CAROL M. WHITE PHYSICAL EDUCATION PROGRAM (PEP GRANT):
PROJECT CONNECT DATA SUMMARY FOR YEAR ONE AND YEAR TWO
YEAR ONE: 2013-2014
YEAR TWO: 2014-2015
The Beggs School District Year Two APR PEP Project CONNECT Executive Summary is being submitted
on June 30, 2015. The summary documents progress toward the project’s goals, and the extent to which
expected outcomes and performance measures were achieved as stated in the Status Objective Charts. The
Year Two 2014-2015 APR (Annual Performance Report) for the Carol M. White Physical Education
Program (PEP) grant is due June 30, 2015. The reporting period for the report is October 1, 2014 through
May 31, 2015. It follows the guidelines of Section 75.253 of EDGAR. The Year Two APR has completed
ED form 524B to reflect both financial and performance data, and was used to review and analyze the data.
The Project Direct Michelle Camacho has been an outstanding leader and director of the project for two
years. She has worked closely with her assigned USDE program officer and program evaluator. She has met
on a regular basis with staff, classroom teachers, administration, school board, partners and committee
members. The project key components and activities have been implemented and well integrated into the
school program. All project assessments, testing, surveys; student tracking, training evaluations and other
evaluation instruments have been implemented and are scheduled according to the project timeline. Results
are disseminated to all parties and used to improve the program. The project has not only implemented the
goals of the project but has improved and added to them as need was identified. The Project CONNECT has
received numerous awards both State and Regional such as the leader in the state for Health and Wellness.
They serve as a model for their state and assist in replication to others. The Project Director has been a guest
speaker at several events including Fit 2 Learn Summit in Tulsa,
A few project goals and objectives are fell short and were not being met due to challenges faced by the
project that affected project implementation. All challenges were linked to the late start of the project date
and the final date of obtaining all staff for the project, completion of staff training and implementation of
assessments working correctly online.
Project CONNECT has completed Year Two of implementation of a research-based successful and popular
PE programs in K-12 grades.
The baseline project served 1,119 students with 15% with special needs, 70% students eligible free / reduced
lunch indicating high poverty rate, 77% minority, 27% Native Americans, 2% LEP. The district has 73% atrisk students and a high rate of obesity (35%), which correlated with the research used in the project as
reporting Oklahoma with the sixth-worst state with “highest obesity rate” as 31.15% with one in three
residents qualifying as obese and reports Beggs District at a higher rate of 35%.” The project has benefited
100 percent of students and teachers. Project CONNECTS established specific, quantifiable, and measurable
objectives with significant outcomes that were followed. The goals and objectives addressed and met all
Absolute, Competitive, Invitational and Regulations to ensure significant change.
Schools Served
Grade
Total
Teachers
Served
Students
FTE
EC/Elem
K-4
376
25
Upper Elem
5-6
175
9
Middle/Jr H
7-8
180
10
High School
9 - 12
372
27
TOTALS
K-12
1103
72
Note: PK was removed from the participants. K-12 is served.
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Goal: To establish comprehensive consistent PE classes (K-12) to incorporate objectives that will meet the
needs of participating student who are not in a sport athletic class with a class that is active, fun, interesting
and provides physical activities not currently offered. PE and Health focus.
The GPRA and Program objective measures were all put in place in Year One and continued in Year Two.
The staff continued in Year Two implanting the components and collaborating with partners to ensure a
successful program.
Position
Name
Time
Months
Project Director/PE Coord
Michelle Camacho
1 FTE
12 months
Secretary/Assistant & Data Entry
K. Crosby S. Been
1 FTE / .12 FTE 10 months
Curriculum/PE Specialist Instructor
M. McNabbj
2 FTE
10 months
M. Barnes
10 months
Nutritionist Health Specialist Instructor J. Peaker
1 FTE
10 months
Did all the objective meet expectations? All objectives made substantial progress and were implemented as
described.
