Prioritizing Our Work and Our Students
We have learned a lot in the past 12 months. However, we have to be careful with how we use our new pandemic wisdom to create meaningful and sustainable change for students.
Each school system is approaching post-COVID education differently. Some are focusing on equity, culturally responsive teaching, student driven learning, or equitable assessments. Others are working to rethink mindsets and are using trauma-informed practices and Social and Emotional Learning (SEL) to make connections with and amongst students.
Recently, I watched What School Could Be: Why Not Now?, based on the book by Ted Dintersmith. It spoke to me because it talked about how this might be the perfect time to change how schools serve kids. It focused on:
- Listening and using student voice
- Student-directed learning
- Real-world challenges
- Authentic assessments
- Caring and connected school community
Unfortunately, we can’t take all of this on at the same time. But I ask you, what will guide your next steps? What will you do first? You might consider:
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Talk to your students and let their voices guide you. What do they need? What do they want? Where have they been successful? Where have they struggled?
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Identify initiatives taking place on your campus. Changing practice is easier when there are people and initiatives to support your efforts. What opportunities exist on your campus or in your district? Are there peers you can collaborate with around issues that speak to you and could meaningfully impact students?
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Focus on one thing at a time. Don’t drink out of the firehose by taking on too much. Determine what will have the greatest impact on the lives and learning of your students and start there. Give yourself grace and permission to have one thing on your plate, and then do that well!
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Continue to evolve. Once you have successfully updated your practice, identify what's next. If we continue to inform our work based on the voices and needs of our students, (even if we only focus on one thing at a time) we will make great strides toward developing the systems and the experiences students need.
Please do not hesitate to contact me if there is anything I can do to support you, your site, or your district.
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Health and Physical Education Coordinator
San Diego County Office of Education (SDCOE)
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SDCOE Health and Physical Education Hangouts
Hang out with your peers across the county on the first and third Wednesdays of every month from 3 to 4 p.m. and receive the latest updates, resources, materials, and best practices in health and physical education. Use this Zoom link for spring 2021 Hangouts.
We will continue to host grade-level collaboration meetings after the hangouts from 4 to 5 p.m. This time is dedicated to those who would like to collaborate with others who teach the same grade span.
Attendees will receive follow-up emails with the information and resources that were shared. SDCOE Hangout notes and resources continues to feature the details on what’s been shared at previous meetings. |
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Join the Statewide Conversation April 5 to Discuss In-Person Physical Education
On April 5 from 3 to 4:30 p.m., the California Physical Education Collaborative will facilitate a discussion about reopening for in-person physical education. The conversation will include:
- Which guidance to follow for what
- Templates to guide conversations and decisions
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SDCOE Health and Physical Education Advisory Scheduled for April 20
Make sure that your district/site is represented as health and physical education leaders from throughout San Diego County come together virtually at the SDCOE spring 2021 Health and Physical Education Advisory Meeting from 9 to 11 a.m. April 20. Attendees will explore resources, tackle issues, and develop strategies to increase students’ health and physical literacy. The agenda will include:
- Legislation, litigation, and trends
- Best practices for in-person and distance learning
- Equity in health and physical education
- Planning the post-COVID future of health and physical education in your system
- Professional learning snapshots and offerings
- Opportunity to provide input to SDCOE regarding programming and support
- Collaboration with leaders throughout San Diego County
Click here for more information and to register to attend.
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CDE to Facilitate Virtual Sexual Health Educator (SHE) Training April 27
The California Department of Education (CDE) recently announced a virtual Sexual Health Educator Training that will be offered from 3 to 4:30 p.m. April 27. This 90-minute virtual training will include the California Healthy Youth Act: Comprehensive Sexual Health and HIV Prevention Education Requirements module and will be taught in partnership with Sharla Smith, CDE sexual health education consultant. Register and get more information.
