Fairbanks North Star Borough School District · 2016-04-15 · MISSION STATEMENT – WHAT IS OUR PURPOSE? Our mission is to provide an excellent, equitable education in a safe, supportive

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT

Tuesday, April 19, 2016

School District Administrative Center 520 Fifth Avenue

MISSION STATEMENT – WHAT IS OUR PURPOSE?Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society. CORE VALUES – HOW WILL WE BEHAVE?• Student-Centered: Center everything we do on the student and student learning. • Respect: Embody respect for the diversity and dignity of all. • Safe Environment: Strive to provide a safe learning environment.• High Expectations: Maintain high expectations and educational opportunities to inspire high achievement. • Collaborative: Actively collaborate with students, family, and community to support student success.

• Innovative: Aim to be innovative and adaptive to student needs.

VISION STATEMENT – WHAT DOES SUCCESS LOOK LIKE?We envision learning without boundaries, where every student achieves his/her path to academic and career success. Learning will be driven by student need, through flexible and adaptive options. Supporting the district’s educational system are highly engaged families; proven technology infrastructure; staff that are continually raising the bar in their profession; and a community that is committed to growing our future.

STRATEGIC GOALS – HOW WILL WE SUCCEED?1. Personalized Learning: Provide students with options to meet their needs and achieve academic success.

2. Effective Communication: Establish transparent and consistent communication to increase student, parent, staff and community connectedness with the District.

3. Parent & Community Engagement: Engage parents and community groups with schools to facilitate a stronger learning environment for students.

4. Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive.

5. Technology Integration: Expand student access to technology to amplify learning.

Visit k12northstar.org for Strategic Plan & Goals

FY15-FY19 STRATEGIC PLAN

STRATEGIC GOALS & FY15/16-FY16/17 DISTRICT OBJECTIVES 1. PERSONALIZED LEARNING: Moving to personalized learning, providing students with options to meet

their needs and achieve academic success.• Class Size: Ensure class size that is conducive to learning.• Independent Learning Center (ILC): Design and establish the ILC to open as a new entity by fall 16.• District Correspondence Program: Expand the BEST Program. (Approved 10-6-15)• High School Options: Expand the number of credit and schedule options for high school students by fall 16.• CTE: Expand CTE pathways to ensure equitable options and access to all high school students.• K-8 Magnet: Investigate and determine viability of a K-8 Magnet School by end of 2015.• Full-Day Kindergarten: Investigate/pursue fee-based full-day kindergarten.

2. EFFECTIVE COMMUNICATION: Transparent and consistent communication to increase student, parent, staff and community connectedness with the District. • Parents: Ensure all parents are informed through systematic, multi-channel delivery of relevant

information.• Staff: Ensure frequent and streamlined internal communication to keep all FNSBSD staff feeling connected.• Community: Proactively communicate and invite two-way dialogue between the community and District.• Board Visits: Further connect sites and District through Board visits annually to every school.

3. PARENT & COMMUNITY ENGAGEMENT: Increase the level of involvement of parents and community groups with schools to facilitate a stronger learning environment for students. • Parent Engagement Committee: Establish a standing Parent Engagement Committee to create a more

robust parent engagement approach.• Site-Level Parent Organization: Ensure every school has a parent-led organization to promote parent

engagement.• Business Partnerships & Community Groups: Expand partnerships with businesses and community groups.

4. ORGANIZATIONAL SUPPORT: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive. • Admin Support: Re-envision district-wide administrative support to facilitate student learning. • Curriculum System: Redesign our curriculum system to be agile and adaptive to change, keeping materials

and resources relevant. • Quality Teaching: Implement New Educator Evaluation Framework.• Teacher Collaboration: Improve the effectiveness of Professional Learning Communities (PLCs).• School Buildings: Develop facility plan to address changing delivery needs & declining enrollment by end of 2015.• Culture: Strengthen employee relations to support the mission and instill a culture of continuous

improvement.

5. TECHNOLOGY INTEGRATION: Expand student access to technology to amplify learning. • Site Tech Support: Restructure site-level technology support.• Virtual Learning: Expand student access to online courses including both hardware and fees. • Technology in the Classroom: Build a plan to move into the digital future starting with digital

content and technology for teachers, followed by 1:1. • IT Infrastructure: Continue the IT infrastructure upgrade.

Board Approved: September 1, 2015Board Revised: October 6, 2015

Regular Meeting 1 April 19, 2016

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT B O A R D O F E D U C A T I O N

April 19, 2016 7:00 P.M. – REGULAR BOARD MEETING

Board Room - 520 Fifth Avenue School District Administrative Center

AGENDA A. PRELIMINARIES Reference Pages 1. Call to Order 2. Pledge of Allegiance 3. Music: Woodriver Elementary Choir 4. Mission Statement 5. Roll Call 6. 2016 Interior Science Fair Winners 3-4 7. 2016 ASAA State Co-Ed Cheerleading Champions 4 8. Distributive Education Clubs of America (DECA) Statewide Competition Winners 4 9. Alaska Society for Technology in Education (ASTE) 2016 iDidaContest Winners 4 10. 2016 Alaska Statewide High School Science Symposium Winners 5 & 11-18 11. Spotlight: Woodriver Elementary School 5 B. AGENDA 1. Adoption of the Agenda 5 2. Presentation on Agenda Items 5 C. PUBLIC COMMENTS ON NONAGENDA ITEMS D. SUPERINTENDENT REPORT 5 E. ACTION ITEMS – OLD BUSINESS * 1. Minutes See minutes F. ACTION ITEMS – NEW BUSINESS 1. Fairbanks Principals’ Association (FPA) Negotiated Agreement Ratification 6 & Separate Cover * 2. IFB 16-F0005: Flooring Replacement, Weller Elementary School 6 & 19 * 3. IFB 16-F0007: Flooring Replacement, Salcha Elementary School 6 & 20 * 4. IFB 17-F0001: Used Loader with Bucket, Snowblade, & Fork 7 & 21 * 5. Travel Request: Barnette Magnet School 7 & 22 * 6. Gift Acceptance: North Pole Middle School 7 & 23 * 7. Gift Acceptance: Hutchison High School 7 & 24 * 8. Gift Acceptance: Hutchison High School 7 & 25 * 9. Gift Acceptance: Hutchison High School 7 & 26 *10. Gift Acceptance: Hutchison High School 8 & 27 *11. Gift Acceptance: Hutchison High School 8 & 28 *12. Gift Acceptance: Hutchison High School 8 & 29 *13. Gift Acceptance: Lathrop High School 8 & 30 *14. Gift Acceptance: Lathrop High School 8 & 31 *15. Gift Acceptance: Lathrop High School 8 & 32 *16. Personnel Action Report 8 & 33


G. INFORMATION & REPORTS 1. K-12 Physical Education Curriculum Revision Report 8, 34-35, & Separate Cover 2. K-12 Health Curriculum Revision Report 9, 36-37, & Separate Cover 3. Middle School Health Materials Report 9 & 38 4. High School Science Materials Report 9 & 39 5. High School Social Studies Materials Report 9 & 40 * 6. Personnel Information Report 9 & 41 * 7. Superintendent’s Budget Transfers 9 & 42-45 * 8. Long Term Suspension & Expulsion Report 9 * 9. Board’s Reading File 10 *10. Coming Events and Meeting Announcements 10 H. BOARD AND SUPERINTENDENT’S COMMENTS & COMMITTEE REPORTS I. ADJOURNMENT BY 10:00 P.M. UNLESS RULES SUSPENDED

Board of Education Regular Meetings are broadcast live on KUAC-FM, 89.9 and televised live on GCI Cable channel 14, and audio streamed live from the district’s web page

www.k12northstar.org

EXECUTIVE SESSION: The board reserves the right to enter into executive session on any agenda item as and to the extent allowed for in State law. Executive sessions will be entered into by motion for the following subjects as permitted by law: (1) matters the immediate knowledge of which would clearly have an adverse effect upon the finances of the District; (2) subjects that tend to prejudice the reputation and character of any person, provided that the person may request a public discussion; (3) matters which by law, municipal charter, or ordinance are required to be confidential; (4) matters involving consideration of government records that by law are not subject to public disclosure. Motions to go into executive session should specify the subject of the proposed executive session without defeating the purpose of addressing the subject in private. Reference: AS 44.62.310 and Board Policy 264, D.


FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT B O A R D O F E D U C A T I O N

7:00 P.M. – REGULAR BOARD MEETING

April 19, 2016

AGENDA A. PRELIMINARIES Reference Pages A. 1. Call to Order A. 2. Pledge of Allegiance, led by the Woodriver Elementary School Choir A. 3. Music

Woodriver Elementary School’s Choir will perform for the school board under the direction of Lucile Hackett, music teacher.

A. 4. Mission Statement

Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.

A. 5. Roll Call Heidi Haas, President Lisa Gentry, Vice President Allyson Lambert, Treasurer Michael O’Brien, Clerk Wendy Dominique, Member Sue Hull, Member Sean Rice, Member Richard Cole, Base Representative Sean Williams, Post Representative Kobe Rizk, Student Representative A. 6. 2016 Interior Science Fair Winners

The 2016 Interior Science Fair was held March 23-26, 2016. There were 450 entries from 30 schools. Michelle Daml, curriculum coordinator, will present the Director Awards.

Science Fair Logo Design Winner

Noah Meierotto Two Rivers School

GVEA Award

Alex Wease & Brad Baker Salcha Elementary Windmills

Shannon & Wilson Award

Abigail Birkholz Nordale Elementary Can You Remember? and Bradley Birkholz Barnette Magnet

ABR (Alaska Biological Research, Inc.) Awards

Amal Shubair Nordale Elementary Frog Life Cycle

Pirada Anderson & Audrey Fox Watershed Charter Got Seed?

Raylene Goodwin Effie Kokrine Charter Tracks In


A. 6. 2016 Interior Science Fair Winners (continued)

Doug Schamel / Fairbanks Memorial Hospital Awards Corbin Becker Watershed Charter Plastic Digestion

Lainee Bertolotti Anderson Elementary The Big Bubble Gum Experiment

Aleksia Curry Anne Wien Elementary Wind Energy

Braden Diaz Ladd Elementary What is Blood Made of?

Ms. Reece’s 1st Grade Class Anne Wien Elementary What is in Our School Lunch?

Nathan Witkiewicz Woodriver Elementary Ancient and Modern Computers

Amber Smith Tanana Middle Solar Energy

Evangeline Walz & David Walz University Park Elementary Notes of Musical Science

Oliva White University Park Elementary Luke – I Am Your Father

A. 7. 2016 ASAA State Co-Ed Cheerleading Champions

Eielson cheerleaders placed first in the recent 2016 ASAA State Co-Ed Cheerleading Competition in Anchorage. Ashleigh Bush, cheerleading coach, will make the presentation.

Diana Lopez James Stone Kathleen McHugh Rachel Tanuis Elise Moloney Michaela Wages Andrew Platt

A. 8. Distributive Education Clubs of America (DECA) Statewide Competition Winners

The Distributive Education Clubs of America (DECA) held their statewide competition on March 19, 2016, at Eielson. Sharon Ashlock, Eielson teacher and DECA coordinator, will present the first place awards.

Taylor Gatto Hutchison High Marketing Management Series Antonio Griffith-Keaton Ben Eielson High Restaurant & Food Marketing

Retail Merchandising Series William Makinen Ben Eielson High Accounting Series

Apparel & Accessories Marketing Automotive Services

Antonio Griffith-Keaton & William Makinen

Ben Eielson High Business Law & Ethics Team

A. 9. Alaska Society for Technology in Education (ASTE) 2016 iDidaContest Winners

The Alaska Society for Technology in Education (ASTE) recently announced the winners of the 2016 iDidaContest. Michelle Daml, curriculum coordinator, will make the presentation. iDidaMovie:

Teaching in Alaska/Teach Me

Haley Vonder Haar 1st Place: 9th-12th grade Mirror, Mirror, on the Wall Hutchison High

Make Me Laugh

Hannah Tribby 1st Place: 9th-12th grade Buy a Pencil Hutchison High


A. 10. 2016 Alaska Statewide High School Science Symposium Winners Ref. Pgs. 11-18 Dr. Abel Bult-Ito, Alaska Statewide High School Science Symposium regional director, will present the top three award winning students from the Alaska Statewide High School Science Symposium. Dr. Bult-Ito has also provided additional information and a summary of the awards for each of the local winners and the titles of their papers.

Student Award School Hayley Zacheis 1st Place – National Speaker #1

& 2nd Place Winner, Session 1 BEST/West Valley High School

Piper Brase 2nd Place – National Speaker #2 & 1st Place Winner, Session 1

West Valley High School

Maia Rothman 3rd Place – National Poster Presenter #1 & 2nd Place Winner, Session 2

West Valley High School

B. 11. Spotlight: Woodriver Elementary School

Grant Guy, Woodriver Elementary School principal, will present the spotlight on Woodriver Elementary School.

B. AGENDA B. 1. Adoption of the Agenda

Consent agenda items marked with an asterisk are considered routine items not requiring public discussion by the school board. Unless removed from the consent agenda, asterisked items will be automatically approved when the agenda is adopted. Questions concerning these items should be directed to the administration before the meeting. If the superintendent or a member of the public wishes to have an item removed from the consent agenda, the request must be made to a board member any time prior to the start of the meeting. The board member has the discretion to accept or deny the request. Only a board member may remove an item from the consent agenda. If an item is removed from the consent agenda, it shall be considered separately as the last item of new business. Asterisked items will then be adopted by one single motion.

MOVE to adopt the agenda with consent items.

Motion by Seconded by Advisory Vote Vote B. 2. Presentation on Agenda Items

Any person wishing to speak on an agenda item—action items or information and reports— will have three minutes to testify when that item is before the school board for discussion. There is a limit of one hour total testimony per item.

C. PUBLIC COMMENTS ON NONAGENDA ITEMS Public comments on nonagenda items are limited to three minutes per person for a maximum of

one hour. People on the sign-up list will be called first. If there is time, people who did not sign up may address the school board. A person testifying must state their name and address for the record. Board members may ask questions for clarification. Although there is time at the end of each meeting for school board and superintendent comments, some concerns may not be able to be addressed immediately, as additional information may need to be gathered.

D. SUPERINTENDENT REPORT Superintendent Dr. Gaborik will provide a superintendent report.

Core Value/Goal: Effective Communication: Establish transparent and consistent

communication to increase student, parent, staff, and community connectedness with the district.


E. ACTION ITEMS – OLD BUSINESS E. * 1. Minutes See Minutes

MOVE to approve the minutes from the special meeting and work session on April 4, and the regular meeting on April 5, 2016, as submitted.

F. ACTION ITEMS – NEW BUSINESS F. 1. Fairbanks Principals’ Association (FPA) Negotiated Agreement Ratification Separate Cover

The Negotiated Agreement between the Board of Education and the Fairbanks Principals’ Association (FPA) will expire on June 30, 2016. The Tentative Agreement between the school board and FPA was reached on March 28, 2016, and was ratified by a vote of FPA members on March 30, 2016. The agreement will be effective July 1, 2016 – June 30, 2019. Core Value/Goal: Organizational Support: Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive. MOVE to ratify the Tentative Agreement between the Fairbanks Principals’ Association and the Fairbanks North Star Borough Board of Education for the period July 1, 2016 through June 30, 2019.

Motion by Seconded by Advisory Votes Vote F. * 2. IFB 16-F0005: Flooring Replacement, Weller Elementary School Ref. Pg. 19

Competitive sealed bids for the purchase of flooring replacement at Weller Elementary School were opened in the purchasing department on March 30, 2016 at 9:00 a.m. The complete solicitation file is available for review in the purchasing department. If approved, award will be made to the following:

Vendor Name Total Award

Plambeck Floor Customs, Inc. $156,721

$156,721 MOVE to award IFB 16-F0005 for Flooring Replacement, Weller Elementary School to Plambeck Floor Customs, Inc. for $156,721.

F. * 3. IFB 16-F0007: Flooring Replacement, Salcha Elementary School Ref. Pg. 20 Competitive sealed bids for the purchase of flooring replacement at Salcha Elementary School were opened in the purchasing department on March 30, 2016 at 9:00 a.m. The complete solicitation file is available for review in the purchasing department. If approved, award will be made to the following:


Plambeck Floor Customs, Inc. $99,784

$99,784 MOVE to award IFB 16-F0007 for Flooring Replacement, Salcha Elementary School to Plambeck Floor Customs, Inc. for $99,784.


F. * 4. IFB 17-F0001: Used Loader with Bucket, Snowblade, & Fork Ref. Pg. 21

Competitive sealed bids for the purchase of a used loader with bucket, snowblade, and fork were opened in the purchasing department on March 31, 2016 at 9:00 a.m. The complete solicitation file is available for review in the purchasing department. If approved, award will be made to the following:


Construction Machinery - Fairbanks $179,500

$179,500 MOVE to award IFB 17-F0001 for the purchase of a Used Loader with Bucket, Snowblade, & Fork to Construction Machinery - Fairbanks for $179,500.

F. * 5. Travel Request: Barnette Magnet School Ref. Pg. 22

Barnette Magnet School is requesting permission to send two MathCounts students (one 7th grader and one 8th grader) and two chaperones to Washington, D.C., May 6-11, 2016, where students will participate in the MathCounts National Competition, with the district paying substitute costs, and if Homeland Security issues travel warnings, students will not travel. MOVE to approve Barnette Magnet School’s request to send two MathCounts students (one 7th grader and one 8th grader) and two chaperones to Washington, D.C., May 6-11, 2016, where students will participate in the MathCounts National Competition, with the district paying substitute costs, and if Homeland Security issues travel warnings, students will not travel.

F. * 6. Gift Acceptance: North Pole Middle School Ref. Pg. 23

North Pole Middle School is requesting gift acceptance of $3,361.68 from the North Pole Middle School PTSA for technology upgrades. MOVE to accept the gift of $3,361.68 from the North Pole Middle School PTSA to North Pole Middle School for technology upgrades.

F. * 7. Gift Acceptance: Hutchison High School Ref. Pg. 24

Hutchison High School is requesting gift acceptance of $1,500 from the American Legion to support the school’s robotic club. MOVE to accept the gift of $1,500 from the American Legion to Hutchison High School to support the school’s robotic club.


Hutchison High School is requesting gift acceptance of $1,000 from Doyon Limited to support various school activities through the school’s booster club, the Hutchison Hawk Squad. MOVE to accept the gift of $1,000 from Doyon Limited to Hutchison High School to support various school activities through the school’s booster club, the Hutchison Hawk Squad.


Hutchison High School is requesting gift acceptance of $1,000 from Fairbanks Youth Sports to support various school activities through the school’s booster club, the Hutchison Hawk Squad. MOVE to accept the gift of $1,000 from Fairbanks Youth Sports to Hutchison High School to support various school activities through the school’s booster club, the Hutchison Hawk Squad.


F. *10. Gift Acceptance: Hutchison High School Ref. Pg. 27 Hutchison High School is requesting gift acceptance of $1,000 from Fairbanks Youth Sports to support the school’s student video production group, the Stream Team. MOVE to accept the gift of $1,000 from Fairbanks Youth Sports to Hutchison High School to support the school’s student video production group, the Stream Team.

F. *11. Gift Acceptance: Hutchison High School Ref. Pg. 28 Hutchison High School is requesting gift acceptance of $1,000 from the Plumbers and Pipefitters Union Local 375 to support the school’s Skills USA program. MOVE to accept the gift of $1,000 from the Plumbers and Pipefitters Union Local 375 to Hutchison High School to support the school’s Skills USA program.

F. *12. Gift Acceptance: Hutchison High School Ref. Pg. 29

Hutchison High School is requesting gift acceptance of $1,000 from Promotion Services of Minnesota to support the school’s Future Farmers of America (FFA) program. MOVE to accept the gift of $1,000 from Promotion Services of Minnesota to Hutchison High School to support the school’s Future Farmers of America (FFA) program.

F. *13. Gift Acceptance: Lathrop High School Ref. Pg. 30

Lathrop High School is requesting gift acceptance of $7,605.54 from the Malemute Ski Team Booster Club, Inc. to support the school’s cross country ski program. MOVE to accept the gift of $7,605.54 from the Malemute Ski Team Booster Club, Inc. to Lathrop High School to support the school’s cross country ski program.


Lathrop High School is requesting gift acceptance of $10,000 from the Purple & Gold Choir Booster Club to support the choir’s recent trip to New York. MOVE to accept the gift of $10,000 from the Purple & Gold Choir Booster Club to Lathrop High School to support the choir’s recent trip to New York.


Lathrop High School is requesting gift acceptance of $1,500 from Susan Stitham to support the Susan Stitham Scholarship fund. MOVE to accept the gift of $1,500 from Susan Stitham to Lathrop High School to support the Susan Stitham Scholarship fund.

F. *16. Personnel Action Report Ref. Pg. 33

MOVE to approve the Personnel Action Report for the period March 28 – April 8, 2016. G. INFORMATION AND REPORTS G. 1. K-12 Physical Education Curriculum Revision Report Ref. Pgs. 34-35 & Separate Cover

The proposed K-12 Physical Education Curriculum is provided under separate cover for the school board’s review and consideration. Michelle Daml, curriculum coordinator, will summarize the revisions and answer questions. The board will be asked to act on this item at its May 3, 2016 meeting. Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.


G. 2. K-12 Health Curriculum Revision Report Ref. Pgs. 36-37 & Separate Cover The proposed K-12 Health Curriculum is provided under separate cover for the school board’s review and consideration. Michelle Daml, curriculum coordinator, will summarize the revisions and answer questions. The board will be asked to act on this item at its May 3, 2016 meeting. Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.

G. 3. Middle School Health Materials Report Ref. Pg. 38 The district's curriculum revision process includes the selection of textbooks and materials to support the implementation of adopted curricula. Michelle Daml, curriculum coordinator, has provided a report in the reference pages that includes the health materials being considered for adoption and is present to answer questions. The school board will be asked to act on this item at its May 3, 2016 meeting. Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.

G. 4. High School Science Materials Report Ref. Pg. 39 The district's curriculum revision process includes the selection of textbooks and materials to support the implementation of adopted curricula. Michelle Daml, curriculum coordinator, has provided a report in the reference pages that includes the science materials being considered for adoption and is present to answer questions. The school board will be asked to act on this item at its May 3, 2016 meeting. Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.

G. 5. High School Social Studies Materials Report Ref. Pg. 40 The district's curriculum revision process includes the selection of textbooks and materials to support the implementation of adopted curricula. Michelle Daml, curriculum coordinator, has provided a report in the reference pages that includes the social studies materials being considered for adoption and is present to answer questions. The school board will be asked to act on this item at its May 3, 2016 meeting. Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.

G. * 6. Personnel Information Report Ref. Pg. 41 The Personnel Information Report for the period March 28 – April 8, 2016, has been provided.

G. * 7. Superintendent’s Budget Transfers Ref. Pgs. 42-45

The Superintendent’s Budget Transfer Report for the period March 16-31, 2016, has been provided.

G. * 8. Long Term Suspension & Expulsion Report

Long term suspensions and expulsions for the 2015-2016 school year, as of April 18, 2016, are listed below:

Long Term Suspension

Expulsion - Through End of School Year

Expulsion - Indefinite

Substance Abuse 4 5 Fighting/Assault 6 7 Weapons 15 Other 5 5

Total…….. 47


G. * 9. Board’s Reading File The school board’s reading file is available for review in the school board office during regular business hours.

G. *10. Coming Events and Meeting Announcements

4/18/16 5:30 pm Special Meeting: Student Discipline Matters & FPA, FEA, and ESSA Negotiation Matters, to include possible executive sessions to review bargaining agreements, strategy, and information, and provide direction to the district negotiator and bargaining team (The agenda revision for this meeting was rescinded and the agenda was reposted as originally noticed)

4/18/16 6:30 pm Work Session: Consideration of Policy 260: Meetings and Policy 264: Types of Meetings, with respect to school board meeting structure and options

4/19/16 7:00 pm Regular Meeting 4/21/16 5:30 pm Parent Engagement Committee Meeting 4/25/16 11:00 am Legislative Committee Meeting (Rescheduled from April 18, 2016) 4/25/16 5:00 pm Policy Review Committee Meeting 4/26/16 9:00 am Ft. Wainwright Earth Day Celebration

(Ft. Wainwright Physical Fitness Center, Ft. Wainwright)

4/26/16 5:30 pm K-8 Parent Q & A with Superintendent Dr. Gaborik (Tanana Middle School, 600 Trainor Gate Road)

5/02/16 Noon Special Meeting: Student Discipline Matters & FPA, FEA, and ESSA Negotiation Matters, to include possible executive sessions to review bargaining agreements, strategy, and information, and provide direction to the district negotiator and bargaining team

5/03/16 4:30 pm Intro to Electrical Trades/Welding Graduation (Fairbanks Pipeline Training Center, 3600 Cartwright Court)

5/03/16 6:15 pm Board’s Retirement Reception for District Retirees 5/03/16 7:00 pm Regular Meeting

All meetings are at 520 Fifth Avenue unless noted otherwise.

H. BOARD AND SUPERINTENDENT’S COMMENTS & COMMITTEE REPORTS I. ADJOURNMENT BY 10:00 P.M. UNLESS RULES SUSPENDED EXECUTIVE SESSION: The board reserves the right to enter into executive session on any agenda item as and to the extent allowed for in State law. Executive sessions will be entered into by motion for the following subjects as permitted by law: (1) matters the immediate knowledge of which would clearly have an adverse effect upon the finances of the District; (2) subjects that tend to prejudice the reputation and character of any person, provided that the person may request a public discussion; (3) matters which by law, municipal charter, or ordinance are required to be confidential; (4) matters involving consideration of government records that by law are not subject to public disclosure. Motions to go into executive session should specify the subject of the proposed executive session without defeating the purpose of addressing the subject in private. Reference: AS 44.62.310 and Board Policy 264, D.

2016 Finalist Winners & Awards 31ST Alaska Statewide High School Science Symposium

UNIVERSITY OF ALASKA FAIRBANKS FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT

5 AND 6 MARCH 2016

PLACEMENT PRESENTER & PAPER TITLE AWARDS EARNED 1st Place National JSHS Speaker #1

Hayley Zacheis WestValleyHighSchool Heating Degree Days and Shifting Lay Dates: The Impact of Global Warming on Tachycineta bicolor

$4,000 UAF Tuition Scholarship $2,250 All expense-paid trip to JSHS

Nationals in Hunt Valley, Maryland $2,000 Army/Navy/Air Force JSHS Scholarship $200 CIF (Cash in fist) 2nd Place Winner, Session 1

$8,450 total

2nd Place National JSHS Speaker #2

Piper Brase West Valley High School The Viability of the Invasive Plant Elodea spp. Under Simulated Floatplane Conditions


Nationals in Hunt Valley, Maryland $1,500 Army/Navy/Air Force JSHS Scholarship $250 CIF (Cash in fist) 1st Place Winner, Session 1

$7,000 total

3rd Place National JSHS Poster Presenter #1

Maia Rothman West Valley High School A Comparative Analysis of Bovid Milk Proteins


Nationals in Hunt Valley, Maryland $1,000 Army/Navy/Air Force JSHS Scholarship $200 CIF (Cash in fist) 2nd Place Winner, Session 2

$5,450 total

4th Place National JSHS Poster Presenter #2

Rocky Schaefer West Valley High School Using Componentry Analysis to Identify Tephra Source Volcanoes in Southwest Alaska


Nationals in Hunt Valley, Maryland $500 ASHSSS Scholarship $200 CIF (Cash in fist) 2nd Place Winner, Session 4

$3,950 total

5th Place National JSHS Poster Presenter #3

David Chen West Valley High School East Meets West: An Analysis of Avian Influenza Virus in Alaska Interior

$2,250 All expense-paid trip to JSHS Nationals in Hunt Valley, Maryland

$250 ASHSSS Scholarship $100 Special Award* $250 CIF (Cash in fist) 1st Place Winner, Session 3

$2,850 total

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PLACEMENT PRESENTER & PAPER TITLE AWARDS EARNED 6th Place National JSHS Alternate Delegate #1

Annemarie Timling West Valley High School Nutrient-Assisted Biodegradation of Crude Oil in Sitka, Alaska Seawater

$100 Special Award** $200 CIF (Cash in fist) 2nd Place Winner, Session 3

$300 total

7th Place National JSHS Alternate Delegate #2

Joey Harun-Delong West Valley High School Effects of Varied Chloride Salt Ratios on the Melting of Ice

$250 CIF (Cash in fist) 1st Place Winner, Session 4

$250 total

8th Place National JSHS Alternate Delegate #3

Finn Swingle Yates West Valley High School The Effects of a Video Camera on the Risk Perception and Judgment of a Skier

$250 CIF (Cash in fist) 1st Place Winner, Session 2

$250 total

* David Chen received the American Society for Microbiology, Alaska Branch, Award for Outstanding Microbiology Project ($100). **Anne-Marie Timling received the Dan Glass Memorial Award for student research excellence in mycology, microbiology, genetics and/or evolution ($100).

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2016 PRELIMINARY SESSION WINNERS 31ST Alaska Statewide High School Science Symposium

UNIVERSITY OF ALASKA FAIRBANKS FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT

5 AND 6 MARCH 2016

Session 1: Ecology PRESENTER / SCHOOL PAPER TITLE RANK

Piper Brase West Valley High School

The Viability of the Invasive Plant Elodea spp. Under Simulated Floatplane Conditions

1 $250

Hayley Zacheis West Valley High School

Heating Degree Days and Shifting Lay Dates: The Impact of Global Warming on Tachycineta bicolor

2 $200

Brooke Gottmeier West Valley High School

A Chronological Study on the Pigment Composition of Cornus canadensis

3 $150

Sasha Gorda West Valley High School

Effect of Wolf Control on Local Moose Populations 4 $100

Aidan Hunter West Valley High School

The Winter Ecological Habits and Morphological Tendencies of Interior Alaskan Northern Flying Squirrels

5 $50

Session 2: Organismal Biology

PRESENTER / SCHOOL PAPER TITLE RANK Finn Swingle Yates West Valley High School

The Effects of a Video Camera on the Risk Perception and Judgment of a Skier

1 $250

Maia Rothman West Valley High School

A Comparative Analysis of Bovid Milk Proteins 2 $200

Sean Cadigan West Valley High School

Analysis of the Fat in the Rump, Stomach Region, and Tail of a Beaver

3 $150

Joseph Diaz West Valley High School

The Possibility of Mint Enhancing the Brain 4 $100

Jacob Evanger West Valley High School

Caenorhabditis Elegans: The Effects of Lingonberry on Aging and Longevity in a Nematode with Parkinson’s Disease

5 $50

Session 3: Microbiology

PRESENTER / SCHOOL PAPER TITLE RANK David Chen West Valley High School

East Meets West: An Analysis of Avian Influenza Virus in Alaska Interior

1 $250

Annemarie Timling West Valley High School

Nutrient-Assisted Biodegradation of Crude Oil in Sitka, Alaska Seawater

2 $200

Kobe Rizk West Valley High School

Testing and Observation of Bacterial Microbiome Diversity in High School Environment

3 $150

Kasey Casort West Valley High School

Effects of the Herbicide Glyphosate on Euglena gracilis

4 $100

Pia Ronningen West Valley High School

A Review of the Antimicrobial Properties of Melaleuca alternifolia and White Vinegar

5 $50

13

2

Session 4: Physical and Chemical Sciences PRESENTER / SCHOOL PAPER TITLE RANK

Joey Harun-Delong West Valley High School

Effects of Varied Chloride Salt Ratios on the Melting of Ice

1 $250

Rocky Schaefer West Valley High School

Using Componentry Analysis to Identify Tephra Source Volcanoes in Southwest Alaska

2 $200

Nicholas Alexeev West Valley High School

Earthquakes on Your Dinner Table 3 $150

Kandell Nicholson West Valley High School

Diffusion: A Simple Mechanism with Applications in Monitoring the Degradation of DNA Due to Space Radiation

4 $100

14

31st ASHSSS/NJSHS 2016 Annual Meeting

3

What is JSHS? The Junior Science and Humanities Symposia (JSHS) Program promotes original research and experimentation in the sciences, technology, engineering, and mathematics (STEM) at the high school level and publicly recognizes students for outstanding achievement. By connecting talented students, their teachers, and research professionals at affiliated symposia and by rewarding research excellence, JSHS aims to widen the pool of trained talent prepared to conduct research and development vital to our nation.

The JSHS Mission To promote research and experimentation in the sciences, engineering, and mathematics

at the high school level. To recognize the significance of research in human affairs and the importance of humane

and ethical principles in the application of research results. To search out talented youth and their teachers, recognize their accomplishments at

symposia, and encourage their continued interest and participation in the sciences, mathematics, and engineering.

To expand the horizons of research-oriented students by exposing them to opportunities in the academic, industrial, and governmental communities.

To increase the number of future adults capable of conducting research and development.

Regional and National Symposia Endorsed by the National Association of Secondary School Principals (NASSP), JSHS regional and national symposium are held during the academic year and reach over 10,000 high school students and teachers throughout the United States, Puerto Rico, and the Department of Defense Schools of Europe and the Pacific Rim. Each of 48 university-held regional symposia invite the participation of secondary schools within their region. By participating in a regional symposium, students and teachers may...

Participate in a forum honoring exceptional work in the sciences, engineering, or mathematics, and supporting personal and professional growth.

Interact with practicing professionals who provide enrichment opportunities and discussions that allow participants to look beyond high school to future post secondary education and career development in the sciences, engineering, or mathematics.

Develop higher-order thinking skills and integrated learning across disciplines through the process of scientific inquiry, writing a scientific paper, and delivering a presentation – all skills that will benefit students future post secondary and graduate pursuits.

Support and encourage the success of high school teachers in addressing the attainment and mastery of state and national performance and process skill standards in the sciences, mathematics, and language arts by their students.

Participate in a scientific conference, visit research and development laboratories, and have their abstract published in symposium proceedings.

Gain self-confidence through the experience of conducting an independent research investigation and by networking among other participants with similar interests.

Advance in research paper competition to the National symposium and for significant military-sponsored scholarships and other awards.

15


27

Title: Heating Degree Days and Shifting Lay Dates: The Impact of Global Warming on Tachycineta bicolor

Presenter: Hayley Zacheis School: West Valley High School, Fairbanks, Alaska Teachers: Gregory Kahoe, West Valley High School, Fairbanks, Alaska Mentors: Tricia Blake, Alaska Songbird Institute, Fairbanks, Alaska JJ Frost, University of Alaska Fairbanks, Fairbanks, Alaska Springtime temperatures affect the breeding season of many migratory species. I tested to see if spring temperatures and peak clutch initiation dates for Tachycineta bicolor were correlated. To do this, I analyzed weather data from Fairbanks, Alaska, (64.8436° N, 147.7231° W), and nest records from Creamer’s Field Migratory Waterfowl Refuge from the period 2000-2015 to find heating degree day values and peak clutch initiation dates. I then graphed both variables separately, as well as against each other, to test for statistically significant trends. There were two anomalous data points in my sample (2004 and 2005); I therefore created two sets of graphs, one containing the anomalous data points and one without. The slope of the linear regression of heating degree day values against peak clutch initiation date was significantly less than zero (p = 0.033) when the outlying years 2004 and 2005 were omitted. However, with all data included the slope was not significantly different from zero (p = 0.262). The lack of a statistically significant trend due to just two points emphasizes the susceptibility of an ecosystem to any form of environmental change. To determine any definite trend would necessitate a longer study.

16


24

Title: The Viability of the Invasive Plant Elodea spp. Under Simulated Floatplane Conditions

Name: Piper Brase School: West Valley High School, Fairbanks, Alaska Teacher: Gregory Kahoe, West Valley High School, Fairbanks, Alaska Mentor: Audra Brase, Alaska Department of Fish and Game, Fairbanks,

Alaska

Elodea is an invasive aquatic plant found across Alaska. It was discovered in Lake Hood, a floatplane base in Anchorage, in 2015. The objective of this experiment was to determine the high risk area around Lake Hood for the spread of Elodea based on how long Elodea can remain viable in high wind speed conditions, similar to those experienced when the plant becomes tangled on a floatplane. Elodea samples were placed in a wind tunnel at varying times and then reintroduced to water. The samples were observed after 7 and 14 days to check for signs of viability. All of the samples lost mass in the wind tunnel and then regained mass after being rehydrated. Approximately 20% of the Elodea samples remained viable after 14 days if they had been in the wind tunnel for two hours or less. Using a power function it was determined that two hours in the wind tunnel were equal to 0.5 hours on a floatplane. This places water bodies within 56 km of Lake Hood at high risk for Elodea infestation. This experiment could be improved in the future by using a faster wind tunnel to achieve the velocity of a floatplane.

17


30

Title: A Comparative Analysis of Bovid Milk Proteins Presenter: Maia Rothman School: West Valley High School, Fairbanks, Alaska Teacher: Gregory Kahoe, West Valley High School, Fairbanks, Alaska Mentor: Dr. Thomas Green, UAF Chemistry and Biochemistry, Fairbanks,

Alaska Milk allergies are a common occurrence among adult and children alike, and have symptoms ranging from mild abdominal pain to anaphylaxis, which can result in hospitalization or even death. Its high prevalence makes it even more crucial that the allergy is better understood so that safe alternatives can be provided in the future. Research indicates that two milk proteins, αs1casein and βlactoglobulin, contribute to a large portion of these cases. Other studies have shown that many individuals who are allergic to cow milk do not have the same response to goat milk, so it follows that goat milk should contain lower levels of these particular proteins. RPHPLC was used to separate the proteins in pasteurized goat and cow milk samples, and the results were compared in order to determine if any significant differences in protein composition were present. The results were not conclusive, however, mainly due to the fact that the peaks were not pronounced enough to definitively identify as specific protein types, especially in the cow milk. The procedure must be further modified by testing filter size, column type, and skimming method, so that protein loss is minimized and distinct proteins can be identified.

18


M E M O R A N D U M

DATE: April 4, 2016

TO: Lisa Pearce, Chief Financial Officer

FROM: Bart Grahek, Director, Procurement and Warehousing

RE: IFB # 16-F0005, FLOORING REPLACEMENT, WELLER ELEMENTARY Competitive sealed bids for the above cited solicitation were opened in the Purchasing Department on 03/30/16 at 9:00 AM. The Purchasing Department evaluated the bids received and recommends award to the low, responsive bidder as follows:

Vendor Number Vendor Name Total Award 900156 PLAMBECK FLOOR CUSTOMS, INC 156,721.00 $156,721.00

The abstract of bids and complete bid file is available for review in the Purchasing Department.

19


M E M O R A N D U M

DATE: April 4, 2016



RE: IFB # 16-F0007, FLOORING REPLACEMENT, SALCHA ELEMENTARY Competitive sealed bids for the above cited solicitation were opened in the Purchasing Department on 03/30/16 at 9:00 AM. The Purchasing Department evaluated the bids received and recommends award to the low, responsive bidder as follows:

Vendor Number Vendor Name Total Award 900156 PLAMBECK FLOOR CUSTOMS, INC 99,784.00 $99,784.00


20


M E M O R A N D U M

DATE: April 7, 2016



RE: IFB # 17-F0001, USED LOADER WITH BUCKET, SNOW BLADE & FORK Competitive sealed bids for the above cited solicitation were received in the Purchasing Department on 03/31/16 at 9:00 AM. The Purchasing Department evaluated the proposals received and recommends award to the offer that provides the best value to the District as follows:

Vendor Number Vendor Name Total Award 187645 CONSTRUCTION MACHINERY - FAIRBANKS 179,500.00 $179,500.00


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Personnel Action Report For the period: 03/28/16-04/08/16

CERTIFIED EMPLOYEE – NEW HIRES (TEMPORARY CONTRACT)

Name Title Location Effective Date

CERTIFIED EMPLOYEE – LEAVE OF ABSENCE

Name Title Location Term Effective Date Casady, Sonja Elementary Teacher Barnette Magnet 2016-2017 August 10, 2016 Deruyter, Megan Elementary Teacher Anne Wien Elementary 2016-2017 August 10, 2016 Eiseman, Nicole Elementary Teacher Anne Wien Elementary 2016-2017 August 10, 2016 Wood, Sara Counselor *Randy Smith Middle 2016-2017 August 10, 2016

*Revised from April 5, 2016 report CERTIFIED EMPLOYEE – RESIGNATION / END OF EMPLOYMENT

Name Title Location Effective Date Clain, Myriam Elementary Teacher Two Rivers Elementary May 23, 2016 Rodriguez, Emily Elementary Teacher Ladd Elementary May 23, 2016 Swanson, Mary Elementary Teacher Ladd Elementary May 23, 2016

CERTIFIED EMPLOYEE – RETIREMENT

Name Title Location Hire Date Effective Date Fowler-Morris, Judy* Elementary Teacher Ladd Elementary August 8, 1978 May 23, 2016 Hedgecock, Janel* Elementary Teacher Barnette Magnet August 12, 2015 May 23, 2016 *Revised from April 5, 2016, report

................................................................................................................................................................

EXEMPT EMPLOYEE – NEW HIRE

Name Title Location Effective Date Terri Cothren Benefits Coordinator Human Resources 3/28/2016

EXEMPT EMPLOYEE – LEAVE OF ABSENCE

Name Title Location Effective Date

EXEMPT EMPLOYEE – RESIGNATION / END OF EMPLOYMENT

Name Title Location Effective Date Karin Baldwin Payroll Manager Accounting Services 05/06/2016

EXEMPT EMPLOYEE – RETIREMENT

Name Title Location Hire Date Effective Date

Information compiled and report produced and provided by Human Resources Department

33

K-12 Physical Education Curriculum Revision Report

Prepared by Melanie Hadaway, Executive Director of Curriculum & Instruction

April 2016

Curriculum development and review in all content areas is an ongoing process in the Fairbanks North Star Borough School District. During the physical education revision process, proposed drafts are widely disseminated to ensure teachers, administrators, the school board, and members of the general public are well informed about revisions and have an opportunity for clarification and input prior to adoption and implementation. This report describes the process followed in the development of the proposed K-12 Physical Education Curriculum. Historical Background

The current Physical Education curriculum document was adopted March 18, 2008. During the revision process for the 2008 document:

Revisers examined the required high school courses to ensure students met Grade Level Expectations for the Physical Education Standards Based Assessments.

Framework for the Proposed Physical Education Curriculum

In June 2012, the Alaska State Standards (AKSS) were adopted which included standards for Literacy in Science. High academic standards are an important first step in ensuring that all Alaska students have the tools they need for success. At this time, Alaska’s adopted physical education standards are identified as Grade Level Expectations, although revision of the State physical education standards is expected to begin within the next year.

Since work on the physical education revision began in Spring 2015, the document underwent a thoughtful and rigorous drafting and refining process. The curriculum currently recommended for adoption establishes a strong foundation for the knowledge and skills all students need for success in high school and postsecondary education.

Teachers had the initial opportunity to review the proposed curriculum during the August 14, 2015 districtwide professional development day and provide comments through September 6, 2015. Subsequent drafts were sent out to teachers for input. BCAC members discussed the Physical Education curriculum at their September 3rd, October 8th, and November 5th, 2015 meetings. Overview of Proposed K-12 Physical Education Curriculum

The FNSBSD K-12 proposed Physical Education Curriculum is aligned with the Society of Health & Physical Educators Standards (SHAPE America). SHAPE America provides an important opportunity to improve not only physical education but also student achievement. It promotes decision-making, communication and goal setting skills. Board Curriculum Advisory Committee Review

The Board Curriculum Advisory Committee (BCAC) has been involved throughout the revision process and all drafts were reviewed by the committee. At the April 7, 2016 BCAC meeting, a quorum could not be established and the meeting was cancelled. The meeting has been rescheduled for April 14, 2016, for members to consider voting an approval of moving forward the K-12 Physical Education Curriculum to the school board for adoption at the May 3, 2016 meeting. A draft of the recommendation has been included. Administrative Recommendation

The administration anticipates recommending adoption of the proposed K-12 Physical Education Curriculum at the May 3, 2016 School Board meeting.

34

Board Curriculum Advisory Committee

♦Administrative Support: FNSBSD Curriculum Department ♦452-2000 x 11421♦


M E M O R A N D U M DATE: April 14, 2016

TO: FNSB Board of Education

FROM: FNSBSD Board Curriculum Advisory Committee

SUBJECT: K-12 Physical Education Curriculum Recommendation

The Board Curriculum Advisory Committee (BCAC) supports the proposed K-12 Physical Education Curriculum and recommends its adoption by the Board of Education.

The proposed K-12 Physical Education Curriculum reflects a lengthy process of thought, discussion and research. This proposed curriculum has been reviewed by the BCAC, principals, teachers, school level Professional Learning Communities, and members of the community, including trade unions, UAF, and UAF/CTC.

Our support for the proposed K-12 Physical Education document evolved over the course of the year through review and discussion of the draft and discussion with the Curriculum Department. During these reviews and discussions, we voiced support, offered suggestions, and expressed concerns. The Physical Education curriculum revisers were responsive and considered our feedback during their discussions and revision process.

At the April 14, 2016 BCAC meeting, we voted to recommend the proposed K-12 Physical Education Curriculum to the Board of Education for adoption. This is a document that is strong, clear, reflects the input of our district and community, and aligns to state standards. We support the alignment to the Society of Health & Physical Educators Standards (SHAPE America) as well. The objectives and corresponding resources and examples within the document provide support for teachers to address all students within each domain.

The BCAC thanks the Physical Education revision subgroups for the dedication and time devoted to the development of this document and consequently, our school system.

Respectfully submitted by the FNSBSD Board Curriculum Advisory Committee: Wendy Dominique, Chair Paula Addis Richard Boone Christina Carlson Octavia Harris Sharon Hildebrand Felicia Jackson Dr. Ute Kaden Aldean Kilbourn Earnest Kincade Svetlana Nuss Earl Peterson Autumn Pryor Fe Seymour Dr. Heather Willis

35

K-12 Health Curriculum Revision Report


April 2016

Curriculum development and review in all content areas is an ongoing process in the Fairbanks North Star Borough School District. During the Health revision process, proposed drafts are widely disseminated to ensure teachers, administrators, the school board, and members of the general public are well informed about revisions and have an opportunity for clarification and input prior to adoption and implementation. This report describes the process followed in the development of the proposed K-12 Health Curriculum. Historical Background

The current Health curriculum document was adopted March 18, 2008. During the revision process for the 2008 document:

Revisers examined the required high school courses to ensure students met Grade Level Expectations for the Health Standards Based Assessments.

Framework for the Proposed Health Curriculum

In June 2012, the Alaska State Standards (AKSS) were adopted which included standards for Literacy in Science and related subjects. High academic standards are an important first step in ensuring that all Alaska students have the tools they need for success. At this time, Alaska’s adopted health standards are identified as Grade Level Expectations, although revision of the State Health standards is expected to begin within the next year to include the Alaska Safe Children’s Act (2015).

Since work on the health revision began in Spring 2015, the document underwent a thoughtful and rigorous drafting and refining process. The curriculum currently recommended for adoption establishes a strong foundation for the knowledge and skills all students need for success in high school and postsecondary education.

Teachers had the initial opportunity to review the proposed curriculum during the August 14, 2015 districtwide professional development day and provide comments through September 6, 2015. Subsequent drafts were sent out to teachers for input. BCAC members discussed the Health curriculum at their September 3rd, October 8th, and November 5th, 2015 meetings. Overview of Proposed K-12 Health Curriculum

The FNSBSD K-12 proposed Health Curriculum is aligned with the National Health Education Standards (NHES). The NHES provides an important opportunity to improve not only health education but also student achievement. The Health Curriculum was revised in conjunction with both the science and physical education curricula to ensure alignment across grade levels and between topics. Many elementary curriculum topics are referenced in both Health and Science curricula. Board Curriculum Advisory Committee Review

The Board Curriculum Advisory Committee (BCAC) has been involved throughout the revision process and all drafts were reviewed by the committee. At the April 7, 2016 BCAC meeting, a quorum could not be established and the meeting was cancelled. The meeting has been rescheduled for April 14, 2016, to consider voting an approval of moving forward the K-12 Health Curriculum to the school board for adoption at the May 3, 2016 meeting. A draft of the recommendation has been included. Administrative Recommendation

The administration anticipates recommending adoption of the proposed K-12 Health Curriculum at the May 3, 2016 School Board meeting.

36

Board Curriculum Advisory Committee

♦Administrative Support: FNSBSD Curriculum Department ♦452-2000 x 11421♦


M E M O R A N D U M DATE: April 14, 2016

TO: FNSB Board of Education

FROM: FNSBSD Board Curriculum Advisory Committee

SUBJECT: K-12 Health Curriculum Recommendation

The Board Curriculum Advisory Committee (BCAC) supports the proposed K-12 Health Curriculum and recommends its adoption by the Board of Education.

The proposed K-12 Health Curriculum reflects a lengthy process of thought, discussion and research. This proposed curriculum has been reviewed by the BCAC, principals, teachers, school level Professional Learning Communities, and members of the community, including trade unions, UAF, and UAF/CTC.

Our support for the proposed K-12 Health document evolved over the course of the year through review and discussion of the draft and discussion with the Curriculum Department. During these reviews and discussions, we voiced support, offered suggestions, and expressed concerns. The Health curriculum revisers were responsive and considered our feedback during their discussions and revision process.

At the April 14, 2016 BCAC meeting, we voted to recommend the proposed K-12 Health Curriculum to the Board of Education for adoption. This is a document that is strong, clear, reflects the input of our district and community, and aligns to state standards. We support the alignment to the National Health Education Standards (NHES) as well. The objectives and corresponding resources and examples within the document provide support for teachers to address all students within each domain.

The BCAC thanks the Health revision subgroups for the dedication and time devoted to the development of this document and consequently, our school system.

Respectfully submitted by the FNSBSD Board Curriculum Advisory Committee: Wendy Dominique, Chair Paula Addis Richard Boone Christina Carlson Octavia Harris Sharon Hildebrand Felicia Jackson Dr. Ute Kaden Aldean Kilbourn Earnest Kincade Svetlana Nuss Earl Peterson Autumn Pryor Fe Seymour Dr. Heather Willis

37

Health Textbooks and Materials Report

Prepared by Melanie Hadaway, Executive Director – Curriculum & Instruction

April 2016

The Fairbanks North Star Borough School District curriculum revision process includes the selection of textbooks and materials for recommendation to the school board for adoption. The textbook and materials selection process involves the collection of materials, screening by teachers, and the Board Curriculum Advisory Committee (BCAC), public review, information from the publishers, and a review of available research. Although textbook adoption and purchase does not occur until after the curriculum is adopted, the selection process begins earlier. Publishers and health materials vendors were invited to provide samples of their texts and materials to the district for preview. Teachers then reviewed all submitted materials that met Alaska State Standards and National Health Education Standards (SHAPE America). The curriculum department also invited the public to review the materials. The curriculum library’s regular hours of operation, as well as extended evening hours, were publicized. The Board Curriculum Advisory Committee was also given opportunity to review materials. At this time, based on teacher and community responses, the administration anticipates recommending the adoption of the following materials at the May 3, 2016 Board Meeting: Middle School: Teen Health, Glencoe/McGraw Hill (2014)

38

Science Textbooks and Materials Report


April 2016

The Fairbanks North Star Borough School District curriculum revision process includes the selection of textbooks and materials for recommendation to the school board for adoption. Currently, the adopted program for elementary is Science: A Closer Look (Pearson, 2008) and for middle school is Science Explorer (Pearson, 2009). The adopted programs for High School Biology is Biology (Pearson 2010), for Chemistry is Chemistry: Matter and Change (McGraw Hill, 2008), and for Earth Science is Earth and Space Science (Pearson 2009). Although funding for future textbooks and instructional materials is not certain at this time, it is important that our adopted materials be reviewed and updated in case there is opportunity to purchase new curriculum materials for teachers. The textbooks and materials selection process involves the collection of materials and information provided by the publishers, review by district teachers, the curriculum department, the Board Curriculum Advisory Committee (BCAC), the public, and a review of available research. Publishers and health materials vendors were invited to provide samples of their texts and materials to the district for preview prior to beginning formal review. During March of this year, teachers and the public were invited to review available materials for teaching the draft science curriculum. Substitutes were offered to make it easier for teachers to review programs. The curriculum library’s regular hours of operation, as well as extended evening hours, were publicized to offer increased access to the public. Teachers recorded ratings and comments for each set of materials based on curriculum content, areas of focus, rigor, differentiation, support materials, presentation of materials, equity, and online components. At this time, based on teacher and community responses, the administration is recommending the adoption of the following materials at the May 3, 2016 Board meeting: Elementary: No recommendation. Feedback from teachers and schools indicated a

desire for materials and revision of current library media kits to align with changes.

Middle School: No recommendation. Feedback from teachers is a desire for online

resources while continuing to use the currently adopted materials.

High School: Biology, Glencoe/McGraw Hill (2017) Earth and Science: iScience, Glencoe/McGraw Hill (2017) Chemistry: Matter and Change, McGraw Hill (2013)

It is the intent of the curriculum department to solicit and review materials for the remaining high school science courses and make a recommendation next fall.

39

Social Studies Textbooks and Materials Report


April 2016

The Fairbanks North Star Borough School District curriculum revision process includes the selection of textbooks and materials for recommendation to the school board for adoption. The current secondary social studies materials used in Government, US history and Economics were published in 2006. The textbooks and materials selection process involves the collection of materials, screening by teachers, and the Board Curriculum Advisory Committee (BCAC), public review, information from the publishers, and a review of available research. Although textbook adoption and purchase does not occur until after the curriculum is adopted, the selection process begins earlier. Publishers and social studies materials vendors were invited to provide samples of their texts and materials to the district for preview. Teachers then reviewed all submitted materials that met Alaska State Standards. The curriculum department also invited the public to review the materials. The curriculum library’s regular hours of operation, as well as extended evening hours, were publicized. The Board Curriculum Advisory Committee was given the opportunity to review materials. At this time, based on teacher and community responses, the administration anticipates recommending the adoption of the following materials at the May 3, 2016 Board meeting: High School: World History, Pearson (2016)

Economics, Pearson (2016) United States Government: Principles in Practice, Harcourt Houghton

Mifflin (2012)

40

Information compiled and report produced and provided by Human Resources Department

Information Report For the period: 3/28/2016–4/08/2016

CLASSIFIED EMPLOYEE – NEW HIRES

Name Title Location Effective Date Saltsgaver, Kyle SPED Aide BASE March 28, 2016 Reber, Johnathan SPED IR Aide BRIDGE March 28, 2016 Campbell, Tristan School Nurse Salcha Elementary School March 28, 2016 Lowery, Julie Secretary Randy Smith Middle School March 28, 2016 Newsom, Marry Glor Packaging Crew Member Nutrition Service Department March 28, 2016 Grage, Laura School Nurse Joy Elementary School April 4, 2016

CLASSIFIED EMPLOYEE – LEAVE OF ABSENCE /LAYOFF

Name Title Location Effective Date None

CLASSIFIED EMPLOYEE – RESIGNATION / END OF EMPLOYMENT

Name Title Location Effective Date Hamilton, Danielle Pre-Kindergarten Aide Pearl Creek Elementary

School February 29, 2016

revised from board agenda March 22, 2016

Basham, Scott Custodian Facilities Maintenance Department

April 1, 2016

Priest, Mary Library Assistant Lathrop High School April 15, 2016 Berg, Annette RTI Assistant North Pole Elementary School April 15, 2016 Couts, Courtney Classroom Tutor Federal Programs May 19, 2016 Criswell, Deborah Library Assistant Lathrop High School April 29, 2016

CLASSIFIED EMPLOYEE – RETIREMENT

Name Title Location Hire Date Effective Date

Turner, Joseph Custodian Ticasuk Brown Elementary School

October 26, 2009 April 11, 2016

Sayne, Marcia Lead Custodian North Pole Middle School

August 23, 1998 April 29, 2016

Webster, Susan Custodian Crawford Elementary School

December 10, 2010 April 29, 2016

Heffernan, Elsie Pre-Kindergarten Aide Nordale Elementary School

October 17, 1995 May 19, 2016

Henley, Brenda Nutrition Service Supervisor

Ryan Middle School August 24, 1990 May 19, 2016

Krause, Lynette Teaching Assistant Hutchison High School September 13, 1999 May 19, 2016 Lessner, Sally Teaching Assistant Hutchison High School August 25, 1993 May 19, 2016 Harris, Brian Maintenance Mechanic Facilities Maintenance

Department June 30, 2003 May 31, 2016

Webber, Yong Custodian Ryan Middle School October 12, 1996 May 31, 2016

41

Org Description Descriptions Comment Account AmountHuman Resources ALIGN EXP FEES/DUES>TEMPS 630-10-55-1055-320-13290-0 ($695)

Human Resources ALIGN EXP FEES/DUES>TEMPS 630-10-55-1055-490-24900-0 $695

$ 0

PLC Regular Instruction ALIGN EXP Act Extra Duty>Reg Instr Suppl 160-10-10-1010-450-24500-0 $2,800

PLC Student Activities ALIGN EXP Act Extra Duty>Reg Instr Suppl 160-10-70-1070-310-13160-0 ($2,800)

PLC Regular Instruction ALIGN EXP Activity TRS>Reg Instruct Supp 160-10-10-1010-450-24500-0 $352

PLC Student Activities ALIGN EXP Activity TRS>Reg Instruct Supp 160-10-70-1070-360-13650-0 ($352)

PLC Regular Instruction ALIGN EXP Activity Worker's Comp>Reg Ins 160-10-10-1010-450-24500-0 $48

PLC Student Activities ALIGN EXP Activity Worker's Comp>Reg Ins 160-10-70-1070-360-13630-0 ($48)

PLC Regular Instruction ALIGN EXP FICA>Reg Instruct Supplies 160-10-10-1010-450-24500-0 $41

PLC Student Activities ALIGN EXP FICA>Reg Instruct Supplies 160-10-70-1070-360-13640-0 ($41)

PLC Regular Instruction ALIGN EXP Unempl.>Reg Instr Supplies 160-10-10-1010-450-24500-0 $4

PLC Student Activities ALIGN EXP Unempl.>Reg Instr Supplies 160-10-70-1070-360-13620-0 ($4)

$ 0

AND Library ALIGN EXP REG INST SUPL > LIBRARY SUPL 100-10-35-1245-450-24500-0 $100

AND Regular Instruction ALIGN EXP REG INST SUPL > LIBRARY SUPL 100-10-10-1010-450-24500-0 ($100)

$ 0

Randy Smith Middle School ALIGN EXP NEED TO PURCHASE 4-WHEELER 205-10-60-1060-510-35100-0 $6,749

RSM Regular Instruction ALIGN EXP NEED TO PURCHASE 4-WHEELER 205-10-10-1010-450-24570-0 ($4,749)

RSM School Admin Support ALIGN EXP NEED TO PURCHASE 4-WHEELER 205-10-45-1045-450-24570-0 ($2,000)

$ 0

WRV Library ALIGN EXP REG INST SUPL>LIB SUPL 190-10-35-1245-450-24500-0 $1,234

WRV Regular Instruction ALIGN EXP REG INST SUPL>LIB SUPL 190-10-10-1010-450-24500-0 ($1,234)

$ 0

NPH Student Activities ALIGN EXP ACTIVITY STUDENT TRAVEL 415-10-70-1070-425-24250-0 ($8,280)

NPH Activity Band ALIGN EXP BAND STUDENT TRAVEL 415-10-70-1215-425-24250-0 $484

NPH Activity Basketball - Boys ALIGN EXP BOYS B-BALL STUDENT TRAVEL 415-10-70-1130-425-24250-0 $798

NPH Activity Cheerleaders ALIGN EXP CHEER STUDENT TRAVEL 415-10-70-1145-425-24250-0 $187

NPH Activity Choir ALIGN EXP CHOIR STUDENT TRAVEL 415-10-70-1265-425-24250-0 $170

NPH Activity Basketball - Girl ALIGN EXP GIRLS B-BALL STUDENT TRAVEL 415-10-70-1135-425-24250-0 $769

NPH Activity Hockey ALIGN EXP HOCKEY STUDENT TRAVEL 415-10-70-1200-425-24250-0 $405

3/30/2016

3/30/2016

3/29/2016

3/29/2016

3/29/2016

3/29/2016

3/29/2016

3/29/2016

3/29/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

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3/24/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

3/24/2016

Board BUA Report 3/16/2016 To 3/31/2016

Entry Date3/16/2016

3/16/2016

4/11/2016 8:30:40 AM

42

NPH Activity Club - Non Sport ALIGN EXP NONSPORT STUDENT TRAVEL 415-10-70-1220-425-24250-0 $619

NPH Activity Orchestra ALIGN EXP ORCHESTRA STUDENT TRAVEL 415-10-70-1275-425-24250-0 $135

NPH Activity Rifle ALIGN EXP RIFLE STUDENT TRAVEL 415-10-70-1305-425-24250-0 $1,001

NPH Activity Swimming ALIGN EXP SWIMMING STUDENT TRAVEL 415-10-70-1350-425-24250-0 $1,238

NPH Activity Volleyball ALIGN EXP V-BALL STUDENT TRAVEL 415-10-70-1365-425-24250-0 $1,194

NPH Activity Wrestling ALIGN EXP WRESTLING STUDENT TRAVEL 415-10-70-1375-425-24250-0 $1,280

$ 0

BGR Special Education ALIGN EXP INCREASE ACCT FROM REG INSTR 115-10-20-1020-450-24500-0 $141

BGR Regular Instruction ALIGN EXP TRANSFER TO SPED SUPPLIES 115-10-10-1010-450-24500-0 ($141)

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DW Elem Extended Learning ALIGN EXP COVER SPECIAL ROP 199-10-10-1170-320-13270-0 $1,500

DW Elem Extended Learning ALIGN EXP COVER SPECIAL ROP/EXT CONT 199-10-10-1170-360-13620-0 $2




DW Elem Extended Learning ALIGN EXP EXT CONT 199-10-10-1170-310-13170-0 $117

Districtwide Elementary ALIGN EXP STUDENT TRAVEL 199-10-10-1170-425-24250-0 $150

DW Elem Extended Learning ALIGN EXP STUDENT TRAVEL 199-10-10-1170-450-24570-0 ($150)

Special Education Support Svc ALIGN EXP COVER SPECIAL ROP 620-10-22-1022-410-24100-0 ($1,778)

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BRIDGE ALIGN EXP ALIGN BUDGET 535-10-20-1020-490-24900-0 $10

BRIDGE Special Education ALIGN EXP ALIGN BUDGET 535-10-20-1020-425-24250-0 ($443)

BRIDGE Special Education ALIGN EXP ALIGN BUDGET 535-10-20-1020-450-24500-0 $433

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BEH Library ALIGN EXP FROM BASIC 300-10-35-1245-450-24500-0 $1,000

BEH Regular Instruction ALIGN EXP TO LIBRARY 300-10-10-1010-450-24500-0 ($1,000)

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BEH Language Arts ALIGN EXP EQUIPMENT 300-10-10-1240-450-24570-0 ($500)

BEH Language Arts ALIGN EXP SUPPLIES 300-10-10-1240-450-24500-0 $500

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Ben Eielson Jr/Sr High School ALIGN EXP FROM SUPPLIES 300-10-10-1240-410-24100-0 $124

BEH Language Arts ALIGN EXP TO PROF TECH 300-10-10-1240-450-24500-0 ($124)

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Human Resources ALIGN EXP TEMP >EQUIPMENT 630-10-55-1055-320-13290-0 ($5,500)

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Human Resources ALIGN EXP TEMP >EQUIPMENT 630-10-55-1055-450-24570-0 $5,500

Human Resources ALIGN EXP TEMP >STAFF TRAVEL 630-10-55-1055-320-13290-0 ($5,500)

Human Resources ALIGN EXP TEMP >STAFF TRAVEL 630-10-55-1055-360-13620-0 ($17)



Human Resources ALIGN EXP TEMP >STAFF TRAVEL 630-10-55-1055-420-24200-0 $5,500

Human Resources ALIGN EXP TEMP >SUPPLIES 630-10-55-1055-450-24500-0 $1,045

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RSM Special Education RYN SUPPLY SPED TO RYAN LIFESKILL 205-10-20-1020-450-24500-0 $450

Special Education Instruction RYN SUPPLY SPED TO RYAN LIFESKILL 620-10-20-1020-450-24500-0 ($450)

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BNT Operations & Maint ALIGN EXP BNT OIL > HUT OTHER ENERGY 120-10-60-1060-435-24380-0 ($52,000)

BNT Operations & Maint ALIGN EXP BNT OTHER > HUT OTHER ENERGY

120-10-60-1060-435-24390-0 ($10,000)

HUT Operations & Maint ALIGN EXP BNT OIL > HUT OTHER ENERGY 405-10-60-1060-435-24390-0 $52,000

HUT Operations & Maint ALIGN EXP BNT OTHER > HUT OTHER ENERGY

405-10-60-1060-435-24390-0 $10,000

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BEH Regular Instruction ALIGN EXP FACE DANCE FELIX 300-10-10-1010-450-24500-0 ($25)

Ben Eielson Jr/Sr High School ALIGN EXP FACE DANCE FELIX 300-10-10-1370-410-24100-0 $25

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Pearl Creek Elementary ALIGN EXP Reg Inst Supplis>FMD acct 160-10-60-1060-450-24500-0 $2,900

PLC Regular Instruction ALIGN EXP Reg Inst Supplis>FMD acct 160-10-10-1010-450-24500-0 ($2,900)

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NPH Physical Education ALIGN EXP PE SUPPLIES > WORLD LANGUAGE

415-10-10-1285-450-24500-0 ($100)

NPH World Language ALIGN EXP PE SUPPLIES > WORLD LANGUAGE

415-10-10-1370-450-24500-0 $100

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PLC Health Services ALIGN EXP Reg Instr Supplies>Health Svc 160-10-30-1195-450-24500-0 $60

PLC Regular Instruction ALIGN EXP Reg Instr Supplies>Health Svc 160-10-10-1010-450-24500-0 ($60)

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PLC Guidance ALIGN EXP Reg Inst Supplies>Guidance Sup 160-10-30-1185-450-24500-0 $145

PLC Regular Instruction ALIGN EXP Reg Inst Supplies>Guidance Sup 160-10-10-1010-450-24500-0 ($145)

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LTH Technology ALIGN EXP COMP LAB>COMP LAB 410-10-10-1355-450-24500-0 $185

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LTH General Music ALIGN EXP GEN MUSIC>GEN MUSIC 410-10-10-1180-450-24500-0 $777

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LTH Science ALIGN EXP SCIENCE>SCIENCE 410-10-10-1320-450-24500-0 $175

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DWH In-House Suspension ALIGN EXP XFER IN H SFTWR TO STUD TRVL 499-10-10-1205-425-24250-0 $850

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499-10-10-1205-450-24510-0 ($202)

DWH In-House Suspension ALIGN EXP XFER IH SFTWARE TO SUPPLIES 499-10-10-1205-450-24500-0 $202

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45

MINUTES

Special Meeting Minutes 1 of 3 April 4, 2016


B O A R D O F E D U C A T I O N

FAIRBANKS, ALASKA Special Meeting MINUTES April 4, 2016 Treasurer Allyson Lambert called the meeting to order at 5:33 p.m. in the boardroom of the FNSBSD Administrative Center at 520 Fifth Avenue. The special meeting was called to discuss student discipline matters and Education Support Staff Association (ESSA), Fairbanks Education Association (FEA), and Fairbanks Principals’ Association (FPA) negotiation matters. Mrs. Lambert read the district’s mission statement: “Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.” Present: Heidi Haas, President Allyson Lambert, Treasurer Michael O’Brien, Clerk Wendy Dominique, Member Sue Hull, Member

Absent: Lisa Gentry, Vice President Sean Rice, Member

Staff Present: Dr. Karen Gaborik, Superintendent Lisa Pearce, Chief Financial Officer Dan Schmidt, Assistant Superintendent of Secondary Education Traci Gatewood, Executive Director of Human Resources Ivory McDaniel, Employee Relations Specialist Petra Timmons, Ryan Middle School Assistant Principal Sharon Tuttle, Executive Assistant to the School Board Others: Tim Peterson, Chief Negotiator Public Testimony – limited to items on the agenda only [0:00:51] Mrs. Lambert called for public testimony. Hearing none, testimony was closed. Student Discipline Executive Session for Student Discipline [0:01:05] An executive session was called to hear student discipline matters.

O’BRIEN MOVED, DOMINIQUE SECONDED, TO CONVENE IN EXECUTIVE SESSION WITH THE SUPERINTENDENT, ASSISTANT SUPERINTENDENT, AND HEARING OFFICER TO HEAR STUDENT DISCIPLINE MATTERS THAT COULD TEND TO PREJUDICE THE REPUTATION AND CHARACTER OF ANY PERSON, PROVIDED THE PERSON MAY REQUEST A PUBLIC DISCUSSION; AND MATTERS WHICH BY LAW, MUNICIPAL CHARTER, OR ORDINANCE ARE REQUIRED TO BE CONFIDENTIAL.

MOTION CARRIED UNANIMOUSLY BY VOICE CONSENT OF FOUR MEMBERS (HULL, DOMINIQUE, O’BRIEN, LAMBERT)


The board convened to executive session at 5:35 p.m. President Haas arrived at 5:36 p.m. and joined the executive session. The executive session recessed at 6:15 p.m. [0:01:36]

Student Discipline [0:01:44]

O’BRIEN MOVED, DOMINIQUE SECONDED, TO

EXPEL STUDENT 04-04-16-05 FOR AN INDEFINITE PERIOD OF TIME; FURTHER, STUDENT SHOULD ENROLL IN THE SMART PROGRAM; STUDENT MUST OBTAIN A THREAT ASSESSMENT FROM A DISTRICT-APPROVED ASSESSMENT PROVIDER PRIOR TO READMISSION TO DISTRICT SCHOOLS AND SHOULD COMPLY WITH ANY RECOMMENDATIONS AND/OR REQUIREMENTS OF THE ASSESSMENT; AND STUDENT MUST APPLY TO THE SCHOOL BOARD FOR READMISSION TO THE SCHOOL DISTRICT.

MOTION CARRIED UNANIMOUSLY BY VOICE VOTE. 5 AYES (HULL, DOMINIQUE, O’BRIEN, LAMBERT, HAAS)

HULL MOVED, DOMINIQUE SECONDED, TO

PLACE STUDENT 04-04-16-01 ON A LONG-TERM SUSPENSION FOR THIRTY (30) SCHOOL DAYS; FURTHER, STUDENT SHOULD ENROLL IN THE SMART PROGRAM; STUDENT MUST OBTAIN A DRUG ASSESSMENT BY A STATE-APPROVED ASSESSMENT PROVIDER AND COMPLY WITH ALL RECOMMENDATIONS AND/OR REQUIREMENTS OF THE ASSESSMENT; FURTHER, STUDENT MUST COMPLETE TEN (10) TO TWENTY-FOUR (24) HOURS OF COMMUNITY SERVICE AS APPROVED BY THE BUILDING ADMINISTRATOR; AND STUDENT IS ELIGIBLE TO RETURN TO SCHOOL ON MARCH 2, 2016.




Student Discipline (continued)

EXPEL STUDENT 04-04-16-04 FOR AN INDEFINITE PERIOD OF TIME; FURTHER, STUDENT SHOULD ENROLL IN THE SMART PROGRAM; STUDENT MUST OBTAIN A DRUG ASSESSMENT BY A STATE-APPROVED ASSESSMENT PROVIDER AND COMPLY WITH ALL RECOMMENDATIONS AND/OR REQUIREMENTS OF THE ASSESSMENT; FURTHER, STUDENT MUST COMPLETE TEN (10) TO TWENTY-FOUR (24) HOURS OF COMMUNITY SERVICE AS APPROVED BY THE BUILDING ADMINISTRATOR; AND STUDENT MUST APPLY TO THE SCHOOL BOARD FOR READMISSION TO THE SCHOOL DISTRICT.

MOTION CARRIED UNANIMOUSLY BY VOICE VOTE. 5 AYES (HULL, DOMINIQUE, O’BRIEN, LAMBERT, HAAS) FPA, FEA, & ESSA Negotiations [0:02:35]

HULL MOVED, DOMINIQUE SECONDED, TO RECONVENE IN EXECUTIVE SESSION WITH THE CHIEF NEGOTIATOR AND DISTRICT BARGAINING REPRESENTATIVES TO REVIEW THE FPA, FEA, AND ESSA BARGAINING AGREEMENTS, STRATEGY, AND INFORMATION, AND PROVIDE DIRECTION TO THE DISTRICT NEGOTIATOR AND BARGAINING TEAM, THE KNOWLEDGE OF WHICH, COULD HAVE AN ADVERSE EFFECT ON THE FINANCES OF THE SCHOOL DISTRICT.

MOTION CARRIED UNANIMOUSLY BY VOICE CONSENT OF FIVE MEMBERS (HULL, DOMINIQUE, O’BRIEN, LAMBERT, HAAS) The board reconvened to executive session at 6:17 p.m. The executive session adjourned at 7:17 p.m. [0:03:15]

Board Comments/Discussion [0:03:30] None The meeting adjourned at 7:18 p.m. Submitted by Sharon Tuttle, executive assistant to the school board.

Work Session Minutes 1 of 2 April 4, 2016



FAIRBANKS, ALASKA Work Session MINUTES April 4, 2016 President Haas called the work session to order at 7:22 p.m. in the board room of the FNSBSD Administrative Center at 520 Fifth Avenue. The work session was called to discuss charter schools. President Haas read the district’s mission statement: “Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.” Present: Heidi Haas, President Allyson Lambert, Treasurer Michael O’Brien, Clerk Wendy Dominique, Member Sue Hull, Member

Absent: Lisa Gentry, Vice President Sean Rice, Member

Staff Present: Dr. Karen Gaborik, Superintendent of Schools Lisa Pearce, Chief Financial Officer Sandra Kowalski, Assistant Superintendent of Elementary Education Dan Schmidt, Assistant Superintendent of Secondary Education Traci Gatewood, Executive Director of Human Resources Dave Norum, Executive Director of Facilities Maintenance Melanie Hadaway, Executive Director of Curriculum & Instruction Helen Clark, Director of Federal Programs Sharice Walker, Director of Public Relations Holly Cervin, Director of Alternative Programs Craig Kind, Star of the North/Career Education Center Head Teacher Wendy Demers, Chinook Montessori Charter School Head Teacher Josh Snow, Effie Kokrine Early College Charter School Head Teacher Diana Childs, Star of the North/North Pole Academy Head Teacher Jarrod Decker, Watershed Charter School Head Teacher Sharon Tuttle, Executive Assistant to the Board Charter Schools [0:00:29] President Haas facilitated introductions and welcomed everyone. Superintendent Dr. Karen Gaborik thanked everyone for their work regarding charter schools and preparing for the work session. The board had previously raised some questions about charter schools and the work session was scheduled to provide information and allow for discussions regarding charter schools. Melanie Hadaway, executive director of curriculum and instruction, reviewed the work session documents, including an overview comparison of the district’s charter schools; race and ethnicity demographics; board policies and regulations and state statutes and codes pertinent to charter schools; charter school information from the Big Five Districts; and listings of waived district policies and regulations by each charter school. Ms. Hadaway also provided board members with a draft of the Q & A document she was developing regarding charter schools. After a review of the meeting documents, the floor was opened for board questions and discussion.

Work Session Minutes 2 of 2 April 4, 2016

Charter Schools (continued) Board Comments/Questions [0:07:40] Board discussion ensued. Work session for discussion only; no action required. Board members had many questions and comments regarding the admission process and lotteries for charter schools. Discussion included enrollment diversity; sibling preference; enrollment availability for military families who arrived to the district after the start of the school year; and enrollment eligibility as it related to membership on the Academic Policy Committee. Throughout the discussion, board members, administration, and charter school staff expressed strong interest in increasing and exploring ways to achieve greater diversity. There was a need to rethink and expand outreach in different ways; in ways that would create an atmosphere of diversity. Charter staff thought an optimum way to increase diversity would be to provide transportation and plan for a free and reduced lunch program for charter schools. Discussion continued regarding the limited number of open positions at each of the charter schools and their wait lists; walking zones; the differences between a charter school and magnet school; transportation including busing, carpooling, and exploring other options; the free and reduced lunch program and hot lunches; program limitations/barriers due to facility structure, space, etc.; curriculum and charter philosophies; promoting the fact charter schools were part of the public school district; use of district logo in advertising and outreach; the additional student enrollment charter schools drew to the district; and the importance of diversity on the Academic Policy Committees and the need to have community expertise on the committee in areas related to the school’s specific philosophy. The administration acknowledged the limited number of openings at charter schools but stated there was another charter school in the pipeline with a very different curriculum than any other currently in the district. A request was made by charter school staff for guidelines regarding the use of the district logo. There was also a board member suggestion to include diversity information in the charter schools’ annual reports. Charter staff members explained each charter school was unique and served specific needs. They were pleased to be an option for students and families, but would prefer to be a part of a group of options/solutions, rather than the one solution. They were excited to hear the board consider individualized learning and increasing choices for students and families. Board members expressed their support of charter schools. They thanked the charter school staff members present for their hard work and dedication to students. Board members appreciated the work session; it was a great opportunity to get an update on what was happening in the charter schools and hear about the successes and challenges they faced. They looked forward to the annual reports later in the spring. Board Comments/Announcements [1:23:45] None The meeting adjourned at 8:46 p.m. Submitted by Sharon Tuttle, executive assistant to the Board of Education

Regular Meeting Minutes Page 1 of 15 April 5, 2016



FAIRBANKS, ALASKA Regular Meeting MINUTES April 5, 2016 President Haas called the meeting to order at 7:00 p.m. in the board room of the FNSBSD Administrative Center at 520 Fifth Avenue. North Pole Middle School’s Percussion Ensemble led the Pledge of Allegiance and performed for the school board under the guidance of Vanessa Jackson, band director. President Haas read the district’s mission statement: “Our mission is to provide an excellent, equitable education in a safe, supportive environment so all students will succeed and contribute to a diverse and changing society.” Present: Heidi Haas, President Lisa Gentry, Vice President (By Phone) Michael O’Brien, Clerk Wendy Dominique, Member Sue Hull, Member Richard Cole, Base Representative Sean Williams, Post Representative Kobe Rizk, Student Representative

Absent: Allyson Lambert, Treasurer Sean Rice, Member

Staff Present: Dr. Karen Gaborik, Superintendent of Schools Lisa Pearce, Chief Financial Officer Sandra Kowalski, Assistant Superintendent of Elementary Education Dan Schmidt, Assistant Superintendent of Secondary Education Traci Gatewood, Executive Director of Human Resources Dave Norum, Executive Director of Facilities Maintenance Kathie Wassmann, Executive Director of Special Education Melanie Hadaway, Executive Director of Curriculum & Instruction Tim Larrabee, Director of Technology Krista Lord, Director of Compliance and Training Sharice Walker, Director of Public Relations Helen Clark, Director of Federal Programs Dan Domke, Director of Career and Technical Education Heather Rauenhorst, Director of Grants & Strategic Partnerships Sharon Tuttle, Executive Assistant to the Board PRELIMINARY ITEMS Presentation of the 2016 John Kelly Scholarship Recipients [0:06:48] Chuck Lemke, with the Fairbanks North Star Education Foundation, and assisted by Bill McKenzie, presented the recipients of a $1,000 John Kelly Scholarship.


Presentation of the 2016 John Kelly Scholarship Recipients (continued)

Austin Edson .................................. Eielson Natalee Fleming ............................. Eielson Rebekah Hamilton .......................... Eielson Shelby McCahon ............................ Eielson Matthew Beckwith ..................... Hutchison Cole Grimes .............................. Hutchison Morgan Huskey………………….Hutchison Jasmin McCormick .................... Hutchison Adriana Camacho-Rodriguez ........ Lathrop Ariana Camacho-Rodriguez .......... Lathrop Kate Clancy ................................... Lathrop Jack Gross………………………….Lathrop Olivia Jeans………………………...Lathrop Cristina Mondelli ............................ Lathrop Enoch Porter………………………..Lathrop Holly Taylor ................................... Lathrop Jenifer Wolter ................................ Lathrop

Billie Brooker ................... North Pole High Davida Drvenkar .............. North Pole High Ayla Forsman .................. North Pole High Samantha Haines ............ North Pole High Samantha Perry ............... North Pole High Leona Sawyer .................. North Pole High Phoenix Tallant ................ North Pole High Geo Yi .............................. North Pole High Danielle Fausnaugh……..Star of the North Brooke Gottmeier................... West Valley Quetzal Luebke Laroque…….West Valley Giorgia Michel ........................ West Valley Kiara O’Neill…………………...West Valley Teresa Sample………………..West Valley Hannah Way…………………..West Valley

ESP of the Month [0:15:20] Laura Bush, Denali Elementary RTI tutor, was recognized as the Extra Special Support Staff Person for April 2016. Deborah Hall, Denali Elementary principal, made the presentation.

