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Criteria For Evaluating Physical Education in Illinois Schools Grades K-5

Illinois Association for Health, Physical Education, Recreation and Dance

School
School Population
Address
Telephone
Name of Evaluator
Position
Email
Provision for Physical Education: Minutes Per Week
Days Per Week
Number of Physical Educators Avg.
Physical Education Class Size
Extent and Type of Exemptions of Students from Physical Education

Purpose

The purpose of this evaluation is to provide a basis for improving the quality of physical education programs in Grades K-5 in Illinois. The criteria reflect standards established by the physical education profession and the Illinois State Board of Education. The evaluative checklist is provided as a service by the Illinois Association for Health, Physical Education, Recreation and Dance (IAHPERD), to stimulate self-study and self-evaluation in order to ascertain the strengths and weaknesses of physical education programs.

SUGGESTED PROCEDURES FOR USING THE CRITERIA FOR EVALUATING PHYSICAL EDUCATION

Administration. Initiation of an evaluation is the prerogative of the local school instructor and/or administrators. Grade five is included in both the K-5 and the 5-8 Evaluative Criteria. This overlap is provided to accommodate alternative school district grade level organization. The evaluation will be confidential but may, with School District approval, be used for research purposes by the IAHPERD.

Recording and Evaluation. Each statement should be checked as, “adequate”, “minimum” or “goes beyond expectation” according to the following:

minimum - approximately less than half of criterion is met
adequate - all of the criterion is met
goes beyond expectation - criterion is met in an outstanding manner (e.g., uniqueness/distinctiveness; integration within school; community-linked, high level of learning/development)

Use the comment column to provide any clarifying information, including explanations for rating a criterion “beyond expectation.”

FOLLOW-UP ACTION:

Upon completion of the checklist, the evaluator should identify and summarize the strengths and weaknesses, by section. The weaknesses should be ranked, from greatest to least, in order to serve as a guide for developing a plan of improvement.

If assistance is needed to develop plans for improvement and implementation, a request may be made to the Illinois Association for Health, Physical Education, Recreation and Dance to send a consultant to your school. Blue Ribbon Physical Education Program

The Evaluative Criteria are used for schools who wish to be recognized as a Blue Ribbon School. Each criterion is marked by an asterisk (*) to indicate the acceptable rating and a double (**) for mandatory rating.

I. CURRICULUM

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
A. Content: Program provides for develop-mentally appropriate learning activities that will develop physical fitness, performance skills and personalized values to provide for lifelong health and pleasure in moving. 1. Fitness Development a. Health related Cardiovascular endurance Muscular strength Muscular endurance Flexibility		*
b. Motor fitness Agility Speed Coordination		*
2. Psychomotor Learning a. Fundamental movement skill Locomotor Stability Manipulative		*
b. Perceptual motor skills Body awareness Spatial awareness Directional awareness		*
c. Rhythmic activities Basic rhythms Creative /Interpretative Singing games and dance Folk Dance		*
d. Stunts and Tumbling		*
e. Games		*
f. Generic Sport Skills & Leadup Games Batting Throwing Catching Striking Kicking Volleying		*
3. Cognitive Learning a. Motor skill concepts b. Game concepts c. Fitness concepts d. Rhythmic concepts		*
4. Attitude/Value Learning a. Cooperation b. Competition c. Fairness d. Participation values e. Fitness values		*
Notes:

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
B. Program Administration. Program is guided by the following: 1. A daily program of instructional physical activity is provided per the Illinois School Code; Section 27-6. If a school uses blocked scheduling, time equivalency is permissible if the total minutes is comparable with the time allocated for other major subject areas. Allowable exemptions (may not exceed that allowable by ISBE; must follow all criteria for curriculum development): health education leaders’ physical education adapted physical education (may not replace inclusion program; student generally has IEP including input of physical educator) driver’s education Not allowable: marching band athletic physical education athletic participation academic coursework ROTC.		**
2. A written curriculum guide is available which allows for daily lessons based upon yearly plans (which include explicit units of study and that are sequenced for progressive learning). Curriculum must: be explicit (written) align with state learning standards be outcome/objective driven be sequential, usually by grade level or other appropriate classification/grouping be developmentally appropriate link units of instruction with intended outcomes/ objectives enable student assessment/evaluation relative to intended outcomes/objectives be part of local assessment plan be operational (explicit curriculum is being implemented).		**
3. Curriculum is relevant to the student interests, needs, and school facilities.		*
4. The curriculum provides for gender-fair access and experiences.		*
5. Students are grouped by ability for competitive activities.		*
6. Curriculum accommodates the developmental needs of all students including consistency with state and federal legislation.		*
7. Curriculum provides for gender equity practices as prescribed by state and federal legislation.		*
8. Proper attire is required for activity.		*
9. Appropriate activities are substituted if religious objections are raised to specific activities.		*

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
C. Student and Program Evaluation 1. Provisions are made for assessment of the following components of learning: Psychomotor learning Fitness development Attitude/value learning. Cognitive learning		**
2. Provisions are made for identification of learning disabilities and/or other problems related to effective learning.		*
3. Records are kept and maintained on the physical fitness, motor skill and growth accomplishments of the students.	*
4. Outcomes and/or standards have been identified for each grade level and align with the: State learning standards Local school improvement plan		**
5. Assessment results are used for: Diagnostic purposes for both students and program. Improving learning/teaching. Describing to parents and community student Achievement.		*
Notes:

