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Why is Physical Education Important?
The purpose of Physical Education is to equip students with the physical skills, knowledge and social attributes necessary to live a fit, healthy, active life. It is also an important part of the curriculum, allowing students to participate in the exercise and movement needed during the day to activate and prime their brains for learning.
Medicaid Outreach
Please share with families the MiBridges site, and let them know that is where they can apply for Free to low-cost medical coverage for their children, as well as other assistance.
Here is a short video on how MiBridges works.
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Michigan Physical Education Standards
https://www.michigan.gov/documents/mde/K_12_PE_Standards_Aug_17_ADA_compliance9-18_601116_7.pdf
PECAT (Physical Education Curriculum Analysis Tool)
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Instructional Framework for Physical Education (from SHAPE America)
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Needs Assessments
The Michigan Profile for Healthy Youth (MiPHY) is an online student health survey offered by the Michigan Departments of Education and Health and Human Services to support local and regional needs assessment. The MiPHY provides student results on health behaviors including physical activity and nutrition, in grades 7, 9, and 11. The survey also measures risk and protective factors most predictive of alcohol, tobacco, and other drug use and violence. MiPHY results, along with other school-reported data, will help schools make data-driven decisions to improve your physical education program.
To find more information and a “Quick Start Guide” go to www.michigan.gov/miphy
To access regional data go to https://mdoe.state.mi.us/schoolhealthsurveys/ExternalReports/CountyReportGeneration.aspx
Directions to obtain Regional Data Video
HSAT stands for Healthy School Action Tools - Comprehensive tools designed to help Michigan schools and districts create a culture that supports learning by first measuring the health of school environments, including physical activity, physical education and nutrition, and then planning and implementing improvements based on best practices.
To learn more go to www.mihealthtools.org 
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults, including physical inactivty and poor nutrition. The data is by State. To find Michigan YRBS data, go to https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
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Health & PE Newsletter - Winter 2023-24
Below you will find updates and resources for health and PE teachers and administrators.
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Making Connections
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Multi-Tiered System of Supports
Through the lens of systems-work, the EUPISD promotes the installation and implementation of multi-tiered system of supports (MTSS) as defined by the MTSS Practice Profile. Through MTSS implementation, we work to meet all of our students’ academic and non-academic needs.
MTSS is a comprehensive framework comprised of a collection of research-based strategies designed to meet the needs of the whole child. Developed in Michigan by a collaborative stakeholder group, the MTSS Practice Profile includes the following Essential Components:
- Team-Based Leadership
- Tiered Delivery System
- Selection and Implementation of Instruction, Interventions and Supports
- Comprehensive Screening & Assessment System
- Continuous Data-Based Decision Making.
Whole School, Whole Community, Whole Child
The EUPISD recognizes that for many years, districts and schools have focused on the academic needs of students; being educational institutions, that is entirely understandable. Recently, it has become increasingly clear that academic success is influenced by many other factors which can significantly impact achievement and teaching practices. In other words, we must address and provide supports for social-emotional, physical and mental well-being of students by design, or we will have to deal with them by default.
The Whole School, Whole Community, Whole Child (WSCC) model outlines a collaborative approach to meeting the whole child's needs. It recognizes five core tenets, the ten components of Coordinated School Health, and the need for policies, practices and processes aligned to the model. Developed through a partnership between the ASCD (the Association for Supervision and Curriculum Development) and the CDC (the Centers for Disease Control and Prevention) and adopted by the Michigan Department of Education, the WSCC model recognizes essential community partnerships and requires schools to look outside of their bricks and mortar to truly meet student needs. Most importantly, the WSCC model encourages a systems approach and can be used to drive a tiered delivery system as part of a school's integrated continuous improvement.
Continuous Improvement Process
The EUPISD supports an effective continuous improvement pathway for all disricts, focused on meeting as many needs as possible with data, funding, tools, and differentiated supports to improve whole child outcomes. A high-functioning continuous improvement process should be comprised of the following:
- Equitable opportunities, environments, and supports resulting in students that are healthy, safe, engaged, challenged, and supported,
- A continuous cycle of improvement that informs the way we work on a daily basis (rather than being an annual event designed to meet compliance requirements),
- Improvement processes that are integrated rather than isolated,
- Continuous improvement targets that reflect non-academic areas that influence academic achievement (rather than just academics by themselves),
- Improvement plans that consider systems necessary to support high-quality implementation of actions and high levels of student outcomes.
- A committment to understanding students through lenses that consider not only needs, but also assets.