Spotlight: Special Education Programs [0:18:29] Kathie Wassmann, executive director of special education, provided a spotlight and overview of special education programs throughout the district. Mrs. Wassmann explained the district’s special education program served 2,276 students, ranging from 3-22 years in age, with a full range of approximately 385 special education professionals. The majority of students were served in the general education setting and received resource and/or speech/language support either in the classroom or in a pullout model. Programs encompassed a broad range of offerings such as preschool services for 3-5 year olds, speech language pathology, occupational and physical therapy, deaf and hard of hearing services, intensive resource, extended resource, and the Bridge and Project SEARCH programs which provided students with life skills and employability expertise. Board Questions/Comments Board discussion ensued. Item for information only; no action required. Board members were interested in special education’s hard-to-fill positions, recruiting efforts, and the Project Search program where students learned and utilized employability skills. Board members appreciated Mrs. Wassmann’s very informative and comprehensive spotlight on the district’s many special education programs. AGENDA [0:38:27]

HULL MOVED, O’BRIEN SECONDED, TO ADOPT THE AGENDA WITH CONSENT ITEMS.

The following consent items were moved: accepted the Monthly Management Reports for February 2016. approved the minutes from the special meetings on March 21 & 23; the work session on March 21; and the regular meeting on March 22, 2016, as submitted.


Consent Agenda (continued) approved Barnette Magnet School’s request to send approximately 48 fourth grade students, 2 teachers, and 8 chaperones to Denali National Park on May 16, 2016, where students will participate in the National Park Service White House Initiative: “Every 4th Grader in the Park” program, at no cost to the district. approved Barnett Magnet School’s request to raise funds to send its Future Problem Solving Team, consisting of 27 students in grades four-six, 9 students in grades seven & eight, 1 teacher, and 4 chaperones, to Soldotna, April 17-20, 2016, to participate in the statewide Future Problem Solving Competition, at no cost to the district. approved Pearl Creek Elementary School’s request to raise funds to send approximately 27 sixth grade students, 1 teacher, and approximately 5 chaperones to Kenai and Seward, May 8-12, 2017, where students will explore Alaska habitats and geography, at no cost to the district. approved the district’s request to send approximately 37 students (11 middle school students from Effie Kokrine, Ryan, Randy Smith and North Pole Middle Schools and 26 high school students from Effie Kokrine, Lathrop, North Pole and West Valley), and 9 adults (1 administrator, 6 coaches, and 2 additional chaperones) to Anchorage, April 20-24, 2016, where students will participate in the 2016 Native Youth Olympics (NYO) Games Alaska Tournament. accepted the gift of $3,000 from the Fairbanks Public Lands Information Center-NPS to Barnette Magnet School to help cover travel expenses for fourth grade students participating in the National Park Service White House Initiative: “Every 4th Grader in the Park” program. accepted the gift of $3,800 from Pogo Mine to Barnette Magnet School to help cover travel expenses for the Future Problem Solving Team’s travel to Soldotna to participate in the state competition. approved the Personnel Action Report for the period March 14-25, 2016. acknowledged the Personnel Information Report for the period March 11-25, 2016. acknowledged the Superintendent’s Budget Transfer Report for the period March 1-15, 2016. acknowledged the Board’s Reading File. acknowledged the Coming Events and Meeting Announcements. ADVISORY VOTES. 3 AYES (COLE, WILLIAMS, RIZK) MOTION CARRIED UNANIMOUSLY BY ROLL CALL VOTE. 5 AYES (HULL, DOMINIQUE, O’BRIEN, GENTRY, HAAS) PUBLIC COMMENT ON NONAGENDA ITEMS [0:42:45] John Boyarsky, 2265 West Polar Bear Court, Randy Smith Middle School teacher, voiced his displeasure with the district’s initial Fairbanks Education Association (FEA) contract proposal. Mr. Boyarsky wasn’t certain the board was aware of the district’s initial proposal, but when he read it, it felt like a kick in the gut to him. Many of the provisions would have a serious impact on the quality of education. Mr. Boyarsky wondered if the board was giving direction to the district’s high-paid negotiator, or if the negotiator was giving direction to the board. He cited many added responsibilities and expectations proposed in the initial contract offer; adding a total of an extra three hours of work, without pay. He asked board members if they would work an extra three hours without pay. He, like many teachers in the district, already often came in early and stayed late, by choice.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) Mr. Boyarsky pointed out the proposal changed a teacher’s work week to 40 hours, which was more work for the same pay, which in reality was a pay-cut of 9.5 percent. He recognized the tough budget times and expected an offer with no raises, but did not expect a union busting proposal. Mr. Boyarsky had not expected the district to open 50 items to the association’s 19 items. He also did not expect the district to propose a 9.5 percent pay-cut. The proposal felt like he was back in the 1920s, fighting for labor rights. Mr. Boyarsky asked the board if they saw the teachers as professionals or just dumb workers. Mrs. Hull thanked Mr. Boyarsky for his work and what he did for kids every day. She asked Mr. Boyarsky if he had obtained information on the proposed contract from reading the district’s proposal or from an analysis that was done by a teacher, which she believed contained some inaccuracies. Mr. Boyarsky stated he had initially read the summary and then read the actual proposal. Mrs. Hull thought there were some misunderstandings and was hopeful they would have a chance to correct some of it. Coleen Pickering, PO Box 57141, Anderson Elementary School teacher and FEA member, thanked the board for their work. Ms. Pickering spoke to the new office staff at Anderson Elementary School. The school had a 100 percent turnover in the office this year with the previous principal retiring after 40+ years of service, one secretary moving out of state, and the other secretary receiving a promotion. Ms. Pickering thought the new principal and secretarial office staff had done a fabulous job. She congratulated Colonel Cole on the announcement regarding the relocation of the F-35s to Eielson Air Force, along with the Fairbanks Principals’ Association on reaching a tentative contract agreement. Ms. Pickering expressed her heartfelt empathy for the members of the Education Support Staff Association (ESSA) who had already worked nine months with an expired contract. She recalled the year teachers worked with an expired contract. In regards to the district’s initial FEA proposal, Ms. Pickering had read the actual proposal, not the summary and had 10 pages of questions and comments. She would be attending and observing bargaining sessions to see if there were rationales or explanations for the proposed dramatic cuts from the current contract. Ms. Pickering asked for a show of hands from board members who had read the actual district proposal. She had one specific question regarding the proposal’s sick leave bank language. Ms. Pickering chaired FEA’s sick leave bank, of which 175 teachers were volunteer members. She was a little uncertain and confused regarding the language removed concerning the use of sick leave for family members. She was uncertain how much of the language removed was addressed in the Family Medical Leave Act (FMLA). Ms. Pickering was concerned for teachers who experience medical crises and needed to use the sick leave bank. Tara DeVaughn, 3368 Chokecherry Court, a 17-year veteran teacher, said she echoed Mr. Boyarsky’s concerns regarding the district’s initial contract proposal seeking an increased work week and responsibilities for teachers with less pay. Ms. DeVaughn had read the actual proposal and at first glance thought the new pay schedule looked good, but upon closer review, found it wasn’t; in actuality, it was a pay cut. Under the new proposal, near the top of the scale, it would take two years to move one step. As a math teacher, Ms. DeVaughn had read the numbers and the numbers did not lie. It appeared the board did not value master teachers; those teachers who had been in the classroom for years and participated in countless hours of professional development perfecting their craft. She felt the proposal was a slap in the face to teachers. As a parent, Ms. DeVaughn wanted her children’s teachers to feel valued as the professionals they were. The proposal did not value teachers. Teachers spent many years and thousands of dollars mastering their craft. She had graduated from Ben Eielson High School and had come back to Fairbanks to teach. She did not feel valued as a teacher. Ms. DeVaughn did not want to leave the area, but would if she felt unvalued as a teacher.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) T. Jerome Baxter, PO Box 750341, Pearl Creek Elementary first grade teacher, was appalled by the initial proposal; having read it, it was nothing to bargain with. Mr. Baxter voiced his concern with many articles of the proposal such as taking away a teacher’s ability to use supplemental materials. Teachers needed supplemental materials to teach and connect with students; not all students learned the same way. He questioned how teachers could be held accountable for student achievement when they were mandated and limited on the materials they could use. Teachers were professionals who knew what students needed. Mr. Baxter, as a previous member of the military, had taken an oath to protect America, but the initial proposal was an assault on students, staff, and education; it was a slap in the face to teachers. The district obviously did not care about students or teachers. Mr. Baxter was not angry, he was irritated with the initial proposal and was trying to figure out how to pull the knife out of his back if the proposal stood. He thought the proposal was an indirect attack on students and would cripple education in the community. He would like to see himself proved wrong. The board’s mission statement stated teachers would provide an excellent, equitable education in a safe, supportive environment so all students could succeed, and the district was taking away teachers’ ability to provide that education. Sonja Casady, 2871 Bear Avenue, appeared with her job-share partner Jenny [no last name provided] and Jenny’s five-day old son. Ms. Casady and Jenny were district teachers and had been job-share partners for the past two years. They were upset to see the ability to job-share eliminated from the proposed contract. Ms. Casady spoke to the many positive aspects of job-sharing for both staff members and students; they got the best of both worlds. As a staff members, job-sharing allowed them to be moms and teachers; students were recipients to re-energized teachers every few days. Having two staff members for one class, Ms. Casady and Jenny were able to respond to parents faster, and they needed fewer substitutes as they could schedule appointments on off times and cover for each other during sick days. The district had a lot of control over who could job-share and it saved on salaries and benefits. Removing the ability to job-share would be a huge change for the district and if it was eliminated, Ms. Casady stated she would have to quit her job. Job-sharing benefited all parties involved. Hannibal Grubis, 1601 Hans Way, West Valley teacher, thanked the board for their service. Mr. Grubis believed Fairbanks was the best school district in the state and he was proud to teach in the district and have his children excel in the district. He believed the district’s FEA proposal should exemplify the realistic expectations of the board. He hoped board members had read the proposal carefully. Mr. Grubis was disappointed with the content, tone, and development of the district’s initial proposal. He had recently learned the district’s proposal was outsourced to someone with apparently no past experience in the district. He also had the impression that the longer the negotiations took, the more the person would make. The district and FEA had enjoyed good working relations, such as with the Right’s, Sick Leave, and Health Care committees. If the proposal was adopted as written, FEA would be more limited and teachers’ rights would be open to abuse; all to the disservice of students and teachers. Mr. Grubis shared some of his specific concerns with the district’s proposal, such as the removal of the requirements for the district to cooperate with the association on grievances; making the health care committee advisory only; eliminating language that protected teachers from having to arrange for their own substitutes; and allowing the district to leave information in personnel files, even if the information was proven to be not true. Additional concerns included the elimination of current language on academic freedom; it obfuscated whether or not teachers had the ability to use additional materials to supplement their classroom discussions. Other concerns included teachers going on unpaid leave and having to pay for a substitute if there was an unavoidable travel delay. The proposal eliminated language that no teacher would be reprimanded, transferred, or non-retained without just cause. Mr. Grubis’s list was not exhaustive or prioritized. He expected the district proposal to be withdrawn and modified.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) Greg Lutrell, 2931 Whistler Court, Crawford Elementary parent, testified about the out-of-attendance (OAA) policy. Mr. Lutrell and his wife were both in the Air Guard and worked on Eielson Air Force Base. Under the OAA policy, his younger daughter would have to leave Crawford Elementary to go to North Pole Elementary School for the first 10 days of the school year, if not the entire year. He was concerned about before and after school care. Their family utilized the childcare provided by the military during spring break and military exercises; they would lose that benefit if their daughter had to move to North Pole Elementary. Mr. Lutrell did not want to pull his oldest daughter out of Ben Eielson to care for her younger sister. The schools on Eielson Air Force Base had open classrooms; North Pole area schools were already crowded. Mr. Lutrell asked the board to reconsider the policy. Mr. O’Brien thanked Mr. Lutrell for his testimony. He thought the board was aware of the problem and the good news was the F-35s were coming, but it would exacerbate the OAA issue. Currently, the district had flexibility on out-of-attendance students because the schools on base were not at capacity, but that would change with the arrival of the F-35s. At least there was time to work with the Air Force to solve the problem. Colonel Cole said he had been working with the assistant superintendent regarding the issue. He felt good about the district’s work on the issue. Mrs. Hull asked if Mr. Lutrell had been working with the building administration and others to help with his situation while the district worked through the issue. Mr. Lutrell stated he had been. Deborah Bennett, 6.3 Mile Farmers Loop Road, Barnette Magnet School teacher, was pretty disheartened after reading the district’s initial proposal and felt she needed to say something. She asked the board to keep in mind that Juneau teachers received a two percent cost of living increase and Anchorage teachers received one percent with a $1,000 bonus. In light of the current budget situation, Ms. Bennett thought teachers were willing to share some of the burden, but questioned whether it was realistic to have teachers take a hit in all areas. The current FEA contract was a mature contract that had served both the teachers and school district well. The contract had undergone numerous reviews through previous contract negotiations. The hardcore stance the district’s negotiator had taken was not warranted by the budget crisis or by the abuse case against the district. Teachers loved their job and their students. Ms. Bennett said teachers understood there was a budget crunch, however if teachers’ earning ability was flat-funded, it would seem the district would consider making a non-monetary concession rather than attacking other parts of the contract. The stance the district had taken was not something Ms. Bennett had experienced in past negotiations. The district’s proposal was so far to one side, she could not even imagine the two sides could begin to bargain. Attacks on the very premise of progressive discipline, union representation, and privacy had been put forward. The proposed gouge in salaries could very well impact students and teachers. It would be more than several years for teachers to climb back to the salaries they were making at the current time, thus sending many seasoned teachers into early retirement and taking their institutional knowledge with them. Cuts in teacher prep time, changes in stipends, and the elimination of compensatory time were equivalent to cuts in salary and they would markedly reduce the quality of student learning. Ms. Bennett hoped the board would consider the collaborative spirit between the association and the district and offer realistic language to their valued employees. Bobby LaSalle, PO Box 57175, North Pole Elementary speech-language therapy assistant and proud member of the Education Support Staff Association (ESSA), testified regarding contract negotiations. Ms. LaSalle worked hard to get her degree while working full-time and raising her family. She had worked in almost every school in the district through her tenure with the school


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) district. She started with the district as a substitute custodian and special education aide. She realized times were tough and there were many financial uncertainties in the state, however the proposals given to both FEA and ESSA, attacking them, were unacceptable. The associations had mature contracts that had served both the associations and district well. Ms. LaSalle noted the district had hired a negotiator who came with poor recommendations and no community ties. Not only did he not have any community ties, he had no incentive to work expediently because he was being paid a ridiculous amount of money per hour. Association members were community members who lived, worked, and volunteered in the community and schools. They often went above and beyond the call of duty. The term, “Other Duties as Assigned” was no stranger to association members. The proposed contracts were examples of members being asked to do more for less. The proposed contract sought more hours for less money. As parents, Ms. LaSalle explained how difficult it was to find people trusted enough to care for children. ESSA and FEA members were the people the community trusted to care for their children and teach them to become productive members of society. Association members were the future of children and children were the future of association members and the community. The board and district owed it to the community and students to support the needs of students and staff. The district needed to continue to be a place where students wanted to come to learn and staff to work. Ms. LaSalle pointed out the ESSA proposal removed 15 work days, took away sick leave, and proposed other incredulous changes. She noted the negotiator was being paid hourly and thought a lot of the proposal was ludicrous stuff brought forward so more time would be spent bargaining. Nancy Duez, PO Box 58643, current FEA president, had worked for many years as a 5th and 6th grade teacher at Woodriver Elementary School. Ms. Duez pointed out many of the proposed contract changes were not good for students, such as increasing the number of staff meetings from two per month to two per week; it reduced a teacher’s availability to students. Currently, teachers were not available to students 6 out of 20 days; with the new proposal, that would increase to 12 out of 20 days. Over half of the teacher’s available time would be spent in meetings, not counting IEP, SST, and other as-needed meetings that occurred after school. Ms. Duez also pointed out that many of the elementary after school programs were taught by teachers. Those programs would no longer be available to students. At the secondary level, teachers would not be available for one-on-one assistance and tutoring. Teacher support helped ensure student success as they worked to meet their current credit requirements for graduation. These supports would be removed through the proposed contract. Ms. Duez noted a reduction of prep time across the board would impact the quality of lessons a teacher might deliver. Taking away an employee’s ability to use leave to care for a sick child or family member was unconscionable; so much for the family friendly workplace. Further reducing a teacher’s use of personal leave was unnecessary. Teachers already could not use leave during parent-teacher conferences, professional development days, or testing days. Adding an encumbrance on the first two weeks and last two weeks of the school year further damaged family life – no moose hunting in the fall and no going to a child’s college graduation after all the years of hard work and support invested. Ms. Duez asked how the proposals supported the board’s strategic plan. According to the strategic plan goals of Organizational Support, it was the district’s objective to, “Create an environment that supports the needs of staff to enable a school and organizational climate where students thrive” and under Culture, “Strengthen employee relations to support the mission and instill a culture of continuous improvement.” The initial proposal did nothing to strengthen employee relations.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) Ms. Duez noted, that according to FEA’s records, they had received notice of 28 certified retirees and 22 resignations – 5.4 percent of the certified staff – had already given notice of their intent not to return in the fall. She wondered how many more might come in before the June 30 deadline. She also noted Mrs. Wassmann, during her special education spotlight, made the point the district’s salary was no longer as competitive or attractive as it used to be. Salaries were in the Lower 48 range, but with a higher cost of living in Fairbanks. With further reductions in compensation, no defined retirement benefit, and no social security benefits, Ms. Duez wondered how much more difficult it would be to recruit and retain teachers of quality. She thanked the board for their time. Chrya Sanderson, PO Box 55935, North Pole High School Alaska Native Education (ANE) tutor, found herself weary after 32 years with the school district and many years of negotiations. Ms. Sanderson thought they had reached the place in the relationship between the associations and the district where the certified, support, and administrative staffs did something very unique – they negotiated, talked, and became a team to settle the contracts. Now, there was a person who was doing all that. In looking around the room, Ms. Sanderson pointed out the professional staff present, along with those staff members who had received special recognition such as the ESP of the Year and Nationally Board Certified Teachers. She pointed out the degrees, certificates, and training of ESSA staff were not considered in the same manner as FEA members. Through the years, Ms. Sanderson had attended many conferences and collaborated with other support staff across the nation. At one conference she spoke before 14,000 attendees about education in Alaska. The district had achieved a level of professionalism not easily attained. As a parent, Ms. Sanderson had raised three children in the district. One was now a certified teacher in California, where they faced three times the issues the Fairbanks district currently faced. She pointed out the successes of other students from the district. The successes and achievements of students were evident throughout the community. Ms. Sanderson thought the district needed to get back to a place where the district could be showcased across the nation. Other districts did not have what Fairbanks had. She was proud and would continue to be proud to share the accomplishments and relationships that were part of the Fairbanks school district. She did not want to see that lost. Ms. Sanderson hoped the board would seriously look at what was happening. It felt like the board wanted long-time staff members to walk-out the door and replace them with new people. Ms. Sanderson could not have that happen to her students. She was passionate about educating and supporting academic success and she commended her certified staff for standing strong with ESSA; they stood shoulder to shoulder and no one could take that away from them. Jon Rogers, 3924 Lyle Avenue, North Pole High School teacher, spoke to his heavy heart. Mr. Rogers had only seen the proposed contract a couple of days earlier. It felt like teachers were doing nothing but losing. He thought if there were challenges to be met, let everyone come together to meet them. When people came together, there were no challenges that could not be overcome. With the passion in the room, he was inspired. Mr. Rogers said research showed it took ordinary wisdom to be successful in both your personal life and academic life. The top three traits were resilience, persistence, and teamwork. As a teacher, he believed he had to set an example of resilience and persistence; he did not give up when he could have. How could he teach students to be resilient and persistent if he was not? Mr. Rogers, like other teachers, was passionate about his job. It was so fun to see kids learn.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) Mr. Rogers was also before the board to advocate for Richard Henert, North Pole High School head football coach. He also recognized David DeVaughn. They both understood the power of football and what it meant to kids. Mr. Rogers noted the important influence football had for him when he was in school; he was now Mr. Henert’s assistant coach. As a teacher, Mr. Rogers said it was a teacher’s job to build an environment students wanted to be part of. The national percentage of football participation one worked to achieve was 10 percent; he noted North Pole High School was well over that – where 1 in 3 boys played football. Football was a place students wanted to be. Mr. Henert had made it that way for students. Mr. Rogers invited board members to come watch the team play to see what a “diverse and changing society” really looked like. Everyone played because when they faced a challenge; they faced it together. Sharon McCool, 1713 Southern Road, spoke to the out-of-attendance issue. Ms. McCool was active duty with the 168th on Eielson Air Force Base. As parents who worked on Eielson, but lived in Fairbanks, the commute was approximately 70 miles roundtrip every day. Parents had to leave to pick up their children if they were sick, had doctor’s appointments, early dismissal, etc. It could end up being two to three trips a day, if parents had to return to work. It could easily add up to 210 miles a day, accounting for approximately three to four hours of time. Ms. McCool noted the huge benefit to families having their children attend Eielson schools. Her family, like many families in her Air Guard unit, were community members with strong ties – they volunteered, they owned homes, paid taxes, etc. She noted it was difficult to volunteer in schools and attend parent-teacher conferences when you had to drive 35 miles each direction. Ms. McCool echoed the comments of the previous Guard member regarding the availability of after and before school care available for them on Eielson which allowed them to participate in military exercises, work 24-hour shifts, and go above and beyond for their job. Ken Gieser, 227 Slater Drive, Ryan teacher, had lived in Fairbanks for 25 years. Mr. Gieser shared about his day. He had just arrived to the board meeting from a volleyball game, for which he coached. He woke up at 4:30 a.m. so he could make volleyball practice on time at 7:00 a.m. Practice didn’t start until 7:30 a.m., but parents had contacted him about dropping off their students early because they had to be at work by 7:30 a.m. He agreed, no problem at all. Everyone had a great practice. At 9:15 a.m., Mr. Gieser changed clothes and ran to his classroom to meet his social studies students. In the social studies class they learned about Josiah Henson, for whom Harriet Beecher Stowe’s Uncle Tom’s Cabin was based on. Without bringing his own materials into class, Mr. Gieser’s students would have never known about who that great book was based on. After the social studies class, came his English class. Changing gears, he taught his English class. They were doing an interesting unit on aging and what they could expect as their parents aged. Next was Mr. Gieser’s lunch. It was the first time since 5:00 a.m. that morning, he had a chance to eat something. But on the way to lunch, he ran into a student in the hallway who was having a hard time. Mr. Gieser took the student to the office and made certain she got a lunch, but by now, his lunch was over, with no time for him to eat. After lunch, Mr. Gieser was back in his classroom and getting ready for his drama class. There were a bunch of students in his class who were experiencing drama for the first time. He was doing a lot of crazy things to get them interested. They were making recycled costumes and more. After drama, he had two more classes and a lesson plan to write before he could leave with his volleyball team so the substitute teacher could take over his remaining two classes for him. After writing the lesson plan he headed to the bus with his volleyball team and headed to Randy Smith Middle School. The volleyball team played and finished at 7:00 p.m., which then brought him before the board.


PUBLIC COMMENT ON NONAGENDA ITEMS (continued) Mr. Gieser noted he was not along out there, there were many teachers and principals all doing the same thing for free. He noted the many things staff already did for free, including for him the talent show, the speech contest, and the hours and hours of tutoring. He asked the board not to make him do anything more for free. Rebecca Baxter, PO Box 57288, North Pole Elementary teacher, thanked the board for the opportunity to speak. Ms. Baxter appreciated the fantastic area of Fairbanks and the ability to institute change. She felt it was a privilege to have been able to work on the district’s evaluation committee for almost four years. The experience had taught her a lot. It taught her the school district trusted her. The district recognized teachers were intelligent, capable people who wanted nothing but the best for students. Ms. Baxter believed the settlement of the principals’ contract showed the district was willing to work with its employees. However, in looking at the district’s initial offer to FEA, it was a hack job. The district had taken a fantastic contract and tore it apart – that was not a sign of working together. What it indicated to her was the strategy to negotiate over as many items as possible so teachers would be satisfied with a zero percent raise. Ms. Baxter was not going to discuss money, but the district needed to keep long-term teachers. Experienced teachers were quitting and retiring. Tier 1 and Tier 2 teachers were leaving because they were being treated poorly. They were being told they were respected, but were going to be made to work more hours, with less pay, along with taking more time away from students. Ms. Baxter figured it would take 90 minutes a week for elementary teachers to teach eight preps – 18 minutes a day, 5 days a week. She asked how healthy children would be with 18 minutes of PE. What about music or library for 18 minutes? She said her class couldn’t check out a book in 18 minutes. Ms. Baxter wanted the board to know teachers were there because they cared about their students. The proposed contract was taking things away from students and staff. It was not a good way to attract new talented teachers to the district. On behalf of the entire board, President Haas thanked everyone who had testified. The board was very aware of the process and proposal. They believed the negotiation teams were working through each of the proposals. SUPERINTENDENT REPORT [1:39:08] Core Value/Goal: Effective Communication: Establish transparent and consistent communication to increase student, parent, staff, and community connectedness with the district.

Superintendent Dr. Gaborik provided a superintendent report. Dr. Gaborik asked Heather Rauenhorst, grants director, to update the board regarding the district’s grant program. Ms. Rauenhorst provided an overview of the district’s grant application and review processes. Although there were many grants available, there were limitations on what grants the district could apply for, as there were many consideration factors such as time, oversight, matching funds requirements, and more. The district was on track of receiving approximately $2 million in competitive grant awards. Dr. Gaborik provided an update on the district’s recent award of the DODEA grant. The district received approximately $1.5 million. Over the course of five years, the grant would provide extensive professional development to five military-connected schools for the development of a one-to-one iPad program in grades 1-3. Dr. Gaborik provided a brief overview of the grant activities to date. During the fourth quarter, focus would be on reading and language arts connections. Progress was being made with pilot classrooms in literacy and mathematics. The district was also exploring additional grants in the same area.


SUPERINTENDENT REPORT (continued) Dr. Gaborik announced Daniel Domke, career technical education director, was elected to the Alaska Postsecondary Access and Completion Network. It would be great for the district to have Mr. Domke serve in that position. One of his goals was to advance CTE work statewide to provide multiple graduation pathways. Dr. Gaborik announced the district was about ready to launch texting capability on Blackboard Connect. The launch date was scheduled for April 18. Dr. Gaborik also announced that in an effort to reduce costs, the Administrative Center would be utilizing a four-day workweek from June 13 to July 24. All staff would still be working their full hours Monday through Thursday, with the Administrative Center being closed on Fridays. Supervisors had been working with their staff to iron out the details. The new schedule would mean a four-day work week except during holiday weeks, when it would be a three-day work week. Dr. Gaborik spoke briefly about the budget and possible reductions in certificated staff that could affect tenured teachers. With final funding still unknown, the administration planned to provide notice of doubtful status to all non-tenured teachers, except special education teachers and librarians, unless funding was known before May 1. Notice was required by May 1. The notice of non-retention was due at the end of May. Board Questions/Comments Board discussion ensued. Report for information only; no action required. Board members were pleased to see the DODEA grant included literacy and math. A concern was voiced regarding the four-day workweek in the Administrative Center and departments’ ability to catch up over the summer. It was clarified staff would still work their full-hours, so the same amount of work should be able to be accomplished Monday-Thursday. OLD BUSINESS Included in the Consent Agenda. NEW BUSINESS K-12 Science Curriculum Adoption [1:55:27] At the March 22, 2016 board meeting, the revised K-12 Science Curriculum was presented and a copy of the document was provided. The administration recommended the board adopt the proposed K-12 Science Curriculum. The Board Curriculum Advisory Committee, at their March 3, 2016 meeting, voted to recommend the K-12 Science Curriculum.

Core Value/Goal: Student–Centered: Center everything we do on the student and student learning.

DOMINIQUE MOVED, HULL SECONDED, TO ADOPT THE REVISED K-12 SCIENCE CURRICULUM.

Melanie Hadaway, executive director of curriculum and instruction, noted she had presented the curriculum report at the last meeting, but was available to answer any questions. PUBLIC COMMENTS None BOARD QUESTIONS/COMMENTS Mrs. Dominique thanked the Board Curriculum Advisory Committee members and curriculum staff for their work on the curriculum revision.


K-12 Science Curriculum Adoption (continued) ADVISORY VOTES. 3 AYES (WILLIAMS, RIZK, COLE) MOTION CARRIED UNANIMOUSLY BY ROLL CALL VOTE. 5 AYES (GENTRY, HULL, DOMINIQUE, O’BRIEN, HAAS) Report & IFB 16-R0003: Pupil Transportation Services [1:57:57] Competitive proposals for the purchase of student transportation services were received in the purchasing department on September 29, 2015, at 4:30 p.m. The purchasing department evaluated the proposals received and recommended award to the offer that provided the best value to the school district. After the administration updated the school board on the transportation contract, the board was asked to approve the awarding of the contract to First Student, Inc. for $12,435,911.40, based on first-year usage for the initial period of the contract, July 1, 2016 – June 30, 2017. The abstract of bids and complete bid file was available for review in the purchasing department.

Core Value/Goal: Effective Communication: Establish transparent and consistent communication to increase student, parent, staff, and community connectedness with the district.

HULL MOVED, DOMINIQUE SECONDED, TO AWARD IFB 16-R0003: PUPIL TRANSPORTATION SERVICES TO FIRST STUDENT, INC. FOR $12,435,911.40, BASED ON FIRST-YEAR USAGE FOR THE INITIAL PERIOD OF THE CONTRACT, JULY 1, 2016 – JUNE 30, 2017.

Lisa Pearce, Renee Tonne, Bart Grahek, provided an update on the transportation contract. Ms. Tonne, transportation coordinator, updated the board on bus routes, on-time statistics, and driver recruitment, staffing and wages. Mr. Grahek, purchasing director, spoke to the timeline and specifics of the transportation contract and bid process. First Student was the sole bidder. Ms. Pearce, chief financial officer, explained the financial consequences of the contract and the transportation subsidy. PUBLIC COMMENTS None BOARD QUESTIONS/COMMENTS Board discussion ensued. Board members acknowledged the administration’s hard work on negotiating the contract. Given the difficult financial times and monopoly of the market, board members were pleased with some of the terms of the contract the administration had been able to negotiate, such as the ability to terminate the contract and if terminated, the option to purchase the buses. Mr. O’Brien voiced his opposition to the contract due to the poor service First Student had provided through the year and the poor working conditions reported by employees. He struggled to find anything good about the company, although he noted his son’s bus driver was good; it wasn’t the drivers’ fault, it was the company. ADVISORY VOTES. 3 AYES (COLE, WILLIAMS, RIZK) MOTION CARRIED BY ROLL CALL VOTE. 4 AYES: GENTRY, HULL, DOMINIQUE, HAAS 1 NAY: O’BRIEN


INFORMATION AND REPORTS Health Care Committee Report [2:12:56] Lisa Pearce, chief financial officer; Robin Mullins, director of business services and chairman of the Joint Committee on Health Benefits; Colleen Savoie of Parker Smith & Feek, plan consultant; Melody Douglas of Douglas Business Management Services, facilitator; and Krista Lord, director of compliance and the superintendent’s appointee to the committee; presented a summary of adopted plan design changes to the district’s health care plan. Changes were scheduled to go into effect in January of 2017. Core Value/Goal: Effective Communication: Establish transparent and consistent communication to increase student, parent, staff, and community connectedness with the district. The committee was tasked to determine health care benefits, while containing costs. The Affordable Care Act had not made the committee’s work easy. While implementation of the health care tax was postponed, the committee continued to move forward with their work regarding changes to the program that would help maintain the long-term sustainability of the program. The district was self-insured. While being self-insured was an economical cost-saving way to provide insurance, the district’s benefit package was very expensive; approximately 28 percent of the budget, of which health care was approximately 16 percent. With the rising costs of health care, the district had to make changes to its health plans. The committee was passionate in their work to contain costs and sustain the program. The committee recommended plan changes that would take effect in 2017. Many of the changes provided staff members with avenues to be active participants in their health care. Some of the committee’s recommended changes included the revision of the current Plan A and Plan B, with the addition of a new Plan C. Other changes included the addition of generic prescription copays, increased deductibles, elimination of the deductible carry-over, increased penalty for ER visits for non-emergency care, and limiting the number of chiropractic and acupuncture visits covered per year. New to the plan would be the addition of the Telemedicine program which offered 24 hour accessibility to a physician by phone and the Bridge Health program, which provided cost-saving options for non-emergency care outside of the area. The health care plan changes allowed the unbundling of benefits, affording employees the opportunity to select individual dental, vision, and health options. The district’s health plan was well managed. The district’s current Plan A option was considered a very generous plan, better than many other school districts. While both the current Plans A & B, and the new Plan C, would have higher deductibles, all the plans provided good coverage for catastrophic illnesses. The recommended changes were projected to provide approximately $1.7 million in savings in 2017, with similar savings projected in 2018. The savings could be higher if more staff enrolled in the higher deductible programs. It was important the new plans were rolled out successfully. The committee would continue their work on the roll-out and communication plans. The committee believed the changes would have an overall positive effect on the long-term success of the district’s health care plan. BOARD QUESTIONS/COMMENTS Board discussion ensued. Item for information only; no action required. Board members appreciated the work of the committee; the issues they dealt with were very complex. The recommendations should help to reduce the district’s health care costs.


BOARD AND SUPERINTENDENT COMMENTS & COMMITTEE REPORTS [2:36:42] On behalf of the entire board, President Haas thanked the North Pole Middle School Percussion Ensemble for their great performance. She congratulated the John Kelly Scholarship recipients and Ms. Bush as the ESP for April. President Haas also thanked Mrs. Wassmann for the very informative spotlight on the district’s special education programs. President Haas announced the Legislative Committee meeting scheduled for April 11 was cancelled. The district was scheduled to present its 2016-17 Recommended Budget to the Borough Finance Committee on Thursday, April 7 at 5:30 p.m. in assembly chambers. President Haas announced she would be out of town for the April 18 and 19 board meetings. Colonel Williams congratulated Colonel Cole and the Air Force regarding the announcement of the F-35 Joint Strike Fighters coming to Eielson. He thanked the North Pole Middle School Percussion Ensemble for their great performance. Colonel Williams recognized the day as Gold Star Spouses Day, honoring spouses and families of fallen members of the U.S. Armed Forces. He was also pleased to hear the district was looking for additional grants. Colonel Williams shared his appreciation for the Golden Heart VFW Post and the number of awards they were offering students in grades 6-12, including the $30,000 Voice of Democracy award. Fort Wainwright would be hosting an Earth Day Celebration on Tuesday, April 26 from 9:00-11:30 a.m. with students from Tanana Middle School and Arctic Light and Ladd Elementary Schools Colonel Cole appreciated Mrs. Wassmann’s special education report; it was amazing to see how much teachers cared. He thanked everyone who had testified and hoped the district would be able to work with them. He had found through his work in the Air Force, that when cuts were made, it often eroded trust and once it was gone, it was difficult to get back. Mrs. Hull thought the F-35s coming to Eielson Air Force would be good for the community. She appreciated the evening’s testimony and thanked the teachers who testified. The negotiation process was just beginning and she had confidence in the process. She hoped people would not jump to too many conclusions. There seemed to be many misunderstandings about the offer and hoped there would be information provided clarifying some items had not been eliminated, but rather moved to another section. Mrs. Hull believed the board and the unions were both working in good faith. She appreciated district staff and their work and dedication to students. In regards to a report on the State Board meeting, Mrs. Hull noted the minutes were distributed by email to the board. She believed the cancellation of AMP testing was the appropriate decision. Mrs. Hull reported the Parent Engagement Committee was scheduled to meet on April 21. The committee continued their work and she was excited about the recommendations that would be coming forward. Mrs. Hull spoke about a great book she had read, Blended: Using Disruptive Innovation to Improve Schools, which spoke to implementing personalized learning and blended learning techniques. It was one of the best things she had read and highly recommended it to everyone. Mrs. Hull was headed to the National School Boards Association convention, so she would be unable to attend the district’s budget presentation to the borough on Thursday. Mr. O’Brien thanked the North Pole Middle School Percussion Ensemble for their great performance. Like other board members, he was excited about the F-35 announcement and how it would affect schools. Mr. O’Brien appreciated the testimony and passion voiced, although the downside was the feeling of being insulted; it was not the board’s intent. If everyone loved the initial offers, there would be no need to negotiate. Mr. O’Brien hoped some of the misunderstandings about the offer could be cleared up and others worked out. He thanked Mrs. Wassmann for her spotlight on the district’s special education program. It was very informative and interesting to hear about the program and some of its challenges. Mr. O’Brien thanked Ms. Downing for inviting him to her second grade classroom at Anne Wien Elementary to help with a project where every student was running for president. He had a great time and enjoyed the visit.


BOARD AND SUPERINTENDENT COMMENTS & COMMITTEE REPORTS (continued) At 9:53 p.m.:

DOMINIQUE MOVED, HULL SECONDED, TO SUSPEND THE RULES AND CONTINUE THE MEETING TO 10:15 P.M.

Asking for and hearing no objection, President Haas continued the meeting. Mrs. Dominique echoed the sentiments and excitement of other board members regarding the announcement regarding the F-35s. She also thanked Mrs. Wassmann for her special education spotlight. She encouraged parents to check out the different programs available for students. Mrs. Dominique thought the Health Care Committee was an important committee and it worked hard to sustain the district’s health care plans. She appreciated the testimony regarding negotiations and understood how people could be upset. Everyone would need to work together to reach an agreement. Mrs. Dominique announced the Board Curriculum Advisory Committee was scheduled to meet at 5:30 p.m. on April 7. Mr. Rizk congratulated the John Kelly scholarship recipients and thanked Mrs. Wassmann for her special education spotlight. He announced district students would be traveling the next day to the Alaska Association of Student Governments (AASG) conference in Kodiak. Superintendent Dr. Gaborik announced she had been accepted to the National Cohort of Superintendents as part of a National Cohort on Personalized Learning. It was a great experience to collaborate and network with other superintendents and learn about what other districts were doing. She thanked Mrs. Hull for encouraging her to get involved. Dr. Gaborik and John Ringstad, BP representative, had the privilege to visit schools to surprise and award the Fairbanks BP Teachers of Excellence:

Elizabeth Beks, North Pole High School Wendi Graham, West Valley High School Elizabeth Hilker, Chinook Montessori Charter School Lynn Johnson, Barnette Magnet School Thad Keener, Denali Elementary School Moira O’Malley, Watershed Charter School Mary Reece, Anne Wien Elementary School

Dr. Gaborik congratulated all the awardees. The BP award banquet, where the BP Teacher of the Year would be announced, was scheduled for April 21. The meeting adjourned at 9:59 p.m. Submitted by Sharon Tuttle, executive assistant to the Board of Education.

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2016

2015August 12 & 18 Teacher Work Days 13,14,17 Professional Development Days 19 First Day for Students

September 7 Labor Day Holiday 28 Professional Development October 16 End of 1st Quarter (early dismissal) 26-27 Parent-Teacher Conferences

November 26-27 Thanksgiving Holiday

December 16-18 Last 3 Days (early dismissal) 18 End of 1st Semester (early dismissal) 21 Winter Break – Begin

2016January 1 Winter Break – End 4 Teacher Work Day (no school) 18 Martin Luther King Jr. HolidayFebruary 5 Professional Development 15-16 Parent-Teacher Conferences

March 11 End of 3rd Quarter (early dismissal) 14-18 Spring Break

April 4-8 Testing (all students attend school) 11-15 Testing (all students attend school)

May 17-19 Last 3 Days (early dismissal) 19 Last Day for Students 20 Professional Development Day 23 Teacher Work Day

520 Fifth Avenue, Fairbanks, AK 99701k12northstar.org

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1st Quarter: 44 days

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Revised by Administration: April 2015, October 2015Adopted by School Board: June 4, 2013

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PREAMBLE The Board of Education recognizes the principal, under the leadership and supervision of the Superintendent, as a management position and endorses the management team concept in the governance of the educational program. By law, the Board of Education is charged with the responsibility to render policy decisions regarding management and instructional functions in public education. The Board of Education agrees to a decision-making process which provides for the participation of principals in the development of school district policy. Principals, as members of the management team, accept the responsibility to share in the decision-making process and to be held accountable for the implementation of policy.

1100 Recognition:

The Board recognizes the Fairbanks Principals' Association (FPA) as the exclusive representative for all principal positions defined in this Agreement for the purposes of collective bargaining with respect to matters of wages, hours, and other terms and conditions of employment. A person is a principal if the District designates the position as a principal position and the District requires a Type B certificate for the position. Because charter school leaders are not required by the State or the District to hold a Type B certificate, charter school head teachers/administrators/principals are outside the FPA bargaining unit. The principal at Effie Kokrine employed during the 2012-2013 school year will continue as a member of the FPA bargaining unit until that person vacates that position. Future Effie Kokrine and all other charter school administrators/principals may be invited to join the FPA bargaining unit at such time that the law changes to allow the district to control the selection, supervision, evaluation, and retention of these positions, using criteria common to the selection of members of the FPA bargaining unit.

1200 Individual Membership Rights:

It is recognized that FPA bargaining unit members have the right to join or refrain from joining the FPA. Membership in the FPA shall not be required as a condition of employment in the District, and the District will not discriminate with respect to any term or condition of employment for the purpose of encouraging or discouraging membership in the FPA.

The District will not prohibit FPA bargaining unit members from taking an active part in the FPA activities; nor shall the District deny any FPA bargaining unit member his/her rights under state or federal laws.

1300 The FPA’s Rights and Responsibilities:

The District will:

1. Provide ten (10) days leave per school year for the FPA’s business. Granting of leave shall be upon written request by the FPA president to the Superintendent. The FPA may request an additional five (5) days of leave per fiscal year, so that FPA members may attend training related to collective bargaining or grievance handling. The FPA will submit any such request(s) to the Superintendent in writing, whose approval shall not be unreasonably withheld. Should such training be attended outside of the established school year, FPA members shall be paid at their per diem rate.

2. Involve the FPA in the District's preparation and process for negotiating with the

Fairbanks Education Association (FEA) and the Education Support Staff Association (ESSA).

3. Involve principals in proposed changes to certificated and classified job descriptions

and evaluation instruments and procedures. 4. Involve the FPA in proposed changes for the evaluation of principals. 5. Involve principals in the preparation of the school calendar. 6. Involve principals in determining building usage, or changes thereof. 7. Provide each principal with copies of this Agreement either in hard copy or electronic

form.

1400 The FPA Deductions:

The District shall accept voluntary, payroll deductions for the FPA dues which will be forwarded to the appropriate FPA representative. Requests for voluntary payroll deductions shall be submitted in writing and kept on file in the Payroll Office. Such requests will continue from year-to-year until the principal leaves the District or furnishes written notice of revocation of the authorization to the Payroll Office. Such revocation requests must be received prior to September 30, to be effective for the current year. The FPA agrees to hold the District free from all liability in connection with diligence and care in transmittal of the monies to the FPA.

1500 Professional Dues:

The District agrees to continue its past practice of paying principals’ professional dues to state and national principals’ associations. Unless an exemption is agreed upon regarding this provision for a charter school by the Board and FPA, the professional dues of a principal working for a charter school will also be paid by the District. All amounts for salaries and benefits of charter school prinicpals, including professional dues, shall then be charged to the charter school.

2000 Grievances:

It is the mutual desire of the District and the FPA to provide for the prompt adjustment of grievances in a fair and reasonable manner. The parties agree to attempt to resolve grievances at the lowest possible administrative level through free and informal communications. In furtherance of this objective, the District and the FPA have adopted the following procedure as the method for resolving grievances under this Agreement.

2100 Definition:

A "grievance" shall mean a claim by a principal grievant that a dispute or disagreement exists involving interpretation or application of the terms of the Agreement.

2200 Procedure:

Step 1: Any principal may verbally present the facts that form the basis of the

problem/issue any grievance within five (5) work days of the date the grievant knew or should have known, of its occurrence to his/her Administrative Center supervisor. A verbal reply will be given to the grievant within five (5) work days of the meeting. If the results of Step 1 are unsatisfactory, the matter may be appealed to Step 2, provided it is reduced to writing, stating articles that have been violated, and submitted to the Superintendent within ten (10) work days.

Step 2: The Superintendent shall arrange for a Step 2 meeting hearing.

The Superintendent Hearing Officer will give a reply in writing to the grievant within ten (10) work days of the Step 2 meeting hearing. If this reply is unsatisfactory, the matter may be appealed to Step 3.

Step 3: If Step 2 is unsatisfactory, arbitration may be requested by the FPA within twenty

(20) work days. The parties will attempt to agree upon a mutually acceptable arbitrator to hear the dispute. If the parties are unable to agree upon an arbitrator, a request for a list of arbitrators will be made to the American Arbitration Association and all costs associated with obtaining an arbitrator’s list will be equally shared between the District and the FPA.

The decision or award of the arbitrator shall be final and binding upon the parties.

Each party shall bear the expense of preparing its own case. Expenses of the arbitrator shall be equally shared by the parties. All other

expenses shall be borne by the party incurring them, and neither party shall be responsible for the expenses of witnesses called by the other.

The arbitrator will be without power or authority to make any decision which

modifies, alters, or amends the terms of the Agreement. He/she shall have no power to change any practice, policy, or rule of the Board.

Time limits provided in this Agreement may be extended by mutual agreement. Failure at any step in this procedure to communicate the decision on a grievance within the specified time limit shall permit the lodging of an appeal at the next step of the procedure.

2300 Rules of Proceedings: All proceedings and details thereof shall be held in strictest confidence between the parties. Any grievant has a right to an FPA representative at any step in the grievance procedure.

3100 Duration:

This Agreement and each of its provisions is binding and effective as of July 1, 2016 2013, and shall continue in full force and effect until June 30, 2019 2016. If either party wishes to negotiate a successor to this Agreement they shall notify the other party of their desire to commence negotiations prior to March 1, 2019. 2016.

3200 Savings Clause:

1. Modifications

No provisions of the Agreement may be changed, modified, or altered during the term of this Agreement, except by mutual consent of the Board and the FPA.

2. Violations

If any article or part of an article of the Agreement should be decided by a court of competent jurisdiction or by mutual agreement of the District and the FPA to be in violation of any federal or state law, or if a court restrains the enforcement of an article or part of an article, the remaining articles of the Agreement shall not be affected.

3. Replacement

If a determination or decision is made pursuant to Section 3200.2 that part of this Agreement is in violation of federal or state law, the parties to the Agreement shall meet within ten (10) work days after the determination or the decision to negotiate a satisfactory substitute for the invalidated article, section, or portion thereof.

3300 The FPA and Management Rights:

1. The rights and the privileges of the FPA to represent members and to process grievances for principals shall be granted only to FPA.

2. All of the functions, rights, powers, and authority of the District not specifically

abridged, delegated, or modified by this Agreement are recognized by the FPA as being retained by the District, including the right to make final decisions on policies.

3400 Successors and Assigns:

This Agreement shall be binding upon the successors and assignees of the parties hereto until its expiration. The terms and conditions may be changed only by mutual agreement between FPA and the Board.

3500 No Strike Clause:

The FPA and the Board subscribe to the principle that differences should be resolved by peaceful and appropriate means without interruption of the school program. No principal covered by this Agreement shall participate in a strike, work stoppage, or concerted refusal to perform work.

4050 School Closure:

FPA members are expected to go into school on a school closure day. FPA members should be expected to work a full day and be paid for a full day. This day is observed as an extra day and FPA members will be expected to finish out the school year at the new calendar year is published by the superintendent’s contracted number of days.

4100 Contract Year Calendar:

The Board adopts the school term calendar. The Superintendent will establish the contract year calendar for all principals. The District recognizes the many hours that principals devote to their responsibilities. Therefore, when it is necessary to provide Every effort will be made to utilize time periods for professional development for principals, before and after the school year and within the principals’ contract year on days when students are not present in the buildings. Evening or weekend meetings will be scheduled by the District only under special circumstances, as determined by the District after discussions with FPA.

FPA members will be notified by March 1st of any changes in the calendar year including anticipated contract extensions during the summer months. Training during the summer months not brought forward before March 1st will not be mandatory trainings.

4150 Work Day Flex Day: Recognizing that principals are salaried professionals and required to work many hours beyond the standard work day, principal may use up to eighteen (18) hours of time annually without charging the time to either sick or personal leave. This time may be used in up to three (3) hour increments. The principal will maintain a log of the use of this time to be turned into the supervisor at the end of the school year.

In recognition of weekend and evening time placed on principals during the school year, up to five (5) workdays may be used as flex days.

In using flex days, the following rules shall apply:

A. Flex days must be taken with supervisor approval. Principals are expected to exercise their best judgment regarding school needs when scheduling use of flex days. When taking a block of one (1) to three (3) flex days, a minimum of five (5) workdays’ notice to the supervisor will be provided before the planned absence. Exceptions may be granted at the discretion of the supervisor. If the request is at the end of the work calendar, normal year-end check-out procedures must be completed. At any time, the principal may request a review of a supervisor’s decision by the Executive Director of Human Resources. For purposes of calculating per diem rates, leave accruals, recording leave usage, and other necessary hourly adjustments or allocations, the standard quoted work day for principals is seven (7) hours.

4200 Personnel File:

1. The personnel file at the Administrative Center of the District shall be the only official depository of information relating to the principal’s employment. All materials, in the permanent personnel file shall be made available for review to the principal at his/her request, and requests to attach responses to such material shall not be denied. File review will be in the presence of the Executive Director of Human Resources. A principal may request a copy of any material in his/her file.

2. All documents, communications, and records dealing with the processing of a

grievance shall be filed separately from the principal’s personnel file. All documents, communications, and records dealing with a principal’s termination or non retention shall be removed from the principal's personnel file if the principal is absolved and reinstated. These materials shall be maintained in a separate, closed, confidential file, which shall not be subsequently used or referred to, save as may be ordered by a court of competent jurisdiction.

3. The principal will be made aware of any evaluative information placed in the file and

may sign the document. The principal's refusal to sign the document does not preclude the placement of it in the file. Any evaluative information proven to be untrue through the grievance procedure shall be removed from the personnel file and destroyed.

4. A principal may request that documentation reflecting a state or national award

pertaining to his/her professional activities be inserted in his/her personnel file. 5. Medical/personal data files are permanent records of the District maintained for all

active employees. Principals may have access to all documents their own file and can request copies; however, supervisors and hiring managers do not have access to these files.

5. FPA members may request disciplinary documents placed in a personnel file be

removed after five (5) calendar years with documented proficient evaluations and no further discipline during the same time period.

4300 Personnel Complaints:

Complaints about a principal or regarding a building issue, received by the principal’s supervisor, will be referred or forwarded to the principal within ten (10) work days.

Nothing in this article precludes the right or need of the principal’s supervisor to be responsive to parents or community members. The provision is intended to ensure that any principal who is the subject of a complaint receives the opportunity to address and attempt to resolve issues at the lowest administrative level. Principals will be provided a reasonable opportunity to give relevant background information before administrative action in response to a complaint is finalized.

4400 Pupil Assignment:

Each principal shall determine each pupil's grade level, class assignment, promotion, and/or retention within his/her building, consistent with Board policies and administrative regulations. Team decisions regarding access to special services or programs will include input from the principal.

4500 Staff Selection and Assignment:

In collaboration with the Superintendent, each building principal will recommend each staff member's assignment to his/her building and shall make the determination regarding each staff member's assignment within the building, consistent with the Agreements between the District and FEA or ESSA. If the principal is not on contract, reasonable effort will be made to contact the principal prior to assignments and hiring decisions.

4600 Vacancies and Voluntary Transfers:

All permanent principal positions that become vacant will be posted for a minimum of five (5) work days during the school year and (5) calendar days during the summer months. FPA members are encouraged to apply online for positions of interest. Any qualified, current principal will receive an interview. All permanent principal positions that become vacant and all new, permanent principal positions will be posted to FPA, and may be posted outside the district at the same time. Postings will be for a minimum of five (5) work days. FPA members are encouraged to indicate interest in a position by notifying the Superintendent in writing (email or letter). Any qualified, current principal will be interviewed by the Superintendent. If the Superintendent denies a principal’s request for transfer is denied, the Superintendent will inform the principal will be informed of the reasons for his/her non-selection. The principal may have an FPA representative at the meeting. If a principal applies for more than one (1) transfer in the same calendar year, the Superintendent may choose to interview the applicant may be interviewed only once one (1) time, unless the applicant can show reason why he/she should be interviewed again. When a principal position is designated as "interim" rather than “permanent”, the notification to Superintendent will notify the members of the FPA bargaining unit and request that any principal who would like to be considered for appointment to the interim position should apply online. notify the Superintendent within five (5) work days. The selection of an interim principal shall be at the sole discretion of the Superintendent.

4700 District-Initiated Transfer:

1. The Superintendent reserves the right to transfer or reassign principals at any time when the needs of the District require. 2. The District shall notify a principal of any change in his/her anticipated assignment for the upcoming school year prior to March 15 or, if there are extenuating circumstances, as soon as possible thereafter.

4750 Tenure:

Building principals receive tenure provided they hold and maintain a Type A certificate and meet the requirements of AS 14.20.150 and 4 AAC12.900. (c) 2. (A.). Once tenure is attained, either as a principal or as a teacher, that tenure shall be retained as long as a Type A certificate is held. If a principal is reassigned to a teaching position, placement on the teacher salary schedule will be in accord with the FEA Negotiated Agreement. Seniority accrued as a teacher in this district will be retained, but will not continue to accrue, while working as a building principal.

4760 Assistance for Elementary Schools:

No later than the end of each first quarter, at the request of the FPA president, the district and the FPA agree to explore and, to the degree practicable, implement provisions for administrative assistance for large elementary schools.

4800 Evaluation:

Principals may be evaluated in accordance with district evaluation procedures adopted by the Board. New administrators will be provided training on their evaluation instrument within thirty (30) days of their start date. Evaluation must be based on observation of the principal in the principal's building.

When a principal's formal evaluation reflects performance deficiencies, the Superintendent will provide specific guidance to the principal regarding the District's concerns and the areas in which improvement is needed. The principal may have an FPA representative at any meeting held to discuss such issues. The Superintendent, after consulting with the principal and the FPA, will determine the length of time that is reasonable and necessary for the principal to correct the concerns or performance deficiencies. A Plan of Improvement with a timeline for regular feedback and the final evaluation will be implemented. If the principal fails to make the needed changes within the established time frame, the Superintendent will hold a conference with the principal and issue a written notification of transfer, dismissal, or non-retention.

4900 Employee Discipline:

1. Without limiting the District's right to impose an appropriate level of discipline, including dismissal, when the seriousness of the offense warrants, the District recognizes the principles of progressive discipline. Dismissal or non-retention of a principal shall be in compliance with applicable statutes. No principal will be formally disciplined without just cause.

2. A principal may must be apprised of his/her right to request the presence of an FPA representative when he/she is being formally disciplined for any infraction of rules or delinquency in professional performance. Principals shall not be disciplined in the presence of staff, parents, students, or the public.

Any written complaint not shared with a principal within ten (10) work days after it is received by a supervisor, exclusive of any absences by the principal or supervisor, shall not be allowed as evidence in any disciplinary action against the principal.

Some written complaints cannot be shared with a principal because of the legal ramifications of the complaint. The District will work toward a timely conclusion of this type of complaint.

3. All disciplinary documents will be placed in the employee’s personnel file. The employee shall have the opportunity to read and sign the document prior to its placement in the personnel file.

4. “Progressive discipline” normally means:

Level 1 – a written letter of warning

Level 2 – a written letter of reprimand

Level 3 – a written letter indicating loss of pay

Level 4 – a written letter indicating termination

5100 Holidays:

Principals shall be granted the same holidays as granted regular teachers in the approved school calendar, as well as any other recognized holidays observed by the District falling within their contract year period.

5200 Mileage Reimbursement:

The use of personally-owned vehicles for authorized business shall be reimbursed at the federal rate or thirty-five cents (35¢) per mile, whichever is greater. Should the Board increase the mileage reimbursement for any employee group during the term of this Agreement, the reimbursement rate will also be increased for principals. Written requests for mileage reimbursement must be received by the District's Business Office by the 10th work day following the end of the month for which the reimbursement is requested. Payment will be made within fifteen (15) work days from receipt of voucher.

5300 Professional Development Plan:

In order to promote the professional development of principals and ensure the opportunity to maintain skills, the District and the FPA agree to the establishment of a Professional Development Program.

In accordance with the procedures jointly established by the District and the FPA, all principals shall prepare professional development plans by September 15 each school year, or if hired after September 15, sixty (60) days after date of hire, for implementation and completion during the school year.

Such plans will outline activities which shall require approximately forty-five (45) hours to complete, which may include portions of the contract year work days as appropriate.

No principal shall receive reimbursement from the professional development funds (Section 5400) unless his/her professional development plan has been received and approved by the Superintendent.

5400 Professional Development Funds:

The District will provide professional development funds in the amount of forty sixty thousand dollars ($40,000) ($60,000) each year. Principals shall apply to the Superintendent to use the funds using a District-developed approval form. The Superintendent shall have the authority to grant or deny any request; however, approval shall not be unreasonably withheld provided the request advances the goals or requirements of an approved professional development plan. Funds cannot be diverted to other uses, nor can they be used for equipment purchases. Travel and employee reimbursements must follow standard district practices. By April 1st principals will notify FPA if they do not plan to use funds that year, at which point those funds will become unallocated and available for other appropriate expenditures for professional development. By April 1st principals may submit to the FPA executive board a request for reimbursement based on actual or expected overages, to be considered for reimbursement from unallocated funds. Professional development funds must be spent or encumbered by the end of each fiscal year.

5500 Principal Dependents and School Selection:

An FPA bargaining unit member may elect to have his/her dependents attend the school where the principal is assigned to work.

Principals recognize the responsibilities incumbent upon them when their own dependents attend the school in which they work. Principals may seek assistance from other district personnel when cases arise involving their dependents that may be perceived as a conflict of interest.

6100 Personal Leave:

Principals shall be granted six (6) days personal leave per contract year accrued to a maximum of twenty-five (25) days. The use of personal leave requires the prior approval of the principal's supervisor. No more than six (6) days of personal leave may be used in any one (1) school year. At the end of each year, the principal may cash out personal leave at the principal's per diem salary rate provided six (6) days remain in the principal's account after the cash-out. All of the principal’s unused personal leave shall be payable at the principal’s per diem salary rate upon resignation or retirement.

In extenuating circumstances, a principal may request the use of more than six (6) days to be approved or denied at the discretion of the Superintendent. A principal must notify the District's Accounting Office in writing by May 1 of his/her desire to cash out personal leave.

6200 Sick Leave:

1. All principals shall be entitled to one and one-third (1⅓) days sick leave per month and each major portion per month worked, accruable without limit.

2. The District may require that the principal provide, at his/her expense, a licensed health care provider's statement setting forth the date on which an absence due to illness or disability will commence or has commenced and the expected length of the absence, consistent with provisions of the Family Medical Leave Act (FMLA) or Alaska Family Leave Act (AFLA). In the case of a medically related absence due to pregnancy, it is expected that a principal will comply with this section by providing notice to the District at least one (1) month before the expected date of birth.

3. If the District has cause to suspect sick leave abuse, or if the District wants to verify that a principal is sufficiently well to perform his or her duties, the District may require a licensed health care provider’s statement, e.g., when sick leave is used in conjunction with weekends or vacation periods or during parent-teacher conferences. In accordance with 4 AAC 15.040, a false statement regarding sick leave is sufficient grounds for cancellation of a principal’s contract and recommendation for revocation of his or her certificate.

6300 Sick Leave Bank:

There is hereby created a Sick Leave Bank which shall be administered by a Sick Leave Bank Committee. The committee shall consist of four (4) members, two (2) from FPA and two (2) selected by the Superintendent. Approval or denial for leave by the committee shall be final.

1. A principal shall be eligible to become a member of the Sick Leave Bank upon employment with the District.

2. A principal who wishes to join the FPA Sick Leave Bank must make a donation of at least one (1) day and not more than five (5) days of sick leave to the Sick Leave Bank. Principals who participate in the Bank may transfer up to five (5) days annually thereafter. All leave transferred to the Bank is final. Submission of the paperwork confirming the donation must occur by September 30, or within the first thirty (30) days following a principal's hire in the FPA bargaining unit, whichever is later. Membership in the Sick Leave Bank will be effective upon the transfer of sick leave from the principal's sick leave account into the Bank.

3. A contributing member will be permitted to draw not more than twice the number of days of sick leave the member has accumulated on July 1 of each year, or twenty-four (24) days, whichever is greater, to a maximum of sixty (60) days in any one (1) school year from the Bank, or not more than a total of one hundred eighty (180) days during his/her entire employment with the District. Any member of the Bank who has received a Sick Leave Bank grant of twenty-four (24) days or more in any school year must make a subsequent contribution to the Sick Leave Bank of at least two (2) days, before he/she will be eligible to receive another grant.

4. In cases of severe illness or extreme hardship, a member may be granted additional days in accordance with AS 14.14.105. In unique situations, members may donate blocks of time to any designated member of the bargaining unit with the consent of the Sick Leave Bank Committee. In the event that all such days specifically donated are not needed, they will be remitted to the respective donor(s).

5. Only Sick Leave Bank members may withdraw from the Bank. Requests for withdrawal from the Bank may be approved by the committee when the following conditions have been satisfied:

a. When all of the principal's accrued sick leave has been exhausted;

b. When the principal has been on annual personal leave or, if annual personal leave has been exhausted, or if has been on leave without pay for at least five (5) work days; and

c. When a doctor's certificate is presented, verifying the principal's need for leave.

7. The principal whose application has been approved by the committee will be reimbursed for any of the days of leave without pay and these days will be charged against the amount authorized from the Sick Leave Bank.

7. Each principal retiring or resigning may contribute five (5) days of his/her unused sick leave to the Sick Leave Bank.

8. The sick leave days donated to the Bank shall be cumulative from year to year.

9. A request for contributions may be held upon approval of the committee.

6400 Disability Leave:

1. Upon recommendation of the principal's physician, an unpaid leave of absence may be granted for up to one (1) school year, plus any unfinished school year. The request for leave shall be in writing and be accompanied by a physician's statement setting forth the specific illness or disability, the date the principal's disability commenced or will commence, and the expected length of the absence. If the principal has already been on leave without pay status due to this same disability before making the request for leave, the disability leave will commence on the date the principal went into leave without pay status.

2. Within thirty (30) days after the District receives written verification from the principal's physician that he/she has recovered from his/her disability, the principal shall be placed in an administrative position determined by the Superintendent.

6500 Bereavement Leave:

Principals may be able to use, during a school year, up to twenty (20) days of their accumulated sick leave in case of death(s) within the extended family, The Superintendent, at his/her sole discretion which shall not be subject to grievance or arbitration, may grant personal leave to a principal upon request, in the case of the death of a person not defined as extended family.

6600 Sabbatical Leave:

Sabbatical leave requests must be submitted to the District Human Resources Department by February 1 prior to the school year for which the leave is requested. Requests will be reviewed by a sabbatical leave committee composed of FPA representatives and Administrative Center administrators. A sabbatical leave will be granted only if recommended by the committee and approved by the Superintendent. All sabbatical leave recipients may be paid by the District one half (½) of their regularly scheduled salary during the term of such leave.

Upon return from sabbatical leave the principal will advance on the salary schedule as if he/she had been performing his/her administrative duties during the sabbatical year.

During the sabbatical year the principal may receive:

1. Seniority accrual as if on active status.

2. Full health plan insurance coverage pursuant to Article 7100

3. The principal's TRS contribution based upon the District’s portion of the salary paid during the sabbatical year in accordance with AS 14.20.330 (c).

The principal shall retain sick leave and personal leave accumulated prior to his/her sabbatical, but shall not accrue sick leave or personal leave while on sabbatical.

In the case of sabbatical leaves, the principal must return to duty no later than the start of the semester following completion of the sabbatical year and must fulfill at least one (1) year of duty thereafter or be subject to repayment of sabbatical leave funds. Upon returning from sabbatical leave, a principal will return to his/her previous position.

6700 Other Leaves:

Each principal shall be eligible to apply for, legal, military leave, or an unpaid leave of absence not referenced in this Agreement. The above mentioned leaves are subject to the approval of the Superintendent. Applications for leaves under this provision must be received according to the provisions of this Agreement or by the Superintendent prior to March 1 of the year preceding the year in which the leave is to be taken.

When a principal is subpoenaed by a court or administrative agency outside the contract year to testify as a witness as a result of administrative duties and responsibilities, the principal will receive full compensation at his/her contracted per diem rate. A principal will be paid a minimum of three and a half (3½) hours for time served that is less than one half (½) day.

6800 General Provisions for Unpaid Leaves:

1. Unpaid leave status must be approved in advance by the principal's supervisor. Unpaid leave for personal reasons will not be approved unless the principal has exhausted all paid annual leave.

2. Unpaid leaves shall be without pay or fringe benefits, but a principal shall be allowed

to purchase his/her own health plan coverage insurance to the extent allowed by the District’s carrier. In accordance with the provisions of the Family and Medical Leave Act of 1993 (FMLA), health plan coverage insurance will continue to be paid by the District during the first twelve (12) weeks of leave.

3. Seniority will accrue as if the principal were on active status. 4. Salary increments accrue only in accordance with 4 AAC 15.020 and sick leave will

accrue only in accordance with 4 AAC 15.040 (1). 5. If an unpaid leave of absence is thirty (30) work days or fewer during the school year,

the principal shall return to work on the first work day following the expiration date of the leave to the position he/she held prior to the commencement of the leave.

6. If an unpaid leave of absence is more than thirty (30) work days, or if the principal’s

absence extends into two (2) school years, then the following return provisions shall apply:

a. The principal shall notify the District in writing by March 15 of the prior school

year if he/she intends to return to active employment with the District on the first work day of the following year. Said notice will be sent by certified mail, return receipt, to the Superintendent. Failure to give notice as specified above shall act as a voluntary resignation.

b. The Superintendent shall notify the principal returning from leave, as specified

above, of his/her assignment by June 15. Said notice shall include the date on which the principal is to report to work. The assignment may be to an administrative position or to a teaching position at the sole option and in the sole discretion of the Superintendent.

7100 Health Benefits:

The District agrees to offer options for health plan coverage, as described below, beginning the first day of the month following thirty (30) days of employment and continuing until employment termination. For principals who elect to participate in the district’s health benefits plan, coverage will extend until August 31 for any terminating principal who holds and completes a full year contract. Terminating principals or reemployed principals who qualify for health coverage under the Alaska Teachers’ Retirement System (TRS) do not qualify for health coverage under the District’s plan. An employee has the option to continue health plan benefits coverage at his/her own expense during a long-term leave of absence.

Principals may choose not to be covered by district health plan benefits and therefore not required to make an employee contribution, provided the employee signs a statement attesting that he/she is covered by other health insurance. Employees who wish to enroll a spouse and/or children in the district’s plan may do so by completing the proper paperwork and providing the required supporting documentation to Human Resources in a timely manner.

The District offers a Plan Option A, and a Plan Option B and a Plan Option C. Plan options, benefits, and criteria for participation are described in the Summary Plan Description and are subject to revision by the Joint Committee on Health Benefits. The District shall provide each principal with a copy of the Summary Plan Description describing health care benefits and shall inform employees of any changes in benefits annually.

Employee contributions to the district’s plan in the form of payroll deductions will be based on a family tiered structure as follows:

Employee Only

Employee + Spouse or Employee + Child(ren)

Employee + Family

Employee contributions are based on actuaries, provided by the health plan consultant, a three (3) year expenditures average of total health plan costs and are dependent on which family tier of coverage is selected. Employee contributions will be deducted from employee paychecks over nineteen (19) pay periods beginning with the first pay check in September.

Total employee dollar share of health plan costs is based on the negotiated employee percentage as applied to average plan costs. For the 2013- 2016 2017, 2018, 2019 plan years the employee percentage will be fifteen percent (15%) the Standard group health plan, (Plan A) the District shall pay 80% and employees shall pay 20% of the health plan costs. Plan A will not be an option for new to District employees after January 2017.

For the HDHP plan (Plan B and Plan C), the District shall pay 100% and a principal shall pay 0% of the health plan costs. The dollar amount of the 100% rate will be the rate established for this contract and will not increase each year.

Health Plan Employee Contribution Calculation

I. The following definitions will apply:

• Base-Employee-Contribution – the amount equal to the Employee-Dollar-Share divided by the number of Enrolled Active Plan Participants.

• Employee Contributions – amounts collected from employees during the period of September through May of the fiscal year.

• Employee Percentage – the negotiated percentage that will be applied to Plan-Costs to calculate the Employee-Dollar-Share.

• Employee-Dollar-Share – the amount equal to Plan-Costs multiplied by the Employee Percentage and is used to calculate the Base-Employee-Contribution.

• Enrolled Active Plan Participants – the number of benefit eligible employees who are enrolled in the plan on April 1st of the plan year.

• Expected Contribution – the amount expected to be collected during the fiscal year and is equal to the number of Enrolled Active Plan Participants times the Base-Employee-Contribution.

• Plan-Costs – the current year of the actuarial costs as supplied by the health plan consultant.

II. Calculating Tiered Employee Contribution Rates

At the end of each fiscal year the District will calculate the Base-Employee-Contribution for the next plan year which begins on January 1st. An employee’s contribution for Plan Option A will be based on a negotiated formula applied to the tiered structure as follows:

Employee Only 75% of the Base-Employee-Contribution

Employee + Spouse or Employee + Child(ren) 100% of the Base-Employee-Contribution

Employee + Family 125% of the Base-Employee-Contribution

An employee’s contribution for Plan Option B and Option C will be equal to 35% of the employee contribution for each of the plan tiers for Plan Option A.

For part-time employees, the contribution rate is two (2) times the full-time employee rate.

The details of the computation of employee contributions are described in the Appendix E

Health plan costs are composed of claims paid, the costs of administering the health care plan by the third party administrator or its successor(s), aggregate and specific stop-loss premiums, utilization review fees, case management costs, health program audit rewards, PA Clinic, PATH wellness initiative costs, COBRA premium receipts, refunds, consultant fees, and any added costs resulting from changes in the administration of the health benefits plan agreed to by the parties during the term of the collective bargaining agreement or due to any requirement imposed by state or federal law.

A Joint Committee on Health Benefits (Joint Committee) shall be composed of three (3) representatives selected by the Fairbanks Education Association, three (3) representatives selected by the Education Support Staff Association, one (1) representative selected by the Fairbanks Principals' Association, the Fairbanks North Star Borough Risk Manager as a non-voting member, and three (3) representatives selected by the Superintendent. The Joint Committee shall select a chairperson from its membership. A quorum for the meetings shall require no fewer than seven (7) committee members. The Joint Committee will conduct a formal vote on any proposed changes in benefits. Passage of motions requires a super majority vote of seventy-five percent (75%). Minutes shall be taken of the meetings.

The Joint Committee will be an advisory group shall be empowered to recommend determine health care benefits to be provided. which shall be formalized through a memorandum of agreement between the District and a designated representative of each affected employee group. "Health care benefits" shall include dates of eligibility for coverage, benefit schedules, deductibles, co-payment provisions, preferred provider programs, wellness programs, and other options designed to contain costs while enhancing benefit options. The District shall not be required to adopt changes made by this committee which would:

a. result in violations of established laws or regulations; b. alter the administration or management of health care benefits;

c. result in a cost increase to the Plan of more than five percent (5%); or

d. be detrimental to the financial interests of the District, as determined by the Superintendent.

The District agrees to work with the Joint Committee to provide reasonable time for meetings and provide adequate support, including an expert health care consultant for plan design. Administrative leave will be provided for all participants.

Plan B will be a qualified High Deductible plan eligible for Health Savings Account (HSA) and Plan C will be a qualified High Deductible plan eligible for Health Reimbursement Arrangements (HRA).

For employees enrolled and participating in a qualifying Health Savings Account (HSA) “Plan B” or a Health Reimbursement Arrangement (HRA) “Plan C” the District will make a seven hundred fifty (750) dollars contribution each year.

7200 Life Insurance:

The District shall provide group life insurance for each full-time member of the bargaining unit in an amount equal to the principal's annual salary rounded up to the nearest thousand. The policy shall include a double indemnity provision.

The principal has the option to continue life insurance coverage at his/her own expense during a long-term leave of absence.

7300 Physical Exam:

The District shall cover costs of physical examinations required as a condition of employment and that are identified by the District's approved "Physical Examination Record" form. Principals may go to the physician of their choice, but reimbursement by the District will be limited to costs negotiated between the District and local clinics.

Only a statement of ability to perform work duties will go into the principal’s medical file. The principal’s exam form shall be kept on file at the doctor's office.

7400 Errors and Omissions Insurance:

The District shall purchase professional errors and omissions insurance covering all members of the FPA bargaining unit. Cost for this coverage shall be borne fully by the District. The District shall, through the risk management department, arrange for this coverage to be in force for the life of this Agreement. The District will provide annual notification to each member of the bargaining unit summarizing the policy carrier and coverage limits. The notice shall contain specific reference to any material changes in carrier or coverage from the previous year.

In accordance with AS 14.12.115, principals are protected from liability suits in connection with their jobs in accordance with Alaska statute and Board policy.

7500 Vandalism and Personal Property Damage: Upon request and after the approval of the Superintendent, reasonable costs for job-related vandalism to a principal's personal property shall be reimbursed by the District.

7600 Safety in Schools:

Safety in school is an issue of growing significance and concern among school boards, parents, teachers, students, and principals. The Board shall establish and adhere to a consistent policy against violence in its schools.

Principals, with support from the District, shall help develop and maintain emergency plans for protecting themselves, staff, and students from physical harm in any dangerous situation. The District shall provide support for principals in the event they are threatened or assaulted in the course of, or as a result of, carrying out their assigned duties. Principals shall not be responsible for security checks or alarms after school hours. In situations of major damage, the principal shall be immediately notified.

7700 Hazardous and Unsafe Conditions:

No principal shall be required to search for a bomb or any other destructive device.

Pursuant to applicable state and federal law and regulations, the District shall cause reports of unsafe and hazardous conditions to be investigated and will work with appropriate borough employees to inform principals of the results of environmental testing concerning district facilities. If the District requests that a principal administer medicine or provide any health or medical services, the District will provide any necessary training.

7800 Work-Related Injuries:

A principal who has suffered assault in connection with employment will report the episode, in writing, to his/her immediate supervisor as soon as possible.

Whenever a principal is temporarily absent from school and temporarily unable to perform his/her duties as a result of an assault incurred in the scope and course of employment, the principal will be paid full salary less the amount of any workers' compensation payments or payments made for temporary disability. The District's payments will continue for a period equivalent to that of a full contract year beginning on the date of the injury. Such temporary absence will not be counted against accrued sick leave. To determine the length of time during which a principal is temporarily unable to perform duties and in determining that a disability is attributable to the specific injury involved, the District shall have the right to have a principal examined by a physician of its own designation. In the event there is an adjudication of the period of temporary disability in the appropriate workers' compensation proceedings, the District may adopt such adjudication.

7900 Workers' Compensation: The School District, being required by law to carry worker’s compensation insurance on all employees, agrees to cover those accidents that happen while an employee is on the job or in any function in compliance with a direct order by a supervisor(s). A worker’s compensation report must be filed in the District Office within forty-eight (48) hours of a compensatory accident. Forms shall be available in all school offices. The employee has two compensation options during any absence in conjunction with a work-related injury.

1. The employee may choose to take worker’s compensation payments in lieu of a salary benefit and retain his/her accrued sick leave. The worker’s compensation benefit will always be lower than the sick leave benefit.

2. The employee may choose to take worker’s compensation payments and receive, through use of sick leave, additional wages up to the employee’s normal gross wage.

An employee on worker’s compensation shall accrue all leave benefits available for that position. The length of time a principal is in a leave-without-pay status due to the specific disability shall be up to one (1) school year, plus any unfinished school year. Should the disability continue beyond this time, the principal may, as determined by the District and consistent with applicable law, be non-retained or dismissed.

8100 Principal Salary Schedule 2013-2014 :

For the agreed upon salary schedule, the calendar shall not exceed the number of contract days per position as listed below which includes school holidays as defined in AS 14.03.050.

Range Days Position 0 1 2 3 4 5 6 7 8 9 10

A 198 Assistant Principal

Elementary Level 77,129 79,313 81,498 83,679 85,863 88,050 90,230 92,415 94,596 96,772 98,753

B 203 Assistant Principal

Middle Level 81,730 84,044 86,362 88,672 90,986 93,302 95,617 97,928 100,241 102,547 104,646

C 203

Assistant Principal

High Level and

Dean of Students

84,966 87,370 89,773 92,180 94,578 96,986 99,387 101,796 104,198 106,593 108,692

D 198 Principal Elementary Level 85,308 87,723 90,135 92,553 94,961 97,378 99,792 102,207 104,618 107,023 109,071

E 203 Principal Middle Level 87,462 89,938 92,412 94,890 97,359 99,837 102,311 104,789 107,261 109,726 111,826

F 213 Principal High Level 94,390 97,060 99,734 102,401 105,071 107,743 110,408 113,081 115,750 118,413 120,511

R-Step = $5,000 in addition to the appropriate placement on the above schedule (see Section 8200.5). For the 2013–2014 school year only, principals who are not eligible for step movement will be paid a seven hundred fifty ($750.00) dollar stipend no later than December 20, 2013. For the 2013-2014 school year, the schedule above notwithstanding, an FPA bargaining unit member who cashes out personal leave at the end of the year in accordance with Article 6100 will be paid at a per diem consistent with a length of school year exclusive of school holidays. Principal Salary Schedule 2014-2015 :

For the agreed upon salary schedule the calendar shall not exceed the number of contract days per position as listed below which excludes school holidays as defined in AS 14.03.050.

Range Days Position 0 1 2 3 4 5 6 7 8 9 10

A 191 Assistant Principal

Elementary Level

78,093 80,304 82,517 84,725 86,936 89,151 91,358 93,570 95,778 97,982 99,987

B 196 Assistant Principal

Middle Level 82,752 85,095 87,442 89,780 92,123 94,468 96,812 99,152 101,494 103,829 105,954

C 196 Assistant Principal

High Level and

86,028 88,462 90,895 93,332 95,760 98,198 100,629 103,068 105,500 107,925 110,051

Dean of Students

D 191 Principal

Elementary Level

86,374 88,820 91,262 93,710 96,148 98,595 101,039 103,485 105,926 108,361 110,434

E 196 Principal Middle Level 88,555 91,062 93,567 96,076 98,576 101,085 103,590 106,099 108,602 111,098 113,224

F 206 Principal High Level 95,570 98,273 100,981 103,681 106,384 109,090 111,788 114,495 117,197 119,893 122,017

R-Step = $5,000 in addition to the appropriate placement on the above schedule (see Section 8200.5). Principal Salary Schedule 2016 -2019 2015-2016 :

For the agreed upon salary schedule the calendar shall not exceed the number of contract days per position as listed below which excludes school holidays as defined in AS 14.03.050.

R-Step = $5,000 in addition to the appropriate placement on the above schedule (see Section 8200.5).

The school year 2016-2017 Step and/or lane movement.

The School year 2017-2018 Step and/or Lane movement.

The School year 2018 -2019 Step and/or Lane movement.

