physical education goals, requiring schools ..
Automated office equipment -- first mechanical, later electronic -- has transformed the Department's work, both in support and program functions. A central stenographic and typing pool using mechanical equipment functioned from 1925 to about 1968. The Department's first central mail room, complete with postage meter, was opened in 1935. Dial telephones were installed in 1938. That same year the Department acquired IBM punch card and tabulating machines to produce school district statistical reports. Several other functions were automated during the 1940s and '50s. A division of electronic data processing was established in 1962, and two years later the Department acquired a General Electric 225 mainframe computer with 8 kilobytes of system memory (the present Unisys A16 has 201 megabytes). By 1972 electronic data processing was in use in the areas of state aid, school statistics, vocational rehabilitation, professional licensing, Regents scholarship exams, and the State Library. Personal computers arrived in the early 1980s. The State Education Department Network (SEDNET) now includes mainframe, mini- and micro-computers, file servers, terminals, and other devices connected by routers on a "backbone" of fiber-optic cable. By 1995 the Department offered several "homepage" access points on the Internet.
elementary school-based physical education
Patriotic and Moral Education. At various times the Legislature has passed laws committing the Regents and the Department to programs in support of patriotism, morality, and/or religion. Quite noncontroversial are the laws requiring schools to display the American flag (1898), hold patriotic exercises (1918), and use a pledge of allegiance to the flag (1956). Other laws were or became very controversial. A 1917 statute required the dismissal of a public school employee committing treason or sedition. Another law passed during World War I directed the Commissioner to ban textbooks containing matter "disloyal" to the United States. A law briefly in force during the post-war "Red Scare" required that teacher certificates be issued only to those who could show they were "loyal and obedient" to the state and federal governments (the Regents unanimously opposed this legislation). A more lasting legacy of the Red Scare was state censorship of motion pictures, which began in 1921. The Regents were given this responsibility in 1926. The Department's motion picture division licensed all commercial films shown in the state and edited or rejected films found to be "indecent, inhuman, tending to incite to crime, immoral or tending to corrupt morals, or sacrilegious." This program ended in 1965, after the U.S. Supreme Court declared New York's film censorship violated the constitutional guarantee of free speech and expression.
The responsibilities of the Regents and the state officials in charge of the common schools overlapped. The Regents had a vague statutory authority to oversee all education in the state. After 1842 the Superintendent of Common Schools was a member of the Board of Regents, as was the Superintendent of Public Instruction after 1854. The latter official shared with the Regents the responsibility to inspect and report on academies. The rapid development of public high schools after the 1850s caused administrative confusion. The high schools were operated by union free or city school districts, which the law made subject to visitation and inspection by the Superintendent of Public Instruction. However, the academic programs of all secondary schools were under general supervision of the Regents. Unification of elementary, secondary, and higher education under one administration was considered and rejected by the constitutional conventions of 1867 and 1894, and proposed in legislative bills from time to time. Outright competition between the Regents and the Department of Public Instruction became intense and public during the 1890s, when the Superintendents of Public Instruction lobbied to have all secondary education placed under their control. But during the same decade the University's activist program under Secretary Melvil Dewey won the Regents many new supporters.
Home - Hillsborough Township Public Schools
Update the District Physical Education Plan (required by Part 135.4) and submit a copy per regulation to the State Education Department's Office of Curriculum, Instruction and Instructional Technology. Designing the elementary physical education curriculum should be a cooperative venture of the District Director of Physical Education, the elementary physical education teacher(s) and the elementary classroom teachers. This would ensure that the physical education curriculum covered in this fashion counts toward the day and time requirement, and will be documented in both the physical education teacher's lesson plans and elementary classroom teacher's lesson plans. See ( 65.0 KB).
For Public Schools, Segregation Then, Segregation …
The Cooper Institute, the 501(c)3 nonprofit research and education division located at Cooper Aerobics Center in Dallas, developed the FITNESSGRAM and fully supports it being considered as the state assessment tool. The FITNESSGRAM typically costs $230 per school. If the FITNESSGRAM is selected, all profits to The Cooper Institute will be waived and/or placed back into the program.
Home - Amherst-Pelham Regional Schools
In APE, the instructor provides planning and assessment, consultation for general physical education teachers, specially designed instruction, and adapts or modifies the curriculum, task, equipment, and/or environment so a child can participate in all aspects of physical education.
State Policies on Sex Education in Schools
Yes. Under Commissioner's Regulation Part 135.4(c)(4)(i), elementary classroom teachers may teach physical education under the direction and supervision of a certified physical educator. There are areas of the physical education curriculum that can be completed in the student's classroom and taught by the classroom teacher. Since physical education includes not only physical, social, and emotional skill development but also cognitive learning, certain items can easily be done in the classroom by the elementary teacher (i.e. understanding the effect of physical activity on the body, the need for proper nutrition to live an active life, staying safe, prevent injuries, etc.). Integrating physical education into other curriculum areas is encouraged and even covered in Part 135.4(c)(1)(i)(i). However, this instruction must be designed with care and under the direction and supervision of the certified physical education teacher to ensure that the learning standards are met.