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The Subject Matter Project: Spring Health Education Professional Learning Programs
The California Health and Physical Education Subject Matter Project is launching its spring 2021 professional learning programs. Register and learn more. The programs include:
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Elementary: Linking Health Education With Literacy (by grade spans: K-1, 2-3, and 4-5)
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Secondary: Assessing Student Learning in Skills Based Health Education and Building "A-G" Health Education Courses
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School Leaders: Instructional Delivery Models for Health Education
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Community Based Organizations: Successful Strategies for Supporting Schools In Standards-Based Health Education Programs
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Experience Virtual Classroom Best Practices with SDCOE Ed Tech Network
Join the SDCOE Ed Tech Network from 4 to 5 p.m. May 4 as the group visits three virtual classrooms to see what's working with online and hybrid teaching. Three teachers from various levels and content areas will share their routines and the tools they use. Equipment for your virtual classroom will be raffled off. |
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Online Professional Learning Available
The California Health Education Website offers opportunities to participate in online professional learning at your convenience. Professional learning is available for all four modules of the California Health Education Framework Rollout Series including:
The website also features resources to support instruction including:
- Vaccinations (lessons for every grade span)
- How to teach sensitive topics via distance learning
- Building relationships remotely
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SDCOE Distance Learning Units of Study
The SDCOE Curriculum and Instruction team created distance learning units of study that teachers can download and customize. Content can be cut and pasted into any learning management system. The units of study are integrated and are based on the California Physical Education and Health Education Model Content Standards. Units of study include:
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K-5 Integrated Units: Features health and physical education sub-modules that are integrated with other content areas. Grade-level physical education (fitness and skill) addendum units are in production and will be posted soon.
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6-8 Thematic Units Featuring the 4 C's: Units focused on communication and creativity are posted for grades 6, 7, and 8. Units feature submodules focused on striking, developing mature skill technique, teach-a-skill, effects of physical activity, create-a-game, create-a-dance, and personalized fitness plans. Units on critical thinking and collaboration will be posted soon.
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9-12 Thematic Units by Course: Content is now posted for high school courses 1 and 2 and is designed to address the eight required content areas. These units feature submodules focused on self-defense, individual activities/sports, dual activities/sports, gymnastics/tumbling, planning physical activity for different age spans, and personalized fitness plans.
It is intended that each teacher use the units of study as a starting point and an example of integrated curriculum. They can personalize the units to include:
- Social and emotional learning strategies (consider using the SEL 3 Signature Practices Playbook)
- Strategies to make content accessible to all students
- Personalized videos so students get to know their teacher
- Rubrics that are shared with students to guide student learning
- Opportunities for students to create rapport with teachers and each other
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OPEN Distance Learning Curriculum
OPENPhysEd has curriculum and professional learning opportunities to support distance learning. The new PE NOW project has resources for elementary, middle, and high school teachers. Make sure to watch the instructional videos featured on the webpage to maximize the effectiveness of this instructional resource. Teachers are encouraged to personalize the PE NOW materials to include social and emotional learning strategies, meet the needs of specific populations, add their voice or face to instruction, and create rapport with and among students.
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Two Critical Resources to Support Successful On-Campus Physical Education
As districts and sites plan for in-person physical education, it is critical to show a “good faith effort” in following guidance from the California Department of Public Health (CDPH). To help understand which guidance to use when, the California Physical Education Collaborative has released Strategic Planning for In-Person Physical Education, a slide presentation that can be used in tandem with the On-Campus Learning Plan for Physical Education template to guide discussions and record decisions related to in-person physical education.
The California Physical Education Collaborative has scheduled a meeting from 3 to 4:30 p.m. Monday, April 5 to review and explain the above resources. Sign up to participate. |
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CAHPERD Releases FITNESSGRAM Update and Request for Information
The following statement was released March 24 by the California Association for Health, Physical Education, Recreation and Dance (CAHPERD)
As you are likely aware, the California physical fitness test (PFT) was waived for the 2020-21 academic year, via SB 820 (Chaptered in Sept. 2020). SB 820 also requires the State Superintendent of Public Instruction to consult with experts and stakeholders in order to provide recommendations regarding the purpose and administration of the physical performance test.
In February of last year, CAHPERD formed an Assessment Task Force to address the three focus areas of concern with the PFT (inclusive assessment practices for all students, particularly students with disabilities; students of all gender identities; and students who experience bullying related to fitness testing).