Fairbanks Principals' AssociationNegotiatied Agreement

Article 8100 ‐ Salary Schedule

Authentic Step 2.50% FPA Salary ScheduleScale

Increase 0.00% 100.0000%

Range Position 0 1 2 3 4 5 6 7 8 9 10 11 DaysPA

Assistant Principal Elementary 79,460 81,447 83,483 85,570 87,709 89,902 92,149 94,453 96,814 99,235 101,716 104,258 191

PBAssistant Principal Middle School 84,200 86,305 88,463 90,674 92,941 95,265 97,646 100,087 102,590 105,154 107,783 110,478 196

PCAssistant Principal

High School & Dean of Students 87,533 89,721 91,964 94,263 96,620 99,036 101,511 104,049 106,650 109,317 112,050 114,851 196

PDPrincipal

Elementary 90,105 92,358 94,667 97,033 99,459 101,946 104,494 107,107 109,784 112,529 115,342 118,226 196PE

Principal Middle School 90,105 92,358 94,667 97,033 99,459 101,946 104,494 107,107 109,784 112,529 115,342 118,226 196

PFPrincipal

High School 97,242 99,673 102,165 104,719 107,337 110,020 112,771 115,590 118,480 121,442 124,478 127,590 206


Increase 1.00%Range Position 0 1 2 3 4 5 6 7 8 9 10 11 13 Days

PAAssistant Principal

Elementary 80,255 82,261 84,317 86,425 88,586 90,801 93,071 95,397 97,782 100,227 102,733 105,301 107,934 191PB

Assistant Principal Middle School 85,042 87,168 89,347 91,581 93,870 96,217 98,623 101,088 103,615 106,206 108,861 111,582 114,372 196


High School & Dean of Students 88,408 90,619 92,884 95,206 97,586 100,026 102,527 105,090 107,717 110,410 113,170 115,999 118,899 196

PDPrincipal

Elementary 91,006 93,281 95,613 98,004 100,454 102,965 105,539 108,178 110,882 113,654 116,495 119,408 122,393 196PE

Principal Middle School 91,006 93,281 95,613 98,004 100,454 102,965 105,539 108,178 110,882 113,654 116,495 119,408 122,393 196

PFPrincipal

High School 98,214 100,670 103,187 105,766 108,410 111,121 113,899 116,746 119,665 122,656 125,723 128,866 132,087 206


Increase 0.00%Range Position 0 1 2 3 4 5 6 7 8 9 10 11 13 15 Days

PAAssistant Principal

Elementary 80,255 82,261 84,317 86,425 88,586 90,801 93,071 95,397 97,782 100,227 102,733 105,301 107,934 110,632 191PB

Assistant Principal Middle School 85,042 87,168 89,347 91,581 93,870 96,217 98,623 101,088 103,615 106,206 108,861 111,582 114,372 117,231 196


High School & Dean of Students 88,408 90,619 92,884 95,206 97,586 100,026 102,527 105,090 107,717 110,410 113,170 115,999 118,899 121,872 196

PDPrincipal

Elementary 91,006 93,281 95,613 98,004 100,454 102,965 105,539 108,178 110,882 113,654 116,495 119,408 122,393 125,453 196PE

Principal Middle School 91,006 93,281 95,613 98,004 100,454 102,965 105,539 108,178 110,882 113,654 116,495 119,408 122,393 125,453 196

PFPrincipal

High School 98,214 100,670 103,187 105,766 108,410 111,121 113,899 116,746 119,665 122,656 125,723 128,866 132,087 135,390 206

2017‐2018

2018‐2019

2016‐2017 #####

8200 Salary Schedule Conditions:

1. Experience as a certified principal will be counted year-for-year for placement on the salary schedule. Notwithstanding any language in this Agreement to the contrary, no step increase shall be given for school terms 1992-93 and 1993-94. In 1999-2000, the salary schedule was revised and renumbered; step movement occurred although step numbers of individual employees remained the same. In 2005-2006, the salary schedule was revised and renumbered which resulted in the equivalent of a step movement for all eligible employees. In addition, Eligible employees advanced one step on the salary schedule. For any school year, the salary placement indicated in the principal’s employment contract is binding and irrevocable on both the District and the individual principal for that school year if no objection to the salary placement is raised in writing by either the District or the principal on or before November 1 of the school year. If notification is received prior to November 1 and an adjustment to the salary placement is warranted, retro-active payment shall be made for the current year only.

2. Compensation for contract extensions and duties performed when school is not in

session shall be calculated and paid at the per diem rate. 3. The per diem rate shall be determined by dividing the annual salary by contracted

days. 4. Each three (3) years of experience, up to a maximum of twelve (12) years, as a

certified teacher in the Fairbanks North Star Borough School District shall count as one (1) year of experience for placement on the salary schedule. Successful completion of the Fairbanks North Star Borough School District administrative intern program will be credited as one (1) year of administrative experience, provided that the internship occurred within five (5) years prior to the employee's selection as a principal. These provisions shall only apply in placing newly hired principals and shall not affect the placement of any existing bargaining unit member.

5. Principals who wish to be placed on the R-step (retirement step) on the salary

schedule will submit, on or before December February 1, an irrevocable notice of retirement, effective at the end of that school year.

6. Automatic Deposit: Under normal circumstances, All principals will have their

paychecks automatically deposited in one or more financial institutions of their choosing by completing an auto-deposit form provided by the district. Automatic deposit will commence as soon as possible following the submission of an auto-deposit form. A paycheck not processed as an automatic deposit will be mailed to the address of record.

7. Pay Options: Principals may choose to be paid in equal installments in a manner

reflecting a ten (10) or twelve (12) month division of pay. When the twelve (12)

month option is chosen, the balance of the principal’s contract shall be paid on the scheduled districtwide payday that includes their last contract day.

APPENDIX A

CONSTRUCTION AND RENOVATION PROJECTS The District and FPA will meet with any principal who will be designated by the District as its representative to participate on construction and renovation projects. Guidelines and expectations will be established addressing the principal's responsibilities and hours to be worked, related to the construction or renovation project. A written agreement will be prepared summarizing the expectations and hours. Should this agreement need to be modified during the project, the principal and FPA will promptly ask the District to review the reasons supporting their request.

APPENDIX B PRINCIPAL BUILDING FILES

It is understood that principals may have building files separate from Human Resources’ personnel files. Principals keep in these files documentation and performance information that may be used in the evaluation process. A typical building file includes (but is not limited to) some of the following:

1. Observation notes from formal and informal observations 2. Parent, staff and student feedback re: the employee’s job performance 3. Conferencing documentation (notes of meetings) 4. Areas of discipline that would not warrant placement in H.R.’s personnel file (e.g.

letters documenting verbal conversations) Building files are a collection point of conversations, observations, letters and notes which help in the evaluation process. Personnel files in Human Resources are the collection point of formal evaluations, letters of warning and reprimand, plans of improvement and certificates. It is understood that when teachers transfer into the building, receiving principals have the right to ask previous administrators for information in their building files. This will also apply when a person is taking an SAS, MOA, or other temporary assignment. The supervising principal is the custodian of an employee’s building file. Building files of classified employees will be purged of derogatory material subsequent to three (3) annual evaluations that have an overall Meet Standards rating. Building files of certificated employees will be purged of derogatory material subsequent to five years of annual evaluations with an overall Meet Standards rating. Removal will occur at the employee’s request once the conditions for removal have been met. Building files may be reviewed by employees upon request and reasonable notice. A building file will be purged five years after an employee resigns or retires. It is understood that a principal’s “working papers” are separate from the building file. Working papers may contain investigatory notes related to a specific concern about an employee’s conduct or performance. Working papers are not subject to review by the employee. Working papers will be purged when all administrative and/or contractual procedures related to the concern have been exhausted.

APPENDIX C

PROFESSIONAL DUES The District agrees to continue its past practice of paying principals' professional dues to state and national principals' associations. Unless an exemption is agreed upon regarding this provision for a charter school by the Board and FPA, the professional dues of a principal working for a charter school will also be paid by the District. All amounts for salaries and benefits of charter school principals, including professional dues, shall then be charged to the charter school.

APPENDIX D SUMMER WORK

Principals who perform work or attend training sessions will be paid their per diem salary for such work for hours worked outside of the contract period, provided the principal has submitted a written request for such work on a District form and has received prior approval for the request at least forty-eight (48) hours in advance of the time the requested work is scheduled to begin. The approval of requests to perform such work outside of the contract period is at the sole discretion of the principal's supervisor and is not subject to the grievance procedure.

APPENDIX E

HEALTH INSURANCE EMPLOYEE CONTRIBUTION CALCULATION

I. For the purposes of Article 7100 the following definitions will apply:

Average Plan Costs the three (3) year moving average of the actual fiscal year plan expenses for the prior three (3) fiscal years. Employee Percentage the negotiated percentage that will be applied to Average Plan Costs to calculate the Employee Dollar Share. Employee Dollar Share the amount equal to Average Plan Costs multiplied by the Employee Percentage and used to calculate the Base Employee Contribution. Eligible Positions the number of benefit eligible positions on April 1 of the most recent fiscal year. Base Employee Contribution the amount equal to the Employee Dollar Share divided by the number of Eligible Positions. Enrolled Employees the number of benefit eligible employees who are enrolled in the plan on January 1 of the plan year. Employee Contributions amounts collected from employees during the period of September through May of the fiscal year. Expected Contribution the amount expected to be collected during the fiscal year and equal to the number of Enrolled Employees times the Base Employee Contribution.

II. Calculating Tiered Employee Contribution Rates

At the end of each fiscal year the District will calculate the Base Employee Contribution for the next plan year which begins on January 1. An employee’s contribution for Plan Option A will be based on a negotiated formula applied to the family-tiered structure as follows: Employee Only 75% of the Base Employee Contribution Employee + Spouse or Employee + Child(ren) 100% of the Base Employee Contribution Employee + Family 125% of the Base Employee Contribution An employee’s contribution for Plan Option B will be equal to 35% of the employee contribution for each of the family tiers for Plan Option A. For part-time employees, the contribution rate is two (2) times the full-time employee rate.

III.

Employee Dollar Share Adjustment

An important cost sharing feature of the plan concerns over or under collections of expected employee contributions. If the actual employee contributions collected are below the Expected Contribution at the end of a given fiscal year, the underpayment will be added to the Employee Dollar Share in the next plan year. If the actual employee contributions collected are above the Expected Contribution, the overpayment will be deducted from the Employee Dollar Share in the next plan year. For subsequent plan years, the Expected Contribution will be based on Employee Contributions collected during the period of September through May of the previous fiscal year.

DEFINITIONS 1. "Appointment" is placement by the Superintendent in a position. 2. "Assault" is defined as any willful attempt or threat to inflict injury upon the person of

another, when coupled with an apparent present ability to do so, and any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm.

3. "Board" is the Fairbanks North Star Borough Board of Education. 4. "Day" is any contracted time, excluding Sundays and holidays. 5. "District" is the Fairbanks North Star Borough School District or Board of Education as

used herein. 6. "Extended family" is defined as the principal's spouse, parent, child, mother-in-law, father-

in-law, son-in-law, daughter-in-law, sibling, sibling-in-law, grandparent, grandparent-in-law, grandchild, legal guardian, legal ward, aunt, uncle, nephew, niece, household member, or extended family of the household member.

7. "FPA" is the Fairbanks Principals' Association, the bargaining unit for all principals. 8. "Grievant" is the principal having a grievance, except that the FPA may be a grievant when

a grievance pertains to rights possessed by the FPA per se, rather than by individual principals or a group thereof.

9. "Immediate family" is defined as the principal's spouse, parent, child, mother-in-law,

father-in-law, son-in-law, daughter-in-law, sibling, grandparent, grandchild, legal guardian, legal ward, or household member.

10. "Principal" refers to a person occupying an FPA bargaining unit position, which includes,

but is not limited to the following: principal, assistant principal, or dean of students. 11. "Promotion" is a vertical movement in position within the FPA bargaining unit. 12. "Superintendent" is the Superintendent of Schools or his/her designee. 13. "Transfer" is a change of position within the FPA bargaining unit. 14. "Unit" is an individual school or other assigned duty station. 15. A "grievance" shall mean a claim by a principal grievant that a dispute or disagreement

exists involving interpretation or application of the terms of the Agreement.

Fairbanks North Star Borough School District

K-‐‑12 PHYSICAL EDUCATION CURRICULUM

INTRODUCTION

FINAL DRAFT: APRIL 6, 2016

Fairbanks North Star Borough School District Table of Contents K-‐‑12 Science Curriculum Final Draft: April 6, 2016

1

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ....................................................................................................................... 2 PHILOSOPHY & MISSION STATEMENTS ........................................................................................ 3 EXPLANATION OF TERMS .................................................................................................................. 4 ONGOING LEARNER GOALS ................................................................................................................ 5

Fairbanks North Star Borough School District Acknowledgements K-‐‑12 Physical Education Curriculum Final Draft: April 6, 2016

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ACKNOWLEDGEMENTS

CURRICULUM DEPARTMENT

Melanie Hadaway – Curriculum Director Michelle Daml – Curriculum Coordinator

Kimberly Gatto – Materials Development Specialist

REVISERS

James Balko – Nordale Elementary Kayla Clark – Woodriver Elementary

Norm Davis – University Park Elementary Rhonda Driscoll – Hutchison High School

Linda Gage – Ryan Middle Michael Mallette – Ryan Middle

Courtney Miklos – Salcha Elementary Robyn Myrum – Joy Elementary

Jeff Sagers – Arctic Light Elementary Sara Wood – Randy Smith Middle

ADDITIONAL RECOGNITION

We would also like to recognize the Board Curriculum Advisory Committee, the Fairbanks North Star Borough Board of Education and the many teachers, administrators, parents, and community members who have so willingly given of their time and expertise in the

planning and revision process of this document.

Fairbanks North Star Borough School District Philosophy & Mission Statements K-‐‑12 Physical Education Curriculum Final Draft: April 6, 2016

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PHILOSOPHY & MISSION STATEMENTS

Philosophy

Physical education is an essential and unique part of elementary and secondary school curriculum and is vital to every student’s education and lifelong well-‐‑being. It is critical to have highly qualified physical education teachers delivering a standards-‐‑based curriculum that will assist students in adopting and maintaining healthy lifestyles. Physical education not only teaches the knowledge, skills, and confidence individuals need to be physically active and healthy, but also contributes to student success, academic achievement, and brain development. Physical education builds a foundation for balancing physical activity and healthy eating throughout a lifetime.

Mission Statement

The Fairbanks North Star Borough School District will provide all students with a physical education program that reflects the National Standards for Physical Education and Alaska Standards for Physical Education taught by highly qualified, certified physical educators. In a safe and respectful learning environment, students will develop the skills for selecting, performing, and evaluating recreational and wellness activities for a lifetime of involvement.

Fairbanks North Star Borough School District Explanation of Terms K-‐‑12 Physical Education Curriculum Final Draft: April 6, 2016

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EXPLANATION OF TERMS Alaska Content & Performance Standards (GLEs) (Revised March, 2006) Standards adopted by the State Board of Education for what students should be learning in core subject areas. These standards are general statements of what Alaskans want students to know and be able to do as a result of their public school experience. https://education.alaska.gov/akstandards/standards/ Alaska Cultural Standards Standards endorsed by the State Board of Education that serve to encourage enrichment of the content standards. They are used as a guide to ensure that schools are aware of and sensitive to their surrounding physical and cultural environments. https://education.alaska.gov/akstandards/#c3gtabs-‐‑cultural Society of Health & Physical Education (SHAPE) SHAPE America's National Standards define what a student should know and be able to do as result of a quality physical education program. States and local school districts across the country use the National Standards to develop or revise existing standards, frameworks and curricula. Benchmark A point of reference against which individuals are compared and evaluated. In relation to the Alaska Performance Standards, a benchmark identifies a level of expected achievement and is measured at the end of the 3rd, 6th, and 8th grades (benchmark exam). The high school benchmark equivalent, called the College & Career Readiness Assessment, is also required of students before they can receive a high school diploma. Performance Objectives Statements that document specific, essential tasks students are expected to accomplish in a given grade level or course. Ongoing Learner Goals Objectives that are consistently reinforced. Mastery is not assigned to a specific grade level or course. Readiness Standards Expected indicators of student readiness for entering each grade level. Guaranteed and Viable Curriculum (GVC) A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that ensures that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.

Fairbanks North Star Borough School District K-‐‑12 Ongoing Learner Goals K-‐‑12 Physical Education Curriculum Final Draft: April 6, 2016

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ONGOING LEARNER GOALS K-12

These goals incorporate the standards of the Society of Health & Physical Education (SHAPE). They should be incorporated regularly throughout all physical education instruction. Mastery is not assigned to a specific grade level or course. STANDARD 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. STANDARD 2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. STANDARD 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-‐‑enhancing level of physical activity and fitness. STANDARD 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. STANDARD 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-‐‑expression, and/or social interaction.

!

Fairbanks!North!Star!Borough!School!District!

!

PHYSICAL!EDUCATION!

CURRICULUM!

!!!!!!!!!!!!!!!!!!!!

Grades!K!9!5!!!

FINAL!DRAFT:!APRIL!6,!2016!!

Fairbanks!North!Star!Borough!School!District! ! Table!of!Contents!

Physical!Education!Curriculum! ! Final!Draft:!April!6,!2016!1"

!

!

!

Table!of!Contents!!!

INTRODUCTION!....................................................................................................................................!2!

MOTOR!SKILLS!PROGRESSION!........................................................................................................!3!

FNSBSD!STANDARDS!FOR!K912!PHYSICAL!EDUCATION!.........................................................!6!Standard!1!.........................................................................................................................................................!7!Standard!2!......................................................................................................................................................!29!Standard!3!......................................................................................................................................................!35!Standard!4.!.....................................................................................................................................................!42!Standard!5.!.....................................................................................................................................................!48!

!!!!!

Fairbanks!North!Star!Borough!School!District! ! !!!!Introduction!

Physical!Education!Curriculum! ! Final!Draft:!April!6,!2016!2"

!

!

INTRODUCTION!

GRADES!K95!! !!The! K55! physical! education! classroom! is! an! arena! of! safety,! promoting! success! and!expression!through!a!variety!of!movement!opportunities!and!challenges.!Students!will!be!given! opportunities! to! experience! and! develop! self5confidence! and! self5esteem! while!participating! in!a!variety!of!developmentally!appropriate!activities!which!will!contribute!to!enhancing!skills!for!a!healthy!lifestyle.!!!!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Motor)Skills)Progression)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

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MOTOR)SKILLS)PROGRESSION)GRADES)KM5)

!

Society)of)Health)and)Physical)Educators)(SHAPE))STANDARD)1)

The!physically!literate!individual!demonstrates!competency!in!a!variety!of!motor!skills!and!movement!patterns.!!

Category) K) 1st) 2nd) 3rd) 4th) 5th)

Dribble)(hand)!

Using!both!hands,!dribble!a!ball!in!self=space!or!general!space.!

Dribble!a!ball!with!dominant!hand!in!self=space!or!general!space.!

Dribble!a!ball!with!right!and!left!hand!in!self=space.!

Dribble!a!ball!with!dominant!hand!while!moving!and!with!non=dominant!hand!while!stationary.!

Dribble!a!ball!using!mature!motor!pattern,!with!dominant!hand!while!moving,!and!non=dominant!while!stationary.!

Dribble!a!ball!with!right!and!left!hand!while!moving.!

Dribble!(foot)!

Move!a!ball!with!feet.!

Dribble!in!general!space.!

Dribble,!keeping!ball!close!to!body.!

Dribble,!keeping!ball!close!to!body!while!moving.!

Dribble!a!ball!with!right!and!left!foot!while!moving!around!stationary!obstacles.!

Dribble!a!ball!while!moving,!using!a!mature!motor!pattern.!

Catch) Bounce!and!catch!an!object.!

Catch!a!tossed!or!bounced!object!without!moving!from!self=space.!

Catch!a!tossed!or!bounced!object!without!moving!from!self=space.!

Catch!a!variety!of!self=tossed!objects.!

Catch!a!variety!of!objects!using!a!mature!motor!pattern.!

Demonstrate!both!one=!and!two=handed!catches!at!different!levels.!

Kick) Kick!a!stationary!ball.!

Kick!a!stationary!object!using!dominant!foot.!

Kick!a!variety!of!stationary!objects!using!an!approach.!

Kick!a!variety!of!objects!both!moving!and!stationary,!using!an!approach.!

Attempt!a!variety!of!kicks.!

Demonstrate!a!variety!of!kicks.!

Strike)Strike!an!object!using!side!body!orientation.!

Strike,!showing!side!orientation!and!proper!grip,!using!a!variety!of!equipment.!

Step!toward!and!strike!a!stationary!object,!using!a!variety!of!equipment.!

Step!toward!and!strike!a!stationary!object,!using!a!variety!of!equipment.!

Step!toward!and!strike!a!moving!object,!using!a!variety!of!equipment.!

Step!toward!and!strike!a!moving!object!using!proper!side!orientation!and!mature!motor!pattern,!with!a!variety!of!equipment.!


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Throw)Throw!a!variety!of!objects!with!dominant!arm.!

Throw!an!object!underhand!and!overhand.!

Throw!an!object!showing!opposition!and!proper!weight!transfer.!

Throw!an!object!showing!opposition,!weight!transfer,!and!follow=through.!

Throw!an!object!toward!a!target!with!follow=through,!using!a!mature!motor!pattern.!

Throw!an!object!toward!a!target!with!accuracy!using!a!mature!motor!pattern.!

Volley) Volley!with!hands!or!paddle/racket.!

Volley!a!lightweight!object!with!hands.!

Volley!a!lightweight!object!with!hands!or!paddle/racket.!

Volley!a!lightweight!object,!using!hands,!with!a!partner.!

Volley!a!tossed!object!back!to!a!partner!with!hands,!arms,!or!equipment,!using!a!mature!motor!pattern.!

Volley!a!tossed!object,!with!control,!back!and!forth!to!a!partner!with!hands,!arms,!or!equipment.!

Jump)

• Jump!from!two!feet!to!two!feet.!

• Hop!on!dominant!foot.!

• Hop!on!either!foot.!• Leap!from!one!foot!to!the!other,!landing!with!bent!knees.!

• Jump!a!turned!rope.!

• Jump!for!height!and!distance.!

• Jump!a!self=turned!rope!forward!and!backward.!

• Travel!while!jumping!a!rope.!

• Perform!beginning!jump!roping!skills.!

• Perform!a!jumping!sequence!that!utilizes!different!body!shapes!during!flight.!

• Jump!rope!1=3!minutes!while!performing!beginning!jump!rope!skills.!

• Run!into,!jump,!and!run!out!of!turning!rope.!

• Jump!rope!3=5!minutes!while!performing!beginning!and!intermediate!jump!rope!skills.!

• Jump,!landing!with!control!catch!while!jumping.!

Rhythm) Repeat!a!basic!rhythmic!pattern.!

Repeat!a!basic!rhythmic!pattern.!

• Follow!a!combination!of!rhythmic!movements.!

• Jump!rhythmically.!

Follow!a!variety!of!rhythmic!movements!to!music.!

Incorporate!a!variety!of!equipment!with!rhythmic!movement!and!patterns.!

• Turn!a!long!rope!with!a!partner,!using!an!even!rhythm.!

• Incorporate!a!variety!of!equipment!with!rhythmic!movement!and!patterns.!

• Move!in!sequenced!patterns!while!keeping!time!!


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) ! ! ! ! !with!music,!using!mature!movements.!

Locomotor) Walk,!run,!gallop,!skip,!hop,!leap,!and!slide!

Walk,!run,!skip,!hop,!leap,!jump,!and!slide!while!moving!in!a!group!

Perform!locomotor!skills!using!a!mature!motor!pattern!

Move!at!different!speeds,!levels,!and!directions,!using!a!mature!motor!pattern!

Move!at!different!speeds,!levels,!and!directions!in!game!situations,!using!a!mature!motor!pattern!

Move!at!different!speeds,!levels,!and!directions!in!game!situations,!using!a!mature!motor!pattern!

Balance)

Balance!using!different!combinations!of!body!parts!as!support!

Travel!on!low!equipment;!perform!simple!balance!on!equipment!

Travel!on!low!equipment;!perform!simple!balance!on!equipment!

Perform!a!balance!sequence!using!stationary!and!traveling!balance;!balance!with!a!partner!

Perform!a!balance!sequence!on!a!mat!using!stationary!and!traveling!balances;!balance!with!a!partner;!balance!on!boxes,!stilts,!boards,!skates,!or!beams!

Perform!a!balance!sequence!on!a!mat!using!stationary!and!traveling!balances!with!and!without!equipment!

Rolling) Perform!a!rocking!motion!

Perform!log!roll!and!egg!roll!going!from!right!to!left!

Perform!a!forward!roll!

Perform!a!backward!shoulder!roll!

Perform!forward,!backward,!shoulder,!and!sideways!rolls!

Combine!forward,!backward,!and!sideways!rolls!into!a!sequence!

Weight)Transfer)

Travel!on!a!combination!of!body!parts!

Transfer!weight!to!hands!while!hanging!on!apparatus!or!performing!simple!stunts!

Transfer!weight!from!feet!to!other!body!parts!while!traveling!

Transfer!weight!from!feet!to!hands!to!feet!from!a!standing!position!(i.e.,!cartwheel)!

Combine!transfer!of!weight,!rolling,!and!balance!into!a!sequence!on!mats!

Combine!transfer!of!weight,!rolling,!and!balance!into!a!sequence!on!mats!and/or!apparatus!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) FNSBSD)Standards)Physical)Education)Curriculum) ) ) ) ) ))))))))Final)Draft:)April)6,)2016)

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FNSBSD)Standards)for)KM12)Physical)Education)The!goal!of!physical!education!is!to!develop!physically!literate!individuals!who!have!the!knowledge,!skills!and!confidence!to!enjoy!a!lifetime!of!healthful!physical!activity.!To!pursue!a!lifetime!of!healthful!physical!activity,!a!physically!literate!individual:!!

• Has!learned!the!skills!necessary!to!participate!in!a!variety!of!physical!activities.!• Knows!the!implications!and!the!benefits!of!involvement!in!various!types!of!physical!activities.!• Participates!regularly!in!physical!activity.!• Is!physically!fit.!• Values!physical!activity!and!its!contributions!to!a!healthful!lifestyle.!

!

!The!following!terms!are!used!throughout!the!standards:!

!!

• E)=)Emerging.!Students!participate!in!deliberate!practice!tasks!that!will!lead!to!skill!and!knowledge!acquisition!• M)=)Maturing.!Students!can!demonstrate!the!critical!elements!of!the!motor!skills!and!knowledge!components!of!the!grade=level!outcomes,!which!will!continue!to!be!refined!with!practice.!

• A)=)Applying.!Students!can!demonstrate!the!critical!elements!of!the!motor!skills!and!knowledge!components!of!the!grade=level!outcomes!in!a!variety!of!physical!activity!environments.!

!

"Standard"1."The"physically"literate"individual"demonstrates"competency"in"a"variety"of"motor"skills"and"movement"patterns."

Standard"2."The"physically"literate"individual"applies"knowledge"of"concepts,"principles,"strategies"and"tactics"related"to"movement"and"performance."

Standard"3."The"physically"literate"individual"demonstrates"the"knowledge"and"skills"to"achieve"and"maintain"a"health;enhancing"level"of"physical"activity"and"fitness."

Standard"4."The"physically"literate"individual"exhibits"responsible"personal"and"social"behavior"that"respects"self"and"others."

Standard"5."The"physically"literate"individual"recognizes"the"value"of"physical"activity"for"health,"enjoyment,"challenge,"self;expression"and/or"social"interaction."

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ))))))))Standard)1)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

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Standard)1:)The)physically)literate)individual)demonstrates)competency)in)a)variety)of)motor)skills)and)movement)patterns.))

The!intent!of!this!standard!is!the!development!of!the!physical!skills!needed!to!enjoy!participation!in!physical!activities.!Maturing!movement!fundamentals!establishes!a!foundation!to!facilitate!the!development!of!continued!motor!skill!acquisition!at!all!levels.!

"

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior,)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.!

!

STANDARD)1! KM2)OUTCOMES! PERFORMANCE)INDICATORS!

S1.E1:)Locomotor!Hopping,!Skipping,!Jumping,!Galloping,!Sliding,!and!Leaping!!GLEs:!PE.A.1!

K:!Performs!locomotor!skills!(hopping,!galloping,!running,!sliding,!skipping,!jumping)!while!maintaining!balance.!

1:!Hops,!gallops,!jogs,!and!slides!using!a!mature!pattern.!2:!Skips!using!a!mature!pattern.!

K(E):)Hopping,!galloping,!running,!sliding,!skipping,!and!jumping!

1(E):!Leaping!and!skipping!1(M):!Hopping,!galloping,!and!

sliding!!2(M):!Skipping!2(A):)Hopping,!galloping,!and!

sliding!

Suggested)Activities:)Four=corners!warm=up;!locomotors!corresponding!to!floor!lines!(i.e.,!gallop!on!green!lines,!hop!along!the!3=pt!line);!practicing!locomotors!while!holding!onto!the!parachute;!using!music!along!with!locomotors!such!as!Bunny%Hop!or!Seven%Jumps.!!

Progression:)(K)!Teach!the!locomotor!skills!in!isolation!through!direct!instruction;!when!students!can!travel!safely,!incorporate!locomotors!into!tag!games!or!other!activities!slowly!beginning!with!hop,!gallop,!and!slide;!reinforce!the!cues!for!skipping!by!saying!step0hop,!step0hop!and!having!students!practice!it!slowly!until!muscle!memory!takes!place.!

S1.E2:)Locomotor!Running!!GLEs:!PE.A.1,!18!

KM1:!Emerging!outcomes!first!appear!in!Grade!2.!2:!Runs!with!a!mature!pattern.!!

KM1:)N/A!2(M):!Running!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.*" ""


8"

STANDARD)1! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)FitnessGram!(www.fitnessgram.net)!pacer!in!shuttle!lines!(1!baton!for!no!more!than!3=4!runners);!practice!pacing!during!warm=up!runs!through!use!of!music!(start!with!a!2=minute!song,!increase!to!3,!4,!5=minute!song!over!the!course!of!the!quarter);!sprints;!team!tag;!running!like!various!types!of!animals;!use!a!counter!(clicker)!to!encourage!class!to!see!how!many!laps!they!can!complete!as!a!class!during!the!length!of!a!song.!!!

Progression:)(Critical!Elements)!Brief!period!where!both!feet!are!off!the!ground;!arms!in!opposition!to!legs!and!elbows!bent;!push!off!with!balls!of!feet;!nonsupport!leg!bent!approximately!90!degrees.!Pacing!takes!instruction!and!practice!but!should!begin!at!Kindergarten;!train!students!to!understand!basic!heart!rate!monitoring!so!they!know!when!to!slow!down!or!speed!up!based!on!their!fitness!level!and!length!of!the!activity.!

S1.E3:)Locomotor!• Jumping!and!Landing!(horizontal)![S1.E3.K=2.a]!

• Jumping!and!Landing!(vertical)![S1.E3.K=2.b]!

!GLEs:!PE.A.1,!5!

K:!Jumps!and!lands!with!balance.!1:!Demonstrates!2!of!5!critical!elements!for!jumping!and!landing!in!a!horizontal!plane!using!2=foot!takeoffs!and!landings.!

2:!Demonstrates!4!of!the!5!critical!elements!for!jumping!and!landing!in!a!horizontal!plane!using!a!variety!of!takeoffs!and!landings.!(2.a)!

2:!Demonstrates!4!of!the!5!critical!elements!for!jumping!and!landing!in!a!vertical!plane.!(2.b)!

KM2(E):)Jumping!and!landing!KM2(E):!Jump!rope!

Suggested)Activities:)Take!time!to!explore!the!following!jumps/lands!in!and!out!of!hoops,!over!a!jump!rope!or!line!on!the!floor,!or!in!Alaska!Native!games.!!

• Two=foot!takeoff!to!a!one=foot!landing!• Two=foot!takeoff!to!a!two=foot!landing!• One=foot!takeoff!to!a!landing!on!the!same!foot!(hop)!• One=foot!takeoff!to!a!landing!on!the!other!foot!(leap)!over!cone!hurdle,!small!hoop!or!folded!mat!• One=foot!takeoff!to!a!two=foot!landing!!

!

Progression:)(Five!critical!elements!of!jumping!and!landing)!Bend!knees!when!taking!off,!swing!arms!forward,!both!feet!land!at!the!same!time,!arms!are!brought!downward!on!landing,!balanced!landing.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.*"


9"


S1.E4:Locomotor!Dancing!!GLEs:!PE.A.8!

K:!Performs!locomotor!skills!in!response!to!teacher=led!creative!dance.!

1:!Combines!locomotor!and!non=locomotor!skills!in!a!teacher=led!designed!dance.!

2:!Performs!a!teacher!and/or!student!designed!rhythmic!activity!with!correct!response!to!simple!rhythms.!

KM2(E):)Uses)emerging!dance!patterns!and!rhythmic!activity!for!locomotor!and!non=locomotor!skills!

Suggested)Activities:)Greg%and%Steve;!Tony%Chestnut;!La%Raspa;!Chicken%Dance;!simple!line!dances;!guest!instructors!(Artist!in!Residence);!many!online!resources!such!as!Go%Noodle!(www.gonoodle.com),!Just!Dance!Kids!(www.symbaloo.com/mix/justdancekids1),!etc.!!

Progression:)Direction!(e.g.,!forward,!backward,!side!to!side,!left!and!right).!Start!with!basic!moves!teacher=led,!keep!steps!simple,!make!sure!to!repeat!movements!slowly!to!allow!time!for!processing/learning!patterns,!choose!dances!with!lots!of!repeating!sequences.!Practice!steps!slowly!without!music,!increase!tempo,!try!with!music!in!sections,!add!on!more!steps!as!students!are!ready.!S1.E5:)Locomotor!Movement!Combinations!!GLEs:!HL.A.2!

KM2:!Emerging!outcomes!first!appear!in!Grade!3.! N/A!

Suggested)Activities:!Not!emerging!for!K=2.!!

Progression:!N/A!

S1.E6:!NonMLocomotor!• Balance![S1.E6.K=2.a]!• Inverted!Balance![S1.E6.K=2.b]!!GLEs:!PE.A.2,!6!

K:!Maintains!momentary!stillness!on!bases!of!support.!(K.a)!

K:!Forms!wide,!curled,!and!twisted!body!shapes.!(K.b)!

1:!Maintains!stillness!on!different!bases!of!support!with!different!body!shapes.!

2:!Balances!on!different!bases!of!support,!combining!levels!and!shapes.!(2.a)!

2:!Balances!in!an!inverted!position!with!stillness!and!supportive!base.!(2.b)!

KM2(E):)Balance!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.*" "


10"

STANDARD)1! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)Scale;!tree!pose/stork!stand;!table;!three=legged!table;!two=legged!table;!plank;!side!plank;!tripod;!supported!headstand.!!In!addition!to!the!skills!using!the!body!as!a!base!of!support,!use!pieces!of!equipment!for!your!base!of!support,!such!as!a!stability!ball!or!low!floor!beam.!!

Progression:)Encourage!students!to!make!slow,!steady!movements,!and!to!focus!their!gaze!on!something!that!is!not!moving!(like!a!line!on!the!floor).!Encourage!students!to!try!using!their!non=dominant!side!in!moves!requiring!2=3!contact!points.!

S1.E7:!NonMLocomotor!• Weight!Transfer![S1.E7.K=2.a]!• Rolling!(S1.E7.K=2.b)!

!GLEs:!PE.A.2,!9,!18;!B.2!

K:!Emerging!outcomes!first!appear!in!Grade!1.!(K.a)!1:!Transfers!weight!from!one!body!part!to!another!in!self=space!in!dance!and!gymnastics!environments.!(1.a)!

K:!Rolls!sideways!in!a!narrow!body!shape.!(K.b)!1:!Rolls!with!either!narrow!or!curled!body!shape.!(1.b);!transfers!weight!from!feet!to!different!body!parts/bases!of!support!for!balance!and/or!travel.!(2.a);!rolls!in!different!directions!with!either!a!narrow!or!curled!body!shape.!(2.b)!

KM2(E):)Rolling!2(E):)Weight!transfer!(combining!

balance!and!weight!transfer)!

Suggested)Activities:)Log!roll;!rocker;!egg!roll;!forward!roll;!mule!kick;!add!weight!transfer!through!equipment!such!as!razor!scooters;!climbing!wall;!cargo!nets;!stilts;!skates;!boards;!blades;!stability!balls.!!

Progression:)Travel!on!combination!of!body!parts,!transfer!weight!to!hands!while!hanging!on!apparatus!or!performing!simple!stunts,!transfer!weight!from!feet!to!different!body!parts!while!traveling.!

S1.E8!NonMLocomotor!• Curling!and!Stretching;!Twisting!and!Bending!(S1.E8.K=2.a)!

• Crossing!the!Mid=line!(S1.E8.K=2.b)!!GLEs:!PE.A.2!

K:!Contrasts!the!actions!of!curling!and!stretching.!1:!Demonstrates!twisting,!curling,!bending,!and!stretching!actions.!2:!Differentiates!among!twisting,!curling,!bending,!and!stretching.!!(2.a)!

2:!Performs!various!activities!that!involve!crossing!the!mid=line.!(2.b)!

KM1(E):)Curling!and!stretching!1(E):)Twisting!and!bending!2(M):)Curling!and!stretching,!

twisting!and!bending!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.*"" ""


11"

STANDARD)1! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)Curling!and!stretching!during!warmups/cool!down;!introduce!a!new!twist!or!stretch!for!the!week;!beginning!yoga!poses;!Twister!(even!on!climbing!wall);!tumbling;!dance!lead=ups.!!

Progression:)Introduce!proper!techniques!for!curling!and!bending,!stretching!properly!to!stretch!the!belly!of!the!muscle;!not!the!tendons/ligament.)!

S1.E9!NonMLocomotor!Movement!Combinations!!GLEs:!PE.A.2,!9,!18!

KM1:!Emerging!outcomes!first!appear!in!Grade!2.!2:!Combines!balances!and!transfers!into!a!three=part!sequence,!(i.e.,!dance,!gymnastics).!!

KM1:)N/A!2(E):)Balances!and!transfers!

Suggested)Activities:)(Sequences!on!the!tumbling!mats)!Create!your!own!sequence,!work!with!a!small!group!to!plan!a!three=part!sequence;!add!a!three=part!sequence!into!a!fitness!circuit!or!obstacle!course;!ask!for!volunteers!to!show!and!tell!their!sequence.!!

Progression:)Give!the!students!starting!moves,!show!an!example!of!sequencing!two!moves!that!flow!well!into!the!next,!encourage!creativity!and!allow!students!to!be!imaginative.!Always!foster!encouragement!and!respect!during!times!that!students!are!volunteering!to!be!on!spotlight,!and!do!not!force/require!a!student!to!be!on!spotlight!if!they!do!not!wish!to!be.!S1.E10!Manipulatives!Underhand!Throw!!!GLEs:!PE.A.14=15,!B.3!

K:!Opposite!foot!forward.!!1:!Demonstrates!2!of!the!5!critical!elements!of!mature!pattern.!

2:!Throws!underhand!using!a!mature!pattern.!!

KM1(E):!Underhand!throw!2(M):)Underhand!throw!

Suggested)Activities:)Small!tossing!targets!using!Hula!Hoops!lying!on!the!floor,!small!buckets,!two!mats!standing!on!their!side!joined!to!create!a!wishing%well!or!garbage%can.!!!

Progression:)(Critical!Elements)!Face!your!target,!ball!is!held!by!dominant!hand!while!arm!remains!straight,!step!with!your!opposite!foot!toward!the!target,!throwing!arm!swings!back!like!a!pendulum,!follow!through!to!the!sky!or!ceiling,!letting!go!of!the!ball!as!your!fingers!point!toward!target!(Tick,%Step,%Tock).!S1.E11)Manipulatives!Overhand!throw!!!GLEs:!PE.A.14=15;!B.3!

KM1:!Emerging!outcomes!first!appear!in!Grade!2.!2:!Throws!overhand!demonstrating!2!of!the!5!critical!elements!of!a!mature!pattern.!!

KM2(E):)Overhand!throw!

Suggested)Activities:)Throwing!for!distance;!throwing!for!targets!such!as!suspended!hoops;!throwing!at!pin!target;!meteor!shower!(PE!Central:!www.pecentral.org).!!

Progression:)(Critical!Elements)!Turn!sideways!to!target,!reach!throwing!arm!back!bending!your!elbow,!step!forward!with!opposite!foot!(weight!transfer),!twist!waist,!follow!through!by!pointing!fingers!toward!target!(may!use!the!cues!T,%Elbow,%Step,%Twist,%Throw).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying"


12"


S1.E12!Manipulatives!Catching!!GLEs:!PE.A.16!

K:!Drops!a!ball!and!catches!it!before!it!bounces!twice.!Catches!a!large!ball!tossed!by!a!skilled!thrower.!

1:!Catches!a!soft!object!from!a!self=toss!before!it!bounces.!!2:!Catches!various!sizes!of!balls!self=tossed!or!tossed!by!a!skilled!thrower.!

2:!Catches!a!self=tossed!or!well=thrown!large!ball!with!hands,!not!trapping!or!cradling!against!the!body.!!

KM2(E):!Catching!

Suggested)Activities:)Catching!animals!(PE!Central:!www.pecentral.org),;catch!and!run!(self=toss!and!catch!a!variety!of!different!objects!during!class!warm=up,!after!10!catches,!set!object!down!on!floor!and!take!a!lap).!Repeat!using!different!objects!that!are!scattered!on!the!floor.!!!

Progression:))Ready!position!with!hands!and!body,!arms!and!hands!move!to!meet!the!ball,!pull!the!ball!into!your!body!as!you!grab!on!(Watch,%Reach,%Grab).!

S1.E13!Manipulatives!• Stationary!Dribbling/Ball!Control!with!Hands!(S1.E13.K=2.a)!

• Moving!While!Dribbling/Ball!Control!with!Hands!(S1.E13.K=2.b)!

!GLEs:!PE.A.3!

K:!Dribbles!a!ball!using!one!hand,!attempting!the!second!contact.!

1:!Dribbles!continuously!in!self=space!using!the!preferred!hand.!

2:!Dribbles!in!self=space!with!preferred!hand!demonstrating!a!mature!pattern.!(2.a)!

2:!Dribbles!using!preferred!hand!while!in!general!space.!(2.b)!

KM2(E):)Dribbling!with!hands!

Suggested)Activities:)Hula!Hoop/poly!spot!dribbling;!partner!staring!contest!while!both!are!dribbling;!Hula!Hoop!dribbling!(partner!coach!connects!short!jump!rope!around!a!Hula!Hoop!slowly!dragging!it!along!the!floor!as!the!dribbler!walks!alongside!the!moving!hoop!and!dribbles!are!within!the!moving!hoop).!!

Progression:)While!students!use!their!fingerpads,!they!push!the!ball!down!with!plenty!of!force,!(make!your!hand!rounded!like!the!ball!is!round),!waist!high!bounces,!eyes!looking!ahead!(encourage!young!students!to!occasionally!look!up!away!from!the!ball!to!develop!this).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"" ""


13"


S1.E14!Manipulatives!Dribbling/Ball!Control!with!Feet!!GLEs:!PE.A.3=4!

K:!Taps!a!ball!using!the!inside!of!the!foot,!sending!it!forward.!

1:!Taps!or!dribbles!a!ball!using!the!inside!of!the!foot!while!walking!in!general!space.!

2:!Dribbles!with!feet!in!general!space!with!control!of!ball!and!body.!

KM2(E):!Dribbling!with!feet!

Suggested)Activities:)Dribble%500!(speedway!track!of!poly!spots);!Dribble%Wickets!(half!class!is!dribbling,!half!are!standing!stationary!feet!shoulder!width!apart!making!wickets!for!dribblers!to!tap!ball!through!as!many!as!possible!in!a!set!time);!Dribbling%Shuttles!(3=4!students!per!group),!individual!dribble!approach!adding!shoot!for!goal.!!

Progression:)Soft!taps,!eyes!looking!forward!as!much!as!possible,!keep!the!ball!within!your!reach;!start!slowly!at!a!walking!pace!before!increasing!speed!throughout!general!space;!stay!on!your!feet,!and!don’t!reach!down!to!settle!the!ball!with!your!hands.!

S1.E15)!Manipulatives!Passing!and!Receiving!with!Feet!!GLEs:!HL.B.1=2;!E/LA.A1,!3,!6!

KM2:)Emerging!outcomes!first!appear!in!Grade!4.! N/A!

Suggested)Activities:)Pass!practice!using!inside!of!foot,!stationary!to!a!target!such!as!a!cone!or!milk!crate.!Pass!using!inside!of!foot!to!a!partner.!!Try!to!stop/settle!the!ball!using!only!your!feet.!!

Progression:))This!skill!will!emerge!later,!but!students!in!K=2!will!still!benefit!from!attempting!repetitions!of!the!pass!and!receive!with!feet.!S1.E16!Manipulatives!Dribbling!in!Combination!!GLEs:!HL.B.1=2;!E/LA.A1,!3,!6!

KM2:)Emerging!Outcomes!first!appear!in!Grade!4.!! N/A!

Suggested)Activities:!N/A!!

Progression:!N/A!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)

""""


14"


S1.E17!Manipulatives!Kicking!!GLEs:!PE.A.10,!12;!B.4!

K:!Kicks!a!stationary!ball!from!a!stationary!position,!demonstrating!2!of!the!5!elements!of!mature!kicking!pattern.!

1:!Approaches!a!stationary!ball!and!kicks!it!forward,!demonstrating!2!of!the!5!critical!elements!of!a!mature!pattern.!

2:!Uses!a!continuous!running!approach!and!kicks!a!moving!ball,!demonstrating!3!of!the!5!critical!elements!of!a!mature!pattern.!!

KM2(E):)Kicking!

Suggested)Activities:)Two0base%Kickball!in!groups!of!three!(kicker,!roller,!fielder);!All%Balls%Kickball!(2nd!Grade);!Aerobic%Kickball!(2nd!Grade);!discuss!how!this!skill!is!used!in!soccer!during!goal!kicks!and!corner!kicks.!!

Progression:)(Critical!Elements)!The!trunk!is!inclined!backward!during!ball!contact,!!plants!non=kicking!foot!beside!ball,!rapid!continuous!approach!to!the!ball,!forward!swing!of!the!arm!opposite!kicking!leg,!eyes!on!the!target.!

S1.E18!Manipulatives!Volley!(Underhand)!!GLEs:!PE.A.17!

K:!Volleys!a!lightweight!object!(balloon),!sending!it!upward.!

1:!Volleys!an!object!with!an!open!palm,!sending!it!upward.!

2:!Volleys!an!object!upward!with!consecutive!hits.!!

KM2(E):)Underhand!volley!

Suggested)Activities:)Have!a!variety!of!lightweight!objects!ranging!from!large!balloons!to!small!and!large!beach!balls.!A!lightweight!oversized!trainer!volleyball!can!also!be!introduced!with!2nd!Grade!higher=skilled!students.!!

Progression:))Individual!self=volley!with!balloon,!encourage!students!to!try!consecutive!hits!with!all!different!body!parts.!Trade!in!the!object!for!something!more!challenging!once!you!are!having!a!lot!of!success.!Partner=volley!a!balloon!or!lightweight!beach!ball!in!pairs!with!or!without!a!small!net.!May!create!a!net!with!jump!rope!on!floor!or!suspended!between!two!cones!for!each!pair!if!you!do!not!have!access!to!tennis!or!badminton!net.!!Anchor!bolts!in!wall!running!a!rope!the!length!of!the!gym!can!work!as!well.)!S1.E19!Manipulatives!Volley,!Overhead!!GLEs:!HL.B.1=2;!E/LA.A1,!3,!6!

KM2:)Emerging!Outcomes!first!appear!in!Grade!4.! N/A!

Suggested)Activities:!Exposure!to!the!skill!is!key.!!Do!not!dedicate!much!time!to!this!skill!or!expect!partner!to!return.!!

Progression:))This!skill!will!emerge!later,!but!students!in!K=2!will!still!benefit!from!attempts!to!self=toss!a!lightweight!object!and!strike!overhead!to!send!it!over!a!net.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying"


15"


S1.E20!Manipulatives!Striking!(Short!Implement)!!GLEs:!PE.A.11,!13!

K:!Strikes!a!lightweight!object!with!a!paddle!or!short=handled!racket.!

1:!Strikes!a!ball!with!a!short=handled!implement,!sending!it!upward.!

2:!Strikes!an!object!upward!with!a!short=handled!implement,!using!consecutive!hits.!!

KM2(E):)Striking!with!short!implement!

Suggested)Activities:)Lollipop!paddles!are!super!for!K=1,!have!a!variety!of!lightweight!objects!ranging!from!large!balloons!to!small!and!large!beach!balls,!foam!balls!or!whiffle!balls!for!challenging!the!highly!skilled.!Plastic!pickle!ball/racquetball=size!paddles!and!short=handled!badminton!rackets.!USTA!Curriculum!has!great!lead=up!games!and!challenges!(www.usta.com).!!

Progression:)Balance!a!beanbag!on!a!paddle!or!racket!while!walking!or!playing!Red%Light,%Green%Light.!Challenge!students!to!flip!and!catch!the!beanbag!keeping!their!paddle!flat!level,!individual!self=volley!with!lightweight!object,!trade!in!the!object!for!something!more!challenging!once!you!are!having!a!lot!of!success.!!Partner=volley!a!balloon,!toss!up!a!lightweight!object!and!use!overhead!hit!to!strike!it!over!a!net.!

S1.E21!Manipulatives!Striking!(Long!Implement)!!GLEs:!PE.A.11!

KM1:!Emerging!outcomes!first!appear!in!Grade!2.!2:!Strikes!a!ball!off!a!tee!or!cone!with!a!bat,!using!correct!grip!and!side=orientation/proper!body!orientation.!!

2:!Demonstrates!proper!grip!and!stance!with!a!floor!hockey!or!floor!ball!stick!and!can!sweep!(pass)!puck/ball!forward!while!keeping!the!blade!of!stick!below!knees.!

KM1:)N/A!2(E):)Striking!with!long!implement!

Suggested)Activities:)Other!long!implements!may!include!hockey,!floor!ball!sticks,!and!golf.!!Be!sure!to!use!age/size!appropriate!equipment.!!

Progression:)Batting!critical!elements:!side!to!target,!feet!shoulder=width!apart,!knees!slightly!bent,!favorite!hand!on!top,!hands!together,!bend!elbows!and!bring!bat!back!above!your!shoulder,!arms!extend!fully!to!reach!the!ball,!swing!level!while!keeping!your!eye!on!the!ball.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"""" "


16"


S1.E22!Manipulatives!• Jumping!Short!Ropes!!(S1.E21.K=2.a)!

• Jumping!Long!Ropes!!(S1.E21.K=2.b)!

!GLEs:!PE.A.7!

K:!Executes!a!single!jump!with!self=turned!rope.!(K.a)!K:!Jumps!a!long!rope!with!teacher=assisted!turning.!(K.b)!1:!Jumps!forward!and!backward!consecutively!using!a!self=turned!rope.!(1.a)!

1:!Jumps!a!long!rope!up!to!five!times!consecutively!with!teacher=assisted!turning.!(1.b)!

2:!Jumps!a!self=turned!(short)!rope!forward!and!backward!with!a!mature!form.!(2.a)!

2:!Jumps!a!long!rope!consecutively!with!student!and/or!teacher!turners.!(2.b)!

KM2(E):!Jump!rope!

Suggested)Activities/Courses:)Snakes%in%the%Grass!(long!rope!on!ground!being!slid!on!the!ground!by!two!seated!snake!handlers,!snake!jumpers!leap!over!snakes);!Banana%Split!(easy!long!rope!game,!the!rope!is!turned!once!front!door!and!once!back!door!while!students!run!under!and!back).!!

Progression:!!Put!the!ends!(handles)!of!the!jump!rope!into!each!hand.!Begin!with!the!jump!rope!behind!your!body.!Next,!swing!the!jump!rope!gently!to!the!front!of!your!body!and!then!to!the!back.!Practice!this!several!times!going!front!and!back.!Now!swing!the!jump!rope!to!the!front!and!let!it!stay!on!the!ground.!Keep!the!rope!still!and!jump!over!it.!Practice!this!step!several!times.!Next!step!is!to!swing!the!jump!rope!to!the!front!of!your!body!and!when!it!gets!close!to!your!feet,!JUMP!!It!takes!practice!to!get!the!timing!just!right.!Once!you!get!the!rhythm,!you!continue!to!jump.!You!may!want!to!try!traveling!by!stepping!over!the!jump!rope.!Remind!students!that!all!children!learn!to!jump!rope!at!different!times,!like!riding!a!bike,!but!the!more!you!practice!the!better!you!get!and!it!is!great!exercise.!For!safety,!remind!students!not!to!swing!the!rope!over!their!head!(like!a!lasso,!to!look!around!them!to!see!they!have!ample!self=space,!and!not!to!tie!anyone!or!anything!up!with!their!jump!rope).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying!!!


17"

!STANDARD)1! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!

S1.E1)Locomotor!• Mature!Patterns!!(S1.E1.3=5.a)!

• Manipulative!Skills!(S1.E1.3=5.b)!

• Traveling!with!Manipulative!Skills!(S1.E1.3=5.c)!

• Rhythmic!(S1.E1.3=5.d)!!!GLEs:!PE.A.6=7!

3:!Leaps!using!mature!pattern.!4:!Uses!various!locomotor!skills!in!a!variety!of!small=sided!practice!tasks,!dance,!and!educational!gymnastics!experiences.!

5:!Demonstrates!mature!patterns!of!locomotor!skills!in!dynamic!small=sided!games,!practice!tasks,!gymnastics,!and!dance.![5.a]!

5:!Combines!locomotor!and!manipulative!skills!in!a!variety!of!small=sided!practice!tasks!in!game!environments.![5.b]!

5:!Combines!traveling!with!manipulative!skills!for!execution!to!a!target.![5.c]!

5:!Combines!locomotor!and!non=locomotor!skills!to!create!rhythmic!and!gymnastics!routines.![5.d]!

3(M):)Leaping!4M5(E):)Uses)mature!patterns!for!

locomotor!skills,!manipulative!skills,!traveling!with!manipulative!skills,!and!rhythmic!movement!

Suggested)Activities:)Leaping!over!a!series!of!small!cone!hurdles!or!folded!mats;!throwing/catching/dribbling!while!moving!within!a!grid!of!a!small=sided!game;!sequencing!dance;!gymnastics!routine!in!a!small!group;!juggling!scarves!or!balls;!other!circus!arts!while!traveling!(e.g.,!devil!sticks,!diablos,!peacock!feathers,!plate!spinning).!!

Progression:!Performs!locomotor!movements!in!combination!not!in!a!game!situation,!performs!a!combination!of!mature!locomotor!movements!in!game!and!activities.!

S1.E2)Locomotor!Running!!GLEs:!HL.A.1=2,!6!

3:!Travels!showing!differentiation!between!sprinting!and!running.!4:!Runs!for!distance!using!a!mature!pattern.!5:!Applies!appropriate!pacing!for!a!variety!of!running!distances.!

3M5(A):)Running!

Suggested)Activities:!FitnessGram!(www.fitnessgram.net)!pacer!test,!New%York%Road%Runners!(www.nyrr.org),!team!challenge!run,!Heart%Healthy%Run!(Five%for%Life!Curriculum).!!!

Progression:))Run!with!arms!bent.!!Legs!and!arms!moving!opposite!of!one!another.!Pushing!off!balls!of!feet.!Both!feet!off!ground!for!a!brief!amount!of!time.!Using!this!correct!form!at!a!slow!pace!then!increase!speed.!Then!vary!speeds!using!correct!form.!Identify!the!speed!needed!for!different!situations.))!!!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying!!


18"

STANDARD)1! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!

S1.E3)Locomotor!Jumping!and!Landing!(Horizontal!and!Vertical)!!GLEs:!PE.A.4,!6=7!

3:!Jumps!and!lands!in!horizontal!and!vertical!planes!using!a!mature!pattern.!

4:!Uses!spring=and=step!takeoffs!and!landings!in!gymnastic!based!skills.!

5:!Combines!jumping!and!landing!patterns!with!locomotors!and!manipulative!skills!in!dance,!educational!gymnastics,!and!small=modified!games!and!games!environments.!

3(M):)Jumping!and!landing!4(E):)Spring!and!step!4(A):)Jumping!and!landing!5(E):)Combines!jumping,!landing,!

locomotors,!and!manipulatives!

5(M):)Spring!and!step!

Suggested)Activities:)Running!long!jump;!Alaska!Native!games!(e.g.,!scissor!broad!jump,!triple!jump,!hurdles,!cartwheels,!round=offs).!!

Progression:)!Swing!arms!back,!then!forcefully!forward!and!upward!above!head.!Bend!knees!before!jump!and!upon!landing.!Take!off!and!land!on!both!feet!simultaneously.!Arms!are!brought!downward!on!landing.!

S1.E4)Locomotor!• Cultural!Dance!(S1.E4.3=5.a)!• Original!Dance!(S1.E4.3=5.b)!• Group!Dance!(S1.E4.3=5.c)!!GLEs:!PE.A.6!

3:!Performs!teacher=selected!and!developmentally!appropriate!dance!steps!and!movement!pattern.!

4:!Combines!locomotor!movement!patterns!and!dance!steps!to!create!and!perform!an!original!dance.!

5:!Combines!locomotor!skills!in!cultural!as!well!as!creative!dances!(self!and!group)!with!correct!rhythm!and!pattern.![5.a]!

5:!Combines!locomotor!movement!patterns!and!dance!steps!to!create!and!perform!an!original!dance.![5.b]!

5:!Combines!locomotor!skills!and!movement!concepts!(levels,!shapes,!extensions,!pathways,!force,!time,!flow)!to!create!and!perform!a!dance!with!a!group.![5.c]!

3M5(E):)Cultural!dance,!original!dance,!group!dance!

Suggested)Activities:))Line!dance;!hip=hop!(Artist!in!Residence);!swing/ballroom!(Lathrop!High!School!ballroom!guests);!Yupik!dance!guest!instructor/performance;!Create=A=Dance;!dances!from!around!the!world.!!!!

Progression:))Perform!dance!pattern,!step=by=step,!individually!without!music.!Perform!dance!pattern!to!the!beat!of!music.!Perform!dance!pattern!to!the!beat!of!music!with!a!large!group.!Performs!dance!without!cues.!!!

S1.E5)Locomotor!Combinations!!GLEs:!PE.A.3,!7,!11!

3:!Performs!a!sequence!of!locomotor!skills,!transitioning!from!one!skill!to!another!smoothly!and!without!hesitation.!

4:!Combines!traveling!with!manipulative!skills!of!dribbling,!throwing,!catching,!and!striking!in!teacher=!and/or!student=designed!small=sided!practice!tasks!and!games.!

3(E):)Locomotor!combinations!4M5(E):)Combining!locomotors!

and!manipulatives!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying


19"


Suggested)Activities:!Locomotors!around!the!parachute;!four=corners!warm=up;!shuttles;!team!handball;!basketball;!Ultimate!in!small=sided!games!(3=4!students!per!team);!small=sided!racquet!games;!small=sided!floor!ball!games.))

Progression:!Perform!various!locomotor!skills!in!activities!and!games,!without!manipulatives.!Performs!the!appropriate!locomotor!movements!while!using!a!manipulative!in!an!activity!or!game.!!!)

S1.E6)NonMLocomotor!• Balance!(S1.E6.3=6.a)!• Balance!with!Equipment!(S1.E6.3=6.b)!

!GLEs:!PE.A.4,!7!

3:!Balances!on!different!bases!of!support,!demonstrating!muscular!tension!and!extension!of!free!body!parts.!!

4:!Balances!on!different!bases!of!support!on!apparatus,!demonstrating!levels!and!shapes.!

5:!Demonstrates!a!sequence!of!balance!and!weight!transfer!movements!in!gymnastics!or!dance!sequence!with!a!partner.![5.a]!

5:!Combines!actions,!balances!and!weight!transfers!to!create!a!gymnastics!sequence!with!a!partner!on!equipment!or!apparatus.![5.b]!

3M4(M):)Balance!and!balance!with!equipment!

5(A):)Balance!and!balance!with!equipment!

Suggested)Activities:)Rollerblades;!wheels;!skis;!pogo!sticks;!stilts;!balance/snow/skate!boards;!roller/ice!skates;!snowshoes;!bikes;!scooters;!unicycles;!partner!stunts!and!group!balances!(counterbalances);!balance!beams;!bars;!climbing!wall;!cargo!net;!yoga!poses;!stability!ball!balances.))

Progression:)Perform!various!balances!using!the!body,!then!using!equipment,!followed!by!combining!balancing!within!other!skills.!

S1.E7)NonMLocomotor)!Stability/Weight!Transfer!!GLEs:!PE.A.4!

3:!Transfers!weight!from!feet!to!hands!for!momentary!weight!support.!

4:!Transfer!weight!by!rolling!in!a!variety!of!directions!using!different!body!shapes.!!

5:!Transfers!weight!from!feet!to!hands,!varying!speed!and!using!large!extensions.!(e.g.,!mule!kick,!handstand,!cartwheel).!

3M5(M):)Weight!transfer!

Suggested)Activities:)Tumbling!rolls;!mule!kick;!handstand;!cartwheel;!yoga;!Alaskan!high!kicks.!!!)

Progression:!When!doing!rolls,!stay!tucked,!keep!chin!in,!use!arms!to!the!side!for!balance,!roll!to!the!feet!transferring!weight!from!feet!to!hands,!keep!arms!straight,!keep!palms!flat!on!the!mat,!land!on!feet!(forward!roll,!frog!legs,!hands!on!the!mat,!tuck!chin,!bottoms!up!).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)" ""


20"


S1.E8)NonMLocomotor)!Stability,!Curling,!Stretching,!Twisting,!and!Bending!!GLEs:!PE.A.7!

3:!Moves!into!and!out!of!gymnastics!balances!with!curling,!twisting,!and!stretching!actions.!!

4:!Moves!into!and!out!of!balances!on!apparatus!with!curling,!twisting,!and!stretching!actions.!!

5:!Performs!curling,!twisting,!and!stretching!actions!with!correct!application!in!dance,!gymnastics,!and!small=modified!games!in!games!environments.!

3M4(M):)Curling!and!stretching,!twisting!and!bending!

5(A):)Curling!and!stretching,!twisting!and!bending!

Suggested)Activities:!Yoga;!stretching!during!a!warm!up;!Five%for%Life!stretching!posters.!!

Progression:!Warm!up!muscles!before!stretching,!curling,!twisting,!and!bending.!!Practice!safety!by!focusing!on!proper!tension!and!attention!to!neck!and!spine.!!!

S1.E9!NonMLocomotor!Combinations!!GLEs:!PE.A.6=7!

3:!Combines!locomotor!skills!and!movement!concepts!(levels,!shapes,!extensions,!pathways,!force,!time,!flow)!to!create!and!perform!a!dance.!

4:!Combines!locomotor!skills!and!movement!concepts!(levels,!shapes,!extensions,!pathways,!force,!time,!flow)!to!create!and!perform!a!dance!with!a!partner.!

5:!Combines!locomotor!skills!and!movement!concepts!(levels,!shapes,!extensions,!pathways,!force,!time,!flow)!to!create!and!perform!a!dance!with!a!group.!

!3M5(E):)Non=locomotor!combinations!

Suggested)Activities:!!Give!students!cue!cards!to!place!together!in!order!to!form!a!dance.!Students!can!also!feel!free!to!create!their!own!moves.!This!can!be!done!alone!with!partners!or!in!groups.!Create!a!theme!and!allow!students!to!create!a!unique!dance!to!the!theme.!Allow!students!willing!to!show!their!dance!to!the!class!an!opportunity!to!do!that.!Otherwise,!don’t!force!students!to!perform!solo!or!with!partners!on!the!spot.!!!!!

!

Progression:))Can!organize!dance!phrases!into!simple!dance!sequences!that!have!a!beginning,!middle,!and!end,!which!vary!the!use!of!the!dance!elements.!Uses!independent,!cooperative,!and!collaborative!skills!to!improvise!and!create!dance.!Creates!short!dance!sequences!that!communicate!ideas,!experiences,!feelings,!images,!or!stories.)

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"


21"

STANDARD)1! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!S1.E10)Manipulatives!• Underhand!Throw!!(S1.E10.3=5.a)!

• Underhand!Throw!at!Target!(S1.E10.3=5.b)!

!GLEs:!HL.A.1=2,!6;!HL.B.4;!PE.A.10!

3:!Throws!underhand!to!a!partner!or!target!with!reasonable!accuracy.!

5:!Throws!underhand!using!a!mature!pattern!in!non=dynamic!environments!(closed!skills),!with!different!sizes!and!types!of!objects.![5.a]!

5:!Throws!underhand!to!a!large!target!with!accuracy.![5.b]!

3M5(M):)Underhand!throw,!underhand!throw!at!target!

Suggested)Activities:))Play!catch!with!a!partner;!group!juggle;!yard!games!(e.g.,!horseshoes,!corn!hole,!ladder!ball).!!

Progression:!!Face!target.!Step!with!opposite!foot.!Use!pendulum!motion!with!arm.!Follow!through!with!throwing!arm.!!!

S1.E11!Manipulatives!• Overhand!Throw!!(S1.E11.3=5.a)!

• Overhand!Throw!at!Target!(S1.E11.3=5.b)!

!GLEs:!PE.A.10!

3:!Throws!overhand,!demonstrating!3!of!the!5!critical!elements!of!a!mature!pattern,!in!non=dynamic!environments!(closed!skills),!for!distance!and/or!force.!

4:!Throws!overhand!using!mature!pattern!in!a!non=dynamic!environment!(closed!skills).![4.a]!

4:!Throws!overhand!to!a!partner!or!at!a!target!with!accuracy!at!a!reasonable!distance.![4.b]!!

5:!Throws!overhand!using!a!mature!pattern!in!non=dynamic!environments!(closed!skills),!with!different!sizes!and!types!of!objects.![5.a]!!

5:!Throws!overhand!to!large!target!with!accuracy.![5.b]!

3M4(E):!Overhand!throw,!overhand!throw!at!target!

5(M):)Overhand!throw,!overhand!throw!at!target!

Suggested)Activities:)Throw!and!catch!with!a!partner.!Throw!for!various!targets,!such!as!suspended!Hula!Hoops!or!a!Hula!Hoop!tossed!up!by!a!partner!for!a!moving!target,!themed!station!with!an!overhand!throw!focus.!!

Progression:!Point!non=throwing!shoulder!toward!target.!Throwing!arm!behind!head.!Step!forward!with!opposite!foot.!Follow!through!bringing!the!throwing!arm!across!the!body,!bend!elbow!while!twisting!at!the!waist.!Point!at!target!on!release!with!proper!force.!Follow!through!pointing!at!target.!!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)""" ""


22"

STANDARD)1! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!S1.E12!Manipulatives!• Passing!with!Hands!!(S1.E12.3=5.a)!

• Passing!with!Hands!Small!Game!(S1.E12.3=5.b)!

!GLEs:!PE.A.10=11!

3:!Emerging!outcomes!first!appear!in!Grade!4.!4:!Throws!to!a!moving!partner!with!reasonable!accuracy!in!non=dynamic!environment!(closed!skills).!

5:!Throws!with!accuracy,!both!partners!moving.![5.a]!!5:!Throws!with!reasonable!accuracy!in!dynamic,!small!modified!games.![5.b]!

3:)N/A!4M5(E):)Passing!with!hands,!

passing!with!hands!small!game!

Suggested)Activities:))In!small!groups,!toss!up!a!light!ball!(beach!ball)!with!small!parachute!or!towel.!Third!person!throws!a!smaller!ball!at!the!lightweight!ball!when!it!is!in!the!air!and!try!to!hit!it.!Small=sided!ultimate!ball!with!teams!of!3=5!students!(also!small=sided!basketball,!rugby,!team!handball).!!

Progression:!!Throw!overhand!using!proper!form!to!a!moving!partner!or!target.!Throw!using!proper!overhand!form!in!a!small=sided!game.!Use!a!variety!of!objects!when!throwing.!

S1.E13)Manipulatives!• Catching!(S1.E13.3=5.a)!• Catching!while!Moving!(S1.E13.3=5.b)!

• Catching!Small!Game!(S1.E13.3=5.c)!

!GLEs:!PE.A.11!

3:!Catches!a!gently!tossed!hand=size!ball!from!a!partner,!demonstrating!4!of!the!5!critical!elements!of!mature!pattern.!

4:!Catches!a!thrown!ball!above!the!head,!at!chest!or!waist!level,!and!below!the!waist!using!a!mature!pattern!in!a!non=dynamic!environment!(closed!skills).!

5:!Catches!a!batted!ball!above!the!head,!at!chest!or!waist!level,!and!along!the!ground!using!a!mature!pattern!in!a!non=dynamic!environment!(closed!skills).![5.a]!!

5:!Catches!with!accuracy,!both!partners!moving.![5.b]!!5:!Catches!with!reasonable!accuracy!in!dynamic,!small=sided!games.![5.c]!

3(E):)Catching!4(M):)Catching!5(A):)Catching,!catching!while!

moving,!catching!small!game!

Suggested)Activities:)Small=sided!Ultimate%Ball;!team!handball.!!

Progression:))Track!ball!with!eyes.!Reach!arms!toward!ball.!Cushion!the!ball!as!it!hits!hands.!Pinkies!together!if!ball!is!below!waist.!!Thumbs!together!if!above!waist.!Practice!catching!a!variety!of!objects.)))

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"" ""


23"


S1)E14!Manipulatives!• Dribbling/Ball!Control!with!Hands!(S1.E.14.3=5a)!

• Dribbling!with!an!Implement!(S1.E.14.3=5b)!

!GLEs:!PE.A.3!

3:!Dribbles!and!travels!in!general!space!at!slow!to!moderate!jogging!speed!with!control!of!ball!and!body.!

4:!Dribbles!in!self=space!with!both!the!preferred!and!non=preferred!hand!using!a!mature!pattern.!!

4:!Dribbles!in!general!space!with!control!of!ball!and!body!while!increasing!and!decreasing!speed.!

5:!Combines!hand!dribbling!with!other!skills!during!1v1!practice!tasks.![5.a]!

5:!Dribbling!with!an!implement!while!showing!change!of!direction,!speed,!and!control.![5.b]!

3(E):)Dribbling!with!hands,!dribbling!with!an!implement!

4(E):)Dribbling!with!an!implement!

4(M):)Dribbling!with!hands!5(M):)Dribbling!with!an!

implement!5(A):)Dribbling!with!hands!

Suggested)Activities:)Small=sided!basketball!games;!small=sided!floor!ball!or!hockey;!dribbling!while!moving!around!objects.!!

Progression:))Eyes!up.!Push!ball!to!floor!with!fingertips!while!flicking!wrist.!Keep!ball!below!waist!level.!Ball!contacts!floor!in!front!of!(or!to!the!outside!of)!foot!on!the!side!of!the!hand!being!used.!

S1.E15!Manipulatives!Dribbling/Ball!Control!with!Feet!!GLEs:!PE.A.3!

3:!Dribbles!with!the!feet!in!general!space!at!slow!to!moderate!jogging!speed!with!control!of!ball!and!body.!

4:!Dribbles!with!the!feet!in!general!space!with!control!of!ball!and!body!while!increasing!and!decreasing!speed.!

5:!Combines!foot!dribbling!with!other!skills!in!1v1!practice!tasks.!!

3M4(E):)Dribbling!with!feet!5(M):)Dribbling!with!feet!

Suggested)Activities:)Dribble!around!cones;!Poison!Soccer!(everyone!has!a!soccer!ball,!about!five!students!have!a!soccer!ball!that!looks!different![poison!soccer!ball],!they!try!to!dribble!their!ball!into!the!regular!ones,!if!hit!they!either!switch!balls!or!the!one!hit!by!the!poison!goes!out!and!does!an!exercise!to!get!back!in);!Shark%vs.%Minnow%Dribbling!(1v1).!!

Progression:)Push!ball!forward!gently!with!the!inside!or!outside!of!the!foot,!alternating!feet.!Keep!the!ball!close.!Use!peripheral!vision!while!traveling.!Keep!eyes!up.!As!comfort!level!increases,!increase!speed.!Use!various!size!balls!and!deflate!some!for!different!ability!levels.))))!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"

""


24"


S1.E16!Manipulatives!• Passing!and!Receiving!with!Feet!(S1.E16.3=5.a)!

• Receiving!with!Feet!while!Moving!(S1.E16.3=5.b)!

!GLEs:!PE.A.5!

3:!Passes!and!receives!ball!with!the!insides!of!the!feet!to!a!stationary!partner,!giving!on!reception!before!returning!the!pass.!

4:!Passes!and!receives!ball!with!the!insides!of!the!feet!to!a!moving!partner!in!a!non=dynamic!environment!(closed!skills).![4.a]!

4:!Receives!and!passes!a!ball!with!the!outsides!and!insides!of!the!feet!to!a!stationary!partner,!giving!on!reception!before!returning!the!pass.![4.b]!

5:!Passes!with!the!feet!using!a!mature!pattern!as!both!partners!travel.![5.a]!

5:!Receives!a!pass!with!the!foot!using!a!mature!pattern!as!both!partners!travel.![5.b]!

3M5(E):)Passing!and!receiving!with!feet!

5(E):)Passing!and!receiving!with!feet!while!moving!

Suggested)Activities:)(Pass!and!Move!Drill)!Place!four!cones!in!a!small!square!(grid),!three!players!occupy!a!cone,!one!cone!is!open.!!Person!with!the!ball!cannot!make!a!diagonal!pass!across!the!grid,!they!always!need!players!square!of!them!to!have!for!passing!options.!!After!the!three!players!can!work!fluidly!with!their!pass!and!move,!add!a!defender!in!the!center!of!the!grid.!!

Progression:))Non=kicking!foot!beside!ball.!!Swing!opposite!arm!of!kicking!foot!forward.!!Contact!ball!in!the!middle.!!Use!inside!of!the!foot.!!Follow!through!toward!target.!!Use!correct!force!to!get!the!ball!to!the!target.!!)

S1.E17!Manipulatives!Dribbling!in!Combination!!GLEs:!PE.A.3!

3:!Emerging!outcomes!first!appear!in!Grade!4.!4:!Dribbles!with!hands!or!feet!in!combination!with!other!skills!(e.g.,!passing,!receiving,!shooting).!

5:!Dribbles!with!hands!or!feet!with!mature!patterns!in!a!variety!of!small=sided!games.!

3:)N/A!4M5(E):)Dribbling!in)combination!

Suggested)Activities:)!Small=sided!game!with!no!goalies!where!students!have!to!make!a!pass!before!they!can!score.!!!!

Progression:!Basic!dribbling,!passing,!receiving,!and!shooting!skills!have!been!individually!practiced.!!Then!combine!skills!in!a!practice!situation.!!Combine!skills!in!a!game!situation.!!!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)""" "


25"


S1.E18!Manipulatives!Kicking!!GLEs:!PE.A.5!

3:!Uses!a!continuous!running!approach!and!intentionally!performs!a!kick!along!the!ground!and!a!kick!in!the!air,!demonstrating!4!of!the!5!critical!elements!of!a!mature!pattern!for!each.!Uses!a!continuous!running!approach!and!kicks!a!stationary!ball!for!accuracy.!

4:!Kicks!along!the!ground!and!in!the!air,!and!punts!using!mature!patterns.!

5:!Demonstrates!mature!patterns!in!kicking!and!punting!in!small=sided!practice!task!environments.!

3(E):)Kicking!4M5(M):)Kicking!

Suggested)Activities:))Take!turns!kicking!with!a!partner!using!all!three!types;!All%Balls%Kickball!(PE!Central:!www.pecentral.org);!500!(keep!groups!small,!no!more!than!4);!Aussie!Rules!punting;!football!punting!with!receiver.!!

Progression:)(Kicking!using!an!approach!on!ground)!Non=kicking!foot!is!planted!by!the!ball.!!Contact!ball!below!the!middle.!!Contact!ball!with!shoelaces.!!Follow!through.!!Use!a!lot!of!force.!(Punting)!Hold!ball!at!waist!level!with!two!hands!extending!out!while!leaning!slightly!forward.!Square!your!shoulders!up!to!help!with!aim.!!Step!and!plant!non=kicking!foot.!!Flex!your!foot!so!that!your!toe!is!pointed!forward,!not!up.!Contact!ball!with!shoelaces.!!Follow!through!with!non=kicking!leg!to!ceiling.!Ensure!enough!practice!time!with!various!sized!and!shaped!balls!before!game!situations.))

S1.E19)Manipulatives)))Volley!(Underhand)!!GLEs:!PE.A.12!

3:!Volleys!an!object!with!an!underhand!or!sidearm!striking!pattern,!sending!it!forward!over!a!net,!to!the!wall!or!over!a!line!to!a!partner,!while!demonstrating!4!of!the!5!critical!elements!of!a!mature!pattern!

4:!Volleys!underhand!using!a!mature!pattern!in!a!dynamic!environment!using!small=modified!games.!!

3(E):)Underhand!volley!!!!!4(M):)Underhand!volley!!!!!!!!5(A):)Underhand!volley!

Suggested)Activities:)Practice!serving!and!volleying!with!a!partner;!Volleyball!Four=Square;!Rally!Ball.!See!how!long!teams!on!the!opposite!side!of!the!net!can!keep!the!ball!volleying!over!the!net.!!!!

Progression:)(Serving!Underhand)!Face!your!target.!Hold!the!ball!in!medium!space!with!your!non=striking!hand.!!Use!a!bowling!motion!(step!with!the!opposite!foot!and!bring!your!striking!hand!back).!!As!your!open!hand!comes!forward,!strike!the!ball!with!the!heel!of!your!hand.!!Do!not!toss!the!ball!in!the!air!during!the!striking!motion.!!Follow!through!toward!your!target.!(Forearm!Pass)!Make!a!flat!surface!with!arms!by!placing!back!of!one!hand!in!palm!of!the!other.!!Move!feet!to!get!under!the!ball.!!One!foot!in!front!of!the!other!with!knees!bent.!!Extend!arms,!body!and!knees!to!the!ball.!!DO!NOT!swing!your!arms,!meet!the!ball!with!your!arms.!!Aim!your!arms!towards!the!top!of!the!net!and!not!to!the!ceiling.!Use!beach!balls,!trainer!volleyballs,!OMNIKIN!volleyball,!or!soft!volleyballs!to!add!variations!for!skill!levels.!!!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying


26"


S1.E20!Manipulatives!Volley!(Overhead)!!GLEs:!PE.A.12!

3:!Emerging!outcomes!first!appear!in!Grade!4.!4:!Volleys!a!ball!with!a!two=hand!overhead!pattern,!sending!it!upward,!demonstrating!4!of!the!5!critical!elements!of!a!mature!pattern.!

5:!Volleys!a!ball!using!a!mature!two=hand!overhead!pattern!sending!it!upward!to!a!target.!

3:)N/A!4M5(E):)Overhead!volley!

Suggested)Activities:!!Volley!overhead!to!a!partner.!!Place!Hula!Hoops!on!the!ground!as!targets!on!the!opposite!side!of!the!net.!!!!

Progression:)(Overhand!Serve)!Align!shoulders!square!to!the!net!facing!the!target!area.!Step!forward!with!the!foot!opposite!the!striking/serving!hand.!Toss!the!ball,!3=4!feet!above!your!head!and!in!front!of!the!serving!shoulder.!Strike!the!ball!with!an!open!hand!in!one!continuous!motion!(swing!through!the!ball).!!Keep!your!eyes!on!the!ball!(see!actual!contact!take!place).!!Follow!through!with!the!striking!hand!in!the!direction!of!the!ball.!!Transfer!weight!from!your!back!foot!to!the!front!foot.!(Set)!Elbows!high.!!Make!a!diamond!shape!with!your!hands!using!your!thumb!and!index!fingers.!!Bend!knees.!!Quick=catch!and!push!with!your!fingers.!!Extend!your!arms!and!wrist.!!Pretend!you!are!catching!a!water!balloon!to!help!you!get!the!feel!of!not!stabbing!at!the!ball.!Use!beach!balls,!trainer!volleyballs,!OMNIKIN!volleyball,!or!soft!volleyball!to!add!variations!for!skill!levels.!!!

S1.E21)Manipulatives!Striking!!(Short=handled!Implement)!!GLEs:!PE.A.8=9!

3:!Strikes!an!object!with!a!short=handled!implement!sending!it!forward!over!a!low!net!or!to!a!wall.![3.a]!

3:!Strikes!an!object!with!a!short=handled!implement!while!demonstrating!3!of!the!5!critical!elements!of!a!mature!pattern.!![3.b]!

4:!Strikes!an!object!with!a!short=handled!implement!while!demonstrating!a!mature!pattern.![4.a]!

4:!Strikes!an!object!with!a!short=handled!implement,!alternating!hits!with!a!partner!over!a!low!net!or!against!a!wall.![4.b]!

5:!Strikes!an!object!consecutively,!with!a!partner,!using!a!short=handled!implement,!over!a!net!or!against!a!wall,!in!either!a!competitive!or!cooperative!game!environment.!