The following summary outlined the results reflected in the Status Forms submitted to USDE:
Objective 1.a: The percentage of students served by the grant who engage in 60 minutes of daily
physical activity measured by using pedometers for students in grades K-12 and an additional 3-Day
Physical Activity Recall (3DPAR) instrument to collect data on students in grades 5-12.
Objective reported the percentage of students who engaged in 60 minutes of daily physical activity as
measured by pedometers and additional 3 day Physical Activity Recall (3DPAR) instrument. The 3DPAR
was put online and data collected.
All the participants showed progress. The data collection periods were: K-4 (February, May); MS/HS (Jan,
March). The findings were:
Days Goal
Met (out of 7)
0
1
2
3
4
5
6
7
Total 2-4
Total 4-7
Feb
Yr. 1
Feb.
May
May
Yr 2
Yr 1
Yr 2
Elem School Grades K-4
24.44% 22.7%
29.27% 13.6%
22.22% 11.4%
23.17% 45.5%
30%
20.45% 30.49% 22.7%
18.89%
25%
17.07%
9.1%
4.44% 20.45%
0%
9.1%
53.33%
65.9%
47.56%
Jan
Yr 1
15.38%
13.85%
18.46%
22.31%
18.46%
9.23%
1.54%
0.77%
Jan
Mar
Yr 2
Yr 1
M.S/HS
30.9% 38.3%
22.7% 19.15%
8.2%
4.26%
12.4% 6.38%
16.5% 12.77%
5.2% 12.77%
3.1%
4.26%
1.0%
2.13%
Mar
Yr 2
21.5%
28%
21.5%
10.8%
4.3%
8.6%
3.2%
2.2%
30.00%
25.8%
18.3%
40.9%
31.93%
Students achieving 60 minutes of physical activity 50% or more of the time period assigned was met. The
overall K-12 percentage for Year Two was 37.73%. Elementary participants March data collection was
41.38% overall but could not be compared to year two due lack of data online. The other two collection data
periods are outlined above. February Year One was 53.33% compared to an increase to 65.9% in Year Two.
May collection period comparison was 47.56% with a decrease of 6.5%. This decrease is due to state testing
time, end of school activities, graduation and other end of school events that reduced time for Physical
Activity time as compared to the other two data collection periods. MS/HS participants January data period
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comparing Year One and Two was basically level with a slight decrease and March showed a 50%
difference.
The self-report questionnaire has been found to present limitations to the project when the students are asked
to recall physical activity and understanding “moderate intensity” regardless of the pre-instruction. They
indicated that they had difficulty remembering and averaging time per activity. The teachers also noted
motivation to be accurate was a limitation and some students appeared to be in a hurry to complete the
questionnaire without thought.
3DPAR: Year One Comparison Chart
Students Receiving 60-minutes or more of Physical Activity per Day
Light
Moderate
Hard
Very Hard Student
54
36
21
6
10th – 12th
54
52.17% participants have exercised 60 minutes or more for 5 out of the 7 previous days, making up the
percentage reported Year One.
3DPAR: First Semester –Year Two
Students Receiving 60-minutes or more of Physical Activity per Day
Light
Moderate
Hard
Very Hard
Student
162 (100%)
131 (80.9%)
94 (58%)
22 (13.4%)
10th – 12th
162
3DPAR: First Semester – Year Two
Students Receiving 60-minutes or more of Physical Activity per Day
Light
Moderate
Hard
Very Hard
Student
th
th
102 (100%)
100 (98%)
40 (39.2%)
21 (20.6%)
10 – 12
102
The above is in reference to the question: “During the past 7 days, on how many days were you physically
active for a total of at least 60 minutes per day? (add up all the time you spent in any kind of physical activity
that increased your heart rate and made you breathe hard some of the time.)” Students also set personal
fitness goals and what activities they participated in during their most active times of the day.
Baseline 117/1119 (10%) original application; Pretest of Year One 335/119 (30%) Year 1 Target 335/691
(48%) Year 2 Target 772/1103 (70%) Actual 419/1103 (38%)
Objective 1.b: Performance Measure: The percentage of students served by the grant who meet the
standard of healthy fitness zone as established by the assessment for the Presidential Youth Fitness
Program (PYFP) in at least five of the six fitness areas of that assessment.