As we continue to consult with local and national experts in the field of fitness assessment, we feel it is necessary to obtain input from California teachers to better inform our work to ensure quality, inclusive testing that meets the needs of all California students, teachers, and families.
We are asking that you please participate in a quick survey. Also, we are taking this opportunity to share a reference sheet with an update of PFT in California to help answer any questions you may have.
Your input is extremely valuable to us as we examine and contribute to the future of the FITNESSGRAM in California. Please click to complete the anonymous survey that should take 15 minutes or less to complete.
We appreciate your time and feedback. If you have any questions related to this research, please contact Dr. Melissa Bittner at Melissa.Bittner@csulb.edu. |
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Answering Your FITNESSGRAM Questions
The following are a partial list of the questions that SDCOE has received regularly over the past few weeks. Don’t see your question featured? Visit the CDE Physical Education FAQs webpage for a comprehensive list of questions.
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Even though schools do not need to report Physical Fitness Test (PFT) scores to the state this year, should we still administer the test to students? No. In addition to the fact that PFT has been waived due to COVID-19 this year, concern has been raised about the accessibility of FITNESGRAM for students with disabilities, students who are gender non-binary, or who identify as transgender. Schools should not administer FITNESSGRAM. Instead, teachers should still provide opportunities for students to track fitness data, set goals, and empower them with skills to improve their fitness. California Physical Education Model Content Standards should be used to guide this work with students. This is a great opportunity for students to personalize their learning and focus on health-related fitness measures that mean something to them.
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Since ninth grade students did not take the PFT last year, and will not this year, are they eligible for the two-year exemption? No. Students are not eligible for a two-year exemption from physical education until they are 16 years of age or older and have completed the 10th grade. As a result, next year (2021-22 school year), all 10th grade students will be required to take physical education. This is further clarified on the CDE Physical Education FAQ webpage.
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When will the PFT be reinstated? There isn’t a clear timeline. A state committee is being convened to address concerns and make recommendations to the State Board of Education. Stay tuned!
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Make Sure You Are CHYA Compliant
The California Healthy Youth Act (CHYA) requires that all students receive instruction in comprehensive sexual health education at least once in middle school and once in high school. This requirement is not being waived due to the COVID-19 pandemic. It is critical that your district/school identify instructional materials and create a plan to make sure that appropriate instruction, as defined in Ed Code, is provided to all students who missed sexual health education last year, and those who are scheduled to participate in 2020-21. The CDE has identified the following resources to support district and site efforts to meet CHYA requirements:
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California Launches New Health Education Website
A new website has been created to support the rollout and implementation of the 2019 California Health Education Framework. CaliforniaHealthEducation.org features critical resources for each of the six content areas that include:
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Physical Education Padlet Is One-Stop Shop
A group of teacher leaders from throughout California collaborated to collect and vet a list of resources that are designed to support quality distance learning for physical education. Visit the Physical Education Resource Padlet for easy access to vetted resources for:
- Online/distance learning
- Using technology in physical education
- Universal design for learning
- Social and emotional learning
- Supporting English learners
- Adapted physical education
- Equity and access
- Curriculum resources
- Assessment
- Advocacy
- Research and evidence-based support
- Guiding documents
- Professional learning
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New Strategies for Fostering Equity, Diversity, and Inclusion (EDI)
Created by a group of teacher leaders from throughout the country, Strategies for Fostering EDI in Physical Education provides links to critical information to help every physical educator best meet the needs of every student by focusing on language, physical/classroom space, inclusion, learning environment/class climate, and lesson delivery. |
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USDA and HHS Update Dietary Guidelines for America
The United States Department of Agriculture and Health and Human Services have released the Dietary Guidelines for Americans, 2020-25. These guidelines use the latest science to provide advice on what to eat and drink to promote health, reduce the risk of disease, and fulfill nutrient needs. |
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Professional Articles, Videos, and Websites Worth Your Attention
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If you have any questions or comments about Health and Physical Education Monthly Update, please contact Paige Metz.
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Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county.
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