3(E):)Striking!with!short!implement!

4(M):)Striking!with!short!implement!

5(A):)Striking!with!short!implement!

Suggested)Activities:))USTA!curriculum!(www.usta.com);!practice!hitting!a!trainer!ball!over!the!net!with!a!partner.!!

Progression:))Eyes!on!object!you!are!striking.!!Keep!a!stiff!wrist.!!Keep!your!side!to!the!target.!!Step!with!the!opposite!foot.!!Follow!through.!Use!various!sized!implements!and!various!sized!and!weighted!balls!to!strike.))!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying)"" "


27"


S1.E22!Manipulatives!• Striking!(Long=handled!Implements)!(S1.E20.3=5.a)!

• Striking!(Long=handled!Implements!while!Traveling)!(S1.E20.3=5.b)!

!GLEs:!PE.A.8=9!

3:!Strikes!a!ball!with!a!long=handled!implement!(e.g.,!hockey!stick,!bat,!golf!club),!sending!it!forward,!while!using!proper!grip!for!the!implement.!Note:!Use!batting!tee!or!ball!tossed!by!teacher!for!batting.!

4:!Strikes!an!object!with!a!long=handled!implement!(e.g.,!hockey!stick,!golf!club,!bat,!tennis/badminton!racket)!while!demonstrating!3!to!5!critical!elements!of!a!mature!pattern!for!the!implement!(grip,!stance,!body!orientation,!swing!plane,!follow=through).!

5:!Strikes!a!pitched!ball!with!a!bat!using!a!mature!pattern.![5.a]!!5:!Combines!striking!with!a!long!implement!(e.g.,!bat,!hockey!stick)!with!receiving!and!traveling!skills!in!a!small=sided!game.![5.b]!

3M4(E):)Striking!with!long!implement!

5(M):)Striking!with!long!implement,!striking!with!long!implement!while!traveling!

Suggested)Activities:!First!Tee!Program!(www.thefirsttee.org);!two=cone!baseball!(groups!of!3=4,!hitter,!pitcher,!fielder(s)!rotate!through!the!three!positions);!hockey!shooting!using!various!targets!(e.g.,!goal,!cone,!bleacher,!milk!crate).!!

Progression:)(Batting)!Dominate!hand!grips!bat!above!non=dominant!hand.!!Non=dominant!side!of!body!faces!the!hitting!area!(feet!parallel).!!Hip!and!spine!rotation.!!Weight!is!transferred!by!stepping!with!the!foot!closest!to!the!tosser.!!Eyes!on!the!target.!(Hockey!Shooting)!Hands!apart!with!your!least!favorite!hand!(the!one!you!don't!write!with)!holding!the!top!of!hockey!stick.!Your!favorite!hand!grips!the!stick!about!a!foot!below!that!hand.!!Turn!your!side!to!the!target!(i.e.,!if!right!handed!turn!left!side/shoulder!to!target).!!Stick!should!be!no!higher!than!waist!level!on!back!swing!and!follow!through.!!Follow!through!with!stick!pointed!at!the!target.!(Hockey!Dribbling)!Hands!apart!with!your!least!favorite!hand!(the!one!you!don't!write!with)!holding!the!top!of!hockey!stick.!Your!favorite!hand!grips!the!hockey!stick!about!a!foot!below!that!hand.!!Use!soft%taps!when!striking!the!puck!or!ball.!This!will!keep!it!close!to!you.!!Bend!knees.!!Use!both!sides!of!the!stick!to!control!the!ball/puck.)

S1.E23Manipulatives!In!Combination!with!Locomotor!!GLEs:!PE.A.11!

3:!Emerging!outcomes!first!appear!in!grade!4.!4:!Combines!traveling!with!the!manipulative!skills!of!dribbling,!throwing,!catching,!and!striking!in!teacher=!and/or!student=designed!small=sided!practice!task!environments.!

5:!Combines!manipulative!skills!and!traveling!for!execution!to!a!target!(e.g.,!scoring!in!soccer,!hockey,!basketball).!

3:)N/A!4M5(E):)Combining!locomotors!and!

manipulatives!

Suggested)Activities/Courses:)Small=sided!(3=5!students!per!team)!modified!games!with!no!goalie.)))

Progression:)Understanding!of!locomotor!movements.!!Understand!proper!use!of!manipulatives.!!Combine!locomotor!with!manipulatives.!!!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying


28"


S1.E24!Manipulatives!Jumping!Rope!!GLEs:!PE.A.1=2!

3:!Performs!intermediate!jump!rope!skills!(e.g.,!a!variety!of!tricks,!running!in!and!out!of!long!rope)!for!both!long!and!short!ropes.!

4:!Creates!a!jump!rope!routine!with!either!a!short!or!long!rope.!5:!Creates!a!jump!rope!routine!with!a!partner,!using!either!a!short!or!long!rope.!

3(M):)Jump!rope!4M5(A):)Jump!rope!

Suggested)Activities:!Far!North!Jumpers,!(www.farnorthjumper.com;!local!demonstration!team,!can!do!workshops);!American!Heart!Association’s!Jump%Rope%for%Heart!resources!(www.heart.org);!Mousetrap;!four=way!jumping;!create!routine!alone;!create!routine!with!partner;!routines!can!be!performed!for!class!but!no!one!should!be!forced!to!be!put!on!the!spotlight!in!front!of!the!class.!!!!

Progression:!Single!rope!jumping,!long!rope!jumping,!short!and!long!rope!jumping!with!tricks,!long!rope!games!that!require!quick!entrance!and!exit!(Follow%Me,!Collision,!Cat%and%Mouse,!Double%Dutch,!add!pieces!of!equipment!into!the!rope!while!jumping).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying"""""" ""

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) )))))))))Standard)2)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

29"

Standard)2:)The)physically)literate)individual)applies)knowledge)of)concepts,)principles,)strategies,)and)tactics)related)to)movement)and)performance.))

The!intent!of!this!standard!is!the!facilitation!of!the!learner’s!ability!to!use!cognitive!information!to!understand!and!enhance!motor!skill!acquisition!and!performance.!Students!use!performance!feedback!to!increase!their!cognitive!understanding!of!a!skill!as!well!as!to!improve!performance.!!As!students!learn!more!complex!motor!skills!they!then!transfer!the!knowledge!learned!for!a!higher!performance!and!skill!level.!!

"

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior)or)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.)

"


S2.E1!Movement)Concepts!Space!!GLEs:!PE.B.1!

K:!Differentiates!between!movement!in!personal!(self=space)!and!general!space.![K.a]!

K:!Moves!in!self=space!to!a!rhythm.![K.b]!1:!Moves!in!self=space!and!general!space!in!response!to!designated!beats/rhythms.!

2:!Combines!locomotor!skills!in!general!and!self=space!to!a!rhythm.!

KM2(E):)Movement!concepts!(space)!

Suggested)Activities:)Locomotor!Hello’s,!Monsters%Inc.,!Spaceships!(all!from!PE!Central:!www.pecentral.org).!Use!a!drum!to!create!different!beat!patterns!to!have!students!match!locomotor!movements!to.!(Chicken%Dance)!Moving!from!self=space!on!the!verse,!to!general!space!on!the!refrain;!near!and!far!activities.!!

Progression:)General!space!(also!known!as!playing!area)!is!the!total!area!used!by!all!students.!Personal!space!is!the!immediate!area!surrounding!a!person,!including!the!space!within!the!natural!body!extensions.!

S2.E2!Movement)Concepts!Pathways,!Shapes,!and!Levels!!GLEs:!PE.A.19!

K:!Travels!in!three!different!pathways!(e.g.,!straight,!zigzag,!curvy).!

1:!Travels!demonstrating!a!low,!middle,!and!high!levels.![1.a]!1:!Travels!demonstrating!a!variety!of!relationships!with!objects!(e.g.,!over,!under,!beside,!around,!through).![1.b]!

2:!Combines!shapes,!levels,!and!pathways!into!simple!travel,!dance,!and!gymnastic!sequences.!

KM2(E):)Movement!concepts,!(pathways,!shapes,!levels)!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'"


30"

STANDARD)2! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)(Shapes!the!Body!Makes)!Many!shapes!can!be!formed!with!the!body,!such!as!long!and!short,!wide!or!narrow,!straight!or!twisted,!stretched!or!curled,!symmetrical!or!asymmetrical.!Use!open=ended!prompts!to!allow!creativity.!Cone!under!cards!(with!pictures!of!the!type!of!pathway!or!level!student!will!use!to!get!to!their!next!cone).!!

Progression:))Pathway!(e.g.,!zigzag,!straight,!curvy);!Level!(low!to!the!ground,!high!off!the!ground);!Relationships!(e.g.,!over,!under,!beside,!around,!through).!!Once!each!concept!has!been!introduced,!progress!to!using!combinations.))!S2.E3!Movement)Concepts!Speed,!Force,!Direction!!GLEs:!PE.A.18!

K:!Travels!in!general!space!with!different!speeds.!1:!Differentiates!between!fast!and!slow!speeds.![1.a]!1:!Differentiates!between!strong!and!light!force.![1.b]!2:!Varies!time!and!force!with!gradual!increases!and!decreases.!

KM2(E):)Movement!concepts,!(speed,!force,!direction)!

Suggested)Activities:)Direction!(e.g.,!forward,!backward,!side!to!side),!Traffic%Light%Tag!(taggers!carry!green,!yellow,!or!red!fleece!ball),!alternate!music!segments!with!fast!and!slow!cadence!and!have!students!move!accordingly;!animal!flashcards.!!

Progression:)The!skills!of!speed,!force!and!flow!should!be!introduced!to!K=2!students!during!the!first!quarter!of!the!school!year!in!conjunction!with!locomotors!and!space!awareness.!!These!skills!are!necessary!to!establish!before!students!begin!to!travel!freely!through!general!space!in!chasing/fleeing!activities.!S2.E4!Movement)Concepts!Alignment!(Muscular!Tension)!!GLEs:!PE.A.18!

KM2:)Emerging!outcomes!first!appear!in!Grade!3.! N/A!

Suggested)Activities/Courses:)N/A!!

Progression:)N/A!

S2.E1)Movement)Concepts!• Open!Spaces!(S2.E1.3=5.a)!• Closing!Spaces!(S2.E1.3=5.b)!• Boundaries!(S2.E1.3=5.c)!!GLEs:!PE.B.3,!6!

3:!Recognizes!the!concept!of!open!spaces!in!a!movement!context.!4:!Applies!the!concept!of!open!spaces!to!combination!skills!

involving!traveling!(e.g.,!dribbling!and!traveling).![4.a]!4:!Applies!the!concept!of!closing!spaces!in!small=sided!practices.!

[4.b]!4:!Dribbles!in!general!space!with!changes!in!direction!and!speed.!

[4.c]!5:!Applies!the!concept!of!open!spaces!to!combination!skills!

involving!locomotor!and!non=locomotor!movements!for!small!groups.![5.a]!!

5:!Applies!the!concept!of!closing!spaces!in!small=sided!practices.![5.b]!

3(E):)Movement!concepts,!open!spaces!

4M5(M):)Movement!concepts,!open!spaces,!closing!spaces,!and!boundaries!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'


31"


) 5:!Identify!boundaries!and!apply!knowledge!to!small!games.![5.c]) )

Suggested)Activities/Courses:!!In!all!activities,!identify!boundaries!and!give!movement!reminders.!!!!

Progression:!Keep!eyes!up!and!look!to!the!front!and!sides.!!Move!to!areas!with!no!other!students.!!Slow!down!and!cautiously!change!pathways!when!getting!close!to!other!students.!!Stay!within!designated!and!marked!boundaries.!!!!!

S2.E2!Movement)Concepts!Pathways,!Shapes,!and!Levels!!GLEs:!PE.B.3!

3:!Recognizes!locomotor!skills!specific!to!a!wide!variety!of!physical!activities.!

4:!Combines!movement!concepts!with!skills!in!small=sided!practice!tasks,!gymnastics!and!dance!environments.!

5:!Combines!movement!concepts!with!skills!in!small=sided!practice!tasks!in!game!environments,!gymnastics,!and!dance!with!self=direction.!

3M5(E):)Movement!concepts,!pathways,!shapes,!and!levels!

Suggested)Activities/Courses:))Have!students!identify!locomotor!movements!used!during!an!activity.!!Create!a!gymnastics!or!dance!routine!using!movement!elements!along!with!gymnastic!and!dance!elements.!!!

Progression:))Understand!locomotor!skills.!!Understand!combining!locomotor!skills.!!Understand!using!locomotor!movements!to!tie!together!other!skills!such!as!games!with!implements,!gymnastics,!and!dance.!!!

S2.E3!Movement)Concepts!• Game!Situations!(S2.E3.3=5.a)!• Direction!and!Force!(S2.E3.3=5.b)!

• Modified!Situations!(S2.E3.3=5.c)!

!GLEs:!PE.B.6!

3:!Combined!movement!concepts!(direction,!levels,!force,!time)!with!skills!as!directed!by!the!teacher.!

4:!Applies!movement!concepts!of!speed,!endurance!and!pacing!for!running.![4.a]!

4:!Applies!the!concept!of!direction!and!force!when!striking!an!object!with!a!short=handled!implement,!sending!it!toward!a!designated!target.![4.b]!

5:!Applies!movement!concepts!to!strategy!in!game!situations.![5.a]!

5:!Applies!the!concept!of!direction!and!force!to!strike!an!object!with!a!long!handled!implement.![5.b]!

5:!Analyze!movement!situations!and!applies!movement!concepts!(e.g.,!force,!direction,!speed,!pathways,!extensions)!in!small!sided!practice!tasks!in!game!environments,!dance,!!

3M5(E):)movement!concepts,!game!situations,!direction!and!force,!modified!situations!



32"


) !and!gymnastics.![5.c].) )Suggested)Activities/Courses:)Show!and!tell!difference!between!putt,drive,!bunt,line!drive,!dink,slap!shot,!etc.!!

Progression:)Perform!movement!concepts!as!directed!by!teacher,!apply!movement!concepts!to!accomplish!a!task,!apply!movement!concepts!and!adjust!on!own!during!game!situations.!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'!""""""


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S2.E4!Movement)Concepts!• Alignment!and!Muscular!Tension!(S2.E4.3=5.a)!

• Movement!(S2.E4.3=5.b)!

3:!Employs!the!concept!of!alignment!in!gymnastics!and!dance.![3.a]!

3:!Employs!the!concept!of!muscular!tension!with!balance!in!gymnastics!and!dance.![3.b]!

4:!Applies!skill.!5:!Applies!skills!of!alignment!in!all!forms!of!movement.![5.a]!5:!Employs!the!concept!of!muscular!tension!with!balance!in!all!forms!of!movement.![5.b]!

3M5(E):)Movement!concepts,!alignment,!and!muscular!tension!(movement)!

Suggested)Activities/Courses:!!Create!side=by=side!photos!of!good!and!poor!examples!of!alignment!and!muscular!tension.!Use!peer=coach!to!give!feedback!to!their!partner!about!alignment.!Use!iPad!to!record!student’s!alignment!in!order!to!provide!feedback.!!

Progression:)Understands!movement!concepts!so!as!to!apply!to!several!situations.!

S2.E5!Movement)Concepts!• Invasion!Strategies/Tactics!(S2.E5.3=5.a)!

• Net/Wall!Strategies/Tactics!(S2.E5.3=5.b)!

• Game!and!Sport!Situations!(S2.E5.3=5.c)!

!GLEs:!PE.B.2=4,!6!

3:!Applies!simple!strategies!and!tactics!in!chasing!activities.![a]!

3:!Applies!simple!strategies!in!fleeing!activities.![b]!4:!Applies!simple!offensive!strategies!and!tactics!in!chasing!and!fleeing!activities.![a]!

4:!Applies!simple!defensive!strategies!and!tactics!in!chasing!and!fleeing!activities.![b]!

4:!Recognizes!the!type!of!kicks!needed!for!different!games!and!sports!situations.![c]!

5:!Applies!basic!offensive/defensive!strategies!and!tactics!in!invasion!small=sided!practice!tasks.![5.a]!!

5:!Applies!basic!offensive/defensive!strategies!and!tactics!in!net/wall!small=sided!practice!tasks.![5.b]!

5:!Recognizes!the!type!of!throw,!volley,!or!striking!action!needed!for!different!games!and!sports!situations.![5.c]!

3M5(E):)Movement!concepts,!strategies,!and!tactics!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'"""


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STANDARD)2! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:))Non=Elimination!tag!games;!small=sided!soccer;!floor!hockey;!or!floor!ball!(e.g.,!Ultimate,!lacrosse,!team!handball)!with!no!goalies;!small=sided!volleyball!with!a!larger,!lighter!ball.!!!!

Progression:))Use!quick=speed!and!direction!changes.!Use!fakes.!!Keep!eyes!on!the!middle!of!the!person!being!chased.!Use!twisting!and!stretching!at!different!levels.!!Offensive!role!is!to!attempt!to!score!either!alone!or!using!teammates.!Uses!offensive!strategies!such!as!getting!open!for!pass,!faking!the!defense,!or!changing!direction.!Demonstrates!ability!to!track!or!mark!opponent!or!object!(e.g.,!player!to!player!defense)!in!order!to!stop!from!scoring.!!Positions!body!between!the!ball!and!the!goal.!Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'

!"""" ""

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Standard)3)Physical)Education)Curriculum) ) ) ) ))))))))))))Final)Draft:)April)6,)2016)

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Standard)3:)The)physically)literate)individual)demonstrates)the)knowledge)and)skills)to)achieve)and)maintain)a)healthMenhancing)level)of)physical)activity)and)fitness.))

The!intent!of!this!standard!is!development!of!students’!knowledge,!skills,!and!willingness!to!accept!responsibility!for!personal!fitness,!leading!to!an!active,!healthy!lifestyle.!Health=related!fitness!components!include!aerobic!fitness,!muscular!strength!and!endurance,!flexibility,!and!body!composition.!Expectations!for!students’!fitness!levels!should!be!established!on!a!personal!basis!rather!than!setting!a!single!standard!for!all!students!at!a!given!grade!level.!Moreover,!students!become!more!skilled!in!their!ability!to!self=assess,!plan,!perform,!interpret!results,!and!monitor!physical!activities!appropriate!for!developing!a!health=enhancing!level!of!physical!fitness.!

"


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S3.E1!Physical)Activity)Knowledge!!GLEs:!PE.C.2;!D.5!

K:!Identifies!active!play!opportunities!outside!physical!education!class.!

1:!Discuss!the!benefits!of!being!active!and/or!playing.!2:!Describes!large!motor!and/or!manipulative!physical!activities!for!participation!outside!of!physical!education!class!(e.g.,!before!and!after!school,!at!home,!at!the!park,!with!friends,!with!family).!

KM2(E):)Physical!activity!knowledge!

Suggested)Activities:))Healthy%Futures!program!(www.healthyfuturesak.org),!have!students!share!what!physical!activities!they!are!doing!outside!of!school,!display!bulletin!boards!and!posters!focusing!on!the!benefits!of!being!active!and/or!playing,!offer!ideas!and!resources!to!families!supporting!activities!they!can!do!outside!of!school,!tell!students!about!physically!active!before=!and!after=school!clubs!and!community!resources!that!are!available.!For!community!recreation!and!sports!ideas,!see!the!Teacher%Resource%List!in!the!Appendix.!!

Progression:))This!is!an!ongoing!effort!throughout!the!school!year!and!can!be!a!routine!part!of!class!closure!or!after!the!warm=up!(as!an!instructional!teachable!moment).!S3.E2!Engages)in)Physical)Activity)!GLEs:!PE.C.3!

K:!Actively!participates!in!physical!education!class.!1:!Actively!engages!in!physical!education!class.!2:!Actively!engages!in!physical!education!class!in!response!to!instruction!and!practice.!

KM2(E):)Engages!in!physical!activity!



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STANDARD)3! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)Class!activities!should!be!carefully!planned!and!engaging!so!that!students!do!not!have!wait!time!or!wasted!transition!time.!!The!environment!should!be!inclusive!and!not!allow!for!students!to!choose!not!to!participate.!!Equipment!should!be!ample!so!that!students!have!adequate!practice!time!and!should!not!have!to!share!equipment!(i.e.,!one!racket/stick/HR!monitor!per!student,!one!ball!to!every!1=2!students).!!

Progression:)(Ongoing)!Active!participation!is!fostered!in!a!child’s!first!year!of!school!when!they!are!getting!used!to!the!physical!education!setting!and!should!be!an!ongoing!expectation.!

S3.E3!Fitness)Knowledge!!GLEs:!PE.D.3,!5!

K:!Recognizes!that!when!you!move!fast,!your!heart!beats!faster!and!you!breathe!faster.!

1:!Identifies!the!heart!as!a!muscle!that!gets!stronger!with!exercise,!play,!and!physical!activity.!

2:!Identifies!the!heart!as!a!muscle!that!gets!stronger!with!exercise,!play,!and!physical!activity.!

KM2(E):)Fitness!knowledge!

Suggested)Activities:)(American!Heart!Association)!Jump%Rope%for%Heart!(JRFH)/Hoops%for%Heart!(HFH)!curriculum!supplements!and!resources!(www.heart.org);!Five%for%Life!curriculum!(under!Cardiovascular!section);!heart!rate!monitoring!pulse!sticks;!identify!activities!that!are!beneficial!for!keeping!a!strong!and!healthy!heart;!have!students!feel!for!their!pulse!putting!hand!over!chest!and!locating!where!their!carotid!artery!is!located.!

!

Progression:)Fitness!concepts!regarding!the!heart!and!its!function!should!be!introduced!in!the!first!quarter!of!the!school!year!as!students!are!learning!the!components!of!a!physical!education!lesson!(e.g.,!warm=up,!fitness,!main,!activity,!closure).!Continue!building!knowledge!of!heart!fitness!throughout!the!school!year.!S3.E4!Fitness)Knowledge!• Health=Related!Fitness!Components/Resistance!(S3.E3.K=2.a)!

• Health=Related!Fitness!Components!(S3.E3.K=2.b)!

!GLEs:!PE.C.3;!D.1,!4!

2:!Uses!own!body!resistance!for!developing!strength.![2.a]!2:!Identifies!physical!activities!that!contribute!to!health=related!fitness.![2.b]!

KM1:)N/A!2(E):)Health!related!fitness!

components!



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Suggested)Activities:)Five%for%Life!curriculum,!vary!exercises!that!K=2!students!are!introduced!to!in!order!to!increase!their!muscle!strength!and!endurance!knowledge;!Fit%Deck!(card!deck!of!exercises);!climbing!wall;!yoga!poses;!educational!gymnastics!connections!to!knowledge!of!strength!development;!make!connections!to!apparatus!on!the!playground!that!can!also!develop!strength!(e.g.,!bars,!swings,!climbing!obstacles).!!

Progression:)Health=related!fitness!components!should!be!introduced!during!the!first!quarter!of!the!school!year!so!its!concepts!can!be!applied!to!all!upcoming!activities!in!physical!education.!!Connections!should!be!made!throughout!all!units!of!instruction!during!the!school!year.!S3.E5!SkillMRelated)Fitness)Components))GLEs:!PE.C.3;!D.1,!4!

KM2:)Emerging!outcomes!first!appear!in!Grade!3.! KM2:)N/A!

Suggested)Activities:)N/A!!

Progression:)N/A!S3.E6!Assessment)and)Program)Planning)!GLEs:!HL.B.1=2;!HL.B.4!

KM2:!Emerging!outcomes!first!appear!in!Grade!3.! KM2:)N/A!

Suggested)Activities/Courses:)N/A!!

Progression:)N/A!

S3.E7!Nutrition)!GLEs:!PE.D.6!

K:!Recognizes!that!food!provides!energy!for!physical!activity.!1:!Differentiates!between!healthy!and!unhealthy!foods.!2:!Recognizes!the!good!health!balance!of!nutrition!and!physical!activity.!!

KM2(E):)Nutrition!

Suggested)Activities:)United!States!Department!of!Agriculture!(www.usda.gov)!(www.choosemyplate.gov);!Washington!Dairy!Council!(http://nutrition.eatsmart.org);!Cooperative!Extension!at!UAF!(www.uaf.edu/ces);!National!Center!for!Education!Statistics!(http://nces.ed.gov)!for!Health!and!Nutrition!Education;!Five%for%Life!nutrition!curriculum!(i.e.,!food!cards!and!cubes,!body!composition!cards!with!defining!energy!in/energy!out).!!

Progression:)Start!with!USDA’s!Choose%My%Plate!for!basic!food!group!recognition,!practice!categorizing!foods,!and!understanding!that!they!provide!energy.!!Make!connections!between!energy!in!(food)!and!energy!out!(activity)!to!provide!balance!to!the!body.!Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'


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S3.E1!Physical)Activity)Knowledge!!GLEs:!PE.C.1,!4!

3:!Charts!participation!in!physical!activities!outside!physical!education!class.![3.a]!

3:!Identifies!physical!activity!benefits!as!a!way!to!become!healthier.![3.b]!

4:!Analyzes!opportunities!for!participating!in!physical!activity!outside!physical!education!class.!

5:!Charts!and!analyzes!physical!activity!outside!physical!education!class!for!fitness!benefits!of!activities.!

3M4(E):)Physical!activity!knowledge!

5(M):!Physical!activity!knowledge!

Suggested)Activities/Courses:))Healthy%Futures!Exercise!Logs!(www.healthyfuturesak.org);!make!students!aware!of!before=!and!after=school!programs!available;!display!informational!posters;!have!students!share!activities!done!outside!of!school!with!classmates.!!

Progression:))Ongoing!throughout!the!year.!!Stress!the!importance!of!physical!activity!outside!of!school!and!allow!students!to!share!what!they!have!done.!!!

S3.E2!Engages)in)Physical)Activity!!GLEs:!PE.C.2=3!

3:!Engages!in!the!activities!of!physical!education!class!with!minimal!teacher!prompting.!

4:!Actively!engages!in!the!activities!of!physical!education!class,!both!teacher=directed!and!independent.!

5:!Actively!engages!in!all!the!activities!of!physical!education.!

3M4(E):)Engages!in!physical!activity!during!physical!education!class!time!

5(M):!Engages!in!moderate!to!vigorous!physical!activity!at!least!50%!of!physical!education!class!time!

Suggested)Activities/Courses:))Class!activities!should!be!carefully!planned!and!engaging!so!that!students!do!not!have!wait!time!or!wasted!transition!time.!!The!environment!should!be!inclusive!and!not!allow!for!students!to!choose!not!to!participate.!!Equipment!should!be!ample!so!that!students!have!adequate!practice!time!and!should!not!have!to!share!equipment!(i.e.,!one!racket/stick/heart!rate!monitor!per!student,!one!ball!to!every!1=2!students).!

!

Progression:!Classroom!procedures!should!be!established!early!in!the!year!and!reviewed!as!the!year!goes!on!to!maximize!engagement.!!!



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S3.E3!Fitness)Knowledge!Heart!Health!!GLEs:!PE.D.2=3!

3:!Describes!the!concept!of!fitness!and!provides!examples!of!heart!rate!evaluation!methods.!

4:!Identifies!the!components!of!health=related!fitness.!4:!Evaluate!heart!rate!during!exercise!utilizing!methods!such!as!manual!pulse!checking,!perceived!exertion!index!or!heart!rate!monitors.!

3M4(E):)Fitness!knowledge,!heart!health!

5(M):!Fitness!knowledge,!heart!health!

Suggested)Activities/Courses:)Use!of!heart!rate!monitors!or!heart!rate!monitor!watches;!find!carotid!artery!and!be!able!to!count!the!beats!when!teacher!times!for!six!seconds!(add!a!zero!to!easily!multiply!by!ten);!Five%for%Life!activities;!find!heart!rate!zones.))!!

Progression:!Review!all!components!of!fitness!throughout!the!year.!!Once!heart!rate!is!understood,!introduce!heart!rate!zones.!

S3.E4!Fitness)Knowledge!• Health!Related!Fitness!(S3.E4.3=5.a)!

• Warm=Up/Cool!Down!(S3.E4.3=5.b)!

• FITT!Principle!(S3.E4.3=5.c)!• Muscle!Identification!(S3.E4.3=5.d)!

• Muscular/Skeletal!Movement!(S3.E4.3=5.e)!

!GLEs:!PE.D.1!

3:)Recognizes!the!importance!of!warm=up!and!cool=down!relative!to!vigorous!physical!activity.!

4:!Demonstrates!warm=up!and!cool=down!relative!to!cardiorespiratory!fitness!assessment.!

5:!List,!define,!and!demonstrates!the!five!components!of!health!related!fitness.![5.a]!

5:!Identifies!the!need!for!warm=up!and!cool=down!relative!to!various!physical!activities.![5.b]!

5:!Identify!and!apply!FITT!(frequency,!intensity,!time,!type)!to!a!fitness!plan.![5.c]!

5:!Identify!major!muscles.![5.d]!5:!Experience!how!the!muscular!and!skeletal!systems!work!together!to!allow!movement.![5.e]!

3M4(E):)Fitness!knowledge!5(M):!Fitness!knowledge!

Suggested)Activities/Courses:)Five%for%Life!activities,!assessments,!and!posters.!Focus!on!a!specific!muscle!each!week!and!create!warm=ups!and!activities!using!those!muscles.!!FitDeck!exercising!playing!cards.!!Identify!how!muscles!are!working!with!the!skeletal!system!during!different!activities.!!!!!!!!!

Progression:!!Review!and!reteach!fitness!components!and!concepts!at!the!beginning!of!the!year.!!Connect!each!lesson!to!the!fitness!components!for!review!and!further!understanding.!!!Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'"" ""


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STANDARD)3! 3M5)OUTCOMES! PERFORMANCE)INDICATORS!S3.E5!Fitness)Knowledge!Skill=Related!!GLEs:!PE.D.1!

3M5:)Identifies!the!six!components!of!skill!related!fitness!(agility,!balance,!coordination,!speed,!reaction!time,!power).!

3M5(E):)Skill!related!fitness!knowledge!

Suggested)Activities/Courses:)Posters;!focused!fitness!activity!cards,!reference!during!skill!instruction.!!

Progression:)Introduced!and!revisited!throughout!the!year!when!applicable!to!the!activity.!

S3.E6!Assessment)and)Program)Planning)!• Analyzes!Fitness!Assessment/Components!(S3.E6.3=5.a)!

• Fitness!Assessment!(S3.E6.3=5.b)!

• FITT!Strategies!(S3.E6.3=5.c)!!GLEs:!PE.C.4;!D.5,!7,!9!

3:)Demonstrates,!with!teacher!direction,!the!health=related!fitness!components.!

4:!Completes!fitness!assessments!(pre!and!post).![4.a]!4:!Identifies!areas!of!needed!remediation!from!personal!test!and,!with!teacher!assistance,!identifies!strategies!for!progress!in!those!areas.![4.b]!

5:!Analyzes!results!of!fitness!assessment!(pre!and!post),!comparing!results!to!fitness!components!for!good!health.![5.a]!

5:!Perform!a!nationally!recognized,!criterion!references,!health!related!fitness!assessment!that!includes!muscular!strength,!muscular!endurance,!flexibility,!cardiovascular!endurance,!and!body!composition.![5.b]!

5:!Identify!strategies!for!progress!in!fitness!areas!using!FITT!strategies.![5.c]!

3M4(E):)Fitness!assessment,!program!planning!

5(M):!Fitness!assessment,!program!planning!

Suggested)Activities/Courses:!!Five%for%Life!activities;!Presidential%Youth%Fitness!program.!!!

Progression:)Practice!the!Presidential%Youth%Fitness%program!components,!perform!a!pre=test,!evaluate!results,!discuss!and!work!on!fitness!components!throughout!the!year!to!improve!or!maintain!scores,!and!take!post=test.!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'!

!


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S3.E7)Nutrition))GLEs:!HL.A.1;!HL.B.1!

3:!Identifies!foods!that!are!beneficial!for!before!and!after!physical!activity.!

4:!Discusses!the!importance!of!hydration!and!hydration!choices!relative!to!physical!activities.!

5:!Analyzes!the!impact!of!food!choices!relative!to!physical!activity,!youth!sports,!and!personal!health.!

3M5(E):)Nutrition!

Suggested)Activities/Courses:)United!States!Department!of!Agriculture!(www.usda.gov)!(www.choosemyplate.gov);!Washington!Dairy!Council!(http://nutrition.eatsmart.org);!Cooperative!Extension!at!UAF!(www.uaf.edu/ces);!National!Center!for!Education!Statistics!(http://nces.ed.gov)!for!Health!and!Nutrition!Education;!Five%for%Life!nutrition!curriculum!(i.e.,!food!cards!and!cubes);!healthy!food!choices!posters;!nutritional!posters!provided!by!Healthy%Futures!(http://healthyfuturesak.org)!related!to!sugar!amounts!in!food!and!drink.!!

Progression:))Identify!different!nutrients!in!foods!then!discuss!the!effect!each!nutrient!has!on!the!body!and!physical!activity.!


!!


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Standard)4:)The)physically)literate)individual)exhibits)responsible)personal)and)social)behavior)that)respects)self)and)others.)!

The!intent!of!this!standard!is!to!reflect!development!towards!self=initiated!behaviors!that!promote!personal!and!group!success!in!all!physical!activities!that!can!be!transferred!to!college,!career!and!life.!!These!behaviors!include!but!are!not!limited!to!safe!practices,!adherence!to!rules!and!procedures,!etiquette,!cooperation,!teamwork,!ethical!behavior,!and!positive!social!interaction!and!inclusion.!!It!also!includes!respect!toward!teachers,!other!students,!and!the!environment.!!Key!to!the!standard!is!developing!respect!and!appreciation!for!individual!similarities!and!differences!among!participants!in!physical!activity.!!Similarities!and!differences!include,!but!are!not!limited!to;!characteristics!of!culture,!ethnicity,!skill!level,!disabilities,!physical!characteristics!(e.g.,!strength,!size,!shape),!gender,!age,!race,!and!socioeconomic!status.!)


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S4.E1!Personal)Responsibility!• Equipment!and!Space!(S4.E1.K=2.a)!

• Rules!and!Parameters!(S4.E1.K=2.b)!

!GLEs:!PE.E.2=4!

K:!Follows!directions!in!group!settings!(e.g.,!safe!behaviors,!following!rules,!taking!turns).![K.a]!

K:!Acknowledges!responsibility!for!behavior!when!prompted.![K.b]!

1:!Follows!the!rules!and!parameters!of!the!learning!environment.!

2:!Accepts!personal!responsibility!by!using!equipment!and!space!appropriately!with!minimal!teacher!prompting.![2.a]!

2:!Accepts!responsibilities!by!following!the!rules!and!parameters!of!the!learning!environment.![2.b]!

KM2(E):)Demonstrating!personal!responsibility!

Suggested)Activities:)Post!kid=friendly!reminders!of!class!expectations!for!behavior!using!pictures.!Always!give!safety!cues!when!introducing!new!equipment!before!students!have!that!equipment!in!their!hands!(i.e.,!sticks,!balls!to!be!kicked/not!kicked).!Self=responsibility!rubric!for!daily!participation,!praise!positive!behaviors!for!reinforcement,!and!to!help!other!students!understand!your!expectations.!Have!clearly!established!consequences!and!be!consistent!with!enforcement.!!

Progression:)(Week!1!and!2)!Establish!the!learning!environment,!which!is!the!focus!of!fostering!a!safe,!productive!physical!education!environment.!!Be!clear,!have!short!and!concise!cues!(auditory!and!visual)!that!students!will!learn!to!expect!and!respond!to!(e.g.,!how!to!enter/exit,!freeze!signal,!how!to!form!partnerships!or!groups,!meeting!spots).!Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'


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S4.E2!Accepting)Feedback)!GLEs:!PE.E.2,!5!

K:!Follows!instruction/directions!when!prompted.!1:!Responds!appropriately!to!general!feedback!from!the!teacher.!!

2:!Accepts!and!responds!appropriately!to!specific!corrective!feedback!from!the!teacher.!

KM2(E):!Accepting!feedback!

Suggested)Activities:))Practice!your!commands!and!protocols!regularly!in!the!first!weeks!of!school,!circulate!throughout!the!teaching!space!to!provide!feedback!to!as!many!students!as!possible,!try!not!to!have!your!back!to!any!students,!remain!calm!when!correcting!students!and!do!not!touch!student!when!correcting/reprimanding.!!Maintain!a!level!of!respect!at!all!times.!

!

Progression:)Be!consistent!and!repetitive!throughout!the!year;!use!specific!cues.!

S4.E3!Working)with)Others!• Class!Environments!(S4.E3.K=2.a)!

• Diverse!Populations!(S4.E3.K=2.b)!

!GLEs:!PE.E.3,!5=6!

K:!Shares!equipment!and!space!with!others.!1:!Works!independently!with!others!in!a!variety!of!class!environments!(e.g.,!partners,!small!and!large!groups).!!

2:!Works!independently!with!others!in!partner!environments.![2.a]!

2:!Actively!participates!with!classmates!without!regard!to!personal!differences.![2.b]!

KM3(E):)Working!with!others!

Suggested)Activities:)Establish!your!clear!procedure!for!forming!groups.!!Practice!finding!a!partner!or!small!group!using!your!established!procedure.!Make!sure!your!policy!does!not!exclude!students!and!that!students!work!with!lots!of!different!people.!Students!should!be!encouraged!to!team!up!with!new!classmates.!It!is!never!appropriate!for!the!teacher!to!use!captains!for!publicly!picking!teams/groups.!!!!

Progression:))You!must!revisit!your!expectations!throughout!the!year!and!address!any!instances!of!students!disrespecting!one!another.!

S4.E4!Rules)and)Fair)Play)!GLEs:PE.E.2,4!

K:!Recognizes!the!established!protocols!for!class!activities.!1:!Exhibits!the!established!protocols!for!class!activities.!2:!Recognizes!the!role!of!rules!and!fair!play!in!teacher!designed!physical!activities.!

KM2(E):)Following!rules,!fair!play!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying')

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STANDARD)4! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)Practice!your!commands!and!protocols!regularly!in!the!first!weeks!of!school,!be!consistent!with!your!cues,!helpful!for!it!to!be!visual!and!auditory.!Establish!rules!for!respect!and!talk!about!them!as!a!class!(e.g.,!respect!yourself!by!doing!your!best,!playing!fair,!following!rules).!!Respect!others!by!sharing,!taking!turns,!using!positive!comments,!and!being!a!good!sport.!!

Progression:)Provide!lots!of!practice!opportunities!in!the!first!few!weeks!of!the!school!year!for!rules!and!protocol.!Be!fair,!consistent!and!predictable!with!your!follow=through.!

S4.E5!Safety!• Personal!Safety!(S4.E5.K=2.a)!• Equipment!Safety!(S4.E5.K=2.b)!!GLEs:!PE.E.2,!9!

K:!Follows!teacher!directions!for!safe!participation!and!proper!use!of!equipment!with!minimal!reminders.!

1:!Follows!teacher!directions!for!safe!participation!and!proper!use!of!equipment!without!teacher!reminders.!

2:!Works!independently!and!safely!in!physical!education.!(2.a)!2:!Work!safely!with!physical!education!equipment.!(2.b)!

KM1(E):)Safety!2(M):!Safety!

Suggested)Activities:)Have!protocol!in!place!for!getting!equipment!(e.g.,!basketball,!scoop)!out!of!student’s!hands!on!a!freeze!or!when!giving!instructions!(e.g.,!place!it!on!the!floor!by!their!feet,!have!students!get!out!equipment!only!after!you!have!given!safety!reminders!and!guidelines!for!use).!Have!equipment!staged!so!that!students!can!gather!it!quickly!with!little!wasted!time.!!Have!procedures!for!quickly!and!safely!returning!equipment!at!the!end!of!class.!!Have!verbal!or!visual!cues!that!you!use!when!a!student!is!not!being!safe!with!equipment.!!Always!have!established!playing!boundaries!and!keep!them!consistently!enforced!to!prevent!injury.!!

Progression:)Establish!equipment!routines!early!in!the!year!and!remind!students!of!the!procedure!as!the!year!progresses.!Establish!equipment!safety!rules!when!using!new!equipment.!S4.E6!Safety!• Cold!Weather!Safety!(S4.E6.K=2.a)!

• Aquatic!Safety!(S4.E6.K=2.b)!!GLEs:!PE.E.8=9!

2:!Recognizes!cold!weather!safety!practices.![2.a]!2:!Recognizes!aquatic!safety!practices.![2.b]!

KM1:)N/A!2(E):)Cold!weather!safety,!

aquatic!safety!

Suggested)Activities:)Discuss!importance!of!dressing!in!layers!for!cold!weather!(base!layer,!insulating!layer,!outer/shell)!when!preparing!for!ice!skating,!snowshoeing,!skiing,!snowboarding,!or!other!outdoor!winter!pursuits.!!Wool!socks!or!tall!synthetic!socks!for!inside!of!skates/boots.!Invite!guest!speakers!from!the!Alaska!Department!of!Natural!Resources!(DNR)!or!the!Bureau!of!Land!Management!(BLM),!(i.e.,!boat/water!safety!through!Kids’%Don’t%Float!program).!!Take!a!field!trip!to!a!local!swimming!pool.!!!

Progression:)Discuss!prior!to!outdoor!activities,!water!safety!can!be!introduced!when!resources!become!available.!Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'

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S4.E1!Personal)Responsibility))!GLEs:!PE.E.1=3!

3:!Exhibits!personal!responsibility!in!teacher=directed!activities.!

4:!Exhibits!responsible!behavior!in!independent!group!situations.!

5:!Engages!in!physical!activity!with!responsible!interpersonal!behavior!(e.g.,!peer!to!peer,!student!to!teacher,!student!to!referee).!

3M5(M):!Personal!responsibility!

Suggested)Activities/Courses:))Post=student!behavior!expectations!and!review!them!with!students!regularly.!!Recognize!students!when!personal!responsibility!is!being!displayed!through!a!quick!and!positive!comment!without!drawing!attention!from!peers.!!!!

Progression:)Establish!expectations!early!on!in!the!year!and!allow!practice!time.!!Give!regular!reminders!of!how!students!should!be!acting!in!every!situation!throughout!the!year.!

S4.E2!Accepting)Feedback!!GLEs:!PE.E.7,!10!

3:!Accepts!and!implements!specific!corrective!feedback!from!the!teacher.!

4:!Listens!respectfully!to!corrective!feedback!from!others!(e.g.,!peers,!adults).!

5:!Gives!and!receives!corrective!feedback!respectfully!to!peers!and!adults.!

3M5(M):)Accepting!feedback!

Suggested)Activities/Courses:!!Model!and!practice!classroom!protocols!regularly!in!the!first!weeks!of!school,!circulate!throughout!the!teaching!space!to!provide!feedback!to!as!many!students!as!possible.!Model!a!level!of!respect!at!all!times.!!Put!students!in!partner!situations!in!order!to!practice!giving!and!receiving!feedback!in!a!positive!manner.!!!!

Progression:))Establish!expectations!early!in!the!year.!!Teach!students!how!to!give!and!receive!feedback!in!a!respectable!manner.!!Give!students!practice!time!to!work!on!the!skills.!!Give!reminders!throughout!the!year.!!!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying')

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S4.E3!Working)with)Others!• Praises!Others!(S4.E3.3=5.a)!• Accepts!Others!(S4.E3.3=5.b)!!GLEs:!PE.E.4=7,!9=10!

3:)Works!cooperatively!with!others.![3.a]!3:)Praises!others!for!their!success!in!movement!performance.![3.b]!

4:!Praises!the!movement!performance!of!others!both!more!and!less!skilled.![4.a]!

4:!Accepts!players!of!all!skill!levels!into!the!physical!activity.![4.b]!

5:!Praises!the!movement!performance!of!others!both!more!and!less!skilled.![5.a]!

5:!Accepts!players!of!all!skill!levels!into!the!physical!activity.![5.b]!

3M5(M):)Working!with!others!

Suggested)Activities/Courses:))Establish!your!clear!procedure!for!forming!groups.!!Practice!finding!a!partner!or!small!group!using!your!established!procedure.!Make!sure!your!policy!does!not!exclude!students!and!that!students!work!with!lots!of!different!people.!Students!should!never!be!allowed!to!walk!away!from!someone!when!they!approach!if!they!haven’t!recently!worked!together.!!It!is!never!appropriate!to!use!captains!for!publicly!picking!teams/groups.!!Provide!a!time!for!students!to!give!a!positive!comment!to!a!teammate!or!partner.!!!!

Progression:))Establish!expectations!and!procedures!early!on!in!the!year.!!Review!them!as!the!year!goes!on.!

S4.E4!Rules)and)Fair)Play!!GLEs:!PE.E.7!

3:!Recognizes!the!role!of!rules!and!etiquette!in!physical!activity!with!peers.!

4:!Exhibits!etiquette!and!adherence!to!rules!in!a!variety!of!physical!activities.!

5:!Assesses!adherence!to!rules,!etiquette,!and!fair!play!of!various!games!and!activities.!

3M4(E):)Following!rules,!fair!play!

5(M):!Following!rules,!fair!play!

Suggested)Activities/Courses:))Establish!your!clear!procedure!for!forming!groups.!!Practice!finding!a!partner!or!small!group!using!your!established!procedure.!Make!sure!your!policy!does!not!exclude!students!and!that!student!are!given!options!work!with!lots!of!different!people.!Students!should!be!encouraged!to!team!up!with!new!classmates.!It!is!never!appropriate!for!the!teacher!to!use!captains!for!publicly!picking!teams/groups.!!!!!!

Progression:))Revisit!your!expectations!throughout!the!year!and!address!any!instances!of!students!disrespecting!one!another.!!



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S4.E5!Safety)!!GLEs:!PE.E.8!

3:!Works!independently!and!safely!in!physical!activity!settings.!

4:!Works!safely!with!peers!and!equipment!in!physical!activity!settings.!

5:!Applies!safety!principles!with!age=appropriate!physical!activities.!

3M4(M):)Safety!5(A):!Safety!

Suggested)Activities/Courses:))Have!protocol!in!place!for!getting!equipment!(e.g.,!basketball,!scoop)!out!of!student’s!hands!on!a!freeze!or!when!giving!instructions!(e.g.,!place!it!on!the!floor!by!their!feet,!have!students!get!out!equipment!only!after!you!have!given!safety!reminders!and!guidelines!for!use).!Have!equipment!staged!so!that!students!can!gather!it!quickly!with!little!wasted!time.!!Have!procedures!for!quickly!and!safely!returning!equipment!at!the!end!of!class.!!Have!verbal!or!visual!cues!that!you!use!when!a!student!is!not!being!safe!with!equipment.!!Always!have!established!playing!boundaries!and!keep!them!consistently!enforced!to!prevent!injury.!!

Progression:)Establish!equipment!routines!early!in!the!year!and!remind!students!of!the!procedure!as!the!year!progresses.!!Establish!equipment!safety!rules!when!using!new!equipment.!!!!

S4.E6!Safety!• Cold!Weather!Safety!(S4.E6.3=5.a)!

• Aquatic!Safety!(S4.E6.3=5.b)!!GLEs:!PE.E.8!

5:)Apply!cold!weather!practices.![5.a]!5:)Identify!appropriate!water!safety!practices.![5.b]!

3M5(M):!Cold!weather!safety,!aquatic!safety!

Suggested)Activities:)How!to!recognize/prevent!hypothermia;!Kid’s%Don’t%Float!program!(http://dnr.alaska.gov/parks/boating/kdfhome.htm);!invite!special!guests!(Bureau!of!Land!Management,!Department!of!Fish!and!Game);!Winter%Feels%Good!(www.nowlink.com/winter=feels=good).!!)

Progression:)Discuss!prior!to!outdoor!activities,!water!safety!when!opportunities!present!themselves.!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'!""" ""


48"

Standard)5:)The)physically)literate)individual)recognizes)the)value)of)physical)activity)for)health,)enjoyment,)challenge,)selfMexpression,)and/or)social)interaction.)!

This!standard!reflects!the!development!of!an!awareness!of!intrinsic!values!and!benefits!of!participation!in!physical!activity!that!provides!personal!meaning.!Physical!activity!can!be!enjoyable,!challenging,!and!fun!and!provides!opportunities!for!self=expression!and!social!interaction.!These!benefits!can!develop!self=confidence,!promote!a!positive!self=image,!and!continue!a!healthy!and!active!lifestyle.!As!a!result!of!these!benefits!of!participation,!students!will!begin!to!actively!pursue!life=long!physical!activities!that!meet!their!own!needs.!)

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior,)poor)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.)

"


S5.E1!Health))GLEs:!HL.A.1=2,!6;!HL.C.2,!4=5!

K:!Recognizes!that!physical!activity!is!important!for!good!health.!

1:!Identifies!physical!activity!as!a!component!of!good!health.!2:!Recognizes!the!value!of!good!health!balance.!!

KM2(E):)Physical!activity!for!health!

Suggested)Activities:)Five%for%Life!curriculum;!Healthy%Futures!Program!(http://healthyfuturesak.org);!Play!Everyday!Campaign!(http://dhss.alaska.gov/dph/PlayEveryDay);!NFL’s!Fuel%Up%to%Play%60!(www.fueluptoplay60.com);!Alliance!for!a!Healthier!Generation!(www.healthiergeneration.org);!whiteboard!talks!on!health!topics;!Jump%Rope%for%Heart!(www.heart.org);!Let’s!Move!!Active!Schools!(www.letsmoveschools.org);!hold!school=wide!events!or!breaks!that!stress!the!importance!of!being!physically!active.!!

Progression:)Discuss!when!introducing!Healthy%Futures,!touch!on!the!subject!throughout!the!year!during!applicable!times.!

S5.E2!Challenge!!

GLEs:!PE.F.5=7!

K:!Acknowledges!that!some!physical!activities!are!challenging/difficult.!

1:!Recognizes!that!challenge!in!physical!activities!can!lead!to!success.!

2:!Compares!physical!activities!that!build!confidence!and!provide!challenge.!

KM2(E):)Physical!activity!for!challenge!


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49"

STANDARD)5! KM2)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities:)Cooperative!games;!problem=solving!challenges;!design!activities!that!have!a!challenge!for!student!success.!!Debrief!after!these!types!of!activities,!asking!questions!like!“What!was!hard/easy!about!that!task!or!game?”!“How!did!your!team/group!solve!the!challenge?”!“Is!it!ok!to!struggle?”!“How!does!it!feel!when!you!accomplish!something!that!took!a!lot!of!work?”!!

Progression:)Have!students!share!examples!of!something!new!they!recently!tried!for!the!first!time.!!Was!it!easy!right!away?!!Sometimes!we!have!to!really!work!at!something!and!have!persistence!and!later!it!becomes!easy!for!us.!!Try!not!to!overwhelm!the!beginning!learner!by!adding!too!much!difficulty!too!quickly.!

S5.E3!SelfMExpression/Enjoyment!!GLEs:!PE.F.3=4!

K:!Identifies!physical!activities!that!are!enjoyable.![K.a]!K:!Discuss!the!enjoyment!of!playing!with!friends.![K.b]!1:!Describes!positive!feelings!that!result!from!participating!in!physical!activities.![1.a]!

1:!Discuss!personal!reasons!(i.e.,!why?)!for!enjoying!physical!activities.![1.b]!

2:!Identifies!and!discusses!physical!activities!that!provide!enjoyment!and/or!self=expression.!

KM2(E):)Physical!activity!for!self=expression,!enjoyment!

Suggested)Activities:)This!can!go!hand!in!hand!with!the!Healthy%Futures!program!(http://healthyfuturesak.org)!when!students!share!what!activities!they!have!been!doing!for!exercise!and!why!they!enjoy!those!activities.!!Have!students!draw!a!picture!illustrating!a!favorite!physical!activity!and!why!they!enjoy!it.!!Give!examples!of!all!the!varying!physical!activities!a!person!can!do!for!enjoyment.!!(Do!we!all!have!the!same!favorite!thing?!!Why!not?!!Is!your!favorite!activity!played!individually!or!with!others?)!)

Progression:!Discuss!throughout!the!year.!

S5.E4!Social)Interaction)!!GLEs:!PE.E.3!

KM2:)Demonstrates!socially!acceptable!conflict!resolution!skills.! KM2(E):)Physical!activity!for!social!interaction!

Suggested)Activities/Courses:)Wheel%of%Choice!poster;!Life%Skills!lesson!(usually!delivered!by!the!school!counselor);!Peaceful%Playgrounds!(http://peacefulplaygrounds.com/physical=activity=in=schools);!cooperative!games;!practice!at!working!with!lots!of!different!classmates!during!partner!or!group!activities.!!

Progression:!Introduce!at!the!beginning!of!the!year,!be!consistent!throughout!the!year,!and!use!as!problems!arise.!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'" ""


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S5.E1!Health))GLEs:!HL.A.1=2,!6;!HL.C.2,!4=5!

3:)Discusses!the!relationship!between!physical!activity!and!good!health.!

4:!Examines!the!health!benefits!of!participating!in!physical!activity.!

5:!Compares!the!health!benefits!of!participation!in!selected!physical!activities.!!

3M5)E:)Physical!activity!for!health!

Suggested)Activities/Courses:)Students!create!a!poster/flyer!promoting!the!benefits!of!fitness;!Five%for%Life!curriculum!(brief!whiteboard!talks!after!warmup!to!examine/compare!health!benefits!of!various!physical!activities).!!

Progression:))Review!the!health!benefits!of!physical!activity!with!every!new!activity!throughout!the!year.!!!

S5.E2!Challenge!!GLEs:!PE.F.1,!3!

3:!Discusses!the!challenge!that!comes!from!learning!a!new!physical!activity.!

4:!Rates!the!enjoyment!of!participating!in!challenging!and!mastered!physical!activities.!

5:!Analyzes!the!personal!benefits!to!participating!in!an!activity!that!is!challenging.!!

3M5(E):)Physical!activity!for!challenge!

Suggested)Activities/Courses:))Cooperative!games;!problem=solving!challenges;!design!activities!that!have!a!challenge!for!student!success.!!Debrief!after!these!type!of!activities,!asking!questions!like!“What!was!hard/easy!about!that!task!or!game?”!!“How!did!your!team/group!solve!the!challenge?”!“Is!it!ok!to!struggle?”!!“How!does!it!feel!when!you!accomplish!something!that!took!a!lot!of!work?”!!

Progression:)Discuss!throughout!the!year!at!appropriate!times.!

S5.E3!SelfMExpression/)Enjoyment!!GLEs:!PE.F.2!

3:!Reflects!on!the!reasons!for!enjoying!selected!physical!activities.!

4:!Ranks!the!enjoyment!of!participating!in!different!physical!activities.!

5:!Analyzes!the!personal!benefits!to!participating!in!an!activity!that!is!enjoyable.!

3M4(E):)Physical!activity!for!self=expression,!enjoyment!

Applies'knowledge'of'concepts,'principles,'strategies,'and'tactics'related'to'movement'and'performance.'Moving'Concepts:'E=Emerging;'M=Maturing;'A=Applying'" ""


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Suggested)Activities/Courses:)Create!posters!expressing!why!physical!activity!is!beneficial!and!fun.!!Allow!students!time!to!share!with!peers!their!most!enjoyable!activities.!!!

Progression:!!Ongoing!throughout!the!year.!!!

S5.E4!Social)Interaction)!!GLEs:!PE.F.2!

3:!Describes!the!positive!social!interactions!that!come!when!engaged!with!others!in!physical!activity.!

4:!Describes!and!compares!the!positive!social!interactions!when!engaged!in!partner,!small!group,!and!large!group!physical!activities.!

5:!Analyzes!the!positive!impact!of!verbal!and!non=verbal!encouragement!in!physical!activity.!

3M5(E):)Physical!activity!for!social!interaction!

Suggested)Activities/Courses:))Cooperative!games!that!require!groups!of!various!sizes.!!!!

Progression:)Discuss!during!applicable!situations!throughout!the!year.!


!Fairbanks!North!Star!Borough!School!District!

!

PHYSICAL!EDUCATION!

CURRICULUM!

!!!!!!!!!!!!!!!!!!!

!

Grades!6!9!8!!!


Fairbanks!North!Star!Borough!School!District! ! !Table!of!Contents!Physical!Education!Curriculum! ! !!!!!!!!!!!!!!!!!Final!Draft:!April!6,!2016!

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!!!!!

TABLE!OF!CONTENTS!!

INTRODUCTION!....................................................................................................................................!2!MOTOR!SKILLS!PROGRESSION!........................................................................................................!3!FNSBSD!STANDARDS!FOR!K912!PHYSICAL!EDUCATION!.........................................................!5!Standard!1.!........................................................................................................................................................!6!Standard!2.!.....................................................................................................................................................!18!Standard!3.!.....................................................................................................................................................!24!Standard!4.!.....................................................................................................................................................!32!Standard!5.!.....................................................................................................................................................!36!

PHYSICAL!EDUCATION!COURSES!.................................................................................................!39!Integrated!Health/P.E.!...............................................................................................................................!40!Integrated!Health!&!Physical!Education!7!..........................................................................................!42!Integrated!Health!&!Physical!Education!8!..........................................................................................!44!Physical!Education!7!..................................................................................................................................!46!Physical!Education!8!..................................................................................................................................!48!Pool!..................................................................................................................................................................!50!

!

Fairbanks!North!Star!Borough!School!District! ! !Introduction!Physical!Education!Curriculum! ! !!!!!!!!!!!!!!!!!Final!Draft:!April!6,!2016!

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INTRODUCTION!FOR!GRADES!698!!

The!658!physical!education!classroom!is!an!arena!of!safety,!promoting!success!and!expression!through!a!variety!of!movement!opportunities!and!challenges.!Students!will!be!given!opportunities!to!experience!and!develop!self5confidence!and!self5esteem!while!participating!in!a!variety!of!developmentally!appropriate!activities!which!will!contribute!to!enhancing!skills!for!a!healthy!lifestyle.!!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) Motor)Skills)Progression)Physical)Education)Curriculum) ) ) ) Final)Draft:)April)6,)2016)

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MOTOR)SKILLS)PROGRESSION)GRADES)6M8)

!From!the!Society!of!Health!and!Physical!Educators!(SHAPE)!Standards:!

!

STANDARD!1!The$physically$literate$individual$demonstrates$competency$in$a$variety$of$motor$skills$and$movement$patterns.$

!Category) 6th) 7th) 8th)

Dribble)(hand))Dribble!a!ball!alternating!right!and!left!hands!while!moving!and!changing!directions.!

Dribble!a!ball!with!hands!and!change!speed;!change!directions;!dribble,!stop,!and!pivot.!

Dribble!a!ball!with!either!hand!in!a!game!situation.!

Dribble)(feet)! Demonstrate!control!while!dribbling!with!right!and!left!foot.!

• Dribble!and!pass!in!a!keepIaway!situation.!

• Keep!control!of!the!ball!while!avoiding!contact!with!others.!

Dribble!an!keep!a!ball!away!from!an!opponent.!

Catch) Catch!an!object!while!moving.! • Catch!objects!of!different!sizes!and!weights!while!moving.! Defend!a!goal!by!catching!or!deflecting.!

Kick) Demonstrate!a!variety!of!kicks!using!a!mature!motor!pattern.! • Punt!a!ball!toward!a!target.!

• Punt!a!ball!using!a!proper!approach.!• Use!inside!of!foot!to!dribble!and!kick!a!leading!pass!to!a!partner.!

Strike) Strike!a!moving!object!using!a!variety!of!equipment.!

• Strike!a!tossed!ball!using!a!backhand!motion.!

• Strike!a!ball!toward!a!large!target!from!an!appropriate!distance!(e.g.,!golf,!hockey).!

• Use!equipment!to!dribble!and!shoot!(e.g.,!hockey).!

• Repeatedly!strike!a!rebounding!ball!from!a!wall!with!hand!or!equipment,!using!forehand!and!backhand!strokes,!moving!back!to!a!ready!position!between!strokes.!

• Use!equipment!to!manipulate!objects!while!using!varied!amounts!of!force!and!speed.!

Throw)Throw!a!variety!of!objects!with!accuracy!toward!a!target,!using!a!mature!motor!pattern.!

Move!in!order!to!throw!to!a!stationary!partner!while!being!guarded!in!a!small!group.!

• Shoot!towards!an!appropriate!height!goal!using!proper!form.!

• Throw!a!leading!bounce!or!chest!pass!to!a!moving!partner.!

Volley)Volley!a!tossed!object,!with!control!and!accuracy!back!and!forth!to!a!partner!with!hands,!arms,!or!equipment.!

Move!to!volley!a!ball!across!a!net!to!a!partner,!using!a!forearm!or!overhead!pass.!

Keep!a!ball!in!play!over!a!net!with!a!partner!or!group.!

Fairbanks)North)Star)Borough)School)District) ) ) ) Motor)Skills)Progression)Physical)Education)Curriculum) ) ) ) Final)Draft:)April)6,)2016)

4"

Category) 6th) 7th) 8th)

Jump)

• Perform!skills!and/or!use!equipment!while!jumping!a!long!rope.!

• Continuously!jump!rope!while!performing!intermediate!skills.!

• Jump!over!medium!to!high!objects.!

Perform!a!sequence!of!intermediate!jump!rope!skills.!

Run!and!leap!a!series!of!mediumIlevel!obstacles!without!stopping.!

Rhythm)Using!mature!movements,!move!in!sequenced!patterns!while!keeping!time!with!music.!

• Follow!an!instructor’s!movements!to!music.!

• Jump!and!land!as!part!of!a!dance!creation.!

Design!and!perform!gymnastic,!dance,!or!jump!rope!sequence!with!smooth!transitions!between!movements!varying!in!force,!flow,!and!speed.!

Locomotor)Demonstrate!appropriate!locomotor!techniques!where!required!during!an!activity.!

Purposefully!use!general!space!to!create!and!deny!space.!

Move!using!different!directions!(e.g.,!forward,!backward,!sideways),!paths!(e.g.,!straight,!curved,!zigzag),!and!speeds!in!response!to!a!game!situation.!

Balance)Use!balancing!skills!in!a!variety!of!activates!to!enhance!performance!and!safety.!

Balance!with!partners!using!principals!of!counterIbalance!(e.g.,!pushing!and!pulling).!

Balance!in!a!variety!of!upright!and!inverted!positions.!

Rolling)Roll!in!different!directions,!speeds,!and!pathways,!from!different!heights!and!positions.!

• On!a!mat,!combine!rolling,!transfer!of!weight,!jumping!and!landing,!and!balance!to!create!a!sequence.!

• Use!different!shapes!to!begin!and!end!rolls.!

• Roll!smoothly!forward!and!backward.!• Tuck,!fall,!and!roll!safely!in!physical!activities.!

Weight)Transfer)Combine!transfer!of!weight,!rolling,!and!balance!into!a!sequence!on!mats!and/or!apparatus.!

Demonstrate!appropriate!ways!to!transfer!weight!from!feet!to!other!parts!of!the!body!where!required!in!physical!activities.!

Transfer!weight!off!low!apparatus!using!a!variety!of!body!actions.!

!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) FNSBSD)Standards)Physical)Education)Curriculum) ) ) ) ))))))))Final)Draft:)April)6,)2016)

5"

FNSBSD)Standards)for)KM12)Physical)Education)The!goal!of!physical!education!is!to!develop!physically!literate!individuals!who!have!the!knowledge,!skills!and!confidence!to!enjoy!a!lifetime!of!healthful!physical!activity.!To!pursue!a!lifetime!of!healthful!physical!activity,!a!physically!literate!individual:!

• Has!learned!the!skills!necessary!to!participate!in!a!variety!of!physical!activities.!• Knows!the!implications!and!the!benefits!of!involvement!in!various!types!of!physical!activities.!• Participates!regularly!in!physical!activity.!• Is!physically!fit.!• Values!physical!activity!and!its!contributions!to!a!healthful!lifestyle.!

!The!following!terms!are!used!throughout!the!standards:!

• E)=)Emerging:!Students!participate!in!deliberate!practice!tasks!that!will!lead!to!skill!and!knowledge!acquisition.!• M)=)Maturing:!Students!can!demonstrate!the!critical!elements!of!the!motor!skills!and!knowledge!components!of!the!gradeIlevel!outcomes,!which!will!continue!to!be!refined!with!practice.!

• A)=)Applying:!Students!can!demonstrate!the!critical!elements!of!the!motor!skills!and!knowledge!components!of!the!gradeIlevel!outcomes!in!a!variety!of!physical!activity!environments.)

!

"Standard'1.'The"physically"literate"individual"demonstrates"competency"in"a"variety"of"motor"skills"and"movement"patterns."

Standard'2.'The"physically"literate"individual"applies"knowledge"of"concepts,"principles,"strategies"and"tactics"related"to"movement"and"performance."

Standard'3.'The"physically"literate"individual"demonstrates"the"knowledge"and"skills"to"achieve"and"maintain"a"health=enhancing"level"of"physical"activity"and"fitness."

Standard'4.'The"physically"literate"individual"exhibits"responsible"personal"and"social"behavior"that"respects"self"and"others."

Standard'5.'The"physically"literate"individual"recognizes"the"value"of"physical"activity"for"health,"enjoyment,"challenge,"self=expression"and/or"social"interaction."

Fairbanks)North)Star)Borough)School)District) ) ) ) ) )))))))))Standard)1)Physical)Education)Curriculum) ) ) ) )Final)Draft:)April)6,)2016)

6"

Standard)1:)The)physically)literate)individual)demonstrates)competency)in)a)variety)of)motor)skills)and)movement)patterns.)!

The!intent!of!this!standard!is!the!development!of!the!physical!skills!needed!to!enjoy!participation!in!physical!activities.!Maturing!movement!fundamentals!establishes!a!foundation!to!facilitate!the!development!of!continued!motor!skill!acquisition!at!all!levels.!)

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior)or)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.!


S1.M1:!Dance)and)Rhythms!!GLEs:!PE.A.4,!6!

6:!Demonstrates!correct!rhythm!and!pattern!for!one!of!the!following!dance!forms:!folk,!social,!creative,!line,!or!world!dance.!!

7:!Demonstrates!correct!rhythm!and!pattern!for!a!different!dance!form!from!among!folk,!social,!creative,!line,!or!world!dance.!

8:!Exhibits!command!of!rhythm!and!timing!by!creating!a!movement!sequence!to!music!as!an!individual!or!in!a!group.!!

6M8(A):)Dance!and!rhythms!

Suggested)Activities/Courses:))Zumba,!Hip!Hop,!Latin,!Swing,!and!Ballroom!dances;!jump!rope!routines;!rhythmic!gymnastics;!synchronized!swimming.!A!projector!could!be!used!with!Xbox!360!Kinect,!Wii!console,!DVDs,!video!streaming,!or!other!media!to!project!different!forms!of!dance!or!rhythmic!activities!on!a!large!screen!or!wall!of!the!gym.!Students!would!be!able!to!follow!instruction!and!replay!difficult!sections!if!necessary.!)

Progression:))Teach!small!sections!of!dance!without!music!then!with!music,!continue!to!add!new!sections!of!dance!after!mastery!of!previous!sections.!Students!would!be!coached!by!teacher!beforehand!to!respect!all!skill!levels!and!not!make!fun!of!each!other.!!Guest!presenters!that!are!skilled!in!a!particular!rhythmic!discipline!could!be!brought!into!mentor!the!class.!Students!could!use!iPads!(iPad!minis)!or!video!cameras,!in!small!groups,!to!take!pictures!of!each!other!to!show!progress!or!where!improvements!could!be!made.!!Once!again,!students!would!be!coached!to!respect!each!other’s!skills!before!working!together.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)!!!! !!


7"


S1.M2:!Games)and)Sports:)Invasion)Games!Throwing!!!GLEs:!PE.A.1I2!

6:!Throws!with!a!mature!pattern!for!distance!or!power!appropriate!to!the!practice!task!(e.g.,!distance!=!outfield!to!home!plate;!power!=!2nd!base!to!1st!base).!

7:!Throws!with!a!mature!pattern!for!distance!or!power!appropriate!to!the!activity!in!a!dynamic!environment.!

8:!Throws!with!a!mature!pattern!for!distance!or!power!appropriate!to!the!activity!during!smallIsided!game!play.!

6M8(A):)Throwing!

Suggested)Activities/Courses:)!500!throwing!game!using!a!frisbee!or!ball!and!softball!glove;!Ultimate$Frisbee$Hoops!game!(PE!Central:!www.pecentral.org);!smallIsided!or!modified!games;!situational!game!play!drills!in!small!groups!(where!to!throw!the!ball!in!different!game!situations;,!throwing!at!or!through!a!target!(e.g.,!hula!hoop,!tire,!cones).!!!!!!

Progression:))Remind!students!of!overhand!throwing!basics!(e.g.,!nonIthrowing!side!hipIpocket!and!shoulder!face!target,!fingers!of!nonIdominant!hand!point!to!target,!feet!shoulder!width!apart,!hold!ball!in!throwing!hand!near!ear!and!with!bent!elbow).!Step!forward!with!nonIthrowing!foot,!rotate!hips!then!shoulders,!move!throwing!elbow,!wrist,!and!ball!toward!target,!follow!through!by!pointing!throwing!fingers!toward!target.!Contrast!with!throwing!frisbee!(same!side!hipIpocket!and!shoulder!face!target,!step!with!same!side!foot).!!Practice!variety!of!throws!such!as!throw!through!air!with!no!bounces,!throw!with!one!bounce,!throw!grounders,!throw!to!each!side!of!receiver,!and!throw!ahead!of!receiver.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

S1.M3:)Games)and)Sports:)Invasion)Games!Catching!!GLEs:!PE.A.1I2!

6:!Catches!with!a!mature!pattern!from!a!variety!of!trajectories!using!different!objects!in!varying!practice!tasks.!

7:!Catches!with!a!mature!pattern!from!a!variety!of!trajectories!using!different!objects!in!smallIsided!game!play.!

8:!Catches!using!an!implement!in!a!dynamic!environment!or!modified!game!play.!

6M8(A):)Catching!

Suggested)Activities/Courses:))500!throwing!game!using!different!thrown!objects!(e.g.,!softball,!baseball,!frisbee,!handball).!Play!smallIsided!or!modified!games,!situational!game!play!drills!in!small!groups!(where!to!throw!the!ball!in!different!game!situations).!!

Progression:!!Ready!position!with!hands,!feet,!and!body;!move!to!meet!ball!(frisbee);!pull!ball!(frisbee)!into!hands!then!body!as!you!grab!on;!watch!ball!(frisbee)!while!getting!ready!to!catch.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)!


8"


S1.M4:!Games)and)Sports:)Invasion)Games!Passing!and!Receiving!!GLEs:!PE.A.1I2!

6:!Passes!and!receives!with!hands!in!combination!with!locomotor!patterns!of!running!and!change!of!direction!and!speed!with!competency!in!modified!invasion!games!such!as!basketball,!flag!football,!speedball,!or!team!handball.!

7:!Passes!and!receives!with!feet!in!combination!with!locomotor!patterns!of!running!and!change!of!direction!and!speed!with!competency!in!modified!invasion!games!such!as!soccer!or!speedball.!

8:!Passes!and!receives!with!an!implement!in!combination!with!locomotor!patterns!of!running!and!change!of!direction,!speed,!and/or!level!with!competency!in!modified!invasion!games,!such!as!lacrosse!or!hockey.!

6(E):)Passing!and!receiving!7M8(M):)Passing!and!receiving!

Suggested)Activities/Courses:))Rebound$Ball!(PE$Central:!www.pecentral.org)!using!rebounders!or!play!off!wall!to!practice!catching!from!different!angles!of!overhand!thrown!balls;!Pass$and$Catch$Football$Bingo!(PE$Central);!threeIposition!pass!patterns!with!football!(PE$Central);!Frisbee$KeepDAway!(small!group!of!3I4!players!per!side);!Soccer$KeepDAway!(small!group!of!3I4!players!per!side);!basketball!(PE$Central)!Purposeful!and!Fun!Fitness!Activities;!Lincoln$Ave.$Basketball!(PE$Central);!and!Ultimate$Frisbee.!!

Progression:)PassIpractice!with!a!partner(s);!pass!and!receive!with!partner!plus!several!defenders;!smallIsided!game!play;!modified!game!play!when!students!are!ready.!!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!S1.M5:)Games)and)Sports:)Invasion)Games!Passing!and!Receiving!(Moving!Target)!!GLEs:!PE.A.1I2!

6:!Throws,!while!stationary,!a!lead!pass!to!a!moving!target.!7:!Throws,!while!moving,!a!leading!pass!to!a!moving!target.!8:!Throws!a!lead!pass!to!a!moving!target!off!a!dribble!or!pass!with!hands,!feet,!or!an!implement.!

6(E):)Passing!and!receiving!with!a!moving!target!

7M8(M):)Passing!and!receiving!with!a!moving!target!

Suggested)Activities/Courses:))(Basketball)!Partner!passing!drills,!triangle!passing!drill,!drive!and!dish!drill,!find!the!receiver!drill;!Half!Court!Passing!Drills!(www.coachesclipboard.net);!(Soccer)!Section!4:!Basic!Skills!I!Passing,!Receiving!and!Shooting!(National$Soccer$Coaches$Association$of$America:!www.nscaa.com/education);!Ultimate$Frisbee.!!

Progression:))Pass!practice!with!a!partner(s);!practice!with!partner!and!several!defenders;!smallIsided!game!play;!modified!game!play!when!students!are!ready.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)!!


9"


S1.M6:!Games)and)Sports:)Invasion)Games!Offensive!Skills!!GLEs:!PE.A1I2!

6:!Performs!pivots,!fakes,!and!jab!steps!designed!to!create!open!space!during!practice!tasks.!

7:!Executes!at!least!one!of!the!following!designed!to!create!open!space!during!smallIsided!game!play!(pivots,!fakes,!jab!steps).!

8:!Executes!at!least!two!of!the!following!to!create!open!space!during!modified!game!play!(pivots,!fakes,!jab!steps,!screens).!

6(E):)Offensive!skills!7(M):)Offensive!skills!8(A):)Offensive!skills!

Suggested)Activities/Courses:)(Basketball)!Basketball!drills;!miscellaneous!offensive!drills!(www.thecoachesclipboard.net);!!(Soccer)!Section!6:!Introduction!to!Soccer!Tactics!(1v1)!and!Section!7:!A!Dynamic!Teaching!Model!(5v5)!(www.nscaa.com/education);!Ultimate$Frisbee.!!

Progression:))Skill!practice!with!a!partner(s);!skill!practice!with!partner!and!several!defenders;!smallIsided!game!play;!modified!game!play!when!students!are!ready.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

S1.M7:)Games)and)Sports:)Invasion)Games!Offensive!Skills!!GLEs:!PE.A.1I2!

6:!Performs!the!following!offensive!skills!without!defensive!pressure!(pivot,!give!and!go,!fakes).!

7:!Performs!the!following!offensive!skills!with!defensive!pressure!(pivot,!give!and!go,!fakes).!

8:!Executes!the!following!offensive!skills!during!smallIsided!game!play!(pivots,!give!and!go,!fakes).!

6)E:)Offensive!skills!7M8)M:)Offensive!skills!

Suggested)Activities/Courses:)(Basketball)!Basketball!drills;!miscellaneous!offensive!drills!(www.thecoachesclipboard.net);!!(Soccer)!Section!6:!Introduction!to!Soccer!Tactics!(1v1)!and!Section!7:!A!Dynamic!Teaching!Model!(5v5)!(www.nscaa.com/education);!Ultimate$Frisbee.!!

Progression:))Skill!practice!with!a!partner(s);!leadIup!drills!with!3Ioffense!v!1I2!defenders;!modified!game!play;!smallIsided!game!play;!game!play!when!students!are!ready.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

S1.M8:!Games)and)Sports:)Invasion)Games!Dribbling/Ball!Control!with!Hands!!GLEs:!PE.A.1I2!

6:!Dribbles!with!dominant!hand!using!a!change!of!speed!and!direction!in!a!variety!of!practice!tasks.!

7:!Dribbles!with!dominant!and!nonIdominant!hand!using!a!change!of!speed!and!direction!in!a!variety!of!practice!tasks.!

8:!Dribbles!with!dominant!and!nonIdominant!hand!using!a!change!of!speed!and!direction!in!smallIsided!game!play.!

6M8(A):)Dribbling!with!hands!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)! !!


10"

STANDARD)1! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:)Dribble!tag!while!using!dominant!then!nonIdominant!hand;!dribble!relays;!Dribble$Survivor!(dribble!own!ball!while!knocking!other!player’s!ball!out!of!their!control);!basketball!drills;!Ball!Handling!and!Dribbling!Drills!(www.coachesclipboard.net);!Dribble$Keep$Away.!!

Progression:))Skill!practice!with!a!partner(s);!leadIup!drills;!smallIsided!game!play;!modified!game!play!when!students!are!ready.!Incorporate!rules!and!etiquette!of!the!games,!remind!students!to!be!respectful!of!students!with!all!skill!levels.!

S1.M9:)Games)and)Sports:)Invasion)Games!Dribbling/Ball!Control!with!Feet!!GLES:!PE.A.1I2!

6:!Foot!dribbles!or!dribbles!with!an!implement!with!control,!changing!speed!and!direction!in!a!variety!of!practice!tasks.!

7:!Foot!dribbles!or!dribbles!with!an!implement!combined!with!passing!in!a!variety!of!practice!tasks.!

8:!Foot!dribbles!or!dribbles!with!an!implement!with!control!changing!speed!and!direction!during!smallIsided!game!play.!

6M8(A):)Dribbling!with!feet!

Suggested)Activities/Courses:))Dribble!tag!using!dominant!then!nonIdominant!foot!or!using!an!implement!to!dribble;!dribble!relays;!Dribble$Survivor!(dribble!own!ball!while!knocking!other!player’s!balls!out!of!their!control);!weave!passing!drills;!(Soccer)!Section!3:!Dribbling!(www.nscaa.com/education);!Dribble$Keep$Away.!!


S1.M10:!Games)and)Sports:)Invasion)Games!Shooting!on!Goal!!GLEs:!PE.A.1I2!

6:!Shoots!on!goal!with!power!in!a!dynamic!environment!as!appropriate!to!the!activity.!

7:!Shoots!on!goal!with!power!and!accuracy!during!smallIsided!game!play.!

8:!Shoots!on!goal!with!power!and!accuracy!during!smallIsided!game!play.!

6M7(E):)Shooting!on!goal!8(M):)Shooting!on!goal!

Suggested)Activities/Courses:)(Basketball)!Basketball!drills;!shooting!drills!(www.thecoachesclipboard.net);!(Soccer)!Section!4:!Basic!SkillsI!Receiving,!Passing!and!Shooting!(www.nscaa.com/education);!Lacrosse.!!




11"


S1.M11:!Games)and)Sports:)Invasion)Games!Defensive!Skills!!GLEs:!PE.A.1I2!

6:!Maintains!defensive!ready!position!with!weight!on!balls!of!feet,!arms!extended,!and!eyes!on!midsection!of!the!offensive!player.!

7:!Slides!in!all!directions!while!on!defense!without!crossing!feet.!8:!Maintains!defensive!ready!position!appropriate!to!the!sport!in!a!smallIsided!invasion!game.!

6M7(E):)Defensive!skills!8(M):)Defensive!skills!

Suggested)Activities/Courses:)(Basketball))Freeze$Basketball$Defense!(PE$Central:!www.pecentral.org);!Basketball!Drills!I!Defensive!Drills!(www.thecoachesclipboard.net);!(Soccer)!Section!6:!Introduction!to!Soccer!Tactics!(1v1),!Section!7:!A!Dynamic!Teaching!Model!(5v5)!(www.nscaa.com/education).!!


S1.M12:!Games)and)Sports:)Net/Wall)Games!Serving!

)GLEs:!PE.A.1I2!

6:!Performs!a!legal!underhand!serve!with!control!for!net/wall!games!(e.g.,!badminton,!volleyball,!pickle!ball).!

7:!Executes!consistently!(at!least!70%!of!the!time)!a!legal!underhand!serve!to!a!predetermined!target!for!net/wall!games!(e.g.,!badminton,!volleyball,!pickle!ball).!

8:!Executes!consistently!(at!least!70%of!the!time)!a!legal!underhand!serve!for!distance!and!accuracy!for!net/wall!games!(e.g.,!badminton,!volleyball,!pickle!ball).!!Students!who!have!mastered!previous!outcomes!may!progress!to!consistently!executing!an!overhand!serve!in!volleyball.!

6(E):)Serving!7(M):)Serving!8(A):)Serving!

