Which brain do you want?

After 20 minutes of
sitting quietly

After a 20 minutes
of walking

More than dodgeball, a call for

(Physical) Activity in K-5 Seattle Public Schools

Ken Turner
Leadership for Learning, Cohort 5, UW
PreK-12 Physical Education and Health Literacy
Program Intern, Seattle Public Schools
Physical Education/ Physical Activity/ Nutrition
Education (PE/PA/NE) taskforce member

Learning Targets for this Inquiry

Highlight the inequality and inequity of
physical education and activity across
Seattle Schools and identify the Health Gap
Understand the link between physical health
and academic success
Suggest ideas to promote the equity of
physical activity for students through actions
of leadership

Equity: Driving my Leadership

Marginaliz
ed
students
need an
equitable
distribution
of
L4L/Internship

GLES has
only swim
program,
why arent
other
schools
doing this?
Parent/ PTA

Teacher

Students
should
come to
class
prepared
to learn

Key Terms for Understanding the

Seattle Challenge

Physical Education- planned, sequential program of curricula

and instruction needed to maintain physically active and health
lifestyles >100 minutes week
Physical Activity- any bodily movement produced by skeletal
muscles that result in energy expenditure.
>60 minutes
daily
Performance Level (1-5)- qualitative designation for all
Seattle Public Schools based on math and ELA scores

Problem of Practice: District

Leadership
District leaders are pressured to raise math and ELA scores district
wide and thus do not allocate resources to support physical
education (PE). PE time is not in compliance across the district.
Evidence 1- District office has 1 PE/ Health Literacy manager
and 1 PE coach, compared to a staff of 5.8 (FTE) for math. Most
decisions to help schools come from how to help schools boost
math and ELA scores (from Curriculum and Instruction meetings)
Evidence 2- As FRL increases, PE decreases (graph 1)

PE/ PA minutes in K-5 schools

Level
5
Level
4
Level
3
Level
2
Level
1
Graph

Problem of Practice: School

Leadership
Schools are under increased pressure to raise math and ELA scores,
and they cut or condense Physical Education class time to increase
math/ ELA class time.
Evidence 1- No Child Left Behind Act puts pressure on schools to
raise students test scores in core academic subjects, is prompting
some schools to cut back on time for PE classes and recess. (Viadero
2008)
Evidence 2- Most schools are not near 100 minutes of Physical
Education per week (see graph 2)

Weekly PE minutes in K-5 Schools

2014-15
Graph 2

Each weekday that

adolescents participated
in physical education
decreased the odds of
being an overweight adult
by 5% (Menschik, 2008).

When you ask a PE specialists

Problem of Practice: Student

Understanding the Health Gap: lower income
students and students of color have worse health than
their middle income and white peers.
Evidence 1: Students 6-11 years old of color have
higher obesity rates than their white peers (see graph
3)
Evidence 2: As time and money for physical
education and recess decreases, the rates of
childhood obesity may become exacerbated, and lead
to lower rates of academic achievement (Perusse,
2009)

White, African-American, and Mexican-American

obesity rates (age 6-11) across US 1999-2002
Graph 3

If we agree that
students of color
have less access to
Physical Activity,
and have
decreased health,
that with using a
equity lensThese students
need MORE activity

Theory of Action
If district leaders value the importance of
equitable physical education in all schools.
If school leaders value the importance of physical
education time and physical activity during class
time.
Then heathier students perform better in school.

