Michigan Department of Education Physical Education Grade Level Content Expectations

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Michigan Department of EducationPhysical
Education Grade Level Content Expectations

• Tier II
• Roll-Out

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• Presenters
• Names

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Timeline

• February 2007
• New Physical Education Content Standards and
  Benchmarks approved by the State Board of
  Education.
• Physical Education MMC approved by State Board of
  Education.
• 2007- 2008
• Physical Education GLCEs developed in accordance
  with newly adopted Content Standards and
  Benchmarks.
• New version of the physical education MMC
  Guidelines developed.

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Timeline

• April 2008
• Physical Education GLCEs approved by State Board
  of Education
• Revised Physical Education MMC Guidelines
  approved by State Board of Education
• May 2008 - 2009
• Physical Education Companion Documents
• Alignment
• Clarification
• Planning
• Frequently Asked Questions
• Roll-Outs/Trainings

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Physical Education

• Six physical education content standards.
• Benchmarks include more detailed learning
  objectives
• Early Elementary K-2
• Later Elementary 3-5
• Middle School 6-8
• High School 9-12
• Grade Level Content Expectations (GLCE).
• Expectations of what students should know and be
  able to do at the end of each grade.

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Physical Education GLCE Documents

• Grade Level Content Expectations (GLCE)
• Content expectation documents for each grade K
  -8.
• (4) K-8 Across The Grades Documents
• - Motor Skills and Movement Patterns
• - Content Knowledge
• - Fitness and Physical Activity
• - Personal and Social Behaviors and Values
• High School Expectations MMC Credit Guidelines
• - 7 Activities
• - 1 Core Activity

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New Physical Education Content Standards

• Standard 1 Demonstrates competency in motor
• skills and movement
  patterns needed
• to perform a variety of
  physical
• activities.
• Standard 2 Demonstrates understanding of
• movement concepts,
  principles,
• strategies, and tactics
  as they apply to
• learning and performance
  of physical
• activities.
• Standard 3 Participates regularly in lifelong
  
• physical activity.

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New Physical Education Content Standards

• Standard 4 Achieves and maintains a health-
  
• enhancing level of
  physical fitness.
• Standard 5 Exhibits responsible personal and
  
• social behavior that
  respects self and
• others in physical
  activity settings.
• Standard 6 Values physical activity for
  health,
• enjoyment, challenge,
  self-expression,
• and/or social
  interaction.

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Physical Education Strands

• Strand 1 Motor Skills and Movement Patterns (M)
  
• Strand 2 Content Knowledge (K)
• Strand 3 Fitness and Physical Activity (A)
• Strand 4 Personal/Social Behaviors and Values
  (B)

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Alignment
Standard Strand
1 Motor Skills Movement Patterns
2 Content Knowledge
3,4 Fitness Physical Activity
5,6 Personal and Social Behaviors Values
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Physical Education Domains

• Each Strand is
• broken down into domains
• specific to that strand.
• Strands Movement Concepts
• Motor Skills Movement Patterns Motor Skills
• Content Knowledge Aquatics
• Fitness Physical Activity Outdoor Pursuits
• Personal Social Behaviors/values Target Games
• Invasion Games
• Net/Wall Games
• Striking/Fielding Games
• Rhythmic Activities

Domains
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Exploring the Handouts

• Physical Education

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Individual Grade Level Documents K -8th Grade
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5th Grade
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PE Organization GLCE Coding

• Sample Coding for PE GLCE M.TG.05.01
• M Content Strand of motor skills and movement
  patterns.
• TG Target Games
• 05 Grade level
• 01 First expectation
• M.TG.05.01 Demonstrate selected use of tactical
  problems, such as accuracy in distance and
  direction during modified, unopposed target games.

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Across The Grades

• (4) Across the Grades Documents
• 1. Motor Skills and Movement
  Patterns
• 2. Content Knowledge
• 3. Fitness and Physical Activity
• 4. Personal and Social Behaviors and
  Values
• Includes all expectations for Kindergarten
• through 8th grade.

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Michigan Merit Curriculum

• Credit Guidelines

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High School PE Requirement

• 1. Health-Related Fitness.
• Advanced skills tactics
• in three activities for
• three categories.
• Basic skills tactics in
• five additional activities
• from three categories.

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Physical Education Categories

• Health-Related Fitness
• Aquatics
• Net/Wall Games
• Target Games
• Invasion Games
• Striking/Fielding Games
• Outdoor Pursuits
• Rhythmic Activities

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Invasion Net/Wall Striking/ Fielding Target
Basketball Netball Water Polo Soccer Hockey Speedball Football Ultimate Frisbee Badminton Tennis Table Tennis Volleyball Racquetball Squash Handball Baseball Softball Cricket Golf Croquet Bowling Bocce Ball Bags
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Sample Activities Within Categories
Health-Related Fitness Aerobic Activities basic, power, race walking Strength Activities basic lifting skills, spotting, safety Flexibility Exercise bands, tubing, focused stretching Nutrition Concepts
Aquatics Fitness, Swimming, Racing, Water Polo, Synchronized Swimming, Diving, Water Aerobics, Snorkeling, SCUBA Diving, Canoeing, Kayaking, Sailing, Lifeguard/Guard Start
Net/Wall Tennis, Volleyball, Racquet Ball, Badminton, Pickleball
Target Golf, Bowling, Archery, Bocce Ball, Disc Golf
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Sample Activities Within Categories
Invasion Football, Soccer, Basketball, Lacrosse, Field Hockey, Team Handball, Speedball, Ultimate Frisbee
Striking/Fielding Softball, Baseball, Cricket
Outdoor Pursuits Hiking, Backpacking, Orienteering, Geocacheing, Wall/Rock Climbing, Ropes Course, Cross-Country Skiing, Snowshoeing, Mountain Biking, Rollerblading
Rhythmic Activities Jump Rope, Social Dance, Aerobics, Tumbling, Step Aerobics, Dance, Dance Revolution
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Physical Education MMC Coding