Suggested)Activities/Courses:!Target!serving!practice!with!partner,!aim!serves!at!poly!spots!or!hula!hoops!located!at!different!places!on!court;!(Serve!Ten)!each!student!serves!ten!times!consecutively!trying!to!aim!at!predetermined!poly!spots!on!floor!then!partner(s)!take!turn!to!serve.!!

Progression:)(Volleyball)!Work!on!consistent!toss,!follow!through!pointing!hitting!surface!of!hand!at!target,!use!consistent!correct!serve!form!to!get!skill!into!motor$memory,!and!progress!from!target!serving!passing!without!a!net!to!target!serving!over!the!net.!(Badminton!underhand!Serve)!Drop!birdie,!quick!breath,!swing!(to!allow!slight!delay!before!contacting!birdie!with!racket),!watch!racket!hit!birdie,!short!underhand!serve!first!to!practice!control!and!accuracy,!and!use!more!hip,!shoulder,!elbow!and!wrist!flexion!when!serving!long!underhand.!(Badminton!net!serves)!These!can!be!forehand!or!backhand,!a!quick!flick!of!the!wrist!or!a!short!drop!shot!can!be!used!against!opponent.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)! !!


12"


S1.M13:!Games)and)Sports:)Net/Wall)Games!Striking!

!GLEs:!PE.A.1I2!

6:!Strikes,!with!a!mature!overarm!pattern!in!a!nonIdynamic!environment!(closed!skills)!for!net/wall!games!(e.g.,!volleyball,!handball,!badminton,!tennis).!

7:!Strikes,!with!a!mature!overarm!pattern!in!a!dynamic!environment!for!net/wall!games!(volleyball,!handball,!badminton,!tennis).!

8:!Strikes,!with!a!mature!overarm!pattern,!in!a!modified!game!for!one!of!the!following!net/wall!games!(volleyball,!handball,!badminton,!tennis,!pickle!ball,!spike!ball).!

6M8(A):)Striking!

Suggested)Activities/Courses:!!Practice!for!consistency!by!striking!ball!or!shuttle!against!the!wall,!work!individually!or!in!small!groups,!practice!hitting!across!the!net!with!a!stationary!partner!or!small!group;!(20!Hits)!put!shuttle/ball!into!play!then!try!to!hit!20!hits!back!and!forth!over!a!net!or!line!without!stopping,!modified!game!play!with!small!teams.!!

Progression:))Keep!eyes!on!the!ball/shuttle;!stay!on!the!balls!of!feet!ready!to!move;!return!to!center!of!court!after!each!hit;!return!to!player!position!area!after!ball!contact!in!team!games.!Mature!overarm!striking!movement!very!similar!to!overarm!throw!pattern.!Step!forward!with!opposite!foot,!rotate!waist,!then!shoulder,!move!elbow,!wrist,!and!racket!toward!target.!Contact!shuttle/ball!when!racket!is!facing!target,!then!follow!through!with!racket.!

S1.M14:!Games)and)Sports:)Net/Wall)Games!Forehand!and!Backhand!!!GLEs:!PE.A.2!

6:!Demonstrates!the!mature!form!of!forehand!and!backhand!strokes!with!a!shortIhandled!implement!in!net!games!(paddleball,!pickle!ball,!shortIhandled!racket!tennis).!

7:!Demonstrates!the!mature!form!of!forehand!and!backhand!strokes!with!a!longIhandled!implement!in!net!games!(badminton,!tennis).!

8:!Demonstrates!the!mature!form!of!forehand!and!backhand!strokes!with!a!shortI!or!longIhandled!implement!with!power!and!accuracy!in!net!games!(pickle!ball,!tennis,!badminton,!paddleball).!

6M7(E):)Forehand!and!backhand!8(M):)Forehand!and!backhand!

Suggested)Activities/Courses:))Students!use!rackets!to!hit!ball/shuttle!against!wall!with!same!force!and!motion!each!time!to!practice!consistent!forehand!or!backhand!striking!motion;!(Drill)!hit!back!and!forth!to!partner!across!net!using!forehand!and!backhand!drives,!clears/lobs!and!net!shots.!!

Progression:))Watch!shuttle/ball!hit!racket;!stay!on!balls!of!feet!to!always!be!ready!to!move!to!the!next!shot;!return!to!“home!position”!on!court!after!every!shot.!Contact!shuttle/ball!when!racket!is!facing!target,!then!follow!through!with!racket!before!getting!ready!for!next!hit.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)"


13"


S1.M15:!Games)and)Sports:)Net/Wall)Games!Weight!Transfer!

!GLEs:!PE.A.1I2!

6:)Transfers!weight!with!correct!timing!for!the!striking!pattern.!7:!Transfer!weight!with!correct!timing!using!lowItoIhigh!striking!pattern!with!a!shortIhandled!implement!on!the!forehand!side.!

8:)Transfers!weight!with!correct!timing!using!low!to!high!striking!pattern!with!a!shortI!or!longIhandled!implement!on!the!forehand!or!backhand!side.!

6M7(E):)Weight!transfer!8(M):)Weight!transfer!

Suggested)Activities/Courses:)Have!each!student!hold!a!racket!while!straddling!a!line!on!the!gym!floor,!toes!of!both!feet!point!toward!center!of!gym,!the!racket!hand!and!foot!should!be!farthest!away!from!center!of!the!gym,!students!can!practice!swinging!rackets!by!holding!racket!behind!line!(away!from!center!of!gym)!and!starting!with!weight!on!back!foot.!While!swinging,!students!transfer!weight!from!back!foot!to!front!foot!(from!one!side!of!the!line!to!the!other).!!

Progression:))Practice!without!ball/shuttle!while!straddling!line;!straddle!a!line!near!a!wall!while!attempting!to!hit!forehand!and!backhand!shots!against!wall!(while!practicing!weight!transfer);!practice!weight!transfers!while!hitting!across!net!with!a!partner.!Keeps!eyes!on!ball/shuttle,!move!to!ready!position!(weight!on!back!foot!and!racket!hand!behind!line)!before!hitting!each!shot,!follow!through!moving!weight!to!front!foot!while!racket!moves!towards!target,!racket!face!should!be!pointing!at!target!when!contact!is!made!with!shuttle/ball!then!finish!follow!through.!

S1.M16:!Games)and)Sports:)Net/Wall)Games!Volley!!GLEs:!PE.A.1!

6:)Forehand!volleys!with!mature!form!and!control!using!a!shortIhandled!implement.!

7:)Forehand!and!backhand!volleys!with!a!mature!form!and!control!using!a!shortIhandled!implement.!

8:!Forehand!and!backhand!volleys!with!a!mature!form!and!control!using!a!shortIhanded!implement!during!modified!game!play.!

6(E):)Volley!7M8(M):)Volley!

Suggested)Activities/Courses:)(Drill)!Hit!back!and!forth!to!partner!across!net!using!forehand!and!backhand!drives;!clears/lobs!and!net!shots.!!

Progression:))Watch!shuttle/ball!hit!racket;!stay!on!balls!of!feet!to!always!be!ready!to!move!to!the!next!shot;!return!to!home$position!on!court!after!every!shot.!Contact!shuttle/ball!when!racket!is!facing!target,!then!follow!through!with!racket!before!getting!ready!for!next!hit.!S1.M17:!Games)and)Sports:)Net/Wall)Games!TwoIHand!Volley!!GLEs:!PE.A.1!

6:)TwoIhand!volleys!with!control!in!a!variety!of!practice!tasks.!7:)TwoIhand!volleys!with!control!in!a!dynamic!environment.!8:)TwoIhand!volleys!with!control!in!a!smallIsided!game.!

6(E):)TwoIhand!volley!7(M):!TwoIhand!volley!8(A):)TwoIhand!volley!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)"


14"

STANDARD)1! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:))The!twoIhand!volley!is!more!often!used!with!a!tennis!racket!because!of!the!heavier!weight!of!the!racket!and!the!need!to!use!both!arms!to!have!enough!strength!to!return!ball!with!lots!of!force.!Using!a!twoIhand!volley!in!badminton!may!make!it!more!difficult!for!a!player!to!be!able!to!cover!all!parts!of!the!court!to!hit!a!shot.!Tennis!Volley!Drills!(www.optimumtennis.net/tennisIvolleyIdrills.htm).!!

Progression:!Use!10Ifoot!line!as!outIofIbounds!to!help!develop!control!of!ball.)Watch!shuttle/ball!hit!racket;!stay!on!balls!of!feet!to!always!be!ready!to!move!to!the!next!shot;!return!to!home$position!on!court!after!every!shot.!Contact!shuttle/ball!when!racket!is!facing!target,!then!follow!through!with!racket!before!getting!ready!for!next!hit.!

S1.M18:!Games)and)Sports:)Target)Games!Underhand!Throw!!GLEs:!PE.A.2!

6:)Demonstrates!a!mature!underhand!pattern!for!a!modified!target!games!(e.g.,!bowling,!bocce,!horseshoes).!

7:)Executes!consistently!a!mature!underhand!pattern!for!target!games!(e.g.,!bowling,!bocce,!horseshoes).!

8:!Performs!consistently!a!mature!underhand!pattern!with!accuracy!and!control!for!target!games!(e.g.,!bowling,!bocce).!

6M8(A):)Underhand!throw!

Suggested)Activities/Courses:)Bowling,!Bocce,!horseshoes,!beanbag!toss.!!!!

Progression:)Review!concept!of!opposition!(stepping!with!the!opposite!foot),!weight!transfer,!orbit!of!the!arm!and!follow!through.!Differentiate!grips!for!different!activities.))!

S1.M19:!Games)and)Sports:)Target)Games!Striking!!GLEs:!PE.A.2!

6:!Strikes,!with!an!implement,!a!stationary!object!for!accuracy!in!activities!(e.g.,!croquet,!golf).!

7:!Strikes!with!an!implement,!a!stationary!object!for!accuracy!and!distance!in!activities!(e.g.,!croquet,!golf).!

8:)Strikes!with!an!implement,!a!stationary!object!for!accuracy,!distance,!and!power!in!activities!(e.g.,!croquet,!golf).!!

6M7(M):)Striking!8(A):)Striking!

Suggested)Activities/Courses:)Croquet,!shuffleboard,!and!golf.!!!!

Progression:)Perform!skill!without!implement;!perform!series!of!skills!in!proper!order!describing!each!one;!perform!skills!with!implement!but!not!object;!perform!skills!with!implement!and!object;!discuss!how!direction!of!object!is!influenced!by!variations!in!how!the!object!is!struck.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.))

"" "


15"


S1.M20:!Games)and)Sports:)Fielding/Striking)Games!Striking!!GLEs:!PE.A.1!

6:!Strikes!a!pitched!ball!with!an!implement!with!force!in!a!variety!of!practice!tasks.!

7:)Strikes!a!pitched!ball!with!an!implement!for!power!to!open!space!in!a!variety!of!practice!tasks.!

8:!Strikes!pitched!ball!with!an!implement!for!power!to!open!space!in!a!variety!of!smallIsided!games.!!

6M8(A):)Striking!

Suggested)Activities/Courses:)Strike!whiffle!ball!against!a!backstop!(i.e.,!fence)!from!an!underhand!pitch!from!the!side.!Strike!whiffle!ball!attached!to!a!string!that!is!swung!by!a!partner!in!a!level!orbit.!Strike!whiffle!ball!pitched!from!in!front.!!!!!

Progression:)(Discuss!Stance)!feet!shoulder!width,!shoulders!square;!(Grip)!line!up!the!knuckles,!bat!above!shoulder;!(Step)!toward!the!direction!of!intended!hit;!Adjust!stance!to!hit!to!desired!space.!Rotate!hips.!!Eyes!on!ball.))!

S1.M21:!Games)and)Sports:)Fielding/Striking)Games!Catching/Fielding!!GLEs:!PE.A.1I2!

6:!Catches/fields!an!object!with!mature!pattern,!from!different!trajectories!using!a!variety!of!objects!in!varying!practice!tasks.!

7:!Catches/fields!an!object!with!a!mature!pattern,!from!different!trajectories!using!a!variety!of!objects!in!a!smallIsided!game!play.!

8:)Catches/fields!with!or!without!an!implement,!from!different!trajectories!and!speeds!in!a!dynamic!environment!or!modified!game!play.!

6M8(A):)Striking!

Suggested)Activities/Courses:)Ultimate!Frisbee.!!

Progression:)Use!equipment!to!manipulate!objects!while!using!varied!amounts!of!force!and!speed.!Move!in!order!to!!catch!or!throw!in!a!game!situation.!

S1.M22:!Outdoor)Pursuits!!GLEs:!PE.A.5!

6:)Demonstrates!correct!technique!for!basic!skills!in!at!least!one!selfIselected!outdoor!activity.!

7:!Demonstrates!correct!technique!for!a!variety!of!skills!in!at!least!one!selfIselected!outdoor!activity.!

8:!Demonstrates!correct!technique!for!basic!skills!on!at!least!two!selfIselected!outdoor!activities.!!

6(M):)Outdoor!pursuits!7M8(A):)Outdoor!pursuits!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)" ""


16"

STANDARD)1! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:))Basic!instruction!in!any/all!of!the!following!activities:!geocaching!(orienteering!using!a!GPS!device),!hiking,!canoeing,!kayaking,!snowshoeing,!ice!skating,!ropes!course,!crossIcountry!skiing,!and!beginning!wilderness!skills.!!

Progression:)Cover/discuss!skills!necessary!to!perform!activity!safely!and!properly.!Proceed!in!a!logical!progression!towards!basic!acquisition!of!activity/skill.!

S1.M23:!Aquatics)!!GLEs:!PE.A.3!

6M8:!Preferably!taught!at!all!grade!levels,!however,!availability!of!facilities!might!dictate!when!swimming!and!water!safety!are!offered!in!the!curriculum.!

6:)Demonstrate!basic!water!readiness!skills!(e.g.,!face!in!water,!front!float,!back!float,!treading!water).!

6:)Demonstrates!two!different!aquatic!kicks!using!mature!motor!pattern!(e.g.,!flutter!kick,!whip!kick,!dolphin!kick,!scissors!kick).!

6:!Demonstrates!two!different!arm!pulls!using!mature!motor!pattern!(e.g.,!front!crawl,!backstroke,!elementary!backstroke,!breaststroke,!butterfly!stroke,!side!stroke).!

6:!Attempts!beginning!dives.!7M8:!Demonstrate!two!swim!strokes!coordinating!the!kick!and!arm!

pull!to!make!a!mature!motor!pattern!(e.g.,!front!crawl,!backstroke,!elementary!backstroke,!breaststroke,!butterfly!stroke,!sidestroke).!

7M8:!Demonstrate!the!use!of!rhythmic!breathing!while!performing!at!least!one!swim!stroke!with!mature!motor!pattern!(e.g.,!front!crawl,!backstroke,!elementary!backstroke,!breaststroke,!butterfly!stroke,!side!stroke).!

7M8:!Understand!and!use!basic!water!safety!and!emergency!rescue!skills!for!both!indoors!and!outside.!

7M8:)Learn!about!basic!boating!safety!including!the!proper!use!life!jackets!and!how!to!file!a!float!plan.!

7I8:!Strategies!for!selfIrescue!when!falling!through!ice.!7M8:!Basic!paddling!skills!(e.g.,!canoeing,!kayaking,!standIup!

paddle!boarding).!

N/A!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns:*E=Emerging;*M=Maturing;*A=Applying.)" ""


17"

STANDARD)1! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:))Drills!for!targeted!skills!(e.g.,!high!elbow!arm!recovery!in!front!crawl!stroke,!water!safety,!ice!safety,!surface!dives,!rescue!breathing/CPR/first!aid!overview);!invite!speaker/instructor!from!the!Department!of!Natural!Resources!Office!of!Boating!Safety;!basic!paddle!instruction!for!canoes!and!kayaks!(in!pool);!use!of!snorkeling!equipment!(e.g.,!mask,!fins,!snorkel);!group!water!games!(e.g.,!water!polo).!!

Progression:))Teach!separate!stroke!kick,!arm!pull,!and!then!combine!kick!and!pull.!!Add!rhythmic!breathing!instruction!to!coordinate!with!the!rest!of!the!stroke.!Remind!students!to!be!respectful!of!each!other!when!wearing!swim!clothes!in!pool.!!Allow!students!to!wear!tIshirts!and!shorts!(or!other!swim!coverIups)!over!swimsuits!if!they!feel!the!need.!Be!respectful!of!each!other’s!swim!skills.!

S1.M24:!Individual)Performance)Activities!!GLEs:!PE.A.3!

6:!Demonstrates!correct!technique!for!basic!skills!in!at!one!selfIselected!individualIperformance!activity.!

7:!Demonstrates!correct!technique!for!a!variety!of!skills!in!one!selfIselected!individualIperformance!activity.!!

8:!Demonstrates!correct!technique!for!basic!skills!in!at!least!two!selfIselected!individual!performance!activities.!

6(M):)Individual!performance!activity!

7M8(A):)Individual!performance!activity!

Suggested)Activities/Courses:)!Basic!instruction!in!any/all!of!the!following!activities:)Native!Youth!Olympics!(NYO)!skills,!archery,!badminton,!curling,!golf,!gymnastics,!martial!arts/self!defense,!rollerIskate/rollerblade,!shuffleboard,!skateboard,!springboard!diving,!swimming,!table!tennis,!track!and!field,!wrestling.!!

Progression:))Not!all!of!these!activities!will!be!taught!in!physical!education!classes!but!it!would!be!helpful!to!list!safety!skills!necessary!to!participate!or!have!information!for!students!who!are!interested!in!learning!more!about!each!of!these!skills.!



18"

!Standard)2:)The)physically)literate)individual)applies)knowledge)of)concepts,)principles,)strategies)and)tactics)related)to)movement)and)performance.))

The!intent!of!this!standard!is!the!facilitation!of!the!learner’s!ability!to!use!cognitive!information!to!understand!and!enhance!motor!skill!acquisition!and!performance.!Students!use!performance!feedback!to!increase!their!cognitive!understanding!of!a!skill!as!well!as!to!improve!performance.!!As!students!learn!more!complex!motor!skills!they!then!transfer!the!knowledge!learned!for!a!higher!performance!and!skill!level.!!

"


"


S2.M1:!Games)and)Sports!Creating!Space!with!Movement!!GLEs:!PE.B.1,!4!

6:!Creates!open!space!by!using!locomotor!movements!(e.g.,!walking,!running,!jumping,!landing)!in!combination!with!movement!(e.g.,!varying!pathways,!change!of!speed,!direction,!pace).!

7:)Reduces!open!space!by!using!locomotor!movements!(e.g.,!walking,!running,!jumping,!landing,!changing!size/shape!of!body)!in!combination!with!movement!concepts!(e.g.,!reducing!the!angle!in!space,!reducing!the!angle!in!the!space,!reducing!distance!between!player!and!goal).!

8:!Opens!and!closes!space!during!smallIsided!game!play!by!combining!locomotor!movements!with!movement!concepts.!

6(E):)Creating!space!with!movement!

7(M):!Creating!space!with!movement!

8(A):!Creating!space!with!movement!

Suggested)Activities/Courses:!!These!are!examples!of!several!sports!where!space!is!created!with!movement;!(basketball)!Footwork!Drills!(e.g.,!jump!stop,!reverse!pivotIcut,!forward!pivot)!Pick!Drills;!Motion!Offense!Drills!(www.coachesclipboard.net);!(soccer)!Section!4:!Basic!Skills!Passing,!Receiving!and!Shooting!(Nation$Soccer$Coaches$Association$of$America:$www.nscaa.com/education).!))

Progression:)Combining!several!locomotor!movements!in!succession!with!applying!varying!pathways,!speeds!and!directions;!incorporate!changing!size!and!shape!of!body!into!previous!skills!in!activities!that!reduce!space!and!angles;!incorporate!previous!skills!into!smallIsided!game!play.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*!


19"


S2.M2:)Games)and)Sports!Creating!Space!with!Offensive!Tactics!!GLEs:!PE.B.1,!3I4!

6:!Executes!at!least!one!of!the!following!offensive!tactics!to!create!open!space!(e.g.,!moves!to!open!space!without!the!object,!uses!a!variety!of!passes,!pivots!and!fakes;!Give!and!Go).!

7:!Executes!at!least!two!of!the!following!offensive!tactics!to!create!open!space!(e.g.,!uses!a!variety!of!passes,!pivots!and!fakes;!Give!and!Go).!

8:!Executes!at!least!three!of!the!following!offensive!tactics!to!create!open!space!(e.g.,!moves!to!create!open!space!on!and!off!the!object;!uses!a!variety!of!passes,!fakes,!and!pathways;!Give!and!Go).!

6M8(E):)Creating!space!using!offensive!tactics!

Suggested)Activities/Courses:!(These!are!examples!of!several!sports!where!space!is!created!with!movement)!Basketball:!Footwork!Drills!(e.g.,!jump!stop,!reverse!pivotIcut,!forward!pivot),!Pick!Drills,!Motion!Offense!Drills!(www.coachesclipboard.net);!Soccer:!Section!4!I!Basic!Skills!Passing,!Receiving!and!Shooting!(www.nscaa.com/education);!Ultimate!Frisbee!utilizes!similar!skills!as!basketball!and!soccer!to!create!space.!!

Progression:!Begin!with!activities!that!utilize!tactics!to!create!space!without!the!object,!then!proceed!to!activities!using!the!object.!Increase!the!number!of!tactics!expected!of!students!as!the!progress.!

S2.M3:!Games)and)Sports!Creating!Space!Using!Width!and!Length!

!GLEs:!PE.B.1,!4!

6:!Creates!open!space!by!using!the!width!and!length!of!the!field/court!on!offense.!

7:!Creates!open!space!by!staying!spread!on!offense,!cutting!and!passing!quickly.!

8:!Creates!open!space!by!staying!spread!on!offense,!cutting!and!passing!quickly,!and!using!fakes!off!the!ball.!!

6M7(E):)Creating!space!using!width!and!length!

8(M):)Creating!space!using!width!and!length!

Suggested)Activities/Courses:!(These!are!examples!of!several!sports!where!space!is!created!with!movement)!Basketball:!Footwork!Drills!(e.g.,!weave),!Pick!Drills,!Motion!Offense!Drills!(www.coachesclipboard.net);!Soccer:!Section!4!I!Basic!Skills!Passing,!Receiving!and!Shooting!(www.nscaa.com/education).!!

Progression:!Utilize!activities!that!create!open!space!utilizing!the!full!playing!area.!Utilize!activities!that!encourage!spreading!the!offense.!Incorporate!offensive!aspects!to!defensive!drills.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*!!


20"


S2.M4:!Games)and)Sports!Reducing!Space!by!Changing!Size!and!Space!

!GLEs:!PE.B.1,!4!

6:!Reduces!open!space!on!defense!by!making!the!body!larger!and!reducing!passing!angles.!

7:)Reduces!open!space!on!defense!by!staying!close!to!the!opponent!as!he/she!nears!the!goal.!

8:!Reduces!open!space!on!defense!by!staying!on!the!goal!side!of!the!offensive!player!and!reducing!the!distance!between!you!and!your!opponent!(3rdIparty!perspective).!!

6(E):)Reducing!space!by!changing!space!and!size!

7(M):!Reducing!space!by!changing!space!and!size!

8(A):!Reducing!space!by!changing!space!and!size!

Suggested)Activities/Courses:!These!are!examples!of!several!sports!where!space!is!reduced!by!changing!size!and!space!(e.g.,!basketball,!soccer,!Ultimate!Frisbee).!Incorporate!defensive!aspects!to!offensive!drills.!!

Progression:!Utilize!activities!that!promote!reducing!open!space!on!defense;!utilize!activities!that!promote!staying!close!to!opponent!while!on!defense;!utilize!activities!that!maximize!defensive!skills!that!promote!defenders!staying!between!offensive!player!and!the!goal.!

S2.M5:!Games)and)Sports!Invasion!Games!(Reducing!Space,!Using!Denial)!

!GLEs:!PE.B.1,!4!

6:!Reduces!open!space!by!not!allowing!the!catch!(denial)!or!by!allowing!the!catch!but!not!the!return!pass.!

7:!Reduces!open!space!by!not!allowing!the!catch!(denial)!and!anticipating!the!speed!of!the!object!or!person!for!the!purpose!of!interception!or!deflection.!

8:!Reduces!open!space!by!not!allowing!the!catch!(denial)!and!anticipating!the!speed!of!the!object!or!person!for!the!purpose!of!interception!or!deflection.!!

6M8(E):)Reducing!space!using!denial!

Suggested)Activities/Courses:)(Drills)!attempt!to!move!in!direction!of!goal,!move!to!open!spaces,!stay!between!offensive!player!and!goal,!use!hands,!feet,!stick!or!body!to!prevent!a!pass!or!scoring!attempt.!!

Progression:!Utilize!activities!that!deny!a!player!catching!the!object;!utilize!activities!that!deny!a!player!throwing!the!object;!utilize!activities!that!promote!anticipation!of!the!trajectory!of!the!object!with!the!intent!to!intercept!or!deflect.!

S2.M6:)Games)and)Sports!Transitions!!GLEs:!PE.B.1,!4!

6:!Transitions!from!offense!to!defense!or!defense!to!offense!by!recovering!quickly.!

7:!Transitions!from!offense!to!defense!or!defense!to!offense!by!recovering!quickly,!communicating!with!teammates.!

8:!Transitions!from!offense!to!defense!or!defense!to!offense!by!recovering!quickly,!communicating!with!teammates,!and!capitalizing!on!the!advantage.!!

6(E):)Transitions!7(M):!Transitions!8(A):!Transitions!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*"


21"

STANDARD)2! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:)Lacrosse,!soccer,!and!basketball.!!

Progression:)Create!an!open!space!to!receive!a!pass!in!a!game!setting,!pass!a!variety!of!objects!to!a!partner!while!in!motion,!perform!a!give!and!go!with!a!partner!under!defensive!pressure.!

S2.M7:!Net/Wall)Games!Creating!Space!Through!Variation!!GLES:!PE.B.1,!4!

6:!Creates!open!space!in!net/wall!games!with!shortIhandled!implement!by!varying!force!and!direction.!

7:!Creates!open!space!in!net/wall!games!with!longIhandled!implement!by!varying!force!and!direction,!and!moving!opponent!from!side!to!side.!

8:!Creates!open!space!in!net/wall!games!with!a!longI!or!shortIhandled!implement!by!varying!force!or!direction!or!by,!moving!opponent!sideItoIside!and/or!forward!and!back.!

6M7(E):)Creating!space!through!variation!

8(M):!Creating!space!through!variation!

Suggested)Activities/Courses:!Ping!pong,!paddle!ball,!pickle!ball.!!

Progression:!Utilize!drills!that!promote!shots!with!varying!force!and!direction;!utilize!drills!that!force!an!opponent!out!of!midcourt!position;!utilize!drills!that!diversify!placement,!force!and!direction!of!object.!

S2.M8:!Net/Wall)Games!Creating!Space!Using!Tactics!and!Shots!!GLEs:!PE.B.1,!4!

6:!Reduces!offensive!options!for!opponents!by!returning!to!midcourt!position.!

7:)Selects!offensive!shot!based!on!opponent’s!location!(hit!where!opponent!is!not).!

8:!Varies!placement,!force,!and!timing!of!return!to!prevent!anticipation!by!opponent.!!

6M8(E):)Creating!space!using!tactics!and!shots!

Suggested)Activities/Courses:)(Shadow!Badminton/tennis/other!racket!sports)!practice!hitting!and!returning!to!home$base!midcourt!position!after!each!hit!(without!the!use!of!shuttle!or!ball);!(Wall!Rally!Drills)!can!be!used!for!badminton!or!other!paddle!sports!using!balls,!hit!shuttle!or!ball!against!wall!and!move!to!try!to!retrieve!after!each!shot!hit!against!wall,!vary!placement!and!force!of!hits.!!

Progression:!Utilize!drills!that!promote!students!leaving!and!returning!to!home$base!midcourt!position;!utilize!drills!that!force!an!opponent!out!of!midcourt!position;!utilize!drills!that!diversify!placement,!force!and!direction!of!object.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*"" ""


22"


S2.M9:!Target)Games!Shot!Selection!!

!GLEs:!PE.B.1,!4!

6:!Selects!appropriate!shot!and/or!clubIbased!on!location!of!the!object!in!relation!to!the!target.!

7:!Varies!the!speed!and/or!trajectory!of!the!shot!based!on!location!of!the!object!in!relation!to!the!target.!

8:!Varies!the!speed,!force,!and!trajectory!of!the!shot!based!on!location!of!the!object!in!relation!to!the!target.!

6M7(E):)Shot!selection!8(M):!Shot!selection!

Suggested)Activities/Courses:))(Badminton/other!racquet!sports)!multiple!shuttles,!overhead!shots,!and!net!play!(www.badmintonIinformation.com);!(Golf)!use!indoor!mats/tees!and!aim!for!different!lines!on!gym!floors!depending!on!club!used;!(Archery)!practice!shot!selection!at!close!range!for!beginners,!student!can!practice!basic!bowling!skills!using!the!Wii!bowling!games.!Students!can!use!iPads!with!different!apps!to!take!each!other’s!pictures!to!help!assess!most!skills!in!target!games.!Golf!stroke!app!example!is!Hudl$Technique$Golf:$Swing$Analysis!on!iTunes;!new!apps!are!being!developed!all!the!time!and!can!easily!be!found!on!iTunes.!!

Progression:)Pay!attention!to!grip,!stance,!where!eyes!are!focused,!force!applied!to!object,!and!follow!through!pointing!at!target.!

S2.M10:!Fielding/Striking)Games!Offensive!Strategies!!GLEs:!PE.B.1,!4!

6:!Identifies!open!spaces!and!attempts!to!strike!object!into!that!space.!

7:)Uses!a!variety!of!shots!(e.g.,!slap!and!run,!bunt,!line!drive,!high!arc)!to!hit!to!open!space.!

8:!Identifies!sacrifice!situations!and!attempts!to!advance!a!teammate.!

6M8(E):)Offensive!strategies!

Suggested)Activities/Courses:))Singles!Badminton!Strategies!(www.badmintonIinformation.com);!(Badminton)!warmIup!opponent!skill!assessment,!hit!different!kinds!of!shots!and!in!different!locations!on!court!to!identify!opponent’s!weak!areas;!(Softball)!fielding!balls!hit!by!teacher!or!more!skilled!students,!small!group!(4I6!players)!drills!practicing!variety!of!shots,!larger!group!drills!practicing!skills!with!3I4!runner!offense(sacrifice!situations!and!attempts!to!advance!teammate)!and!the!rest!of!the!class!as!defense.!!

Progression:!Students!verbally!or!physically!identify!open!spaces!in!various!activities;!students!attempt!to!project!object!into!open!space!in!a!variety!of!activities;!students!identify!verbally!or!in!game!situations!sacrifice!situations!(softball,!kickball).!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*)

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23"


S2.M11:!Fielding/Striking)Games!Reducing!Space!

!GLEs:!PE.B.1,!4!

6:!Identifies!the!correct!defensive!play!based!on!the!situation!(e.g.,!number!of!outs).!

7:)Selects!the!correct!defensive!play!based!on!the!situation!(e.g.,!number!of!outs).!

8:!Reduces!open!spaces!in!the!field!by!working!with!teammates!to!maximize!coverage.!

6M7(E):)Reducing!space!8(M):!Reducing!space!

Suggested)Activities/Courses:))Softball!drills;!softball!infield!drill;!team!infield!drills;!basic!softball!drills!(backup);!softball!practice!drills;!Beat!Ball;!Bases!Loaded!Force!Out!Play!(www.softballperformance.com);!Lacrosse.!!

Progression:!Verbally!identifies!the!correct!defensive!play!based!on!the!situation;!performs!the!correct!defensive!play!based!on!the!situation;!identifies!the!advantages!of!reducing!open!space!in!order!to!contain/limit!the!opponents!offense!(e.g.,!softball,!Lacrosse).!

S2.M12:!Individual)Performance)Movement!Concepts!

!GLEs:!PE.B.1!

6:!Varies!application!of!force!during!dance!or!gymnastic!activities.!

7:)Identifies!and!applies!Newton’s!law!of!motion!to!various!dance!or!movement!activities.!

8:!Describes!and!applies!the!mechanical!principles!for!a!variety!of!movement!patterns.!!

6M7(E):)Individual!pursuits,)movement!concepts!

8(M):!Individual!pursuits,!movement!concepts!

Suggested)Activities/Courses:)Step!aerobics,!dance,!and!other!movement!activities.!!

Progression:)Demonstrates!how!force!affects!movement!by!performing!a!partnered!dance!with!a!leaders!and!follower.!!Can!define!Newton’s!laws!of!motion.!

S2.M13:!Outdoor)Pursuits!Movement!Concepts!!

!GLEs:!PE.B.6!

6:)!Makes!appropriate!decisions!based!on!weather,!level!of!difficulty!due!to!the!conditions,!or!ability!to!ensure!safety!of!self!and!others.!

7:)Analyzes!the!situation!and!makes!adjustments!to!ensure!safety!of!self!and!others.!

8:!Implements!safe!protocols!in!selfIselected!outdoor!activities.!!

6M7(E):)Outdoor!pursuits,!movement!concepts!

8(M):!Outdoor!pursuits,!movement!concepts!

Suggested)Activities/Courses:)CrossIcountry!skiing,!snowshoeing,!wall!climbing,!and!ice!skating.!!

Progression:)Can!recognize!an!unsafe!situation!during!a!skiing,!climbing,!or!adventure!game!activity.!!Can!suggest!and!implement!a!corrective!action!for!an!unsafe!action.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying


24"

Standard)3:)The)physically)literate)individual)demonstrates)the)knowledge)and)skills)to)achieve)and)maintain)a)healthMenhancing)level)of)physical)activity)and)fitness.)

!

The!intent!of!this!standard!is!development!of!students’!knowledge,!skills,!and!willingness!to!accept!responsibility!for!personal!fitness,!leading!to!an!active,!healthy!lifestyle.!HealthIrelated!fitness!components!include!aerobic!fitness,!muscular!strength!and!endurance,!flexibility,!and!body!composition.!Expectations!for!students’!fitness!levels!should!be!established!on!a!personal!basis!rather!than!setting!a!single!standard!for!all!students!at!a!given!grade!level.!Moreover,!students!become!more!skilled!in!their!ability!to!selfIassess,!plan,!perform,!interpret!results,!and!monitor!physical!activities!appropriate!for!developing!a!healthIenhancing!level!of!physical!fitness.!)


"


S3.M1:!Physical)Activity)Knowledge!!GLEs:!PE.C.1,!D.2!

6:!Describes!how!being!physically!active!leads!to!a!healthy!body.!

7:)Identifies!barriers!related!to!maintaining!a!physically!active!lifestyle!and!seeks!solutions!for!eliminating!those!barriers.!

8:!Identifies!the!five!components!of!healthIrelated!fitness!(e.g.,!muscular!strength,!muscular!endurance,!flexibility,!cardiovascular!endurance,!body!composition)!and!explains!the!connections!between!fitness!and!overall!physical!and!mental!health.!

6M7(M):)Physical!activity!knowledge!

8(A):!Physical!activity!knowledge!

Suggested)Activities/Courses:)Five!for!Life!Curriculum;!FITT!Principle!(Frequency,!Intensity,!Time!and!Type);!systems!of!the!bod;!fitness!related!activities;!behavior!logs.!!!

Progression:))Describe!the!benefits!and!barriers!of!physical!activity.!Identify!the!five!components!of!physical!fitness!and!describe!the!importance!of!physical!fitness!to!overall!wellIbeing.!!Identify!activities!that!develop!each!component.!Develop!a!basic!fitness!program!that!targets!each!of!the!components.!


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25"


S3.M2:)Engages)in)Physical)Activity!!GLEs:!PE.D.4!

6M8:!Students!will!be!presented!with!local!activities!they!can!participate!in!that!utilize!skills!and!fitness!learned!in!class.!

6M8(M):)Students!will!identify!physical!activities!they!can!participate!in!outside!of!the!school!setting!

Suggested)Activities/Courses:)Students!will!be!encouraged!to!participate!in!physical!activity/fitness!outside!of!school.!Some!suggested!activities!include:!Healthy!Futures!Program!for!Middle!School!(www.healthyfuturesak.org);!Play!Everyday!Campaign!(http://dhss.alaska.gov/dph/PlayEveryDay);!NFL’s!Fuel!Up!and!Play!60!(www.fueluptoplay60.com);!Let’s!Move!Active!Schools!Program!(www.letsmoveschools.org);!participates!in!recreational,!intramural!and/or!club!team/individual!sports;!participates!in!individual!recreational!activities!such!as!skateboarding,!bicycling,!and!swimming;!participates!in!fitness!classes;!participates!in!self!defense/martial!arts!classes;!participates!in!local!races!and/or!events.!!!

Progression:!Provide!students!with!the!fitness/movement!skills!necessary!to!be!successful!in!physical!activity!outside!of!the!school!setting.!!!


6:)Experiences!a!variety!of!aerobic,!strength!and!enduranceIfitness!activities.!

7M8:)Participates!in!a!variety!of!strength!and!enduranceIfitness!activities!such!as!weight!or!resistance!training.!

6M8(M):)Students!will!identify!physical!activities!they!can!participate!in!outside!of!the!schools!setting!

Suggested)Activities/Courses:!Students!will!be!encouraged!to!participate!in!physical!activity/fitness!outside!of!school.!!Some!suggested!activities!include:!walking!family!dog,!join!local!fun!walks/runs,!swim!for!fitness,!uses!family!home!fitness!equipment!(e.g.,!treadmill,!stationary!bike,!resistance!bands,!weight!equipment,!aerobic!fitness/movement!DVD’s,!streaming!videos),!and!participates!in!aerobic!fitness!classes.!!

Progression:))Students!build!on!skills!and!knowledge!learned!from!physical!education!classes.!


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26"


S3.M4:)Engages)in)Physical)Activity!!GLEs:!PE.C.2,!4;!D.4I5!

6:)!Participates!in!a!variety!of!strength/aerobicIfitness!activities!using!technology!such!as!Wii’s!Dance!Revolution!or!Wii!Fit.!

7:)Participates!in!a!variety!of!strength!and!enduranceIfitness!activities!such!as!weight!or!resistance!training!utilizing!technology.!

8:!Plans!and!implements!a!program!which!may!include!the!use!of!technology,!aerobic,!strength!and!endurance,!and!flexibility.!

6M8(M):)Students!demonstrate!skill!acquisition!in!activities!using!teacher!or!student!selected!activities!

Suggested)Activities/Courses:))Uses!family!home!fitness!equipment!(e.g.,!treadmill,!stationary!bike,!weight!equipment,!WiiIFit,!aerobic!fitness/movement!DVD’s,!streaming!videos);!participates!in!aerobic!fitness!classes;!uses!phone,!iPad,!and/or!computer!apps!to!monitor!aerobic!fitness,!strength,!endurance,!and!flexibility.!!

Progression:))Students!build!on!skills!and!knowledge!from!physical!education!classes.!


6:)Participates!in!a!variety!of!lifetime!recreational!team!sports,!outdoor!pursuits,!or!dance!activities.!

7:)Participates!in!a!variety!of!lifetime!dual!and!individual!sports,!martial!arts,!or!aquatic!activities.!

8:!Recognizes!the!value!of!participating!in!a!variety!of!selfIselected!lifetime!activities!outside!of!the!school!day!(e.g.,!recreational!team!sports,!outdoor!pursuits,!martial!arts,!aquatic!activities,!dance).!

6M8(M):)Students!will!identify!physical!activities!they!can!participate!in!outside!of!the!school!setting!

Suggested)Activities/Courses:)Students!will!be!encouraged!to!participate!in!individual,!clubIteam,!recreational,!and/or!dual!team!physical!activity/fitness!outside!of!school!(e.g.,!recreational!team!sports,!outdoor!pursuits,!martial!arts,!aquatic!activities,!dance,!hockey,!basketball,!volleyball,!softball,!curling,!dance,!cross!country!skiing,!jogging,!hiking,!swimming,!golf,!martial!arts,!tennis,!badminton).!Participation!in!Healthy$Futures!Program!(www.healthyfuturesak.org).!!

Progression:))Students!learn!basic!sport!skills,!rules,!and!gameIplay!strategies!in!physical!education!classes!at!school!that!will!enable!them!to!successfully!continue!participation!in!physical!activity!outside!of!school.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*!


27"


S3.M6:)Fitness)Knowledge!!GLEs:!PE.D.4!

6M8:)Students!understand!that!a!healthy!lifestyle!requires!participation!in!moderate!to!vigorous!physical!activity!that!includes!intermittent!or!continuous!aerobic!physical!activity!of!both!moderate!and!vigorous!intensity!for!at!least!60!minutes!per!day,!as!recommended!by!the!Surgeon!General.!Students!are!encouraged!to!participate!in!a!minimum!of!60!minutes!of!moderate!to!vigorous!muscle!and!bone!strengthening!physical!activity!every!day.!

6M8(M):)Demonstrates!fitness!knowledge!

Suggested)Activities/Courses:))Five$for$Life!Curriculum!or!other!fitness!programs.!!

Progression:!Follow!the!guidelines!in!the!Five$for$Life!program!or!other!chosen!fitness!program.!


6:)Identifies!the!components!of!skillIrelated!fitness.!7:)Distinguishes!between!healthI!and!skillIrelated!fitness.!8:!Compares!and!contrasts!healthI!and!skillIrelated!fitness!components.!!

6M8(M):)Demonstrates!skill!related!fitness!knowledge!

Suggested)Activities/Courses:))Five$for$Life!curriculum.!!

Progression:!Present!students!with!proper!form/technique.!Increase!intensity!level!as!skill/fitness!level!improves.!Combine!multiple!movement!patterns.!

S3.M8:)Fitness)Knowledge!!GLEs:!PE.C.2I3;!D.1,!3,!5!

6:!Sets!and!monitors!a!selfIselected!physical!activity!goal!for!aerobic!and/or!muscleI!and!boneIstrengthening!activity!based!on!current!fitness!level.!

7:!Adjusts!physical!activity!based!on!quantity!of!exercise!need!for!a!minimal!health!standard!and/or!optimal!functioning!based!on!current!fitness!level.!

8:!Uses!available!technology!to!selfImonitor!quantity!of!exercise!needed!for!a!minimal!health!standard!and/or!optimal!functioning!based!current!fitness!level.!

6M8(M):)Demonstrates!fitness!knowledge,!understands!selfIselected!goals!as!it!applies!to!current!fitness!level!and!desired!outcomes!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*" ""


28"


Suggested)Activities/Courses:))Five$for$Life!curriculum!or!other!fitness!programs.!!

Progression:!Present!students!with!proper!form/technique.!Increase!intensity!level!as!skill/fitness!level!improves.!Combine!multiple!movement!patterns.!

S3.M9:)Fitness)Knowledge))GLEs:!HL.A.1I2,!6!

6:!Employs!correct!techniques!and!methods!of!stretching.!7:!Describes!and!demonstrates!the!difference!between!dynamic!and!static!stretches.!

8:!Describes,!demonstrates,!and!employs!a!variety!of!appropriate!static!stretching!techniques!for!all!major!muscle!groups.!

6M8(M):)Demonstrates!fitness!knowledge!as!it!applies!to!stretching!

Suggested)Activities/Courses:!Yoga!activities;!dynamic!stretching;!static!stretching.!!

Progression:)Present!students!with!proper!form/technique.!Increase!intensity!level!as!skill/fitness!level!improves.!Combine!multiple!movement!patterns.!


6:!Differentiates!between!aerobic!and!anaerobic!capacity!and!between!muscular!strength!and!endurance.!

7:!Describes!the!role!of!exercise!and!nutrition!in!weight!management.!

8:)Describes!the!role!of!a!variety!of!fitnessIrelated!concepts!(e.g.,!aerobic/anaerobic!capacity,!muscular!strength/endurance,!nutrition/weight!management,!flexibility/injury!prevention).!

6M8(M):)Demonstrates!fitness!knowledge!and!fitness!concepts!

Suggested)Activities/Courses:!Nutrition!logs!and!caloric!intake!activity.!!

Progression:)Can!define!physically!active!lifestyle.!Can!identify!challenges!(barriers)!to!maintain!a!physically!active!lifestyle!and!can!list!solutions.!


"""" ""


29"


S3.M11:)Fitness)Knowledge!!GLEs:!PE.C.2;!D.5!

6:!Identifies!each!of!the!components!of!the!overload!FITT!formula!principle!(i.e.,!frequency,!intensity,!time,!type)!for!different!types!of!physical!activity!(e.g.,!aerobic,!muscular!fitness,!flexibility).!

7:)Describes!the!overload!FITT!formula!principle!for!different!types!of!physical!activity,!the!training!principles!on!which!the!formula!is!based,!and!how!the!formula!and!principles!affect!fitness.!

8:!Uses!the!overload!FITT!formula!principle!in!preparing!a!personal!workout.!

6M8(M):)Demonstrates!fitness!knowledge!as!it!applies!to!the!FITT!formula!principle!

Suggested)Activities/Courses:)Utilize!the!FITT!formula!in!a!variety!of!fitness!activities!to!enhance!health!and!prevent!disease.!!

Progression:!Progression!should!take!into!consideration!the!development!of!the!individual.!Acquire!information!about!and!then!participate!in!fitness!activities!designed!to!improve!health!and!prevent!diseases.!

S3.M12:)Fitness)Knowledge!!GLEs:!PE.C.2!

6:!Describes!the!role!of!warmIup/coolIdown!regimen!for!a!selfIselected!physical!activity.!

7:!Designs!a!warmIup/coolIdown!regimen!for!a!selfIselected!physical!activity.!

8:!Designs!and!implements!a!warmIup/coolIdown!regimen!for!a!selfIselected!physical!activity.!

6M8(M):)Demonstrates!fitness!knowledge!applications!for!warmIup/coolIdown.!

Suggested)Activities/Courses:)Incorporate!warmIup!and!coolIdown!components!into!physical!activity!as!well!as!develop!the!ability!to!explain!the!importance!of!this!type!of!regiment.!!

Progression:!Describe!concepts!and!then!apply!concepts!to!fitness!program.!


6:)Defines!resting,!maximum,!and!target!heart!rates,!and!describe!its!relationship!to!aerobic!fitness!and!the!Borg$Rating$of$Perceived$Exertion!scale$(RPE).!

7:!Defines!how!the!RPE!scale!can!be!used!to!determine!the!perception!of!the!work!effort!or!intensity!of!exercise.!

8:!Defines!resting!heart!rate!and!how!the!RPE!scale!can!be!used!to!adjust!workout!intensity!during!physical!activity.!

6M8(M):)Demonstrates!fitness!concepts!that!relate!to!the!Borg$Rating$of$Perceived$Exertion!scale$(RPE)$and!heart!rate.!Students!compare!the!perceived!rate!of!exertion!to!the!actual!target!heart!rate.!



30"


Suggested)Activities/Courses:)Monitor!heart!rate!before,!during,!and!after!various!intensity!levels!of!physical!activity.!!

Progression:!Gain!the!ability!to!selfImonitor!heart!rate.!Determine!target!heart!rate.!Understand!the!RPE!scale.!Describe!perception!versus!actual!exertion.!Adjust!workout!intensity!to!match!target!heart!rate!and!align!perceived!exertion!with!actual!exertion.!

S3.M14:)Fitness)Knowledge!!GLEs:!PE.B.7!

6:!Identifies!major!muscles!used!in!selected!physical!activities.!

7:)Describes!how!muscles!pull!on!bones!to!create!movement!in!pairs!by!relaxing!and!contracting.!

8:!Explains!how!body!systems!interact!with!each!other!(e.g.,!blood!transports!nutrients!from!the!respiratory!system!during!physical!activity).!

6M8(M):)Demonstrates!fitness!knowledge!as!it!applies!to!body!systems!

Suggested)Activities/Courses:!Use!visual!aides!to!support!instruction.!!

Progression:!Identify!structure!and!function!of!muscles.!Describe!the!role!of!muscles!in!body!movement.!Differentiate!muscle!relaxation!versus!contraction.!Describe!which!muscles!are!used!to!perform!specific!skill!or!movement!pattern.!Describe!body!system!relationships.!

S3.M15:)Assessment)and)Program)Planning!!GLEs:!PE.B.2;!D.3,!5!

6:!Designs!and!implements!a!program!of!remediation!for!any!areas!of!weakness!based!on!the!results!of!healthIrelated!fitness!assessment.!

7:!Designs!and!implements!a!program!of!remediation!for!two!areas!of!weakness!based!on!the!results!of!healthIrelated!fitness!assessment.!

8:)Designs!and!implements!a!program!of!remediation!for!three!areas!of!weakness!based!on!the!results!of!healthIrelated!fitness!assessment.!

6M7(M):)Demonstrates!knowledge!of!fitness!assessment!and!program!planning!

8(A):!Demonstrates!fitness!assessment!and!program!planning!

Suggested)Activities/Courses:!Do!preI!and!postItests!to!identify!weaknesses!and!to!determine!if!remediation!is!successful.!!

Progression:!Identify!areas!of!weakness.!Determine!methods!for!improving!weakness.!Implement!plan.!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*""" ""


31"


S3.M16:)Assessment)and)Program)Planning!!GLEs:!PE.C.3;!D.5!

6:!Maintains!physical!activity!log!for!at!least!two!weeks!and!reflects!on!activity!levels!as!documented!in!the!log.!

7:!Maintains!physical!activity!and!nutrition!log!for!at!least!two!weeks!and!reflects!on!activity!levels!and!nutrition!as!documented!in!the!log.!

8:!Designs!and!implements!a!program!to!improve!levels!of!healthIrelated!fitness!and!nutrition.!

6M7(M):)Demonstrates!knowledge!of!fitness!assessment!as!it!applies!to!personal!reflection!

8(A):!Demonstrates!knowledge!of!fitness!assessment!as!it!applies!to!personal!reflection!

Suggested)Activities/Courses:!Utilize!fitness!and/or!nutrition!logs.!!

Progression:!Create!activity/nutrition!log.!Follow!activity/nutrition!log!for!prescribed!length!of!time.!Assess!findings.!Develop!and!implement!a!plan!of!improvement.!

S3.M17:)Nutrition)))GLEs:)HL.A.1I8;!HL.B.1,!3,!5!

6:!Identify!six!essential!nutrients!of!the!Choose$My$Plate!nutrition!guide!and!select!appropriate!servings!and!portions!for!his/her!age!and!physical!activity!levels.!

7:!Develops!strategies!for!balancing!healthy!food,!snacks,!and!water!intake,!along!with!daily!physical!activity.!

8:!Describe!the!relationship!between!poor!nutrition!and!health!risk!factors.!

6(E):)Demonstrates!knowledge!of!how!nutrition!affects!fitness!performance!

7M8(M):)Demonstrates!knowledge!of!how!nutrition!increases!or!decreases!health!risk!factors!

Suggested)Activities/Courses:!Compare!findings!to!current!individual!nutritional!practice.!!

Progression:!Discuss!Choose$My$Plate!nutrition!guide(www.choosemyplate.gov).!Describe!how!differences!in!physical!activity!affect!nutritional!requirements.!Describe!how!poor!nutritional!practice!negatively!affects!health!and!physical!performance.!Create!a!strategy!to!enhance!nutritional!intake.!

S3.M18)Stress)Management!!GLEs:!HL.D.1I2;!CS.B.3!

6:!Identifies!positive!and!negative!results!of!stress!and!appropriate!ways!of!dealing!with!each.!

7:!Practices!strategies!for!dealing!with!stress,!such!as!deep!breathing,!guided!visualization,!and!aerobic!exercise.!

8:!Demonstrates!basic!movements!used!in!other!stress!reducing!activities!such!as!yoga,!tai!chi,!and!deep!breathing.!

6M8(E):)Demonstrates!knowledge!effects!of!stress!management!on!health!and!is!able!to!indicate!strategies!for!reducing!sleep!

Suggested)Activities/Courses:!Yoga,!Tai!Chi,!controlled!breathing!exercise,!visualization!exercises.!!

Progression:!Define!stress!and!its!affects!on!the!body.!Learn!strategies!to!manage!stress.!Demonstrate!strategies!for!managing!stress.!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))))))Standard)4))Physical)Education)Curriculum) ) ) ) )Final)Draft:)April)6,)2016)

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Standard)4:)The)physically)literate)individual)exhibits)responsible)personal)and)social)behavior)that)respects)self)and)others.)

!

The!intent!of!this!standard!is!to!reflect!development!towards!selfIinitiated!behaviors!that!promote!personal!and!group!success!in!all!physical!activities!that!can!be!transferred!to!college,!career,!and!life.!!These!behaviors!include!but!are!not!limited!to!safe!practices,!adherence!to!rules!and!procedures,!etiquette,!cooperation,!teamwork,!ethical!behavior,!and!positive!social!interaction!and!inclusion.!!It!also!includes!respect!toward!teachers,!other!students,!and!the!environment.!!Key!to!the!standard!is!developing!respect!and!appreciation!for!individual!similarities!and!differences!among!participants!in!physical!activity.!!Similarities!and!differences!include,!but!are!not!limited!to;!characteristics!of!culture,!ethnicity,!skill!level,!disabilities,!physical!characteristics!(e.g.,!strength,!size,!shape),!gender,!age,!race,!and!socioeconomic!status.!)


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S4.M1:)Personal)Responsibility)!!GLEs:!PE.E.1,!3I4!

6:!Exhibits!personal!responsibility!by!using!appropriate!etiquette,!demonstrating!respect!for!facilities,!and!exhibiting!safe!behaviors.!

7:)Exhibits!responsible!social!behaviors!by!cooperating!with!classmates,!demonstrating!inclusive!behaviors,!and!supporting!classmates.!

8:!Accepts!responsibility!for!individual!improvement!of!levels!of!physical!activity!and!fitness!(e.g.,!physical,!emotional,!social).!

6M8(A):)Demonstrates!personal!responsibility!and!proper!social!behavior!

Suggested)Activities/Courses:!Include!in!lesson!plan!descriptions!of!proper!etiquette!and!social!behavior!specific!to!the!activity.!Create!personal!improvement!plan!when!necessary.!!

Progression:!Define!and!give!examples!of!proper!etiquette,!respect!for!facilities!and!safe!behaviors.!Develop!an!understanding!of!how!personal!social!behaviors!affect!others.!Improve!personal!levels!of!social!behavior!and!fitness!level.!

S4.M2:)Personal)Responsibility)!!GLEs:!PE.E.1!

6:!Identifies!and!uses!appropriate!strategies!to!selfIreinforce!positive!fitness!behaviors,!such!as!positive!selfItalk.!

7:)Demonstrates!both!intrinsic!and!extrinsic!motivation!by!selecting!opportunities!to!participate!in!physical!activity.!

8:!Uses!effective!selfImonitoring!skills!to!incorporate!opportunities!for!physical!activity.!

6M8(A):)Applies!appropriate!strategies!that!demonstrates!personal!responsibility!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))))))Standard)4))Physical)Education)Curriculum) ) ) ) )Final)Draft:)April)6,)2016)

33"

STANDARD)4! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:!Incorporate!positive!selfItalk!into!every!activity.!Discuss!the!affects!of!positive/negative!selfItalk!as!they!come!up!in!class.!!

Progression:!Define!and!give!examples!of!positive!and!negative!selfItalk.!Define!and!give!examples!of!intrinsic!and!extrinsic!motivation.!SelfImonitor!during!physical!activity.!

S4.M3:)Accepting)Feedback!!GLEs:!PE.E.1,!3!

6:!Demonstrates!selfIresponsibility!by!implementing!specific!corrective!feedback!to!improve!performance.!

7:)Provides!corrective!feedback!to!a!peer!using!teacherIgenerated!guidelines!and!incorporating!appropriate!tone!and!other!communication!skills.!

8:!Provides!encouragement!and!corrective!feedback!to!peers!without!prompting!from!the!teacher.!

6M8:)Applies!feedback!with!the!intent!to!improve!performance.!Provides!appropriate!feedback!to!peers!

Suggested)Activities/Courses:!Take!video!of!the!skills!and!have!students!analyze.!Provide!constant!feedback.!Responds!appropriately!in!giving!feedback.!!!

Progression:!Teach!the!skill!and!provide!feedback.!Assess!peers!utilizing!proper!social!skills.!

S4.M4:)Working)with)Others!• Conflict!Resolution!(S4.E3.3I5.a)!• Accepts!Others!(S4.E3.3I5.b)!)!

GLEs:!PE.E.3I4!

6:!Accepts!differences!among!classmates!in!physical!development,!maturation,!and!varying!skill!levels!by!providing!encouragement!and!positive!feedback.!

7:)Demonstrates!cooperation!skills!by!establishing!rules!and!guidelines!for!resolving!conflicts.!

8:!Responds!appropriately!to!ethical!and!unethical!behavior!of!participants!during!physical!activity!by!using!the!rules!and!guidelines!for!conflict!resolution.!!

8:!Accepts!differences!among!classmates!in!physical!development,!maturation,!and!varying!skill!levels!by!providing!encouragement!and!positive!feedback.!!

6M8(A):)Demonstrates!acceptance!of!differences!between!students;!resolves!conflicts!appropriately;!provides!positive!feedback!and!encouragement!to!peers!

Suggested)Activities/Courses:!Provide!opportunities!for!students!to!participate!in!group!settings!where!there!is!a!range!of!physical!skill!levels.!Have!students!come!up!with!strategies!for!resolving!conflicts!before!an!activity.!!

Progression:!Recognize!differences!in!skill!levels.!Implement!positive!behavior!regardless!of!skill!level.!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))))))))))))))Standard)4)Physical)Education)Curriculum) ) ) ) ))))))))Final)Draft:)April)6,)2016)

34"


S4.M5:)Working)with)Others!!GLEs:!PE.E.3I4!

6:!Cooperates!with!a!small!group!of!classmates!during!adventure!activities,!game!play,!or!teamIbuilding!activities.!

7:!ProblemIsolves!with!a!small!group!of!classmates!during!adventure!activities,!smallIgroup!initiatives,!or!game!play.!

8:!Cooperates!with!multiple!classmates!on!problemIsolving!initiatives!including!adventure!activities,!large!group!initiatives,!and!game!play.!

6M8(A):)Participates!successfully!in!small!group!activities!

Suggested)Activities/Courses:!Orienteering;!cooperative!challenge!activities;!project!adventure;!team!building!activities;!most!team!sports.!!

Progression:!Have!students!get!to!know!members!of!group!by!name.!Students!participate!in!small!groups.!Progress!to!larger!group!settings.!Ensure!everyone!participates.!

S4.M6:)Rules)and)Fair)Play!!GLEs:!PE.E.1,!3!

6:!Identifies!the!rules!and!etiquette!for!physical!activities!and!games.!

7:!Demonstrates!knowledge!of!rules!and!etiquette!by!selfIofficiating!modified!physical!activities!and!games!or!following!parameters!to!create!or!modify!a!dance.!

8:!Applies!rules!and!fair!play!by!acting!as!an!official!for!modified!physical!activities!and!games.!

6(M):)Identifies!rules!for!selected!activities!

7M8(A):)Follows!rules!and!fair!play!

Suggested)Activities/Courses:!Discuss!rules!and!etiquette,!and!demonstrate!knowledge!by!officiating.!!

Progression:!Discuss!rules!and!fair!play!for!selected!activity.!Self!officiate.!Officiate!others.!

S4.M7:)Safety!!GLEs:!PE.E.2!

6:!Uses!physical!activity!and!fitness!equipment!appropriately!and!safely,!with!the!teacher’s!guidance.!

7:!Independently!uses!physical!activity!and!exercises!equipment!appropriately!and!safely.!

8:!Independently!uses!physical!activity!and!fitness!equipment!appropriately!and!identifies!specific!safety!concerns!associated!with!the!activity.!

6M8(A):)Applies!safe!practices!to!physical!activity!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying**

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))))))))))))))Standard)4)Physical)Education)Curriculum) ) ) ) ))))))))Final)Draft:)April)6,)2016)

35"


Suggested)Activities/Courses:!Discuss!safety!as!it!applies!to!equipment!and!activity.!Review!regularly.!!

Progression:!Acquire!safety!knowledge!of!equipment!and!activity.!Apply!knowledge!to!activity.!

S4.M8:)Safety!• Sun!Safety!(S4.E6.6I8.a)!• Aquatic!Safety!(S4.E6.6I8.b)!!GLEs:!PE.E.2!

8:)Applies!extreme!cold!safety!practices.!8:)Applies!sun!safe!practices![8.a].!!8:)Applies!water!safety!practices.![8.b]!

6M8(A):)Demonstrates!knowledge!of!extreme!cold!safety,!sun!safety,!and!aquatic!safety!

Suggested)Activities/Courses:)Describe!and!apply!safety!practices!in!cold,!sun,!and!water!situations,!either!in!actuality!or!in!roleIplaying!practice.!!

Progression:!Learn!and!perform!or!discuss.!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*

!!!


36"

Standard)5:)The)physically)literate)individual)recognizes)the)value)of)physical)activity)for)health,)enjoyment,)challenge,)selfMexpression,)and/or)social)interaction.)

!

This!standard!reflects!the!development!of!an!awareness!of!intrinsic!values!and!benefits!of!participation!in!physical!activity!that!provides!personal!meaning.!Physical!activity!can!be!enjoyable,!challenging,!and!fun!and!provides!opportunities!for!selfIexpression!and!social!interaction.!These!benefits!can!develop!selfIconfidence,!promote!a!positive!selfIimage,!and!continue!a!healthy,!active!lifestyle.!As!a!result!of!these!benefits!of!participation,!students!will!begin!to!actively!pursue!lifelong!physical!activities!that!meet!their!own!needs.!)


"


S5.M1:)Health!!GLEs:!PE.C.1,!F.2!

6:)Describes!how!being!physically!active!leads!to!a!healthy!body.!

7:)Identifies!different!types!of!physical!activities!and!describes!how!each!exerts!a!positive!impact!on!health.!

8:!Identifies!the!five!components!of!healthIrelated!fitness!(i.e.,!muscular!strength,!muscular!endurance,!flexibility,!Cardiovascular!endurance,!body!composition)!and!explains!the!connections!between!fitness!and!overall!physical!and!mental!health.!!

6M8(M):!Understands!how!physical!activity!affects!overall!health!

Suggested)Activities/Courses:))Five$for$Life!Curriculum!(Student!Portfolio!Series!#1!Middle!School).!Similar!programs!that!promote!physical!activity!and!that!identify!the!five!components!of!fitness.!!

Progression:!Discuss!how!physical!activity!promotes!a!healthy!body.!Identify!types!of!physical!activity!that!improve!overall!health.!Understand!and!describe!the!connection!between!fitness!and!overall!health.!

S5.M2:)Health!!GLEs:!PE.C.1;!F.1!

6:!Identifies!components!of!physical!activity!that!provide!opportunities!for!reducing!stress!and!for!social!interaction.!

7:)Identifies!positive!mental!and!emotional!aspects!of!participating!in!a!variety!of!physical!activities.!

8:!Analyzes!the!empowering!consequences!of!being!physically!active.!!

6M8(M):)Understands!how!physical!activity!affects!overall!health!

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*""" "


37"

STANDARD)5! 6M8)OUTCOMES! PERFORMANCE)INDICATORS!Suggested)Activities/Courses:!Include!in!lesson!plan!discussions!of!how!physical!activity!reduces!stress!and!can!develop!positive!social!interaction.!Include!discussions!of!the!positive!benefits!of!physical!activity!on!mental!health.!!

Progression:!Flexible.!

S5.M3:)Challenge)!!GLEs:!HL.A.1I2,!5I8!

6:)Recognizes!individual!challenges!and!copes!in!a!positive!way,!such!as!extending!effort,!asking!for!help!or!feedback,!or!modifying!the!task.!

7:)Generates!positive!strategies!such!as!offering!suggestions!or!assistance,!leading!or!following!others,!and!providing!possible!solutions!when!faced!with!a!group!challenge.!

8:)Develops!a!plan!of!action!and!makes!appropriate!decisions!based!on!that!plan!when!faced!with!an!individual!challenge.!

6M8(M):)Individuals!challenge!themselves!to!improve!physical!fitness!and!reaches!out!for!feedback!

Suggested)Activities/Courses:!Have!students!record!personal!challenges!in!a!confidential!way.!!

Progression:!Identify!individual!challenges.!Provide!opportunities!for!students!to!ask!for!assistance.!Assist!others!with!improvement!strategies.!Develop!a!plan.!

S5.M4:)SelfMExpression/Enjoyment!!GLEs:!PE.F.1I2!

6:!Describes!how!moving!competently!in!a!physical!activity!setting!creates!enjoyment.!

7:)Identifies!why!selfIselected!physical!activities!create!enjoyment.!

8:)Discusses!how!enjoyment!could!be!increased!in!selfIselected!physical!activities.!

6M8(M):)Demonstrates!knowledge!of!how!physical!activity!can!lead!to!selfIexpression!and!enjoyment!

Suggested)Activities/Courses:!Allow!students!the!opportunity!to!select!activities!that!they!enjoy.!!

Progression:!Have!students!identify!activities!they!enjoy.!List!why!they!enjoy!these!activities.!Discuss!what!options!outside!of!school!are!available!for!them!based!on!what!they!enjoy!doing.!

S5.M5:)SelfMExpression/Enjoyment!!GLEs:!PE.F.1,!3!

6:!Identifies!how!selfIexpression!and!physical!activity!are!related.!

7:)Explains!the!relationship!between!selfIexpression!and!lifelong!enjoyment!through!physical!activity.!

8:!Identifies!and!participates!in!an!enjoyable!activity!that!prompts!individual!selfIexpression.!

6M8(M):)Demonstrates!knowledge!of!how!physical!activity!can!lead!to!selfIexpression!and!enjoyment!



38"


Suggested)Activities/Courses:!Charades,!circus!activities,!dance,!and!ballet.!!

Progression:)Explain!what!selfIexpression!through!movement!looks!like.!Explain!how!this!type!of!selfIexpression!can!develop!into!a!lifeIlong!activity.!

S5.M6:)Social)Interaction)!!GLEs:!PE.E.1,!3!

6:)Demonstrate!respect!for!self!and!others!in!activities!and!games!by!following!the!rules,!encouraging!others,!and!playing!in!the!spirit!of!the!game!or!activity.!

7:!Demonstrates!the!importance!of!social!interaction!by!helping!and!encouraging!others,!avoiding!negative!talk,!and!providing!support!to!classmates.!

8:!Demonstrates!respect!for!self!and!others!by!asking!for!help!and!helping!others,!following!the!rules,!playing!in!the!spirit!of!the!game,!encouraging!others,!and!providing!support!to!classmates!in!various!physical!activities.!

6M8(M):)Recognizes!the!importance!of!social!interaction!in!the!physical!education!setting!

Suggested)Activities/Courses:!Describe!ways!to!promote!positive!social!interactions!during!activities!and!games.!Describe!positive!ways!to!ask!for!help!and!encourage!classmates.!!

Progression:!Describe!positive!social!interactions!and!then!apply!them!to!activity.!Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.*Dance*and*Rhythms.*E=Emerging,*M=Maturing,*A=Applying*

!

!

Fairbanks)North)Star)Borough)School)District) ) Physical)Education)Courses)Physical)Education)Curriculum) ) Final)Draft:)April)6,)2016)

39!

))))))))))

Physical)Education)Courses)Grades)6F8

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))Integrated)Health/P.E.)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

40!

INTEGRATED)HEALTH/P.E.)Grade:!7#8! Overview:!!

Integrated)Health/P.E.!is!essential!for!students!to!learn!in!tandem!resulting!in!maximum!efficiency!and!effectiveness!in!supporting!life#long!concepts!of!health!and!well#being.!The!core!concepts!of!Integrated)Health/P.E.!have!a!natural!evolution!in!which!the!physical!experience!of!P.E.!builds!on!and!supports!the!integration!and!internalization!of!health!concepts!and!knowledge!within!students.!To!embrace!the!unique!challenges!of!Alaska’s!geographic!location,!cultural!diversity,!climate!and!local!school!structure,!indoor!and!outdoor!facilities!will!be!utilized.!!

Length:)One!or!Two!Semesters!!Credit:!.5!or!1!

Prerequisite:!None!

STRANDS)MASTERY)CORE)OBJECTIVES)

Students)will)work)toward)the)following:)

Motor)Skills))NASPE:!Standard!1!GLEs:)PE.C.4;!PE.D.2,!4;!PE.F.4)

• Identify!structure!and!function!of!muscles.!!• Describe!the!role!of!muscles!in!body!movement.!!• Differentiate!muscle!relaxation!versus!contraction.!!• Describe!which!muscles!are!used!to!perform!specific!skill!or!movement!pattern.!• Describe!body!system!relationships.!

Application)of)Knowledge)!NASPE:!Standard!2!GLE’s:)PE.B.4;!PE.D.4)

• Demonstrate!a!knowledge!of!rules,!procedures,!and!terminology.!• Applies!the!terminology!associated!with!exercise!and!participation!in!selected!individual!performance!activities,!dance,!net/wall!games,!target!games,!aquatics,!and/or!outdoor!pursuits.!!

• Use!movement!concepts!and!principles!to!analyze!and!improve!performance!of!self!and/or!other!in!selected!skill.!(S2H2).!!

• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))Integrated)Health/P.E.)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

41!



Health)Enhancing)Lifestyle))NASPE:)Standard!3!GLEs:)PE.B.4,!7;!PE.C.1#2,!4;!PE.D.2,!4;!PE.F.4)

• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle.!!• Identify!local!programs,!organizations,!and!locations!through!which!fitness!activities!can!be!further!pursued!(competitive!and!non#competitive).!

• Create!a!meal!plan!that!demonstrates!the!understanding!of!the!impact!of!nutrition!on!each!phase!of!exercise.!!• Identify!stress#management!strategies!to!reduce!stress.!!

Social/Respect))NASPE:)Standard!4)AKSS:)PE.E.2#4)

• Apply!safe!practices,!rules,!procedures,!and!etiquette!in!all!physical!activities.!• Employ!effective!self#management!skills!to!analyze!barriers!and!modify!physical!activity!patterns!appropriately.!!• Exhibit!proper!etiquette,!respect!for!others,!and!teamwork!while!engaging!in!physical!activity!and/or!social!dance.!!

• Apply!best!practices!for!participating!safely!in!physical!activity,!exercise,!and!dance.!!• Develop!a!healthy!perspective!of!winning!and!losing!in!relation!to!other!goals!of!participation.!• Participate!in!a!variety!of!activities!representing!different!cultural!backgrounds,!including!those!indigenous!to!Alaska.!!

• Includes!others!with!differences!(e.g.,!ethnicity,!gender,!disabilities)!in!physical!activity.!• Solve!problems,!think!cooperatively,!and!work!cooperatively!to!accomplish!individual!and!group!goals!in!physical!activity!and/or!social!settings.!!

• Demonstrate!ability!to!communicate!in!a!positive,!respectful!manner.!Values)Physical)Activity))NASPE:)Standard!5)AKSS:!PE.F.2#4)

• Recognize!and!analyze!the!benefits!of!exercise!on!the!body!and!mind.!!• Select!and!participate!in!physical!activities!that!meet!the!need!for!self#expression!and!enjoyment.!!• Identify!the!opportunity!for!social!support!in!a!self#selected!physical!activity.!!• Actively!pursue!life#long!physical!activities!that!meet!their!own!needs.!

!!!!

!

Fairbanks)North)Star)Borough)School)District) ) ) Integrated)Health)&)Physical)Education)7)Physical)Education)Curriculum) ) ) ) ))))))))))))))Final)Draft:)April)6,)2016)

42!

INTEGRATED)HEALTH)&)PHYSICAL)EDUCATION)7)Grade:!7! Overview:!!

Integrated)Health)&)Physical)Education)7!integrates!the!7th!grade!health!and!physical!education!objectives!to!emphasize!the!essential!relationship!between!physical,!intellectual,!social,!and!emotional!health.!It!focuses!on!the!acquisition!of!accurate!health!information!and!the!ability!to!make!healthy!decisions!while!learning!how!to!become!healthy,!active!individuals!through!participation!in!a!variety!of!physical!activities.!!

Length:)One!Semester!

Credit:!.5!Prerequisite:!None!



Motor)Skills))NASPE:!Standard!1!GLE’s:)PE.D.4)

• Identify!structure!and!function!of!muscles.!!• Describe!the!role!of!muscles!in!body!movement.!!• Differentiate!muscle!relaxation!versus!contraction.!!• Describe!which!muscles!are!used!to!perform!specific!skill!or!movement!pattern.!!• Describe!body!system!relationships.!


• Demonstrate!a!knowledge!of!rules,!procedures,!and!terminology.!• Apply!the!terminology!associated!with!exercise!and!participation!in!selected!individual!performance!activities,!dance,!net/wall!games,!target!games,!aquatics,!and/or!outdoor!pursuits.!!

• Use!movement!concepts!and!principles!to!analyze!and!improve!performance!of!self!and/or!others!in!selected!skill.!(S2H2)!

• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!!• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!

!


43!



Health)Enhancing)Lifestyle))NASPE:)Standard!3!GLE’s:)PE.B.4,!7;!PE.C.1#2,!4;!PE.D.2,!4;!PE.F.4)

• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle.!• Design!a!fitness!program,!including!all!components!of!health#related!fitness.!• Identify!local!programs,!organizations,!and!locations!through!which!fitness!activities!can!be!further!pursued!(competitive!and!non#competitive).!

• Identify!career!opportunities!that!require!physical!fitness.!• Create!a!meal!plan!that!demonstrates!the!understanding!of!the!impact!of!nutrition!on!each!phase!of!exercise.!!• Identify!stress#management!strategies!to!reduce!stress.!!

Social/Respect))NASPE:)Standard!4)GLE’s:)PE.E.2#4)

• Apply!safe!practices,!rules,!procedures,!and!etiquette!in!all!physical!activities.!• Employ!effective!self#management!skills!to!analyze!barriers!and!modify!physical!activity!patterns!appropriately.!!• Exhibit!proper!etiquette,!respect!for!others,!and!teamwork!while!engaging!in!physical!activity!and!/!or!social!dance.!!

• Apply!best!practices!for!participating!safely!in!physical!activity,!exercise!and!dance.!!• Develop!a!healthy!perspective!of!winning!and!losing!in!relation!to!other!goals!of!participation.!• Participate!in!a!variety!of!activities!representing!different!cultural!backgrounds,!including!those!indigenous!to!Alaska.!!

• Include!others!with!differences!(e.g.,!ethnicity,!gender,!disabilities)!in!physical!activity.!• Solve!problems,!think!cooperatively,!and!work!cooperatively!to!accomplish!individual!and!group!goals!in!physical!activity!and/or!social!settings.!!

• Demonstrate!ability!to!communicate!in!a!positive,!respectful!manner.!Values)Physical)Activity))NASPE:)Standard!5)GLE’s:!PE.F.2#4)


!!!!

!


44!

INTEGRATED)HEALTH)&)PHYSICAL)EDUCATION)8)Grade:!8! Overview:!!

Integrated)Health&)Physical)Education)8!is!essential!for!students!to!learn!in!tandem!resulting!in!maximum!efficiency!and!effectiveness!in!supporting!life#long!concepts!of!health!and!well#being.!The!core!concepts!of!Integrated)Health/P.E.!have!a!natural!evolution!in!which!the!physical!experience!of!P.E.!builds!on!and!supports!the!integration!and!internalization!of!health!concepts!and!knowledge!within!students.!To!embrace!the!unique!challenges!of!Alaska’s!geographic!location,!cultural!diversity,!climate!and!local!school!structure,!indoor!and!outdoor!facilities!will!be!used.!!

Length:)One!Semester!!

Credit:!.5!

Prerequisite:!None!






• Demonstrate!a!knowledge!of!rules,!procedures,!and!terminology.!• Apply!the!terminology!associated!with!exercise!and!participation!in!selected!individual#performance!activities,!dance,!net/wall!games,!target!games,!aquatics!and/or!outdoor!pursuits.!!

• Use!movement!concepts!and!principles!to!analyze!and!improve!performance!of!self!and/or!others!in!selected!skill.!(S2H2)!

• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!!• Identify!examples!of!social!and!technical!dance!forms.!• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!

!


45!




• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle!in!college!or!career!settings.!!

• Design!a!fitness!program,!including!all!components!of!health#related!fitness,!for!a!college!student!and!an!employee!in!the!learner’s!chosen!field!of!work.!!

• Identify!local!programs,!organizations,!and!locations!through!which!fitness!activities!can!be!further!pursued!(competitive!and!non#competitive).!








!!!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Physical)Education)7)Physical)Education)Curriculum) ) ) ) )))))))))))))Final)Draft:)April)6,)2016)

46!

PHYSICAL)EDUCATION)7)Grade:!7!

Overview:!!Physical)Education)7!is!where!students!will!learn!to!apply!skills!to!game!situations!involving!rules,!strategies,!and!competition!dynamics.!Students!also!learn!to!make!knowledgeable!personal!choices!to!make!knowledgeable!personal!choices!toward!becoming!healthy,!active!individuals.!

Length:)One!Quarter!or!One!Semesters!!Credit:!.25!or!.5!Prerequisite:!None!






• Demonstrate!a!knowledge!of!rules,!procedures,!and!terminology.!• Apply!the!terminology!associated!with!exercise!and!participation!in!selected!individual#performance!activities,!dance,!net/wall!games,!target!games,!aquatics!and/or!outdoor!pursuits.!!

• Use!movement!concepts!and!principles!to!analyze!and!improve!performance!of!self!and/or!other!in!selected!skill.!(S2H2)!


!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Physical)Education)7)Physical)Education)Curriculum) ) ) ) )))))))))))))Final)Draft:)April)6,)2016)

47!




• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implements!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle!in!college!or!career!settings.!!





• Apply!safe!practices,!rules,!procedures,!and!etiquette!in!all!physical!activities.!• Employs!effective!self#management!skills!to!analyze!barriers!and!modify!physical!activity!patterns!appropriately.!!• Exhibits!proper!etiquette,!respect!for!others,!and!teamwork!while!engaging!in!physical!activity!and/or!social!dance.!!


• Include!others!with!differences!(e.g.,!ethnicity,!gender,!disabilities)!in!physical!activity.!• Solves!problems,!thinks!cooperatively!and!work!cooperatively!to!accomplish!individual!and!group!goals!in!physical!activity!and/or!social!settings.!!



!!!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Physical)Education)8)Physical)Education)Curriculum) ) ) ) ))))))))))))Final)Draft:)April)6,)2016)

48!

PHYSICAL)EDUCATION)8)Grade:!8!

Overview:!!Physical)Education)8!is!where!students!will!learn!to!apply!skills!to!game!situations!involving!rules,!strategies,!and!competition!dynamics.!Students!also!learn!to!make!knowledgeable!personal!choices!toward!becoming!healthy,!active!individuals.!

Length:)One!Quarter!or!One!Semesters!Credit:!.25!or!.5!Prerequisite:!None!




• Identify!structure!and!function!of!muscles.!!• Describe!the!role!of!muscles!in!body!movement.!!• Differentiate!muscle!relaxation!versus!contraction.!!• Describe!which!muscles!are!used!to!perform!specific!skill!or!movement!pattern.!!• Describe!body!system!relationships.!• Demonstrate!competency!in!a!variety!of!skills!required!for!physical!fitness!activities.!!• Use!specialized!knowledge!to!develop!proficient!movement.!


• Demonstrate!a!knowledge!of!rules,!procedures,!and!terminology.!• Apply!the!terminology!associated!with!exercise!and!participation!in!selected!individual#performance!activities,!dance,!net/wall!games,!target!games,!aquatics,!and/or!outdoor!pursuits.!!


• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!!• Identify!examples!of!social!and!technical!dance!forms.!!• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Physical)Education)8)Physical)Education)Curriculum) ) ) ) ))))))))))))Final)Draft:)April)6,)2016)

49!




• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle.!• Design!a!fitness!program,!including!all!components!of!health#related!fitness.!• Identify!local!programs,!organizations,!and!locations!through!which!fitness!activities!can!be!further!pursued!(competitive!and!non#competitive).!








!!!

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Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ) Pool)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

50!

POOL)Grade:!6#8! Overview:!!

Pool!covers!a!wide!variety!of!water!activities.!Non#swimmers!will!receive!one#on#one!or!small!group!instruction!to!develop!basic!swimming!skills.!All!students!will!have!the!opportunity!to!learn!all!four!basic!swim!strokes:!freestyle,!backstroke,!breaststroke,!and!butterfly.!Enrichment!activities!will!include!water!polo,!cold#water!safety/rescue,!canoe!skills,!and!basic!diving!skills.!Enrichment!activities!may!also!include!snorkeling,!advanced!diving!skills,!water!slides,!various!games,!open!gym,!and!shuffleboard.!Students!will!be!assessed!and!graded!based!on!daily!participation,!swimming!technique,!fitness,!and!speed.!Students!will!also!have!recreational!use!of!the!swimming!pool.!This!quarter#long!class!includes!a!swim!meet!where!students!can!win!ribbons!in!two!of!four!events.!Swimsuit,!towel,!and!a!waterproof!bag!are!required.!Goggles!are!very!strongly!recommended.!

