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Cheldelin Middle School |
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Student Profile: |
7th
= 210
8th
= 214
TAG
Students: 230
IEP
Students: 65
ELL
Students: 11
Free
Meals: 150
Reduced
Meals: 35
Ethnic
breakdown:
White:
478
Black:
13
Hispanic:
30
Asian:
71
Indian/Alaskan
Native: 18
Unknown/Unspecified:
33
Gender
breakdown:
Boys
= 334
SKILLS
Students at the 6th grade level will be given numerous opportunities to properly use equipment while being introduced to skills needed to participate in team and individual sports. Beginning through advanced skills will be taught and examined due to the wide variety of student experience. Modified or lead-up activities will be played, along with a generous sampling of the real game. Lifetime activities will also be introduced. Surrounding these experiences will be an emphasis on social skills and a fun and caring atmosphere. Steps to Respect Level Three dealing with Bullying and Harassment will be taught and practiced throughout the year.
Students at the 7th grade level will continue to learn and develop skills in team and individual sports with emphasis being on skill development and game play. Lifetime activities will be developed further.
Students at the 8th grade level will concentrate on mastery and strategy skills of lifetime activities, team and individual sports. Students will also be given the opportunity to develop their own fitness plan, with goal setting involved.
CONCEPTS
The following skills will be Introduced (6th) Developed
(7th) or Mastered (8th) during the student's Physical Education program:
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GOALS |
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Our goals in physical education is to turn kids onto fitness and physical education. To get students to believe that physical education is fun. To have students gain an appreciation of movement through lifetime activities, individual and team sport skills. To learn healthy lifestyles which will create a fully rounded individual is also an important aspect of our physical education program.
We'd like students to enjoy physical education in middle school so they will elect to take P.E. in high school, and to continue with a healthy lifestyle throughout their life.
ACTIVITIES:
| Football Soccer Outdoor games Track and field Tennis Basketball Volleyball Floor hockey Softball Juggling Hackey Sack Indoor games Team handball Ultimate Frisbee Badminton Yo-Yo's Ping-pong Fitness Concepts *Target HR *Max HR *Resting HR *Muscle Groups |
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987 NE Conifer Blvd., Corvallis 97330
Phone (541) 757-5971
FAX (541) 757-4596
Cheldelin Middle School Mailbox
Chms@Corvallis.k12.or.us
Principal: Lisa Harlan Vice Principal: Tin Kha
Fingertip facts:
School Mission:
Background Information:
School Philosophy:
Academic Focus:
At Cheldelin Middle School, it is our belief:
Parent/Community Involvement:
Dress Code:
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School at a glance
| Students = 643 | Principals = 1 |
| Teachers = 23 | Vice Principal = 1 |
| Part-time Teachers = 9 | Learning Resources Teachers = 3 |
| Secretaries = 3 | Problem Solving Room = 1 |
| Health Office/CST = 0 | Library with computer lab = 1 |
| Counselors = 1 | Computer Room = 1 |
| Counselors Assistant = 1 | Team Center = 0 |
| Cooks = 4 | Janitors = 3 |
| P.E. everyday in 6th grade | 6th grade P.E. not backed by anything |
| P.E. Everyday For 4 Wks per 9 wk. quarter in 7th grade | Then, 5 weeks of Health per 9 wk. quarter in 7th Grade |
| P.E. Everyday For 6 Wks per 9 wk. quarter in 8th grade | Then, 3 weeks of Health per 9 wk. quarter in 8th Grade |
CITY - Corvallis, Oregon - Home of Oregon State University :
| Area within City limits: 13.33 square miles | Population: 51,145 |
| County Employment: 45,490 | County Unemployment: 980 |
| County Unemployment Rate: 2.1% | OSU Enrollment: 14,127 |
| City Assessed Value: (in $1,000's) $2,773,442 | City Tax Rate: $5.4583 |
| Consolidated Tax Rate: $14.6197 | City Budget - Operating: (Million) $43.27 |
| City Budget - Capital: (Million) $17.08 | City Employees: 395.64 |
| Volunteer Hours: 65,675.35 |
TRANSPORTATION:
| Traffic Signals: 54 | Street Lights: 2,653 |
| Bus Rider ship: 408,679 |
| Park Acreage: 1,192,87 | Parks & Beautification Areas Maintained: 78 |
| Sports Teams: 692 |
| Major Crimes: 2,817 | Reported Incidents: 34,046 |
| Citations (Traffic & Criminal):7,100 | Parking Citations 23,700 |
FIRE:
| Engine Calls: 1,382 | City Responses: 1,192 |
| Rural Responses: 190 | Ambulance Responses: 2,450 |
| Circulation: 1,389,780 |
DEVELOPMENT:
| Building Permits: 140 | Valuation (x$1,000)(single family residential): $23,323 |
WATER:
| Connections: 13,403 | Production (xM Gal): 2,790.79 |
| Miles of Line: 194.9 |
WASTE WATER:
| Connections: 12,930 | Treatment (xM Gal): 4,544 |
| Miles of Line: 188.8 |
STORM DRAIN:
| Miles: 116.6 |
STREETS:
| Miles: 164.07 | Miles Resurfaced: 11.56 |
| Bike Paths: 11 | Lanes (Miles): 49 |
Students are letter graded in three different areas. However, 2/3's of their grade is dependent on participation and 1/3 being dependant on tests, homework and a worksheet.