FITNESSGRAM
Assessments
Year 1
Post %
0
1
2
3
4
5
6
1%
4%
8.1%
16.2%
25.3%
28.3%
17.2%
K-4
Year 2
Pre %
(N153)
0.01%
13.7%
25.5%
20.9%
23.5%
13.1%
2.6%
Year 2
Post %
(N149)
2.7%
14.8%
11.4%
19.5%
17.4%
26.8%
10.1%
Year 1
Post
%
1.2%
15.5%
15.5%
28.6%
16.7%
15.5%
7.1%
MS
Year 2
Pre %
(N126)
0.8%
15.9%
32.5%
28.6%
12.7%
6.3%
3.2%
HS
Year 2 Year 2 Year 2
Post % Pre % Post %
(N140) (N146) (N146)
7.1% 13.0% 6.5%
24.3% 32.6% 17.4%
25.7% 28.3% 28.3%
22.1% 15.2% 19.6%
15%
8.7% 17.4%
2.1%
2.2% 10.9%
3.6%
0%
0%
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1.b was not met but remained consistently at 50% of five of six fitness areas. The scores did decrease in the
other half of the assessment and will review in Year Three. The goal is to increase by 20%.
According to Get Active/Let’s Move, children from ages 6-17 need to be active 60 minutes a day, at least 5
days a week. Yearly results were consistent from Year 1 to Year 2. The recommendation is to include a
higher motivation for teachers to increase more opportunity to increase movement and increase more
consistency in student assessment.
Year One Target- 335/1119 (30%) Actual 362/691 (51%) Year Two Target 772 /1103 Actual 552 /1103
(50%)
1.c. Performance Measure: The percentage of students served by the grant who consume fruit two or
more times per day and vegetables three or more times per day as measured in programs serving
middle school students using an appropriate assessment tool for their populations.
Objective 1.c. findings: Year One indicated only 30% met the measure. Year One HS reported 19.57% fruit
and 9.68% vegetables consumed according to objective.
Year Two reported a substantial gain in only year of growth and awareness that grades 9-12 were 86.6%
consumed fruits two or more times per day and 61.6% vegetables three or more servings per day for the past
7 days according to the Youth Risk Behavior Survey (YRBS). Elementary results were: Fruit consumed
indicated 99% said they did eat fruit and 73% ate 2 or more daily; Vegetables consumed indicated 90% said
they did eat vegetables and 28.7% ate 3 or more daily. Overall results: 51% consumed fruit/vegetables and
met objective in grades K-12.
Elementary Data:
Said they DO eat fruit. Year One (97.94%) Year Two (99%)
Said they eat 2 or more fruits each day Year One (77%) Year Two (73%)
Said they DO eat vegetables Year One (85.21%) Year Two (90%)
Said they eat 3 or more vegetables each day Year One (33%) Year Two (29%)
Middle / HS Data:
Said they DO eat fruit Year Two (98%)
Said they eat 2 or more fruits each day MS: Year One (38,39% + 28.82%= 67%) Year Two (52%)
Said they DO eat vegetables MS: Year 1 (7.14%)
Said they eat 3 or more vegetables daily M.S: Year One (7.14% + 8.88% = 16%) Year Two (27%)
Youth Risk Behavior Survey Results:
Fruit Consumption: According to the Youth Risk Behavior Survey, students consuming two or more
servings of fruit per day for the past 7 days were at H.S. 19.57% (Year 1); 84.8% (Year 2).
Vegetable Consumption: According to the Youth Risk Behavior Survey, students consuming three or more
servings of vegetables per day for the past 7 days were at HS 9.68% (Year 1); 54.5% (Year 2)
Baseline 120/1119 (10%) Year 1 Target 783/119 Actual 362/691 (51%) Year Two: Target was 772/1103
(70%); Actual 563/1103 (51%)
2.d. Performance Measure: 80% or more of the participating teachers will demonstrate increased
knowledge (Professional Development activities) about effective, research – based strategies for
implementing standards-based PE programs, as measured by pre-post teacher surveys, observation
checklists, seminar evaluation forms, course transcripts, and review sample lesson plans.
