EEPRT Evaluation Cover Sheet
Name of Program Committee:
PE (K-12) Curriculum is designed to promote health,
wellness and learning readiness through the development of physical and social skills, healthrelated physical fitness and positive life-long health habits.
Committee Members: Jeremy Thomas, Sandra Skat, Carla Schmidt, Paul Pokryfke, Paula
Meltz, Mary Kate Martineli, Flavia Marcucci, Christina Laski, Michelle Kalchik, David Kalal,
Christina Laski, Tres Heimann, Tammy Henderson, Todd Grikmanis, Lynda Fuller, Elizabeth
Carlson, Peggy Biesboer and Sanna Bashor Facilitator: Michele Brown
1. What data was collected?
A - NASPE (National Association of Sport and Physical Education) and State of
Illinois mandates and recommendations for K-12 physical education curriculum
indicating best practices.
B - Research-based data indicating the link between physical activity and learning
readiness by Dr. John J. Ratey, Spark author.
C - TDPE (Teacher-Directed Physical Education) minutes were compiled to
determine if District 205 was meeting state mandated daily physical education minutes.
PEP Grant statistics provided data on areas encompassing physical education and health,
including TDPE.
D - Data from an elementary pilot program comparing fitness levels to academic
performance as measured by NWEA MAP, local vocabulary assessments and behavioral
data.
E - Data from Fitnessgram, (a health-related physical fitness test) was collected and
used for evaluation and student self-assessment to show progress and communicate
growth and goals to teachers and parents. Data was collected on individual student
fitness levels using heart rate monitors to determine the effectiveness of personal goalsetting and its impact on fitness levels.
F - Projections were determined for class sizes in Physical Education classes, Fitness
Center classes and Health classes as a result of increases and decreases in staffing.
• FTE was used to determine the following:
o Instructional needs, at the elementary level, to provide an additional day of
physical education to bring the total to 3 days per week.
o Facility/equipment restrictions, safety and supervision concerns at high school
and middle school levels.
o Travel and personnel expenses when teachers are split between two schools.
1
2. What did this data tell you? Summarize your results.
A - District 205 is not following research-based best practices in physical education
programs consistently across the district.
Although it has been expected that classroom teachers provide TDPE (teacher-directed
physical education) three times a week for 30 minutes, surveys and the PEP grant data
shows that TDPE is no longer effective for a variety of reasons. The classroom teachers
provide the students with a “recess” or free play, and do not conduct structured TDPE
lessons. While the argument for recess and free play in a student’s day is valid, the
elementary schedule already includes at least 30 minutes every day for students’
unstructured play, or recess. To attain the improvements in fitness and academics that
research indicates, our students need structured physical activity that is focused on the
following: cardio endurance, core strength and balance, team building/problem solving
skills, eye-tracking activity and physical skill development delivered by trained physical
education specialists.
District 205 currently does not meet the student/teacher ratio in NASPE guidelines,
which recommend a ratio of 30/1 for safe and effective instruction. The ratio is not meet
at the high school level and is 26-31 at the middle school level.
B - National statistics report that more than one-third of children and teens are
overweight or obese and a lack of physical activity is a main contributor. This is turn
impacts learning readiness.
C - District 205 is currently below state mandated requirements at the elementary
level. Teacher Directed Physical Education (TDPE), currently at 49 minutes per week at
the elementary level, falls well short of the target of 90 minutes per week. This data
represents an average based on data collected at all elementary schools.
D - Daily physical education as reported by Conrad Fischer Pilot Project, showed
greater improvements in math, reading and fitness tests than classmates with
traditional PE/TDPE.
Reading fluency increased for the students in the pilot project as measured by R-CBM
benchmark data.
The pilot group also outscored the control group on all measures of physical fitness, but
the greatest gains were shown on the pacer test, which is a measure of cardiovascular
fitness.
E - The implementation of the FitnessGram has been highly successful in increasing
fitness levels. This was the first time in the history of the district was a comprehensive
database to monitor students’ fitness levels from year to year was established.
2
F - Middle School fitness centers cannot provide safe fitness programs in the existing
facilities. They have been designed for classes of 18 to 20 and cannot adequately handle
35 students at a time. If staff were eliminated there would be no teacher available to
supervise students.
Middle School cannot provide an educationally sound health program in the existing
facilities if staffing were eliminated.
With the infusion of 1.3 million dollars we have been able to add technology,
equipment, fitness centers, staff development, common assessments and a district-wide
curriculum to increase fitness levels as well as academic achievement for our students.
3. What does this data tell you about needed program improvement?
•
•
•
4.
Daily physical education with a certified specialist is the best option for elementary
age children. Currently, District 205 provides instruction two days a week. Thirty
minutes a day with a physical education specialist would guarantee that students
would meet the minimum weekly recommendations made by major health
organizations.
The reduction of staff would not allow the Physical Education Department to
implement the recommendations as reported by the PEP Grant.
Increased collaboration among colleagues would allow for more extensive
interventions aimed at improving student achievement based on infused activity, such
as “brain breaks”, during the school day and in classrooms.
What data needs to be collected in the future in order to effectively evaluate
program outcomes and activities?
•
•
•
Our 3-year PEP Grant Program has provided us with substantial data on fitness
levels and their correlation to academic performance. It is imperative that we are
able to continue to provide the quality physical education necessary to produce longterm data that will provide baselines for comparative norms.
Continued use of FitnessGram data allows for analysis of the long-term impact of
physical activity on academic performance and social-emotional wellness.
