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It is time to send in your nominations for the great things you have seen during the year!
Explanation of the RIAHPERD State Awards
Explanation of AAHPERD/EDA Awards and Awards Applications
AAHPERD Recognition Awards Information
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2007 RIAHPERD Awards
The 2007 RIAHPERD awards were given out at the
annual business meeting.
The following people received awards:
Christopher Lopardo - Providence - 2007 RIAHPERD High School Physical
Education Teacher of the Year
Kristen Coutoulakis - East Providence
- 2007 RIAHPERD Middle School
Physical Education Teacher of the Year
Lisa McKay - East Greenwich - 2007 RIAHPERD Adapted Physical Education
Teacher of the Year
Alicia Marques - Smithfield - 2007 RIAHPERD
elementary Physical
Education Teacher of the Year
Jan Mermin - RIDE
- 2007 RIAHPERD Meritorious Service Award
2006 EDA Conference - Awards to RIAHPERD Members
2006 Eastern District Conference Rhode Island Outstanding Future Professionals
Clare Brauch from RIC and Ed Laskowski from URI.
2005 EDA Conference - Awards to RIAHPERD Members
2005 Eastern District Conference Rhode Island Outstanding Future Professionals
Alexandria Grande from RIC and Cynthia Tencza from URI.
Dr. Debra Ballinger received the EDA Outstanding Professional in Physical Education Award.
Karen Castagno and Robin Auld received RIAHPERD Presidential Citations.
Susan Donovan is the 2004 RIAHPERD Physical Education Teacher of the Year.
Amy Benevides is the 2004 RIAHPERD Adapted Physical Education of the Year.
Christena Murphy is the 2004 Dance Educator of the Year.
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2004 Chance to Dance School Coordinator of the Year
Pat Maymon, physical education teacher, was selected as a coordinator of the year for the Chance to Dance program. Pat started as coordinator 17 years ago and with a brief hiatus of 2 years she has 15 years of service at Camden Street School, currently Harry Kizarian School. Pat was ill for the Thursday night performance and unable to accept her award in person but was very pleased to have received this recognition.
Also selected at the Wednesday performance was Denise Hefner of Curvin McCabe School in Pawtucket. Denise is the physical education teacher at the school and served in this position as Chance to Dance coordinator for 16 years. She was called to the stage to accept the award and flowers. She was totally surprised and smiled for the rest of the evening.
Last year the staff of Chance to Dance decided to give awards for long-term, outstanding service to the program. We have just completed 18 years of providing quality dance education to the children of Rhode Island. To learn more about the program and how it can be part of your school call 885-6073 or 437-9562. We have space for three schools for the 2004-2005 school year.
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2003 Chance to Dance School Coordinator of the Year
Chance to Dance, a program of Dance Alliance of Rhode Island has announced the winner of the first annual Coordinator of the Year Award. Shawna J. Southern, at Lillian Feinstein School at Sackett Street was the chosen recipient. Ms. Southern has been with Chance to Dance at the school for approximately eight years. She has always been in total support of the program and her students. Chance to Dance classes take place in the multi-purpose room of the school. The staff that prepares lunches at the time of the class has always been totally supportive as well. Congratulations, Shawna. Here is to many more years of service. Thank you!
The faculty and staff of Chance to Dance
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At the 2003 AAHPERD Convention in Philadelphia, PA, awards were presented to Lisa Vinacco and Matthew Tek.
Lisa received the NASPE Outstanding
Physical Education Majors of the Year Award and the
Eastern District
Association's Outstanding Future Professional!
Mat received the American Association for Health Education's Health Education Majors of the Year Award, and the Eastern District Association's Outstanding Future Professional Award!
Congratulations to these two fine students from Rhode Island College.