Objective was met. Professional Development component is a strong key to the success of the program and
is consistent with the needs of the students, curriculum, needs, teachers and community. Over 80% of
teachers/staff have demonstrated increased knowledge in effective, research=based strategies for
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implementing standards-based PE programs, as measured by pre-post teacher surveys, observations,
checklists, seminar evaluation forms, and/or project developed instruments. The training will provide
sustainability after funding ends.
Training included:
 Digital Tools and Health Index Tool, by Project Partner Alliance for a Healthier Generation
 P.L.A.Y. (Physical and Lifelong Activity for Youth); Muscogee Creek Nation Diabetes Program,
Wewoka Indian Health Center-Community Health Program
 MOVABLE, Digital Pedometer MOVbands tools to implement with students
 Action Based Learning Lab Tour and Training
 Kagan Cooperative Learning Institute and Conference; Movement and Learning in the Classroom
 Gravoxy Rebounding Level I Training; Partners: Creek Nation, Okmulgee County YMCA, Pryor
Creek Rec Center
 SHAPE Southern Conference
 National Childhood Obesity Conference/Youth Health and Wellness
 SPARK Level I Training-Schools for Healthy Lifestyles Curriculum
 Wellness Policy Training
 Fitnessgram Training for Teachers, Center for Advancement of Wellness, Oklahoma State Dept of
Education
 Evaluation Data Collection Training
 Project Assessment Training
 Project Student Tracking and Reporting
 County, Regional and State Training/Conferences
Year One Target-59/173 (81%) Actual 59/173 (81%) Year Two Target- 882/1103 (80%) Actual
882/1103 (80%)
2.e. Performance Measure: 80% or more of the participating teachers will demonstrate increased
knowledge about using digital technologies in designing lesson plans and assessing student progress in
PE programs, as measured by pre-post teacher surveys, seminar evaluation forms, course transcripts,
observation checklists, and review of sample lesson plans.
Objective was met. Professional Development component is a strong key to the success of the program and
is consistent with the needs of the students, curriculum, needs, teachers and community. Over 80% of
teachers/staff have demonstrated increased knowledge about using digital technologies in designing lesson
plans and assessing student progress in PE programs. Objective was met with full success. Teacher
professional development was successful and a key component in year one and two. Also 80% of
participating teachers demonstrated increased knowledge about using digital technologies (pedometers).
Training included:
 Digital Tools and Health Index Tool, by Project Partner Alliance for a Healthier Generation
 Pedometer Training
 Fitnessgram Training for Teachers, Center for Advancement of Wellness, Oklahoma State Dept of
Education
 Evaluation Data Collection Training
 Project Assessment Training
 Project Student Tracking and Reporting
 3DPar Training
 Integrating digital tools in the classroom and lesson plans by staff
5
 Presidential Youth Fitness Program (PYFP) Healthy Fitness Zone Assessments
 Youth Risk Behavior Survey (YRBS) Training and Reporting
Year One Target-59/173 (81%) Actual 59/173 (81%) Year Two Target- 882/1103 (80%) Actual 882/1103
(80%)
2.f. Establish a wellness, nutrition and health classes in elementary schools, middle, high school and
alternative academy. Fitness education and assessment to help students understand, improve, or
maintain their physical well being. Administer SHI and base program improvement on results. Align
PEP project with Local Wellness Policy.
The objective was met. A wellness, nutrition and health classes in schools were implemented. Fitness
education and assessments were established to assist students understanding, improving and maintaining
individual physical well-being. SHI has been administered and compared to baseline results. The PEP
continues to be aligned with both the state PE PASS objectives and the Local Wellness Police and updated
yearly. Highlights of the objective included:
 Elementary students received Health Education on a weekly basis through the classroom teachers as
well as during specialty times. These lessons align with state PASS objectives and were highly
effective as this was our first year to implement the Healthy Lifestyles Curriculum.