National Standards being meet through this class
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2/3 of grade |
National Standard 4:
Achieves and maintains a health-enhancing level of physical fitness. (Participation in
fitness and its concepts during the PE period) National Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. (Participation in days game activity) |
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1/3 of grade |
National
Standard 1: Demonstrates competency in motor skills and
movement patterns needed to perform a variety of physical activities.
Tests
/ skills tests and written assignments - one each quarter National Standard 3: Participates regularly in physical activity. National Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. National Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. |
Oregon Standard: These are being meet in the middle school years
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EXPRESSIVE AND EFFICIENT MOVING
Demonstrate motor skills competency in a variety of physical activities and motor skill proficiency in one physical activity
Apply movement concepts and principles to the development of motor skills
Apply appropriate rules and strategies to physical activities, games and sports
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Provide evidence of engaging in a physically active lifestyle
Demonstrate ways to achieve and maintain a health-enhancing level of physical fitness
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SELF-MANAGEMENT AND SOCIAL BEHAVIOR
Demonstrate responsible behavior and respect for differences among people during physical activities
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This is the CIM card we use at Cheldelin for each student.
LAST NAME: FIRST NAME:
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Self Management and Social Behavior: 6 Always, 5 Consistently, 4 Frequently, 3 Sometimes, 2 Seldom, 1 No Evidence Works cooperatively with others Works safely and stays on task. Responds positively to constructive criticism and demonstrates acceptance of the skills and abilities of others. When appropriate, initiates appropriate conflict resolution between self and others.
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Benchmark 3 Priority 8th grade Apply rules, procedures, and etiquette that are safe and effective for specific activities/situations. |
Activity/Skill
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6
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7 |
8 |
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Benchmark 3 Priority 6th grade Identify the elements of socially acceptable conflict resolution and sportsmanship. |
Activity/Skill
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6 |
7 |
8 |
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Fitness for a Lifetime: 6 Independently designs and implements a physical fitness program. 5 Designs and implements a physical fitness program. 4 Identifies, implements, and assesses a physical fitness program. 3 Identifies and assesses components of a physical fitness program. 2 Identifies components of a physical fitness program. 1 No evidence of understanding components of a physical fitness program.
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Benchmark 3 Priority 6th grade Develop personal activity goals and describe benefits that result from regular participation in physical education. |
Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 6th grade Analyze and categorize physical activities according to potential fitness benefits. |
Activity/Skill
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6 |
7 |
8 |
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Fitness for a Lifetime: 6 Independently interpret fitness assessments then independently design and implement a physical fitness program. 5 Interpret fitness assessments then independently design and implement a physical fitness program. 4 Interpret fitness assessments then design and implement a physical fitness program. 3 Interpret some fitness assessments then design and implement a physical fitness program. 2 Interpret some fitness assessments then develop a partial physical fitness program. 1 No evidence shown.
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Benchmark 3 Priority 7th grade Identify the principles of fitness training using the FITT (Frequency, Intensity, Time and Type) model. |
Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 8th grade Correctly interpret results of physical fitness assessments and use them to develop a written fitness program. |
Activity/Skill
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6 |
7 |
8 |
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Expressive and Efficient Moving: (Motor Skills) 6 Always shows control of self and/or object(s) when demonstrating motor skills. 5 Consistently show control of self and/or object(s) when demonstrating motor skills. 4 Frequently show control of self and/or object(s) when demonstrating motor skills. 3 Sometimes shows control of self and/or object(s) when demonstrating motor skills. 2 Seldom shows control of self and/or object(s) when demonstrating motor skills. 1 No evidence of control of self and/or object(s) when demonstrating motor skills. |
Benchmark 3 Priority 6th grade Demonstrate movement principles (mechanics, force, speed) in performing skills related to a team activity and an individual or partner activity. |
Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 7th grade Execute a floor exercise, jump rope, or manipulative routine with intentional changes in direction, speed, and flow.
