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Experts urge updated PE standards that center inclusion, lifelong physical literacy
Summary
A national task‑force and DCPS officials told the State Board that Shape America’s 2024 PE standards (grade‑span indicators, physical‑literacy journey, embedding health‑related fitness) give teachers a student‑centered framework but require training, adaptive equipment and resourcing to reach every child.
The D.C. State Board of Education hosted an expert panel May 20 to review proposed updates to local physical education standards that follow Shape America’s 2024 national revisions. Michelle Carter, director of educational content at Shape America, told the board the updated approach emphasizes the “physical‑literacy journey,” shifts from grade‑level outcomes to grade‑span learning indicators, and embeds social and affective learning (communication, leadership, self‑management) into PE instruction.
Miriam Kenyon, DCPS director of health and physical education, said DCPS already aligns programming with those priorities, offering district examples such as a second‑grader biking program and a third‑grade swim and water‑safety unit. She described DCPS coaching cycles, adaptive PE specialists, and district PD cohorts designed to ensure access for students with disabilities.
Classroom teachers and specialists who testified — including Jamar Roundtree (Center City PCS) and Brad Weiner (adaptive PE specialist) — emphasized the shift from “activity for activity’s sake” to intentionally planned, standards‑aligned lessons that teach motor skills, fitness, strategy and self‑regulation. Panelists said the standards will not improve experiences without investment: professional development, adaptive equipment, safe and usable physical space and time for teacher collaboration.
Board members asked detailed implementation questions: how DCPS monitors adaptive PE on IEPs (Kenyon said APE is tracked via the IEP and a district team of adapted PE teachers), how to scale PD for charter and DCPS teachers, and whether community and sports partnerships can backfill resources. Panelists recommended stronger cross‑sector collaboration, dedicated funding for inclusive equipment, and mechanisms to spread effective practice across charter and DCPS schools.
What the board heard: Panelists supported the content direction of the proposed draft standards but repeatedly urged that adoption be paired with clear resourcing plans (PD, adaptive equipment, facility access). Board members signaled support for the intent but emphasized that meaningful implementation requires commitments from the mayor’s office and AIE to fund teacher training and resource equity.
Provenance: The panel and Q&A appear in the official minutes and transcript of the May 20 public meeting; Shape America and DCPS representatives testified directly to the board.