Length:)One!Quarter!!

Credit:!.25!

Prerequisite:!None!



Motor)Skills))NASPE:!Standard!1!GLE’s:!PE.D.4)

• Identify!structure!and!function!of!muscles.!!• Describe!the!role!of!muscles!in!body!movement.!!• Differentiate!muscle!relaxation!versus!contraction.!!• Describe!which!muscles!are!used!to!perform!specific!skill!or!movement!pattern.!!• Describe!body!system!relationships.!• Demonstrate!competency!in!a!variety!of!skills!required!for!physical!fitness!activities.!!• Use!specialized!knowledge!to!develop!proficient!movement.!





!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ) Pool)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

51!




• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle.!!• Design!a!fitness!program,!including!all!components!of!health#related!fitness.!• Identify!local!programs,!organizations,!and!locations!through!which!fitness!activities!can!be!further!pursued!(competitive!and!non#competitive).!








!!


!

PHYSICAL!EDUCATION!

CURRICULUM!

!

Grades!9!9!12!!


Fairbanks!North!Star!Borough!School!District! ! Table!of!Contents!Physical!Education!Curriculum! ! Final!Draft:!April!6,!2016!

2

TABLE!OF!CONTENTS!!

INTRODUCTION!....................................................................................................................................!3!Graduation!Requirements!..........................................................................................................................!3!Waivers!.............................................................................................................................................................!3!

PHYSICAL!EDUCATION!STANDARDS!.............................................................................................!4!Standard!1!........................................................................................................................................................!4!Standard!2!........................................................................................................................................................!6!Standard!3!........................................................................................................................................................!9!Standard!4!.....................................................................................................................................................!15!Standard!5!.....................................................................................................................................................!18!

PHYSICAL!EDUCATION!COURSES!.................................................................................................!20!Fundamentals!of!Physical!Education!...................................................................................................!21!Integrated!Fundamentals!of!Physical!Education!&!Health!...........................................................!23!Dance!...............................................................................................................................................................!27!Fencing!...........................................................................................................................................................!28!Fitness!.............................................................................................................................................................!29!Individual!......................................................................................................................................................!31!Outdoor!Education!.....................................................................................................................................!33!Team!................................................................................................................................................................!35!Weight!Training!..........................................................................................................................................!37!Yoga!.................................................................................................................................................................!39!

SUGGESTED!ACTIVITIES!.................................................................................................................!41!SUGGESTED!UNIT!OUTLINES!.........................................................................................................!42!!

Fairbanks!North!Star!Borough!School!District! ! Introduction!Physical!Education!Curriculum! ! !!!!!!!!!!!Final!Draft:!April!6,!2016!

3

High!School!Introduction!!

The!high!school!physical!education!curriculum!is!designed!to!provide!a!variety!of!movement!experiences!that!will!give!students!the!knowledge,!skills,!and!attitudes!to!make!positive!choices!in!their!selection!of!enjoyable,!lifeKlong!recreational!and!fitness!pursuits.!The!activity!areas!have!been!chosen!for!their!unique!contributions!to!the!wellKrounded!development!of!young!people.!This!curriculum!is!also!designed!to!give!students!encouragement!and!confidence!to!improve!and!maintain!an!active!lifestyle!for!a!healthy!mind!and!body,!and!to!pursue!the!challenges!of!new!physical!endeavors!throughout!their!lives.!!The!Fundamentals+of+Physical+Education!course!provides!a!comprehensive!overview!of!physical!education.!It!is!strongly!recommended!that!students!begin!their!high!school!fitness!experience!with!this!course,!as!it!is!a!prerequisite!for!many!of!the!other!physical!education!courses.!Fundamentals+of+Physical+Education!includes!a!variety!of!physical!fitness!activities!from!the!Fitness!category!AND!multiple!activities!from!two!or!more!of!the!following!categories:!+Individual,+Team,!and!Outdoor+Pursuits!(see!Suggested!Activities!on!page!42).!!The!remaining!course!choices!provide!students!the!opportunity!to!continue!their!physical!education!experience!through!a!variety!of!activities;!some!are!activityKspecific!and!some!are!categoryKspecific.!The!goal!is!to!provide!all!students!the!opportunity!to!choose!physical!education!courses,!which!meet!both!their!needs!and!interests.!This!high!school!physical!fitness!curriculum!supports!lifeKlong!fitness!and!health.!!!

Graduation!Requirements!One!and!one!half!(1.5)!physical!education!credits!(three!semesters)!are!required!for!graduation.!!!

Waivers!OneKquarter!(.25)!credit!of!the!physical!education!requirement!may!be!waived!for!each!full!season!of!participation!in!approved!interscholastic!or!intramural!athletic!competition.!The!total!credit!waived!shall!not!exceed!one!full!credit!(School+Board+Policy+984).!!!

Note:!Two!(2)!Waivers!=!One!(1)!Semester!of!P.E.!!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Standard)1)Physical)Education)Curriculum) ) ) )))))))))))))Final)Draft:)April)6,)2016)

4

PHYSICAL)EDUCATION)STANDARDS))

Standard)1:)The)physically)literate)individual)demonstrates)competency)in)a)variety)of)motor)skills)and)movement)patterns.))

The$intent$of$this$standard$is$the$development$of$the$physical$skills$needed$to$enjoy$participation$in$physical$activities.$Maturing$movement$fundamentals$establishes$a$foundation$to$facilitate$the$development$of$continued$motor$skill$acquisition$at$all$levels.))

High$school$physical$education$standards$focus$on$planning$and$implementing$lifetime$physical$activity$goals.$Outcomes$are$organized$differently$in$that$they$are$divided$into$two$levels$rather$than$individual$grade$levels.)Level$One$outcomes$reflect$baseline$knowledge$and$skills$augmenting$previous$knowledge$and$skills.$Also$providing$students$opportunities$for$promoting$the$development$and$refinement$of$life$skills$such$as$selfBmanagement,$problem$solving,$and$communication$critical$for$sustainability$of$selfBdirected$physical$activity$into$adulthood.$All$high$school$performance$indicators$are$at$the$applying$level.$$$

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior)or)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)makeRup)work)for)absences.))

STANDARD)1$ HIGH)SCHOOL)OUTCOMES$S1.H1.L1:)Lifetime)Activities$$GLEs:$PE.A.1B5$

Demonstrates$competency$and/or$refines$activityBspecific$movement$skills$in$two$or$more$lifetime$activities$(e.g.,$outdoor$pursuits,$individualBperformance$activities,$aquatics,$net/wall$games,$target$games).$

Suggested)Activities/Skills/Courses:)Ultimate$Frisbee,$golf,$volleyball,$basketball,$badminton,$pickle$ball,$archery,$softball,$and$others.$Fundamentals+of+PE,+Individual,+Team,+and+Outdoor+Pursuits/Education.$S1.H1.L2:)Lifetime)Activities)$GLEs:$PE.A.1B5$

Refines$activityBspecific$movement$skills$in$one$or$more$lifetime$activities.$(e.g.,$outdoor$pursuits,$individualBperformance$activities,$aquatics,$net/wall$games,$target$games).$

Suggested)Activities/Skills/Courses:))• Disc$Golf:$throwing$disc,$judging$distance,$strength$of$throw$• Golf:$stance,$club$swing,$correct$head/feet$placement$• Volleyball:$serving,$setting,$spiking,$correct$hand$placement,$stance$

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.)$$ $

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Standard)1)Physical)Education)Curriculum) ) ) )))))))))))))Final)Draft:)April)6,)2016)

5

STANDARD)1$ HIGH)SCHOOL)OUTCOMES$

• Basketball:$controlled$dribbling,$hand$placement$for$shooting$• Badminton/Pickle$Ball:$correct$serving$stance,$various$shots$of$birdie/ball,$game$etiquette$• Archery:$stance,$hand/finger$placement,$safety$procedures$

S1.H2.L1:)Dance)and)Rhythms)$$GLEs:$PE.A.4$

• Demonstrates$competency$in$dance$forms$and$rhythmic$movements$to$include$dynamic$warmBups,$agility$drills,$as$wells$as$cultural$and$social$occasions$(e.g.,$weddings,$parties).$$

• Demonstrating$competency$in$one$form$of$dance$(e.g.,$ballet,$modern,$hipBhop,$tap).$

Suggested)Activities/Skills/Courses:)Dancing,$yoga,$step$aerobics,$Zumba,$and$others.$$Fundamentals+of+PE,+Fitness,+Dance,+Yoga,$and$other$courses.$

S1.H2.L2:)Dance)and)Rhythms)$$GLEs:$PE.A.4$

Demonstrates$competency$in$dance$forms$and$rhythmic$movements$by$choreographing$a$dance,$designing$a$workout$routine,$or$by$giving$a$performance.$

Suggested)Activities/Skills/Courses:)Dancing,$yoga,$stepBaerobics,$Zumba,$and$others.$$Fundamentals+of+PE,+Fitness,+Dance,+Yoga,$and$other$courses.$

S1.H3.L1:)Fitness)Activities)$GLEs:$PE.A.1B3$

Demonstrates$competency$in$one$or$more$specialized$skills$to$include$demonstration,$application,$and$evaluation$in$health$and$skillBrelated$fitness$activities.$

Suggested)Activities/Skills/Courses:)Application$of$FITT$principle$(frequency,$intensity,$Time,$Type$of$Training),$lifting$with$free$weights,$use$of$weight$machines,$lifting$of$various$weighted$items$(e.g.,$medicine$ball,$kettle$bell),$use$of$stretch/resistance$bands,$calculating$heart$rate,$and$others.$Fundamentals+of+PE,+Fitness,+Individual,+Team,$and$other$courses.$$

S1.H3.L2:)Fitness)Activities)$GLEs:$PE.1B3$

Applies$competency$in$two$or$more$specialized$skills$including$demonstration,$application$and$evaluation$in$health$related$fitness$activities.$

Suggested)Activities/Skills/Courses:))Creates/performs$personal$fitness$plan,$implements$plan$with$various$equipment,$sets$personal$healthBrelated$fitness$goals,$and$uses$SMART$goals$(Specific,$Measureable,$Attainable,$Relevant,$TimeBBound)$to$develop$fitness$plan.$Fundamentals+of+PE,+Fitness,+Individual,+Team,$and$other$courses.)

Demonstrates*competency*in*a*variety*of*motor*skills*and*movement*patterns.)$ $$


6

Standard)2:)The)physically)literate)individual)applies)knowledge)of)concepts,)principles,)strategies,)and)tactics)related)to)movement)and)performance.))

The$intent$of$this$standard$is$the$facilitation$of$the$learner’s$ability$to$use$cognitive$information$to$understand$and$enhance$motor$skill$acquisition$and$performance.$Students$use$performance$feedback$to$increase$their$cognitive$understanding$of$a$skill$as$well$as$to$improve$performance.$$As$students$learn$more$complex$motor$skills,$they$then$transfer$the$knowledge$learned$for$a$higher$performance$and$skill$level.$)$

High$school$physical$education$standards$focus$on$planning$and$implementing$lifetime$physical$activity$goals.$Outcomes$are$organized$differently$in$that$they$are$divided$into$two$levels$rather$than$individual$grade$levels.$Level$One$outcomes$reflect$baseline$knowledge$and$skills$students$must$acquire$to$be$collegeB$or$careerBready$at$graduation.$Level$Two$outcomes$allow$students$to$build$upon$Level$One$outcomes$by$augmenting$previous$knowledge$and$skills.$Also$providing$students$opportunities$for$promoting$the$development$and$refinement$of$life$skills$such$as$selfBmanagement,$problemBsolving,$and$communication$critical$for$sustainability$of$selfBdirected$physical$activity$into$adulthood.$All$high$school$performance$indicators$are$at$the$applying$level.$$$

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior,)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.))

STANDARD)2$ HIGH)SCHOOL)OUTCOMES$S2.H1.L1:)Movement)Concepts,)Principles,)and)Knowledge)$GLEs:$PE.B.4$

Identifies$examples$of$social$and$technical$dance$forms$and$rhythmic$movements.$

Suggested)Activities/Skills/Courses:)Dance,$yoga,$aerobics,$Zumba,$and$others.$$Fundamentals+of+PE,+Dance,+Fitness,+Yoga,$and$other$courses.$$S2.H1.L2:)Movement)Concepts,)Principles,)and)Knowledge))GLEs:$PE.B.4$

Identifies$and$discusses$the$historical$and$cultural$roles$of$games,$sports,$and$dance$in$a$society.$

Suggested)Activities/Skills/Courses:)Native$Youth$Olympics$(NYO),$cultural$dance,$origination/history$of$sport$games,$and$others.$$Applies*knowledge*of*concepts,*principles,*strategies,*and*tactics*related*to*movement*and*performance.*(Movement*Concepts)*

$$ $$


7

Standard)2$ High)School)Outcomes$S2.H2.L1$Movement)Concepts,)Principles,)and)$Knowledge)$GLEs:$PE.B.1B2,$6$

Uses$movement$concepts$and$principles$(e.g.,$force,$motion,$rotation)$to$analyze$and$improve$performance$of$self$and/or$others$in$a$selected$skill.$

Suggested)Activities/Skills/Courses:)Rotation$in$racquet/net$activities,$body$movement/placement$in$invasion$activities,$and$others.$$Fundamentals+of+PE,+Team,$and$other$courses.$S2.H2.L2:)Movement)Concepts,)Principles,)and)Knowledge)$GLEs:$PE.B.4$

Describes$the$speed/accuracy$tradeBoff$in$throwing$and$striking$skills.$

Suggested)Activities/Skills/Courses:)Determine$speed,$distance,$and$strength$when$throwing$and$kicking$football,$soccer$ball$or$others;$judgment$of$force$needed$when$striking$with$hand/racquet$such$as$volleyball,$badminton$birdies,$and$others.$Fundamentals+of+PE,+Team,+and$other$courses.$S2.H3.L1:)Movement)Concepts,)Principles,)and)Knowledge)$GLEs:$PE.D.2,$6$

Create$a$practice$plan$to$improve$performance$for$a$selfBselected$skill.$

Suggested)Activities/Skills/Courses:)Use$of$strategy$in$gameBplay,$placement$of$specific$game$item$(e.g.,$ball,$birdie)$to$cause$challenge$for$opponent,$utilization$of$open$space$to$improve$success,$and$others.$Fundamentals+of+PE,+Weight+Training,+Fitness,$and$other$courses.$S2.H3.L2:)Movement)Concepts,)Principles,)and)Knowledge)$GLEs:$PE.B.4$

Identifies$the$stages$of$learning$a$motor$skill.$

Suggested)Activities/Skills/Courses:)Knowledge$of$the$three$stages$of$motor$learning$(Cognitive,$Associative,$Autonomous).$$Fitness,+Yoga,$and$other$courses.$$S2.H4.L1:)Movement)Concepts,)Principles,)and)Knowledge))GLEs:$PE.B.4$

Identifies$examples$of$social$and$technical$dance$forms.$

Applies*knowledge*of*concepts,*principles,*strategies,*and*tactics*related*to*movement*and*performance.*(Movement*Concepts)*)

$ $$


8

Standard)2$ High)School)Outcomes$

Suggested)Activities/Skills/Courses:)Dance,$yoga,$Zumba,$stepBaerobics,$and$others.$$Fundamentals+of+PE,+Fitness,$and$other$courses.$

S2.H4.L2:)Movement)Concepts,)Principles,)and)Knowledge)$GLEs:$PE.B.4$

Compares$similarities$and$differences$in$various$dance$forms.$

Suggested)Activities/Skills/Courses:))Dance,$yoga,$Zumba,$stepBaerobics,$cultural$dance,$and$others.$Fundamentals+of+PE,+Fitness,$and$other$courses.$

Applies*knowledge*of*concepts,*principles,*strategies,*and*tactics*related*to*movement*and*performance.*(Movement*Concepts)*$$$ $$

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ))))))))))Standard)3)Physical)Education)Curriculum) ) ) ) ) ))Final)Draft:)April)6,)2016)

9

Standard)3:)The)physically)literate)individual)demonstrates)the)knowledge)and)skills)to)achieve)and)maintain)a)healthRenhancing)level)of)physical)activity)and)fitness.))

The$intent$of$this$standard$is$development$of$students’$knowledge,$skills,$and$willingness$to$accept$responsibility$for$personal$fitness,$leading$to$an$active,$healthy$lifestyle.$HealthBrelated$fitness$components$include$aerobic$fitness,$muscular$strength$and$endurance,$flexibility,$and$body$composition.$Expectations$for$students’$fitness$levels$should$be$established$on$a$personal$basis$rather$than$setting$a$single$standard$for$all$students$at$a$given$grade$level.$Moreover,$students$become$more$skilled$in$their$ability$to$selfBassess,$plan,$perform,$interpret$results,$and$monitor$physical$activities$appropriate$for$developing$a$healthBenhancing$level$of$physical$fitness.)$

High$school$physical$education$standards$focus$on$planning$and$implementing$lifetime$physical$activity$goals.$Outcomes$are$organized$differently$in$that$they$are$divided$into$two$levels$rather$than$individual$grade$levels.$Level$One$outcomes$reflect$baseline$knowledge$and$skills$students$must$acquire$to$be$collegeB$or$careerBready$at$graduation.$Level$Two$outcomes$allow$students$to$build$upon$Level$One$outcomes$by$augmenting$previous$knowledge$and$skills.$Also$providing$students$opportunities$for$promoting$the$development$and$refinement$of$life$skills$such$as$selfBmanagement,$problem$solving,$and$communication$critical$for$sustainability$of$selfBdirected$physical$activity$into$adulthood.$All$high$school$performance$indicators$are$at$the$applying$level.$$$


Standard)3$ High)School)Outcomes$Demonstrates*the*knowledge*and*skills*to*achieve*and*maintain*a*health>enhancing*level*of*physical*activity*and*fitness.**

(Physical*Activity*Knowledge)+S3.H1.L1:)Physical)Activity)Knowledge$$GLEs:$PE.D.3$

Discusses$the$benefits$of$a$physically$active$lifestyle$as$it$relates$to$college$or$career$productivity.$

Suggested)Activities/Skills/Courses:)Components$of$fitness,$goal$setting,$menu$planning,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.$S3.H1.L2:)Physical)Activity)Knowledge$$GLEs:$PE.F.4$

Investigates$the$relationships$among$physical$activity,$nutrition,$and$body$composition.$

Demonstrates*the*knowledge*and*skills*to*achieve*and*maintain*a*health>enhancing*level*of*physical*activity*and*fitness.**(Physical*Activity*Knowledge)$


10


Suggested)Activities/Skills/Courses:)Components$of$fitness$and$the$application$of$specific$types$of$activities$for$specific$purpose,$goal$setting$with$the$sue$of$SMART$goals$(Specific,$Measurable,$Attainable,$Relevant,$TimeBBound)$to$improve$personal$health,$planning$personal$menu$to$indicate$how$proper$nutrition$can$improve$fitness/health$levels,$and$other$activities$that$allows$for$personal$health$investigation.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.$S3.H2.L1:)Physical)Activity)Knowledge))GLEs:$PE.B.4$

Evaluates$the$validity$of$claims$made$by$commercial$products$and$programs$pertaining$to$fitness$and$a$healthy,$active$lifestyle.$

Suggested)Activities/Skills/Courses:))Food$label$reading,$media$input,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Lifting,$and$other$courses.$S3.H2.L2:)Physical)Activity)Knowledge)$GLEs:$PE.C.1$

Analyzes$and$applies$technology$and$social$media$as$tools$for$supporting$a$healthy,$active$lifestyle.$

Suggested)Activities/Skills/Courses:)Influence$of$media$whether$through$social$influence$or$commercial$influence,$analyzing$of$fitness$equipment$needed$for$specific$performances,$and$other$activities$that$allow$for$product$validity.)Fundamentals+of+PE,+Fitness,+Weight+Lifting,$and$other$courses.$S3.H3.L1$Physical)Activity)Knowledge)$GLEs:$PE.B.7$

Identifies$issues$associated$with$exercising$in$heat,$humidity,$and$cold.$

Suggested)Activities/Skills/Courses:))Safety$and$first$aid,$define$hyper/hypothermia,$define$heat$exhaustion,$define/identify$frostbite/nip,$and$others.$$Fundamentals+of+PE,+Fitness,+Outdoor+Education,$and$other$courses.$

S3.H3.L2:)Physical)Activity)Knowledge$$GLEs:$PE.D.2$

Applies$rates$of$perceived$exertion$and$pacing.$

Suggested)Activities/Skills/Courses:)Applies$personal$knowledge$of$safety$and$first$aid,$hyper/hypothermia,$heat$exhaustion,$frostbit/nip,$and$others$to$promote$success$in$specific$activity.$Fundamentals+of+PE,+Fitness,+Outdoor+Education,$and$other$courses.+

Demonstrates*the*knowledge*and*skills*to*achieve*and*maintain*a*health>enhancing*level*of*physical*activity*and*fitness.*(Physical*Activity*Knowledge))

$$ $$


11

Standard)3$ High)School)Outcomes$S3.H4.L1:)Physical)Activity)Knowledge$$GLEs:$PE.B.7$

Evaluates$risks$and$safety$factors$that$might$affect$physical$activity$preferences$throughout$the$life$cycle.$

Suggested)Activities/Skills/Courses:))Identifies$processes$of$the$cardiovascular$system,$identifies/defines$maximum$heart$rate,$target$heart$rate,$heart$rate$zones,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Outdoor+Education,+Yoga,$and$other$courses.$$S3.H5.L1:)Engages)in)Physical)Activity))$GLEs:$PE.B.7$

Participates$several$times$a$week$in$a$selfBselected$lifetime$activity,$dance,$or$fitness$activity$within$the$school$day.$

Suggested)Activities/Skills/Courses:)Various$physical$activities$of$all$types.$

S3.H5.L2:)Physical)Activity)Knowledge)$GLEs:$PE.B.4$

Analyzes$the$impact$of$risks$and$safety$factors$in$life$choices,$economics,$motivation,$and$accessibility$on$exercise$adherence$and$successful$participation$in$physical$activity$in$college$or$career$settings.$

Suggested)Activities/Skills/Courses:)Analyzes$the$processes$of$the$cardiovascular$system,$applies$maximum$heart$rate,$target$heart$rate,$heart$rate$zones$to$personal$health$plan,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Outdoor+Education,+Yoga,$and$other$courses.$S3.H6.L2:)Engages)in)Physical)Activity)$GLEs:$PE.C.4,$D.4$

Creates$a$personal$fitness$plan,$implements$personal$fitness$plan,$and$shows$personal$benefits$from$fitness$plan.$

Suggested)Activities/Skills/Courses:)Goal$setting,$FITT$principle$activities$(Frequency,$Intensity,$Time,$Type$of$Training)$that$demonstrates$knowledge$of$skill$to$improve$personal$fitness.$S3.H7.L1:)Fitness)Knowledge)$GLEs:$PE.B.4$

Demonstrates$appropriate$technique$in$resistance$training.$$

Suggested)Activities/Skills/Courses:))Fitness$planning$and$participation$with$bands,$weights,$pullBup$bars,$and$other$tools$to$demonstrate$technique/competence.++Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.$


$$ $$


12


S3.H7.L2:)Fitness)Knowledge)$GLEs:$PE.C.4;$D.4$

Designs$and$implements$a$strength$and$conditioning$program$that$develops$balance$in$opposing$muscles$groups$(agonist,$antagonist)$and$supports$a$healthy,$active$lifestyle.$

Suggested)Activities/Skills/Courses:))Goal$Setting,$FITT$Principle$(Frequency,$Intensity,$Time,$Type$of$Training),$journal$writing,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,$and$other$courses.$$S3.H8.L1:)Fitness)Knowledge)))GLEs:$PE.C.4;$D.4$

Relates$physiological$responses$to$individual$levels$of$fitness$and$nutritional$balance.$

Suggested)Activities/Skills/Courses:))Define$mental$health,$describe/define$the$impact$of$physical$activity$has$on$improving$mental$health,$list$overall$benefits$of$physical$activity$for$physiological$well$being,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,$and$other$courses.$S3.H8.L2:)Fitness)Knowledge))$GLEs:$PE.B.4$

Identifies$the$different$energy$systems$used$in$a$selected$physical$activity$(e.g.,$adenosine$triphosphate$and$phosphocreatine,$anaerobic/$glycolysis,$aerobic).$

Suggested)Activities/Skills/Courses:)Analyze$how$physiological$health$can$impact$mental$health,$using$graphic$illustrations,$personal$fitness$logs,$and$others.$

S3.H9.L1:)Fitness)Knowledge)$GLEs:$PE.B.4$

Understands$types$of$strength$exercises$(e.g.,$isometric,$isotonic,$isokinetic,$concentric,$eccentric)$and$stretching$exercises$(e.g.,$static,$dynamic,$PNF)$for$personal$fitness$development$(e.g.,$strength,$endurance,$range$of$motion).$

Suggested)Activities/Skills/Courses:))Developing$a$fitness$plan,$goal$setting,$FITT$principle$(Frequency,$Intensity,$Time,$Type$of$Training),$physiology$terminology,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,$and$other$courses.$S3.H9.L2:)Fitness)Knowledge))$GLEs:$PE.B.4$

Identifies$the$structure$of$skeletal$muscle$and$fiber$types$as$they$relate$to$muscle$development.$

Suggested)Activities/Skills/Courses:$Developing$a$fitness$plan,$goal$setting,$FITT$principle$(Frequency,$Intensity,$Time,$Type$of$Training),$physiology$terminology,$defining/identifying$specific$muscle$groups$and$functions,$defining/identifying$skeletal$bones,$implementing$strategies$for$bone$strength,$and$others.)


$


13


S3.H10.L1:)Fitness)Knowledge))$GLEs:$PE.D.2,$4$

Calculates$target$heart$rate$and$applies$that$information$to$a$personal$fitness$plan.$

Suggested)Activities/Skills/Courses:))Defines$various$heart$rates$(e.g.,$maximum,$target,$ambient,$resting),$calculates$personal$maximum$heart$rate,$calculates$heart$rate$fitness$zones,$goal$setting,$FITT$Principle$(Frequency,$Intensity,$Time,$Type$of$Training),$Five$Components$of$Fitness,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,$and$other$courses.$$S3.H10.L2:)Fitness)Knowledge))$GLEs:$PE.D.4$

Adjusts$pacing$to$keep$heart$rate$in$the$target$zone,$using$available$technology$(e.g.,$pedometer,$heart$rate$monitor),$to$selfBmonitor$aerobic$intensity.$

Suggested)Activities/Skills/Courses:)Analyzes$various$heart$rates$(e.g.,$maximum,$target,$ambient,$resting)$for$personal$fitness$plan,$calculates$personal$maximum$heart$rate,$calculates$heart$rate$fitness$zones,$goal$setting,$FITT$principle$(Frequency,$Intensity,$Time,$Type$of$Training),$Five$Components$of$Fitness,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,$and$other$courses.+S3.H11.L1:)Assessment)and)Program)Planning$$GLEs:$PE.C.4;$D.4$

Designs$a$fitness$program$including$all$components$of$healthBrelated$fitness$that$relates$to$college/career$productivity.$

Suggested)Activities/Skills/Courses:))Defines$career/college$specific$activities,$defines$changes$in$abilities$of$aging$body,$set$specific$goals/targets$for$defined$activities,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Outdoor+Education,$and$other$courses.$$S3.H11.L2:)Assessment)and)Program)Planning)$GLEs:$PE.C.2,$4,$D.4$

Develops$and$maintains$a$fitness$portfolio$(e.g.,$assessment$scores,$goals$for$improvement,$plan$of$activities$for$improvement,$log$of$activities$being$done$to$reach$goals,$timeline$for$improvement).$

Suggested)Activities/Skills/Courses:)Journal$writing,$fitness$portfolio$of$fitness$tests$results,$collage$of$fitness$accomplishments,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Outdoor+Education,$and$other$courses.+S3.H12.L1:)Assessment)and)Program)Planning$$$GLEs:$PE.D.4$

Designs$a$fitness$program,$including$all$components$of$healthBrelated$fitness,$for$a$college$student$and$an$employee$in$the$learner’s$chosen$field$of$work.$


$


14

Standard)3$ High)School)Outcomes$Suggested)Activities/Skills/Courses:)Defines$Five$Components$of$Fitness,$describes$purpose$for$components$of$fitness,$implements$Five$Components$of$Fitness$into$personal$fitness$plan/goal$setting$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Outdoor+Education,$and$other$courses.$$S3.H12.L2:)Assessment)and)Program)Planning$$$GLEs:$PE.C.4;$D.4$

Analyzes$the$components$of$skillBrelated$fitness$in$relation$to$life$and$career$goals$and$designs$an$appropriate$fitness$program$for$those$goals.$

Suggested)Activities/Skills/Courses:)Identifies$Five$Components$of$Fitness$within$specific$activities,$analyze$personal$purpose$for$components$of$fitness,$identify$components$of$fitness$growth$in$personal$fitness$plan/goal$setting,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Outdoor+Education,$and$other$courses.$$S3.H13.L1:)Nutrition))GLEs:)PE.D.4$

Creates$a$meal$plan$that$demonstrates$understanding$of$the$impact$of$nutrition$on$the$effect$of$each$phase$of$exercise$(e.g.,$preBactivity,$during,$postBactivity).$

Suggested)Activities/Skills/Courses:))Read$food$labels,$describes$various$nutritional$components$(e.g.,$food$groups,$essential$nutrients,$HDL’s/LDL’s,$simple/complex$carbohydrates),$create$meal$plans,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Outdoor+Education,$and$other$courses.$$S3.H14.L1:)Stress)Management))GLEs:$PE.C.4;$D.4$

Identifies$stressBmanagement$strategies$(e.g.,$mental$imagery,$relaxation$techniques,$deep$breathing,$aerobic$exercise,$meditation)$to$reduce$stress.$

Suggested)Activities/Skills/Courses:))Describes$the$impact$of$physical$activity$on$mental$health,$identifies$stressors/triggers$and$the$impact$of$physical$wellBbeing,$identify$stress$reducers,$and$others.$$Fundamentals+of+PE,+Fitness,+Yoga,+Outdoor+Education,$and$other$courses.$$$S3.H14.L2:)Stress)Management))GLEs:$PE.C.4;$D.4$

Applies$stressBmanagement$strategies$(e.g.,$mental$imagery,$relaxation$techniques,$deep$breathing,$aerobic$exercise,$meditation)$to$reduce$stress.$

Suggested)Activities/Skills/Courses:)Identifies$personal$stressors/triggers$to$implement$reduction$or$management$of$personal$stress.$


$ $$


15

Standard)4:)The)physically)literate)individual)exhibits)responsible)personal)and)social)behavior)that)respects)self)and)others.))

The$intent$of$this$standard$is$to$reflect$development$towards$selfBinitiated$behaviors$that$promote$personal$and$group$success$in$all$physical$activities$that$can$be$transferred$to$college,$career,$and$life.$These$behaviors$include,$but$are$not$limited$to,$safe$practices,$adherence$to$rules$and$procedures,$etiquette,$cooperation,$teamwork,$ethical$behavior,$and$positive$social$interaction$and$inclusion.$It$also$includes$respect$toward$teachers,$other$students,$and$the$environment.$Key$to$the$standard$is$developing$respect$and$appreciation$for$individual$similarities$and$differences$among$participants$in$physical$activity.$Similarities$and$differences$include,$but$are$not$limited$to,$characteristics$of$culture,$ethnicity,$skillBlevel,$disabilities,$physical$characteristics$(e.g.,$strength,$size,$shape),$gender,$age,$race,$and$socioeconomic$status.)$

High$school$physical$education$standards$focus$on$planning$and$implementing$lifetime$physical$activity$goals.$Outcomes$are$organized$differently$in$that$they$are$divided$into$two$levels$rather$than$individual$grade$level.$Level$One$outcomes$reflect$baseline$knowledge$and$skills$students$must$acquire$to$be$collegeB$or$careerBready$at$graduation.$Level$Two$outcomes$allow$students$to$build$upon$Level$One$outcomes$by$augmenting$previous$knowledge$and$skills.$Also$providing$students$opportunities$for$promoting$the$development$and$refinement$of$life$skills$such$as$selfBmanagement,$problemBsolving,$and$communication$critical$for$sustainability$of$selfBdirected$physical$activity$into$adulthood.$All$high$school$performance$indicators$are$at$the$applying$level.$$)


Standard)4$ High)School$S4.H1.L1:)Personal)Responsibility)$GLEs:$PE.E.3$

Employs$effective$selfBmanagement$skills$to$analyze$barriers$and$modify$physical$activity$patterns$appropriately$as$needed.$

Suggested)Activities/Skills/Courses:))Team$sports/activities,$net/racquet$activities,$target$activities,$fitness$workout$activities$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,+Outdoor+Education,$and$other$courses.$$S4.H1.L2:)Personal)Responsibility)$GLEs:$PE.B.5$

Accepts$differences$between$personal$characteristics$and$the$idealized$body$images$and$elite$performance$levels$portrayed$in$various$media.$$

Exhibits*Responsible*Personal*and*Social*Behavior*that*Respects*Self*and*Others.*(Personal*Responsibility)*$$$ $$


16

Standard)4$ High)School$

Suggested)Activities/Skills/Courses:))Defines$personal$body$image,$defines$media$body$image$inadequacies,$compare/contrast$body$types,$compare/contrast$healthy$vs.$unhealthy$body$image$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Yoga,+Dance,+Outdoor+Education,$and$other$courses.$)S4.H2.L1:)Rules)and)Fair)Play)$GLEs:$PE.E.3B4$

Exhibits$proper$etiquette,$respect$for$others,$and$teamwork$while$engaging$in$physical$activity$and/or$social$dance.$

Suggested)Activities/Skills/Courses:))Communication$skills$(i.e.,$passive,$aggressive,$assertive),$conflict$resolution$skills,$game$rules,$and$others.$$Fundamentals+of+PE,+Team+Sports,$and$other$courses.$$)S4.H2.L2:)Rules)and)Fair)Play$$GLEs:$PE.E.2$

Examines$moral$and$ethical$conduct$in$specific$competitive$situations$(e.g.,$intentional$fouls,$performanceBenhancing$substances,$gambling,$current$events$in$a$sport).$

Suggested)Activities/Skills/Courses:))DecisionBmaking$skills,$personal$values,$communication$skills,$and$others.$$Fundamentals+of+PE,+Fitness,+Weight+Training,+Outdoor+Education,+Team+Sports,$and$other$courses.$)S4.H3.L1:)Working)with)Others$$GLEs:$PE.E.4$

Uses$communication$skills$and$strategies$that$promote$team$or$group$dynamics.$

Suggested)Activities/Skills/Courses:))Develop$communication$skills,$conflict$resolution$skills,$and$others.$)Fundamentals+of+PE,+Fitness,+Weight+Training,+Team+Sports,$and$other$courses.$)S4.H3.L2:)Working)with)Others$$GLEs:$PE.E.1$

Assumes$leadership$role$(e.g.,$task/group$leader,$referee,$coach)$in$a$physical$activity$setting.$

Suggested)Activities/Skills/Courses:$Team$collaboration,$peer$mediation,$roleBplaying,$team$leading,$and$others.)

S4.H4.L1:)Working)with)Others$GLEs:$PE.E.1B2$

Solves$problems$and$thinks$critically$in$physical$activity$or$dance$settings,$both$as$an$individual$and$in$groups.$

Suggested)Activities/Skills/Courses:))Ropes$course$challenge,$teamBbonding/building$activities$(i.e.,$human$knot),$dance$etiquette/customs,$and$others.))Fundamentals+of+PE$and$other$courses.$)

Exhibits*Responsible*Personal*and*Social*Behavior*that*Respects*Self*and*Others.*(Personal*Responsibility)*)

$$$ $$


17

Standard)4$ High)School$S4.H4.L2:)Working)with)Others$$GLEs:$PE.E.3$

Accepts$others’$ideas,$cultural$diversity,$and$body$types$by$engaging$in$cooperative$and$collaborative$movement$projects.$

Suggested)Activities/Skills/Courses:)Positive$collaboration$with$others$in$multicultural$activities$(i.e.,$Native$Youth$Olympics),$multicultural$dance,$and$others.)S4.H5.L1:)Safety$$GLEs:$PE.B.7$

Understands$best$practices$for$safe$participation$in$physical$activity,$exercise,$and$dance$(e.g.,$injury$prevention,$proper$alignment,$hydration,$use$of$equipment,$implementation$of$rules,$sun$protection,$aquatic$safety).$

Suggested)Activities/Skills/Courses:))Safety,$first$aid,$and$others.$$Fundamentals+of+PE,+Fitness,+Team+Sports,+Yoga,$and$other$courses.$)S4.H5.L2:$Safety$$GLEs:$PE.B.7$

Applies$best$practices$for$safe$participation$in$physical$activity,$exercise,$and$dance$(e.g.,$injury$prevention,$proper$alignment,$hydration,$use$of$equipment,$implementation$of$rules,$sun$protection,$aquatic$safety).$

Suggested)Activities/Skills/Courses:)Applies$safety$and$first$aid$in$needed$situations,$uses$caution$with$personal$injury,$offers$assistance$as$needed,$and$others.$$Fundamentals+of+PE,+Fitness,+Team+Sports,+Yoga,$and$other$courses.)

Exhibits*Responsible*Personal*and*Social*Behavior*that*Respects*Self*and*Others.*(Personal*Responsibility)*

)$$$$$ $$


18

Standard)5:)The)physically)literate)individual)recognizes)the)value)of)physical)activity)for)health,)enjoyment,)challenge,)selfRexpression,)and/or)social)interaction.))

This$standard$reflects$the$development$of$an$awareness$of$intrinsic$values$and$benefits$of$participation$in$physical$activity$that$provides$personal$meaning.$Physical$activity$can$be$enjoyable,$challenging,$and$fun$and$provides$opportunities$for$selfBexpression$and$social$interaction.$These$benefits$can$develop$selfBconfidence,$promote$a$positive$selfBimage,$and$continue$a$healthy,$active$lifestyle.$As$a$result$of$these$benefits$of$participation,$students$will$begin$to$actively$pursue$lifeBlong$physical$activities$that$meet$their$own$needs.)$

High$School$physical$education$standards$focus$on$planning$and$implementing$lifetime$physical$activity$goals.$Outcomes$are$organized$differently$in$that$they$are$divided$into$two$levels$rather$than$individual$grade$level.$Level$One$outcomes$reflect$baseline$knowledge$and$skills$students$must$acquire$to$be$collegeB$or$careerBready$at$graduation.$Level$Two$outcomes$allow$students$to$build$upon$Level$One$outcomes$by$augmenting$previous$knowledge$and$skills.$Also$providing$students$opportunities$for$promoting$the$development$and$refinement$of$life$skills$such$as$selfBmanagement,$problemBsolving,$and$communication$critical$for$sustainability$of$selfBdirected$physical$activity$into$adulthood.$All$high$school$performance$indicators$are$at$the$applying$level.$$)

Note:)It)must)be)noted)that)the)use)of)physical)activity)as)punishment)for)any)reason)(e.g.,)poor)behavior)or)performance))is)NOT)acceptable.)Additionally,)it)is)NOT)acceptable)to)withhold)students)from)participation)in)physical)education)classes)or)recess)for)poor)behavior)or)to)make)up)work)for)absences.))

Standard)5$ High)School)Outcomes$S5.H1.L1:$Health)$GLEs:$PE.F.4$

Analyzes$the$health$benefits$of$a$selfBselected$physical$activity.$

Suggested)Activities/Skills/Courses:))Creates$personal$goal$and/or$fitness$plan,$defines$benefits$of$personal$fitness$for$physiological$wellBbeing,$pre/post$test$personal$wellBbeing$with/without$fitness$plan,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.)S5.H1.L2:$Health)$$GLEs:$PE.F.4$

If$the$outcome$was$not$achieved$in$Level$One,$it$should$be$a$focus$in$Level$Two.$

Suggested)Activities/Skills/Courses:$Creates$personal$goal$and/or$fitness$plan,$defines$benefits$of$personal$fitness$for$physiological$wellBbeing,$pre/post$test$personal$wellBbeing$with/without$fitness$plan,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.)

Recognizes*the*value*of*physical*activity*for*health,*enjoyment,*challenge,*self>expression*and/or*social*interaction.*$$


19

Standard)5$ High)School)Outcomes$S5.H2.L1:$Challenge))GLEs:$PE.F.2$

Challenge$is$a$focus$in$Level$Two$only.$Chooses$an$appropriate$level$of$challenge$to$experience$success$and$desire$to$participate$in$a$selfBselected$physical$activity.$

Suggested)Activities/Skills/Courses:)Implementing$of$fitness$plan;$accomplishing$goal;$testing$results$of$fitness$levels;$and$other$activities.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.$S5.H2.L2:$Challenge$$GLEs:$PE.F.2$

Choose$an$appropriate$level$of$challenge$to$experience$success$and$desire$to$participate$in$a$selfBselected$physical$activity.$

Suggested)Activities/Skills/Courses:)Implementing$of$fitness$plan,$accomplishing$goal,$testing$results$of$fitness$levels,$and$others.$Fundamentals+of+PE,+Fitness,+Weight+Lifting,+Yoga,$and$other$courses.$$S5.H3.L1:$SelfRExpression/Enjoyment)$$GLEs:$PE.F.1B2$

Selects$and$participates$in$physical$activities$or$dance$that$meet$the$need$for$selfBexpression$and$enjoyment.$

Suggested)Activities/Skills/Courses:))Creates$personal$routine$(i.e.,$dance,$gymnastic,$bars),$performance$of$personal$routine,$defining$correlation$of$movement$with$selfBexpression,$and$others.$$Fundamentals+of+PE,+Fitness,+Yoga,$and$other$courses.$)S5.H3.L2:$SelfRExpression/Enjoyment$$GLEs:$PE.F.4$

Identifies$the$uniqueness$of$creative$dance$and$rhythmic$movement$as$a$means$of$selfBexpression.$

Suggested)Activities/Skills/Courses:)Applies/implements$personal$routine$(i.e.,$dance,$gymnastic,$bars),$performance$of$personal$routine,$defining$correlation$of$movement$with$selfBexpression$and$others.$$Fundamentals+of+PE,+Fitness,+Yoga,$and$other$courses.)S5.H2.L1:$Social)Interaction$$GLEs:$PE.B.5;$F.3$

Shows$respect$and$acceptance$of$others$with$varying$ability$levels$to$support$a$cooperative$learning$environment.$$

Suggested)Activities/Skills/Courses:)Healthy$vs.$unhealthy$personal$responses$to$others,$constructive$criticism$skills/strategies,$verbal$communication,$and$others.$$Fundamentals+of+PE,+Fitness,+Yoga,$and$other$courses.$$)S5.H2.L2:$Social)Interaction$$GLEs:$PE.B.5;$F.3$

Participates$in$inclusive$programs$that$combine$students$of$all$ability$levels.$

Suggested)Activities/Skills/Courses:)Analyzes$and$roleBplays$healthy$vs.$unhealthy$personal$responses$to$others,$constructive$criticism$skills/strategies,$verbal$communication,$and$others.$Fundamentals+of+PE,+Fitness,+Yoga,$and$other$courses.$$)

Recognizes*the*value*of*physical*activity*for*health,*enjoyment,*challenge,*self>expression*and/or*social*interaction.*

)

Fairbanks)North)Star)Borough)School)District) ) Physical)Education)Courses)Physical)Education)Curriculum) ) Final)Draft:)April)6,)2016)

20

))))))))))

Physical)Education)Courses)Grades)9G12

Fairbanks)North)Star)Borough)School)District) ) ) Fundamentals)of)Physical)Education)Physical)Education)Curriculum) ) ) ) )))Final)Draft:)April)6,)2016)

21

FUNDAMENTALS)OF)PHYSICAL)EDUCATION)

Grade:!9#12! Overview:!!Fundamentals+of+Physical+Education!is!designed!to!be!an!introduction!to!high!school!physical!education.!It!is!strongly!recommended!that!students!take!this!course!their!9th!grade!year!because!it!provides!a!comprehensive!overview!of!physical!education!and!is!a!prerequisite!for!many!other!physical!education!courses.!Competency!is!developed!in!a!wide!range!of!activities!and!students!are!prepared!to!make!informed!decisions!about!future!recreation!and!fitness!pursuits.!This!course!includes!the!instruction!of!a!variety!of!physical!fitness!activities!from!the!Fitness!category!AND!multiple!activities!from!two!or!more!of!the!following!categories:!Individual,!Team,!and!Outdoor+Pursuits!(see!Suggested!Activities!on!page!).!


Credit:!.5!

Prerequisite:!None!


Students)will)work)toward)the)following:)Motor)Skills))NASPE:!Standard!1!GLEs:!PE.B.4!

• Demonstrate!competency!in!a!variety!of!skills!required!for!physical!fitness!activities.!!• Use!specialized!knowledge!to!develop!proficient!movement.!

Application)of)Knowledge)!NASPE:!Standard!2!GLEs:)PE.B.4;!PE.D.4)



• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!!• Identify!examples!of!social!and!technical!dance!forms.!!• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!

Fairbanks)North)Star)Borough)School)District) ) ) Fundamentals)of)Physical)Education)Physical)Education)Curriculum) ) ) ) )))Final)Draft:)April)6,)2016)

22



Health)Enhancing)Lifestyle))NASPE:)Standard!3!GLEs:)PE.B.4;!PE.B.7;!PE.C.1#2;!PE.C.4;!PE.D.2,!4;!PE.F.4)

• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implements!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle!in!college!or!career!settings.!!




Social/Respect))NASPE:)Standard!4)GLEs:)PE.E.2#4)




• Demonstrate!ability!to!communicate!in!a!positive,!respectful!manner.!Values)Physical)Activity))NASPE:)Standard!5)GLEs:!PE.F.2#4)


)!!)!

!!

Fairbanks)North)Star)Borough)School)District) ) ) Integrated)Fundamental)of)P.E.)&)Health)Physical)Education)Curriculum) ) ) ) )))))))))))Final)Draft:)April)6,)2016)

23

INTEGRATED)FUNDAMENTALS)OF)PHYSICAL)EDUCATION)&)HEALTH)

Grade:!9#12! Overview:!!Integrated+Fundamentals+of+Physical+Education+&+Health!will!integrate!the!mastery!of!core!learning!objectives!for!Health!and!Fundamentals+of+Physical+Education!courses.!This!course!will!follow!planned,!sequenced!activities!for!an!entire!year!that!address!the!physical,!mental,!emotional,!and!social!scope!of!health!promoting!activities!and!sports!that!all!students!can!enjoy!and!pursue!throughout!their!lives.!This!course!includes!the!instruction!of!a!variety!of!physical!fitness!activities!from!the!Fitness!category!AND!multiple!activities!from!two!or!more!of!the!following!categories:!Individual,+Team,!and!Outdoor+Pursuits!as!well!as!topics!covered!within!the!Health!curriculum!(see!Suggested!Activities!on!page!).!!

Note:+Integrated+is+defined+as+either:+(1)+Student+instruction+will+be+divided+by+time+(two+weeks+on/off)+to+complete+the+

P.E.+portion+and+the+Health+portion+OR+(2)+both+content+areas+are+implemented+simultaneously+throughout+the+class+period+within+the+same+space.+

Length:)Two!Semesters!

Credit:!1!

Prerequisite:!None!

PHYSICAL)EDUCATION)STRANDS)

MASTERY)CORE)OBJECTIVES)Students)will)work)toward)the)following:)

Motor)Skills))NASPE:!Standard!1!GLEs:!PE.B.4;!D.4!

• Demonstrate!competency!in!a!variety!of!skills!required!for!physical!fitness!activities.!!• Use!specialized!knowledge!to!develop!proficient!movement.!

Application)of)Knowledge)!NASPE:!Standard!2!GLEs:)PE.B.4;!PE.D.4)


• Use!movement!concepts!and!principles!to!analyze!and!improve!performance!of!self!and/or!other!in!selected!skill.!!• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!• Identify!examples!of!social!and!technical!dance!forms.!!• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Analyze!health!and!fitness!benefits!from!various!physical!activities.!!• Demonstrate!a!knowledge!of!major!muscles!and!their!relationship!to!specific!movements.!• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!• Demonstrate!knowledge!about!appropriate!equipment!selection!according!to!present!and!desired!skill!level.!• Learn!the!historical!background!and!changes!which!have!developed!an!activity!to!its!current!form.!


24

PHYSICAL)EDUCATION)STRANDS)

MASTERY)CORE)OBJECTIVES)Students)will)work)toward)the)following:)

Health)Enhancing)Lifestyle))NASPE:)Standard!3!GLEs:)PE.B.4;!PE.B.7;!PE.C.1#2;!PE.C.4;!PE.D.2,!4;!PE.F.4)

• Understand!and!respect!the!natural!environment!while!participating!in!physical!activity.!• Create!and!implement!a!behavior#modification!plan!that!enhances!a!healthy,!active!lifestyle!in!college!or!career!settings.!!




Social/Respect))NASPE:)Standard!4)GLEs:)PE.B.1;!PE.E.2#4)




• Demonstrate!ability!to!communicate!in!a!positive,!respectful!manner.!

Values)Physical)Activity))NASPE:)Standard!5)GLEs:!PE.F.1#4)

• Recognize!and!analyze!the!benefits!of!exercise!on!the!body!and!mind.!• Select!and!participate!in!physical!activities!that!meet!the!need!for!self#expression!and!enjoyment.!• Identify!the!opportunity!for!social!support!in!a!self#selected!physical!activity.!!• Actively!pursue!life#long!physical!activities!that!meet!their!own!needs.!• Recognize!that!physical!activity!provides!enjoyment!and!challenge!as!well!as!opportunities!for!self#expression!and!social!interaction.!

• Select!physical!activities!based!on!personal!interest!and!fulfillment.![HL.A.1#2,!6,!8]!


25

HEALTH)STRANDS)MASTERY)CORE)OBJECTIVES)


Overall)Health)&)Wellness))NHES:!4#6!GLEs:!HL.B.1;!CS.D.3,!5!

• Understand!the!different!dimensions!of!wellness!and!how!they!relate!to!overall!health.!• Understand!the!importance!of!good!decision#making!and!goal!setting!to!overall!health!and!wellness.!• Identify!personal!values!and!evaluate!whether!choices!and!actions!are!in!alignment!with!those!values.!• Understand!risk!factors!and!their!impact!on!the!health!and!wellness!of!teens.!• Recognize!the!roll!all!forms!of!media!(i.e.,!social!media)!play!in!our!lives.!• Discuss!strategies!to!remain!safe!in!a!variety!of!social!situations,!including!on!the!internet.!• Identify!the!relationship!between!personal!needs,!social!pressures,!and!behavior.!• Discuss!immunizations!and!the!roll!they!play!in!health.!• Discuss!risk!factors!involved!in!the!leading!causes!of!teen!deaths.!

Nutrition))NHES:)2#3,!7!GLEs:!HL.A.1#8;!HL.C.5#6!

• Explain!the!concept!of!energy!balance.!• Know!and!understand!the!roll!of!the!six!basic!nutrients.!• Understand!how!to!read!a!nutritional!label.!• Explain!the!factors!contributing!to!healthy!and!unhealthy!food!choices!and!meals.!• Understand!serving!sizes!and!the!portion!control.!• Compare!fad!diets!and!balanced!diets.!• Recognize!and!understand!the!appropriate!and!inappropriate!use!of!sports!and!energy!drinks.!• Understand!the!roll!exercise!plays!in!being!healthy!and!in!weight!management.!

Communication)&)Relationships))NHES:!2,!4,!7#8!GLEs:!HL.A.1#6;!HL.B.1;!HL.C.1#6;!G/C.E.7;!CS.D.3;!CS.D.5!

• Identify!the!stress!response!and!the!different!stages!of!stress.!• Understand!eustress!and!distress.!• Recognize!personal!stressors!and!describe!some!healthy!coping!strategies.!• Describe!and!evaluate!problem#solving!mechanisms;!discuss!their!limitations!in!solving!problems.!• Develop!an!awareness!of!the!various!types!of!mental!disorders!(e.g.,!mood,!anxiety,!eating).!• Identify!several!types!of!mental!disorders!and!differentiate!between!temporary!mental!distress!and!chronic!mental!illness!(e.g.,!feeling!depressed!vs.!suffering!from!depression).![HL.A.3;!HL.B.5;!HL.C.5]!

• Explain!how!to!access!school!and!community!resources!that!promote!mental!health.!• Differentiate!myths!and!facts!surrounding!suicide!and!potential!causes!of!suicide.!• Identify!warning!signs!exhibited!by!people!at!risk!for!suicide.!• List!possible!steps!toward!suicide!prevention.!


26

HEALTH)STRANDS)MASTERY)CORE)OBJECTIVES)


Substance)Abuse))NHES:!2#4,!7#8!GLEs:!HL.A.1#4,!6;!HL.B.1#6;!HL.C.5;!HL.D.1#2!

• Identify!strategies!that!help!to!maintain!a!substance#free!lifestyle.![HL.A.6;!HL.B.1#6;!HL.C.5;!HL.D.1#2]!• Analyze!how!drug!use,!misuse,!and!abuse!is!encouraged!by!our!society.![HL.A.4;!HL.B.1#5]!• Identify!categories!of!drugs!and!their!general!effects.!• Identify!how!use!and!abuse!effects!the!brain.!• Discuss!why!use!and!abuse!of!drugs!is!much!more!dangerous!for!teens.!• Explain!how!different!types!of!drugs,!including!ones!legal!for!adults,!affect!the!individual!both!psychologically!and!physiologically.!

• Identify!resources!for!teens!to!help!with!personal!or!family!addictions.!

Reproduction)&)Sex)Education))NHES:!1#5,!7!GLEs:!HL.A.2,!7#8;!HL.B.1,!3#4,!6;!HL.C.2,!4#6!

• Explain!the!human!sexual!response!cycle,!including!the!roll!of!hormones.!• Identify!and!discuss!that!abstinence!is!the!only!100%!safe!form!of!birth!control.!• Describe!the!emotional!and!physical!consequences!of!early!sexual!activity!and!multiple!partners.!• Compare!and!contrast!the!effectiveness!of!a!variety!of!contraceptives!and!understand!how!they!can!help!prevent!pregnancy.![HL.A.7;!HL.C.2,!4#6]!

• Discuss!myths!and!facts!surrounding!teen!pregnancy,!STIs,!and!birth!control.!• Be!aware!of!the!cycle!of!fetal!development.!• Recognize!the!early!signs!of!pregnancy!and!importance!of!pre#natal!care.!• Know!the!risk!factors!for!and!warning!signs!of!STIs.!• Evaluate!the!effectiveness!of!various!contraceptive!methods’!(e.g.,!abstinence)!in!preventing!STIs.!• Identify!the!health!services!for!obtaining!testing!of!STIs!and!other!diseases.!• Identify!gender!and!sexuality!differences!and!the!importance!of!treating!others!respectfully.!• Discuss!information!pertaining!to!male!and!female!reproductive!health.!

)

!!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Dance)Physical)Education)Curriculum) ) ) ) )))Final)Draft:)April)6,)2016)

27

DANCE)

Grade:!9#12!Overview:!!Dance!is!a!form!of!exercise!that!helps!students!develop!balance,!coordination,!flexibility,!muscle!strength,!and!endurance!as!well!as!cardiovascular!endurance.!Some!styles!of!dance!involve!connections!with!a!partner!as!well!as!communication.!Benefits!of!dance!include!enhanced!physical,!mental,!and!social!health.!


Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education!


Students)will)work)toward)the)following:)Motor)Skills))NASPE:!Standard!1!GLEs:!PE.A.4!

• Perform!a!variety!of!sequences!with!proper!technique!and!body!positioning.!

Application)of)Knowledge))NASPE:!Standard!2!GLEs:!PE.B.2#3,!5#7)

• Demonstrate!proper!posture!and!body!positioning!for!a!variety!of!dance!styles!or!sequences.!• Regulate!breathing!for!specific!purposes!and!link!breath!with!movement.!• Identify!the!physical,!mental,!and!social!benefits!of!different!styles!of!dance.!• Demonstrate!competency!in!leading!and!following!as!applicable!in!partner!dancing.!

Health)Enhancing)Lifestyle))NASPE:!Standard!3!GLEs:!PE.D.2,!4)

• Establish!personal!fitness!goals!and!implement!a!personal!fitness!program.![HL.A.1#2,!6,!8]!

Social/Respect))NASPE:!Standard!4!GLEs:!PE.E.1#4)

• Apply!appropriate!communication!skills!with!partners!or!others!in!the!group.![HL.B.2]!• Learn!how!to!lead!and!follow!at!appropriate!times.![HL.B.2]!• Interact!with!others!in!a!respectful!and!positive!manner;!include!and!cooperate!with!others!in!physical!activities.![HL.B.2;!HL.C.2#5]!

• Make!positive!choices!that!respect!and!support!oneself!and!others.![HL.D.1]!

Values)Physical)Activity))NASPE:!Standard!5!GLEs:!PE.F.1#4)

• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Demonstrate!ability!to!practice!dance!skills!independently!and!for!specific!purposes.!• Practice!teaching!dance!sequences!to!others.!• Reflect!on!the!benefits!of!dance!in!improving!physical!fitness,!emotional!well#being,!and!social!relationships.!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Fencing)Physical)Education)Curriculum) ) ) ) ))))))Final)Draft:)April)6,)2016)

28

FENCING)

Grade:!9#12! Overview:!!Fencing!is!designed!to!provide!students!with!an!introduction!to!and!participation!in!the!martial!sport!of!fencing.!Fencing!is!a!sport!that!can!be!enjoyed!for!a!lifetime.!Students!will!learn!foil!techniques!that!include!stance,!lunges,!steps,!and!parries.!Students!will!learn!and!practice!all!safety!techniques!regarding!foil!fencing!and!use!of!gear.!They!will!also!learn!respect!for!fellow!fencers!and!practice!proper!behavior!appropriate!to!fencing.!This!activity!will!incorporate!muscular!endurance,!strength,!and!flexibility.!Emphasis!will!be!on!individual!improvement!and!sportsmanship.!




Students)will)work)toward)the)following:)Motor)Skills))NASPE:!Standard!1!GLEs:!PE.A.2!

• Utilize!strategies!required!for!basic!fencing.!

Application)of)Knowledge))NASPE:!Standard!2!GLEs:!PE.B.2#3,!6)

• Compare!and!contrast!offensive!and!defensive!strategies.!• Demonstrate!the!knowledge,!terminology,!and!ability!to!officiate.![HL.B.1#2;!HL.C.1#2]!

Health)Enhancing)Lifestyle))NASPE:!Standard!3!GLEs:!PE.D.3#4)

• Demonstrate!knowledge!of!new/current!strategies.!• Develop!personal!goals!for!development!of!mental!preparedness.!

Social/Respect))NASPE:!Standard!4!GLEs:!PE.E.1#4)

• Demonstrate!the!skill!knowledge!and!desire!to!monitor!and!adjust!activity!and!cooperatively!interact!with!others.!

• Develop!trust!in!self!and!others.![HL.A.1;!HL.B.1;!HL.D.2,!5]!

Values)Physical)Activity))NASPE:!Standard!5!GLEs:!PE.F.1#4)

• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!• Demonstrate!ability!to!practice!skills!independently!and!for!specific!purposes.!• Practice!teaching!sequences/stances!to!others.!• Reflect!on!the!benefits!of!fencing!in!improving!physical!fitness,!emotional!well#being,!and!social!relationships.!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Fitness)Physical)Education)Curriculum) ) ) ) )))))Final)Draft:)April)6,)2016)

29

FITNESS)Grade:!9#12! Overview:!!

Fitness!will!emphasize!physical!fitness!for!a!healthy!lifestyle!through!a!variety!of!activities!involving!cardiorespiratory!endurance,!muscular!strength,!muscular!endurance,!flexibility,!and!body!composition.!Health!and!skill#related!components!of!fitness,!training!principles,!safety!factors,!target!heart!rate,!effects!of!proper!nutrition,!benefits!of!regular!exercise,!basic!muscular!anatomy,!and!kinesiology!will!be!covered.!This!course!includes!the!instruction!of!a!minimum!of!four!(4)!Fitness!activities!(see!Suggested!Activities!on!page!).!




Students)will)work)toward)the)following:)Motor)Skills))NASPE:)Standard!1)GLEs:)PE.A.3)

• Utilize!strategies!required!for!fitness/individual!activities.!• Develop!skills!needed!to!improve!or!increase!flexibility,!muscular!strength,!muscular!endurance,!and!cardiorespiratory!endurance.!

Application)of)Knowledge))NASPE:)Standard!2)GLEs:)PE.D.1!

• Utilize!principles!of!training!for!the!purpose!of!modifying!personal!fitness.!!• Create!a!practice!plan!to!improve!performance.!!• Demonstrate!effective!self#management!skills!to!enhance!flexibility!without!injury.!

Health)Enhancing)Lifestyle)))NASPE:)Standard!3)GLEs:!!

• Use!the!results!of!fitness!assessments,!acquired!fitness!knowledge,!and!personal!interests!to!design!and!implement!a!personal!fitness!program.!

• Design!a!fitness!program,!including!all!components!of!health#related!fitness!for!a!college!student!and!an!employee!in!the!learner’s!chosen!field!of!work.!!

Social/Respect)))NASPE:)Standard!4)GLEs:!PE.E.1#2,!4!

• Demonstrate!proper!etiquette,!respect!for!others,!and!teamwork!while!engaging!in!physical!activity!and/or!social!dance.!

• Demonstrate!cooperative!problem#solving!and!critical!thinking!with!others.!• Demonstrate!knowledge!of!individual!difference!and!accepts!various!abilities!of!others.!

Values)Physical)Activity))NASPE:!Standard!5!GLEs:!PE.F.2!

• Demonstrate!the!health!benefits!of!a!self#selected!physical!activity.!• Identify!the!opportunity!for!social!support!in!self#selected!physical!activity.!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Fitness)Physical)Education)Curriculum) ) ) ) )))))Final)Draft:)April)6,)2016)

30

ELECTIVE)COURSE)OPTIONS)These)elective)courses)follow)the)Fitness)MCO’s)

FITNESS/INDIVIDUAL)Overview:!!Fitness/Individual!is!designed!to!provide!students!the!experience!of!integrating!physical!fitness!activities!toward!a!lifetime!of!involvement!in!physical!pursuits.!From!the!categories!of!Fitness!and!Individual,!students!will!participate!in!activities!which!involve!cardiorespiratory!and!muscular!endurance,!strength,!flexibility,!and!body!composition.!Emphasis!will!be!on!individual!skill!development,!goal!setting,!and!self#evaluation.!Fitness/Individual!includes!the!instruction!of!a!minimum!of!two!(2)!Fitness!and!two!(2)!Individual+activities!(see!Physical+Education+Standards!for!suggested!activities).)

Grade:!9#12!


Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education!!FITNESS/OUTDOOR)PURSUITS) Overview:!!

Fitness/Outdoor+Pursuits!is!designed!to!provide!students!the!experience!of!integrating!physical!fitness!activities!toward!a!lifetime!of!involvement!in!physical!pursuits.!From!the!categories!of!Fitness!and!Outdoor+Pursuits,!student!will!participate!in!activities!which!involve!cardiorespiratory!and!muscular!endurance,!strength,!flexibility,!and!body!composition.!Emphasis!will!be!on!outdoor!activities!which!support!a!healthy!lifestyle.!Fitness/Outdoor+Pursuits!includes!the!instruction!of!a!minimum!of!two!(2)!Fitness!and!two!(2)!Outdoor+Pursuits!activities!(see!Physical+Education+Standards!for!suggested!activities).)

Grade:!9#12!


Credit:!.5!

Prerequisite:!Fundamentals+of+Physical+Education!!FITNESS/TEAM)

Overview:!!Fitness/Team!is!designed!to!provide!students!the!experience!of!integrating!physical!fitness!activities!toward!a!lifetime!of!involvement!in!physical!pursuits.!From!the!categories!of!Fitness!and!Team,!students!will!participate!in!activities!which!involve!cardiorespiratory!and!muscular!endurance,!strength!flexibility,!and!body!composition.!Emphasis!will!be!on!team!activities,!sportsmanship,!and!teamwork.!Fitness/Team!includes!the!instruction!of!a!minimum!of!two!(2)!Fitness!and!two!(2)!Team!activities!(see!Physical+Education+Standards!for!suggested!activities).)

Grade:!9#12!


Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education!!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Individual)Physical)Education)Curriculum) ) ) ) ))))))))))))Final)Draft:)April)6,)2016)

31

INDIVIDUAL)Grade:!9#12!

Overview:!!Individual!is!designed!to!develop!student!competence!in!individual!activities.!Emphasis!will!be!placed!on!skill!development,!safety,!rules,!strategies,!appropriate!use!and!care!of!equipment,!recreational!enjoyment,!condition,!and!application!of!fitness!concepts.!


Credit:!.5!Prerequisite:!None!



Motor)Skills))NASPE:)Standard!1)GLEs:))

• Utilize!strategies!required!for!fitness/individual!activities.!

Application)of)Knowledge))NASPE:)Standard!2)GLEs:!PE.A.2;!PE.B.3,!5!

• Demonstrate!a!knowledge!of!rules,!terminology,!and!ability!to!officiate.!• Compare!and!contrast!offensive!and!defensive!strategies!in!team!activities.!

Health)Enhancing)Lifestyle))NASPE:)Standard!3)GLEs:!PE.D.2,!4!

• Demonstrate!the!skill,!knowledge,!and!desire!to!monitor!and!adjust!activity!levels!to!meet!personal!fitness!needs.!• Applies!knowledge!of!activities!to!improve!personal!performance.!

Social/Respect))NASPE:)Standard!4)GLEs:!PE.E.1#4!

• Develop!trust!in!self!and!others.!• Challenge!self!in!reasonable!risk#taking!activities!without!causing!harm!to!self!or!others.!

Values)Physical)Activity))NASPE:)Standard!5)GLEs:!PE.F.2!

• Demonstrate!the!skill,!knowledge,!and!desire!to!monitor!and!adjust!activity!levels!to!meet!personal!fitness!needs.![HL.A.1#2,!6,!8]!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Individual)Physical)Education)Curriculum) ) ) ) ))))))))))))Final)Draft:)April)6,)2016)

32

ELECTIVE)COURSE)OPTIONS)These)elective)courses)follow)the)Individual-MCO’s)

INDIVIDUAL/OUTDOOR)PURSUITS)

Overview:!!Individual/Outdoor+Pursuits!is!designed!to!develop!competence!in!individual!and!outdoor!activities.!Emphasis!will!be!on!skill!development,!safety,!appropriate!use!and!care!of!equipment,!recreational!enjoyment,!and!physical!conditioning.!Individual/Outdoor+Pursuits!includes!the!instruction!of!a!minimum!of!two!(2)!Individual!and!two!(2)!Outdoor+Pursuits+activities+(see!Physical+Education+Standards!for!suggested!activities).-

Grade:!9#12!


Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education!!INDIVIDUAL/TEAM)

Overview:!!Individual/Team!is!designed!to!provide!students!the!experience!of!integrating!physical!fitness!activities!toward!a!lifetime!of!involvement!in!physical!pursuits.!From!the!categories!of!Individual!and!Team,!students!will!participate!in!activities!which!involve!cardiorespiratory!and!muscular!endurance,!strength,!flexibility,!and!body!composition.!Emphasis!will!be!on!both!individual!and!team!improvement!and!sportsmanship.!Individual/Team!includes!the!instruction!of!a!minimum!of!two!(2)!Individual!and!two!(2)!Team+activities+(see!Physical+Education+Standards!for!suggested!activities).-

Grade:!9#12!


Credit:!.5!

Prerequisite:!Fundamentals+of+Physical+Education!

!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Outdoor)Education)Physical)Education)Curriculum) ) ) )) )))))))))Final)Draft:)April)6,)2016)

33

OUTDOOR)EDUCATION)

Grade:!9#12!Overview:!!Outdoor+Education!provides!students!with!the!skills!and!knowledge!essential!for!safety,!competence,!and!confidence!in!outdoor/backcountry!activities.!Hiking,!backpacking,!fishing,!skiing,!berry!picking,!snow!machining,!and!boating!are!some!of!the!Alaskan!outdoor!activities!in!which!students!may!participate.!Through!adequate!preparation,!good!judgment,!competent!decision#making,!and!knowledge!of!emergency!procedures,!students!can!learn!how!to!be!survivors!instead!of!statistics.!Emphasis!in!this!course!will!also!be!placed!on!skill,!social!development,!safety,!rules,!strategies,!appropriate!use!and!care!of!equipment,!recreational!enjoyment,!conditioning,!and!application!of!outdoor!fitness!concepts.!This!course!also!promotes!awareness!and!appreciation!of!the!cultural,!environmental,!and!experiential!values!of!the!outdoors.!!Outdoor+Education!includes!the!instruction!of!a!minimum!of!four!(4)!Outdoor+Pursuits!activities+(see!Physical+Education+Standards!for!suggested!activities).!


Credit:!.5!

Prerequisite:!Fundamentals+of+Physical+Education!


Students)will)work)toward)the)following:)Motor)Skills))NASPE:)Standard!1)GLEs:)!PE.F.1#3!

• Utilize!strategies!required!for!fitness/individual!activities.!• Demonstrate!competency!in!one!or!more!specialized!skills!in!health#related!fitness!activities.!

Application)of)Knowledge))NASPE:)Standard!2)GLEs:)!PE.F.1#3)

• Understand!the!planning!stages!and!steps!necessary!for!a!successful!and!safe!outdoor!experience.!• Practice!outdoor!navigation!strategies!(e.g.,!map,!compass,!GPS).!• Recognize!and!practice!summer!and!winter!emergency!survival!procedures.!• Recognize!and!practice!water!safety!strategies.!• Recognize!and!apply!strategies!to!dress!for!cold!weather!activities.!• Identify!the!safety!factors!of!outdoor!pursuits!(e.g.,!cold!weather!injuries,!hypothermia).!• Demonstrate!a!knowledge!of!rules,!terminology,!and!ability!to!officiate!outdoor!sports.!• Creates!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!

Health)Enhancing)Lifestyle))NASPE:)Standard!3)GLEs:)!PE.D.2,!4)

• Identify!issues!associated!with!exercising!in!heat,!humidity,!and!cold.!• Evaluate!risks!and!safety!factors!that!might!affect!physical!activity!preferences!throughout!the!life!cycle.!• Relate!physiological!responses!to!individual!levels!of!fitness!and!nutritional!balance.!

Social/Respect))NASPE:)Standard!4)GLEs:)!PE.E.1,!3)

• Develop!awareness!and!appreciation!of!local!cultural!value!of!the!outdoors.!• Apply!the!minimum!impact!camping!philosophy!when!engaged!in!outdoor!experiences.!• Demonstrate!responsible!personal!behavior!in!outdoor!activities.!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Outdoor)Education)Physical)Education)Curriculum) ) ) )) )))))))))Final)Draft:)April)6,)2016)

34


Students)will)work)toward)the)following:)Values)Physical)Activity))NASPE:)Standard!5)GLEs:)!PE.F.1#4)

• Demonstrate!ability!to!analyze!the!health!benefits!of!a!self#selected!physical!activity.!• Identify!the!opportunity!for!social!support!in!a!self#selected!physical!activity.!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Team)Physical)Education)Curriculum) ) ) ) )Final)Draft:)April)6,)2016)

35

TEAM)Grade:!9#12! Overview:!!

Team! is! designed! to! develop! student! competence! in! team! activities.! Emphasis! will! be! placed! on! skill!development,! safety,! rules,! strategies,! working! as! a! team,! appropriate! use! and! care! of! equipment,!recreational!enjoyment,!conditioning,!and!application!of!fitness!concepts.!Team! includes!the!instruction!of!a!minimum!of!four!(4)!Team!activities!(see!Physical+Education+Standards!for!suggested!activities).!

Length:)One!Semester!Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education!


Students)will)work)toward)the)following:)Motor)Skills))NASPE:)Standard!1!GLEs:!PE.A.1!

• Utilize!offensive!game!strategies.!• Utilize!defensive!game!strategies.!

Application)of)Knowledge))NASPE:)Standard!2!GLEs:)PE.D.3#4)

• Demonstrate!a!knowledge!of!rules!and!terminology!and!ability!to!officiate.!!• Compare!and!contrast!offensive!and!defensive!strategies!in!team!activities.!• Create!a!practice!plan!to!improve!performance!for!a!self#selected!skill.!

Health)Enhancing)Lifestyle)))NASPE:)Standard!3)GLEs:!PE.D.2,!4)

• Evaluate!risks!and!safety!factors!that!might!affect!physical!activity!preferences!throughout!the!life!cycle.!!

Social/Respect)))NASPE:)Standard!4)GLEs:)PE.E.2#4)

• Uses!communication!skills!and!strategies!that!promote!team/group!dynamics.!!• Apply!best!practices!for!participating!safely!in!physical!activity!(e.g.,!injury!prevention,!proper!alignment!hydration,!use!of!equipment,!implementation!of!rules,!sun!protection).!!

Values)Physical)Activity))NASPE:)Standard!5)GLEs:!PE.F.1#4)

• Demonstrate!ability!to!analyze!the!health!benefits!of!a!self#selected!team!activity.!• Identify!the!opportunity!for!social!support!and!interactions!in!a!self#selected!team!activity.!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Team)Physical)Education)Curriculum) ) ) ) )Final)Draft:)April)6,)2016)

36

ELECTIVE)COURSE)OPTIONS)These)elective)courses)follow)the)Team-MCO’s)

TEAM/OUTDOOR)PURSUITS)

Overview:!!Team/Outdoor+Pursuits!is!designed!to!develop!competence!in!team!and!outdoor!activities.!Emphasis!will!be!on!skill!development,!safety,!rules,!appropriate!use!and!care!of!equipment,!recreational!enjoyment,!and!physical!conditioning.!Team/Outdoor+Pursuits!includes!the!instruction!of!a!minimum!of!two!(2)!Team+and!two!(2)!Outdoor+Pursuits+activities+(see!Physical+Education+Standards!for!suggested!activities).-

Grade:!9#12!



)!!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Weight)Training)Physical)Education)Curriculum) ) ) )) )))Final)Draft:)April)6,)2016)

37

WEIGHT)TRAINING)Grade:!9#12!

Overview:!!Weight+ Training! is! designed! to! promote! development! of! muscular! strength! and! endurance! with! the!knowledge!and!awareness!of!safe!practices.!Students!will!learn!to!identify!the!muscle!groups,!understand!good!nutrition,!and!practice!positive!social!and!personal!skills,!which!lead!to!a!wellness!lifestyle.!

Length:!One!Semester!Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education+


Students)will)work)toward)the)following:)Motor)Skills))NASPE:)Standard!1!GLEs:)PE.A.2!

• Demonstrate!proper!lifting!and!breathing!techniques.!!o Slow!and!controlled!lifting.!o Breathe!in!and!blow!out;!exhale!on!lift!phase.!

• Demonstrate!competency!and/or!refined!activity#specific!movement!skills.!!

Application)of)Knowledge))NASPE:)Standard!2!GLEs:)PE.B.1#2,!6#7)

• Use!the!correct!terminology!and!the!proper,!safe!methods!of!equipment!use.!)• Use!movement!concepts!and!principles!(i.e.,!force,!motion,!rotation)!to!analyze!and!improve!performance!of!self!and/or!others!in!a!selected!skill.!)

• Demonstrate!knowledge!of!the!differences!between!muscular!strength!and!endurance!and!identify!training!methods!for!each.!)

• Demonstrate!the!knowledge!of!correct!body!positions!for!each!type!of!lift.!)• Become!familiar!with!a!variety!of!weight!training!methods!such!as!constant#set!and!failure!methods,!circuit!training,!and!supersets.!)

• Regulate!breathing!with!movement.!)• Identify!common!misconceptions!(e.g.,!over#training)!and!health!risks!(e.g.,!anabolic!steroid!use).!)• Demonstrate!competency!to!design!a!personal!weight!training!program.!!

Health)Enhancing)Lifestyle))NASPE:)Standard!3)GLEs:)PE.D.1,!4#5)

• Establish!personal!fitness!goals!and!implement!a!personal!fitness!program.+!• Evaluate!the!validity!of!claims!made!by!commercial!product!and!programs!pertaining!to!fitness!and!a!healthy,!active!lifestyle.!!

• Evaluate!risks!and!safety!factors!that!might!affect!physical!activity!preferences!throughout!the!life!cycle.!!• Demonstrate!appropriate!techniques!in!resistance#training,!machines,!and!free#weights.!!• Identify!types!of!strength!exercises!(e.g.,!isometric,!concentric,!eccentric)!and!stretching!exercises!(e.g.,!static,!proprioceptive!neuromuscular!facilitation!(PNF)!dynamic)!for!personal!fitness!development.!!

• Calculate!target!heart!rate!and!applies!that!information!to!personal!fitness!plan.!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) Weight)Training)Physical)Education)Curriculum) ) ) )) )))Final)Draft:)April)6,)2016)

38


Students)will)work)toward)the)following:)Social/Respect))NASPE:)Standard!4)GLEs:!PE.E.1#3)

• Interact!with!others!in!a!respectful!and!positive!manner;!include!and!cooperate!with!others!in!physical!activities.!• Understand!the!individual!responsibility!for!a!healthy!lifestyle!and!the!relationship!to!self,!community,!and!nation.!!

• Use!communication!skills!and!strategies!that!promote!team/group!dynamics.!!• Apply!best!practices!for!participating!safely!in!physical!activity!(i.e.,!injury!prevention,!proper!alignment,!hydration,!use!of!equipment).!

Values)Physical)Activity))NASPE:)Standard!5)GLEs:!PE.F.1#2,!4)

• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!!

)

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Yoga)Physical)Education)Curriculum) ) ) ) Final)Draft:)April)6,)2016)

39

YOGA)Grade:!9#12! Overview:!!

Yoga! is!an!ancient! form!of!exercise! that! incorporates!a!wide!variety!of! styles.! It!helps! to!bring!balance!into!the!body!and!mind!through!physical!postures!and!breathing!exercises.!Yoga!allows!one!to!develop!strength,!flexibility,!and!concentration!through!a!variety!of!challenging!poses!and!movement!sequences.!Benefits!of!yoga!include!enhanced!physical,!mental,!and!emotional!health.!

Length:!One!Semester!Credit:!.5!Prerequisite:!Fundamentals+of+Physical+Education+


All)Physical)Education)Students)will)work)toward)the)following:)Motor)Skills))NASPE:)Standard!1!GLEs:)PE.A.2!

• Perform!postures!and!movement!sequences!with!ease!and!steadiness!while!applying!knowledge!of!safe!and!proper!alignment.!)

• Balance!stillness!and!quiet!self#reflection!with!movement!and!activity.!

Application)of)Knowledge))NASPE:)Standard!2!GLEs:)PE.B.2#3,!5#6)

• Demonstrate!knowledge!of!skeletal!alignment!and!optimal!posture!in!a!variety!of!yoga!poses.!!• Apply!the!terminology!associated!with!exercise!and!participation!in!selected!individual!performance.!!• Regulate!breathing!for!specific!purposes!and!link!breath!with!movement.!• Identify!the!physical!and!mental!benefits!of!different!yoga!poses!and!be!able!to!select!poses!to!best!suit!

individual!needs.!!• Demonstrate!competency!in!leading!personal!daily!yoga!practice.!!• Modify!poses!as!necessary!in!order!to!best!maintain!safety!and!alignment!according!to!individual!physical!ability.!)• Create!a!practice!plan!to!improve!performance!for!self#selected!skill.!!

Health)Enhancing)Lifestyle))NASPE:!Standard!3!GLEs:!PE!D.2#4)

• Establish!personal!fitness!goals!and!implement!a!personal!fitness!program.!!• Evaluate!risks!and!safety!factors!that!might!affect!physical!activity!preferences!throughout!the!life!cycle.!!• Recognize!the!impact!of!emotion!and!stress!on!the!body!and!mind.!!• Use!techniques!of!relaxation!to!calm!the!mind!and!manage!stress!levels.!

Social/Respect))NASPE:)Standard!4)GLEs:)PE.E.1#3)

• Observe!emotional!states!of!stress!and!relaxation!in!self!and!apply!breathing!techniques!to!regulate!emotions!and!focus!when!under!pressure.!!