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Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 8th grade Demonstrate one of the following rhythmic activities: folk, square, social, creative dance, aerobic. |
Activity/Skill
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6 |
7 |
8 |
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Expressive and Efficient Movement: 6 Always capable of… …detecting and correcting errors of movement by applying principles 5 Consistently capable of… of training, conditioning and practice. 4 Frequently capable of… 3 Sometimes capable of… 2 Seldom capable of… 1 Never capable of…
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Benchmark 3 Priority 8th grade Describe and apply principles of training, conditioning, and practice for specific physical activities. |
Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 7th grade Detect and correct errors of a critical element of movement. |
Activity/Skill
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6 |
7 |
8 |
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Expressive and Efficient Movement: 6 Appropriate rules and strategies are always applied to a variety of physical activities, games and sports. 5 Relevant rules and strategies are consistently, applied to a variety of physical activities. 4 Relevant rules and strategies are frequently applied to a variety of physical activities. 3 Relevant rules and strategies are sometimes applied to a variety of physical activities. 2 Relevant rules and strategies are seldom applied to a variety of physical activities. 1 There is no evidence of applying relevant rules and strategies in a variety of physical activities, games, and sports. |
Benchmark 3 Priority 7th grade Demonstrate basic strategies specific to one team activity and one dual or individual activity. |
Activity/Skill
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6 |
7 |
8 |
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Benchmark 3 Priority 6th grade Demonstrate an understanding of the rules to be followed during participation in specified physical activities. |
Activity/Skill
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6 |
7 |
8 |
STUDENTS WILL RECEIVE A CITIZENSHIP GRADE BASED ON THE
FOLLOWING CRITERIA: RESPECT OTHERS RESPECT FOR PROPERTY/EQUIPMENT CITIZENSHIP GRADE WILL APPEAR ON THE REPORT CARD AS FOLLOWS: E = 0 Infractions = EXCELLENT S = 1-4 infractions = SATISFACTORY
GABLE'S CITIZENSHIP GRADING
RESPECT THE LEARNING PROCESS
N = 5-6 infractions = NEEDS IMPROVEMENT
U = 7 infraction = Unsatisfactory
EVERYTHING YOU EVER WANTED TO KNOW ABOUT PHYSICAL EDUCATION AT CHELDELIN!
DRESSING DOWN:
In PE, the clothing we wear is our "equipment" for class, ie., our shirt is our notebook, shorts are our pencil, and shoes are our calculator. Therefore, dressing down for class is how students show us they have "come to class prepared" for working. Three or more no dresses in a 9 week period will result in noon detention.
OUR RECOMMENDATIONS FOR PROPER CLOTHING:
BEING ON TIME TO THE LOCKER ROOM, AND ALSO THE PE STATION EACH DAY
GRADING:
At Cheldelin we grade on a A-F system of RESPONSIBILITY, NOT SKILL LEVEL.
The following 3 items account for the PE grade.
Final grades are calculated each nine weeks by the following scale:
Middle school Physical Education continues to work towards mastery of basic movement skills through the use of warm-up and game activities. It is NOT recess or free play time. Team sports dominate our offerings with badminton, table tennis, track and field and other activities as being part of our curriculum. Unit length is 10 to 11 school days, with some instructors extending that time when space and time permit.
Each teacher approaches skill groupings differently, but classes are usually mixed in skill levels. Students should expect to work with and outside their own particular skill group throughout the year. Teachers almost always make up teams or groups for daily activities and most ask boys and girls to work together. GOOD SPORTSPERSONSHIP and COOPERATION are daily goals for all students to meet.
Showers are not required, however time is allowed for this process. We recommend students to bring a towel for use in the fall and spring as we tend to get some warm days. Towels should be kept in the student's hall locker.
Students that are well enough to be at school are USUALLY well enough to participate in class to some extent. Teachers at Cheldelin will gladly alter participation for a student who is not feeling well. We like to keep our students in class and not have the librarian responsible for them in most cases. If your student is going to need an extended excuse from activity (more than 3 days) they are required to bring a doctor's note and they are scheduled into the library for a study hall. Basically, we ask that you give the teaching staff flexibility in modifying your child's activity level if they are not feeling well, INSTEAD of excusing them TOTALLY from activity.
Locker Room Facilities
Girls are provided baskets and locks. Girls can supply their own lock if they wish. All items brought to class should be LOCKED UP during her P.E. class period. To replace a LOST LOCK students will pay a $4.00 fee.
Boys have a basket on a rolling cart. There is no lock available unless the student brings one from home. Any valuables SHOULD be left in the the P.E. office during his P.E. class period.
We ask that students not wear JEWELRY during their P.E. period. This is a safety concern. Security of jewelry is the student's responsibility. It should be kept in their hall locker or kept at home.
We hope your student is looking forward to their middle school experience and to P.E. in particular. If you have any questions or need more information, contact your student's P.E. teacher
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_______________________________
Student Signature
Parent Signature
Date: ___________
Period: ___________
Teacher:___________
6TH GRADE PE ASSIGNMENT
When attending school but excused from class by parents
THIS IS NOT A PUNISHMENT, BUT RATHER AN EXERCISE/ACTIVITY TO OBTAIN YOUR PARTICIPATION POINTS FOR THE DAY
_____________________ will do a minimum of a one-two page report in her/his own words. The topic should be of interest to the student and be related to health and physical education. The topic will be decided on before the student goes to the library.
