TRACY LUNOFF, M.ED., COORDINATOR OF HEALTH DEPARTMENT OF HEALTH EDUCATION AND HEALTH SERVICES MICHELE RUSNAK, M.ED., COORDINATOR OF PHYSICAL EDUCATION.

TRACY LUNOFF, M.ED., COORDINATOR OF HEALTH

DEPARTMENT OF HEALTH EDUCATION AND HEALTH SERVICES

MICHELE RUSNAK, M.ED., COORDINATOR OF PHYSICAL EDUCATIONDEPARTMENT OF PHYSICAL EDUCATION

OFFICE OF ACADEMICS

An Apple A Day is Not Enough

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Celebrations2

Health Education and Physical Education Departments

New Faces:Linda Gutierrez- Secretary ExtraordinaireIan Kahn- Staff Wellness Guru

Webmaster Genius:Lauren Mikulencak

Celebrations3

Health Education and Physical Education Kudos

Teen Pregnancy Prevention Grant: $2.9 millionAARA Tobacco Grant: $25,000AARA HOPSports Grant: $100,000Texas Step Grant (Tobacco): $36,000Texas Fitness Now Grant: $142,000Staff Wellness Grant: $5,000SEL Funding: $125,000

Celebrations4

AISD School Events

Garza High School Pilots

Outdoor Adventure

Class: Multi Credit Class,

Backpacking,

Hiking, Cycling, Archery,

Canoeing, Fishing, etc.

Pease Elementary

Walking and Biking

to School with the

CLIF Kids

Family Bear

Walk at Boone

ESFitness Challenge at

Ann Richards

JRFH:Pillow

ES

Bulldog Basketball

at Overton

ES

Celebrations5

Oak Hill MVP NightPatton Go, Slow, Whoa Foods Bulletin Board

Barton Hills CATCH Related Science Fair Projects

Celebrations6

Hart CATCH Family Fun Night: over 400 participants

Walnut Creek CATCH Kickoff Week

T. A. Brown at Marathon Kids

Celebrations7

Summitt Elementary

Pleasant Hill Elementary

Houston Elementary

JINGLE BELL RUN/JOGEVENTS

Govalle Elementary

Celebrations8

Tobacco Awareness Week at Lanier High School

Floorball Champions at Gorzycki Middle School

Celebrations9

Latin American Cultures and CATCH Night at Widen

Bike Boltage Day at Bryker Woods

21st Century Skills

Health and PE Goals for 2010-2011

Use the Curriculum Navigation System (Yearly/Semester Itineraries, Grading Period Snapshots, and Curriculum Road Maps) to ensure an aligned and quality education for all students enrolled in Health and Physical Education

Check the Health and Physical Education website on a daily bases for information and updates

Improve Fitnessgram data based on your Campus Improvement Plan goals. Ensure all Special Population students are provided quality Health and

Physical Education by appropriate course placement, modification of instruction, assessments and grading.

Promote and Implement Coordinated School Health by using CATCH (K-8) and CIP goals (K-12)

Increase the use of technology in Health and Physical Education classes (clickers, importing videos, student lead projects, heart rate monitors, pedometers, HopSports, Health Teacher, and ActiveLife Movement website, parent newsletters)

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Healthier students are better learners.

Regardless of how well teachers are prepared to teach, what accountability measures or governing structures are in place, educational progress will be limited if students are not motivated to learn. Health related problems play a major role in limiting the

motivation and ability to learn of youth. Interventions to address health issues can improve

educational as well as health outcomes. Development of the Health and PE Strategies for Intervention,

Three-Tiered Intervention Model.