• Exhibit!proper!etiquette!and!respect!for!others!while!engaging!in!physical!activity.!!• Interact!with!others!in!a!respectful!and!positive!manner;!include!and!cooperate!with!others!in!physical!activities.!!• Make!positive!choices!that!respect!and!support!themselves!and!others.!!• Apply!best!practices!for!participating!safely!in!physical!activity,!exercise,!and!dance!(i.e.,!proper!alignment,!

hydration,!use!of!equipment).!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Yoga)Physical)Education)Curriculum) ) ) ) Final)Draft:)April)6,)2016)

40

Values)Physical)Activity))NASPE:)Standard!5!GLEs:!PE.F.1#2)

• Identify!personal!behaviors!that!support,!promote,!or!undermine!a!healthy!lifestyle.!!• Analyzes!the!health!benefits!of!a!self#selected!physical!activity.!!• Demonstrate!ability!to!practice!yoga!routines!independently!and!for!specific!purposes.!!• Practice!teaching!yoga!breathing!techniques!and!movement!sequences!to!others.!!• Reflect!on!the!benefits!of!yoga!poses!and!relaxation!techniques!in!improving!physical!fitness!and!

emotional!states.!!

)!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) )))))))))Suggested)Activities)Physical)Education)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)

41

SUGGESTED)ACTIVITIES)FOR)HIGH)SCHOOL)PHYSICAL)EDUCATION)

)

The!following!suggested!activities!are!for!Fundamentals+of+Physical+Education,!Fitness,!Individual,!Team,!Outdoor+Pursuits,!Fitness/Individual,!Fitness/Team,!Fitness/Outdoor+Pursuits,!Individual/Team,!Individual/Outdoor+Pursuits,!and!Team/Outdoor+Pursuits.!

Please!see!the!course!requirements!on!the!previous!pages.)!

FITNESS) INDIVIDUAL) TEAM) OUTDOOR)PURSUITS)Activities)may)include,)but)are)not)limited)to:!

Aerobics!(e.g.,!aqua,!dance,!step,!cardio#kickboxing)!

Alaska!Native!Dance!Circuit!Training!Conditioning!Conditioning!Swim!Cross#Country!Skiing!Obstacle!Course!(e.g.,!adventure!racing,!ropes)!

Pilates!Plyometrics!Prevention!and!Care!of!Injuries!Resistance!Training!(e.g.,!partner#applied,!exercise!bands)!

Rope!Jumping!Stress!Reduction!Techniques!Walk/Jog/Run!Weight!Training!(e.g.,!machines,!free!weights,!stretch!bands)!

Yoga!

Alaska!Native!Games!Aquatics!Archery!Badminton!Bowling!Cross#Country!Skiing!Dance!Fencing!Fitness!Walking!Footbag!Golf!(e.g.,!traditional,!frisbee,!ring,!foxtail)!

Gymnastics!Juggling!Martial!Arts!Pickleball!Rifle/Marksmanship!Rollerblading/Roller!Skating!Shuffleboard!Table!Tennis!Tennis!Track!and!Field!Tumbling!Wrestling!

Australian!Rules!Football!Baseball!Basketball!Broomball!Cricket!Field!Hockey!Flag!Football!Flag!Rugby!Floor!Hockey!Lacrosse!Ring!Hockey!Soccer!Softball!Speed#A#Way!Team!Handball!Ultimate!Frisbee!Volleyball!Water!Polo!

Archery!Boating!(canoeing,!kayaking,!etc.)!Broomball!Camping!Climbing!Cross#Country!Skiing!Curling!Cycling!Fishing!Fitness!Walking!Geocaching!Hiking!Hunter!Education!Ice!Skating!Marksmanship!(e.g.,!biathlon)!Mountain!Biking!Orienteering!Project!Adventure!Rollerblading/Roller!Skating!Ropes!Course!Snowshoeing+Trapping!Wilderness!Skills!

!

Fairbanks)North)Star)Borough)School)District) ) )))))))))Suggested)Unit)Outlines)

Physical)Education)Curriculum) ) Final)Draft:)April)6,)2016)42

SUGGESTED)UNIT)OUTLINES)HIGH)SCHOOL)

)

)

Suggested( unit( outlines( for( specific( activities( are( listed( below.( They( are( designed( to( incorporate(activities(that(meet(the(specific(needs(of(individual(staff,(buildings,(and(equipment(available.(These(units(may(be(taught(in(any(order.(The(time(recommendations(are(provided(as(an(estimate.(((

FITNESS)

Week(s)) Unit)Outline) Teacher)Notes)

1)

A. Introductory)to)Fitness)Activity:)

1. Teach(fitness(principles(2. Teach(health(related(fitness(

components(

(

1Q2)

B. Introduce)Skills:)

1. Teach(correct(skill(technique(2. Perform(and(assess(fitness(skills(

(

2Q3)

C. Practice)Skills:)

1. Develop(comprehensive(fitness(routine(that(incorporates(healthy(lifestyle(principles(

2. Teach(individual(fitness(skills(3. Practice(individual(fitness(skills(

and(routines(

(

4)D. Cumulative)Fitness)Activities:)

1. Perform(fitness(activity((

Ongoing) E. Assessment)((

INDIVIDUAL)


1)A. Introduction)to)Activity:)

1. Introduce(history(and(skills((

1Q2)


1. Teach(fundamental(skills(2. Practice(fundamental(skills(3. Teach(skill(development(drills(and(

rules(of(the(sport(4. SkillDfocused(games(and(activities(

(

2Q3)

C. Strategies:)

1. Practice(game(situations(2. Incorporate(game(strategies(3. LeadDup(activities(

(

4)

D. Games)and)Cumulative)Activities:(1. RoundDrobin(games(2. Tournament(games(

(


(



TEAM)


1)A. Introduction)to)Specific)Sport:)

1. Sport(history,(rules,(and(skills((

1Q2)

B. Introduce)Sport)Specific)Skills:)

1. Teach(individual(skills(2. Practice(skill(fundamentals(3. Teach(skill(development(drills(and(

incorporate(rules(4. SkillDfocused(games(and(activities(

(

2Q3)

C. Introduce)Sport)Specific)Team)

Strategies)and)Rules:)

1. LeadDup(drills(and(activities(2. LeadDup(games(

(

4)

D. Team)Games)and)Cumulative)Activities:(1. RoundDrobin(games(2. Tournament(games(

(


((

OUTDOOR)EDUCATION)


1)

A. Introduction)to)Outdoor)Activity:)

1. Introduce(history(2. Teach(outdoor(activity(principles(3. Teach(healthDrelated(activity(

components(

(

1Q2)


1. Teach(correct(skill(technique(2. Perform(and(assess(fitness(skills(

(

2Q3)

C. Practice)Skills:)

1. Teach(fundamental(skills(2. Practice(fundamental(skills(3. Teach(skill(develop(drills(4. SkillDfocused(activities(

(

4)D. Cumulative)Activities:(

1. Participate(in(activity((


((

POSSIBLE)DAILY)LESSON)PLAN((

A(daily(plan(could(be(broken(down(into(the(follow(areas:((

WarmDup/Stretching/Dynamic(Stretching( 10D15(minutes(Skill(Development( 15D30(minutes(

Skill(Practice(and(Evaluation( 15D30(minutes(CoolDdown/DressDout( 5D10(minutes(

((



DANCE)


3)

A. Coordination)and)Movement)

Key(Topics:(• Balance(• Stretching(• Posture(• Tone(• Breathing(• Coordination/Rhythm(

Suggested(Activities:(• Line(Dancing(• Stretching(• Ballet(Basics(

(

6)

B. Making)Healthy)Choices:)

Key(Topics:(• Creating(a(Fitness(Plan(• Systems(of(the(Body(• Nutrition(and(Environment(• Stress(Management(• Injury(Preventions(• Making(Healthy(Lifestyle(

Choices(Suggested(Activities:(

• Jazz(Dance(• Hip(Hop(Dance(

(

3)

C. Body/Mind)Connection:)

Key(Topics:(• Awareness(of(Mental(and(

Emotional(States(• States(of(Being(and(Their(

Impact(on(the(Body(• SelfDreflection((e.g.,(impact(of(

food,(entertainment,(activities(on(the(body)(

Suggested(Activities:(• Focus(and(Visualization(

Techniques(• Modern(Dance(Sequence(

(

6)

D. Relationships:(Key(Topics:(

• Relationship(to(Self(• Relationship(to(Others(• Communication(• Partnering(• Connections(

Suggested(Activities:(• Social(Dance(Routines(with(

Partner((e.g.,(swing,(ballroom)(

(

(

)

K-‐‑12 PHYSICAL EDUCATION CURRICULUM

APPENDIX


Fairbanks North Star Borough School District Table of Contents Physical Education Curriculum Final Draft: April 6, 2016

TABLE OF CONTENTS

TEACHER RESOURCES .................................................................................................. 1

SAFETY GUIDELINES ..................................................................................................... 4

SAMPLE CURRICULUM SCOPE ...................................................................................... 6

SUGGESTED PACING GUIDE ......................................................................................... 7

COMMUNITY RECREATION & SPORTS ........................................................................ 11

Fairbanks North Star Borough School District Teacher Resources Physical Education Curriculum Final Draft: April 6, 2016

1

TEACHER RESOURCES

Central Michigan University: Educational Materials Center Health related curriculum, reports, publications, and online resources.

www.emc.cmich.edu

The Coach’s Clipboard Basketball tips and drills; with video clips. www.coachesclipboard.net/VideoClips.html

Healthy Futures A grassroots movement sponsored by ConocoPhillips that is helping Alaska kids build more positive, lifelong physical fitness habits through two core programs: the Healthy Futures Activity Log and growing your attendance at recreational events.

www.healthyfuturesak.org

P.E. Central

The latest information about developmentally appropriate PE programs for youth available to health and PE teachers, parents, and students.

www.pecentral.org

A database of over 1500 health and physical education lesson and assessment ideas submitted by over 1000 professionals.

www.pecentral.org/lessonideas/pelessonplans.html

Classroom teacher/integrated lesson ideas designed to meet the needs of classroom teachers in using physical activity to teach academic content in the classroom or in an outdoor play area; also appropriate for physical education teachers who wish to teach integrated content.

www.pecentral.org/lessonideas/classroom/classroom.asp

Assessment ideas on how to incorporate assessment into the classroom.

www.pecentral.org/assessment/assessment.html

PE Links 4 U A nonprofit program of Central Washington University dedicated to promoting active and healthy lifestyles.

www.pelinks4u.org

Project Adventure, Inc.

A teaching organization providing leadership in the expansion of adventure-‐‑based experiential programming with the aim of developing responsible individuals, productive organizations, and sustainable communities.

www.pa.org

Books and publications. www.pa.org/store/publications.php SHAPE America: Society of Health and Physical Educators National professional organization that provides information for educators.

www.shapeamerica.org


2

Peaceful Playgrounds Offers free webinars on a variety of topics (e.g., playground conflicts, bullying, physical activity ideas).

http://peasecfulplaygrounds.com/physical-‐‑activity-‐‑in-‐‑schools

National Soccer Coaches Association of America Soccer tips and drills.

www.nscaa.com/education

Optimum Tennis Tennis tips and drills. www.optimumtennis.net/tennis-‐‑volley-‐‑drills.htm

Badminton Information Badminton tips and drills. www.badminton-‐‑information.com

Softball Performance Softball tips and drills. www.softballperformance.com

Play Every Day Campaign Ideas and resources to increase public awareness about health risks of childhood obesity and the importance of physical activity to reduce and prevent obesity.

http://dhss.alaska.gov/dph/PlayEveryDay

Fuel Up to Play 60 An in-‐‑school nutrition and physical activity program launched by National Dairy Council and NFL, in collaboration with the USDA, to encourage your to lead healthier lives.

www.fueluptoplay60.com

Let’s Move! Active Schools A national collaborative effort to provide programs, resources, professional development, and a customized action plan to help schools develop a culture in which physical activity and physical education are foundational to academic success.

www.letsmoveschools.org

Choose My Plate Ideas and tips to help create a healthier eating style that meets individual needs and improves health.

www.choosemyplate.gov

FitnessGram The official assessment of the Presidential Youth Fitness Program.

www.fitnessgram.net

GoNoodle Short, desk-‐‑side physical activities to help teachers manage classrooms and improve student performance (e.g., Brain Breaks).

www.gonoodle.com

Symbaloo A cloud-‐‑based application with Just Dance Kids gaming videos bookmarked for a fun fitness option.

www.symbaloo.com/mix/justdancekids1

U.S. Tennis Association (USTA) Tennis instruction, tips, and resources. www.usta.com

New York Road Runner (NYRR) Running information and tips. www.nyrr.org

The First Tee A junior golf program which provides educational programs that build character, instill life-‐‑enhancing values and promote healthy choices through the game of golf.

www.thefirsttee.org


3

American Heart Association The AHA has tips, ideas, and resources to help kids and families live longer, heart-‐‑healthy lives.

www.heart.org/HEARTORG/HealthyLiving/HealthyKids/Healthy-‐‑Kids_UCM_304156_SubHomePage.jsp

U.S. Dept. of Agriculture (USDA) Tips and resources for nutrition and healthy living.

www.usda.gov/wps/portal/usda/usdahome

EatSmart.org Nutrition education resources from the Washington State Dairy Council. Explore nutrition tools designed for educators to use in support of healthy eating for all ages.

http://nutrition.eatsmart.org

Cooperative Extension Service UAF resources for healthy living. www.uaf.edu/ces

Kids Don’t Float (KDF) A statewide injury prevention program developed to address Alaska’s high youth drowning rate.

http://dnr.alaska.gov/parks/boating/kdfhome.htm

Snowlink Tips and advice for winter snow sports. www.snowlink.com/winter-‐‑feels-‐‑good

Alliance for a Healthier Generation Resources and tips to solving the childhood obesity epidemic.

www.healthiergeneration.org

Fairbanks North Star Borough School District Safety Guidelines Physical Education Curriculum Final Draft: April 6, 2016

4

SAFETY GUIDELINES

RATIONAL: The Fairbanks North Star Borough School District (FNSBSD) is committed to ensuring a safe environment for all students and staff. Physical education safety is the responsibility of the entire community, not just students and teachers. Providing appropriate footwear and protective equipment and modeling safe play emphasizes the importance of safety both in and out of school.

Guidelines for motor skills (e.g., dribble, catch, kick, strike, throw, volley, jump, rhythm, locomotor, balance, rolling, weight transfer) are listed below. If not specifically noted, the guideline applies to all motor skills. EQUIPMENT: • Use equipment that is appropriate for the age, size, strength, and skill level of students. • Use equipment that is in good condition. • Shin guards are recommended for completive games (e.g., dribble-‐‑foot). • Eyes goggles are required; tooth and mouth protection is recommended (e.g., strike). • Knee pads are recommended for competitive games (e.g., volley). • Use ropes of appropriate length for size and ability of students (e.g., jump). • Provide landing mats for high jumping activities (e.g., jump). • Use electrical equipment that is in good working order (e.g., rhythm, locomotor). • Provide safety accommodations for specific equipment as needed (e.g., balance, rolling). • Helmets, wrist guards and knee pads are required for inline or roller skating and biking. • Use mats appropriate to equipment used (e.g., rolling, weight transfer). CLOTHING/FOOTWEAR: • Wear non-‐‑marking, secured athletic/court shoes. • Wear no jewelry. • Sun protection is recommended if playing outdoors. • Wear weather-‐‑appropriate clothing. • Shin guards are recommended for additional protection (e.g., kick). FACILITIES: • Play in an area that is free from debris and obstructions and that provides safe footing. • Where an end wall is close to the baseline, place protective gym mats or padding beyond the key area.

• Where a stage is close to the baseline, place gym mats over the edge of the stage and extend them to the floor.

• Make sure the floor is dry. • Use collapsible, soft cones to mark boundaries and lines. • Provide adequate personal space (e.g., jump). AQUATICS: • Walk on deck. • No gum. • No open cuts/rashes. • Always respect the call of the teacher and/or lifeguard, whether using his/her voice or whistle.

SUPERVISION: Provide qualified on-‐‑site supervision

Fairbanks North Star Borough School District Safety Guidelines Physical Education Curriculum Final Draft: April 6, 2016

5

SPECIAL RULES/INSTRUCTION: • Teach skills in proper progression. • Base games and activities on skills that are taught. • Modify activity and rules to suit the age and ability of students and the facilities/equipment available.

• Modify activity and rules to suit the age and ability of students and the facilities/equipment available.

• Clearly outline safety procedures to students. • Provide appropriate warm-‐‑up and cool-‐‑down activities. • Stress good sportsmanship behavior. • Teach students to stop activity immediately when a specific signal is given. • Stress student responsibility regarding the need for individual space (e.g., strike, jump, equipment {swing diameter}).

• Insist that students must never climb on or hang from indoor or outdoor goals or nets (e.g., dribble, catch, kick, strike, throw, volley).

• Stress appropriate body contact, with control, for the activity (e.g., dribble, catch, kick, volley, rhythm, locomotor, balance, rolling, weight transfer).

• When space is restricted, throw, and catch in the same direction (e.g., catch, throw). • Clearly identify a crease area if using a goalie (e.g., dribble-‐‑foot, kick, strike). • No sticks above the knee when swinging (e.g., floor hockey, strike). • Students should not jump from anything higher than their shoulder height (e.g., jump). • Stress safe practices in protecting neck and head in tumbling activities (e.g., rolling). • Climbing: (e.g., weight transfer)

o Place cargo net anchors (rope holders) out of climber’s way. o Limit number of students climbing cargo net, rope, or climbing wall at one time. For climbing wall, limit should be one student per 4-‐‑foot panel.

o Climb toward the center of the cargo net. o Do not race on any climbing apparatus. o Climb no higher than 10 feet from the floor on a climbing rope; a crash pad mat must be used underneath.

o Maintain 3-‐‑points of contact with the climbing wall (i.e., move only one hand or one foot at a time).

o Students must not walk on the mats beneath where someone is climbing. o Climbers must climb down, not jump off, the climbing wall. o Climbers must keep feet near the red safety-‐‑line when one is in use.

SUGGESTED SAFETY EQUIPMENT: • Crash pad • Face masks • Mats (as appropriate; 4” thickness for climbing wall) • Wrist guards • Extra safe shoes • Helmets • Shin guards • Eye goggles • Knee pads • Tooth/mouth protection

Fairbanks North Star Borough School District Sample Curriculum Scope Physical Education Curriculum Final Draft: April 6, 2016

6

SAMPLE CURRICULUM SCOPE K-‐‑5

Scope Grades K – 1

Grades 2 – 3

Grades 4 -‐ 5

SHAPE Standard Focus

Establishing an Environment for Learning 7% (5 days) 5% (4 days) 5% (4 days) Standard 3

Space Awareness 9% (6 days) 5% (4 days) 3% (2 days) Standard 2 Speed, Force, and Direction 4% (3 days) 4% (3 days) 5% (4 days) Standard 2

Pathways, Shapes, and Levels 5% (3 days) 3% (2 days) 3% (2 days) Standard 2

Locomotors 7% (5 days) 5% (4 days) 4% (3 days) Standards 1-‐2 Traveling 4% (3 days) 5% (4 days) 4% (3 days) Standard 1 Throwing and Catching 9% (6 days) 9% (6 days) 9% (8 days) Standard 1 Movement Concepts (Strategies) 3% (2 days) Standard 2

Kicking and Punting 5% (4 days) 7% (5 days) 8% (6 days) Standard 1 Dribbling with Hands 4% (3 days) 4% (3 days) 4% (3 days) Standard 1 Dribbling with Feet 5% (4 days) 5% (4 days) 5% (4 days) Standard 1 Balancing 4% (3 days) 5% (4 days) 4% (3 days) Standard 1 Rolling 5% (4 days) 7% (5 days) 6% (5 days) Standard 1 Weight Transfer 3% (2 days) 4% (3 days) 6% (4 days) Standard 1 Volleying 5% (4 days) 5% (4 days) 5% (4 days) Standard 1 Striking with Rackets and Paddles 4% (3 days) 5% (4 days) 6% (4 days) Standard 1

Striking with Hockey Sticks 3% (2 days) 3% (2 days) 4% (3 days) Standard 1

Striking with Bats 3% (2 days) 3% (2 days) 3% (2 days) Standard 1 Rope Jumping 3% (2 days) 3% (2 days) 4% (3 days) Standard 1 Rhythms and Dance 4% (3 days) 4% (3 days) 4% (3 days) Standard 1 Stations and/or Special Events 5% (4 days) 5% (4 days) 5% (4 days) Standard 5

Total % (# of days): 99% (72 days)

97% (72 days)

97% (72 days)

Note: This scope and sequence mainly reflects motor skills (Standard 1), but all throughout the scope of the year, instructors should include integration of the fitness components, nutrition concepts (Standard 2), knowledge and skills to maintain a healthy lifestyle (Standard 3), and personal and social behavior that respects self and others (Standard 4).

Fairbanks North Star Borough School District Suggested Pacing Guide Physical Education Curriculum Final Draft: April 6, 2016

7

SUGGESTED PACING GUIDE GRADES K-‐‑6

1ST QUARTER

WEEK DAY GRADE FOCUS AREA

1 1 K-‐‑6 Establishing a Learning Environment 2 K-‐‑6

2

1 K-‐‑3 Establishing a Learning Environment 4-‐‑6 Throwing and Catching

2 K-‐‑1 Space Awareness (self-‐‑space) 2-‐‑3 Space Awareness (self-‐‑space, general space) 4-‐‑6 Throwing and Catching

3

1 K-‐‑1 Space Awareness (general space) 2-‐‑3 Space Awareness (levels, pathways, directions) 4-‐‑6 Throwing and Catching

2 K-‐‑1 Space Awareness (introduction to directions, levels, pathways) 2-‐‑3 Space Awareness (assess/check for understanding) 4-‐‑6 Throwing and Catching

4

1 K-‐‑1 Traveling (locomotor movements) 2-‐‑3 Traveling (locomotor sequences) 4-‐‑6 Traveling (rhythmical patterns)

2 K-‐‑1 Traveling (at different levels/pathways) 2-‐‑3 Traveling (moving to rhythms) 4-‐‑6 Relationships (with people)

5

1 K-‐‑1 Fitness Concepts (physical fitness is important to good health) 2-‐‑3 Fitness Concepts (fitness has several components) 4-‐‑6 Fitness Concepts (cardio-‐‑respiratory fitness, monitoring heart rate)

2 K-‐‑1 Effort (time, speed) 2-‐‑3 Effort (time, force) 4-‐‑6 Space Awareness

6

1 K-‐‑1 Throwing (individual tossing, catching challenges) 2-‐‑3 Throwing (overhand) 4-‐‑6 Dribbling (change directions, speed of travel)

2 K-‐‑1 Catching (individual catching from a launch board) 2-‐‑3 Catching (watch, reach, pull) 4-‐‑6 Dribbling (dribbling/passing with a partner)

7

1 K-‐‑1 Dribbling (bounce/catch, continuous bounce/dribble) 2-‐‑3 Dribbling (focus on use of finger pads) 4-‐‑6 Dribbling (dribbling/traveling in game situations)

2 K-‐‑1 Dribbling (walk) 2-‐‑3 Dribbling (traveling) 4-‐‑6 Dribbling (dribbling/traveling in game situations)

8

1 K-‐‑1 Dribbling (one-‐‑hand, focus on using fingertips) 2-‐‑3 Dribbling (traveling) 4-‐‑6 Chasing, Fleeing, Dodging (partner/small group challenges)

2 K-‐‑1 Chasing Fleeing, Dodging (moving around obstacles) 2-‐‑3 Chasing, Fleeing, Dodging (fleeing from a partner) 4-‐‑6 Chasing, Fleeing, Dodging (team strategy)

9 1 K-‐‑6 Stations (skill review) 2 K-‐‑6


8

2nd QUARTER WEEK DAY GRADE FOCUS AREA

10

1 K-‐‑1 Jumping (exploring different ways to jump for distance/height) 2-‐‑3 Jumping (self-‐‑turned rope) 4-‐‑6 Jumping (Double Dutch)

2 K-‐‑1 Jumping (over a swinging rope) 2-‐‑3 Jumping (a turned rope) 4-‐‑6 Jumping (individual jump rope task sheets/routine)

11 1 K-‐‑1 Fitness Concepts (benefits of physical activity) 2-‐‑3 Fitness Concepts (cardio-‐‑respiratory endurance) 4-‐‑6 Fitness Concepts (components of fitness)

2 K-‐‑6 Special Event

12

1 K-‐‑1 Kicking (dribble using sides of feet/soft taps) 2-‐‑3 Kicking (dribble looking forward, use sides of feet) 4-‐‑6 Kicking (dribbling)

2 K-‐‑1 Kicking (approach a stationary ball and kick) 2-‐‑3 Kicking (partner passing, soft touch, follow through to partner) 4-‐‑6 Kicking (partner passing on the move)

13

1 K-‐‑1 Effort (force) 2-‐‑3 Effort (flow) 4-‐‑6 Kicking (dribbling/passing in game situations)

2 K-‐‑1 Effort (flow) 2-‐‑3 Effort (flow sequences) 4-‐‑6 Kicking (dribbling/passing in game situations)

14

1 K-‐‑1 Balancing (different body parts/supports) 2-‐‑3 Balancing (in different shapes) 4-‐‑6 Balancing (balance sequence)

2 K-‐‑1 Balancing (traveling/stopping in balance positions) 2-‐‑3 Balancing (inverted balances) 4-‐‑6 Balancing (traveling into and out of balances by rolling)

15

1 K-‐‑1 Transferring Weight (feet to back, feet to hands) 2-‐‑3 Transferring Weight (to hands across rope) 4-‐‑6 Transferring Weight (cartwheels)

2 K-‐‑1 Transferring Weight (onto and off of equipment) 2-‐‑3 Transferring Weight (onto low apparatus) 4-‐‑6 Rolling (from different directions/positions)

16

1 K-‐‑1 Rolling (log roll) 2-‐‑3 Rolling (forward roll) 4-‐‑6 Balancing, Transferring Weight, Rolling (create sequence)

2 K-‐‑1 Rolling (back rocker progression) 2-‐‑3 Rolling (back rocker) 4-‐‑6 Balancing, Transferring Weight, Rolling (create sequence)

17

1 K-‐‑1 Fitness Concepts (aerobic endurance) 2-‐‑3 Fitness Concepts (flexibility) 4-‐‑6 Fitness Concepts (monitoring physical activities)

2 K-‐‑1 Chasing, Fleeing, Dodging (traveling to dodge) 2-‐‑3 Chasing, Fleeing, Dodging 4-‐‑6 Chasing, Fleeing, Dodging

18

1 K-‐‑1 Traveling (locomotor movements) 2-‐‑3 Traveling (with music) 4-‐‑6 Traveling (performing rhythmical patterns)

2 K-‐‑1 Traveling (imagery) 2-‐‑3 Traveling (with music) 4-‐‑6 Traveling (performing rhythmical patterns)


9

3rd QUARTER WEEK DAY GRADE FOCUS AREA

19 1 K-‐‑6 Establishing a Learning Environment 2 K-‐‑6

20

1 K-‐‑1 Volleying (striking with balloons: different body parts, individual) 2-‐‑3 Volleying (flat surface to strike the ball) 4-‐‑6 Volleying (forearm pass)

2 K-‐‑1 Volleying (striking with balloons, partner) 2-‐‑3 Volleying (quick feet) 4-‐‑6 Volleying (overhead pass)

21

1 K-‐‑1 Volleying (striking with lightweight balls, individual) 2-‐‑3 Volleying (underhand pattern) 4-‐‑6 Volleying (quick feet)

2 K-‐‑1 Volleying (striking with lightweight balls, individual) 2-‐‑3 Volleying (underhand pattern, quick feet) 4-‐‑6 Volleying (overhead pass)

22 1

K-‐‑1 Jumping (self-‐‑turned rope) 2-‐‑6 Jumping (continue with jump rope skills from previous lessons)

2 K-‐‑1 Jumping (jumping a turned rope) 2-‐‑6 Jumping (continue with jump rope skills from previous lessons)

23 1

K-‐‑1 Fitness Concepts (muscular strength/endurance) 2-‐‑3 Fitness Concepts (muscular strength/endurance) 4-‐‑6 Fitness Concepts (activities that improve components of fitness)

2 K-‐‑6 Chasing, Fleeing, Dodging

24

1 K-‐‑1 Space Awareness (direction) 2-‐‑3 Space Awareness 4-‐‑6 Space Awareness

2 K-‐‑1 Space Awareness (levels) 2-‐‑3 Relationships 4-‐‑6 Relationships

25

1 K-‐‑1 Space Awareness (pathways) 2-‐‑3 * 4-‐‑6 *

2 K-‐‑1 Chasing, Fleeing, Dodging (fleeing from a partner, dodging obstacles) 2-‐‑3 * 4-‐‑6 *

26

1 K-‐‑1 Striking with Racquets/Paddles (general explorations with balloons) 2-‐‑3 Striking with Racquets/Paddles (flat vs. slant paddle) 4-‐‑6 Striking with Racquets/Paddles

2 K-‐‑1 Striking with Racquets/Paddles (general explorations with balloons) 2-‐‑3 Striking with Racquets/Paddles (watch the ball) 4-‐‑6 Striking with Racquets/Paddles

27

1 K-‐‑1 Striking with Racquets/Paddles (with lightweight balls) 2-‐‑3 Striking with Racquets/Paddles 4-‐‑6 Striking with Racquets/Paddles

2 K-‐‑1 Striking with Racquets/Paddles (stations) 2-‐‑3 Striking with Racquets/Paddles (stations) 4-‐‑6 Striking with Racquets/Paddles

28 1 K-‐‑6 Stations 2 K-‐‑6 *Intentionally left open to provide scheduling flexibility.


10

4th QUARTER WEEK DAY GRADE FOCUS AREA

29

1 K-‐‑1 Throwing (at-‐‑large targets, overhand throw) 2-‐‑3 Throwing (with a scoop) 4-‐‑6 Throwing and Catching (in game situations)

2 K-‐‑1 Catching (from a skilled thrower) Use buddy classes or intermediate helpers. 2-‐‑3 Catching (with a scoop) 4-‐‑6 Throwing and Catching (in game situations)

30

1 K-‐‑3 Fitness Concepts (reinforce concepts from prior lessons) 4-‐‑6 Fitness Concepts (cumulative project that reinforces concepts from prior lessons)

2 K-‐‑1 Traveling (traveling to a beat) 2-‐‑3 Traveling 4-‐‑6 Fitness Concepts (cumulative project that reinforces concepts from prior lessons)

31

1 K-‐‑1 Striking with Hockey Sticks (grip, stance, general exploration, individual) 2-‐‑3 Striking with Hockey Sticks (grip, use both sides of stick to control) 4-‐‑6 Striking with Hockey Sticks (dribbling, passing)

2 K-‐‑1 Striking with Hockey Sticks (forehand pass) 2-‐‑3 Striking with Hockey Sticks (passing Sideways to Target) 4-‐‑6 Striking with Hockey Sticks (shooting)

32

1 K-‐‑1 Striking with Bats (grip, stance, swing) 2-‐‑3 Striking with Bats (watch the ball) 4-‐‑6 Striking with Bats (extend arms to swing flat)

2 K-‐‑1 Striking with Bats (grip, stance, swing) 2-‐‑3 Striking with Bats (side to field) 4-‐‑6 Striking with Bats (shift forward)

33 1 K-‐‑6 Obstacle Course (rolling, weight transfer, balance challenges) 2 K-‐‑6

34

1 K-‐‑1 Kicking (to a partner) 2-‐‑3 Kicking (review skills from previous lesson) 4-‐‑6 Kicking (in game situations)

2 K-‐‑1 Kicking (dribble) 2-‐‑3 Kicking (passing in groups) 4-‐‑6 Kicking (in game situations)

35 1

K-‐‑3 Throwing and Catching (frisbees, foxtails) 4-‐‑6 Throwing and Catching (frisbees)

2 K-‐‑3 Throwing and Catching (frisbees, foxtails) 4-‐‑6 Throwing and Catching (frisbee golf)

36 1 K-‐‑6 Special Event 2 K-‐‑6 Chasing, Fleeing, Dodging

Prepared by Nancy E. Winford, 2003-‐‑2004

Fairbanks North Star Borough School District Community Resource List Physical Education Curriculum Final Draft: April 6, 2016

11

COMMUNITY RECREATION & SPORTS RESOURCE LIST

The following resources are not intended to be all-‐‑inclusive nor are they an

endorsement of any business, private or public.

DANCE Ballroom Dance Club of Fairbanks All ages and experience levels are welcome.

456-‐‑3331 www.ballroomfairbanks.org

Contra Borealis Dancers All ages and experience levels are welcome.

488-‐‑2001 http://contraborealis.org

Dance Theatre Fairbanks A dancing school for all ages 452-‐‑1113 www.dancetheatrefairbanks.com

Farthest North Square & Round Dance Center The Northern Lights Council of Dancers is composed of Square, Ballroom, Country, Contra, Middle East, Zumba, and Hip Hop dance clubs. Members have joined together with affiliates to encourage new dancers and coordinate special events to represent dancing as a wholesome and enjoyable recreation.

479-‐‑4522 www.fairbanks-‐‑alaska.com/dance-‐‑center.htm

Mo Holland Dance Studio Offers Jazz, Tap, and Ballet dance classes for ages three and up.

452-‐‑5678 www.mohollanddance.com

North Star Ballet A ballet school for all ages, and also offers a Creative Movement Dance Camp and Pilates classes.

451-‐‑8800 www.thenorthstarballet.org

ICE SPORTS ARCTIC LIONS HOCKEY ASSOCIATION Competitive hockey for ages 8-‐‑17; developmental program for ages 4-‐‑7.

457-‐‑5810 www.hometeamsonline.com/teams/?u=ARCTICLIONS&s=hockey

Fairbanks Amateur Hockey Association Recreational youth hockey for boys and girls, ages 4-‐‑17; competitive youth hockey for ages 8-‐‑17; developmental girls program for ages 12 and under; competitive girls program for ages 19 and under.

456-‐‑3242 http://fahaonline.com

Fairbanks Curling Club Youth, adult, and parent/child leagues available.

452-‐‑2875 www.curlfairbanks.org


12

Fairbanks Figure Skating Club Ice skating lessons for all ages and levels, including hockey; major figure skating shows, yearly recitals, and competitions.

457-‐‑5283 https://sites.google.com/site/fairbanksfigureskatin/

Ft. Wainwright Ice Center Open skating; check website for modified hours.

353-‐‑9026 http://wainwright.armymwr.com/pacific/wainwright/categories/sports-‐‑and-‐‑fitness

Polar Ice Skating Center Open skating, learn to skate programs for all ages, and youth hockey power skating.

488-‐‑9525 www.alaska.net/~polarice

MARTIAL ARTS TRAINING Arctic Taekwondo Academy Offers Tae Kwon Do classes for youth and adults; after school Martial Arts program and summer/winter camps also available.

479-‐‑7886 http://dojos.info/Arctic-‐‑Taekwondo-‐‑Academy

Fairbanks Shotokan Karate ISKF Offers Shotokan Karate classes for youth and adults.

451-‐‑0038 http://dojos.info/FairbanksShotokanKarateClub

Fairbanks Tae Kwon Do Offers Tae Kwon Do classes for all ages.

457-‐‑3920 www.fairbankstaekwondo.net

Fairbanks Tang Soo Do Karate Offers Traditional World Tang Soo Do classes for all ages.

479-‐‑3256 www.worldtangsoodo.com/studio/StudioProfile.php?searchfile=sotm1013.htm%20&%20month=October%20&20year=2013

Fairbanks Wing Tsun Offers Grandmaster Leung Ting’s Wing Tsun system for all ages.

451-‐‑9853 www.wingchun.org/country/usa/ak.html

International Karate Association & The College of Martial Arts Offers Japanese Karate, Aikido, Kung Fu for all ages.

474-‐‑8080 www.ikaalaska.com

Midnight Sun Martial Arts Academy Offers classes for youth and adults, cardio aerobics, black belt programs, family classes, and a pre-‐‑school program.

457-‐‑5425 www.msmaa.com

Northern Tai Chi Chuan Association Offers Tai Chi Chuan classes for all ages.

479-‐‑0493 www.facebook.com/Northern-‐‑Tai-‐‑Chi-‐‑Chuan-‐‑Association-‐‑132540770136586/

North Pole Martial Arts Offers Taekwondo classes for all ages.

488-‐‑2821 www.facebook.com/northpolemartialarts

North Star Taekwon-‐‑Do Offers Tae Kwon Do classes for youth and adults; after school Martial Arts program and summer/winter camps also available.

456-‐‑3484 http://dojos.info/North-‐‑Star-‐‑Taekwon_DO/


13

Orion’s Belt School of Self Defense Various youth and adult programs available.

456-‐‑2358 www.orionsbeltalaska.com

Taoist Tai Chi Society of the USA Tai Chi classes for all ages providing improved circulation, better balance, reduced stress, and increased strength and flexibility.

456-‐‑8827 www.taoist.org/usa/locations/fairbanks/

SNOW SPORTS Birch Hill/Borough Parks & Recreation Cross country skiing for all ages.

457-‐‑4488 http://co.fairbanks.ak.us/parksandrecreation/facilities/BH/

Weather Conditions: www.nscfairbanks.net/weather Birch Hill/Ft. Wainwright Downhill skiing, snow boarding, and a tubing hill. Spring Break ski camp includes lessons, ski rental, lift ticket, ski challenge, awards ceremony, Kids Feed, and a t-‐‑shirt. (Reservations required.)

Main 353-‐‑1998

Ski School 353-‐‑9131

http://wainwright.armymwr.com/pacific/wainwright/programs/ski-‐‑snowboard

Snow Conditions/Ski Report/Hours of Operation: 353-‐‑7053

Fairbanks Alpine Ski Club (FASC) A youth and adult alpine ski racing program based at Ski Land, Moose Mountain, and Birch Hill ski areas.

460-‐‑7239 www.fairbanksalpine.org

Moose Mountain Ski Resort Skiing and snowboarding lessons, developmental skills program and competitive racing. Home of the Moose Mountain Alpine Ski Team (MMAST)

479-‐‑8362 www.shredthemoose.com

Snow Conditions/Ski Report: 459-‐‑8132

Mt. Aurora/Ski Land Downhill skiing, and snowboarding. Home of the competitive racing team: Fairbanks Alpine Ski Team (FAST)

456-‐‑7669 www.skiland.org

Snow Conditions/Ski Report: 389-‐‑2314

Nordic Ski Club Cross country ski instruction for all ages.

474-‐‑4242 www.nscfairbanks.org

Salcha Ski Club Offers cross country skiing, lesson, and training/conditioning sessions.

488-‐‑3987 www.facebook.com/Salcha-‐‑Ski-‐‑Club-‐‑131562820231291/info/?tab=page_info

Two Rivers Ski Club Cross country skiing for all ages 488-‐‑1667 www.facebook.com/TwoRiversSkiClub/

SWIMMING Hamme Pool Open swim times for ages 2 an up. Home of the Midnight Sun Swim Team.

459-‐‑1085 http://co.fairbanks.ak.us/parksandrecreation/facilities/aquatics/hammepool.htm

Mary Siah Pool Open swim times and lessons. 459-‐‑1081 http://co.fairbanks.ak.us/parksandrecreation/facilities/aquatics/

msrc.htm Midnight Sun Swim Team Competitive swimming for all ages. 456-‐‑8326 www.midnightsunswimteam.org

North Pole Aquatic Club (NPAC) Competitive swimming for all ages. 488-‐‑9401 www.northpoleswimming.org

Sting Ray Swim Team Competitive swimming for all ages. 978-‐‑2821 www.teamunify.com/Home.jsp?team=aksst


14

Wescott Pool Open swim times and lessons. Home of the North Pole Aquatic Club swim team.

488-‐‑9401 http://co.fairbanks.ak.us/parksandrecreation/facilities/aquatics/wescott.htm

TEAM/ORGANIZED SPORTS American Legion Baseball Baseball league for all ages. 488-‐‑6632 http://alaskalegion.com

Fairbanks Youth Football of Fairbanks Football and cheerleading open to boys and girls ages 5-‐‑14.

451-‐‑6335 www.fairbanksyouthfc.org

Arctic Bowl Saturday youth leagues and open bowling.

456-‐‑7719 http://arcticbowl.com

Fairbanks Cycle Club Bicycling enthusiast group offering group rides and races for all ages.

459-‐‑8008 www.fairbankscycleclub.org

Fairbanks Golf Courses Lessons, leagues, and tournaments available for all ages.

353-‐‑6223 Chena Bend Golf Course & Lodge http://wainwright.armymwr.com/pacific/wainwright/programs/chena-‐‑bend-‐‑golf-‐‑course

479-‐‑6555 Fairbanks Golf & Country Club www.fairbanksgolfcourse.com

457-‐‑4653 North Star Golf Club www.northstargolf.com

455-‐‑4368 Indoor Golf & Batting Cages of Fairbanks www.facebook.com/indoorgolfandbattingoffairbanks/?rf=116605701691645

Fairbanks Tennis Association Tennis education opportunities for all ages including clinics for school programs.

455-‐‑4301 www.fairbankstennis.org

Fairbanks Youth Soccer Association Winter indoor and summer outdoor soccer for boys and girls of all ages.

456-‐‑3976 www.fysasoccer.org

Fairbanks Youth Volleyball Volleyball lessons and leagues for all ages.

1-‐‑888-‐‑988-‐‑7985 www.usyvl.org

Interior Girls Softball Softball leagues available for all ages.

456-‐‑3371 www.igsaak.org

Interior Youth Basketball Basketball leagues for boys and girls grades K-‐‑12.

490-‐‑4492 http://interioryouthbasketball.com

Interior Youth Wrestling Wrestling training and leagues open to boys and girls ages 5 and up.

458-‐‑0980 www.fairbankswrestling.com/home.php

OTHER ACTIVITIES Ascension Rock Club Indoor rock climbing opportunities for individuals and groups.

452-‐‑5462 www.ascensionrockclub.com


15

Alaska Club Offers recreational/sports camps for students during winter, spring and summer breaks.

452-‐‑6801 www.thealaskaclub.com

Big Dipper Offers ice skating, recreational hockey, walking, and running.

459-‐‑1104 http://co.fairbanks.ak.us/parksandrecreation/facilities/bigdipper/default.htm

Far North BMX Bicycle Motocross Racing for all ages.

455-‐‑4850 www.usabmx.com/tracks/1108

Golden North Archery Association Offers lessons, special events, and competitions for all ages.

451-‐‑0720 www.facebook.com/GoldenNorthArchery

Gymnastics. Inc. Gymnastics classes for ages 2 and up. Also offers preschool/kindergarten program with foreign language options.

456-‐‑2263 www.facebook.com/Gymnastics-‐‑Inc-‐‑Bright-‐‑Beginnings-‐‑Learning-‐‑Center-‐‑650500941657275

King’s Nock Archery Offers two ranges. 457-‐‑1792 No website available

North Pole Archery Offers indoor range with 24 lanes. 490-‐‑4684 www.facebook.com/North-‐‑Ole-‐‑Archery-‐‑supply-‐‑

161424190548697 Northern Lights Gymnastics & Dance Gymnastics, tumbling, dance, and cheerleading for all ages.

490-‐‑6544 No website available.

Running Club North Offers many family friendly events including: snowshoe races, triathlons, single/series races, and marathons.

456-‐‑7762 www.runningclubnorth.org

UAF Athletic Department/Youth Camps Offers sport camps at various times throughout the school year (winter/spring break).

474-‐‑6814 www.uaf.edu/uaf/community/programs

U.S Air Force, Eielson Information and schedules for a variety of recreation and sport activities.

377-‐‑1129 Arctic Nite Lanes (Bowling Center) www.eielsonforcesupport.com/index.php?option=com_content&view=category&layout=blog&id=61&Itemid=104

353-‐‑5962 Armed Services YMCA www.asymca.org/alaska

377-‐‑6662 Health & Wellness Center www.eielson.af.mil/AboutUs/FactSheets/Display/tabid/1862/Article/382363/health-‐‑and-‐‑wellness-‐‑center.aspx

377-‐‑1925 Fitness Center (Baker Field House) www.facebook.com/BakerFieldHouse

377-‐‑1266 Eielson Swimming Pool www.eielsonforcesupport.com/index.php?option=com_content&view=category&layout=blog&id=47&Itemid=155

377-‐‑3194 Youth Sports & Fitness, Fit Factor www.facebook.com/EielsonYouthPrograms


16

U.S. Army Child & Youth Services, Fort Wainwright Offering team and individual sports for youth, ages 5-‐‑18; and Start Smart Sport Development program for ages 3-‐‑7.

361-‐‑7482 http://wainwright.armymwr.com/pacific/wainwright/categories/cys-‐‑services

Fairbanks North Star Borough School District

K-‐‑12 HEALTH

CURRICULUM

INTRODUCTION


Fairbanks North Star Borough School District Table of Contents K-‐‑12 Health Curriculum Final Draft: April 6, 2016

1

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ........................................................................................................... 2

PHILOSOPHY & MISSION STATEMENTS ................................................................................... 3

HEALTH CURRICULUM OVERVIEW .......................................................................................... 4

GRADUATION REQUIREMENTS ............................................................................................... 4

EXPLANATION OF TERMS ....................................................................................................... 5

Fairbanks North Star Borough School District Acknowledgements K-‐‑12 Health Curriculum Final Draft: April 6, 2016

2

ACKNOWLEDGEMENTS

CURRICULUM DEPARTMENT

Melanie Hadaway – Curriculum Director Michelle Daml – Curriculum Coordinator

Kimberly Gatto – Materials Development Specialist

REVISERS

Stefani Borrego – Ryan Middle Connie Browder – Ben Eielson Jr/Sr High

Heather Do – Randy Smith Middle Dawn Evans-‐‑Lafleur – North Pole High Mary Fenno – Ticasuk Brown Elementary Leah Hawkins – Ticasuk Brown Elementary

Nola Hunter – Denali Elementary Michelle Robinson – Lathrop High

Melodee Sonnenberg – Woodriver Elementary

ADDITIONAL RECOGNITION

We would also like to recognize the Board Curriculum Advisory Committee, the Fairbanks North Star Borough Board of Education and the many teachers, administrators, parents, and community members who have so willingly given of their time and expertise in the

planning and revision process of this document.

Fairbanks North Star Borough School District Philosophy & Mission Statements K-‐‑12 Health Curriculum Final Draft: April 6, 2016

3

PHILOSOPHY & MISSION STATEMENTS

Philosophy

Physical education is an essential and unique part of elementary and secondary school curriculum and is vital to every student’s education and lifelong well-‐‑being. It is critical to have highly qualified physical education teachers delivering a standards-‐‑based curriculum that will assist students in adopting and maintaining healthy lifestyles. Physical education not only teaches the knowledge, skills, and confidence individuals need to be physically active and healthy, but also contributes to student success, academic achievement, and brain development. Physical education builds a foundation for balancing physical activity and healthy eating throughout a lifetime.

Mission Statement

The Fairbanks North Star Borough School District will provide all students with a physical education program that reflects the National Standards for Physical Education and Alaska Standards for Physical Education taught by highly qualified, certified physical educators. In a safe and respectful learning environment, students will develop the skills for selecting, performing, and evaluating recreational and wellness activities for a lifetime of involvement.

Fairbanks North Star Borough School District Health Curriculum Overview K-‐‑12 Health Curriculum Final Draft: April 6, 2016

4

HEALTH CURRICULUM OVERVIEW

This health curriculum contains a broad range of topics. It is designed to be taught in a manner that best meets the needs of students, teachers, and the school community. Delivery may involve classroom teachers, counselors, nurses, and principals. The secondary level offers stand-‐‑alone health courses in grades 7-‐‑9. In addition to these required courses, electives are offered at the high school level. Electives may vary depending on building needs. An involved, coordinated effort at all levels will ensure topics are within the focus of the curriculum. All areas of the health curriculum will be taught with sensitivity. Special attention will be given to compliance with the FNSBSD’s nondiscrimination policy.

GRADUATION REQUIREMENTS

One half (.5) credit (one semester) of Health is required for graduation.

CORE

All students must complete the following core course to meet the graduation requirement:

Health Grades 9-‐‑12, One Semester (.5 credit)

ELECTIVES

Elective courses provide the opportunity to explore health concepts at a deeper level:

Health Leadership Skills Grades 10-‐‑12, One Semester (.5 credit)

Applied Health Skills

Grades 11-‐‑12, One Semester (.5 credit)

Fairbanks North Star Borough School District Explanation of Terms K-‐‑12 Health Curriculum Final Draft: April 6, 2016

5

EXPLANATION OF TERMS

Alaska Content & Performance Standards (GLEs) (Revised March, 2006) Standards adopted by the State Board of Education for what students should be learning in core subject areas. These standards are general statements of what Alaskans want students to know and be able to do as a result of their public school experience. https://education.alaska.gov/akstandards/standards/ Alaska Cultural Standards Standards endorsed by the State Board of Education that serve to encourage enrichment of the content standards. They are used as a guide to ensure that schools are aware of and sensitive to their surrounding physical and cultural environments. https://education.alaska.gov/akstandards/#c3gtabs-‐‑cultural National Health Education Standards (NHES) The NHES were developed to establish, promote, and support health-‐‑enhancing behaviors for students in all grade levels (preK-‐‑12). The NHES prove a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress. Importantly, the standards provide students, families, and communities with concrete expectations for health education. www.cdc.gov/healthyschools/sher/standards/index.htm Benchmark A point of reference against which individuals are compared and evaluated. In relation to the Alaska Performance Standards, a benchmark identifies a level of expected achievement and is measured at the end of the 3rd, 6th, and 8th grades (benchmark exam). The high school benchmark equivalent, called the College & Career Readiness Assessment, is also required of students before they can receive a high school diploma. Mastery Core Objectives Statements that document specific, essential tasks students are expected to accomplish in a given grade level or course. Ongoing Learner Goals Objectives that are consistently reinforced. Mastery is not assigned to a specific grade level or course. Readiness Standards Expected indicators of student readiness for entering each grade level. Guaranteed and Viable Curriculum (GVC) A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that ensures that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.

!

!

!

!

Fairbanks!North!Star!Borough!School!District!!

!

HEALTH!

CURRICULUM!

!!!!!!!!!!!!!!!!!!

Grades!KC6!!!

FINAL!DRAFT:!APRIL!6,!2016!

!

! !


Health!Curriculum! Final!Draft:!April!6,!2016!

!

!

Table!of!Contents!

!Grades:!PreCK/Kindergarten!...........................................................................................................................!1!Grades:!1stC2nd!....................................................................................................................................................!3!Grades:!3rdC4th!....................................................................................................................................................!6!Grades:!5thC6th!.....................................................................................................................................................!9!

!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ))))))))))Pre7K/Kindergarten)Health)Curriculum) ) ) ) ) ) )Final)Draft:)April)6,)2016)

1!

Grades:)Pre7K/Kindergarten)Subtopics! Standards)! Essential)Questions! Behavior)Outcomes! Suggested)Activities!

Disease)Prevention)

Standard)One:!Students!will!comprehend!concepts!related!to!health!promotion!and!disease.!!GLEs:!HL.A.183;!HL.B.1,!4;!CS.C.3!

How!can!students!stay!healthy!and!prevent!disease?!!

Pre7K/K)7)1.2.1!Identify!that!healthy!behavior!impacts!personal!health!and!describe!ways!to!prevent!communicable!diseases.![SFHL.!A.1.3]!!

Pre7K/K71.2.4!Recognize!ways!to!prevent!common!childhood!injuries.![SFHL.!A.3]!

• Teach!hand!washing!before!snack!time!and!lunch.!

• Jonas&Salk!Kit!with!focus!on!hand!washing.!(Library!Media!Services)!

• Discuss!diseases!with!the!help!of!the!school!nurse.!

Relationships)

Standard)Two:!Students!will!analyze!the!influence!of!family,!peers,!culture,!media,!technology,!and!other!factors!on!health!behaviors.!!GLEs:!HL.A.182,!586;!HL.B.2,!6;!HL.C.186;!HL.D.1;!G/C.E.7;!CS.B.3!

How!do!family!and!other!influences!affect!health!behaviors?!

Pre7K/K)7)2.2.1!Recognize!how!the!family!influences!personal!health!practices!and!behaviors.![SFHL.!A.5;!!B.3,!4]!

• Role8play!listening!skills,!taking!turns,!sharing,!and!asking!appropriate!questions.!

• Create!a!bubble!map!to!describe!a!friend.!

• Draw!a!picture!of!their!families.!

Consumer)Health)

Standard)Three:!Students!will!demonstrate!the!ability!to!access!valid!information,!products,!and!services!to!enhance!health.!!GLEs:!HL.A.183;!HL.B.2,!4,!6;!HL.C.2,!5;!HL.D.4!

Who!can!students!trust!to!help!make!positive!health!choices?!

Pre7K/K)7)3.2.1!Identify!trusted!adults!and!professionals!who!can!help!promote!health.![SFHL.!D.486]!

• Ask!a!dental!or!other!professional!to!make!a!class!presentation.!

• Visit!a!firehouse.!• Have!the!class!make!a!list!

of!trusted!adults.!

Personal)Wellness)

Standard)Four:!Students!will!demonstrate!the!ability!to!use!interpersonal!communication!skills!to!enhance!health!and!avoid!or!reduce!health!risks.!!GLEs:HL.A.1,!5;!HL.B.2;!HL.C.186;!HL.D.1;!G/C.E.7!

How!do!students!communicate!their!needs,!wants,!and!feelings!in!healthy!ways?!

Pre7K/K)7)4.2.1!Demonstrate!healthy!ways!to!express!needs,!wants,!and!feelings.![SFHL.!B.2;!D.6]!

• Have!students’!role8play!asking!for!help!in!life!situations.!

• Use!a!feeling!chart!to!demonstrate!emotions.!

• Have!students’!model!appropriate!personal!space!in!different!settings.!

!! !!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ))))))))))Pre7K/Kindergarten)Health)Curriculum) ) ) ) ) ) )Final)Draft:)April)6,)2016)

2!

Subtopics! Standards)! Essential)Questions! Behavior)Outcomes! Suggested)Activities!

Safety)and)First)Aid)

Standard)Five:!Students!will!demonstrate!the!ability!to!use!decision8making!skills!to!enhance!health.!!GLEs:)HL.A.184;!HL.B.2,!4,!6;!HL.C.2,!485;!HL.D.182,!4!

How!do!students!assess!a!situation!and!apply!the!correct!decision?!

Pre7K/K)7)5.2.1!Recognize!situations!when!a!health8related!decision!is!needed.![SFHL.!B.1.2.6;!D.2]!

• How!and!when!do!students!call!911.!

• Review!school!rules.!• Have!students!role8play!

No!&,&Go,Tell!situations!with!their!classmates.!

Nutrition)and)Fitness)

Standard)Six:!Students!will!demonstrate!the!ability!to!use!goal8setting!skills!to!enhance!health.!!GLEs:!HL.A.183,!6;!HL.C.5!

How!do!students!set!healthy!goals!and!work!towards!accomplishing!the!goal?!

Pre7K/K)7)6.2.1!Identify!a!short8term!personal!health!goal!and!take!action!toward!achieving!the!goal.![SFHL.!A.1,!2;!B.1]!

• The!President’s!Challenge:!www.presidentschallenge.org.!

• Brainstorm!healthy!activities!and!foods.!

• Introduce!students!to!Healthy!Futures.!!http://healthyfuturesak.org!!

Healthy)Life)Skills)

Standard)Seven:!Students!will!demonstrate!the!ability!to!practice!health8enhancing!behaviors!and!avoid!or!reduce!health!risks.!!GLEs:!HL.A.183;!HL.B.2,!4,!6;!HL.C.2,!5;!HL.D.4!

How!do!students!stay!healthy?!

Pre7K/K)7)7.2.1!Demonstrate!healthy!practices!and!behaviors!to!maintain!or!improve!personal!health.![SFHL.!A.6;!B.5;!C.5]!

• Study!the!nutrition!pie!chart.!

• Use!www.letsmove.gov!for!physical!activities.!

• Make!a!collage!of!healthy!foods.!

Healthy)Communication)

Standard)Eight:!Students!will!demonstrate!the!ability!to!advocate!for!personal,!family,!and!community!health.!!GLEs:)HL.A.182,!586;!HL.B.2,!6;!HL.C.186;!HL.D.1;!G/C.E.7;!CS.B.3!

How!do!students!know!when!they!need!to!ask!for!help?!

Pre7K/K)7)8.2.1!Make!requests!to!promote!personal!health.![SFHL.!B.2;!C.1,!2]!

• Brainstorm!situations!when!you!would!need!to!ask!for!help.!

• Role8play!the!situations!of!how!to!ask!for!help.!

!!!!!!

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ) ) ))))))Grades)1)7)2)Health)Curriculum) ) ) ) ) ) ) Final)Draft:)April)6,)2016)

3!

Grades:)172)Subtopics! Standards! Essential)Questions! Behavior)Outcomes! Suggested)Activities!

Disease)Prevention)

Standard)One:!Students!will!comprehend!concepts!related!to!health!promotion!and!disease!prevention!to!enhance!health.!!GLEs:)HL.A.3;!HL.B.1,!4;!CS.C.3)

How!do!students!demonstrate!ways!to!stay!healthy!and!prevent!diseases?!

1st/2nd)7)1.2.2!Recognize!that!there!are!multiple!dimensions!of!health![SFHLA.1.2]!!

1st/2nd)7)1.2.3!Describe!ways!to!prevent!communicable!diseases.![SFHLA.3]!!

1st/2nd)7)1.2.5!Describe!why!it!is!important!to!seek!health!care.![SFHL!B.2]!

• Talk!with!class!about!differences!between!communicable!and!non8communicable!diseases.!

• Explain!and!demonstrate!proper!hand!washing.!

• Use!www.fightbac.org!for!more!information.!

Relationships)

Standard)Two:!Students!will!analyze!the!influence!of!family,!peers,!culture,!media,!technology,!and!other!factors!on!health!behaviors.!!GLEs:)HL.A.186;!HL.B.183,!6;!HL.C.186;!G/C.E.7;!CS.B.3!

How!do!schools!and!the!media!influence!health!behaviors?!

1st/2nd)–)2.2.2!Identify!what!the!school!can!do!to!support!personal!health!practices!and!behaviors.![SFHLA.2,!3,!6]!!

1st/2nd)7)2.2.3!Describe!how!the!media!can!influence!health!behaviors.!![SFHL.B2,!5]!

• Have!students!role8play!situations!where!they!would!say&NO!!

• Talk!with!the!class!about!peacemaking!and!peace!breaking!behaviors!with!the!school!counselor.!

• Use!a!Weekly!Reader!or!other!medium!with!a!current!health!topic!and!discuss!with!the!class.!!

Consumer)Health)

Standard)Three:!Students!will!demonstrate!the!ability!to!access!valid!information,!products,!and!services!to!enhance!health.!!GLEs:)HL.A.183;!HL.B.5;!HL.C.5;!HL.D.4)

Who!can!students!go!to!for!health!questions!and!concerns?!

1st/2nd)7)3.2.2!Identify!ways!to!locate!school!and!community!health!helpers.![SFHLD.4]!

• Brainstorm!about!the!different!types!of!health!care!careers!and!the!work!involved.!

• Invite!a!health!care!professional!to!make!a!presentation.!

• Identify!and!explain!warnings!on!products.!

!


4!

Subtopics! Standards! Essential)Questions! Behavior)Outcomes! Suggested)Activities!

Personal)Wellness)

Standard)Four:!Students!will!demonstrate!the!ability!to!use!interpersonal!communication!skills!to!enhance!health!and!avoid!or!reduce!health!risks.!!GLEs:!HL.A.186;!HL.B.183,!6;!HL.C.186;!G/C.E.7;!CS.B.3!

What!methods!do!students!use!in!response!to!threatening!and!harmful!situations?!

1st/2nd)7)4.2.2!Demonstrate!listening!skills!to!enhance!health.![SFHL.B.1,!4,!5]!!

1st/2nd)7)4.2.3!Demonstrate!ways!to!respond!in!an!unwanted,!threatening,!or!dangerous!situation!and!tell!a!trusted!adult!if!threatened!or!harmed.![SFHL.A.4:!B.1,!2,!4,!6:!C.4,!6:!D.2,!4]!

• Invite!the!school!counselor!to!discuss!bullying.!!www.bullying.gov!!

• Role8play!threatening!situations!and!appropriate!responses.!

• Invite!a!policeman!to!make!a!presentation.!


Standard)Five:!Students!will!demonstrate!the!ability!to!use!decision8making!skills!to!enhance!health.!!GLEs:)Hl.A.184;!HL.B.182,!4,!6;!HL.C.2,!5;!HL.D.4!

How!do!students!know!when!to!ask!for!help?!

1st/2nd)7)5.2.2!Differentiate!between!situations!when!a!health8related!decision!can!be!made!individually!or!when!assistance!is!needed.![SFHL.A.2,!6,!8;!B.1,!2,!4,!5,!6:!C.1,!3,!5]!

• Talk!with!students!about!how!school!and!recess!rules!are!made!to!prevent!accidents!that!may!cause!injuries.!

• Show!students!a!first!aid!kit!and!what!might!be!inside.!

• Review!when!to!call!911!and!have!students!practice!making!911!calls!on!an!unplugged!phone.!


Standard)Six:!Students!will!demonstrate!the!ability!to!use!goal8setting!skills!to!enhance!health.!!GLEs:!HL.A.183,!6;!HL.C.586!

Who!do!students!ask!for!help!to!achieve!a!healthy!goal?!

1st/2nd)7)6.2.2!Identify!who!can!help!when!assistance!is!needed!to!achieve!a!personal!health!goal.![SFHL!B.6:!D.2]!

• Have!students!participate!in!the!Healthy&Futures!Program!with!the!help!of!parents/guardian.!www.healthyfuturesak.org!!

• Design!a!well!balance!meal!and!identify!the!food!groups!in!their!school!lunch.!

• Use!www.kidshealth.org!for!more!nutrition!information.!

!


5!



Standard)Seven:!Students!will!demonstrate!the!ability!to!practice!health8enhancing!behaviors!and!avoid!or!reduce!health!risks.!!GLEs:)HL.A.1,!586;!HL.B.2;!HL.C.286;!G/C.E.7;!CS.D.6!

How!do!students!demonstrate!ways!to!stay!healthy?!

1st/2nd)7)7.2.2!Demonstrate!behaviors!that!avoid!or!reduce!health!risks.![SFHL.A.2,!4,!6:!B.1,!4,!6:!C.1,!4,!5:!D.1]!

• Create!a!collage!of!healthy!activities.!

• Find!pictures!of!food!and!place!them!in!the!correct!food!group.!

• Use!www.choosemyplate.gov.!


Standard)Eight:!Students!will!demonstrate!the!ability!to!advocate!for!personal,!family,!and!community!health.!!GLEs:!HL.A.1,!586;!HL.B.2;!HL.C.286;!B/C.E.7;!CS.D.6!

How!can!students!help!their!peers!make!good!health!choices?!

1st/2nd)7)8.2.2!Encourage!peers!to!make!positive!health!choices.![SFHLA.1,!4,!5:!B.1,!2,!4,!6:!C.1,!2,!3,!4,!5,!6:!D.1,!2,!6]!

• Brainstorm!good!health!choices.!

• Pair!students!and!have!them!role8play!encouraging!a!friend!to!make!a!good!choice.!

• Encourage!students!to!remind!each!other!to!wash!their!hands.!

!


6!


Disease)Prevention)

Standard)One:)Students!will!comprehend!concepts!related!to!health!promotion!and!disease!prevention!to!enhance!health.!!GLEs:!HL.A.183,!6;!HL.C.6;!CS.C.3!

How!do!students!explain!ways!to!stay!healthy!and!prevent!diseases?!

3rd/4th)7)1.5.1!Describe!the!relationship!between!healthy!behaviors!and!personal!health!and!when!to!seek!health!care.![SFHL.!A.183,!6;!B.1,!D.486]!!

3rd/4th)7)1.5.2!Identify!examples!of!emotional,!intellectual,!physical,!and!social!health.![SFHL.!A.1;!B.5,!6;!C.5]!

• Have!the!class!research!different!germs!and!how!they!spread.!

• Use!www.fightbac.org!for!more!information.!

• Invite!a!guest!speaker!to!discuss!disease!prevention.!

Relationships)

Standard)Two:)Students!will!analyze!the!influence!of!family,!peers,!culture,!media,!technology,!and!other!factors!on!health!behaviors.!!GLEs:!HL.A.1,!586;!HL.B.182,!4,!6;!HL.C.182,!5;!HL.D.1;!G/C.E.7;!CS.B.1,!3;!CS.C.3!

How!does!society!support!and!influence!health!behaviors?!

3rd/4th)7)2.5.1!Describe!how!family,!school,!and!community!can!support!and!influence!personal!health!practices!and!behaviors.![SFHL.!B.3,!4,!6;!C.386;!D.3]!!

3rd/4th)7)2.5.2!Identify!how!culture!and!peers!can!influence!healthy!and!unhealthy!practices!and!behaviors.![SFHL.!B.3,!4,!6;!C.386;!D.486]!

• Have!a!class!discussion!about!decision!with!the!help!of!the!school!counselor.!

• Role8play!different!conflict!situations!and!talk!in!groups!to!resolve!the!conflicts.!

• Use!role8plays!focused!on!I,messages.!

Consumer)Health)

Standard)Three:!Students!will!demonstrate!the!ability!to!access!valid!information,!products,!and!services!to!enhance!health.!!GLEs:!HL.A.183,!8;!HL.B.182,!5;!HL.C.5;!HL.D.4!

How!do!students!identify!reliable!health!information?!

3rd/4th)7)3.5.1!Identify!characteristics!of!valid!health!information,!products,!and!services.![SFHL.!A.6;!B.5;!D.3,!4]!

• Brainstorm!with!the!class!about!where!to!get!correct!information.!

• Students!use/develop!their!research!skills!(e.g.,!Internet/local!phone!book)!to!develop!a!pamphlet!of!these!resources.!

• Invite!the!school’s!technology!teacher!to!address!the!class!regarding!appropriate!use!of!the!Internet.!

!


7!


Personal)Wellness)

Standard)Four:!Students!will!demonstrate!the!ability!to!use!interpersonal!communication!skills!to!enhance!health!and!avoid!or!reduce!health!risks.!!GLEs:!HL.A.182,!486;!HL.B.2,!HL.C.186;!HL.D.1;!G/C.E.7;!CS.C.3!

How!do!students!implement!appropriate!responses!to!reduce!health!risks!and!resolve!conflicts?!

3rd/4th)7)4.5.1!Demonstrate!effective!verbal!and!nonverbal!communication!skills!to!enhance!health.![SFHL.!B.2;!C.1,!2]!!

3rd/4th)7)4.5.2!Demonstrate!refusal!skills!that!avoid!or!reduce!health!risks.![SFHL.!A.3,!4;!C.1,2]!!

3rd/4th)7)4.5.3!Demonstrate!nonviolent!strategies!to!manage!or!resolve!conflict.![SFHL!C.1,!2]!

• Discuss!peacemaking/peace8breaking!strategies.!

• Role8play!different!conflict!situations!and!talk!in!groups!to!resolve!the!conflicts.!

• Brainstorm!appropriate!responses!to!resolve!conflicts.!


Standard)Five:!Students!will!demonstrate!the!ability!to!use!decision8making!skills!to!enhance!health.!!GLEs:!HL.A.185;!HL.B.182,!486;!HL.C.2,!486;!HL.D.2!

How!do!students!problem!solve!to!enhance!health?!

3rd/4th)7)5.5.1!Identify!and!analyze!health8related!situations!that!require!a!thoughtful!decision!and!when!assistance!is!needed.![SFHL.!A.184;!B.1,!2;!D.1,!2,!4]!!

3rd/4th)7)5.5.2!List!and!choose!a!healthy!option!when!making!a!decision!to!health8related!issues!or!problems.![SFHL.!A.184,!6;!B.1,!2;!C.1;!D.1,2,4]!!

• Brainstorm!options!in!health!related!situations.!

• Have!students!use!the!dictionary!to!look!up!the!word!risk,!discuss!their!findings,!and!then!create!a!class&definition.!

• Invite!a!Police!Department!speaker!to!discuss!Internet!and!other!safety!issues.!


Standard)Six:!Students!will!demonstrate!the!ability!to!use!goal8setting!skills!to!enhance!health.!!GLEs:)Hl.A.183,!6;!HL.C.586!

How!do!students!track!their!health!goals!progress?!

3rd/4th)7)6.5.1!Set!a!personal!health!goal!and!track!progress!toward!its!achievement.![SFHL.!A.183;!B.1;!D.1,!2]!

• Participate!in!the!Healthy&Futures:!www.healthyfuturesak.org.!

• Keep!a!food!and!fitness!journal!for!a!week;!have!students!write!a!reflection!looking!for!positive!and!negative!trends!in!their!eating!habits.!

• The!President’s!Challenge:!!www.presidentschallenge.org.!• Use!www.gonoodle.com!

!for!activities.!

!


8!



Standard)Seven:!Students!will!demonstrate!the!ability!to!practice!health8enhancing!behaviors!and!avoid!or!reduce!health!risks.!!GLEs:)HL.A.183,!788;!HL.C.5!

How!do!students!explain!ways!to!stay!healthy?!

3rd/4th)7)7.5.1!Demonstrate!and!identify!a!variety!of!healthy!practices!and!behaviors!to!maintain!or!improve!personal!health.![SFHL.!A.184,!6,!8;!B.1,6;!C.183,5;!D.1,2]!

• Participate!in!Red!Ribbon!week.!

• Have!the!class!role8play!saying!NO!!to!drugs.!

• Discuss!the!effects!of!drugs!and!the!symptoms!of!dependency!with!help!from!the!school!nurse!and/or!counselor.!

HeHeal!Healthy)Communication)

Standard)Eight:!Students!will!demonstrate!the!ability!to!advocate!for!personal,!family,!and!community!health.!!GLEs:)HL.A.1,!586;!HL.B.2;!HL.C.286;!B/C.E.7;!CS.D.6!

How!do!students!be!healthy!role!models?!

3rd/4th)7)8.5.2!Encourage!others!to!make!positive!health!choices.![SFHL.!A.5,!6;!B.1,!2,4;!C.1,!2,!486;!D.1,!2,!486]!

• Have!students!share!their!healthy!activities.!

• Talk!with!the!class!about!stress!and!its!effects!and!brainstorm!strategies!for!coping.!

• Have!the!class!brainstorm!situations!where!they!should!listen!to!their!inner!voice.!

!


9!


Disease)Prevention)

Standard)One:!Students!will!comprehend!concepts!related!to!health!promotion!and!disease!prevention!to!enhance!health.!!GLEs:)HL.A.183,!687;!HL.B.5!

How!do!students!analyze!healthy!behaviors?!

5th/6th)7)1.5.3!Describe!ways!in!which!safe!and!healthy!school!and!community!environments!can!promote!personal!health.![SFHL.A183,!688;!B.182,!486;!!C.1,!586;!D.2,!6]!!!

5th/6th)7)1.8.1!Analyze!and!describe!the!relationship!of!emotional,!intellectual,!physical,!social!health,!and!healthy!behaviors.![SFHL.A.284,!688;!B.186;!C.186;!D.286]!

• Research!different!types!of!communicable!diseases!and!resources!available!in!students’!home!areas.!

• Relate!health!choices!to!the!effects!on!the!body!systems.!

• Guest!speaker!regarding!on!immunizations.!

Relationships)

Standard)Two:!Students!will!analyze!the!influence!of!family,!peers,!culture,!media,!technology,!and!other!factors!on!health!behaviors.!!GLEs:)Hl.A.186;!HL.B.2;!HL.C.186;!G/C.E.7;!E.A.1!

How!do!outside!influences!impact!health!behaviors?!!

5th/6th)7)2.5.5!Describe!and!explain!how!technology!and!media!influences!thoughts,!feelings,!personal!health,!and!healthy!behaviors.![SFHL!A.288;!B.186;!C.186;!D.286]!!

5th/6th)7)2.8.3!Describe!how!peers!influence!healthy!and!unhealthy!behaviors.![SFHL.A.188;!B.182,!586;!C.186]!

• Create!a!collage!of!different!cultures.!

• Use!Kagan!Cooperative!Learning!games!for!team!building.!

• Role8play!both!pro!and!con!of!passive,!assertive,!and!aggressive!communication!styles.!

Consumer)Health)

Standard)Three:!Students!will!demonstrate!the!ability!to!access!valid!information,!products,!and!services!to!enhance!health.!!GLEs:)HL.A.183,!586;!HL.C.486;!HL.D.3!

How!do!students!access!reliable!health!information?!

5th/6th)7)3.5.2!Locate!and!analyze!products,!services,!and!resources!from!home,!school,!and!community!that!provide!valid!health!information.![SFHL.B.5;!C.6;!D.4,!6]!

• Research!second!hand!smoke!and!rights!and!responsibilities!of!non8smokers.!

• View!different!types!of!advertisements!and!note!what!they!are!trying!to!sell,!how!they!are!selling!it,!and!to!whom.!

• Group!students!and!have!them!research!public!health!information.!

!


10!


Personal)Wellness)

Standard)Four:!Students!will!demonstrate!the!ability!to!use!interpersonal!communication!skills!to!enhance!health!and!avoid!or!reduce!health!risks.!!GLEs:)HL.A.187;!HL.C.186;!CS.D.5;!G/C.E.7!

How!do!students!resolve!conflicts!and!when!to!ask!for!help?!

5th/6th)7)4.5.4!Demonstrate!how!to!ask!for!assistance!to!enhance!personal!health!and!the!health!of!others.![SFHL.A.586;!B.182:!C.2;!D.183,6]!!

5th/6th)7)4.8.3!Demonstrate!effective!conflict!management!or!resolution!strategies.![SFHL.C.185;!D.182]!

• Guest!speaker:!local!mental!health!representative!to!discuss!bullying!and!its!effects!or!DARE!officer.!

• Discuss!ways!self8esteem!affects!how!people!meet!their!personal!needs!(e.g.,!love,!acceptance,!belonging).!

• Role8play!playground!situations!that!can!be!resolved!peacefully.!


Standard)Five:!Students!will!demonstrate!the!ability!to!use!decision8making!skills!to!enhance!health.!!GLEs:)HL.A.285;!HL.B.182,!5;!HL.C.486;!HL.D.182,!486!

How!do!students!analyze!choices!when!making!health!decisions?!

5th/6th)7)5.5.6!Describe!and!predict!the!potential!outcomes!of!each!option!when!making!a!health8related!decision.![SFHL.!C.185;!D.182]!!

5th/6th)7)5.8.1!Identify!and!determine!circumstances!that!can!help!or!hinder!healthy,!thoughtful!decision8making.![SFHLA.586;!B182,!586;!C.186;!D.1,!486]!

• Make!a!poster!about!drug!use/abuse.!

• Use!www.ready.gov!for!procedures!in!emergency!scenarios.!

• Fairbanks!Police!Department!handout!on!Internet!safety!and!discuss.!

• Teach!Alaskan!survival!skills.!


Standard)Six:!Students!will!demonstrate!the!ability!to!use!goal8setting!skills!to!enhance!health.!)GLEs:)HL.A.188;!HL.C.2,!586!

How!do!students!identify!resources!to!achieve!their!personal!health!goals?!

5th/6th)7)6.5.2!Identify!resources!to!assist!in!achieving!a!personal!health!goal.![SFHL.B.183,!586;!C.285]!!!

5th/6th)7)6.8.1!Assess!personal!health!practices.![SFHL.B.183,!586;!C.285]!

• Create!posters!of!nutritious!foods.!

• Maintain!food!and!exercise!logs.!

• Discuss!food!choices!in!small!groups.!

!


11!



Standard)Seven:!Students!will!demonstrate!the!ability!to!practice!health8enhancing!behaviors!and!avoid!or!reduce!health!risks.!!GLEs:)HL.A.182,!788!

How!do!students!show!ways!to!stay!healthy!and!take!responsibility!for!their!behaviors?!

5th/6th)77.5.3!Demonstrate!a!variety!of!behaviors!to!avoid!or!reduce!health!risks.!![SFHL.A.188;!B.186;!C.185;!D.1]!!

5th/6th)7)7.8.1!Explain!the!importance!of!assuming!responsibility!for!personal!health!behaviors.![SFHL.B.182,!4;!C.283,!6]!

• Teach!Alaska!Safe!Children’s!Act!components!using!a!child!sexual!abuse!prevention!and!education!program.!

• Explain!that!physical!maturity!is!reached!earlier!than!the!cognitive!and!social!maturity!necessary!for!the!demands!of!parenting.!

• Identify!the!relationship!between!personal!health!choices!and!individual!well8being.!


Standard)Eight:!Students!will!demonstrate!the!ability!to!advocate!for!personal,!family,!and!community!health.!!GLEs:)HL.A.187;!HL.C.186;!CS.D.5;!G/C.E.7!

How!do!students!communicate!their!health!opinions!using!accurate!information?!

5th/6th)7)8.5.1!Express!opinions!and!give!accurate!information!about!health!issues.![SFHL.B.182;!C.186;!D.186]!!

5th/6th)7)8.8.2!Demonstrate!how!to!influence!and!support!others!to!make!positive!health!choices.![SFHL.B.1,!4,!5,!6:!C.186;!D.186]!

• Have!students’!research!and!find!accurate!information!on!a!health!related!topic.!

• Discuss!and!practice!appropriate!nonverbal!communication!skills.!

• Have!students!create!a!PowerPoint!or!other!presentation!about!a!health!related!topic!using!accurate!information.!

!!!


!

HEALTH!

CURRICULUM!!!!!!!!!!!!!!!!!!!

Grades!7!9!8!!!!

FINAL!DRAFT:!!APRIL!6,!2016!!!! !

Fairbanks!North!Star!Borough!School!District! ! Table!of!Contents!Health!Curriculum! ! !!!!!!!Final!Draft:!April!6,!2016!

2!

Table!of!Contents!!!

HEALTH!9!GRADE!7!..........................................................................!Error!!Bookmark!not!defined.!HEALTH!9!GRADE!8!..............................................................................................................................!9!

!!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) Health)7)Grade)7)

Health)Curriculum) ) ) ) ) )))Final)Draft:)April)6,)2016)3"

HEALTH)–)GRADE)7)

Grades:)7) Overview"Health'7"addresses"the"concepts"of"physical,"mental,"and"social"health"through"the"content"strands:"General"Health,"Substance"Abuse,"Mental"Health,"and"Reproduction."Topics"include"conflict"resolution,"peer"pressure,"decision@making"skills,"human"sexuality,"and"the"impact"of"drug"abuse."Resources"for"finding"help"and"support"will"be"introduced"and"the"development"of"healthy"attitudes"and"behaviors"are"emphasized.)

Length:"One)Quarter)Credit:).25)

Prerequisite:)None)

CONTENT)

AREA)SUB7TOPIC) STANDARDS) ESSENTIAL)Qs)

BEHAVIOR)

OUTCOMES)SUGGESTED)ACTIVITIES)

General)

Health)

)

GLEs:)HL.A.1@3,"5@6;"HL.B.3,"5;"HL.C.4@6;"HL.D.3@4;"CS.C.3"

Components)of)

Health)NHES:"1.8.2"

What"are"the"components"of"health"and"how"are"they"interrelated?"

Students"will"understand"the"mind/body"connection"and"how"the"different"aspects"of"health"affect"each"area."

Wellness"Assessment"

Decision7Making)

Process)

NHES:"1.8.1;"2.8.3,"8;"5.8.1@6;"7.8.3;"8.8.2"

• When"do"you"need"to"utilize"the"decision@making"process?"

• What"are"the"six"steps"in"the"decision@making"process?"

• What"is"the"benefit"of"using"the"decision@making"process?"

Students"will"know"and"practice"the"six"steps"of"the"decision@making"process."

Decision/making"worksheet"(see"Appendix)"

Goal)Setting)

NHES:"1.8.1;""6.8.2@4;"7.8.3;"8.8.1"

• What"is"a"SMART"goal?"• Why"is"it"important"to"set"goals?"

Student"will"practice"setting"and"accomplishing"(a)"SMART"goal(s)."

Practice'Goal'Setting"worksheet""

Risk)Factors)

(including)

MVAs))

NHES:"1.8.1,"5@6,"8@9;"2.8.9" What"is"a"risk"factor?"

Students"will"be"able"to"identify"several"risk"factors"and"what"they"are"placing"themselves"at"risk"for?"