A revised physical education K-12 curriculum was written to reflect the
exemplary PE4 life philosophies, state standards and NASPE best practices.
Classroom data on health and wellness awareness will continue to benefit our support
of the “whole child” and our knowledge that physical activity prepares the brain for
learning while reinforcing the fact that physically fit students are better learners.
3
Level II – Current Budget
Elmhurst Educational Program Review Technique (EEPRT)
Program: Physical Education (K-12)
Strategic Plan: Goal 2: Follow research-based, best practice instructional strategies and
programs consistently across the district.
Program Commitment: Level II (current program)
I.
Program Outcomes:
EEPRT Program Description – K-12 PE curriculum is designed to promote
health, wellness and learning readiness through the development of physical and
social skills, health-related physical fitness and positive life-long health habits.
Through this grant we have serviced over 8000 students and improved wellness
programs for them at all levels. As a result, we have increased their knowledge of
health, nutrition and fitness and had a positive impact on their future choices and
behavior regarding physical activity, nutrition and wellness.
Outcome A- To incorporate the use of technology to maintain all fitness data and
create reports. Students will self-assess their progress and communicate their fitness
growth and goals with their parents. The use of technology also allows the Suunto
heart rate monitoring system to record student workout sessions and monitor cardio
fitness.
Outcome B – To write, monitor and evaluate personal fitness plans to access their
knowledge of fitness principles that will lead them to a high quality of socialemotional, physical and academic achievement.
Outcome C – To develop, administer and evaluate a K-12 Physical Education
program that challenges all students to be active in the planning, monitoring and
evaluation of their fitness level.
Dr. John J. Ratey, a Harvard brain-research specialist has shown that physical activity
has a positive effect on the brain. In his latest book, Spark: The Revolutionary New
Science of Exercise and the Brain, he states that exercise stimulates our grey matter to
produce what he calls “Miracle-Gro” for the brain. According to Dr. Ratey, exercise
will grow more brain cells, improve the ability to learn, reduce stress, reduce
depression, reduce anxiety, and will have a very positive impact on children with
ADHD. Physical education is the one subject area that can improve health. Several
recent studies have shown a distinct relationship between academic achievement
and physical activity.
4
Phys Ed: Can Exercise Make Kids Smarter?
“Well” (New York Times blog), Gretchen Reynolds, 09/15/2010 (Researchers)
showed that fit children had significantly larger basal ganglia, a key part of the brain
that aids in maintaining attention and “executive control,” or the ability to coordinate
actions and thoughts crisply.
Since both groups of children had similar
socioeconomic backgrounds, body mass index and other variables, the researchers
concluded that being fit had enlarger that portion of their brains.
A comprehensive new report published June, 2010, from Bridging the Gap and the
Robert Wood Johnson Foundation shows that elementary schools across the nation
provide little time for physical activity. It’s major findings are that overall, U.S.
public and private elementary schools simply are not making the grade when it comes
to providing students a healthy environment. Results indicate that major changes are
needed to better support healthy eating and physical activity among all elementary
school students. Few students had the opportunity to get enough physical activity
to satisfy the minimum recommendations set by the U.S. Department of Health
and Human Services (USDHHS) or the National Association for Sport and
Physical Education (NASPE).
Local DuPage County Outcomes – District 203
In 2006 Naperville Central HS created a Learning Readiness PE class. Students
enrolled in PE class immediately before math increased their algebra readiness by an
average of 20%, compared to 4% in students that took PE later in the day. Also,
students voluntarily enrolled in a zero hour PE class immediately before their regular
literacy class increased their reading comprehension scores by 17%, compared to
10.7% in students scheduled in the regular PE class.
Outcome D - Physical activity not only transforms the body but also the mind.
Research shows that a protein is elevated during exercise that is like "Miracle-Gro for
the brain." Physical activity is increased in an effort to increase brain activity
and increase scores. Physical activity has been shown in the past five years to make
dramatic increases in brain activity in students throughout the day, especially in those
classes directly following PE. Therefore students who participate in 30 minutes of
fitness throughout the day will activate portions of their brain that would otherwise lie
dormant. According to the CDC the academic success of America’s youth is strongly
linked with their health. Studies and literature suggest that physical activity has a
positive impact on academic performance. Students at the middle school level should
be engaged in a physical education class 5 days a week. Regular physical activity
reduces stress. It also helps people focus, which makes it easier to stay on task. Best
practices in elementary physical education are 30 minutes of daily physical education
with a certified specialist. One of the main goals of P.E. is to get every student some
physical activity that is going to help improve his/her cardiovascular system. To give
each child at least 30 min. of exercise a day is very beneficial to their health. More
than one-third of children and teens are overweight or obese and a lack of
physical activity is a main contributor. The Surgeon General recommends children
should engage in 60 minutes of moderate activity at least 4 days a week.
5
II.
Program Data and Activities:
Data/Activities A - FitnessGram is used to self-assess progress and communicate
their fitness growth and goals with their parents. The use of technology also allows
the Suunto heart rate monitoring system to record student workout sessions and
monitor cardio fitness.
Data/Activities B - Students write personal fitness plans in grades 5, 8 and 11 based
on their acquisition of fitness knowledge over the years. Students write, monitor and
evaluate their plans.
Data/Activities C – A revised K-12 physical education curriculum K-12 was
written to reflect the PE4 life philosophies, state standards and NASPE best
practices. The curriculum is fitness based, using sports as a means to improve fitness
components, while at the same time teach life activities and team-building strategies.