 Elementary students were given health challenges by the Nutritionist/Health Specialist during their
bi-weekly assemblies. Student challenges consisted of drinking more water, eating more fruit and
vegetables, getting 60 minutes of exercise a day, etc.
 3rd grade completed their 2nd annual state testing and fitness week. Each student began testing days
with exercise, received water and ½ banana before taking the test, and exercise after the test. The
teachers took time to teach the students why exercise and nutrition is vital to learning. The students
ended the testing week with the opportunity to take advantage of a fun day using our PEP purchased
rock wall and inflatable obstacle course.
 Fourth grade students celebrated successful testing with a challenging fun day of physical activity
using the PEP rock wall and inflatable obstacle course.
 Middle School students receive Health Education in part with local counseling service/partner.
Weekly lessons are conducted through a subject area classroom. These lessons are aligned with sate
PASS objectives.
 Middle School students also received additional Health Education through the Nutritionist/Health
Specialist. Project CONNECT (PEP) was instrumental in the implementation of a middle school
Health class that serviced students from 5th through 8th grade.
 Alternative Education has added a Fitness First class to their day. Research has proven that exercise
helps blood flow to the brain and enhances learning. Students in the alternative education academy
receive cardiovascular classes first thing in the morning, preparing them for a successful day of
learning. Health Education is incorporated into the cardiovascular class and a mentor was made
available once a week.
 High School PE classes were able to implement Health Education. Student received a well-balanced
education in regards to fitness and nutrition. Learning how to take care of their body through what
they do and what they eat proved to be positive and effective for our students.
 Each of the school sites received and awarded “Excellence”, the highest honor from Certified Health
Oklahoma in the 2014-2015 school year. This was awarded as schools complete SHI modules,
maintain an updated Local Wellness Policy, and provide other documentation related to school health
and wellness.
 Beggs Public Schools approved an updated Local Wellness Policy in March/April 2015.
6
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
Beggs Public Schools partnered with Total Wellness to provide on-site physicals for all staff.
Teachers were very receptive and will participate again in the upcoming year. This also proved
positive as teachers modeled positive health procedures for students.
On-site physicals are offered for all students. (Once yearly)
The School Health Index Results for Modules 1-4:
Modules
School Health Policies &
Environment
Health Education
Physical Education & Other
Physical Activity Programs
Nutrition Services
Overall Score
Module 61-80%
1
(Medium)
Module 0-20% (Low)
2
Module 61-80%
3
(Medium)
Module 41-60%
4
(Medium)
Baseline Data
Middle School
61-80%
(Medium)
61-80%
(Medium)
61-80%
(Medium)
41-60%
(Medium)
High School
61-80%
(Medium)
41-60%
(Medium)
41-60%
(Medium)
41-60%
(Medium)
2.g. Establish PE assessments to help students identify strengths, weaknesses, and progress of PE
individual levels/goals.
The objective was met in Year Two. Assessments will continue in Year Three
 The project will continue utilizing PE assessment in Year 3 such as YRBS, Fitness Zone,
Fitnessgram, SHI, Pedometers, 3DPAR, Presidential Youth Fitness Program, PASS and project
designed surveys and questionnaires.
 The project district will be utilizing the Fitnessgram assessment at a more comprehensive level this
upcoming school year. All students in physical education will receive a Fitnessgram assessment.
Teachers will conduct this and have the pre-test results ready to discuss with parents at the first parent
teacher conferences this upcoming school year. Posttest results will be ready for the final parent
teacher conference time. Recognition will be given to students who show progress.
 Using this information during parent/teacher conference time will enhance parent communication
about their child’s physical education, strengths, and weaknesses to create a comprehensive program.
This will also assist families with healthy discussion about physical health as well as promote
ownership for health within families.
 The elementary site adopted a “Toe Token” program that acknowledges students who take the
initiative to run at recess (of their own free will). Every 5 miles, they receive a charm for a necklace
and other prizes given during school assemblies. An end of the year celebration on the PEP
rebounders held for students who reached 50 – 100 miles throughout the school year. Many students
reached a goal of 50 miles this school year and several students reached 100 or more miles.