Explanation of the RIAHPERD State Awards
Explanation of AAHPERD/EDA Awards and Awards Applications
RIAHPERD Conference Award Winners
2005
Elementary Physical Education Teacher of the Year: Shawna J. Southern,
Lillian Feinstein School at Sackett Street, Prov., RI
Scholarship Recipients: Thomas Flanders, Pam Haczynski, Micheala Kenwood, Peter Lavin
Health Educator of the Year: Diane Mello
Elementary School Physical Educator of the Year: Janice Tetreault
Middle School Physical Educator of the Year: Deborah Rinaldi
Secondary School Physical Educator of the Year: Robert Nannig
Dance Educator of the Year: Patricia Callahan
Presidential Citation: Cheryl Bayuk
Meritorious Service: Paul Tetreault
2002 Healthy Schools! Healthy Kids! Awards
Congratulations to the Physical Education Standards Committee for being selected to receive a Healthy Schools! Healthy Kids! Recognition Award in the Leadership category for furthering the goals of comprehensive school health. This group has worked tirelessly on developing the much needed physical education standards, frameworks, etc., for Rhode Island. The awards ceremony was held in the State Room at the Rhode Island State House, from 3:00-5:30, on Wednesday, May 22, 2002. The following people are on the committee: Robin Kirkwood Auld, Cheryl Bayuk, Peg Bugara, Karen Castagno, Steve Cohen, Barbara DeRita, Kathy Falvey, Jean Fisette, Paula Howard, Kathy Kenwood, Pat Maymon, Karen McAvoy, Paul McCaffrey, Catherine Moffitt, Guy Murgo, Cathy Santosuosso, Jennifer Sousa, Shawna J. Southern, Gay Timken, and Andrea Vastis.
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Alicia Marques is a physical education teacher at the McCabe Elementary School in Smithfield, RI. Alicia is a former recipient of the Alice Marchant Award, and she has written an article about an event she designed having to do with Field Day. It spans the country and has opened eyes. Please read on.
Hawaiian Luau Field Day
By: Alicia Marques, McCabe Elementary School, Smithfield, RI
Each year, my colleagues and I get together and decide on the theme for each of our elementary schools annual Field Days. There are four elementary schools in Smithfield; McCabe, LaPerche, Winsor, and Old County Road. We like to run the same Field Day at all four schools because it keeps everything consistent in the town and we are also able to share equipment and ideas. Once a theme is agreed upon, we collectively come up with 8 to 10 stations. Last year, we ran an Oceans Adventure Field Day and the year before that, we ran an Olympics Field Day (due to the Summer Olympics taking place that summer.)
When the idea of a Hawaiian themed field day was brought up for this year’s theme, I thought it sounded like fun and would be a great way to welcome summer! The only problem that I encountered was coming up with 10 Luau stations! I teach at McCabe, the largest elementary school in Smithfield. The other Physical Education teachers only needed to use 8 stations at their Field Days because their enrollment is smaller than McCabe’s. I knew that if I ran only 8 stations, there would be too many students at each station and there would be a lot of standing and waiting around. After wrestling with what I should do at those last two stations, I decided to contact the Hawaiian chapter of the American Association for Health, Physical Education, Recreation, and Dance (HAHPERD) for game suggestions. I was not expecting a response. I was pleasantly surprised to find 3 emails from Physical Education teachers in Hawaii on the very next day.
I instantly “clicked” with one teacher, Kay and we began corresponding daily. We shared ideas and lessons via e-mail. Another teacher even sent me a packet through the US Mail system. I involved my students by having them compile a list of questions for the students in Hawaii. The Physical Education teachers spread the questions all over the island to the other schools and then emailed the responses back to me. The McCabe students really enjoyed hearing the responses.
This has been a great multicultural experience for everyone involved and I was thrilled to have a new friend! Just when I thought that it could not get any better, an opportunity to take it one step further arose. Kay’s school has video conferencing capabilities and she has invited us to conference with her and the students of Pearl City High School. I spoke our districts technology department to see what our capabilities were. Unfortunately, our teleconferencing equipment can only “call out.” We would be unable to see the Hawaiian students but they would be able to see us. The point of our teleconference was so that the students in Hawaii could show our Smithfield students how to play Makahiki Games (Hawaiian games.) We needed to be able to see them. I was told that Bryant University might be able to help us, so I contacted their technology department. They were willing to host our school and allow us to teleconference with Hawaii. Bryant University took care of everything; I just need to get my students to the campus. They even tested it out by conferencing with Kay’s technology department in Hawaii beforehand so that we knew it worked.
