Physical Education (PE): Curriculum Project Team – beaverton.k12.or.us

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The Beaverton School District includes 34 elementary schools, nine middle schools, six high schools, five option schools, 19 option programs and two charter schools. We have more than 39,000 students and nearly 4,500 staff members.
The Beaverton School Board has seven elected community members who serve four-year terms.  They are volunteers. Though candidates are nominated from the Board Zone they live in, voters in the District elect them at-large.  Each Board member has several school assignments that may or may not be in their zone. 
 
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The School Board approved Phase 1 recommendations from the Project Team at the May 26, 2019 Board meeting that included Learning Targets, Position Paper and Best Practices. The adoption process followed the procedures outlined in the Instructional Materials Selection Administrative Regulation II/IIA-AR.
Phase 2 work in 2019-20 included recommendations for Instructional Resources, and Professional Development, Assessment & Implementation plans.  Board Approval is Pending.
Instructional Resources Review 
The Physical Education Best Practice document summarizes the research-based strategies for instruction in physical skills (psychomotor), fitness and movement concepts (cognitive), and personal/social skills (affective). The following document is divided into two sections to provide specific guidance appropriate to each developmental level: Elementary Physical Education and Secondary Physical Education.
Highly qualified Physical Education teachers.
Planned, sequential, and locally adopted and implemented curriculum aligned with the Oregon Department of Education (ODE) Physical Education standards aligned with the Society of Health and Physical Educators (SHAPE) standards.
Class sizes consistent with other subject areas.
Access to safe indoor and outdoor facilities designed for Physical Education instruction.
Access to developmentally appropriate, maintained equipment, as well as technology and supplies for Physical Education instruction.
Developmentally appropriate length of class time and frequency throughout the week
Assessment that informs instruction.
A quality Physical Education curriculum is aligned with ODE Physical Education standards which are based on SHAPE standards. To assist our students in becoming physically literate, we must promote and implement a foundational learning model in which they will develop, practice, and personalize essential physical, social, and cognitive skills.
The purpose of Physical Education is to develop physically literate individuals who have the knowledge, skills, and confidence to participate and enjoy a lifetime of physical activity. "Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life." – The International Physical Literacy Association (2017).
Engagement is strongest in Physical Education when students are given the opportunity for maximum participation in a variety of developmentally appropriate physical activities. Engagement is evident when a positive and safe classroom environment has been established and where activities are differentiated so that all students experience success and growth.
The curriculum is based on district adopted learning targets from ODE Physical Education standards aligned with SHAPE standards with content that is relevant and developmentally appropriate to students. The curriculum provides opportunities for teachers to modify and adjust instruction to meet the individual needs of students.
Student assessment is aligned with district adopted learning targets and includes all three learning domains (psychomotor, cognitive, and affective). Assessments are ongoing and conducted both formatively and summatively. Formative and summative assessments are used to guide instruction, allowing the teacher to adjust instruction as necessary based on assessment outcomes. Through formative assessments, teachers are able to make in the moment adjustments within the lesson to allow students to achieve success.
Teachers create a learning environment in which all students feel safe to take risks and build competence and confidence while performing various physical skills and participating in various physical activities. A nurturing Physical Education environment values and respects all students regardless of ability level, facilitating student choice and independent learning.
The Physical Educator conducts themselves in a professional manner and seeks opportunities to improve their teaching practices through professional development and collaboration.
The purpose of Physical Education is to develop physically literate individuals who have the knowledge, skills, and confidence to participate and enjoy a lifetime of physical activity. "Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life." – The International Physical Literacy Association (2017).
The curriculum is based on district adopted learning targets from ODE Physical Education standards aligned with SHAPE standards with content that is relevant and developmentally appropriate to students. The curriculum provides opportunities for teachers to modify and adjust instruction to meet the individual needs of students.
Student assessment is aligned with district adopted learning targets and includes all three learning domains (psychomotor, cognitive, and affective). Assessments are ongoing and conducted both formatively and summatively. Formative and summative assessments are used to guide instruction, allowing the teacher to adjust instruction as necessary based on assessment outcomes. Through formative assessments, teachers are able to make in the moment adjustments within the lesson to allow students to achieve success.
Teachers create a learning environment in which all students feel safe to take risks and build competence and confidence while performing various physical skills and participating in various physical activities. A nurturing Physical Education environment values and respects all students regardless of ability level, facilitating student choice and independent learning.
The Physical Educator conducts themselves in a professional manner and seeks opportunities to improve their teaching practices through professional development and collaboration.
 
Physical Education Project Phase I Report
If you need an accessible version of this report, please call 503.356.4328
Physical Education Project Team Phase II Report
Elementary
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
Middle School
6th Grade
7th Grade
8th Grade
High School
9th-12th Grade
PE Electives
OPEN Phys. Ed
Dynamic ASAP
Welnet/Focused Fitness
Teaching Games For Understanding
SPARK APE
Marathon Kids
OPEN Phys. Ed
Dynamic ASAP
Welnet/Focused Fitness
Teaching Games For Understanding
Sport Education
SPARK APE
OPEN Phys. Ed
Dynamic ASAP
Welnet/Focused Fitness
Teaching Games For Understanding
Sport Education
SPARK APE
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