Students Need Physical Education time in

the school day
Students DO NOT compensate for physical activity
if reduced during the school day even if offered
after school.
Evidence 1: Students get the highest after
school activity if they have activity during the
day. (Dale, 2000)
Evidence 2: adding time to core subjects by
taking time from physical education programs
does not enhance grades in those core subjects

Lawton K-5 students

rollerblading

PE + Recess + Activity =

Reces
s

Physical
Educatio
n

Classroom
Physical
Activity

Healthy
Learners

Students with no/ minimal recess are

most likely low income, urban, or of
color. Better classroom behavior was
indicated for students with 2 or more
recess for >15 minutes each session
(Barros, 2009)
Researchers are showing bouts of
activity increase students cognitive
ability (Curtis, 2015)

Link between student health, activity and

academic success
A study of nearly 8,000 Australian school children showed
physical activity and fitness made a modest contribution to
academic performance (Dwyer, 2001)
Physical Activity had positive influences on concentration,
memory, and classroom behavior. (Trudeau, 2008)
3rd and 5th graders who had higher aerobic fitness and lower BMI
scored higher on (Illinois) state reading and math. (Viadero,
2008)

District and school leadership will hold themselves

accountable to Policy 2185- insuring every k-5
student receives 100 minutes of PE time each week.

District will
appropriately fund
enough PE specialists
in schools

School leadership
will support
equitable physical
activity for every
child

Consequences of not acting

Failure to Comply with 2185 could bring
lawsuits

Recently, 37 California Districts lost a lawsuit for

providing less than 100 minutes of PE to K-6 grades
(Adams, 2015)
Creating
long-term health risks in our

students

physical activity patterns track from childhood into

adulthood; that children are increasingly exhibiting
risk factors for cardiovascular disease, such as
obesity, elevated blood lipids, and hypertension,
conditions which are known to track into adulthood

Taking Action: My Leadership Work

in Seattle to Date
In 2014, co-wrote PE Policy 2185
In 2015, co-writing Recess Policy
Briefing Paper (increased PA time) and
procedures for PE time
Presented to district leaders and task
force members; presentation is being
shown around JSCEE as an equity issue
Presenting ideas to school leaders on
adding activity to their classrooms

Require 100
mins. of PE
weekly

Require 30
mins. of recess
daily
Impel core
teachers to
increase activity
during the day

An active, healthy closing!

Physical Education is a core component of

the overall learning environment and thus
should be treated as such.
Physical Education is not equal, while
physical activity is not equitable, across
Seattle Public Schools.
PE + PA + recess= active, healthy
students performing better in school.

L4L Standards: through my leadership

I lead for equitable systems by examining disparities
in physical activity times, sharing the data with school
and district leaders and promoting conversations
about active learning.
L4L standards 1 a & c
I support whole body learning for all students,
especially for students who traditionally have been
marginalized and excluded from physical education
and activity.
L4L standards 4 a & b

Appendix 1
Please select the Frequency that the students are in PE and below enter it after the School name, Days and Time spent in PE

Frequency Scale (A-M)

A Year Long (40 Weeks)

F 1 Trimester a Year (13 Weeks)

K - 9 Weeks

B-Yearlong (36 weeks)

G 2 Trimesters a Year (26 Weeks)

L 14 Weeks

C Yearlong (30 weeks)

H - 1 Quarter a Year (10 Weeks)

M - 3 Quarters a Year (17 Weeks)

D 1 Semester a Year (20 Weeks)

I 2 Quarters a Year (20 Weeks)

E 1 Semester a Year (18 weeks)

J 3 Quarters a Year (24 Weeks)

Time Scale

NPR data

SPS calulation

minutes/ week

Days (How many total days in the year, semester or quarter do you
have the students in PE?) ie: 16, 32, 80, 120
Time (How many minutes do the students spend in PE in a day?) ie: 30, 45, 52
ie: 45 minutes
ie: 90 Days

School Name - Select from the Frequency Scale above and enter the letter
after the school name below
minutes/ week
ie: Franklin High School - ie: B

Adams Elementary- A

DNR

100

120

K, 1, 4, 5=30 min

Aki Kurose MS- D

DNR

133.3

100

48

Alki Elementary-A

75

90

30

App at Lincoln- A

DNR

50

61

30

87.5

90

35

Arbor Heights Elem- B

60

BF Day Elem- A

DNR

75

90

30

Bailey Gatzert Elementary A

DNR

73.3

80

30

Ballard HS- E

125

90

50

Beacon Hill Intl Elementary School

DNR

Broadview Thomson K-8= D,B(2 sessions)