Now that the technology problem was solved, I needed to work on the transportation. I was unsure of how I was going to transport 72 students and 7 teachers to Bryant University. At the end of the year, there is not much money left to go on field trips. And our elementary school’s funds were exhausted. I wrote a letter to my superintendent, Robert O’Brien to see if he had any money left over that could cover the bus expense. I thought that if he was unable to cover the expense that I would have to ask the parents for donations. Luckily, Mr. O‘Brien was just as excited as I was about this project and granted us the money to use for the bussing! So, not only was this field trip a one in a lifetime opportunity for the students, it was also free of charge!
On Tuesday, June 13, 2006, at about 12:45 PM, Rhode Island time and 6:45 AM Hawaiian time, 72 fourth graders and 7 teachers walked into the Bello Center at Bryant University. The room had long conference tables and big leather back chairs that faced a large projection screen that began at the ceiling and went all the way down to the floor. I overheard some students comparing it to the IMAX Theater but with better chairs! My students instantly noticed that in the lower right hand portion of the giant screen, they could see themselves. They were having such a good time waving at themselves; it took them a minute or two to realize that there was a woman waving at them on the larger portion of the screen. The woman who was waving at them was Kay. She had a few students with her and some other teachers as well. We introduced ourselves face to face for the first time. She introduced the students who accompanied her and apologized for not having more with her. Their school had ended for summer 2 days ago and it was an ideal surfing day in Hawaii. Then she introduced the other teachers who were present. Among them were two other Physical Education teachers one of whom is a Professional Surfer, a retired Physical Education teacher, and the HAHPERD president. Once all the introductions were through, we began talking back and forth. I had a microphone that I spoke into that could be heard though the conference room speakers. Kay’s voice could also be heard through the speakers. She showed us a slide show presentation of her schools Makahiki Games and gave a brief explanation of each slide. Once the slides were done, my students were taught a hula dance by Kay complete with live ukulele music! She broke down the steps and the words to the song and my students repeated them. Once we had dance memorized, Kay’s husband played the ukulele and we sang and hula danced the entire routine! After the dancing, it was time to go surfing. The teacher who was also the Pro Surfer taught my students the basic skills of riding a body board and a surf board. We used the conference tables as makeshift boards!
Now it was our turn to teach the Hawaiians what we do in a Smithfield, RI Physical Education class. I had a PowerPoint presentation set to music that showed snapshots of my Halloween Unit, my Survivor Unit, and a game I created called Jedi Knight. Once that was through, I wanted to show the Hawaiians another PowerPoint presentation of our Luau Field Day! I made sure to point out the two stations that they had helped me create. They all seemed very impressed with what we do in Rhode Island. Kay and her colleagues had many questions about the games and the equipment that were featured in my presentation. We spoke back and forth about how to play some of the games that were shown and where to get, or in my case, how to make the equipment that was used during the games I created. Then, some of my students were able to ask questions directly to the Hawaiian teachers. After their questions were answered, it was almost time to head back to school. Before we said good-bye, Kay invited me to visit her in Hawaii. I told her that I am getting married next summer and we have yet to pick a honeymoon spot but Hawaii was sounding better and better! This caused some hooting and hollering from both the Hawaiians and my students. She then extended an even more touching invitation telling me that if we do come to Hawaii that I now have family there. We then said our good-byes, thanked both technology departments and boarded our busses back to McCabe.
This opportunity has shown me, my colleagues, the students and their parents that we are using technology in Physical Education every single day whether it is through pedometers, GPS systems, iPods, heart rate monitors, FitnessGram, or through E-Mail and Video Conferencing! I now have a new friend who lives on the other side of the country with whom I am still in contact with and will continue to be in contact with. This friendship would have been impossible without our RIAHPERD and HAHPERD affiliations. I was able to get in touch with Kay by contacting HAHPERD through their website. This is a true example of technology in the schools and integration with many other subjects. It also shows how important Physical Education is…because without it, this opportunity never would have arisen. In essence, we only traveled a few miles down the road, but arrived in Hawaii!
Class in Smithfield, RI using Video Conferencing with Hawaii. Surfing demonstration in Hawaii for Rhode Island students.
Kay and other Hawaiian friends.
