Bulkeley High School

Bulkeley High School

Curriculum 2008-2009

Adam Bourret

Michael Dowling

Adam Sack

Marc Verikas

TABLE OF CONTENTS

Section Pages

School District Profile .2-4

Mission & Philosophy Statement 5

CT Healthy Living Standards 6-8

Models of Instruction 9-22

Goals & Objectives 23-26

Organizational Framework 27-39

Assessment Methods 40-45

Technology & Equipment 46-47

Program & Teacher Evaluation 48-64

Extra Curricular PE & Community Connections 65

Resources 66

School District Profile

Hartford School District

Community Data

Hartford School District is located in Hartford County, Connecticut. The population in 2000 was 121,578, this was a –13.0% growth in population since 1990. The per capita income in 2000 was $13,428. Within the School District there are 39 public schools, and 9 non public schools. The public school enrollment as a percent of the town population was 17.7, and the public school enrollment as a percent of total student population was 95.4%. The percentage of adults without a high school diploma in 200 was 38.7%, and the number of adults enrolled in adult education in the 2004-05 school year was 2,744. And 382 adults received their diplomas with in this same year. Hartford School District is ranked within District Reference Group I. The DRG is a classification system of districts whose students’ families are similar in education, income, occupation, and need, and that have roughly similar enrollment.

Conclusions

§  District Need: 68.0 percent of the students are eligible for free/reduced-price meals, compared the 26.9% state average. Another key figure is that 46.8% of the students come from a home in which English is not the primary language. The one percentage that is closest to the state average is the percentage of kindergarten students who attended preschool, nursery school, or headstart (75.4% compared to 79.2% state average).

§  Student Enrollment and Race /Ethnicity: The district has a total enrollment of 22,172. Of which 94.2% are minority (Hispanic 52.2%, Black 40.9%, Asian American 0.8%, American Indian 0.3%) and 5.8% of which are white.

§  District Resources: The average class sizes all essentially meet the state average. There are 1704.1 full-time teachers,

§  Professional Staffing and Training: The teachers have an average of 13.2 years experience in Connecticut, and 86% of whom have a masters or above.

§  Resource Ratios: There are 3.6 students per academic computer, compared to the state’s 3.4, 13.0 students per teacher, with the state average at 13.6, and 12.5 teachers per administrator and 13.8 at the state level.

§  Student Performance (Physical Fitness): The district only has a 22.4 % of it’s students passing all 4 tests in Physical Fitness, while the states average is 35.6%.

§  Student Performance (CMT): The districts percent that meet the state goal through grades 3 to 8 in Reading, Writing, and Mathematics are all well below the state average. In all cases their scores are more then 50% those of the state.

§  Activities of Graduates: The number of students that pursue a higher education in the graduating class of 2005, is 651 students, that is 85.0%, this is above the 82.3% state average. The percentage of students who are employed or in the military is 8.4%, below the state’s 13.9%.

High School

Bulkeley High School

School

Bulkeley High School had a total enrollment of 1,573 students in the 2005 school year. This was a 9.5% drop in the 5-year enrollment change. Bulkeley is considered a Traditional/Regular school type, and it consists of grades 9-12.

Conclusions

·  School Need: 18.2% of the school is enrolled in a bilingual education and English as a second language service, 3.4% is the state high school average. The school uses a school-wide approach to Compensatory Education. There are 0 students in gifted and talented programs, and 206 (13.1%) in special education. While the state high school average is at 11.0%.

·  School Resources: 936 hours of total instruction time per year at Bulkeley High, this is below the DRG High Schools (986) and the other State High Schools (1,002). There are 13.7 students per print volume (15.7 State HS average), and 975 non-print materials (811.0 State HS average). Within the school there are 108.4 teachers, 5 administrators, 2 library/media staff, 9.8 counselors, social workers, and school psychologists, as well as 24 non-certified instructional staffers. The average class sizes are all, except American history, above the State average; Algebra I 21.9 (20.0), Biology I 23.8 (20.1), English, grade 10, 22.4 (19.9), and American History 20.8 (21.1).

·  School Processes: 21.6% of students were retained in grade after the 2004 school year, compared to 4.7% average of the rest of the State High Schools. 30.6% of Juniors and Seniors were enrolled in at least one course for college credit (25.5% rest of the State High Schools), this is a 17.7% drop since the 1999 school year. There were 11 Advanced Placement courses.

·  Student Performance: Only 17.4 percent of the students in grade 10 passed all four Physical Fitness tests, well below the 39.1 percent at the rest of the State High Schools.

Impact

·  One of the major implications in the community which may strongly effect the curriculum is the percentage of students in which English is not the primary language at home. With out students who fully understand English it is hard as an educator to get the objectives across to their students. And at Bulkeley High 66.3 percent of the students do not speak English at home, making this a large task. Assignments may have to be handed out in Spanish as well.

·  The total hours of instruction is a figure that will directly impact Physical Education. With the total hours at Bulkeley being higher than the minimum required hours, but drastically lower than the State average. Physical Education will be the first class that sees less instructional time because it is sometimes viewed as less important. This needs to be dealt with by making the most out of the time that the instructors get with their students.

·  With 21.6 percent of the students being retained in the same grade the following school year, it may become difficult for some students who were already not interested in P.E. less interested due to repetition. This makes designing the curriculum more difficult as you have to be adept to students who may have already learned information the previous year.

·  The attendance rate is another difficult task. With a rate of 78.4 percent, it is hard to gauge how many students you will have in class each day. This makes planning activities difficult, as numbers may be low.