50/ 138

Bryant Elementary-A,J(120 days)

?
100

105

90, 60/90

55,30

100

120 days

30

Catharine Blaine K-8 School

66/135 (gr 6-8)

Chief Sealth HS- E

90

Mon, Tues, Fri=55, Weds or Thurs=90

Cleveland HS- B,E(2 sessions)

100,50

70

Concord Intl Elem- A

DNR

180

40

Daniel Bagley Elem- E?(year long, but 18 weeks)

200

3rd-5th=36, K-2nd=54

60,40

David Denny Intl- E

117.5

90

47

Dearborn Park Elem- AD(half the school year)

75

90

30

Dunlap Elem- ABC(3 sessions)

66.7

66 days each class

40

Eckstein Middle School- D

125? (marked wrong)

137.5

90

55

100

90

40

Emerson Elem- B

60

88

Appendix 2
school
Lafayette
Alki

Level (2013)

4
3

teacher
17.92Ford, Dianna C
31.23Kunkel, Farrah M

Beacon Hill

63.94Graves, Heather

Bryant

Bryant

Coe

16.82Murray, Robert

Concord

81McGee, Kristin

Daniel Bagley
Dunlap
Fairmount Park

5
2
*

15.27
84.1Blair, Molly

Gatewood

Greenwood

Free& Reduced %

Q1. PE weekly mins

PE compress

87.5

Q2. PA (and weekly recess)

Q3. differ

100

yes
not sure

no
Tues music

249

125
3rd thru 5th 202 min a week K-1 225 min a
week

yes, grade

50

250

30

55.2

276

176

200

51.6

258

60-80

150

43

215

67

60-80

175

48.4

70

60-80

110

36

40 to 60 minutes per week

<60

150

40

242
180
200

39.88Beaty, Alex"

60

60-80

300

72

360

31.92Bastasch, Jeanne

75

60-80

250

65

325

16 classes get 40 minutes

per week, and 5 classes get
60-80
80 minutes per week. This
changes 3 times a year with
a new group of 5 classes
getting 80 minutes per week

PA compress

PE+PA daily mins

81-99

100

37.5

75
60-80
K-1st 30 min, 5th thru 3rd 40
min
<60

125

40

PE+PA mins/wk

187.5
200

214

49.8

7Weinman, Kathryn J

100

100+

150

7Loftin, Tate

100

100+

176

1-2 50, K,2-5 67

60-80

65

Q4. pull-outs from PE

enough? Q6

what else needs to be done?

Q5. before school activity

after school activity

yes

some

open

outside recess

no
maybe

PE each day?

no

no

yes

no

one more teacher

no

no

no

music

no

no
running club as well as after school sports classes that
students may take for PA time. Also, students in our on
site childcare receive daily minutes in PA

yes

no

k-2 225, 3-5 175

yes

no

30
intermediate classes get 30 minutes max.
and the primary kids get 45 min. max. The
Montessori classrooms get less. They have
less recesses.

no

music

no

K-2 30 minutes, 3-5 15 minutes

little
no

no
no

Scores program

150

no
no
no
no
no

no

need more money in the budget allocated towards two PE instructors rather than being an
issue voted on year to year

We currently have formal PE/PA time in the gym 5 days a week after
school and 1 day a week before school.

Brad Bauer

Kristi McChesney

Hay

12.48Sturm, Steven

Highland Park

80.18

John Muir

55.09Daniel Downs

John Stanford IS

Kevin Schmidt

60

<60
60-80

Jane McLane

61

60

60-80

30 60 minutes a week.

