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and certification courses, thus enabling students to apply and transfer previouslylearned skills and knowledge for engagement in personally desirable activities for bothrecreation and vocation. (Appendix A1 and Appendix A2– Content Articulation Charts)Enhanced FitnessAt the time of the first curriculum review, in 2000-2001, 39% of the students in gradesfour, six, eight and ten who participated in the State of Connecticut Fitness studentfitness achievement passed the test on four out of four test items. This district scoreprompted the identification of fitness as a primary program goal. During the next tenyears, fitness was rigorously addressed through a wide range of activity andmotivational modalities. (Appendix B– Physical Fitness Content Articulation)Fitness is rigorously taught and practiced in all grades, in all classes, throughout theentire school year. Beginning in 2001 with an aggressive infusion of functional fitnesstraining, using the expertise of GHS staff and George Marom (former CzechoslovakianOlympic Strength Training Coach), PE teachers have participated in professionallearning using medicine balls (sets of which were purchased for every school), strategiesfor achieving fitness through adventure, achieving fitness through sport, and addressingchildhood obesity through activities and adaptations. Teachers incorporate pedometers,heart rate monitors, and the TRI-FIT SYSTEM (a computerized fitness assessmentproduct manufactured by Polar, Inc.) into their instructional program to motivate anddocument student achievement in cardio-respiratory fitness pursuits.The 2009 State of Connecticut Fitness achievement results for students in grades four,six, eight, and ten indicated that 69.94% of the students passed four out of four testitems, an increase of 30%. Ranking for the Greenwich Public School District over athree-year period within the State of Connecticut School Districts was as follows:2006-2007: 23rd out of 186 school districts2007-2008: 22nd out of 187 school districts2008-2009: 38th out of 190 school districts(Appendix C – Connecticut State Physical Fitness Test Results 1999-2010)Professional LearningProfessional Learning focuses on differentiated instructional practices to improvestudent achievement. An annual goal of the physical education program improvementis rigorous technology infusion, which has formed a foundation for on-goingprofessional learning. Utilization of I-Movie programs to create instructional DVDs isincorporated into both professional learning and instruction. These technology toolsalso provide a vehicle for fine-tuning motor skill techniques, enhancing student learningthrough self and peer assessments, enabling immediate teacher feedback, and creating aspringboard for instruction into 21st Century learning. Use of Flip Video for immediatefeedback to students on skill performances, which, when coupled with ITOUCHhandheld devices provide access to applications for personalizing instruction on skill

technique, human physiology, kinesiology and anatomy, weight-training techniques,nutrition, weight management, the impact of fitness on body systems, and calculationsand management of caloric expenditure/replacement programs, while providing recordkeeping systems for teachers.Movement toward comprehensive trans-disciplinary instruction has escalated annuallythrough the installation of orienteering courses at all schools, development oforienteering maps and programs, and provision of assured experiences for all fifth gradestudents. Professional learning, provided by Project Adventure, OrienteeringUnlimited, and Treasure Hunt Adventures has enabled teachers to support multidisciplinary learning through the modality of orienteering and adventure-basedinstruction. Assured experiences (currently in fourth and fifth grades, and planned foradditional grade levels) provide students with exposure to, not only a wide range ofactivity, fitness, and recreational pursuits, but also connects them with communitybased agencies and parks where these pursuits can be realized.Professional learning geared toward preventative and prescriptive programming hasbeen provided by national, regional, and local experts and professionals. TheGreenwich Law Department and Tom Bowler, a State of Connecticut expert witness andconsultant in liability provided teachers with guidelines for maintenance and design ofthe learning environment and activity supervision for physical education programming.Dr. Avery Faganbaum – author, university professor and national expert on fitness andwellness provided teachers with data and trends in fitness, obesity and programming forAmerican youth. Professional learning courses were also conducted by Velocity Sport,George Marom, Greenwich Hospital wellness and nutrition professionals, and theGreenwich YMCA specific to current trends in youth, fitness, nutrition andprogramming to meet the needs of the changing youth culture.Greenwich Public Schools Physical Education Specialists have provided countlessprofessional learning sessions for colleagues, within and beyond the district, conductedduring program meetings and professional learning days, ranging from fitness,technology, nutrition and wellness, creative classroom management, innovativeinstructional techniques, student assessment, trans-disciplinary instruction, adventureprogramming and closing the achievement gap through fitness.Greenwich Public Schools Pupil Services coordinators provided comprehensiveprofessional learning on specific special needs populations, disabling conditions andramifications, and the implications for programming and instructional adaptations andaccommodations.(Appendix D – Comprehensive Listing of Professional Learning Programs and Courses)Assessments/CommunicationsLocally developed assessments and rubrics are in place in every grade level for allobjectives identified as essential for enduring understanding and student achievement.These are specific to each standard they support. Students are assessed throughout theyear through both formative and summative assessments. A blend of self-assessments,