II. INSTRUCTION

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
A. Teachers/Faculty 1. Teachers are licensed to teach physical education at the elementary level.		**
2. Physical education specialists serve all grade levels in school.		**
3. Faculty members are encouraged and provided support to participate in quality professional development activities that are relevant to the instruction of physical education.		*
4. Faculty members take responsibility for their professional development.		*
5. Faculty members give evidence of ability to develop appropriate curriculum.		*
6. Faculty provide for integration with health education.	*
B. Instruction 1. A variety of teaching methods are used to meet the unique needs and interests of students/subject matter being taught.		*
2. Activity time is maximized.		*
3. Classes are conducted in a manner that: a. Is gender-fair. b. Provides for ability differences. c. Provides for unique needs of students.		**
4. Instruction is augmented with appropriate use of technology, e.g. a. Audio-visual. b. Computers c. Video recording and replays.		*
5. Instruction reflects current and appropriate teaching approaches and techniques.		*
6. Physical education and classroom learning are complementary.		*
7. Teaching faculty are skilled in public information and relations.	*

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
C. Evaluation of Students 1. Regular formative and summative evaluations of student progress are conducted.		*
2. Valid, reliable and objective tests are used. Subjective assessments are criterion-referenced.		*
3. Students are given grades.		*
4. Students have a clear understanding of the criteria for their grades.		*
5. Provisions are made for gender-fair evaluations of student learning.		*
Notes:

III. FACILITIES, EQUIPMENT AND FINANCING

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
A. Facilities 1. Teaching stations adequately accommodate the curriculum needs for effective teaching. a. Indoor. b. Outdoor.		*
2. Indoor and outdoor facilities are used and maintained under basic safety conditions.		**
3. Facilities are designed for community as well as for school purposes.	*
4. Ceiling height in the gymnasium from the floor to nearest overhead obstruction is at least 20 feet.	*
5. Lights, windows and other potential hazards are covered with protective devices.		**
6. Teaching areas, indoor and outdoor, are appropriately laid out, marked and free of hazards.		**
7. Outdoor teaching areas are suitably surfaced and have adequate drainage.		*
8. An office is available for instructors.	*
9. Facilities are available for the cocurricular or extracurricular movement program.	*
11. Storage space is adjacent or near activity areas.		*
12. Teaching stations are accessible to students with disabilities.		**
B. Equipment 1. Adequate technology equipment is available for augmenting instruction.		*
2. Appropriate bulletin board space is provided and maintained to supplement the program.		*
3. Students are made aware of their responsibility for the preservation of equipment.		*
4. An inventory list of all equipment exists.		*
5. First aid supplies are readily available and includes blood borne pathogens protection.		**
6. Proper equipment and supplies are of sufficient quality and quantity to permit each student to participate effectively.		*

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
C. Financing 1. The Board of Education provides funds, through the same medium as other phases of education, for personnel, supplies, and other equipment essential for an effective physical education program, including: a. Adequate equipment for maximum participation. b. Appropriate equipment for student age and ability.		*
2. The co-curricular/extracurricular movement program is completely financed by school district funds and not from those for physical education allotments.		*
Notes:

IV. MEDICAL AND SAFETY

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
A. Safety 1. Classes are safely conducted.		*
2. Systematic and continuous supervision is provided in all activity areas and classes.		*
3. Daily maintenance of facilities and equipment are provided for student health and safety.		*
4. Indoor and outdoor high risk areas are provided an emergency communication system.		*
5. A written policy exists for student absences for reasons of illness or injury, relative to returning to class.		*
B. Medical 1. Written policies and procedures exist for medical and first aid assistance during class.		*
2. A medical record for each student is on file at the school before a student is permitted to participate in physical education activity.		*
3. A written policy regarding emergency first aid and the reporting of accidents to parents and school authorities is on file.		*
Notes:

V. ADMINISTRATION OF PHYSICAL EDUCATION

Criterion	Minimum	Adequate	Exceeds Expectation	Comments
1. Staff members have access to qualified supervisory personnel who can assist them in determining their effectiveness with respect to: a. Planning and organizing class work.		*
b. Establishing and maintaining acceptable teacherstudent relations,.		*
c. Knowledge of the curriculum areas of physical education.		*
d. Methods of teaching.		*
e. Relationships with faculty and administrators.		*
f. Participation in community life.	*
g. Skill in public information and relations.	*
h. Skill in curriculum alignment, development of learning outcomes, assessment of learning outcomes and program evaluation.		*
2. Teaching assignments are based upon credentials and experience whenever possible.		*
3. There is a positive working relationship among administrators, teachers and students.		*
4. Musical activities, lunch activity, recess and cocurricular/extracurricular movement activities are not substitutes for physical education.		*
5. Class size is commensurate with class sizes in other subject matter classes.		*
6. The total staff work load is comparable to any other teacher in the building.		*
7. The physical education staff is not on duty any more than other teachers in the building.		*
8. All students (except allowable exemptions) are enrolled in a physical education class.		**
9. School policy discourages the use of physical education facilities during the school day for nonphysical education use unless other acceptable teaching space is provided.		*
Notes:

STRENGTHS AND WEAKNESSES SUMMARY

SUMMARY	RECOMMENDATIONS
Curriculum
Instruction
Facilities/Equipment Financing
Medical and Safety
Administration
Notes:

Signature __________________________________________

Date 8/28/08

Position____________________________________________

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Chris Beese
411 Harrison Ct.
Vernon Hills, IL 60061

phone: 847-816-8635
cbeese@northbrook28.net