<60

Cheryl Parks

Lawton
Loyal heights

5
4

13
49Payton, Laura

100+

66

60-80

5
3

9.66
70.04Katrina Meyer

Orca K-8
Queen Anne

3
5

31.76Couture, David
9Rothenberg, Jeffrey L

Rainer View

68.82Dan Richards

55

<60

175

no

space to work, ie covered playground areas, or aux. gym. And .5 or more PE teachers per
elementary.

clubs and daycare

no

.3 to .5 PE FTE

more time

35
yes
K-3: AM 15 minutes, Lunch 10 minutes, PM 10
Recess differs K-3 and
minutes - 4-5 AM 15 minutes, Lunch 10
4/5.
minutes, PM None

no

200

no

15 minutes

56

280

220

no

no

few- music

Our kids have LSA, before and after school care, and activity is scheduled
into their day. Other kids, 40 go to the Boys and Girls Club after school. It
is activity there

no

no

four afterschool classes each week where selected

students may receive physical activity (Skateboarding,
Dodgeball, Jump Rope Club, and Kid Fitness Club.

no
Tues music

no

7 different classes

recess

unicyle, GirlsRun,

yes
no

sometimes
NO

not really

not really

yes

no

chess club, OHA, ELL groups

maybe

older students don't get enough time

YES, SPED pullouts

no

no

no
"Activity Clubs" available for Payment after school

no
no

Our PE position from last year was turned into a music position K-5 and Dance position 6-8.

no

No
sometimes classroom
teachers pull kids out

15 min

no

no

no

no

no

no

no
20 minutes
partnerships with outside groups that teach different
sports and/or activities

no

my goal is 2-40 minute classes for next year.

no

more space
At our school they would need to have an additional PE teacher and a longer school day. The
immersion classroom teachers and language arts teachers would not give up more time, they
only have two hours per day with the classes as they are. International Schools are busy
places.like most schools.

300 minutes K-3 250 minutes 4-5

67

335

59

295

61

100+

90
81-99
K-5: 40 minutes a day for a
week, I see each class
every third week. 6-8: 50
60-80
minutes/day per semester. I
see approx.. 50 students a
semester.

yes

clubs and daycare

235

43.2

305
216

210

112.5

yes

my kids need more contact time. The A,B and C schedule is challenging.

40

250

150

need more recess or another PE teacher but we would also need a space.

after school clubs

no
no
no

47
150

200
105

Mike Van Deusen

Montlake
Olympic Hills

175

220

few

few

300
yes, very
K= 250 recess/week; the rest between 150 to
200
recess varies

classroom space
Smaller class sizes and few students/classrooms in each school OR more PE teachers and
more space

no

Monday after-school activities and Wednesday morning before school

activities,1 hour each day done by me. On various mornings we offer
dance, basketball and tennis classes for kids that sign up, private done
through Partners (PTA) group. These choices can change.

275

9Uhlenkott, Joanne
Kimball

50

no
few

few

64.5

322.5

53

265

40
41

200
205

44
42

no
50 minutes

NO

K-3 receive a 45 minutes of recess all week

(15 in the morning, 15 for lunch, and 15 in
the afternoon). The 4th and 5th grade receive
30 minutes of recess a week (15 in the
afternoon and lunch)

no

150

no

K-1: 225 minutes, 2-5: 205 minutes

K-1s have an extra 15

minute afternoon recess

175

4/5 grades get 125

minutes

K2: 35 mins., 3-5 25 minutes 6-8: 15

minutes

no

150

K-1 get 10 mins more

220

K-2 25 minutes 3-5 15 minutes

Only one teacher k-2

uses the extra 10
minutes of recess

210

30

no
no

given the restrictions we have on space for an additional PE class and the money to buy an
additional PE teacher, I dont think it will change anytime soon.

boys use more

space

125

150

no gym

100

Rogers Elementary

Megan Schutz

34.41

K-2 150minutes 3-5 90

minutes
100+
60 minutes every other week
60-80
90 minutes

150
150

no
Kinder takes extra time

we need another PE specialist to cover the 100 minutes per week requirement

Appendix 3

Appendix 4