-“Equity Matters: Research Review” 2009, Basch

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Health and PE, Three Tiered Intervention Model

Components of the Model include: Educator Quality and Professional Development Academic Supports and Services based on Tier 1, 2, or 3 Student/Family Centered Component Universal, Focused, and Intensive Needs

Health Services (HS) HED

PE/PA Nutrition/Food Services

(N/FS) Coordinated School Health

(CSH), K-8 Academic Integrated

Physical Activity (WOW) Healthy Students Initiative

(HSI)

HS

PE/PA N/FS HSI

Health Services (HS) Health Education (HED)

Physical Education and Physical Activity (PE/PA) Nutrition/Food Services (N/FS)

Coordinated School Health (CSH), K-8 Academic Integrated Physical Activity (WOW)

Healthy Students Initiative (HSI)

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Professional Development/Educator Quality

Opportunities Curriculum Health disparities of students CPR/First-Aid/AED Tobacco Prevention Fitness & nutrition/academic achievement Nutrition/physical activity policy Academic Integrated Physical Activity (WOW) SEL/PBS Utilizing technology in the Health and/or PE

classroom

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Academic Supports and Services

Tier 1, All Students Health Services Health Education, K-12 Physical Education and Activity, K-12 Nutrition/Food Services Coordinated School Health, K-8 Academic Integrated Physical Activity Healthy Students Initiative (Obesity and Teen

Pregnancy Prevention) Social and Emotional Learning (SEL)

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TAKS Association by Fitness Variable, 2009

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Cardiovascular dose-response relationship

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Academic Supports and Services

Tier 2, Students with Focused Needs: Health Services

Case management, resource allocation, family supports Health Education, K-12 Physical Education and Activity, K-12 Nutrition/Food Services Coordinated School Health, K-8 Academic Integrated Physical Activity Healthy Students Intiative

Expanded case management, small group pull out sessions for SEL, etc.

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Total Fitness Score and Attendance20

Academic Supports and Services

Tier 3, Students with Intensive Needs Health Services

Individual case management, social services, wrap around services

Physical Education and Activity Individual focus on cardiovascular health

Healthy Students Initiative Individual supports and services related to teen

pregnancy Individual obesity treatment and mental health support

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Current Initiatives, 2010-11 and 2011-12

Coordinated School Health, K-8 Integration of health concepts Parent/community involvement

Integrated Academic Physical Activity Brain Breaks and WOW

Expanded Case Management Obesity, 99th plus percentile with co-morbidity

Health Teacher (www.healthteacher.com) Web based curriculum resource of 300+ lessons aligned with TEKS and

core content integrationSocial and Emotional Learning (SEL)

Curriculum and Resource (Second Step)Technology Integration

Health and PE website Student Health Services Information System (SHIS) Hopsports (embed Hopsports video)

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Hopsports23

How Do We Know Healthier Students Do Better in School?

Measures and Metrics Strategic Plan Scorecard GIS Mapping of Health Disparity (BMI, CV, TAKS, Pregnancy) FITNESSGRAM, 3-12 Health Services

Measurable outcomes; prevention, safety, ill and injured care, health disparities, quality services to students, parents, and campuses.

Campus Improvement Plans, K-12 District Wide Curriculum Common Assessments

Skill and knowledge based Coordinated School Health Survey SOFIT

Measurement of moderate to vigorous physical activity (MVPA)

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Health is a 21st Century Skill

Practice does makes perfect!

Through the implementation of quality professional development for teachers and

academic supports and services for students and families we will reach our goal of

“preparing students to be fit, healthy, and ready to learn*”.

*Strategic Plan Key Action Item 1.10, 2010-2015

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NewNew FITNESSGRAM FITNESSGRAM ® ®

Healthy Fitness ZoneHealthy Fitness Zone®® StandardsStandards

Need for New Standards

Aerobic Capacity Excessively high passing rates for young girls Classification disagreement between PACER and

One Mile Run

Body Composition Standards for very young children did not

discriminate adequately Much more data for children is now available upon

which to base standards

Basis for New Standards

Nationally representative data on children from National Health and Nutrition Survey (NHANES)

Analyses were conducted to find levels of body fatness and aerobic capacity that are associated with increased risk of metabolic syndrome

Age and Gender specific taking into account normal changes during growth and maturation

Characteristics of New Standards

Young boys and girls do not differ substantially but follow different patterns as age increases

New standards will classify children into three zones: Healthy Fitness Zone Needs Improvement – Some Risk Needs Improvement – High Risk

Three zones allow messaging to be much more specific

AISD Body Composition Standards Have Not Changed

AISD will continue to use CDC’s criteria for BMI

AISD categories are: Under Weight – 0 to 5 percentile Healthy Weight- 5.1 to 85 percentile Over Weight - 85.1 to 98 percentile Obese - 99 + percentile

Unique to New Aerobic Capacity Standards

All output will be expressed as Aerobic Capacity (VO2max) rather than as PACER laps

Calculation of Aerobic Capacity requires the input of height and weight – Body Mass Index is a very critical factor in one’s ability to perform aerobically.

