Policies & Procedures

Section Contents

1. Emergency Preparedness Plan & Policies

2. Safety Considerations 

3. Student Behavior

4. Physical Education Exemption Policy

5. Adapted PE & Inclusiveness 

6. Student Assessment

1. Emergency Preparedness and Procedures

Care of Injured & Emergency Procedures

A.    ALL PHYSICAL EDUCATION INSTRUCTORS ARE REQUIRED TO HOLD A CURRENT FIRST-AID AND CPR CERTIFICATION

B.    If students are injured, they must be properly evaluated before allowed re-entry to activities.

C.   Emergency procedure plan

a.    Injured students will be offered first aid

                                               i.     First by physical educator with current first aid certification

                                             ii.     Follow-up with school nurse, athletic trainer, or emergency response team if ambulance is needed

b.    Emergency treatment permission forms will be completed the first week of classes and filed in the main office

                                               i.     The physical educator will have a list with the names of any students who failed to get permission

c.     Each physical educator will carry an emergency first aid kit with them during PE class.

                                               i.     The kit will include the emergency phone numbers for ambulance, police, and fire

d.    Transportation of an injured student will be in accordance with school policy

e.    The physical educator will complete an accident report form for any student injury within 24 hours of the injury

f.      Students will be educated what to do in the event of an emergency.

g.    All physical education will carry a radio and/or cellphone with them at all times.

h.    School policy will be followed as related to natural disasters, runaway students, violence, riots, or demonstrations

 

2. Physical Education Safety Overview

Well-planned physical activity programs reduce the frequency and severity of injuries. By implementing safe instructional practices, such as use of sequential teaching progressions, as well as the inclusion of developmentally appropriate activities in program preparations, planning and daily teaching, the teacher guards against foreseeable risks. A guideline alone does not eliminate risk regardless of how well it is written or how effectively it is implemented. Safety awareness, based on up-to-date information, common sense observation, the teacher’s ability to maintain a safe learning environment, action and foresight are keys to safe programming.

Safety Recommendations for Physical Education Program

Instructional Safety

1.    Activities taught are developmentally appropriate and in appropriate progression.

2.    Activities are appropriately modified to be appropriate for students’ developmental abilities.

3.    Equipment is appropriately modified to be appropriate for students’ developmental abilities.

4.    Playing/practice area is appropriately modified to be appropriate for students’ developmental abilities.

5.    Teach rules before engaging in activity. Enforce rules throughout practice.

6.    Teach and use warm-up and cool down techniques to reduce possible injury.

7.    Maintain appropriate on-task behaviors by providing clear expectations and rules with procedures in place for dealing with off-task behavior.

8.    Teach personal space and boundaries.

9.    Make sure students are aware of safe play and understanding of different student’s size and strength.

10. The instructor should establish a signal that indicates practice/play should stop immediately.

11.  The instructor will not plan activities that put students at unnecessary risk.

12.  The instructor will establish emergency procedures.

13.  Students will be educated on the following emergency procedures:

a.    Fire Drill

b.    Tornado

c.     Student Injury

Supervision

1.    The instructor should always be able to see the majority of the class at any given time or position.

2.    The instructor will continuously move and scan the class.

3.    The instructor will establish rules, routines, and expectations for on-task behavior and acceptable classroom behaviors.

Clothing and Footwear

1.    Students will be expected to attend class wearing adequate footwear and close for safely participating in physical activity.

2.    Students are expected to arrive prepared for all types of weather.

3.    Restrictive or dangerous jewelry or accessories should be removed before participation.

Facility Safety

1.    Facility will be regularly inspected for damage or hazards.

2.    A plan will be in place for documenting inspections.

3.    A plan will be in place for submitting work orders when repairs are needed.

4.    Before starting lessons, the instructor should ensure that both indoor and outdoor activity surfaces are clean, and have no debris or obstacles.

Equipment Safety

1.    Equipment and playground will be regularly checked for defects or damaged parts.

2.    A plan will be in place for inventorying and correcting damaged or broken equipment.

3.    Equipment that is worn by students will be inspected to be free of defects and be in adequate, working conditions.

4.    The instructor will ensure that equipment is worn by students will fit properly and provide adequate protection if it is designed for safety.