• 4.A.HR.2 Meet the criterion-referenced
  cardiorespiratory health-related fitness
  standards for age and gender (e.g., Curl-up,
  Push-up, Pull-up, Modified Pull-up, Flexed Arm
  Hang, etc.).
• 4 Standard
• A Strand
• HR Domain
• 2 Expectation Number

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Graduation
Requirements
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Overview of Michigan Merit Curriculum

• 2011 Requirements (2006 8th grade class)
• Course/Credit Content Expectations
• 4 English Language Arts, 4 Mathematics (1 in
  senior year), 3 Science, 3 Social Studies
• Content Area/Learning Experience Guidelines
• 1 Physical Education/Health, 1 Visual,
  Performing, and Applied Arts, On-line
  course/experience
• 2016 Requirements (2006 3rd grade class)
• Content Area/Learning Experience Guidelines for
• 2 credits/experience in Languages other than
  English

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Graduation Requirement

• One credit in Physical Education and Health

• Separate courses or
• Integrated into one course

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Integrated Course

• Teachers must hold the proper
• endorsements
• Health MA, MX, KH
• Physical Education MB, MX, SP
• Course content must focus on Standards and
  Guidelines for each discipline

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Modification for Health and PE Credit

• Additional credit(s) are taken beyond
• the required credits in
• English Language Arts
• Math
• Science
• World Languages
• Personal Curriculum
• Testing Out
• Opt Out PE Only

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Q A Document
www.michigan.gov/highschool
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ASSESSMENT
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Assessment
Strand Motor Skills Movement Patterns Strand Motor Skills Movement Patterns
Level 1 Limited performance of mature form in isolation.
Level 2 Mature form in isolation.
Level 3 Mature form and function in controlled settings.
Level 4 Demonstrates proficiency in dynamic settings.
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Assessment
Strand Content Knowledge Strand Content Knowledge
Level 1 Limited knowledge of concepts in isolation.
Level 2 Comprehends concepts in isolation.
Level 3 Applies knowledge in controlled settings.
Level 4 Applies knowledge to solve problems in dynamic settings.
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Assessment
Strand Personal and Social Behaviors and Values Strand Personal and Social Behaviors and Values
Level 1 Limited appropriate personal social behaviors in isolation.
Level 2 Appropriate personal social behaviors in isolation.
Level 3 Appropriate personal social behaviors in controlled settings.
Level 4 Appropriate personal social behaviors in dynamic settings.
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Curriculum Planning
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The Structure of Curriculum
Standards Broad Content Learning Statements
Benchmarks More Discrete Grade Span Learning
Expectations
GLCE Grade Level Content Performance
Expectations
Locally-Based Curricular Alignment
Classroom-Based Instructional Design
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Utilizing the GLCEs

• Philosophy/Conceptual Framework
• Initial Alignment
• Unfamiliar expectations
• Units reflect new terminology
• Develop instructional objectives
• Develop assessment plan
• Task Analysis
• Block Plan

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Instructional Objectives

• Action- Movement sequence
• Condition- Environment task complexity
• Criterion- Skill task complexity
• quality
• quantity

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Using GLCE- Strand 1
Expectation Content Instructional Objective
M.MS.02.02 demonstrate mature form of locomotor skills of walk, run, leap, jump, slide, gallop, hop, skip, flee, and dodge in isolated settings. Hi-Low Freeze Tag Follow the Leader Obstacle Course Student will demonstrate walk, run, hop and leap using the form listed in the task analysis during Follow the Leader.
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Using GLCE- Strand 2
Expectation Content Instructional Objective
K.MS.02.02 describe the critical elements of the following locomotor skills walk, run, leap, jump, skip, hop, gallop, slide, chase, flee, and dodge. The students will describe the critical elements of locomotor skills by verbally identifying three of four cues for the slide, gallop and skip, when randomly called upon by the instructor.
Hi-Low Freeze Tag Follow the Leader Obstacle
Course
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Using GLCE- Strand 3
Expectation Content Instructional Objective
A.HR.02.02 Meet the health-related fitness standards for age and gender. PACER One-mile run/walk Handcycle Test Students will demonstrate cardiorespiratory endurance during PACER by meeting the health-related fitness standards for age and gender.
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Using GLCE- Strand 4
Expectation Content Instructional Objective
B.PS.02.01 Exhibit selected behaviors which exemplify each of the following personal-social character traits of responsibility, best effort, cooperation, and compassion in isolation. Hi-Low Freeze Tag Follow the Leader Obstacle Course The student will demonstrate responsibility after participating in a Obstacle Course by putting the equipment away.
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Resource Links

• American Red Cross http//www.redcross.org/ser
  vices/hss/aquatics/
• http//www.redcross.org/services/hss/aquatics/sfp
  .html
• Leave No Trace
• http//www.lnt.org/
• http//www.leavenotrace.ca/programs/principles.ht
  ml

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• Trina Boyle-Holmes
• Michigan Department of Education
• boyle-holmest_at_michigan.gov
• www.michigan.gov/physed