Without BMI many students may be classified incorrectly.

What is Aerobic Capacity (VO2max)?

Aerobic capacity (VO2max) indicates the maximum rate that the respiratory, cardiovascular, and muscular systems can take in, transport, and use oxygen during exercise.

This reflects the body’s ability to provide energy in the muscles using oxygen.

It is generally expressed relative to body weight (mL.kg.min-1) to account for differences in body size among individuals and to reflect each individual's ability to carry out weight-bearing tasks.

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Aerobic Capacity (VO2max) for Females

Female Aerobic Capacity

3032343638404244464850

10 11 12 13 14 15 16 17 >17

Age in Years

Aer

ob

ic C

apac

ity

NI- Some Risk Healthy Fitness Zone Previous Standards

HFZ

NI-High Risk

NI-Some Risk

Aerobic Capacity (VO2max) for Males

Male Aerobic Capacity

3032343638404244464850

10 11 12 13 14 15 16 17

Age in Years

Aer

ob

ic C

apac

ity

NI-Some Risk Healthy Fitness Zone Previous Standards

HFZ

NI-Some Risk

NI-High Risk

Aerobic Capacity (VO2max) Males vs. Females

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Girl's NI 37.3 37.3 37 36.6 36.3 36 35.8 35.7 35.3

Girl's HFZ 40.2 40.2 40.1 39.7 39.4 39.1 38.9 38.8 38.6

Boy's NI 37.3 37.3 37.6 38.6 39.6 40.6 41.1 41.2 41.2

Boy's HFZ 40.2 40.2 40.3 41.4 42.5 43.6 44.1 44.2 44.3

10 11 12 13 14 15 16 17 >17

How Will the New Standards Change Test Administration

TEST ADMINISTRATION DOES NOT CHANGE The test items are still the same The data that is entered in the computer

is the same

The one thing that will be different is that motivation for children on the aerobic test cannot be based on how much they have to do. Children will have to “do their best”

Changes will show up when you print reports – group and individual

How Do I Get the New Standards

Posted at www.fitnessgram.net

We will also post on the Health and PE website

Today’s handouts New FG Standards Aerobic Capacity Overview AC Lookup Table for 12- year old girls Fitnessgram Expectations

Fitnessgram Expectations

Continue to encourage students to do their bestContinue to guide students to set individual goals, Set class, grade levels, and campus goalsPost grade level’s and campus’ data over this last

year and past yearsTeach students about Vo2 Max and why they are

being measured for Aerobic Capacity instead of PACER performance

Understand how to use the new look up tables

Fitnessgram Expectations

Let parents know their child will be tested in early May for the Final results through campus website, newsletters, etc..

Fitnessgram Deadline is May 14 Results will go to TEA on May 21Let parents know they can get a copy of their

results from youDo not send individual reports home this year

Accommodations Accommodations vs. vs.

ModificationsModifications

What you need to know.What you need to know.

Accommodations

The term "accommodation" may be used to describe an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks.

They allow students with disabilities to pursue a regular course of study.

Since accommodations do not alter what is being taught (TEKS), instructors should be able to implement the same grading scale for students with disabilities as they do for students without disabilities.

Modifications

The term "modification" may be used to describe a change in the curriculum.

Modifications are made for students with disabilities who are unable to comprehend and/or physically demonstrate the content (TEKS).

Accommodations

Accommodations are intended to lessen the effects of a student’s disability; they are not intended to reduce learning expectations. A student must be able to cognitively explain or demonstrate course content and assessments without any content changes Accommodations change how the content is taught, made

accessible and/or assessed Accommodations do not change what the student is expected

to master Accommodations are given to all students to enhance

learning Objectives of the course/activities remain intact (TEKS do not

change)

Modifications

Modifications are intended to change the learning expectations (TEKS). Modifications must be indicated on a student’s IEP set by the ARD committee. A student will not be able to cognitively explain and/or demonstrate all of the course content or assessments Modifications also change how the content is taught, made accessible

and/or assessed Modifications do change what the student is expected to master Objectives of the course/activities are modified to meet the needs of the

learner (TEKS are changed) Course assessments will need to be modified to meet the student’s

individual needs Students are not expected to learn all of the course content In elementary, a “*” will be used when providing a student’s grade on

the report card In secondary, a student will be placed in a “V” or “W” PE course.