RIAHPERD would like to thank Alicia for her submission. If you have done something at your school or program and you would like to let others know, email Shawna to let her know.
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Shawna J. Southern, RIAHPERD member and WebWoman, is an elementary school physical education and health teacher in Providence, RI. She was also the chairperson for the Rhode Island Physical Education Standards Committee. Shawna was selected as a Fulbright Memorial Fund Scholar and traveled to Japan in the summer of 2002. Upon her return, she shared her experiences by developing an integrated unit in health. The unit was based on comparisons between the traditional Japanese nutritional diet and the typical American diet. The culminating activity for this unit was an educational and tasty Japanese luncheon for her students, staff, and colleagues. Read below to find out more about this health education unit.
Shawna's first "RIAHPERD On The Move", Fulbright Memorial Fund article
Japanese Nutritional Diet Unit - Food For Thought
Shawna J. Southern
After returning from Japan last summer with the Fulbright Memorial Fund (FMF), it has been my desire to utilize the information gained to educate my school community at the Lillian Feinstein School at Sackett Street. While in Japan, I made it a point to see and do whatever I could that would serve an educational purpose in my health and physical education classes, along with classes of other disciplines. My eyes and ears were always open to the sights and sounds of Japan. There were a lot of them! Tokyo alone is a city of 28 million people, 20 million more people than New York City.
I am a Rhode Island Teacher and Technology Initiative (RITTI) trainer. I decided to purchase a digital video camera to utilize during this wonderful, educational professional development, and that is exactly what it was, a chance for powerful, hands on, authentic, real world learning. This piece of technology would allow me to present my experiences to my school community in a much more authentic atmosphere.
As I experienced Japan, my camera was with me, night and day, during FMF sponsored events, and on my own free time. I took both video and still shots of anything that had to do with some of the different concepts in the Rhode Island Health Education Frameworks, or in the area of physical education. While visiting the Bizen City Hall, I took pictures of the health and safety posters displayed in the lobby and throughout the halls. While in Tokyo, I took pictures of the elderly Japanese women walking in the streets bent over at the waist because they have osteoporosis. Other memories that come to mind are the Japanese people walking down the street with surgical masks covering their mouth and nose, the younger Japanese boys and girls on their way to school in the morning, donning adorable uniforms and led by older boys and girls, the allowance of public smoking in official city and town buildings, the sale of beer in public vending machines, the lack of anti-tobacco initiatives, the willingness to help from strangers when asking them how to get from one place to another, the thoughts go on and on.
My work now was to get the information out. My follow on plan for FMF included having the students learn the importance of eating a diet low in fat, this included comparing disease and mortality rates for men and women in both countries. Specific disease rates chosen for comparison were diseases that were basically based on nutritional diet; Cardiovascular Disease (CVD), Cancer (Prostate and Breast), and Stroke.
Health Education class at Sackett is once a week for thirty minutes. The health room has one computer connecting TView Gold technology to a television monitor. This allows the students to see on the television monitor what is on the computer monitor.
The unit was inquiry based, and the health room was set up into groups in order to foster one of the Nine Principles of Learning; socializing intelligence. This part of the unit involved utilizing the TView Gold with the television monitor in the health room, and the pictures from the digital video camera. I made several PowerPoints about different aspects of Japan and its culture. These included scenes of the streets of Tokyo, fast food restaurants, a typical elementary school day, a middle school day, and a high school day.
After PowerPoints, came the most authentic learning, the videos. Students sat interested as they saw real Japan. They too could hear and see the sites and sounds that I had experienced only a short while ago. Question and answer time was definitely necessary during each class. They saw videos of foods in the supermarkets, the Tsukiji Fish Market (the largest fish market in the world), rows of green tea bushes and rice patties growing along the roadsides, the Shinkansen (a train that travels at speeds up to 186 miles and hour), seafood in the supermarket that was still moving in the packages.
They saw the plastic food displayed in the windows of restaurants, the droves of Japanese businessmen on their way to and from work everyday, how clean and efficient the subway trains are on a daily basis, and many more visuals that helped them understand the culture and different lifestyles apparent in Japan today. It helped them to understand how the traditional part of Japan coexists with the more modern, technological Japan.
