Elementary PE

Please sit with
your support team
Elementary PLC
Carlye Satterwhite-Curriculum Coordinator
Erik Heard-PLC Elementary Facilitator

Agenda
Time

Agenda Item

2:45-2:55

Welcome –Review Norms/Connector with
Support Team

2:55-3:10

Growth Mindset – Neuroplasticity

3:10-3:30

Using Scales to Drive Instruction -Collaboration

3:30-3:45

Feedback

Welcome-PLC at a glance
• Please sign in on the circulating
sheet.
• Handouts at your table

Septemb
er

New
Curriculu
m

Nov

Dec

Improving
Instruction

FitnessGram
Assessment
Input/reflect
ion

Jan

Goal
Setting

Mar

April

Designing
Activities

FitnessGram
Input/Reflecti
on

May

Peer
Coaching
and
Reflection

Curric./FG
Reflection

Norms and Values






MEETING NORMS
Everyone
participate and be
engaged
Stay on Task
Start on Time/End
on Time
Bring Appropriate
Materials
Open to New Ideas
Be Professional
with Technology
***Share
Generously***

PLC VALUES
 Accountability
 Collaborative
relationships
 Continuous
improvement
 Courage
 Integrity
 Purpose

Elementary Support Teams
A
Erik Heard
Taylor Bowie
Mark Cheelen
JR Fernandes
Tricia Dyer
D
TenaBaumgartn
er
Brad Dittmar
Tyler Krueger
Eustaz Cannon
G
Jerry Sanford
Nick Quinlan
Mike
Southmayd
Mike
Volquardsen

B

C

Jessica Johnson
Larry Jackson
Stew Card
Kathy Hermsen

Tara Frohwein
Linda Lukenbill
Pam Pottebaum
Chris Roberts
Adam Nordaker

E

F

Matthew Smith
Rob Johnson
Keith Ellingson
Laura Hildreth

H
John Baker
Jason Karaidos
Ryan Dixon
Brady Myers

Monica
Sherman
Tam Ho
Eric Petterson
Marilyn Moore
I
Jaryd White
Dwayne Bahe
Daniel Grandon
Kristi Anderson

Failure to Succeed

Growth Mindset and
Neuroplasticity

Unless you try to do
something beyond what you
have already mastered, you
will never grow.
Ralph Waldo Emerson

Growth Mindset and
Neuroplasticity

Growth Mindset and
Neuroplasticity
• Where do barriers exist for us as
adults and professionals?
• Where do barriers exist for students?
• Name some strategies for helping
students overcome those barriers.

USING CURRICULUM SCALES
TO DRIVE INSTRUCTION

Essential Vocabulary Handout

Essential Vocabulary
Topic – All curriculum standards are organized
into topics of study; the topic will show on the
report card (not the standards). Every topic
has a corresponding scale.
Learning Goal – The level 3 on the scale;
usually a standard or a couple of standards;
goal for the end of the unit, semester, or year.
Learning Target – Day-to-day instructional
target designed to get you closer to the goal.

Essential Vocabulary
Activities
Guided learning
experiences that
take place in the
classroom.
Teacher as active
facilitator of learning.

Assignments
Learning experiences
designed to be
completed
independently in
class or as homework
to practice a concept
or skill or extend
learning.

Applying to OUR SCALES
Skills and Knowledge-Overhand Throw-3
In addition to score 3.0 performance, students demonstrate
(Exceeding in-depth inferences and applications that go beyond the
learning target.
)

4

3

Students demonstrate they have the ability to:
(Meeting) Throws overhand demonstrating three of the five critical
elements of a mature pattern in a non-dynamic environment
(closed skills), for distance and/or force
• Side to target in preparation for throwing action
• Arm back and extended, and elbow at shoulder height or
slightly above in preparation for action; elbow leads
• Step with opposite foot as throwing arm moves forward
• Hip and spine rotate as throwing action is executed
• Follow through towards target and across body

2

Students will recognize:
(Developi Throws underhand while demonstrating 2 of the 5 critical
elements of a mature pattern
ng)

Support Groups
• With you support group walk through
the planning for instruction sheet
from last PLC
• What is the topic?
• Learning goal?
• Learning Target?
• What activities did you plan as a
group to help assess their learning?

Scenario
• Juan is throwing a football to his partner during
a toss and catch activity. You notice the Juan is
stepping with his non-dominant foot, which his
arm back and extended. He has his elbow at
shoulder height as he is getting reading to
throw. He throws the ball overhand moving his
arm forward.
• Talk at your table about the following prompt:
• What would be your feedback specifically to the
student? Record your feedback using specific
language from the scale.

FitnessGram Update
• https://myhealthyzone.fitnessgram.net/
• Smart Coach resources
• Rosters will be updated: Nov. 9
–Email step by step directions

• PLC time Dec. 9
• Due date: December 18th
• Elementary SRG files
–One Drive

For NEXT TIME

BRING SOME EVIDENCE
Lesson Plan
Video of a Student Process/Product
Using scales
Something BETTER!

Ticket Out the Door
1. What worked for you?
2. What needs to be adjusted?
3. General feedback: