School Culture Report for Pe Essay Example

School Culture Report for Pe Essay Example School Culture Report for Pe Essay School Culture Report for Pe Essay Faline Mariscal June 20, 2011 Special Ed. Curriculum School Culture Report Standardized assessments are useful tools for all school subjects to monitor trends and changes, collect data, and improve programs, curriculum and policy. Just like academic testing, standardized assessments for physical education provide these same benefits and opportunities for improvement. So, why isn’t physical education assessment required in schools? Assessing students in physical education can measure achievement in knowledge, motion skills, and self-management skills. Let’s take a closer look at my schools culture report on physical education. Oh wait! That is right, we don’t have one. My school doesn’t assess the students in physical education. So in this paper I will try my best to answer the questions needed to explain the data. I will try to explain the best I can if we has data on physical education and what that would look like. Let’s take a look at the following information: * Population (race, gender) mobility, income, special needs (whole school) 2010-2011 FXW Students’ Ethnic Diversity African American21% Arab American2% Asian American8% Bi-Racial7% Caucasian American49% Hispanic American13% 2010-2011 FXW Students Gender Male419 Female410 Total829 Who does not do well on standardized assessments? (in my classroom) Since I teach PE, standardized assessment doesn’t apply to me. If my school had standardized assessment performance in physical education, then I would be able to determine who are eligible for services due to their physical and motor needs and those with or without un ique needs in psychomotor domain. * Who gets referred? Those eligible would be based on the following test results that measure aspects of PE: 1. Low motor development. Exhibit motor delay of at least 2 years or performance is one standard below mean in motor development. 2. Low motor skill performance. Fails to meet age- or grade-level competencies or criterion-referenced standards in one or more physical education content area. 3. Low health-related physical fitness. Does not meet specific or general standards of health-related physical fitness. 4. Psychomotor domain. Those with social-emotional needs. School psychologist test. * Who are stakeholders? SchoolPrincipalsHead of SchoolCommunity StudentsParentsBoard MembersTeachers * Positive and Negative aspects of process Positive: 1. Help educators monitor and improve the quality of physical education programs 2. Provide a means of holding programs accountable 3. Enable physical education to be included among the subjects on which students are tested as part of the state education assessment that are increasingly driving school management decisions. 4. Least restrictive environment for the student Negatives: 1. Parents don’t want to believe their child has a problem 2. Parents can’t afford outside help 3. Students not comfortable with placement or considerations 4. Students don’t understand concepts or safety considerations being taught in class 5. Schools can’t meet the needs of the child 6. Teacher is not educated on how to deal with children with unique needs * What is Your Role? . To meet the needs of all my students 2. Modify activities and instructional methodologies so the student’s goals can be met 3. Develop rubrics, checklists, task analysis, or rating scales to measure behavior those students who exhibit some type of social-emotional behavior. I see students from kindergarten to third grade, but l ike I said, I don’t perform standardized assessment in my physical education class. I do more observation with the students. If I have any concerns than I talk to our schools resource teacher, psychologist, principal, and classroom teacher first before taking the next step. If I was performing some type of assessment in PE class, than the students who are struggling would have behavior problems or unique physical and motor skills. For example, I do have several groups of students that have social-emotional behavioral problems. These students have a hard time with following directions, taking turns, showing respect to others, playing fair, and demonstrating good sportsmanship, which is important in physical education and community-based physical activity settings. Students that exhibit low motor development and skill performance have the following delays. By kindergarten through second grade, students should be able to skip, leap, hop, gallop, throw and catch a ball with two hands, be aware of spatial awareness, have body control, change direction without bumping into another person, and balancing on one leg for at least 8 seconds. By third grade, the students should have master the skills in kindergarten through second grade and by now are able to manipulate objects using their hands and feet, catch a ball with one hand, and balance on one foot for at least 15 seconds. These are a few things that I look for when observing the students in my class. It’s hard to say the exact amount of children with disabilities in our since I’m not included in what goes on with the students who do receive special services. From the information that I have gathered from the resource teachers, approximately 30 students from grades k-3 have an IEP out of 60 students that receive help. Our resource teacher sees 18 students twice a week, which actually seven have been tested and have an IEP. Then our psychologist does a full Psycho-Ed which can only be completed by 10 students in a school year due to time. Our speech and language pathologist sees between 28-30 students a year on a consistent basis. All these students have had a speech and language evaluation. Then we have our reading specialist who sees at least 12 students. These students our below grade level in reading and most of them have had a Psycho-Ed with an IEP; and receive addition help from the resource teacher as well. As a PE teacher, I have not been informed on these 60 students that receive services. I do receive recommendation on some of these students, but most of them don’t have physical or motor development or behavior issues. Out of the 60 students, I have noticed at least six students that have some type of physical/motor development delays or behavior issues. Since I don’t have data to help me, I am not able to provide a percentage of children with disabilities and explain how they are accounted for in the data. What I can do is explain how I would teach these students in my class. I would try to modify activities so the students can participate in class. Students who have a hard time with following instructions, I would try to keep the directions short and explain them one more time face-to-face to make sure they understand what to do. To help students with social-behavior problems in class, I can develop a checklist, task analyses, or rating scale to measure their behavior. Coming up with a behavioral intervention plan can reduce unwanted behaviors while increasing more desirable behaviors. Since I work with elementary students, I should be focusing on motor skills instead of sports. By doing this, I will improve the skills needed for them to accomplish at that grade level. In conclusion, there are many reasons for testing and assessing in physical education like increasing motivation, determining strengths and weaknesses, classifying students, determining degree of achievement, evaluating instruction and programs, predicating future success, and conducting research to answer questions and solve problems. Without the data on student performance, physical education will continue to be relegated to a low priority in school reform efforts. Maybe I can bring my concerns to the principal and come up with some guidelines on how to access students in PE for the future. Researchers have said that there is a link between the brain and physical activity. So why isn’t there a state mandate that all schools should be assessing in PE class?