Data/Activities D – One success that we have been able to share with other
schools and districts in the state is the pilot project we started last year at
Conrad Fischer. In an effort to increase the activity levels of the students, and also to
implement practice guided by current brain research, we developed a daily PE
program with several sections of 3rd graders, and have followed up with them in the
4th grade. Conrad Fischer was an ideal school to use as a pilot because it had the
lowest fitness scores in the district, high mobility rates and low reading scores. The
pilot group at Conrad Fischer was given daily PE with an emphasis on aerobic
fitness and increased literacy activities. Simultaneously, classroom teachers
increased the amount of physical activity the students would do in the classroom.
Activity centers were created for students to take “brain breaks” and movement
was added to lesson plans. In the past five years, physical activity has been shown to
make dramatic increases in brain activity in students throughout the day, especially in
those classes directly following PE. Therefore students who participate in 30 minutes
of fitness throughout the day will activate portions of their brain that would otherwise
lie dormant.
For data collection and analysis we partnered with Northern Illinois University.
By the end of year one we saw increased levels of aerobic fitness, as measured by
the pacer test, improved reading scores on weekly vocabulary tests, and
improved math scores on the NWEA MAP test. In addition, the teachers noticed
less disruptive behavior, and more time on task with the students in the pilot
program. We continued the program with the same group of students (4th graders)
and added a new goal of 3rd graders. In year 2 we also collected data on reading
fluency using the AimsWeb and have some comparison data from the state ISAT
tests. Both the 3rd and 4th grade pilot classes showed greater improvement on every
measure than the control classes.
One area that has been a consistent challenge for us is the number of minutes our
elementary school students are physically active in the school day. While our data
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indicate more students are active, 91% (baseline data) to 97% (year 3), the average
number of minutes per week has declined. After 3 years the best we have been able to
achieve is 103 minutes a week. During the winter months that number dropped to 87
minutes per week, and our overall average was 96 minutes per week. Since the
students have the same amount of PE time, 60 minutes a week, the decreased number
of activity minutes is attributed to the inconsistent delivery of physical education by
the classroom teachers. The district has developed a program called Teacher Directed
Physical Education (TDPE) to supplement the physical education program, and to
meet the state mandate for daily PE. The elementary students have PE twice a week
(30 minutes each time) with a certified PE specialist and the classroom teacher is
expected to teach PE the other 3 days. The data collected over the past 3 years
reveals that TDPE is not effective. The results indicate that TDPE takes place an
average of 49 minutes a week, which falls well short of the 90 minutes expected
by the district. This is one area that has not improved over the term of the grant and
will not improve until the economic situation changes and the district is able to
provide daily PE with a certified specialist for our students at all levels.
At the middle and high school levels we have 225 minutes per week allocated for PE.
In the past 3 years the number of students actively participating in PE has increased
from 84% (baseline) to 94% (year 3). With the increased use of technology, the
personal fitness plans, and the revised curriculum we have been able to reach out to
students at all levels in our classes, which has been very successful. We have
developed fitness centers at each of the middle schools and the high school, which the
students use weekly. We have also been able to increase the amount and types of
equipment the students can use in the gym to increase participation, motivation and
fitness. We no longer have lengthy waits for equipment or turn taking. At the high
school we still have a fairly large number of students who have waivers from PE for
academic or medical reasons and the PE department continues to work with the
administration to limit the number of waivers available.
One population we were able to assist in the 3rd year of the grant, was the districts
Transition Program, which serves young adults (18-21) with disabilities as they
transition from high school to adult life. Last year we had 14 students in this program
and the director of the Transition Center requested fitness equipment to enable these
students to continue to work on their physical health. This year we have 20 students
in the program that are now using stationary bikes, Wii fitness games, pedometers,
heart rate monitors, and equipment for recreational games like tennis, badminton,
volleyball and basketball, to develop fitness programs and monitor their progress. The
equipment is used indoors and outdoors on a daily basis and the students are very
excited to have new equipment to use.
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III.
Program Evaluation:
Program Evaluation A – The FitnessGram program tracks students’ fitness data
from grades 4-12. This system created standardized testing procedures, records,
monitoring programs and reports on fitness data in a comprehensive manner.
This information is used to create individual fitness plans and set goals for personal
improvement. In the first year of a 3-year grant period, 85% of district students meet
the Healthy Fitness Zone in 3 out of 6 measures. By the 3rd year students raised that
goal to 4 out of 6 fitness tests. This past year there was an 86% goal success with
34% of the students meeting the HFZ in all 6 areas of measurement. This
common district assessment remained in practice after the grant ended. This
was the first time in the history of the district that there was a comprehensive
database to monitor students’ fitness levels from year to year.
Program Evaluation B – Students meet personal fitness plan goals by having 85%
of the students scoring 70% or higher on the fitness plan, 94% of the students meeting
their goal. By the 3rd year of the grant, the goal was 90% or higher on the fitness plan
with 94% person of the students meeting the goal mark. The individual fitness
plans continued as an assessment tool after the grant funding ended.
Program Evaluation C – Evaluation of unit assessments are used to determine
academic success of skill knowledge. Informal assessments and behavioral data
are used to determine the impact of team-building activities on the socialemotional development and how it impacts physical activity in the PE classroom.
Additionally data at the elementary level indicates students are more active with 91%
(baseline data) to 97% (year 3) but this was the average number of minutes per week
declining. Elementary Level – Performance-based Rubric Assessments, Self and Peer
Assessments, Formative and Summative Assessments on common standards.