peer assessments and teacher assessments map the course of formative assessments,whereas summative assessments are based on nationally designed rubric indicators anddevelopmentally appropriate achievement criteria for sport and activity. Report cardgrades reflect student achievement in motor skill acquisition, learning concepts andgame strategies, fitness achievement, and social responsibility as demonstrated throughactivity and sport. (Appendix E1 and E2 – Year End data on student achievement)The State of Connecticut Standardized Fitness Assessment is administered annually toall students in grades 4, 6, 8, and 10 to measure individualized fitness achievement.These scores are reported annually to parents through school-generated report formsand statewide via the Strategic School Profile.CURRICULUM REVIEW STEP ONE– 2010-2012Assessing the Curriculum – Data Collection:o Identification of Best Practiceso Alignment with National Standards, State Standards and Best Practiceso Data Collection from DRG A and DRG Bo Community input – Focus Groups with Stakeholders (parents, students)Members of the Physical Education Department curriculum review team:o Colleen Morey – Program Coordinatoro Wendy Hammond – PE Julian Curtisso Cathy Mahoney – PE Cos Cobo Dave Bruni – PE North Streeto Dick Hawks – PE Central Middle Schoolo Robin Schemansky – PE Eastern Middle Schoolo Nancy Tarantino – PE Eastern Middle Schoolo Cindy Keegan – PE Central Middle Schoolo Pat Mediate – PE Greenwich High Schoolo Lillian Perone – PE Greenwich High Schoolo Steve Rogowskey – PE Julian Curtisso Jeremy Boland – PE International School at Dundeeo Robert Darula - Para professional – Old Greenwich/ PE long term sub – EMS,GHSConsultant Services:Jane Panicucci, Vice President, Project Adventure;June 30, 2010 – after-school with team to identify Focus Group questionsNovember 10, 2010 – morning with Focus Groups – parents and studentsMeeting Dates:May 20, 2010 after-schoolJune 14, 15, 22, 30 2010 after-schoolJuly 1, 2, 2010 – full dayOctober 6, 2010 – full dayNovember 17, 2010 – full day

Description of the Data Collection ProcessThe PE curriculum review team for Step One conducted research locally, regionally, andglobally to secure data design, essential elements, and resources for developing trends inPhysical Education programming. The goal was to identify the most current 21st centuryprogramming initiatives in Physical Education and Wellness. American Association forHealth, Physical Education, Recreation and Dance (AAHPERD) and the NationalAssociation for Sport and Physical Education (NASPE), national professionalorganizations have identified protocol for best practices which were utilized inconjunction with the GPS Vision of the Graduate (VoG), to outline gaps between currentstatus and desired outcomes. Each of the Best Practice criteria is supported by theposition statements from the Connecticut State Board of Education in Hartford and theCenter for Disease Control and Prevention, Washington, D.C., the 2008 PhysicalActivity Guidelines for Americans Report, the State of Connecticut Healthy and BalanceLiving Curriculum Framework and the Physical Activity and Health Report of the USSurgeon General. A focus on 21st Century Skill acquisition, technology infusion,alternative scheduling, SEL programming, Adventure programming, and transdisciplinary instructional units provided a foundation for benchmarking programessentials. The curriculum review team scheduled site visitations to all schools in DRGA and DRG B to observe and evaluate programs deemed best practices (see Appendix F).Outreach communications with Naperville, Illinois – the number one physical educationprogram in the nation, (as per AAHPERD), and with noted clinicians from variousinternational programs were conducted. Focus groups for parent representatives of theGPS community and graduating seniors were scheduled in November to secure feedbackon programming experiences and identify needs as perceived from the community andstudent body. The goal of this phase was to benchmark our program with the mostcurrent trends and desired outcomes for Physical Education programming, and then toidentify areas where gaps may exist.(Appendix F – Student and Parent Focus Group Findings – November 2010)The Best Practice Criteria was provided by the American Association of Health, PhysicalEducation, Recreation, and Dance and the National Association of Sport and PhysicalEducation – two national organizations which developed the National Standards forPhysical Education that have been adopted by the State of Connecticut and theGreenwich Public Schools. Under their umbrella of services are research and dataanalysis, professional learning, instructional resources, curriculum development, andnetwork liaisons with the leaders in sport, fitness, wellness, and health.Best Practices by Category (as per AAPHERD and NASPE):Learning Environment:Safety –Regular inspections and maintenanceInternal disinfecting practices