·  The major issue concerning physical education is the rate of students who pass the fitness testing, currently at 17.4% of the students. It is up to the instructors to motivate the students to perform better not just for the school but for themselves. Health will be stressed, and practicing and applying some focus on the fitness tests will be utilized throughout the year.

Mission & Philosophy

Mission statement

The mission of Bulkeley high school is to engage student interest through, lifetime fitness, the power of choice, and the adventure education model. We at Burkeley feel that the importance of student choice through the elective model will engage more students and motivate them to want to be physical active, for a lifetime. Sense fitness is so important to a healthy lifestyle if is important that our students have the proper knowledge to exercise correctly. An added elective adventure education will focus on team building. Most importantly we want our students to have a healthy overall life after graduation.

Philosophy Statement

The Physical education program at Bulkeley High School looks to engage student interest through the power of choice, lifetime fitness, and an elective adventure program. We hope that with this interest our students will want to participate in physical activity through out their lifetime. With the skills that our taught in the program our students will be able to participate at an adult recreational level. The emphasis on fitness will give our students the proper mechanics to exercise with confidence knowing that they have been taught the correct way to do a variety of physical activity.

In accordance with Connecticut state learning standards our program in run based off of six goals which we believe will allow our student to get the most out of their physical education program. Our students will be able to demonstrate competency in motor skills and movement patterns needed to perform in a variety of physical activities. They will also demonstrate understand of movement concepts, principle, strategies, and tactics as they apply to learning and performance of physical activity. Bulkeley students will participate regularly in physical activity. They will incorporate fitness and wellness concepts to achieve and maintain a health-enhancing level of physical fitness. Students will exhibit responsible personal and social behavior that respects self and others in physical activity setting. Finally our students will choose physical activity for health, enjoyment, challenge, self expression, and social interaction to sustain a physically active lifestyle.

Our students learning will be assessed through a variety of topics. Understanding how to perform is more important to us then being able to perform well. We want to give out students the best opportunity possible to want to be physically active so our assessment I will based on, participation in class, personal growth from the being of a unit to the end, whether they improved their own ability, not whether they meet the standard. Student knowledge will be assessed through testing, written and performance. A written test allows us to know that they understand the material, and performance tests show us whether they has really tried to better themselves.

It is important that the students not only take physical education but really try their best because the fact that the world is getting more and more obese as the years go on is a really big problem. PE can help change the staggering numbers of obese people because it gives the students the knowledge they need in order to stay or get into a healthy overall lifestyle. Physical activity has been linked to performance in school. The mind and body are linked, being a healthier person is hard so if is vital that our students graduate with the proper knowledge to be that healthy person.

Comprehensive Physical Education

Standard 9: Motor Skill Performance S

Essential Question: What different ways can the body

move given a specific purpose?

Curricular Outcome: Students will demonstrate

competency in motor skills and movement patterns

needed to perform a variety of physical activities.

Standard 10: Applying Concepts and CP, A

Strategies

Essential Question: How can I move effectively and

efficiently?

Curricular Outcome: Students will demonstrate

understanding of movement concepts, principles,

strategies and tactics as they apply to the learning and

performance of physical activities.

Standard 11: Engaging in Physical Activity S, CP, A

Essential Question: What can I do to be physically

active, and why is this important?

Curricular Outcome: Students will participate regularly

in physical activity.

Standard 12: Physical Fitness L, CP, A

Essential Question: Why is it important to be physically

fit and how can I stay fit?

Curricular Outcome: Students will incorporate fitness

and wellness concepts to achieve and maintain a

health-enhancing level of physical fitness.

Standard 13: Responsible Behavior S, CP, A

Essential Question: How do I interact with others during

physical activity?

Curricular Outcome: Students will exhibit responsible

personal and social behavior that respects self and

others in physical activity settings.

Standard 14: Benefits of Physical Activity L, CP, A

Essential Question: How will physical activity help me

now and in the future?

Curricular Outcome: Students will choose physical

activity for health, enjoyment, challenge, self-expression

and/or social interaction to sustain a physically active

lifestyle.

Comprehensive School Health and Physical Education

Content Standard Narratives

The Healthy and Balanced Living Curriculum Framework provides a blueprint for how students can live an

active and healthy life. While strong linkages are made between Comprehensive School Health Education and

Comprehensive Physical Education, each remains a defined curricular content area taught by appropriately

certified teachers. The content narrative provides the foundation for each standard, as well as an explanation of

the performance indicators identified within the standards. Comprehensive School Health Education is

reflected in standards 1-8 and Comprehensive Physical Education is reflected in standards 9-14.

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Standard 9 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

The intent of this standard is development of the physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood ofparticipation on a daily basis.

Standard 10 Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities

The intent of this standard is facilitation of learners’ ability to use cognitive information to understand and enhance motor skill acquisition and performance. It enhances the ability to use the mind to control or direct one’s performance. This includes the application of concepts from disciplines such as motor learning and development, sport psychology and sociobiology, and biomechanics and exercise physiology.

Standard 11 Participate regularly in physical activity

The intent of this standard is the establishment of patterns of regular participation in meaningful physical activity. This standard connects what is done in the physical education class with the lives of students outside the classroom. Although participation within the physical education class is important, what the student does outside the physical education class is crucial to developing an active, healthy lifestyle that has the potential to help prevent a variety of problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside the physical education class. They demonstrate effective self-management skills that enable them to participate in physical activity on a regular basis.