes for key content, 5. Map content to guarantee it is consistently taught, 6. Pilot resources required for new content, and 7. Agree on common measures for PLCS. Between the summer of 2017 and spring of 2018, Physical Education teams, counselors, health teachers, classroom teachers and administrators have accomplished steps identifying new standard content covered appropriately, pinpointing new content not taught within current materials, and agreeing on priority content. In addition, the teams were able to agree on outcomes, map out new standard content within existing resources, 9

10 and agree on temporary common assessments (steps 4, 5 and 7). These steps will need to be repeated as new content is added in coming years. Step 6, piloting new content, requires the addition of new resources and curriculum to the system. Two components were approved by the board at your last meeting, FLASH and Prentice Hall Health (Pearson) for tenth grade. This year, SHB 1235 (RCW 28A ) was passed, requiring an annual review of Physical Education, including two components directly related to materials review for fitness curriculum (h) An indication of whether the physical education curriculum of the district addresses the Washington state K-12 learning standards; (i) An indication of whether, as a matter of policy or procedure, the district routinely modifies and adapts its physical education curriculum for students with disabilities; This change in law will help us prioritize and accelerate the pace of the review of curricular materials related to PE and the new standards. During the school year, PE teams at all grade levels will be meeting with administrators to evaluate pilot resources to meet curricular needs related to the new standards. This will likely lead to field tests of curriculum in at least some grades K-9. These potential resources will be field tested, follow the IMC process and will likely come to the board for approval in the spring. After board approval, steps 3, 4, 5 and 7 will be repeated. Core 24 Requirements As Lainey Mathews shared with the board during the superintendent s update at the last meeting, changes to graduation requirements for next year s senior, in accordance with Policy 2410, have increased the flexibility to receive credit for PE by participating for 80 hours in a community or school athletics program/season. Completing the required time within 90 days allows the students to earn 0.5 credits per season, up to 1.0 credit. Students must have successfully completed at least one credit bearing PE class to earn these additional credits. This combination of outside athletics and required courses provides the district the ability to guarantee that components of Health and Fitness education vital to E-4 are mastered by all students. So far, 84 students have received credit for athletics participation. 10