Program Evaluation D – Data collection on the Pilot “Brain Break” group was
collected in partnership with Northern Illinois University. By the end of year one the
data showed increased levels of aerobic fitness, as measured by the pacer test,
improved reading scores on weekly vocabulary tests and improved math scores on the
NWEA MAP test. Year 2 data showed an increase in reading fluency as
measured by using the AimsWeb and comparison data from the state ISAT
scores. This was one of the brain research programs conducted at the elementary
level in the state.
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IV.
Program Expenditures: Current Level of Funding
Categories
Salaries
Fringe Benefits
Purchase services
Supplies/Materials
Equipment
$2,519,451
$169,573
$28,632
Dues and Fees
$450
Minus Grants, Tuition or Other Funding
Sources (show as a negative)
$2,718,106
Total District Costs
28.9
FTE-Certified
0
FTE-Non-certified
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2010-2011
Level I – Reduction
Elmhurst Educational Program Review Technique (EEPRT)
Program: Physical Education (K-12)
Strategic Plan: Goal #2 Curriculum and Instruction - Follow researched-based, best practice
instructional strategies and programs consistently across the district.
Program Commitment: Level I (10% reduction of Level II) – Reduction in FTE of
approximately 10% at all grade levels based on FTE per grade level for PE and Health
Education.
Our district received 1.3 million dollars for the P.E.P. Grant over the past 3 school years
o To decrease physical education would detract from the efforts that we
have put into implementing the P.E.P. Grant and improving the
physical education program.
o Data shows that childhood obesity rates are rising and our children
spend an average of 7.5 hours a day on media.
A 10% recommendation in the total 2010-11 budgeted expenditures for the program.
I.
Program Outcomes:
A. We are currently below state mandated requirements for physical education
at the elementary level. A reduction in staff would cause D205 to fall further
below state mandated requirements. Decreasing FTE at the elementary level
would greatly impact an already vulnerable area of physical activity for childhood
wellness. The District’s Teacher Directed Physical Education (TDPE) is intended
to supplement physical education by limiting a trained professional to instruct PE
twice a week (30 minutes each time) and then having the classroom teacher the
other 3 days. The data collected reveals that TDPE is not effective. Data
shows that TDPE takes place 49 minutes a week, which falls well short of the
90 minutes expected by the District. Neglecting state mandates results in
decreased student participation time.
B. A ten percent reduction in the Physical Education budget would impact staffing
needs. By reducing teaching staff, class size would have to increase to a point
where safety and supervision would be a concern. District 205 currently does
not meet the student/teacher ratio of NASPE guidelines, which recommends
at 30/1 for safe and effective instruction. A reduction in staff will decrease the
ability for teacher to provide individual instruction and feedback. Additionally,
increased risk of injury is a concern of lack of adequate supervision. With
increased class sizes there is a greater safety concern, bigger classes, lack of
equipment and facility issues.
10
C. Because research has shown that physical activity enhances learning, a reduction
in physical activity would impact such areas as reading and math, with a
potential decrease in ISAT and MAP scores and AYP. The activity students get
through Physical Education can help with physical, social, emotional, and
psychological well-being thus impacting classroom performance. When students
are unable to experience the positive effects that activity has on the body (stress
relief, increased focus and memory, improved circulation and blood/oxygen flow
to the brain, better concentration) they are unable to reach their academic
potential. Brain research studies support the theory of increased activity equals
increased test scores.
II.
Program Data and Activities:
If a 10% cut had to be made, 3.34 positions would be eliminated from the
physical education department. This significant reduction of staff would result in
increased class sizes, possible elimination of programs and a subsequent decrease
in individual attention to students. The large class sizes and lack of supervision in
the program creates safety concerns for the students and staff. Fitness has been
directly linked to student academic performance and, thus, academic performance
will be impacted by a lack of physical activity for students.
REDUCTION IMPACT
High School = 0.8 FTE Reduction
Elementary Schools = 0.54 FTE Reduction
Middle Schools = 2.0 FTE Reduction
IMPACT High School = 0.8 FTE Reduction
A 0.8 reduction at the high school level would impact approximately 160
students. On average, high school offers 3 sections of Physical Education
classes per period, therefore 17 students would be added per section,
increasing class size to 55-60 students.
IMPACT at Elementary Schools = 0.54 FTE Reduction
A 0.54 reduction at the elementary level would impact a curriculum that
already fails to meet the state mandate of daily physical education and best
practice. Students have physical education twice a week for 30 minutes.
Although it has been expected that classroom teachers provide TDPE
(teacher-directed physical education) three times a week for 30 minutes,
surveys and the PEP grant data show that TDPE is not being
provided for a variety of reasons.
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Elementary Staffing Chart
Jefferson
Fischer
Hawthorne
Edison
Jackson
Emerson
Field
Lincoln
Staff A - 23
Staff H - 10
Staff C - 40
Staff D - 44
Staff G - 6
Staff G - 28
Staff H - 33
Staff I - 45
Staff K - 5
Staff K - 37
Staff L - 45
Staff G - 2
Sections Total =
318
45 sections/FTE=
7.06 teachers
Current staff=
7.60 FTE
Difference of =
.54 FTE
33
40
50
28
33
50
37
47
During the 3-year Pep Grant study, it was determined that 103 minutes per week
is the highest level of activity that students have achieved. The average drops in
the winter months to 87 minutes per week, and the overall weekly average is 96
minutes per week. Students are receiving 60 minutes per week but the decreased
number of activity minutes is attributed to the inconsistent delivery of physical
education by the classroom teachers.