Once the visual part of the unit was completed, it was time to for students to design questions in their respective groups. During class, they discussed different ideas and developed questions. Each group of students had to initially design three questions about the nutritional diet of Japan. Once the groups finished, I used the TView gold and television monitor, along with the computer in the health room, and I brought up a Word document. I typed the questions on the document as the students watched the television monitor. This helped to prevent the same question being asked more than once. After the first round of questions were exhausted, they then had to go back and develop three more based on the ones that were already on the document.
After the questions were all posted, we used several health classes to research answers to the questions on the internet. With one computer in the health room, and with the fact that not all students have permission to use the internet at school, this task became one in which I had to take control. I showed them about the Google search engine, how to use it, and we were off and running. I typed keywords into Google and we sifted through web pages looking for pertinent information. This included a lot of reading by the students, who also had to make decisions on what information to use, and what could be deleted. It also gave me a chance to quickly review with the students some ways to figure out if a webpage is valid, or not. They learned that last year in a unit about accessing valid health information.
Once the questions were answered, we discussed the information we had gathered, and what we had learned about the traditional nutritional diet of Japan and how it compared to the typical diet of someone living in America. The information they had learned had simply amazed me. They had made the connections to what we eat and how it can affect us in the future. They were talking about foods that contain omega-3 fatty acids, and how they helped clear the arteries of fat deposits. They had conversations about eating grilled tuna, salmon, rice, drinking green tea and what the benefits are to the body. They learned of a study of 200 elderly Japanese women that they ate over 100 different varieties of foods each week, and how here in America it is only recommended that we eat 30 different varieties of foods a week, They learned that the Japanese diet basically consists of a high rice content, low fat content, that vegetables play an important role, they eat twice as much fish as meat (Americans eat 47 meat meals to 1 fish meal), there is about 40% more soy in the Japanese diet as compared with the American diet, and so much more.
Nearing the end of the unit on the Japanese nutritional diet and how it compares to the American nutritional diet, it was time to develop performance tasks for grades 3, 4, and 5. I decided that the performance task would be a poster. I also decided that if each grade designed a poster on a different topic, then I could display them in groups of three, with each grade level being represented with each cluster of posters. This would give the viewer a more complete idea of why a low fat diet is important.
The third grade classes designed posters using charts of disease rates in both countries. Cardiovascular disease, cancer (prostate and breast), and stroke were mandatory to chart. The student was also able to research any other diseases that would be caused by nutritional diet, and chart them for extra credit. Some other rates charted were diabetes, and osteoporosis. Some students also charted life expectancies between both countries.
The fourth grade classes designed a poster with at least six facts about green tea. These facts could include kinds of green tea, health benefits of green tea, how to brew green tea properly, etc. Students were enthusiastic about this idea and were quickly beginning to think of how they were going to design their poster.
The fifth grade students designed a poster with at least six facts about the reasons to eat a diet low in fat, disease prevention from eating a low fat diet, diseases caused by eating a high fat diet, omega-3 fatty acids and how they benefit the body, kinds of foods that are low in fat, and kinds of foods that have omega- fatty acids.
All classes were given criteria charts which contained specific directions on poster size, graphics, text, attractiveness, mechanics, grammar, content relevance, and so on. On the back of the criteria chart were the rubrics used to see if the student did, or did not meet the standard for the performance task. The rubric followed the general 0-4, Rhode Island Health Education Framework rubrics. Zero meaning the student did nothing, or made no attempt, to four, which means the student achieved the standard with honors.
After explaining the performance task to the students, and giving them the opportunity to work with one other person, or by themselves, they were given two weeks to complete their task. I told them if they wanted, I would check their rough draft poster and they could make corrections before they began their final project. Some students utilized this service, others chose not to.
Using the rubric, I began correcting the posters. Rubrics are good for both the teacher and the student. Rubrics define something into black and white. The student has either done what was in the criteria for a 3, or not. There are no shades of grey. I believe they make it much easier to give students the grade they deserve. I begin with the three rubric when correcting. Three is meeting the standard for the performance task. If the student does more, or less than what is in the three column, they get the number they deserve in each category. Once all areas of the performance task have been assessed according to the rubrics, I then convert the total points to a traditional grade that can be used on a traditional report card.