5.    Students will know to report all equipment problems to the instructor.

 

 

3. Student Behavior

A.    Class rules will be taught and enforced.  Rules will be taught at the beginning of the school year and each new semester and re-taught as needed. Students will be expected to be responsible for their behavior, learning, and participation

B.    Student Rules and Expectations, Students Must:

                                      i.     Adhere to safety rules, including the wear of specified safety equipment, presented for the activities.  All of the activities offered have an inherent risk for injury and participating in a safe manner is essential.  Failure to follow the safety rules will result in removal from participation and loss of points for that day.  Repeated infractions will result in a referral to the school administration for disciplinary action.

                                    ii.     Treating others with respect and consideration. 

                                   iii.     Respecting the learning environment by taking care of the equipment and facilities so that safety is not threatened and student performance is not hindered.

                                   iv.     Supporting the learning of others.

                                     v.     Students will exhibit on-task behavior and participation.

                                   vi.     Student dress - the activity for the day will determine the appropriate dress. Students are expected to arrive to class prepared.

                                  vii.     Failure to dress appropriately will initiate a notice home including reason for action.

 

4. Physical Education Exemption Policy

Exemption Policy

1.All students are enrolled in the physical education program and/or an adapted physical education program as appropriate.

2. All students required to be enrolled in required physical education courses and/or an adapted physical education program as appropriate.

3.Students may not be given waivers to participate in alternate activities, or be exempt from required physical education courses.

Policy on Temporary Excuses from Physical Activity

1.Students who are temporarily unable to participate in the physical activities of physical education class due to medical or other reasons will be excused from activity providing a written note from their doctor or parents.

2. The student must notify the instructor before class and provide proper documentation.

3. Students will be issued a make-up assignment for time missed that is seen appropriate by the instructor

4.Include policy for make-up of work missed or other requirements involved. Documentation: Provide copies of written policies in place that temporarily excuse students due to conditions restricting physical

Temporary Alternate Learning Activities

1.The physical education instructor will provide alternate, meaningful learning activities related to the current physical education activity/concept that will be missed by a student who is temporarily excused from physical education physical activity.

2.Student is expected to complete activity/assignment and turn in to instructor at agreed upon time to receive credit.

5. Adapted Physical Education

Developmental adapted physical education (DAPE) is physical education, which may be adapted or modified to address the individualized needs of children and youth ages three through 21 having gross motor developmental delays. DAPE may include development of physical fitness, motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and group games, and sports.

This service should include the following:

• Assessment and instruction by qualified personnel means that professionals are prepared to gather assessment data, and provide physical education instruction for children and youth with disabilities and developmental delays.

• Accurate assessment data, including diagnostic and curriculum-based data collected by qualified personnel.

• Individualized Education Program (IEP) Goals and Objectives / Benchmarks are measurable and objective statements written by the DAPE specialist. The goals and objectives are reflective of the physical education instructional content and monitored/evaluated according to district policy, to ensure that goals and objectives are being met in a timely manner.

• Instruction in a Least Restricted Environment (LRE) refers to adapting or modifying the physical education curriculum and/or instruction to address the individualized abilities of each child. Adaptations are made to ensure that each student will experience success in a safe environment. Placement is outlined in the IEP and may include one or more of the following options:
• The general physical education setting
• The general physical education setting with a teaching assistant or peers
• A separate class setting with peers
• A separate class setting with assistants
• A one-to-one setting between students and the instructor

6. Assessing Student Progress Towards Content Objectives

Students will be informally assessed and formally assessed in a variety of ways by the instructor. Each unit/lesson will have predetermined psychomotor, cognitive, and affective objectives in which student progress towards them will be monitored.

Psychomotor Objectives will be monitored by student skill acquisition and development.

Cognitive Objectives will be monitored by informal verbal recall, demonstration of understanding, daily logs, and unit exams.

Affective Objectives will be monitored by observation, self-evaluations, and daily logs

Included with this curriculum are examples of formal and informal assessment that may be used by the instructor.

Informal:

1.    Instructor Cue Checklists

2.    Student Cue Checklists

3.    Student Self-Evaluations

Formal:

1.    Skill Rubrics

2.    Student Daily Logs

3.    Unit Plan Point Log

Rubric Format Used

Exemplary	Proficient	Control	Pre-Control
Able to perform skills proficiently in a variety of contexts	Able to perform correctly, demonstrating all cues 80% of attempts	Developing skill, most cues are present, student is not yet capable of automatically performing task.	Student struggles greatly and must concentrate intently to be able to perform skill.