Eliminating elementary staff would add to the difficulty of scheduling as staff
would move between schools.
IMPACT on Middle School = 2.0 FTE Reduction
A 2.0 reduction at the middle school level would require that class sizes to
increase to 35-60 students. Middle and high school levels have 225 minutes per
week allocated for PE.
Bryan Middle School = .5 FTE Reduction
Class Size of 90-110 students
Reduction in FTE – 0.5 FTE
Class Size of 90-110 students
35 students per Health
35 students per Fitness teacher
40 – 50 students per P.E. class.
Current Status – 4 FTE
30 students per teacher
There are 4 teaching areas but only 3 locations:
1. Health classroom 2. Fitness Center
3. Gym - Side 1
4. Gym - Side 2
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Churchville Middle School = 1.0 FTE Reduction
Class Size of 70-90 students
Reduction in FTE – 1.0 FTE
35 per class including Health
Current Status – 3 FTE
25 students per teacher
There are 4 teaching areas with 4 locations:
1. Health classroom 2. Fitness Center
3. Gold Gym
4. Blue Gym
Sandburg Middle School = .5 FTE Reduction
Class Size of 100-120 students
Reduction in FTE – 0.5 FTE
40 students per Health
50 students per Fitness teacher
50 students per P.E. teacher
Current Status – 4 FTE
35 students per teacher
There are 4 teaching areas but only 3 locations:
1. Health classroom 2. Fitness Center
3. Gym - Side 1
4. Gym - Side 2
III.
Program Evaluation:
Middle and high school levels have 225 minutes per week allocated for PE. PEP
grant data shows that participation in PE has increased from 84% (baseline) to
94% (year 3). Technology and personal fitness plans have impacted the number of
students participating in physical education at this level. Participation and academic
performance will be impacted by lack of physical activity.
IMPACT at High School = .8 Reduction
Large class size will place a limit on what the instructor can do with
students and for the students. Attention to individual needs would
decrease, thus impacting the quality of education.
With the loss of Physical Education teachers, disciplinary and safety
issues would rise and create an unsafe educational environment for
students and staff. Supervision in locker rooms will be impacted. Bullying
behaviors will increase.
With the loss of Physical Education teachers, fewer activities would be
offered to students. High school offerings may be eliminated.
13
Larger class sizes will detract from the positive relationships that develop
between students and teachers.
Larger numbers in class results in higher members in a team, which in
turn, detracts from the activity level of the class. The monitoring and
tracking of individual fitness goals for students would decrease, resulting
in a reduction of the fitness level of our students.
The reduction of staff would not allow the Physical Education
Department to implement the recommendations as reported by the
PEP Grant.
IMPACT at Elementary Schools = 0.54 FTE Reduction
Currently, our students are missing important activity time that is state
mandated and has been proven to help in their learning readiness. A
reduction in teaching staff will further impact the existing neglect of state
compliance.
Lack of physical activity impacts academic achievement. Reduction in
physical activity will negatively affect classroom behavior, concentration
memory and learning. Early academic achievement for students is
imperative for future success. Less active children creates fewer
connections between nerves in the brain, thereby decreasing attention and
information-processing skills necessary for growth performance. The more
movement the students get during the school day the better they will
function in the classroom.
This reduction in staff will force the number of traveling teachers to
increase across the District. PE teachers would not be available for
interventions, collaboration, supervision or other duties at the elementary
and middle school.
IMPACT on Middle School
Middle School – Bryan & Sandburg
*Note: Impact of below data will be similar at both school but a larger
impact at Sandburg due to incoming class sizes. District enrollment is
projected to increase and creates larger class sizes.
Teaching area would be limited to 3 locations
1. Health 2. Fitness Center 3. Gym
With a reduction in staff, there will also be a reduction in usage of gym
facilities. Due to only one teacher being available to conduct P.E. in the
gym area, the gym cannot be divided into the two gyms with the moveable
14
wall while providing adequate supervision and a safe learning
environment. Currently, with 3 teachers the 4 areas maximize student
participation, movement, and learning in curricular areas. This would be
lost with a reduction in staff.
Class size would increase to 1 teacher in the gym with between 60+
students. Size of gym classes is 60 to 1 in order to accommodate the
maximum number of students in a classroom for Health class.
Due to grade level classes being equal in enrollment, losing a .5 teacher at
Bryan and Sandburg is not a realistic option because of supervision, class
sizes and other departments. Unified Arts and/or the master schedule
would be significantly altered creating excessively large Unified Arts
classes and less flexibility in the schedule for all students.
Student per square foot in the gym is the smallest of all three middle
schools with 120 students participating in an activity. (Bryan MS)
Health classroom and Fitness Center numbers are currently over 35
students. Neither is equipped to handle that many students. Over-crowding
would hamper participation in daily activities and become a dangerous
safety risk. 39.6 students average class size cannot fit into one of our
classrooms for Health. Program growth concerns with incoming sixth
grade will increase class sizes even more to 40 plus students in the Health
classroom and Fitness Center.
Churchville Middle School
Space would be available for effective instruction, yet a reduction in
staffing would create a teaching space that would remain vacant
throughout the day. This in turn, would drive up class numbers in Health,
Fitness Center and gym classes. This would create an unproductive and
potentially unsafe educational setting.
15
IV.