While students design their posters on their own time, I teach them about chopsticks during the health class. They each receive a pair of chopsticks (hashi in Japanese) from Japan. I teach them how to use them to eat, and they learn hashi etiquette. I tell them to bring the hashi home to practice eating meals. I also explain to them that now since they know the benefits of eating a low fat diet, they need to educate the people that buy and make their meals. In other words, they need to advocate for themselves. We talk about what advocacy is, and how we can advocate to make our lives healthier.
As a culmination of the learning we have done about Japan and it's nutritional diet, a Japanese luncheon is planned for April 24, 2003. There was a lot to plan for this event to happen. A responsibility of receiving the FMF award is to get information about Japan out to as many people as possible. The FMF wants the most bang for their buck! Because of this, I wanted to open the Japanese luncheon to more than just my students. I decided to invite some special guests. Along with inviting these guests, I also sent out press releases about the event to the local media, both television and newspaper.
Sponsors are imperative for an event of this size. I needed to find a way to feed approximately 190 people. I drafted a letter on Providence School Department letterhead. In the letter, I talked about my trip to Japan and my idea of teaching my students what I had learned. The first Japanese Restaurant that I approached was Tokyo Restaurant, on Wickendon Street, in Providence. We discussed what the teaching and learning was about, my idea of a Japanese luncheon to culminate the unit, and I told them I was also going to invite some special guests, and the media. They offered to sponsor all the food at the luncheon! I was so surprised, I never expected that offer. I was prepared before entering Tokyo Restaurant to go to other Japanese Restaurants to ask them to help sponsor this event, but after initially speaking with them, I had no need to.
Tokyo Restaurant was very interested in the fact that I was teaching about Japan and the traditional Japanese diet. They have been wonderful sponsors. The Providence School Department is also a sponsor. Without the permission from then assistant superintendent, Dr. Melody Johnson, I would not have been able to apply for the Fulbright Memorial Fund. Carrie Mauer from the Providence School Department is the Acting Development Facilitator and assisted me with the budget for the event.
Along with teaching the students about the reasons to eat a low fat diet in health class, they have also learned about Japan in music, art, and physical education. In music, the students learned about the traditional Japanese song, "Sakura", which means "Cherry Blossoms", a group of students will play that song on guitar during a presentation at the Japanese luncheon. The boys and girls in art class have studied Japanese art, and will have artwork to display at the luncheon. Physical education was represented in two areas. A dance, in which a group of girls learned the traditional dance of Bizen, called the Bizen Ee Toko. This dance represents the openness of Bizen's citizens to welcoming people to their community. Another group of students learned a Japanese manipulative game called, "Kendama". They watched video of students in Japan performing Kendama, and then practiced skills to perform at the luncheon.
This unit has opened the minds of my students. It has directly, and indirectly made them think about the differences between our two cultures, how we live, what we eat, the way we dress, talk, and look. They have seen similarities that show them that we are not as different as we may think. They have learned that we can learn from each other and that we all have something to offer.
Standards addressed from the Rhode Island Health Education Frameworks are as follows:
Health Education Frameworks
Overall Instructional Goal: Students will understand the relationship between proper nutrition and one's health, including physical and cognitive performance.
Health Standard 1: Students will understand the concepts related to health promotion and disease prevention as a foundation for a healthy life.
Students will demonstrate the ability to:
1.1 Describe relationships between proper nutrition and individual well being on a daily basis and throughout the life span.
1.2 Identify indicators of good nutrition during childhood.
Health Standard 2: Students will demonstrate the ability to access valid health information and health-promoting products and services.
Students will demonstrate the ability to:
2.1 Identify characteristics of valid nutrition information and good nutrition promoting products and services.
2.2 Locate resources from home, school and community that provide valid health information about nutrition.
Compare cost and nutritional value of various foods.
Health Standard 4: Students will analyze the influence of culture, media, technology and other factors on health.
Students will demonstrate the ability to:
4.1 Discuss the influence of culture upon nutrition behaviors, such as food choice and food preparation.
4.3 Explain how media influences selection of foods, information about nutrition, food and nutrition products and services.