"

Refusal)Skills)NHES:"4.8.1@2;"[email protected];"8.8.2"

• Why"do"you"need"refusal"skills?"

• What"situations"would"you"need"to"use"refusal"skills?"

• What"are"the"steps"of"refusal?"

Students"will"be"able"demonstrate"using"refusal"skills"in"a"variety"of"situations."

Role"Plays""



CONTENT)


BEHAVIOR)


Substance)

Abuse)

)GLEs:"HL.A.1@8;"HL.B.1,"3,"5;"HL.C.4@6;"S.SCL.3"

Basic)Human)

Needs)NHES:"5.8.5@6"

How"are"our"basic"human"needs"related"to"the"choices"we"make?"

Students"will"identify"basic"needs"and"healthy"ways"to"meet"them."

Refer"to"Maslow's'Heirarchy'of'Needs"or"William"Glasser's'Choice'Theory"

Drugs)&)Fetal)

Development)

NHES:"1.8.1,"8;"5.8.2,"5,"7"

How"does"drug/alcohol"use"affect"the"developing"fetus?"

Students"will"be"able"to"explain"the"risks"of"using"drugs/alcohol"on"the"developing"fetus."

• YouTube"video:"https://www.youtube.com/watch?v=CsIQ9yqy@9Y"

• Video:"No'Safe'Amount:'Women,'Alcohol,'and'FAS"or"Understanding'FAS"(available"in"Library"Media"Services)"

Increased)

Danger)with)

Teen)Use)

NHES:"1.8.8@9;"2.8.10;"8.8.4"

• Why"is"it"more"harmful"for"teens"to"use"mind@altering"substances"than"adults?"

• What"are"the"dangers"of"experimentation?"

Students"will"be"able"to"explain"why"teen"substance"use"is"more"harmful"than"adult"use."

• Book:"Downhill'Slide"from"Still'More'Activities'That'Teach"(available"in"Curriculum"Library)"

• See"online"sources"on"addiction"by"age"(possible"websites"include:""

http://alcoholrehab.com/drug@addiction/age@and@substance@abuse"or"www.inbalancecontinuum.com/outpatient/about/statistics)"

Drug)Use)on)

Individual,)

Family)&)

Society)

NHES:"2.8.1@2,"5,""7@8;"3.8.4;"5.8.5,"7;"8.8.2@3"

How"does"a"person’s"choice"to"use"drugs"impact"themselves,"their"family"and"society?"

Students"will"be"able"to"describe"the"impact"of"personal"drug"use"on"themselves,"their"family"and"society."

• Guest"speaker""• Video:"Teen'Files:'The'Truth'About'Drugs""

Effects)of)

Tobacco)

NHES:"1.8.8@9;"3.8.1"

What"are"the"harmful"effects"of"tobacco"(including"vaping)?"

Students"will"describe"physical,"mental,"and"social"effects"of"tobacco/vaping,"and"secondhand"smoke."

• Video:"Tobacco'Horror'Picture'Show"

• Video:'Reality'Matters:'Smoke'Signals"from"Discovery"Education"

• Book:"King'of'Death"from"Still'More'Activities'that'Teach"(available"in"Curriculum"Library)"



CONTENT)


BEHAVIOR)


Substance)

Abuse))

(cont.))

Effects)of)

Alcohol)

NHES:"1.8.8@9;"3.8.1"

• What"are"the"harmful"effects"of"alcohol?"

• Why"should"you"wait"until"the"age"of"21"if"you"are"going"to"drink?"

Students"will"describe"physical,"mental,"and"social"effects"of"underage"alcohol"use."

• Video:"Dying'High'in'the'ER"• Video:'Alcohol,'Athletes'&'Steroids"

• Video:'Alcohol:'Think,'Don’t'Drive"from"Discovery"Education"

• Video:"The'Truth'About'Drinking"

• Liver'Failure"from"Activities'that'Teach""

Effects)of)

Marijuana)

NHES:"1.8.8@9;"3.8.1;"8.8.4"

What"are"the"harmful"effects"of"marijuana?"

Students"will"describe"physical,"mental,"and"social"effects"of"marijuana"use"(including"smoked"and"edibles)."

• Video:"New'Marijuana:'Higher'Potency,'Greater'Dangers"(HRM"videos)"

Effects)of)OTC)&)

Prescription)

Drugs)

NHES:"1.8.8@9"What"are"the"risks"of"OCT/prescription"drug"misuse?"

Students"will"explain"the"difference"between"proper"and"improper"use"of"OTC/prescription"medications."

Video:"Abusing'Over'the'Counter'Drugs"(HRM"video)"

Alternatives)to)

Drug)Use)

NHES:"2.8.2,"4;"5.8.4@6;"7.8.2@3;"8.8.2@3"

What"are"healthy"alternatives"to"drug"use?"

Students"will"identify"alternatives"to"drug"use"that"fill"the"same"need."

Healthy'Alternatives'to'Using'Tobacco/Alcohol/Drugs"worksheet""

Risk)Factors)for)

Drug)Addiction)

NHES:"1.8.1,"4,"8@9;"2.8.9;"3.8.1"

What"are"risk"factors"for"drug"addiction?"

Students"will"identify"risk"factors"for"addiction."

• What’s'the'Deal?"addiction"card"game"

• Knowledge"of"basic"brain,"physiology,"pharmacology,"and"anatomy"

• Understand"of"how"drugs"alter"the"brain"

• Understand"the"impact"of"drug"abuse"on"teens"

• Social"influences"of"drug"abuse"



CONTENT)


BEHAVIOR)


Substance)

Abuse))

(cont.))

Gateway)Drugs)NHES:"1.8.9;"2.8.9;"5.8.1) What"is"a"gateway"drug?"

• Students"will"list"common"gateway"drugs.""

• Students"will"explain"how"the"use"of"gateway"drugs"increases"their"likelihood"of"other"drug"use."

National"Institute"on"Drug"Abuse:"www.drugabuse.gov/publications/marijuana/marijuana@gateway@drug"

Effects)of)Drugs)

of)the)Reward)

Pathway)in)the)

Brain)

NHES:"1.8.7;"5.8.5@6;"8.8.1"

How"does"the"reward"pathway"in"the"brain"work?"

Students"will"be"able"to"describe"how"drugs"affect"the"reward"pathway"in"the"brain."

• Video:"Which'Brain'do'you'Want?"

• Video:"Drugs:'How'They'Affect'the'Body'Chemistry"

Mental)Health)

)

GLEs:"HL.A.1@2,"5@8;"HL.B.1@6;"HL.C.1@6;"HL.D.1@2;"CS.B.3"

Stages)of)Stress)

&)the)Effects)on)

the)Body)

NHES:"1.8.2@3;"5.8.7;"6.8.1"

What"are"the"stages"of"stress"and"what"happens"during"each"stage?"

Students"will"explain"how"stress"can"be"helpful"or"harmful"depending"on"the"amount"and"how"it"is"managed."

• Book:"Stress'Test"from"Activities'That'Teach"(available"in"Curriculum"Library)'

• Stress'Assessment"'

Stress)

Management)

NHES:"1.8.6@7;"2.8.2;"3.8.3;"5.8.7;"7.8.2@3;"8.8.1"

How"can"you"effectively"manage"your"stress?"

Students"will"describe"and"practice"a"variety"of"stress"management"techniques."

Deep"breathing/relaxation"exercises"

Depression)&)

Suicide)

Warning)Signs)

NHES:"2.8.7;"5.8.7;"8.8.3"

• What"is"the"difference"between"short@term"or"situational"depression"and"clinical"depression?"

• What"are"warning"signs"of"depression"and"suicide?"

"

Students"will"be"able"to"identify"warning"signs"of"clinical"depression"and"suicide."

• Create"a"poster"that"highlights"one"common"misconception"about"depression"and"the"truth"behind"that"myth"

• List"possible"causes"of"depression"

• PBS:"In'the'Mix'–'Depression:'On'the'Edge"

www.pbs.org/mix/depression_index.html"



CONTENT)


BEHAVIOR)


Mental)Health)

(cont.))

How)to)Help)

with)

Depression/)

Self7Harm/)

Suicide)

NHES:"2.8.4;"3.8.4;"4.8.4;"5.8.4;"7.8.3;"8.8.2@3)

• How"can"you"help"someone"who"is"suffering"from"depression,"self@harming"and/or"is"suicidal?"

• When"is"getting"help"more"important"than"confidentiality?"

• Students"will"be"able"to"recognize"when"professional"help"is"needed"and"where"to"find"it."

• Students"will"explain"why"at"times"breaking"confidential"is"required."

Video:"It’s'Never'Too'Late"

Reproduction)

)

GLEs:)HL.A.1@4,"6;"HL.B.1@3,"5@6;"HL.C.1@2,"4@6;"HL.D.1@4,"6;"G/C.E.2"

Male/Female)

Anatomy,)

Cancer)

Detection)&)

Fertilization)

NHES:"7.8.2@3;"8.8.1"

• What"is"the"process"of"sperm"production"to"fertilization?"

• How"does"the"menstrual"cycle"work?"

• What"do"males/females"need"to"do"to"detect"early"stages"of"testicular/breast/cervical"cancers?"

• Students"will"be"able"to"describe"the"process"of"sperm"production"to"fertilization."

• Students"will"explain"the"process"of"the"menstrual"cycle."

• Students"will"know"how"to"do"testicular/breast"self@exams"and"the"importance"of"pap"smears."

Reproduction"PowerPoint""

Definitions)of)

Sex)&)STI)Risks)

NHES:"7.8.1;"8.8.4"

What"is"sex"and"how"can"you"get"an"STI?"

Students"will"analyze"the"different"methods"of"transmissions"of"STI’s."

• Ask"students"to"brainstorm"activities/behaviors"that"are"part"of"being"involved"in"a"dating"relationship"with"someone"and"provide"them"with"some"examples"to"clarify"

• Identify"and"describe"the"responsibilities"and"consequences"associated"with"involvement"in"a"sexual"relationship"

STIs)NHES:"1.8.7@9;"2.8.3;"3.8.4"

• What"are"STIs?"• What"are"some"common"STIs?"

• Students"will"be"able"to"define"what"an"STI"is,"list"common"STI’s"and"some"frequent"symptoms."

STI"worksheet""



CONTENT)


BEHAVIOR)


Reproduction)

(cont.))

STIs)(cont.)) )

• What"is"the"difference"between"viral/bacterial"STIs?"

• Students"will"be"able"to"explain"which"types"of"STI’s"can"be"cured."

'

Abstinence/)

Reasons)to)Wait)

NHES:"1.8.6@7;"2.8.2,"4@5,"7@8;"4.8.1@2;"5.8.4,"7;"7.8.1@3;"8.8.1@3)

• What"is"abstinence?"• What"are"the"benefits"of"waiting"to"have"sex?"

• Students"will"define"abstinence"and"discuss"the"benefits"of"waiting"to"have"sex."

• Video:"Sex'Appeal"

Birth)control" NHES:"1.8.7;""3.8.1,"4;"7.8.1@2"

• What"is"birth"control?"• How"do"different"types"of"birth"control"work"(barrier"vs."hormonal)?"

• Why"is"birth"control"not"a"fail@safe"method"of"pregnancy"prevention?"

• What"methods"of"birth"control"reduce"the"risk"of"STIs?"

• Students"will"define"birth"control"and"describe"hormonal"vs."barrier"methods."

• Students"will"recognize"that"no"method"of"birth"control"(other"than"abstinence)"is"100%"effective"in"preventing"pregnancy."

• Students"will"explain"which"methods"of"birth"control"also"reduce"the"risk"of"STI’s."

Birth'Control"worksheet""


Health)Curriculum) ) ) ) ) ))Final)Draft:)April)6,)2016)9"

HEALTH)7)GRADE)8)

Grades:)8) Overview"Health'8"addresses"the"concepts"of"physical,"mental,"and"social"health"through"the"content"strands:"Nutrition/Fitness,"Communication/Relationships,"Media"Awareness/Literacy,"and"General"Health."Topics"include"public"health"services’"role,"personal"nutrition,"fitness,"hygiene,"reduction"of"STIs"and"HIV"risk"factors,"and"lifestyle"choices."Resources"for"finding"help"and"support"will"be"introduced"and"the"development"of"healthy"attitudes"and"behaviors"are"emphasized.)

Length:"One)Quarter)Credit:).25)

Prerequisite:)None)

CONTENT)AREA) SUB7TOPIC) STANDARDS) ESSENTIAL)Qs)BEHAVIOR)


Nutrition/)

Fitness)

)GLEs:)HL.A.1,"4@6;"HL.B.1@2,"6;"HL.C.1@6;"HL.D.1@2;"G/C.E.7;"CS.A.1;"CS.B.3;"CS.C.2;"G/C.E.7"

Assess)Personal)

Nutrition)&)

Fitness)Practices)

NHES:"1.8.1@2;"2.8.6;"3.8.1;"5.8.7;"6.8.1@4;"7.8.3;"8.8.1"

How"do"my"personal"nutrition"and"fitness"practices"compare"to"the"national"recommendations?"

Students"will"analyze"their"personal"nutrition"and"fitness"practices."

Nutrition"&"Fitness"Assessment:"www.choosemyplate.gov""

Energy)Drinks)

NHES:"1.8.5,"8@9;"2.8.2,"9;"3.8.1;"5.8.4;"7.8.2"

Why"are"energy"drinks"harmful?"

Students"will"explain"the"harmful"effects"and"dangers"of"energy"drinks."

• UAF"Co@op"Extension"guest"presentation"

• Video:"Buzz'in'a'Bottle:'The'Dangers'of'Caffeine'Spiked'Energy'Drinks""

Six)Basic)

Nutrients)your)

Body)Needs)

NHES:"7.8.2"

What"are"the"six"basic"nutrients"your"body"needs"and"why"are"they"important?"

Students"will"describe"the"six"basic"nutrients"and"their"importance"in"the"body."

Video:"Vitamins:'What'Do'They'Do?""

Basic)Principles)

of)Weight)

Management)

NHES:"1.8.6;"2.8.6,"9;"3.8.1,"3,"5;"5.8.4;"7.8.2@3"

• What"are"the"basic"principles"of"weight"management?"

• What"are"healthy"ways"to"maintain"or"lose"weight?"

• Students"will"describe"the"balance"of"calorie"intake/expenditure"required"for"weight"management/"reduction."

• Students"will"explain"the"dangers"of"fad"diets."

• Students"will"identify"healthy"ways"to"maintain/lose"weight."

• Video:"Making'Healthy'Choices:'Fighting'Teen'Obesity"

• Video:"Hungry'for'Change""





Nutrition/)

Fitness)

(cont.))

Hydration) NHES:"7.8.2@3" What"is"the"importance"of"hydration?"

• Students"will"understand"methods"of"hydration."

• Students"will"explain"dangers"of"dehydration"and"benefits"of"hydration."

• Identify"the"percentage"of"water"in"the"human"body"

• List"places"within"the"human"body"where"water"is"found"

• Describe"roles"that"water"plays"in"the"human"body"

Food)Labels)NHES:"3.8.1;"7.8.3;"8.8.4"

How"do"you"read"a"food"label?"

Students"will"be"ale"to"analyze"a"food"label"and"identify"its"parts"and"what"they"mean."

• Analyze"food"labels""• Video:"Nutrition'Labels:'Reading'Between'the'Lines""

Communication)

&)Relationships)

)GLEs:"HL.A.1,"4@6;"HL.B.1@2,"6;"HL.C.1@6;"HL.D.1@2;"G/C.E.7;"CS.A.1;"CS.B.3;"CS.C.2;"G/C.E.7"

Passive,)

Aggressive,)&)

Assertive)

Behaviors)

NHES:"1.8.7;"2.82;"4.8.1@2;"8.8.1"

What’s"the"difference"between"passive,"aggressive,"and"assertive"behaviors?"

• Students"will"be"able"to"define"and"describe"the"difference"between"passive,"aggressive"and"assertive"behaviors,"including"what"they"look"like"and"sound"like."

• Students"will"be"able"to"explain"the"benefits"of"assertive"behaviors."

• Students"will"demonstrate"assertive"behavior."

Role"plays"

Conflict)

Resolution)

NHES:"2.8.4;"4.8.1,"3;"5.8.4;"7.8.1,"3;"8.8.1@3"

How"do"you"peacefully"resolve"conflicts?"

Students"will"be"able"to"demonstrate"how"to"resolve"conflicts"peacefully."

• Peer'Mediation"Program"workbook"

Anger)

Management)

NHES:"4.8.1,"3@4;"7.8.1@3;"8.8.1@3"

How"can"you"manage"your"anger?"

Students"will"recognize"anger"triggers"and"describe"a"plan"of"management."

LEAP"program"guest"presentation""





Communication)

&)Relationships)

(Cont.))

Different)Types)

of)Abuse)&)

Methods)of)

Reporting)(cont.))

NHES:"2.8.4,"10;"3.8.4;"4.8.1,"4;"7.8.3;"8.8.2@3"

• What"are"the"different"types"of"abuse?"

• How"an"when"should"you"report"abuse?"

• Students"will"explain"the"different"types"of"abuse."

• Students"will"describe"the"negative"effects"of"different"types"of"abuse."

• Students"will"identify"effective"ways"to"report"abuse"and"when"to"do"it."

Video:"10'Warning'Signs'of'Relationship'Abuse"

Setting)Physical)

&)Emotional)

Boundaries)

NHES:"1.8.6@7;"2.8.2;"4.8.1@2;"7.8.3;"8.8.1@2"

• What"are"physical"and"emotional"boundaries?"

• How"are"boundaries"helpful?"

• What"are"your"personal"boundaries?"

Students"will"recognize"their"own"personal"boundaries"and"explain"how"they"are"helpful"in"maintaining"their"goals."

Video:"Open'Arms,'Open'Eyes""

Bully)Prevention)

&)Peacemaking)

Skills)

NHES:"2.8.3,"4,"10;"4.8.1;"7.8.3;"8.8.1@3"

What"can"you"do"if"you"witness"someone"being"bullied?"

Students"will"describe"or"practice"peacemaking"interventions"in"a"bullying"situation."

Guest"speaker:""Interior"Alaska"Center"for"Non@Violent"Living""(Bystander"training)"

Cyber)

Harassment)

NHES:"2.8.2@3,"7,"10;"3.8.4;"4.8.1@2;"7.8.1;"8.8.2@3"

• What"is"cyber"harassment?"

• What"are"the"possible"outcomes?"

Students"will"define"cyber"harassment"and"explain"its"possible"effects."

"

Risk)Factors)in)

Social)Situations)

&)Safety)Plan)

NHES:"2.8.3,"10;"4.8.1@2;"7.8.3;"8.8.2@3"

What"is"a"safety"plan"and"why"is"it"important?"

Students"will"identify"risk"factors"in"social"situations"and"create"a"personal"safety"plan."

"

Media)

Awareness)&)

Literacy)

)

GLEs:"HL.D.3@5"

Media)Influences)

&)Choices))

NHES:"1.8.3;"2.8.2@3,"5@6,"10;"3.8.1@3,"5;"8.8.1@2,"4"

• What"is"media?"• How"does"the"media"influence"our"choices?"

Students"will"analyze"different"forms"of"media"and"how"they"can"potentially"affect"our"thoughts"and"actions."

"





Review)&)

General)Health)

)

GLEs:"HL.A.1@4,"6;"HL.B.1@3,"5@6;"HL.C.1@2,"4@6;"HL.D.1@4,"6;"G/C.E.2)

Risk)Factors)&)

Chronic)Diseases)

NHES:"1.8.1,"4,"8@9;"2.82,"9;"5.8.7)

What"are"risk"factors"for"common"chronic"diseases?"

Students"will"recognize"and"explain"the"relationship"between"common"behaviors"and"chronic"disease."

Causes'of'Death"worksheet"

Cold)Weather)

Safety)

NHES:"1.8.5;"7.8.2@3"

How"can"we"be"safe"in"cold"weather?"

Students"will"explain"some"common"consequences"of"not"practicing"cold"weather"safety."

"

Optional) First)Aid,)CPR,)&)Boating)Safety" • Offer"certification"in"First"Aid/CPR"through"American"Heart"Association"• Contact"the"Borough"Boating"Safety"to"do"a"presentation"at"a"pool"

)


!

HEALTH!

CURRICULUM!!!!!!!!!!!!!!!!!!!

Grades!9912!!

!!

FINAL!DRAFT:!APRIL!6,!2016!!! !

Fairbanks!North!Star!Borough!School!District! Table!of!Contents!Health!Curriculum! Final!Draft:!April!6,!2016!

2!

Table!of!Contents!!

!HEALTH!...................................................................................................................................................!3!HEALTH!LEADERSHIP!SKILLS!..........................................................................................................!6!APPLIED!HEALTH!SKILLS!..................................................................................................................!8!!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ) )))Health)

Health)Curriculum) ) ) ) ) )))))))Final)Draft:)April)6,)2016)3"

HEALTH)Grades:)9H12) Overview"

Health"focuses"on"the"acquisition"of"accurate"health"information"and"the"development"of"healthy"attitudes"and"behavior"patterns."Decision9making"and"goal9setting"skills"are"presented"at"developmentally"appropriate"levels."Students"will"learn"content"and"practice"skills"through"the"study"of"the"following"nine"strands."

Length:"One)Semester)Credit:).5)

Prerequisite:)None)

CONTENT)MASTERY)CORE)OBJECTIVES)

Students)will:)SUGGESTED)ACTIVITIES)

Overall)Health)and)Wellness)

)

GLEs:"HL.B.5;"HL.D.4;"G/C.G.4""NHES:"1.12.192,"596,"899;"2.12.1,"3,"899;"4.12.192,"4;"5.12.192,"497;"7.12.193;"8.12.293""

• Understand"the"different"dimensions"of"wellness"and"how"they"relate"to"overall"health."

• Understand"the"importance"of"good"decision9making"and"goal"setting"to"overall"health"and"wellness."

• Identify"personal"values"and"evaluate"whether"choices"and"actions"are"in"alignment"with"those"values."

• Understand"risk"factors"and"their"impact"on"the"health"and"wellness"of"teens."

• Recognize"the"role"all"forms"of"media"(including"social"media)"play"in"our"lives."

• Discuss"strategies"to"remain"safe"in"a"variety"of"social"situations,"including"on"the"internet."

• Identify"the"relationship"between"personal"needs,"social"pressures"and"behavior."

• Discuss"immunizations"and"the"role"they"play"in"health."• Discuss"risk"factors"involved"in"the"leading"causes"of"teen"deaths."

• Guest"speaker:"Public"Health"Nurse"• Decision-making"worksheet"(see"Appendix)"• Practice"goal9setting"• Life3Expectancy"worksheet"

Nutrition)))

GLEs:"HL.A.198;"HL.C.596""NHES:)1.12.192,"596,"899;"2.12.2,"495,"799;"3.12.1,"3,"5;"5.12.4,"7;"6.12.194;"7.12.193;"8.12.1)

• Explain"the"concept"of"energy"balance."• Know"and"understand"the"role"of"the"six"basic"nutrients."• Understand"how"to"read"a"nutritional"label."• Explain"the"factors"contributing"to"healthy"and"unhealthy"food"choices"and"meals.""

• Understand"serving"sizes"and"the"portion"control."• Compare"fad"diets"and"balanced"diets.""• Recognize"and"understand"the"appropriate"and"inappropriate"use"of"sports"and"energy"drinks."

• Understand"the"role"exercise"plays"in"being"healthy"and"in"weight"management."

• The"President’s"Challenge:"www.presidentschallenge.org.""

• My"Plate:"www.Choosemyplate.gov""• National"Dairy"Council:"www.nationalcairycouncil.org""

• Dairy"Council"of"California:"www.dairycouncilofca.org""

• Have"students"participate"in"the"Healthy3Futures"program"with"help"from"their"parent/guardian:"www.healthyfuturesak.org""

• Comparison"activities"• UAF"Co9op"Extension"guest"presentation"





Communication)and)

Relationships))

GLEs:"HL.A.196,"8;"HL.B.1;"HL.C.196;"G/C.E.7;"CS.D.3;"CS.E.798""NHES:"1.8.697;"1.12.7;"2.12.294,"7,"10;"3.12.4;"4.12.194;"5.12.4;"7.12.1,"3;"8.12.193"

• Understand"ways"to"communicate"effectively"and"interact"respectfully"with"all"people."

• Demonstrate"using"a"variety"of"effective"communication"skills."

• Discuss"the"effects"communication"blockers."• Identify"how"your"understanding"of"gender"roles"and"stereotypes"can"impact"your"relationships."

• Review"the"need"for"and"value"of"different"types"of"relationships."

• Define"consent"and"be"able"to"communicate"personal"boundaries."""

• Recognize"the"importance"of"respecting"others’"personal"boundaries."

• Demonstrate"the"use"of"refusal"skills"in"a"variety"of"situations."• Discuss"the"characteristics"of"a"safe"and"healthy"relationship.""• Recognize"unhealthy"behaviors"in"a"relationship."• Discuss"the"differences"in"relationships"with"imbalances"of"power"and"control"vs."ones"based"in"mutual"respect"and"equality."

• Identify"the"cycle"of"violence"and"different"types"of"abuse.""• Identify"dating"violence"and"how"to"get"help."• Recognize"the"importance"of"real"and"honest"communication"in"relationships."

• Guest"speaker:"Interior"Alaska"Center"for"Non9Violent"Living"representative"or"Sexual"Assault"Response"Team"(SART)"Nurse"for"presentation"on"domestic"violence."

• Guest"speaker:"FNSBSD"Prevention/Intervention"Specialist"(Project"Success)."

• Canadian"anti9bullying"website:"www.bullying.org/public/frameset.cfm""

• Use"Teen3Power3and3Control3Wheel"(see"Appendix)"• Video:"Quiet3Storm3Project:3Youth/Teen3Dating3Violence3Prevention"(from"Library"Media"Services)"

• Identification3of3Communication3Types"worksheet"• Role"play"• Video:"Communication:3The3Person-to-Person3Skill"• Video:"The3Quiet3Storm"• Fairbanks"Police"Department"Internet3Safety"handout"

• Safe"dating"plan"

Mental)Health))

GLEs:)HL.A.198;"HL.B.596;"HL.C.192,"596;"HL.D.4;"G/C.E.7;"CS.D.5""NHES:"1.12.192;"2.12.4,"7;"3.12.4;"4.12.4;"5.12.495,"7;7.12.3;"8.12.293"

• Identify"the"stress"response"and"the"different"stages"of"stress."• Understand"eustress"and"distress."• Recognize"personal"stressors"and"describe"some"healthy"coping"strategies."

• Describe"several"types"of"defense"mechanisms"and"discuss"their"limitations"in"solving"problems."

• Develop"an"awareness"of"the"various"types"of"mental"disorders"(mood,"anxiety,"eating)."

• Identify"several"types"of"mental"disorders"and"differentiate"between"temporary"mental"distress"and"chronic"mental"illness,"(e.g.,"feeling"depressed"versus"suffering"from"depression)."[HL.A.3;"HL.B.5;"HL.C.5]"

• Explain"how"to"access"school"and"community"resources"that"promote"mental"health."

• Differentiate"myths"and"facts"surrounding"suicide"and"potential"causes"of"suicide."

• Identify"warning"signs"exhibited"by"people"at"risk"for"suicide.""

• Legacy"Project"(Life3List,"My3Dream,"Star3Ladder):"www.legacyproject.org""

• Guest"speaker:"mental"health"professional/hotline"counselor"(i.e.,"Natl."Alliance"on"Mental"Illness"(NAMI):""

www.nami.org/MSTemplate.cfm?MicrositeID=111)"• Maslow's"Hierarchy3of3Needs""• Stress"assessment"• Deep"breathing/relaxation"exercises"• Stress3Test"from"Activities3That3Teach"• Video:"Choices"from"The"Jason"Foundation"

"




Students)will:"SUGGESTED)ACTIVITIES)

Mental)Health)(cont.)) • List"possible"steps"toward"suicide"prevention." "

" Substance)Abuse))

GLEs:)HL.A.194,"6;"HL.B.196;"HL.C.5;"HL.D.192""NHES:)1.12.1,"4,"799;"2.12.192,"495,"7910;"3.12.192,"4;"1.12.1;"5.12.49.597;"7.12.293;"8.12.194"

• Identify"strategies"that"help"to"maintain"a"substance9free"lifestyle."[HL.A.6;"HL.B.196;"HL.C.5;"HL.D.1,2]"

• Analyze"how"drug"use,"misuse,"and"abuse"is"encouraged"by"our"society."[HL.A.4;"HL.B.195]""

• Identify"categories"of"drugs"and"their"general"effects."• Identify"how"use"and"abuse"effects"the"brain."• Discuss"why"use"and"abuse"of"drugs"is"much"more"dangerous"for"teens.""

• Explain"how"different"types"of"drugs,"including"ones"legal"for"adults,"affect"the"individual"both"psychologically"and"physiologically.""

• Identify"resources"for"teens"to"help"with"personal"or"family"addictions.""

• Guest"speaker:"FNSBSD"Safe"&"Drug"Free"Schools"representative."

• Smashed:3Toxic3Tales3of3Teens3and3Alcohol"(DVD);"teen"and"parent"discussion"questions""

• Guest"speaker:"Alaska"State"Trooper,"Fairbanks"or"North"Pole"city"police"officer,"Fairbanks"Youth"Facility"officer"to"address"consequences."

• Video:'Smashed"

Reproduction)and)Sex)Education))

GLEs:"HL.A.2,"798;"HL.B.1,"394,"6;"HL.C.2,"496""NHES:)1.12.1,"4,"799;"2.12.295,"798;"3.12.1,"4;"4.12.192;"5.12.192,"495,"7;"6.12.1;"7.12.193;"8.12.194"

• Explain"the"human"sexual"response"cycle,"including"the"role"of"hormones."

• Identify"and"discuss"that"abstinence"is"the"only"100%"safe"form"of"birth"control.""

• Describe"the"emotional"and"physical"consequences"of"early"sexual"activity"and"multiple"partners."

• Compare"and"contrast"the"effectiveness"of"a"variety"of"contraceptives"and"understand"how"they"can"help"prevent"pregnancy."[HL.A.7;"HL.C.2,496]"

• Discuss"myths"and"facts"surrounding"teen"pregnancy,"STI’s,"and"birth"control."

• Be"aware"of"the"cycle"of"fetal"development."• Recognize"the"early"signs"of"pregnancy"and"importance"of"pre9natal"care."

• Know"the"risk"factors"for"and"warning"signs"of"STIs."""• Evaluate"the"effectiveness"of"various"contraceptive"methods’"(including"abstinence)"in"preventing"STI’s."

• Identify"the"health"services"for"obtaining"testing"of"STI’s"and"other"diseases."

• Identify"gender"and"sexuality"differences"and"the"importance"of"treating"others"respectfully."

• Discuss"information"pertaining"to"male"and"female"reproductive"health."

• NOVA"video:"The3Miracle3of3Life"(from"Library"Media"Services)"

• Public"Health"Department:"www.iwannaknow.org""

"

"

Fairbanks)North)Star)Borough)School)District) ) ) ) ) )))))Health)Leadership)Skills)

Health)Curriculum) ) ) ) ) ))))Final)Draft:)April)6,)2016)

6"

HEALTH)LEADERSHIP)SKILLS)

Grades:)10H12) Overview"This"course"will"provide"students"with"information"related"to"the"Reducing"AIDS"Risk"Effectively"in"Teens"(RARE9T)"training,"Peer"Mediation"training,"Teens"Against"Tobacco"Use"(TATU),"and"Natural"Helpers."After"students"have"learned"the"basic"health"information"related"to"the"different"topics,"they"will"learn"presentation"skills"needed"to"deliver"the"information"to"other"students."They"will"also"create"an"advocacy"project"to"promote"positive"health"changes"in"their"community."

Length:"One)Semester)

Credits:).5)

Prerequisite:)Health)or)Teacher)Recommendation)


Students)will:)

Learning)Objectives))

GLEs:"HL.A.193;"HL.B.192,"6;"HL.C.2,"4;"HL.D.6""NHES:"1.12.192,"495;"2.12.293,"9;"3.12.495;"5.12.497;"6.12.2;"7.12.193;"8.12.294"

• Explain"how"HIV"is"transmitted."[HL.A.3]"• Identify"two"types"of"HIV"antibody"testing."[HL.A.3]"• Demonstrate"three"methods"of"communication."[HL.B.2;"HL.C.2;"HL.D.6]"• Name"at"least"three"sexually"transmitted"diseases"and"how"to"prevent"them."[HL.A.3]"• Provide"two"examples"of"how"self9esteem"affects"who"we"are."[HL.A.1;"HL.B.6;"HL.C.4]"• Identify"two"ways"use"of"alcohol"and"other"drugs"can"lead"to"HIV"infection."[HL.A.293]"

CONCEPTS)" • HIV/AIDS"Prevention"and"Transmission"[HL.A.293]"

• Tobacco"Addiction"and"Prevention"[HL.A.293]"• Conflict"Resolution"[HL.C.1]"• Negotiation"and"Mediation"Skills"[HL.C.192]"• Suicide"Prevention"[HL.A.4]"

• Alcohol"and"Other"Drug"Addictions"[HL.A.293]"• Stress"Management"[HL.B.1;"HL.C.5]"• Listening"Skills"[HL.B.2;"HL.C.2]"• Confidentiality"and"Community"Resources"[HL.C.4;"HL.D.4]"• Health"Advocacy"[HL.D.6]"

" )

"

Fairbanks)North)Star)Borough)School)District) ) ) ) ) )))))Health)Leadership)Skills)

Health)Curriculum) ) ) ) ) ))))Final)Draft:)April)6,)2016)

7"

CONTENT)OUTLINE)

I." Peer"Mediation"Training"[HL.C.all]"" A." Communication"Skills"" B." Origins"of"Conflict"" C." Qualities"and"Role"of"Mediator"" D." Mediation"Skills"" " 1." Agree"to"Mediate"" " 2." Gather"Points"of"View"" " 3." Focus"on"Interests"" " 4." Create"Win9Win"Options"" " 5." Evaluate"Options"" " 6." Create"an"Agreement"" E." Practice"Mediations"" F." Social"and"Cultural"Diversity"" G." Confronting"Prejudice"" H." Understanding"Anger"" I." Negotiation"

J. Group"Problem"Solving"

II." Reducing"AIDS"Risk"Effectively"in"Teens"(RARE9T)"[HL.A.293]"" A." HIV/AIDS"Information"

1. HIV"Transmission,"Prevention,"and"Treatment"2. HIV"Testing"3." Assertive,"Passive,"and"Aggressive"Messages"4." Personal"Pressure"Situations"and"How"to"Handle"Them"Assertively"

" " 5." Alcohol"and"Other"Drug"Use"May"Lead"to"HIV"Infection"" " 6." Identify"Alternatives"to"Alcohol"and"Drug"Use"" " 7." How"Male"and"Female"Reproductive"Body"Parts"Work"" " 8." Understand"STDs"and"How"to"Prevent"Them"[S.A.10]"

9." Unique"Qualities"That"Students"Possess"to"Bring"to"a"Relationship"" " 10." Risky"Sexual"or"Drug"Using"Behaviors"[HL.B.1]"" " 11." Risk"Reduction"Behaviors"[HL.B.1]"" " 12." Messages"That"Develop"Self9Esteem"" B." Presentation"Skills"[HL.C.all]"" " 1." Recognize"and"Handle"Discomfort"Surrounding"Sexual"Practices"" " 2." Present"Complex"Information"About"the"Immune"System"Clearly"and"

Succinctly"" " 3." Explain"and"Understand"Confidentiality"and"Trust"" " 4." Explain"and"Facilitate"Practice"of"Communication"Skills"" " 5." Create"a"Safe"Space"to"Communicate"About"Sensitive"Issues"" " 6." Maintain"Nonjudgmental"Discussions"" " 7." Conduct"Condom"Demonstrations"Properly"and"Comfortably"

8. Communicate"Positive"Messages"to"Others"9. Link"Relevant"Points"to"the"Actual"Experiences"of"the"Participants"10. Ability"to"Stay"Focused"and"Summarize"Information"

"Iii." Natural"Helpers"[Hl.A.293]"" A." Content"Information"About"Suicide"Prevention,"Alcohol,"

Other"Drug"Abuse,"Stress,"Anger,"etc."[Hl.A.3]"B. Review"of"Active"Listening"Skills"[Hl.C.all]"C. Referral"Procedures"D. Confidentiality"[Hl.C.4]"E. Community"Resources"[Hl.D.6]"

Iv."Teens"Against"Tobacco"Use"(Tatu)"[Hl.A.293]"A. History"of"Tobacco"Use"B. Tobacco"Health"Risks"C. Statistics"Regarding"Tobacco"Use"D. Presentation"Skills"E. Proper"Use"of"Demonstration"Materials"

"

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ))))))))Applied)Health)Skills)

Health)Curriculum) ) ) ) ) Final)Draft:)April)6,)2016)8"

APPLIED)HEALTH)SKILLS)

Grades:)11H12) Overview"This"course"will"introduce"and"prepare"students"with"skills"and"the"ability"to"integrate"these"skills"to"advocate"for"self,"family,"and"community"health."These"skills"will"provide"the"necessary"tools"to"support"students"when"developing,"setting,"and"reaching"goals."Students"will"gain"confidence"in"relating"to"the"community"and"applying"decision9making"and"goal9setting"skills"in"an"ever9changing"society."

Length:)One)Semester)

Credit:)).5)

Prerequisite:)Health)and)junior)or)senior)standing)



Community)Health))

GLEs:"HL.A.193;"S.A.7,"14915;"S.D.2""NHES:)2.12.196,"10;"3.12.295;"7.12.2;"8.12.194)

• Recognize"health"resources"in"the"community"which"support"the"individual"and"family."[HL.A.193;"S.A.7,"14,15;"S.D.2]"

• Guest"speaker:"Public"Health"Nurse."

Physical)Health)(Nutrition,)

Fitness,)Hygiene)))

GLEs:"HL.A.194,"6,"8;"HL.B.1,"3,"5;"HL.C.496;"S.D.2;"CS.B.3;"CS.C.3;"CS.D.6""NHES:)1.12.1,"5,"7;"2.12.9;"3.12.2,"5;"4.12.2;"5.12.2,"497;"6.12.194;"7.12.193"

• Develop,"implement,"assess,"and"adjust"a"personal"nutrition"and"fitness"plan."[HL.A.192,"6,"8;"HL.B.1,"3,"5;"HL.C.6;"S.D.2;"CS.B.3;"CS.C.3;"CS.D.6]"

• Analyze"the"etiology"and"treatment"of"eating"disorders."[HL.A.294;"HL.B.5;"HL.C.495;"CS.B.3]"

• My"Pyramid:"www.mypyramid.gov""• National"Dairy"Council:"www.nationalcairycouncil.org""• Dairy"Council"of"California:"www.dairycouncilofca.org""

Disease)Prevention)&)Control))

GLEs:"HL.A.194,"697;"HL.B.192,"596;"HL.C.2,"496;"HL.D.192,"4;"CS.A.1;"CS.C.3""NHES:)1.12.193,"597;"2.12.7910;"3.12.495;"4.12.194;"5.12.297;"6.12.2"

• Analyze"situations"that"require"professional"health"services."[HL.A.294;"HL.B.6;"HL.C.6;"HL.D.4;"CS.A.1;"CS.C.3]"

• Analyze"how"behavior"can"impact"health"maintenance"and"disease"prevention,"including"HIV,"hepatitis,"STDs,"testicular"and"breast"cancer."[HL.A.193;"HL.C.4,"5]"

• Explain,"in"order,"the"steps"of"proper"condom"use"and"its"necessity"for"the"prevention"of"STDs."[HL.A.1,"3,"7;"HL.B.192,"596;"HL.C.2,"495;"HL.D.2]"

• Guest"speaker:"Public"Health"Nurse,"UAF"researcher,"Interior"AIDS"Association"representative."

• Centers"for"Disease"Control"and"Prevention:"www.cdc.gov""• P.E."Central"health"lesson"ideas:"www.pecentral.org/lessonideas/health/healthlp.asp""

• P.E."Central"STD"web"activity:"www.pecentral.org/lessonideas/ViewLesson.asp?ID=1231""

• NOVA"Video:"Dying3to3be3Thin,"www.pbs.org/wgbh/nova/thin""





Disease)Prevention)&)Control)

(cont.))

• Describe"how"to"delay"the"onset"and"reduce"the"risk"of"potential"health"problems"during"adulthood."[HL.A.2,"6;"HL.D.1;"CS.A.1;"CS.C.3]"

• Discuss"information"pertaining"to"male"reproductive"health"including"circumcision,"inguinal"hernia,"mumps,"rectal"examination,"and"testicular"self9examination."[HL.A.7]"

• Discuss"information"pertaining"to"female"reproductive"health"including"endometriosis,"toxic"shock"syndrome,"a"disrupted"menstrual"cycle,"the"pelvic"examination,"and"breast"self9examination."[HL.A.7]"

• Define"addiction"and"explain"the"corresponding"chemical"changes"in"the"brain."[HL.A.293]"

"

Relationships))

GLEs:"HL.A.196,"8;"HL.B.1;"HL.C.196;"HL.D.1;"G/C.E.7;"CS.B.3""NHES:"1.12.2,"5;"2.12.198;"4.12.194;"5.12.3"

• Demonstrate"refusal,"collaboration,"and"negotiation"skills"to"avoid"potentially"harmful"situations."[HL.A.196;"HL.B.1;"HL.C.196;"G/C.E.7]"

• Define"origins"of"conflicts"and"demonstrate"strategies"for"solving"conflicts"without"harming"others."[HL.A.192,"6;"HL.C.196;"HL.D.1;"G/C.E.7;"CS.B.3]"

• Analyze"how"interpersonal"communication"affects"relationships."[HL.C.196]"

• Identify"qualities"of"a"life"partner"that"complement"personal"values"and"life"goals."[HL.A.596;"HL.C.196;"CS.B.3]"

• Describe"how"personal"health"goals"are"influenced"by"changing"information,"abilities,"priorities,"and"responsibilities."[HL.A.8]"

• Review"types"of"violence,"the"cycle"of"violence,"and"warning"signs"of"abusive"relationships"(see"Appendix"for"Understanding3Power3&3Control3Tactics"and"Understanding3Equality)."[HL.A.4])

• Guest"speaker:"Interior"Alaska"Center"for"Non9Violent"Living"representative."

• Guest"speaker:"FNSBSD"Prevention/Intervention"Specialist"(Project"Success)."

• Canadian"anti9bullying"website:"www.bullying.org/public/frameset.cfm."

• Use"Teen3Power3and3Control3Wheel"(see"Appendix)."





Mental)Health))

GLEs:"HL.A.196;"HL.B.6;"HL.C.196;"HL.D.4;"G/C.E.7;"CS.C.3""NHES:"1.12.298;"2.12.1910;"3.12.295;"4.12.194;"5.12.197;"6.12.194"

• List"the"stages"of"General"Adaptation"Syndrome"and"identify"personal"stressors"and"personal"stress"responses."[HL.A.194,"6;"HL.C.192,"5;"G/C.E.7;"CS.C.3]"

• Develop,"implement,"assess,"and"adjust"a"personal"stress"management"plan."[HL.A.194,"6;"HL.C.192,"5;"G/C.E.7;"CS.C.3]"

• Examine"different"values,"identify"personal"values"and"evaluate"whether"choices"and"actions"are"in"alignment"with"personal"values."[HL.A.1,"495;"HL.C.5,"6]"

• Review"statistics"and"warning"signs"surrounding"suicide"and"identify"prevention"strategies"and"local"resources."[HL.A.4;"HL.D.4]"

• Develop,"implement,"assess,"and"adjust"a"personal"anger"management"plan."[HL.A.192,"496;"HL.C.196]"

• Discuss"the"characteristics"of"and"treatment"for"co9dependence."[HL.A.1,"394,"6;"HL.B.6]"

• Legacy"Project"(Life3List,3My3Dream,3Star3Ladder):"www.legacyproject.org""

Personal)&)Consumer)Health))

GLEs:"HL.A.1,"596;"HL.B.5;"HL.D.4,"6""NHES:"1.12.1,"5;"2.12.198,"10;"3.12.195;"4.12.1;"8.12.194"

• Predict"immediate"and"long9term"impact"of"health"decisions"on"the"individual,"family"and"community."[HL.A.1,"596;"HL.D.6]"

• Advocate"for"personal"and"family"health."[HL.D.196]"• Evaluate"the"effect"of"media"and"other"factors"on"personal,"family"and"community"health."[HL.A.596;"HL.B.5]"

• Demonstrate"the"ability"to"utilize"various"strategies"to"access"health"information"and"services."[HL.B.5;"HL.D.4]"

• Center"for"Media"Literacy:"www.medialit.org"(choose"Health3Issues"or"Health/Prevention)."

• Marketing"busters"project:"find"a"product"and"its"truth"compared"to"advertisement."

• Recognize"real"products"(e.g.,"find"the"USDA/organic"label)."

Substance)Use)&)Abuse))

GLEs:"HL.A.194,"7;"HL.B.1;"HL.D.1,"4""NHES:)1.12.1,"394;"2.12.197,"9;"3.12.495;"4.12.194;"5.12.1,"397;"6.12.294;"7.12.193;"8.13.3"

• Define"the"pharmacology"of"the"different"categories"of"drugs"(tobacco,"stimulants,"depressants,"narcotics,"hallucinogens,"inhalants,"designer"drugs,"cannabis)"and"the"psychological"and"physiological"effects."[HL.A.193]"

• Outline"the"five"stages"of"drug"use"that"can"progress"to"drug"dependence"and"identify"personal"risk"factors""

• Guest"speaker:"FNSBSD"Safe"&"Drug"Free"Schools"representative."

• Smashed:3Toxic3Tales3of3Teens3and3Alcohol"(DVD);"teen"and"parent"discussion"questions."

• Guest"speaker:"Alaska"State"Trooper,"Fairbanks"or"North"Pole"Police"Officer"





Substance)Use)&)Abuse))

(cont.))

[HL.A.394;"HL.B.1]"• Examine"the"effects"of"parental"substance"use"(e.g.,"alcohol,"cocaine,"tobacco,"heroin)"on"the"development"of"the"child"from"conception"through"age"five."[HL.A.293,"7]"

• Discuss"the"intervention"process"and"different"kinds"of"treatment"options"for"a"drug"dependent"individual"and"the"family"members"[HL.A.394;"HL.D.1,"4]"

"

" Human)Physiology)and)Development)

Human)Physiology)&)

Development))

GLEs:)HL.A.1,"598;"HL.B.4;"HL.C.2,"496;"HL.D.1""NHES:"1.12.2;"4.12.192;"7.12.193"

• Evaluate"the"risks"and"lasting"consequences"of"becoming"a"teen"parent."[HL.A.1,"598;"HL.B.4;"HL.D.1]"

• Define"the"term"sexuality"and"examine"how"stereotypical"gender"roles"may"impact"your"life"choices."[HL.A.798]"

• Understand"that"abstinence"is"the"only"100%"safe"and"effective"form"of"birth"control"and"compare"and"contrast"the"effectiveness"of"a"variety"of"contraceptives."[HL.A.7;"HL.C.2,"496]"

• Understand"the"physiological"changes"for"a"female"during"pregnancy"and"the"development"of"the"child"from"conception"through"age"five."[HL.A.798]"

• NOVA"video:"The3Miracle3of3Life"(from"Library"Media"Services)."

Safety)and)First)Aid))

GLEs:"HL.A.196;"HL.B.196;"HL.C.5;"HL.D.192""NHES:)1.12.3,"5,"8;"2.12.9;"3.12.495;"4.12.2;"5.12.495"

• Analyze"the"relationship"between"substance"use,"impaired"judgment,"and"unwanted"or"dangerous"outcomes."[HL.A.296;"HL.B.195]"

• Analyze"the"short9term"and"long9term"consequences"of"safe"and"risky"or"harmful"behaviors."[HL.A.3;"HL.B.1]"

• Develop"injury"prevention"and"management"strategies"for"personal,"family,"and"community"health."[HL.A.193,"6;"HL.B.193,"596;"HL.C.5;"HL.D.192]"

• State"of"Alaska"Injury"Prevention"and"Emergency"Medical"Services"educational"materials:"www.hss.state.ak.us/dph/ipems/injury_prevention/education.htm""

• Safe"Kids"USA,"Preventing"Accidental"Injury:"www.usa.safekids.org/index.cfm""

"

!

!

!

Fairbanks!North!Star!Borough!School!District!!

K#12!HEALTH!

CURRICULUM!!!!!!!!!!!!!!

APPENDIX!

!!!

FINAL!DRAFT:!APRIL!6,!2016!


KG12!Health!Curriculum! ! Final!Draft:!April!6,!2016!1"

TABLE!OF!CONTENTS!!

DECISIONGMAKING!WORKSHEET!....................................................................................................!2!

FAIRBANKS!COMMUNITY!RESOURCES!..........................................................................................!3!

TEEN!EQUALITY!WHEEL!.....................................................................................................................!5!TEEN!POWER!&!CONTROL!WHEEL!..................................................................................................!6!

BULLYING!POWER!&!CONTROL!WHEEL!........................................................................................!7!INTERNET!SAFETY!................................................................................................................................!8!

LETTERS!OF!NOTIFICATION!...........................................................................................................!16!

TEACHER!RESOURCES"........................................................................................................"18!

!

!!

!

!

!

Fairbanks!North!Star!Borough!School!District! ! DecisionGMaking!Worksheet!

KG12!Health!Curriculum! ! Final!Draft:!April!6,!2016!2!

DECISIONGMAKING!WORKSHEET!

NAME ________________________________

CLASS PERIOD ________________________

DATE _________________________________ STEP 1: Define the problem. (What are you trying to decide?) ________________________________

___________________________________________________________________________ STEP 2: Brainstorm options. (There are always at least three options for every decision.)

Option 1 Option 2 Option 3

________________________ ________________________ ______________________ STEP 3: Consider the positive (pro) and negative (con) aspects of each alternative.

Option 1 Pros Cons

Option 2 Pros Cons

Option 3 Pros Cons

STEP 4: Consider your values. (What do you think is right/wrong? Is it safe, healthy, legal? Does it

respect your wishes and those of your parents?) ____________________________________

___________________________________________________________________________ STEP 5: Make a decision: _____________________________________________________________ STEP 6: Evaluate the decision. (Imagine what would have happened for the purpose of this exercise.

What worked well? What didn’t? Would you do anything different in the future?)

___________________________________________________________________________ Prepared by Stefani Brown

!

Fairbanks!North!Star!Borough!School!District! ! Fairbanks!Community!Resources!


FAIRBANKS!COMMUNITY!RESOURCES!

There!is!a!variety!of!community!resources!of!human!and!social!services!available!to!youth,!adults,!and!seniors!residing!in!the!Fairbanks!North!Star!Borough.!!Use!the!services!of!the!school!counseling!office!or!their!referrals!as!needed,!in!addition!to!the!resources!listed!below.!

ABUSE/VIOLENCE!

Domestic!Violence!Information!! 452#7273! www.dps.alaska.gov/ast/domesticviolence!Eielson!Family!Advocacy!Program! 377#2178! www.eielson.af.mil!Ft.!Wainwright!Family!Advocacy!Program! 353#7317! www.wainwright.army.mil!Interior!Alaska!Center!for!Non#Violent!Living! 452#2293! www.iacnvl.org!Office!of!Children’s!Services! 451#2650! www.dhss.alaska.gov/ocs!Resource!Center!for!Parents!&!Children!(RCPC)! 456#2866! www.rcpcfairbanks.org!Women!In!Crisis!Counseling!&!Assistance!(WICCA)! 452#2293! www.eielson.af.mil!

ALCOHOL/DRUG!ABUSE!

Adult!Children!of!Alcoholics! 456#6458! www.al#anon#ak.org!Alano!Club! 456#1604! www.alanoclubs.com!Alanon!–!Alateen! 456#6458! www.al#anon#ak.org!Alcoholics!Anonymous! 456#7501! www.fairbanksaa.org!Eielson!Alcohol!&!Drug!Abuse!Prevention!&!Treatment! 377#3071! www.eielson.af.mil!

Eielson!Adolescent!Substance!Abuse!Counseling!Services! 377#4727! www.eielson.af.mil!

Fort!Wainwright!Army!Substance!Abuse!Program! 361#1370! www.wainwright.army.mil!Military!Dependent!Adolescent!Substance!Abuse!Counseling!Service! 353#1382! www.wainwright.army.mil!

Narcotics!Anonymous! 452#7372! www.akna.org/areas/fairbanks!Ralph!Perdue!Center,!Youth!Drug!&!Alcohol!Program! 452#6251! www.fairbanksnative.org/ralph_perdue_cent

er.html!Regional!Center!for!Alcohol!&!Other!Addictions! 456#1053! www.choosehelp.com/alaska!

CONFLICT!RESOLUTION!North!Star!Youth!Court! 457#6792! www.nsyc.org!North!Star!Youth!Mediation!Program! 457#6792! www.nsyc.org!

COUNSELING/MENTAL!HEALTH!

Eielson!Family!Life!Consultants! 388#0483! www.eielson.af.mil!Eielson!Mental!Health! 377#3071! www.eielson.af.mil!Fairbanks!Community!Mental!Health!Services!(FCMHS)! 371#1300! www.acmhs.com!

Fairbanks!Counseling!&!Adoption! 456#4729! www.fcaalaska.org!Fort!Wainwright!Family!Life!Consultants! 388#2553! www.wainwright.army.mil!Fort!Wainwright!Social!Work!Services!(families)! 361#6285! www.alaska.amedd.army.mil!Hope!Counseling! 451#8208! www.hopecounselingcenter.org!New!Life!Program!–!Fairbanks!Native!Association! 452#1274! www.oneskycenter.org!Pacific!Rim!Counseling! 452#5252! !Parents,!Families!&!Friends!of!Lesbians!&!Gays!(PFLAG)! 457#3524! www.fairbankspflag.org!

Seven!Secrets!Counseling!&!Social!Skills! 590#0064! !STEPS! 374#7881! !Sunny!Denyaavee!Center! 455#4611! !Tanana!Chiefs!Behavioral/Mental!Health!Program! 452#8251! www.tananachiefs.org/health!

!

Fairbanks!North!Star!Borough!School!District! ! Fairbanks!Community!Resources!


EMERGENCY/CRISIS!

American!Red!Cross!of!Alaska!–!Fairbanks! 456#5937! www.redcross.org/local/ak/anchorage!Careline!Crisis!Intervention! 452#4357! www.carelinealaska.com!Crisis!Hotline!for!Domestic!Violence!&!Rape!(WICCA)! 800#478#7273! www.iacnvl.org!Crisis!Pregnancy!Center!Hotline! 452#5683! !Eielson!Sexual!Assault!Prevention!&!Response!Program! 377#7272! www.eielson.af.mil!

Fairbanks!Youth!Advocates’!The!Door!–!Youth!Shelter! 374#5678! www.fairbanksyouthadvocates.org!

Family!Focus!–!Emergency!Shelter! 452#1274! !Love!in!the!Name!of!Christ!(Love!INC)! 452#5683! www.loveincfairbanks.org!

National!Runaway!Switchboard! 800#RUN#AWAY! www.1800runaway.org!

Rape!Emergency!(IACNVL)! 800#478#7273! www.iacnvl.org!Youth!Suicide!Prevention!24hr.!Crisis!Line! 452#4357! !

FAMILY/YOUTH!SERVICES!

ADHD!Assessment!&!Treatment!–!Rural!Community!Consultants! 590#0931! !

Alaska!Center!for!Resource!Families! 479#7307! www.acrf.org!Big!Brothers!Big!Sisters! 452#8110! www.bbbsak.org!Care!Net!Pregnancy!Center!of!the!Tanana!Valley! 455#8255! www.carenetfairbanks.com!Eielson!Airmen!&!Family!Readiness!Center! 377#2187! www.eielsonforcesupport.com!Eielson!Youth!Center! 377#3194! www.eielsonforcesupport.com!Fort!Wainwright!Youth!Center! 361#5437! www.wainwright.army.mil!Love!Social!Services!Center! 458#8400! !NAACP!–!Fairbanks!Branch! 456#2227! www.naacp.org!Offices!of!Children’s!Services! 451#2650! www.dhss.alaska.gov/ocs!Resource!Center!for!Parents!&!Children!(RCPC)! 456#2866! www.rcpcfairbanks.org!

HEALTH!SERVICES!

Bassett!Army!Community!Hospital! 361#5858! www.alaska.amedd.army.mil!Chief!Andrew!Isaac!Health!Center! 451#6682! www.tananachiefs.org!Eielson!Health!&!Wellness!Center! 377#9355! !Fairbanks!Memorial!Hospital!(FMH)! 452#8181! www.bannerhealth.com!Fairbanks!Regional!Public!Health!Center! 452#1776! www.dhss.alaska.gov!Interior!Community!Health!Center! 455#4567! www.interiorhealthalaska.com!

SUPPORT!GROUPS!

ACCESS!Alaska! 479#7940! www.accessalaska.org!Alaska!AIDS!Help!Line! 800#478#2437! www.alaskanaids.org!Alzheimer’s!Disease!Family!Support!Group! 452#2277! www.alzalaska.org!American!Cancer!Society! 458#6410! www.cancer.org!American!Diabetes!Association! 457#1557! www.diabetes.org!Care!Net!Pregnancy!Center!of!the!Tanana!Valley! 455#8255! www.carenetfairbanks.com!Epilepsy!Seizure!Support!Network! 452#5585! www.epilepsysupportnet.org!Fort!Wainwright!ADD/ADHD!Support!Group!(EFMP)! 353#4243! www.usarak.army.mil/main!Hospice!Services!–!Fairbanks!Memorial!Hospital! 458#5550! www.bannerhealth.com!Interior!AIDS!Association! 452#4222! www.interioraids.org!Interior!Alaska!Cancer!Association! 374#0974! www.interioralaskacancer.org!Interior!Community!Health!Center! 455#4567! www.interiorhealthalaska.com!Parents,!Families!&!Friends!of!Lesbians!&!Gays! 457#3524! www.fairbankspflag.org!

!

!

TEEN!EQUALITY!WHEEL!

Fairbanks!North!Star!Borough!School!District! ! Teen!Equality!Wheel!


!

TEEN!POWER!&!CONTROL!WHEEL!

Fairbanks!North!Star!Borough!School!District! ! Teen!Power!&!Control!Wheel!


!

BULLYING!POWER!&!CONTROL!WHEEL!

Fairbanks!North!Star!Borough!School!District! ! Bullying!Power!&!Control!Wheel!


!

This!document!is!in!the!process!of!being!updated.!

Fairbanks!North!Star!Borough!School!District! ! Internet!Safety!


INTERNET!SAFETY!!

FAIRBANKS POLICE DEPARTMENT NORTHWEST INTERNET CRIMES AGAINST CHILDREN TASK FORCE

• According to FBI crime statistics, Alaska leads the nation in per capita rates of sexual assault

and sexual abuse of minors. • FBI arrest rates of Internet child predators tripled between 2001 and 2005 and are on target to

be even higher in 2006 and 2007. • According to U.S. Census Bureau statistics, Alaska has the highest per capita usage of the

Internet in the country. • 69% of youth who establish online relationships live in small towns or rural areas. That

describes virtually all of Alaska, making Alaska’s youth particularly vulnerable to online predators.

• Isolation, weather, and increasing numbers of home computers are factors contributing to high

Internet usage rates. • On average, children/teens use the Internet approximately 5 hours per week. This does not

include time using cell phones, text messaging, or regular telephone communications. • 80% of youth use the Internet for homework, 70% for email, 69% for games, and 42% for IM

(instant messaging) and chatting. Obviously, most use it for more than one purpose. IM and chat are the main places where children/youth are divulging more personal information than they realize and are also being exposed repeatedly to sexually suggestive material and pornography.

• Nationally, incidents of child exploitation reported to the National Center for Missing and

Exploited Children (NCMEC) have grown from 4,573 reports in 1998 to 340,000 reports in 2005. But children and teens do not always report when they’ve been solicited or threatened online. A March 2006 survey by NCMEC reported that 14% of teens have actually met face to face with someone they had only known through the Internet.





A 5 year follow-up study regarding online victimization of youth, released in August, 2006, shows the following:

• While the Internet holds tremendous potential for today’s kids, misuse of the Internet to prey on youth remains a serious problem, requiring action by legislators, families, communities and law enforcement.

• A smaller proportion of youth received unwanted sexual solicitations, but there was a

disturbing new trend of solicitors asking youth to provide sexual pictures of themselves. In addition, the number of aggressive solicitations in which they attempted offline contact with youth did not decline, and there was a large increase in the percentage of unwanted solicitations and harassment from people known to the youth.

The risks to children detailed in the 5-year follow-up study include:

• Unwanted sexual solicitations (1 in 7 youth)

• Unwanted exposure to sexual material (1 in 3 youth)

• Harassment – threatening or other offensive behavior directed at them, also called cyber bullying (1 in 11 youth)

• There was an increased use of blocking programs, filtering, and monitoring software with

more than half the parents in the second study reporting its use. In spite of that, there were an increased number of children that were being exposed to unwanted sexual material and online harassment.

• The number of events reported to law enforcement increased, but was still on 9% for

unwanted solicitations and 3% for unwanted sexually explicit materials.

• The results of the study call for a more aggressive prevention plan. Parents are the front line of that effort for the children in your lives.





1. START EARLY (BUT LATER IS BETTER THAN NEVER) – Internet safety issues intersect

with many other life lessons and can be addressed over time. From the beginning of their Internet use, we want to set appropriate boundaries and be careful of creating false expectations about their privacy rights in this arena. As with any rules, we’ll have more success if they are not arbitrary, but consistent and reasonable.

2. BE THE PARENT – We are responsible for them until they are 18. This includes education,

values, social skills, spiritual life, health, sexuality, and safety. The Internet can impact all of those. Just as we provide seatbelts, knee pads, and bike helmets, we also need to attend to their safety online, both as a learning experience and to protect them from harm. We need to be just as confident regarding the Internet as in any other area and keep the lines of communication wide open, whether we understand all the technology or not. One conversation won’t do it; this needs to be ongoing as the needs and dynamics in the family change.

3. THEME OF PARENTING – Most parents have some overarching principles and goals in

raising children. These goals influence our styles of discipline, household rules and responsibilities, extracurricular activity choices, finances, and social relationships. Internet use rules will be more successful where they mesh with your larger goals for parenting.

4. MAKING A PLAN – Each family must discuss these issues and decide which rules work for

them. There is no “one size fits all” response; differences in the family situation need to be accounted for. Many of these issues have been addressed by others so, if you’d rather not reinvent the wheel, consider using some of their experiences.

5. PRIVACY – There should be no secrets while children live at home. Privacy can be respected,

but issues that touch on personal safety are always subject to being checked. The Internet is a wonderful tool, but it does bring safety concerns. Children need to know up front that Internet use can be monitored. “My job is to be responsible for you until you are 18. While you are learning to protect yourself, I can’t do my job if I don’t periodically check in.” So long as it is consistently applied, kids learn to accept it, even if they would not choose it. Even good kids can be led astray or make mistakes, so do not let the privacy claim keep you from being a vigilant parent. Parents used to find a “Playboy” under their son’s mattress, but things are not so easily found now.




6. CONSISTANCY – Internet rules for the household should be just another set of directions that focus on protecting and teaching our children. Explain the rules to the kids. Work some of them out together. Periodically review them. Be consistent and persistent. Consequences for not complying with the rules need to be known and applied. As always, keep the lines of communication open and be responsible in terms of the child’s age, attitude, and demonstrated level of responsibility.

7. KEEPING UP WITH THE KIDS – Accentuate all the positive uses of the Internet and affirm

good choices that they are making in other areas of their lives. Give them guidance in using the Internet responsibly. Do things together online, such as playing games or searching for information. If necessary, acknowledge that they may be technologically more proficient and invite them to teach you and share information with you. Become knowledgeable enough to know how to monitor, verify, and periodically check your child’s Internet use, just as you would with anything else your child is doing. You don’t have to know geometry to be able to monitor whether your child is completing homework on time.

8. MONITOR COMPLIANCE WITH THE RULES – This is the hard work part. There is

computer monitoring software to “spy” on kids’ computer use, but talk to other users to get the pros and cons. Some parents just make sure that they always have access to their child’s computer and all passwords. Kids can sometimes circumvent the protections so, if you have determined this is a concern, it may become necessary to visually monitor all Internet use. Be aware also that material can be saved to a disk. Some servers will allow you to get a copy of your kids’ emails. Tell them this is happening and then spot check it. If necessary, you can take over the account by changing their password and, if necessary, close the account.

9. TELLING KIDS WHAT YOU WILL DO – There is no reason to hide from your children that

you will monitor their computer use and Internet browsing history on a regular but undisclosed basis. They should know that you will put things in place to this and that you will tell them about any concerns you have. You do not necessarily need to tell them exactly what is in place. You need to actually check periodically. Explain the reasons for it, and don’t apologize.

10. ACCESS TO COMPUTERS AND THE INTERNET – This is influenced by the age and

maturity of your kids and the physical set-up of your house. The conventional wisdom is to have the family computer in a public area for easy viewing by anyone. This is not always practical, however, because audio may disturb someone else or the common area is also where the TV is. Many families now have multiple computers to meet the needs of parents to do financial and personal communications and kids to do homework or play games. Children sometimes graduate from using the parent’s computer to using a computer in a common area to having a computer in their room.




11. USER RULES – It is possible to teach responsible use of computers in the child’s room, but that needs to include parental access and monitoring. Reasonable rules can include length of time to be online, where the child can go online, and sharing of all passwords. If passwords get changed so that the parent cannot access accounts, consequences need to be in place. Some parents never allow Internet use behind closed doors, or walk into their child’s room randomly. If your child minimizes their screen when a parent comes in the room, check it out.

12. OTHER SUGGESTIONS – Many parents treat Internet use at home as a privilege; for

example, when grades are acceptable and homework is done. If the Internet is essential for homework, that should not affect your ability to control and limit access for other purposes. If the home has more than one computer, some parents control when the children can have Internet access through the parent’s computer. The child must request and explain the planned use. If the child uses email, you can require access to their password and periodically sign in to check their messages and history. Parents should have password protection for their own computer and keep the passwords unavailable to the kids.

13. LEARN HOW TO ACCESS A CHAT ROOM – You will be surprised what goes on. Some of

it is the same silliness that our parents would have heard if they listened in on our conversations with our friends. But a chat room includes groups of people, many of whom don’t know each other, so the dynamics are very different. The lack of face-to-face contact means that participants miss a lot of visual clues that we rely on in assessing people we meet.





WHAT IS THE DANGER?

Let’s first remember that our youth are volunteering, playing sports, getting good grades, doing mission work, having fun in church, helping out at home, driving safely, and resisting all kinds of temptations of their own. The purpose of this meeting is not to scare you to death or send you home to unplug the computer (although that can be a very tempting solution), but to encourage and empower you to be better parents in this unfamiliar arena. We hope to alert you to some concerns, but always realize that the Internet is here to stay and it’s a powerful learning and information and communication tool in all of our worlds. The most serious danger to young people online, whether chatting in chat rooms or instant messaging (IM) with someone they do not know, is the high potential for contact with sexual predators. Predators still do lurk on playgrounds or in malls, but far more of them now hang out in chat rooms and have IM capabilities. For many, their ultimate goal is to lure a young person into a face-to-face contact which can lead to sexual abuse, sexual assault, and even more violent contacts. For some predators, seeing images of teens and talking about sexual subjects is enough. But, regardless of whether a teen ever meets up with a predator, the secondary consequences of unregulated Internet chat are also of concern:

• Exposure to pornography and sexual images. Statistics show that online pornography is the fastest growing of all Internet business; it is even bigger than eBay and estimated to bring in several billion dollars a year. It is so profitable that it is not limited to pedophiles, people who are sexually attracted to children.

• Exposure to sexualized extensions of otherwise harmless conversations.

• Use of Web cams and file sharing to encourage creation of sexual images for financial gain.

In extreme cases, this has led to prostitution of both male and female teens, including in Alaska, because of it financial potential.

• Becoming desensitized to the subject matter because it becomes familiar, even “normal.”




• Internet chat and information sharing accelerates the process of sexually abusing children and allows it to happen at a distance from the victim. Most sexual abuse involves a “grooming” process to gain the child’s compliance with the adult’s demands. This can be accomplished online with numerous potential victims before the predator ever meets the child. The same type of grooming devices that pedophiles use to gain a child’s trust are used online: sexual “games,” desensitizing the child, making the child feel “special,” isolating the child from parent and peers, normalizing conduct that is dangerous for the child with images of other children or teens engaged in sexual conduct or wearing sexually suggestive clothing.

• Isolation from other “real” friends and activities so that the Internet chat takes up large

parts of their free time and can become a “secret” which is also isolating.

• Isolation of already lonely teens by tapping into their fears and insecurities, sharing their interests, feeding their egos. This can draw such kids away from other sources of help such as parents, peers, teachers, or counselors.

• Convincing girls to share provocative or nude pictures as part of a “contest” or potential

modeling opportunities is common. Soliciting “glamour shots” first can desensitize them and make it easier to send more and more personal images. This can be accompanied by offers of money or promises to send them to modeling agencies. Nothing protects the girl from having those images sent to others.

• Sharing of a tremendous amount of child erotica and child pornography, including images

of themselves, again to “normalize” it, and inviting youth to share images of themselves.

• Not only sexual predation, but sharing of other risky teenage behavior such as what is commonly called the “choking game.”

• It is also a gateway for communicating about other more common concerns for parents

such as drug use, smoking, use of inhalants, and alcohol use.

• Along with the risk of being exposed to unwanted sexual information or solicitation, youth are at risk because of the casual, or even unknowing, sharing of personal information. This can put both the teen and other family members at risk. Predators can collect large amounts of information from very limited information posted on a site or exchanged in a chat. Even online shopping by teens from sites you do not approve can result in sharing of credit card and personal information that can be misused.

• It’s not just about chat rooms. You also need to understand safe Web browsing practices

and how to protect your computer from viruses and spyware. Some of it is very sophisticated and is used by stalkers to keep track of or access victim communications.




• MySpace and other popular chat sites (Xanga, Bebo, and Facebook) do have separate areas for different age groups, but they have no means of verifying the truth of the information being provided. Teenaged girls, thinking they were talking to “Matt,” a “cool 18 year old,” found out they were actually talking to an undercover investigator who gathered a lot of information from their MySpace postings. It could have been a predator.

• Other similarly popular sites have almost no redeeming social value. More than 900

Alaskan girls, ages 12 to 17, in Anchorage and Mat-Su alone, were identified this year as subscribers to WouldYouHitThis.com. At this site, girls post pictures and profiles of themselves to get a “hitability rating.” This electronic popularity contest not only elevates physical traits and sexuality above character but also puts those girls at a heightened risk of being targeted by predators. It also becomes a source of bullying or harassing; for example, by spreading someone’s low “hitability” rating scores.

• In a chat room, the predator has to engage in “conversations” to get information, but on

sites like MySpace they can access large amounts of information by reading the user’s profile, a listing of personal information ranging from age, address, hobbies, and interests to family members, their addresses, measurements, sexual orientation, and more. There is a public as well as a private profile. The profiles often contain pictures as well as blog entries and commentary from friends. Some users think they can be protected because they get to accept or deny access to the full content of their profiles. But, because many sites keep track of and post the number of “friends” a user has, it puts pressure on kids to be “popular” by racking up large numbers of “friends.”

!

Fairbanks!North!Star!Borough!School!District! ! ! ! !!!!!!Letters!of!Notification!

KG12!Health!Curriculum! ! ! ! Final!Draft:!April!6,!2016!

!16!

LETTER!OF!NOTIFICATION!SAMPLE: ELEMENTARY

This sample letter should be adapted to each building’s needs.

A copy should be provided to the building administrator. (Date) Dear Parent or Guardian, As part of the grade curriculum, your child will be learning about (e.g., personal safety, personal hygiene, human reproduction). The lesson(s) (or unit of study) will be taught by (name, and position if appropriate) and will include (list topics). Instruction (or lessons) will begin on (date). If you have any questions regarding the lesson(s) or content, please contact at (phone number) or at (phone number). We understand that you may choose to teach these important lessons to your child yourself. If so, and you prefer that your child NOT participate in this unit, please [e.g., notify me in writing or call me at (phone number)]. Sincerely, (Teacher, Counselor, Nurse) (phone number) copy: Principal

!

Fairbanks!North!Star!Borough!School!District! ! ! ! !!!!!!Letters!of!Notification!

KG12!Health!Curriculum! ! ! ! Final!Draft:!April!6,!2016!

!17!

LETTER OF NOTIFICATION SAMPLE: SECONDARY

This sample letter should be adapted to each building’s needs.

A copy should be provided to the building administrator. (Date) Dear Parent or Guardian, This semester your son or daughter is enrolled in the FNSBSD’s required health class. This class will cover a variety of topics including:

Abstinence Depression/Suicide Nutrition/Fitness Anger Management Diseases Peer Pressure/Refusal Skills Birth Control Drugs Personal Safety Bullying Eating Disorders Relationships Communication First Aid/CPR Reproduction Community Resources Goal Setting Respect/Abuse Conflict Resolution Grief/Loss Sexually Transmitted Diseases: HIV/AIDS Crime/Gangs Media Stress Decision-making Mental Disorders Vitamins/Food Supplements

I realize many of these topics are sensitive and care will be taken to ensure that they are presented in an appropriate manner. Instruction may include presentations from knowledgeable professionals in the community. It may also include well-prepared student presentations. The Board of Education provides for parents/guardians to request that their child not participate in specific class sessions. After evaluating the course content and classroom approach, you may exercise this option by contacting me. Material from these class sessions will not be included in your child’s final evaluation. Every teacher endeavors to give students the message that family values should guide them in personal decision-making. Parents can help make that message effective by taking this opportunity to discuss and reinforce family values with their child. Please do not hesitate to contact me if you have questions or would like further information. Sincerely, (Teacher) (phone number) copy: Principal

!

Fairbanks)North)Star)Borough)School)District) ) ) ) ) ) ) ) ) ) ) ))))))))))))Teacher)Resources)K912)Health)Curriculum) ) ) ) ) ) ) ) ) ) ) Final)Draft:)April)6,)2016)

!18!

TEACHER)RESOURCES)Topic) Link)

Alaska)Internet)Circle)of)Safety)A"resource"for"teaching"youth"to"be"responsible"online"

citizens."

www.akla.org"

American)Heart)Association,)Children’s)Health)Lesson"plans,"activities,"games,"and"jump"

rope/basketball"skills"tips"to"help"students"live"strong"

and"healthy"lives."

www.heart.org/HEARTORG/Educator/Educator_UCM_001113_SubHomePage.jsp"

Arctic)Health)Research)Building)at)UAF)Tour"UAF’s"statePofPthePart"microbiology"lab"and"a"

larger,"more"efficient"lab"support"space"that"greatly"

enhances"research"and"academic"programs."

www.uaf.edu/campusmap/bildings/arcticPhealth/#"

Bullying.org)Dedicated"to"increasing"the"awareness"of"bullying"and"

to"preventing,"resolving,"and"eliminating"bullying"in"

society."

www.bullying.org/index.cfm"

Center)for)Alaska)Native)Health)Research)(CANHR))A"UAF"research"facility"that"works"with"tribal"groups"

and"health"care"agencies"to"frame"research"questions,"

develop"methodologies"and"procedures,"and"to"

interpret"and"apply"data"to"prevention"and"treatment."

www.uaf.edu/canhr"

Centers)for)Disease)Control)and)Prevention,)Injury)Center)Several"topics"for"safety"and"prevention"(with"activities)"

for"preventing"fire"deaths"and"injuries."

www.cdc.gov/injury/index.html"

Healthy)Futures)Tips"and"activities"to"empower"Alaska’s"youth"to"build"

the"habit"of"daily"physical"activity."

http://healthyfuturesak.org"

Interior)Alaska)Center)for)Non9Violent)Living)Presentations"and"workshops"are"available"related"to"

nonPviolent"behavior."Suggested"topics"include:"

personal"safety,"safe/unsafe"touch,"conflict"resolution,"

communication"skills,"bullying,"healthy"relationships,"

and"teen"dating"violence."

www.iacnvl.org/home"

!


!19!

Topic) Link)CyberSmart!)Online"workshops"which"give"educators"a"handsPon"

experience"in"21st"century"skills"to"meet"the"learning"

needs"of"today’s"students."!

www.cybersmart.org"

iKeepSafe)Tips"to"teach"youth"the"importance"of"protecting"

personal"information"and"avoiding"inappropriate"places"

on"the"Internet"

www.ikeepsafe.org"

McGruff)–)The)Crime)Dog)The"National"Crime"Prevention"Council’s"website"for"

kids"(includes:"games,"videos,"tips,"etc.)"

www.mcgruff.org"

NetSmartz)Workshop)An"interactive,"educational"program"of"the"National"

Center"for"Missing"&"Exploited"Children"(NCMEC)"that"

provides"agePappropriate"resources"to"help"teach"youth"

how"to"be"safer"onP"and"offline."

www.netsmartz.org"

The)Legacy)Project)

LifeDreams*Activities:"Explores"personal"

development"and"creating"

your"life,"including"the"

hopes"and"dreams"you"

have"throughout"your"

lifetime.)

www.legacyproject.org/activities/activitiesld.html"

Life*List:!Set"goals"for"things"to"do,"

learn,"explore,"see,"and"

achieve"in"your"lifetime."

www.legacyproject.org/activities/lifelist.html"

Dreamer*Profile:*Inspired"by"the"text,"

illustrations,"and"

quotations"in"Dream,"this"profile"will"help"uncover"

what"kind"of"dreamer"your"

are."

www.legacyproject.org/activities/dreamerprofile.html"

!


!20!

Topic) Link)

Mayo)Clinic)

Child*Safety:"How"to"prevent"falls."

http://www.mayoclinic.org/healthyPlifestyle/infantPandPtoddlerPhealth/inPdepth/childP

safety/artP20046124"

Nutrition*for*Kids:*Guidelines"for"a"Healthy"

Diet"

http://www.mayoclinic.org/healthyPlifestyle/childrensPhealth/inPdepth/nutritionPforP

kids/artP20049335"

National)Fire)Protection)Association)

Safety*Information:*Provides"several"programs"

to"help"eliminate"fire"

deaths"and"injuries"

through"effective"public"

education"and"

information."

http://www.nfpa.org/safetyPinformation"

For*Educators:*Offers"information"and"

tools"to"help"teachers"

teach"youth"about"

important"fire"and"life"

safety"issues."

http://www.nfpa.org/safetyPinformation/forPpublicPeducators"

Safe)Kids)Worldwide)A"global"organization"dedicated"to"protect"youth"from"

unintentional"injuries,"which"is"the"number"one"cause"of"

death"to"children"in"the"U.S.!

www.safekids.org"

State)of)Alaska’s)Emergency)Medical)Services)Injury)Prevention)Program)Educational"materials"

http://dhss.alaska.gov/dph/Emergency/Pages/ems/programs/emsc/default.aspx"

United)States)Dept.)of)Agriculture)(USDA)"

Choose*MyPlate:*Illustrates"the"five"food"

groups"that"are"the"

building"blocks"for"a"

healthy"diet."

www.choosemyplate.gov"

!


!21!

Topic) Link)

USDA)(cont.))

Team*Nutrition:*An"initiative"to"support"

the"Child"Nutrition"

Programs"through"training"

and"technical"assistance"

for"foodservice,"nutrition"

education"for"children"and"

their"caregivers."

www.fns.usda.gov/tn/teamPnutrition"

Dietary)Guidelines)The"Nation’s"goPto"source"for"nutrition"advice."These"

recommendations"help"Americans"make"healthy"food"

and"beverage"choices"and"serve"as"the"foundation"for"

vital"nutrition"policies"and"programs"across"the"U.S."

http://health.gov/dietaryguidelines"

Centers)for)Disease)Control)and)Prevention)

The"Health"Education"

Curriculum"Analysis"Tool"

(HECAT)"

www.cdc.gov/healthyyouth/hecat"

National"Health"Education"

Standards"http://www.cdc.gov/healthyschools/sher/standards/index.htm"

Society)of)Health)and)Physical)Educators)Standards)SHAPE"America"National"PE"Standards"

http://www.shapeamerica.org/standards/pe/""

"

Documents

Fairbanks North Star Borough School District · 2016-04-15 · MISSION STATEMENT – WHAT IS OUR PURPOSE? Our mission is to provide an excellent, equitable education in a safe, supportive