Facility –Multiple gymnasiumsFitness centerAdventure courses – indoor and outdoorPoolDance StudioSufficient storageField space sufficient, diverse, consistentLocker roomsTennis courtsTrackTechnology equipped gymnasium and fitness centersAccess to bathrooms and waterEquipment –Ample equipment for all students in all classes – age appropriateAdequate budget for purchase and maintenanceConsistency across districtCurriculum:Based on each of the National StandardsArticulated vertically and horizontallyIncorporates trans-disciplinary instructionRegularly scheduled special eventsIncremental capstone projects/programsAssured experiences by grade levelWide range of age appropriate content areas21st century content areasIncorporates wellness approach to instructionTechnology incorporated regularly into instructional programAssessment:Based on objectives identified within each National StandardAssessment of Social Emotional Leaning (SEL) skillsIncorporates use of technology for record keeping/management of assessmentsTechnology used to assist students in goal setting for health-related fitnessimprovement and self-assessmentReporting practices – students, parents, communityRegular monitoring reports/reviewsProfessionalism:Opportunities for conference/workshop attendanceIn-house professional learning provided on a regular basisStaff utilizes 21st century instructional practices with studentsCertification – First Aid, CPR, Restraining training, Concussion training,Lifeguard training, Fitness Center Certification

Designated district coordinatorTeachers practice trans-disciplinary instructionTeachers are current in, and apply technologyEach member of the PE curriculum review team collected data. In pairs, they contactedfour to five school districts in each of DRGs A and B where they conducted interviewswith each of the program coordinators or administrators overseeing the PE programs.An exhaustive list (Appendices G1, G2, and G3 – Best Practices Data) of criteria fromeach of four distinct categories was addressed in the interviews:o Learning Environment – safety, facility, equipmento Curriculum – standards-based approach, content areas, specialevents/assured experiences, infusion of technology, delivery modelo Assessment – standards-based, infusion of technology, communications,monitoring/reviewso Professionalism- professional learning, certifications, technology trainingThe data was compiled, discussed, analyzed and summarized to identify key elements ofbest practice programs and the alignment (or lack thereof) with the practices of theGreenwich Public Schools Physical Education program. Summative findings bycategory and grade level cluster (if appropriate) follow.Learning Environment Summative Findings Where Gaps Exist in GPS:o State of the Art Facilitieso Fitness Centerso Updated Gymnasiumso Adventure Courses - Inside/Outside, High and Lowo Dedicated gymnasiums per activityo Multiple Gymnasiumso Functional Gymnasiums – soundproof facilitieso Adequate storageo Wi-Fi and other tech resources availableCurriculum Summative Findings Where Gaps Exist in GPS:o Budget to support TechnoGym Smartkeys (The TechnoGym system is acomputer based fitness program that can help anyone achieve theirdesired results. You can customize workouts with testing and biofeedbackresults. This technology allows you to establish a baseline forcardiovascular and strength training. The computer keeps track of yourworkouts, allowing you to review your progress towards wellness.)o Laptop computers stations in all gymnasiumso Flexible schedulingo Content – adventure and outdoor sports offeringso Swimming instruction for all levels

