Sample Text for Grant Writers - Spark Physical Education

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SPARKfit assessment tools include:• Station Cards for FitnessGram and President’s Challenge Fitness Testing• Fitness Test Results Tracking Sheet• Wellness Walking Fitness Journal• Student Fitness Portfolio• Heart Rate and Pedometer Tracking Logs• MVPA Journal PagesCharacter Matters: In addition to the physical, cognitive and behavior assessments cited, SPARK hasa Character Matters program woven throughout the HS PE program that fosters the application andassessment of social skills. Assessment tools for this program are presented in Self-Check style andprovided for all 10 social skills introduced. They provide space for students to self-report behaviors, setgoals positive engagement, and reflect on social interactions.Click on the links below to view sample High School assessment tools.5. SPARK After School: The SPARK After School program includes several tools for assessing participantactivity time, fitness levels, and character development. In addition, tools are available for evaluatingthe quality of activity session leaders. The following assessments are included:• Fitness Personal Best (aligned with the Presidential Youth Fitness Program)• Active Lifestyle Personal Best (aligned with the Presidential Active Lifestyle Award Program –PALA+)• Character Matters Personal Best• Activity Session Quality Checklists6. Healthy Kids Challenge (HKC) Nutrition EducationHealthy Kids Challenge is SPARK’s Nutrition Education partner, and offers Balance My Day NutritionEducation Curriculum (grades K-2, 3-5 or 6-8) aligned with HECAT Healthy Eating Behavior Outcomesand standards. The behavior theme focuses on breakfast, snacks, beverages, portion sizes, fruits andveggies, active play, energy balance, body image, weight management and food skills.Each lesson includes a student worksheet and an assessment checklist that states outcomes. Studentworksheets assess progress and are key to learning. They not only measure knowledge but are a toolfor creating positive attitudes, goal setting for healthy eating and physical activity behaviors. At theend of each unit there is a healthy habit checklist (recommended by the HECAT) that students can takehome and share with their families.The HKC lesson assessment checklist is grade level specific and provides evidence (based on HECATstandards) that students are acquiring the knowledge and skills to contribute to the healthy behavioroutcomes. Students are actively involved in using the checklist to assess their outcomes. A teacherthen follows up to verify each student’s assessment. As identified as a best practice by HECAT, thechecklist actively involves the student to build self-efficacy.Healthy Kids Challenge also provides numerous opportunities for discussion, goal setting, and loggingof fruit and vegetable intake, as recommended by the CDC and other health experts. Students will learnhow to include “Fruits & Veggies Every Day the Tasty Way” for breakfast, lunch, dinner and snacks.Page 37Back to Topwww.sparkpe.org| 1 800 SPARK PE | spark@sparkpe.org | SPARKprograms | SPARK_Programs
Click on the links below to view sample lessons and assessments from HKC’s Balance My Day NutritionEducation Curriculum.K-2: Fruits & Veggies Every Day the Tasty Way3-5: Breakfast Power6-8: Drink ThinkVIII. SPARK Train the Trainers Model:The SPARK MS PE Train the Trainer Program (TT) is designed to prepare exemplary teachers alreadySPARK trained, to conduct high quality, SPARK workshops within their school district and/or a specifiedgeographical area. This is an important step towards sustaining and institutionalizing SPARK conceptsand methods.Step 1:Participate in SPARK training. Potential TT’s must complete a minimum of 12 hours of SPARK training inthe same SPARK program.Step 2:Teach SPARK to students. Once a person participates in a SPARK training, she/he must instruct studentsusing and practicing SPARK methodology for a minimum of 4 months.Step 3:Complete the SPARK Trainer Certification Workshop (TT Training).SPARK holds their Train the Trainer workshops in conjunction with their Institutes in San Diego –although it is possible to conduct the TT at the host site. At the 2-day TT Program workshop, eachparticipant will receive:• SPARK handout copy masters, research paper reprints, newspaper articles, all evaluation forms,assessment and presenter evaluation tools, SPARK collateral (envelopes, letterhead, brochures,etc.).• PowerPoint presentations representing Standard (1-day), Premium (2-day), and Booster(advanced) workshop programs.• SPARK workshop task lists and agendas (Standard, Premium, Booster)• A CD containing copyrighted SPARK training documents and permission to reproduce them.• SPARK t-shirt and other promotional and raffle item samples as gifts to the TT.• Lifetime Middle School SPARKfamily.org access.Step 4:Present with a Certified SPARK Trainer, receive on-site assistance at regional trainings, and earnlicensure.SPARK will pair each TT with a veteran SPARK Trainer for mentoring, technical assistance, and follow-upsupport. To begin this process, they will co-present two, full-day (6-hour) workshops for the next roundof teachers per this RFP. The SPARK Trainer will expect the TT to present all (or nearly all) of thesePage 38Back to Topwww.sparkpe.org| 1 800 SPARK PE | spark@sparkpe.org | SPARKprograms | SPARK_Programs
Page 13 and 14: Latino/Hispanic Populations:Aventur
Page 15 and 16: IV. SPARK Curricula by Program:Earl
Page 17 and 18: Physical Education Grades K-2 Curri
Page 19 and 20: Physical Education Grades 3-6 Curri
Page 21 and 22: Middle School (Grades 6-8) Physical
Page 23 and 24: High School Curriculum Sets --The s
Page 25 and 26: After School Curriculum Sets --The
Page 27 and 28: SPARK Coordinated School Health Ini
Page 29 and 30: 3. Nutrition ServicesSPARK has sele
Page 31 and 32: ii. HLC Camp Boost: Using ART, MUSI
Page 33 and 34: VI. Follow-Up Support/Institutional
Page 35 and 36: Click on the link below to view a s
Page 37: The SPARK High School Program is pr
Page 41 and 42: • TT’s will receive updates in
Page 43 and 44: promote health behaviors: an inform
Page 45 and 46: Botvin, G., Eng, A., & Williams, C.

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