Physical Education Classification Consideration (Policy-EHAA)

Both general and special education students do not have to physically demonstrate the course objectives if he/she is classified as Restrictive or Adapted under the Physical Education Classification policy.

A student with the Restrictive or Adapted classification must have documentation from a member of the healing arts stating specifically what this student can and cannot physically do based on his/her disability or injury.

A copy of the Physical Limitation Report must be completed and return to the campus Physical Education teacher or Adapted Physical Education teacher.

Scenario #1The student …

Is in a wheel chair Reads on grade levelDribbling is the assessment

Do you accommodate or modify?What are some examples?

Scenario #2The student …

Has a heart problemMedical note says she can not get her heart

rate up 75% of over her Target Heart Rate Zone

Skipping is the assessment

Do you accommodate or modify?What are some examples?

Scenario #3The student …

Is labeled MRCan physically do anything, but can only

understand doing 1-2 things at a timeJump Roping routine (5 foot patterns) is the

assessment

Do you accommodate or modify?What are some examples?

Scenario #4The student …

Has a brain injury and can not speakCan physically runTeacher must point to the bases so he knows

where to run to and when to runBase running is the assessment

Do you accommodate or modify?What are some examples?

Scenario #5The student …

Has a broken legCan not physically participate for 3 monthsSoccer: dribble, pass, shot is the assessment

Do you accommodate or modify?What are some examples?

Scenario #5The student …

Has a broken legCan not physically participate for 3 monthsSoccer: dribble, pass, shot is the assessment

Do you accommodate or modify?What are some examples?

Scenario #6The student …

Is one of many students who has trouble reading

No student has an IEPA written test on Stress Management is the

assessmentThe teacher reads each question aloud

Did you accommodate or modify?What if you shorten the test but all the

content was covered?

Physical Education Classification Consideration (Policy-EHAA)

Both general and special education students do not have to physically demonstrate the course objectives if he/she is classified as Restrictive or Adapted under the Physical Education Classification policy.

A student with the Restrictive or Adapted classification must have documentation from a member of the healing arts stating specifically what this student can and cannot physically do based on his/her disability or injury.

A copy of the Physical Limitation Report must be completed and return to the campus Physical Education teacher or Adapted Physical Education teacher.

Levels of Service for Physical Education

Level 1. General Physical Education/Advising General PE teacher is the teacher of record Accommodations may be used

(Documented 504, Classified as Restrictive or Adaptive for Physical Limitations)

Level 2. Teacher Collaboration Student did not qualify for APE or could

not be served due to APE scheduling issues General PE teacher is teacher of record IEP is needed

Levels of Service for Physical Education

Level 3. Inclusion with General PE/Team Teaching

APE teacher is teacher of record IEP is needed

Level 4. Direct Service (Pull Out/Self-Contain)

APE teacher is teacher of record IEP is needed

Expectations for Adapting PE

General PE teachers must follow the students’ IEP for any student who has been identified for Level II: Teacher Collaboration       

Document, document, document.Teachers must have appropriate documentation, by

a member of the healing arts, for any student who must be exempt from any or all physical activity. (Policy EHAA)

No “*” may be given to an elementary student without proper notification from the ARD committee (Goals must be set, TEKS and assessments must be modified)

Expectations for Adapting PE

Accommodations must be given to students who can cognitively learn the PE TEKS and assessments but have documented physical activity “restrictions” (Examples of accommodations are: explaining, demonstrating, writing, drawing and identifying by

pointing Communicate with your assigned Adapted PE

teacher and your campus Special Education leader regarding any student that you feel will not be able to cognitively achieve/learn grade level PE TEKS and assessments

Enjoy the Rest of the Day

Don’t forget your SandbellsPlease be back on timeMake sure you sign in for the afternoon sessionsMichele will be available to talk during lunch and

after 3:30

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