Task Force and Responsible
Administrator Collect Evidence

Step #2 is the “fact-finding" component of the curriculum evaluation process. Step #2 involves two tasks, namely completing the School District Survey and compiling curriculum documents. Rather than burden all members of the physical education staff or stakeholders with this work, these tasks are completed by the responsible administrator and members of the task force.

Responsible administrator completes the School District Survey. The School District Survey provides basic factual information about the student body, faculty, facilities, and budget associated with the physical education program at each school operated by the school district. This survey should be completed by the responsible administrator or her/his delegate.

Responsible administrator and task force compile curriculum documents. To facilitate subsequent steps in the curriculum evaluation process, the responsible administrator and the members of the task force should compile curriculum documents and related policies into an indexed 3-ring binder. These documents and policies include, but are not limited to:

• The mission statements for the school system and for the physical education program.

• The district-approved physical education curriculum. The entire curriculum should be available for review. The curriculum materials should include:

1. Program goals, namely general statements that describe the intents of the physical education program, such as improve physical fitness, learn the rules and strategies associated with popular sports and games, or improve fundamental motor skills.

2. Program objectives which specify the list of skills, knowledge, and behaviors associated with each program goal.  For example, the goal of improving fundamental motor skills could include the program objectives of throwing, catching, kicking, bouncing, striking, running, jumping, hopping, skipping, etc. Each program objective should include:

1. Conditions under which the objective is to be applied
2. Skill, knowledge, or behavior the learner is required to display
3. Criteria that communicate the desired quality of performance
4. Standard of acceptable performance to demonstrate competence
5. Stability ratio

3. A content/time matrix that shows which objectives will be taught at which grade levels in which sequence.  In addition, the set of curriculum documents should include benchmarks that specify which aspects of each objective will be taught at which grade level. 

4. Assessment procedures for evaluating student performance on each of the program objectives (e.g., tests, scoring rubrics, and samples of assessment forms). The assessment procedures should include instructions to teachers such as student groupings, equipment needs, facility set-up, motivational techniques, and technology use.

5. Resources and instructional supports that enable physical education teachers to make curricular decisions. Examples include textbooks, web sites, sample lesson plans, sample homework assignments, advice from specialists, interaction with other teachers in the school to facilitate teaching across the curriculum, and access to technology that enable instruction of the program objectives.

6. A short narrative indicating: (a) when the curriculum was developed and by whom; (b) how the curriculum is disseminated to physical education faculty members at the district’s schools; and (c) whether physical education faculty members are held accountable for implementing the approved curriculum.

• Adapted physical education data. The responsible administrator and members of the task force should collect the following information and, where needed, write a short narrative to explain school district practices.

1. School district policies regarding eligibility of students for adapted physical education services. For example, are students who perform in the bottom 5% for age and grade level on physical education skills eligible for adapted physical education services?

2. School district policies regarding placement of students in the least restrictive environment (LRE)/inclusion settings. Who makes the decision about whether a student is placed in a “regular” or “adapted” physical education class, and how is this decision made?

3. Special education assistants/aides in physical education classes.  Under what circumstances do special education students or physical education teachers receive teacher assistants/aides in physical education classes?

4. Copy of the school district’s most recent report to the state’s Department of Special Education.

5. Sample individual education plans (IEPs) for special education students with physical education objectives. Randomly select the current IEPS for two or three special education students to include in this report.

6. Narrative about the involvement of physical educators in IEP and LRE decisions. To what extent do physical education teachers provide input to the IEP process and LRE decisions for special education students in their respective schools?

7.  Information provided to physical education teachers about special education students. To what extent are physical education teachers informed about the special education students who are assigned to their classes.  For example, do the teachers have current information about learning capabilities, health conditions, and physical education skills? Do they have access to the student’s IEP?

• District or school policies related to the physical education program.  Examples include policies related to attendance, dressing out for class, substituting sports or band for physical education classes, and temporary injuries or illnesses.

Evaluation of Physical Education Curricula            © Michigan State University           Revised 07/14/2003