Program Expenditures: Reduction Level of Funding
Categories
Salaries
Fringe Benefits
Purchase services
Supplies/Materials
Equipment
Level II
$2,519,451
$169,573
Level I
$2,252,251
$149,976
Diff. II/I
$267,200
$19,597
$28,632
$28,632
$0
Dues and Fees
$450
$450
$0
$2,431,309
$286,797
25.56
0
3.34
0
Minus
Grants,
Tuition or Other
Funding Sources
(show
as
a
negative)
Total
District $2,718,106
Costs
28.9
FTE: Certified
FTE:
Non- 0
certified
Summary:
A reduction in staff would find staff with the following challenges:
- traveling between schools, thus causing more scheduling conflicts
- increased dollars spent on traveling reimbursements
- few opportunities for teachers to develop rapport with students
- less time for teachers to develop and implement special programming
- less time for teachers to handle situations that arise at one school when
the schedule requires that they be at another school without fail
- less opportunity for teachers to collaborate with staff
- safety concerns
Additional travel needs would incur additional expenditures related to travel
time and transportation reimbursement costs. Traveling teachers also are not able
to be as much of a resource to their school as they would if they were at one school.
Special schedules at schools would have to be altered and coordinated at the
elementary level, thus impacting common planning time and specials time for
integration.
16
Our programs have grown from average to excellent, and our children develop skills
and attitudes about physical activity and good health that they can use for a
lifetime. In the past 3 years, we’ve had the opportunity to play an even bigger role in
moving our physical education programs to the forefront with the PEP Grant. It has
been a wonderful time for physical education and health in District 205. With the
infusion of 1.3 million dollars we have been able to add technology, equipment,
fitness centers, staff development, common assessments and a district-wide
curriculum to increase fitness levels as well as academic achievement for our
students. We have moved our programs from middle of the road to state of the art,
and have become a district that other schools try to emulate. The physical education
and athletic facilities at York High School are outstanding. We have dedicated fitness
centers at all three middle schools, and have continued to ensure that each elementary
school has classroom sets of equipment so every student is involved in physical
activity at the same time.
The EEPRT recommendation of cutting staff will take our programs backward,
and would be completely counterproductive. At a time when obesity rates are
rising, health care costs are unmanageable, and our children are spending 7.5 hours a
day in front of entertainment media, we cannot afford to go backward. We need to
continue to help our children develop the skills and attitudes necessary to maintain
good mental and physical health. The current research indicates there are direct
correlations between fitness levels and academic achievement, and brain
research continues to reinforce the concept that our brains function better when
we are physically active. More than ever, we need to continue to provide strong
physical education programs that allow all children to participate in physical activity
on a daily basis with the guidance and instruction of a qualified specialist.
Cutting staff will force us to have too many students in the gym at one time. This
creates situations where individual attention is limited, there is not enough equipment
for every child; students need to sit out, or take turns; and negative behavior becomes
an issue. The fitness centers in the middle schools have been designed for classes of
18 to 20 and cannot adequately handle 35 students at a time. With less staff there
would be no teacher available to supervise students. Consequently, that area would be
used infrequently, or not at all.
17
2010-2011
Level III - Increase
Elmhurst Educational Program Review Technique (EEPRT)
Program: Physical Education (K-12)
Tie to Strategic Plan: Goal 2: Follow research-based, best practice instructional strategies and
programs consistently across the district.
Program Commitment: Level III (10% increase of Level II)
A recommendation to increase the current 2010-11 budgeted expenditures by 10% for the
following year.
II.
Program Outcomes:
A. The State of Illinois mandates daily physical education for all students. The
Surgeon General’s Office, the CDC, the Office of Safe and Drug Free Schools
and the Physical Activity Guidelines put out by the US Dept of Health and
Human Services all recommend 150 minutes of physical activity per week for
elementary school age children. Since our children are in schools for the majority
of their day, it makes sense to assure these guidelines are being met during the
school day. Thirty minutes a day with a physical education specialist would
guarantee that our students would meet the minimum weekly
recommendations from these major health organizations.
B. Current research indicates that daily physical education will not only improve
students levels of fitness, but if done correctly, will also improve their
concentration skills, cognitive function, on task behavior and academic focus.
Research conducted in California and Texas show that there is a direct
relationship between physical fitness levels and academic achievement. The
research also indicates that daily physical education will increase attendance and
decrease disciplinary incidents. Local data from our District 205 Pilot Program
supports these findings.
II.
Program Data and Activities:
A. While both research and best practice indicate that 30 minutes per day of physical
education is recommended, District 205 has made an effort to meet the mandate
by supplementing the 60 minutes of physical activity the students get in their PE
class with 90 minutes per week of Teacher Directed Physical Education (TPDE).
However, through the data collected by the PEP grant it has become apparent that
TDPE is not successfully meeting the recommended minutes of physical activity.
According to the data collected in 2007- 08 the average number of minutes per
week the classroom teachers conducted TDPE across the eight elementary schools
was 51 minutes. In the 2008-09 school year that number dropped to 43 minutes
each week. Overall, in the past three school years, the classroom teachers are
18
implementing Teacher Directed Physical Education (TDPE) about 49
minutes per week, which falls well short of the target of 90 minutes per week.
B. In our own research conducted with the pilot project at Conrad Fischer
Elementary, the 3rd grade students who had daily PE showed greater
improvements in math, reading and fitness tests than their classmates with
traditional PE/TDPE (Teacher Directed Physical Education). In Math,
measured by the MAP test, the pilot group outscored the control group by
30%. In reading unit tests the students in the pilot group improved by an
average of 11.6 points, compared to 5 points in the control group, which is an
increase of 132%. The pilot group also outscored the control group on all
measures of physical fitness, but the greatest gains were shown on the pacer
test, which is a measure of cardiovascular fitness. On this test the pilot
groups outscored the control groups by an average of 200 laps (178%
improvement).