o Trans-disciplinary or concept based programmingo Extensive technology infusion – portable smart boards in all gymnasiums,Wi-Fio 2010 Data reveals a need to review and address inconsistencies in theState Fitness Test results by school (Hamilton Avenue School, EasternMiddle School, North Mianus School).Assessment Summative Findings Where Gaps Exist in GPS:o Technology – handhelds for all staff, smartcards, laptop centers, soundsystemso Heart Rate Monitors – multipleo Data-based using extensive interactive technologyo Virtual bicycles and other cardio equipmentProfessionalism Summative Findings Where Gaps Exist in GPS:o Community volunteers certified to assist with supplemental instructionalpractices – belaying, testing, fitness center facilitator, etc.o Guidance counselors integral aspect of Project Adventure programmingo Release days for PE staff to visit in-district on a regular basiso Certification provided for staff – restraint training. PA, lifeguardinstruction, etc.Focus Groups:In an effort to obtain input from school community stakeholders, focus groups wereidentified for both the parent population and the student population. Parentrepresentation was sought from each of the three regions and schools of Greenwich –Central, Eastern, and Western. Working with the district PTA officers, we were able toidentify parents who had children in multiple grade levels, and whose children hadtransitioned through several grades in the GPS – hopefully, having had an elementary,middle, and high school experience. Twelve parents accepted the invitation toparticipate.Likewise, student representation was sought in the senior class at GHS who representedeach of the three regions of Greenwich – Central, Eastern, and Western. These studentshad matriculated through the GPS since their elementary school years and wererepresentative of a broad range of interests and achievement levels as well as havingattended different elementary and middle schools. Twelve students accepted theinvitation to participate.The focus groups were scheduled for ninety-minute sessions with Jane Panicucci – VicePresident of Project Adventure, Inc., who served as facilitator for the forums. MicheleDiCorsia, Physical Education Specialist with Project Adventure took detailed notes.Questions were developed in concert with the curriculum review team and reviewed bythe physical education staff at large prior to the focus group sessions.

o Describe your overall impression/experience of your or your child’s physicaleducation experience.o What is your expectation of the Greenwich Public Schools Physical EducationProgram?o How do you see physical education playing a vital role in the Vision of theGraduate?o Given our current content delivery (See Appendix A - Content ArticulationChart), what other activities would you like to see in the physical educationcurriculum?o If budget and facility were no object, what would be included in your dream orideal physical education program?o Can you describe a memorable or pivotal experience/activity/unit that you(your child) had during your physical education programming and what madeit so significant?o How would you contrast the benefits of Physical Education versesAthletics/Extra Curricular sports?o How do you support your own (your child’s) fitness and nutrition outside ofschool?o What other comments would you like to share with us that we have notaddressed in our questions?A report was generated by Project Adventure, which summarized the responses of eachfocus group. The report clustered the responses according to the same categories as theBest Practices criteria – Learning Environment, Curriculum, Assessment, andProfessionalism. Summative findings do not identify any particular school or instructor,but do focus on the learning experience by program level – elementary, middle, andhigh school. Summative findings by category and grade level cluster follow.The overarching purpose for conducting these focus groups was to inform and prioritizeschool efforts to refresh the Physical Education Curriculum and program delivery. Astructured group process was utilized, conducted by a Project Adventure Consultant wellversed in using this methodology to gain insights into particular program or schoolissues. Representative groups were included from which there emerged a number ofcommon themes across the focus group participants.Elementary Physical Education – prominent themes:The general impression of the elementary physical education experience was positive,from both the student and the parent perspective. There was a general enthusiasm bythe students for Physical Education at that time in their life and both parents andstudents spoke positively about most of the teachers and programming theyexperienced.Specific to Learning Environment:o All students are invited to get involvedo Teachers use social and emotional skills to keep students involvedo Concern was voiced over the number of students and classes scheduledinto the

PHYSICAL EDUCATION CURRICULUM REVIEW 2010-2012 Executive Summary History - The development of current practices since 2001 Current Practices Curriculum Review 2010-2012 Assessing the Curriculum Members of the Review Team Consultant Services Meeting Dates Description of the Data Collection Process Appendix A1 Content Articulation Grades K-10