This paper will act as a pass. Take it to the library with you. Check in and and out with the librarian, either Mr. Boyd.
Locate two or more resources dealing with your topic (ok to use the encyclopedia for one resource) read the information, write it in your own words on a separate sheet of paper and copy the bibliography below.
Return this sheet and your written work to me BEFORE the end of this period and be prepared to tell me what you learned.
Bibliography is to consist of the Title of the article, the author, and the pages used for the written assignment.
BIBLIOGRAPHY
Source One:
Source Two:
Librarian signature_____________________
Behavior:
appropriate ________
Inappropriate ________
INTRODUCTION:
Cooperative learning is a teaching strategy in which students work in small teams to accomplish set tasks or goals.
You can use cooperative learning for creating an anticipatory set by brainstorming components of a topic prior to teacher lecture, to review material, solve problem topics or issues, for breaking groups up into teams, or providing a setting where a student can instruct another student in a non threatening environment.
GROUPING STUDENTS:
SIMPLE/BEGINNING OF THE YEAR GROUPING.
At the beginning of the school year you can break students up into groups of two by gender. A boy and a girl cooperative learning team works well together. If their is not enough of the opposite gender students available, try and match up two boys or two girls that are not obvious friends. Friends tend to socialize more than work on the assigned topic.
THE SOCIO-GRAM FOR GROUPING LATER IN THE YEAR.
About two months into the school year students should be regrouped into cooperative learning teams by the use of a socio-gram. Two months usually gives students enough time to create friendships within the class, which is a prerequisite to the socio-gram. You want to try and find the more social students and match them up with the less social ones. You are using cooperative learning for teaching appropriate social skills as well as what was mentioned earlier.
Give each student a pencil and a piece of paper. Have students put their name and period in the appropriate place. Create a scenario such as: "You are going to have a birthday party and you may invite four or five people from this class to be there. I'm sure most of you do not dislike or have a conflict with anyone in this class, but if there is someone you have difficulty working with, write their name on the back of your paper.
Tally the number of votes per student. Make a column of names on one side of a piece of paper for the boys, and on the other side of the paper a column for the girls. Make sure and put the names in hierarchy of votes, high to low. Draw a line to divide the class equally in half from top to bottom. Draw a line from one student from below the line to a student of the opposite gender which is above the line. Take into consideration the "Difficulty students" . Do not place these students together.
Other considerations and general rules to follow when doing a socio-gram:
1. Try and not place students together that have tally marks at far ends of the spectrum above /below the line, Todd has 2 and Kim has 9. Try and keep a two or three difference in score, or as close as possible, remembering that they must come from opposite sides of the center lines. Just do the best that you can.
2. You should place a student that gets a zero vote with the opposite gender student that receives the most votes. This is the only situation that this should be done. The zero student will become more popular because they are forced to associate with a very popular person.
3. Only place same gender students together that you trust.
4. If you have an odd number, only place a third into a group that you trust. And the most important rule, the odd gender student must sit in the middle. Boy-girl-boy, or girl-boy-girl.
5. I do not put students together if they have indicated that they have problems with another student.
SETTING THE STUDENTS UP
Set your students up socially for success. Tell the students how to receive their new cooperative learning partner just before you read off their names. Role playing works well for demonstration purposes. Say something like... "oh yuck! Not him! He stinks and is ugly!" This gives the students an idea how not to respond to their new partner, as this is an important time for the teams.
BONDING ACTIVITIES
Bonding activities are designed to get the new groups acquainted. Bonding activity should be done on the day of the placing of partners into groups. Bonding activities could be:
You can really come up with anything that gets the groups to converse and find common threads between the two.
USING COOPERATIVE LEARNING
Teachers can begin a cooperative learning activity by saying, "Get with your cooperative learning partner, have a seat over here, and start discussing the proper mechanics of the basketball set shot." The teacher could also say, "Get with your cooperative learning partner, come over here and have a seat, and try and come up with as many of the classroom rules as you can." Once the teams are getting together, Students are instructed from the beginning of the year that if their cooperative learning partner is not present, to immediately come to the teacher for temporary placement on another team for the day by choosing of the teacher. Again, its important for you to pick a team that you feel the person would work well with. Occasionally two students will come up to the teacher saying that their partner is absent and that they would really like to work together---that tends to signify that work is not their top priority. The teacher should place these students with teams of two that he/she trusts, with the opposite gender in the middle.
LENGTH OF PARTNERS
Cooperative learning partners are not used every day, so changing the partners using existing or new sociogram data every 3 or 4 months is appropriate.
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