C. To move from 2 days a week to 3 days would require a total of 9.9 teachers,
which is an addition of 2.3 FTE.
3 Days a Week Physical Education
- Physical Education 3 days a week for Grades 1-5
- Kindergarten students 1 time per week
- (We use the gym and MPR on a limited basis) Along with the gym,
the multipurpose room would be used for additional classes.
At an increase of 3 days per week, no additional teaching space would be
necessary. All schools currently have enough space to accommodate this
option but this would result in an increased use of the multi-purpose room.
Additional FTE could be added to meet the 10% increase
recommendation, but this slight added increase would not bring an entire
Elementary P.E. program to a point of providing structured physical
education classes 4 days a week for the District.
School
Conrad
Edison
Emerson
Field
Hawthorne
Jackson
Jefferson
Lincoln
Total
Teachers Needed
1.1
.8
1.5
1.2
1.7
1.1
1.0
1.5
9.9
Space
Gym + MPR
Gym + MPR
Gym + MPR
Gym + MPR
Gym + MPR
Gym + MPR
Gym + MPR
Gym + MPR
No additional space required
19
III.
Program Evaluation:
A. The reasons the classroom teachers are unable to meet the 90 minute requirement
are many and varied. However, in general, most of the time the classroom
teachers provide the students with a “recess” or free play, and do not
conduct structured TDPE lessons. While the argument for recess and free play
in a student’s day is a good one, our elementary schedule already allows for at
least 30 minutes every day for our students to have unstructured play, or recess.
To see the improvements in fitness and academics that the research indicates,
our students need structured physical activity that is focused on cardio
endurance, core strength balance, team-building/problem solving skills, eyetracking activity and physical skill development. This improvement is best
accomplished with a physical education specialist, who is highly qualified to
teach the curriculum while providing feedback and safety for the students at
all times.
B. Physical education three days a week would be a step in the right direction and a
good short term improvement. It would be better for our students; it would allow
us to work on curriculum that will improve their health as well as their
readiness to learn; it will provide more time for physical activity/development
with a highly qualified physical educator, and less time with the classroom
teacher, it would be financially realistic; and lastly, it would not require additional
space in any of our elementary buildings. The elementary physical educators can
support this recommendation with the expectation that as the economic situation
improves the district would look to eventually endorsing daily physical education
for our elementary students.
C. Program Expenditures: Expansion Level of Funding
Categories
Level II
Salaries
$2,519,451
Fringe Benefits
$169,573
Purchase services
Supplies/Materials $28,632
Equipment
Level I
$2,252,251
$149,976
Dues and Fees
Minus Grants,
Tuition or Other
Funding Sources
(show as a
negative)
Total District
$450
$450
$2,718,106
$2,431,309
$28,632
20
Level III
$2,703,451
$182,360
Diff. II/I
$267,200
$19,597
Diff. II/III
$184,000
$12,787
$28,632
$0
$0
$450
$0
$0
$2,914,893
$286,797
$196,787
Costs
FTE: Certified
FTE: Noncertified
28.9
0
25.56
0
31.2
0
3.34
0
2.3
0
Summary: The recommendation made to the Board of Education in May 2009 it is still
valid. Daily physical education with a certified specialist would be the best option for our
elementary age children. Being cognizant of the current economic situation, we have
presented an option that would be more practical as a first step toward daily PE. The proposed
10% increase would add instructional time with a physical educator by ONE day, so that students
would have PE 3 times a week with the specialist. This option would leave 60 minutes a week
for the classroom teacher to teach health and TDPE. More importantly, the majority of time in a
given week (90 minutes) would be spent working on his/her physical development with a highly
qualified PE teacher as opposed to the classroom teacher. The increase in FTE would move
our District towards meeting the State of Illinois mandate for Physical Education minutes.
In closing, this is a very exciting time for physical education. The new brain research is
compelling and the opportunities provided by the PEP grant have allowed us to upgrade our
equipment, infuse technology and improve our curriculum and delivery methods. We are at a
crossroad. As we look to the future of this district and the future of our youngest stakeholders we
have the opportunity to make a difference. The district has an opportunity to change the trends
and to alter the statistics. As we are developing long range plans, facilities, and budgets, we
need to take a fresh look at the needs of our elementary school children as they head into the next
decade. With daily physical education we can improve the health of our children as well as
their concentration skills, cognitive function, and on task behavior, which will directly
affect academic achievement.
