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Michigan Department of Education Physical Education Grade Level Content Expectations. Tier II Roll-Out. Presenters Names. Timeline. February 2007 New Physical Education Content Standards and Benchmarks approved by the State Board of Education.

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Michigan Department of EducationPhysical Education Grade Level Content Expectations

Tier II

Roll-Out



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Timeline

February 2007

  • New Physical Education Content Standards and Benchmarks approved by the State Board of Education.

  • Physical Education MMC approved by State Board of Education.

    2007- 2008

  • Physical Education GLCEs developed in accordance with newly adopted Content Standards and Benchmarks.

  • New version of the physical education MMC Guidelines developed.


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Timeline

April 2008

  • Physical Education GLCEs approved by State Board of Education

  • Revised Physical Education MMC Guidelines approved by State Board of Education

    May 2008 - 2009

  • Physical Education Companion Documents:

    Alignment

    Clarification

    Planning

    Frequently Asked Questions

  • Roll-Outs/Trainings


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Physical Education

  • Six physical education content standards.

  • Benchmarksinclude more detailed learning objectives:

    • Early Elementary K-2

    • Later Elementary 3-5

    • Middle School 6-8

    • High School 9-12

  • Grade Level Content Expectations (GLCE).

    • Expectations of what students should know and be able to do at the end of each grade.


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Physical Education GLCE Documents

Grade Level Content Expectations (GLCE)

  • Content expectation documents for each grade K -8.

  • (4) K-8 Across The Grades Documents:

    - Motor Skills and Movement Patterns

    - Content Knowledge

    - Fitness and Physical Activity

    - Personal and Social Behaviors and Values

  • High School Expectations – MMC Credit Guidelines

    - 7 Activities

    - 1 Core Activity


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New Physical Education Content Standards

Standard 1 Demonstrates competency in motor

skills and movement patterns needed

to perform a variety of physical

activities.

Standard 2 Demonstrates understanding of

movement concepts, principles,

strategies, and tactics as they apply to

learning and performance of physical

activities.

Standard 3 Participates regularly in lifelong

physical activity.


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New Physical Education Content Standards

Standard 4 Achieves and maintains a health-

enhancing level of physical fitness.

Standard 5 Exhibits responsible personal and

social behavior that respects self and

others in physical activity settings.

Standard 6 Values physical activity for health,

enjoyment, challenge, self-expression,

and/or social interaction.


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Physical EducationStrands

Strand 1: Motor Skills and Movement Patterns (M)

Strand 2: Content Knowledge (K)

Strand 3: Fitness and Physical Activity (A)

Strand 4: Personal/Social Behaviors and Values (B)



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Each Strand is

broken down into domains

specific to that strand.

StrandsMovement Concepts

Motor Skills & Movement Patterns Motor Skills

Content Knowledge Aquatics

Fitness & Physical Activity Outdoor Pursuits

Personal & Social Behaviors/values Target Games

Invasion Games

Net/Wall Games

Striking/Fielding Games

Rhythmic Activities

Physical Education Domains

Domains


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Exploring the Handouts

Physical Education


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Individual

Grade Level Documents

K -8th Grade


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5th Grade


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PE Organization = GLCE Coding

Sample Coding for PE GLCE: M.TG.05.01

M: Content Strand of motor skills and movement patterns.

TG: Target Games

05: Grade level

01: First expectation

M.TG.05.01 Demonstrate selected use of tactical problems, such as accuracy in distance and direction during modified, unopposed target games.


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Across The Grades

(4) Across the Grades Documents:

1. Motor Skills and Movement Patterns

2. Content Knowledge

3. Fitness and Physical Activity

4. Personal and Social Behaviors and Values

Includes all expectations for Kindergarten

through 8th grade.


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Michigan Merit Curriculum

Credit Guidelines


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High School PE Requirement

  • 1. Health-Related Fitness.

  • Advanced skills & tactics

  • in three activities for

  • three categories.

  • Basic skills & tactics in

  • five additional activities

  • from three categories.


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Physical Education Categories

Health-Related Fitness

Aquatics

Net/Wall Games

Target Games

Invasion Games

Striking/Fielding Games

Outdoor Pursuits

Rhythmic Activities




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Physical Education MMC Coding

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

4: Standard

A: Strand

HR: Domain

2: Expectation Number


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Graduation

Requirements


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Overview of Michigan Merit Curriculum

2011 Requirements (2006 8th grade class)

Course/Credit Content Expectations:

  • 4 English Language Arts, 4 Mathematics (1 in senior year), 3 Science, 3 Social Studies

    Content Area/Learning Experience Guidelines:

  • 1 Physical Education/Health, 1 Visual, Performing, and Applied Arts, On-line course/experience

    2016 Requirements (2006 3rd grade class)

    Content Area/Learning Experience Guidelines for:

  • 2 credits/experience in Languages other than English


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Graduation Requirement

One credit in Physical Education and Health

  • Separate courses or

  • Integrated into one course


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Integrated Course

  • Teachers must hold the proper

    endorsements

    • Health: MA, MX, KH

    • Physical Education: MB, MX, SP

  • Course content must focus on Standards and Guidelines for each discipline


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Modification for Health and PE Credit

  • Additional credit(s) are taken beyond

    the required credits in:

    • English Language Arts

    • Math

    • Science

    • World Languages

  • Personal Curriculum

  • Testing Out

  • “Opt Out” – PE Only


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    Q &A Document

    www.michigan.gov/highschool







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    The Structure of Curriculum

    Standards – Broad Content Learning Statements

    Benchmarks –More Discrete Grade Span Learning Expectations

    GLCE –Grade Level Content Performance Expectations

    Locally-Based Curricular Alignment

    Classroom-Based Instructional Design


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    Utilizing the GLCE’s

    Philosophy/Conceptual Framework

    Initial Alignment

    • Unfamiliar expectations

    • Unit’s reflect new terminology

      Develop instructional objectives

      Develop assessment plan

      Task Analysis

      Block Plan


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    Instructional Objectives

    • Action- Movement sequence

    • Condition- Environment task complexity

    • Criterion- Skill task complexity

      • quality

      • quantity



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    Using GLCE- Strand 2

    Hi-Low Freeze Tag

    Follow the Leader

    ObstacleCourse




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    Resource Links

    American Red Cross:http://www.redcross.org/services/hss/aquatics/

    http://www.redcross.org/services/hss/aquatics/sfp.html

    Leave No Trace:

    http://www.lnt.org/

    http://www.leavenotrace.ca/programs/principles.html


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    Trina Boyle-Holmes

    Michigan Department of Education

    [email protected]

    www.michigan.gov/physed


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