21
Appendix Program Data Charts
Pilot Data
4th Grade at Fischer
40.0
35.0
30.0
25.0
20.0
Pilot
15.0
Control
10.0
5.0
0.0
MAP Improvement
AIMS Improvement
Pacer Improvement
Math Data – Fischer
Fall Rit 09
Control
Spring Rit 09
Pilot
Fall Rit 08
0
20
40
22
60
80
Comparison Data
3 years of Literacy
Naperville Central High School
23
GPRA Data
DATA #1 Collected October 5, 2009
School
Total
Edison
Emerson
Field
Fischer
Hawthorne
Jackson
Jefferson
Lincoln
enrolled PE
302
532
424
423
605
401
340
563
240
383
360
344
499
341
276
452
3590
2895
Elementary Schools
Total
Total
%
Mins
Mins
% time
active
active Possible active used
225
94%
150
85
57%
370
97%
150
78
52%
352
98%
150
106
71%
336
98%
150
102
68%
487
97%
150
70
47%
327
96%
150
74
49%
266
96%
150
116
77%
438
97%
150
71
47%
2801
97%
150
88
58%
DATA #2 COLLECTED JAN 11, 2010
School
Total
Edison
Emerson
Field
Fischer
Hawthorne
Jackson
Jefferson
Lincoln
enrolled PE
302
532
424
423
605
401
340
563
247
425
356
353
507
334
278
400
3590
2900
Elementary Schools
Total
Total
%
Mins
Mins
% time
active
active Possible active used
230
93%
150
86
57%
397
93%
150
82
54%
354
99%
150
121
81%
347
98%
150
86
57%
495
98%
150
60
40%
320
96%
150
71
47%
272
98%
150
102
68%
389
97%
150
82
55%
2804
97%
150
86
57%
DATA #3 COLLECTED MAR 15, 2010
School
Total
Edison
Emerson
Field
Fischer
Hawthorne
Jackson
Jefferson
Lincoln
enrolled PE
302
532
424
423
605
401
340
563
246
420
356
353
503
339
280
495
3590
2992
Elementary Schools
Total
Total
%
Mins
Mins
% time
active
active Possible active used
231
94%
150
106
71%
402
96%
150
112
75%
351
98%
150
104
69%
348
98%
150
109
73%
479
95%
150
81
54%
333
98%
150
148
98% JRFH
274
98%
150
117
79%
474
96%
150
102
68%
2892
97%
150
110
73%
DATA #4 COLLECTED MAY 10, 2010
School
Total
Edison
Emerson
Field
Fischer
Hawthorne
Jackson
Jefferson
Lincoln
enrolled PE
302
532
424
423
605
401
340
563
Total
Total
%
Mins
Mins
% time
220
417
354
349
485
333
283
342
Elementary Schools
3590
2783
2726
98%
150
101
67%
Averages for 2007-08
Averages for 2008-09
Averages for 2009 -10
2903
3431
3590
2688
24
2748
2892
2564
2661
2805
95%
97%
97%
150
150
150
92
91
96
61%
61%
64%
active
active Possible active used
216
98%
150
83
55%
397
95%
150
71
47%
354
100%
150
100
67%
349
100%
150
226
150% Field day
471
97%
150
59
39%
329
99%
150
69
46%
277
98%
150
114
76%
333
97%
150
87
58%
Healthy Fitness Zone (HFZ) 2007-2008
HFZ in 1/2 tests
School
Bryan
Churchville
Sandburg
Total Middle
HFZ in 3/6 tests
HFZ in 6/6 tests
Pre test Post test Pre test
Post test Pre
5%
1%
95%
99%
7%
2%
93%
98%
10%
5%
90%
95%
7%
3%
92%
97%
test Post test
Total
37%
48%
550
27%
49%
430
17%
35%
690
26%
44% 1670
York
10%
5%
90%
95%
25%
29%
1600
Conrad
Edison
Emerson
Field
Hawthorne
Jackson
Jefferson
Lincoln
Total Elementary
22%
14%
7%
19%
13%
17%
15%
13%
15%
10%
1%
15%
6%
6%
3%
3%
9%
7%
78%
86%
93%
81%
87%
83%
85%
87%
85%
90%
99%
85%
94%
94%
97%
97%
91%
93%
17%
0
35%
25%
22%
18%
24%
15%
20%
10%
57%
32%
40%
38%
35%
50%
33%
37%
125
115
130
135
200
125
105
160
1095
Total 4 -12th
10%
5%
90%
95%
25%
37%
4365
HFZ= Healthy Fitness Zone
HFZ 1/2 = Number of students that were in the HFZ on only 1 or 2 tests
HFZ 3/6 = Number of students that were in the HFZ in 3 or more tests
HFZ 6/6 = Number of students that were in the HFZ on all 6 tests
Healthy Fitness Zone (HFZ) 2008-2009
School
Bryan
Churchville
Sandburg
Total Middle
Low Fitness
District Standard
High Fitness
HFZ in 4/6 tests (85%) HFZ in 6/6 tests
HFZ in 1/2 tests
Pre test Post test Pre test Post test
Pre test Post test Total
2%
2%
91%
89%
46%
43%
562
3%
5%
86%
86%
15%
38%
404
7%
4%
84%
86%
17%
35%
702
4%
4%
87%
87%
26%
39% 1668
York
13%
8%
76%
80%
11%
25%
1504
Conrad
Edison
Emerson
Field
Hawthorne
Jackson
Jefferson
Lincoln
Total Elementary
13%
5%
8%
7%
6%
8%
9%
6%
8%
13%
6%
4%
5%
6%
5%
7%
3%
6%
69%
86%
79%
82%
84%
81%
86%
79%
81%
80%
87%
91%
87%
85%
85%
89%
92%
87%
17%
24%
27%
29%
14%
19%
44%
31%
25%
28%
34%
49%
30%
33%
29%
50%
33%
36%
118
105
127
135
193
143
125
165
1111
8%
6%
82%
85%
21%
33%
4283
Total 4 -12th
HFZ= Healthy Fitness Zone
HFZ 1/2 = Number of students that were in the HFZ on only 1 or 2 tests (Low fitness)
HFZ 4/6 = Number of students that were in the HFZ in 4 or more tests (Goal 85%)
HFZ 6/6 = Number of students that were in the HFZ on all 6 tests (High fitness)
25