2.h. Develop, update, or enhance physical activity policies and food- and nutrition-related policies that
promote health eating and physical activity throughout students’ everyday lives, as part of the PEP
project.
Objective has been met Years One and Two.
 This measure has been addressed through the update of our Local Wellness Policy.
2.i. Partnership Implementation/meetings/documentation/community newsletters and project website,
report project info/GPRA/ measures to community. Establish parent outreach activities, provide
professional development activities, integration of digital technologies in the classrooms, instruction in
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health eating habits & good nutrition, physical fitness activities (fitness education and assessment) to
help students understand, improve, and maintain physical well-being, administer SHI and align with
project goals, team up with school food program.
The above has been implemented and met.
 Newsletters were developed and distributed to all students. These were also made available on the
webpage for access.
 The project director and nutritionist/health specialist actively participate in the Okmulgee County
Wellness Coalition. Staff regularly attends meetings and partnered with members of this coalition
for some campus activities such as plant a six-pack project and nutrition lessons.
 The project director attends Creek Nation Diabetes Prevention Awareness meetings. The Project and
district also works with this committee to provide Diabetes Prevention programs such as a student
Jump Rope team and the Jump Rope for Heart event.
 The following parent outreach activities have been offered: Black and Gold’s Gym/Health and
Fitness Center was staffed by the ALPHA program and open to students/parents for evening hours
Monday through Thursday evenings, Rebounding classes were available for students/parents, a
Black Friday Post-Turkey workout event was hosted in November, Jump Rope for Heart event was
hosted in correlation with Creek Nation Diabetes Prevention Program.
 Professional Development offered: see measure 2.e.
 Integration of digital technologies in the classroom: the physical education program is using
MOVable digital pedometer wristbands to help track movement and in the regular education
classrooms, teachers are utilizing GoNoodle.org to incorporate “brain breaks” in the classroom.
 Instruction of healthy eating habits and nutrition has been incorporated in parent outreach events, to
the students during health classes, at concessions during our annual field days and monthly
newsletters.
 Project CONNECT’s PEP team holds meetings the first Friday of every month in correlation with
the district’s Professional Development agendas. During the 2014-2015 year, project correlate
meetings and goal setting with the Alliance for a Healthier Generation as a new partner to the school.
Parents were invited to attend these meetings and encouraged via personal phone calls, Facebook and
newsletters.
 In correlation with Governor Fallin’s declaration of May 1-7 as Oklahoma Physical Education and
Sport Week, Beggs Elementary and Middle Schools (K-8) conducted the best ever Field Day Events!
Middle School level focused on “teambuilding” and working together while participating in a variety
of events (10 total). Elementary aged students completed “Olympic style” activities on the track. A
healthy ONLY concession was available and the students LOVED it. We also used our MOVbands
during this event to help students monitor their movement for the days.
 Beggs ALPHA program was able to partner with the PEP program by purchasing BMX bicycles for
students to build during a summer STEM program institute. The students will then ride the bikes
through a series of stations and learn proper bicycle safety.
 Beggs Project CONNECT is a proud partner of Schools for Healthy Lifestyles (SHL). As a partner
of SHL, Beggs CONNECT was chosen as one of the recipients to the Peaceful Playgrounds program.
This summer, the elementary and middle school playgrounds will receive paint for the activities.
Classroom teachers will also receive training through Project Connect/PEP.
 Beggs Elementary 2nd and 4th graders enjoyed a Fun and Fit Kids Assembly provided by partners
Kohl’s/St. Francis and the Drillers mascot even attended!
 3rd Grade students participated in a Field Trip that provided the ultimate Field Day experience.
Partnering with GUTS Church, students enjoyed a fun-filled day of physical fitness with healthy
snacks and plenty of water!
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


In partnership with the ALPHA program, PEP coordinated for a summer kids fitness day. Students
utilized PE supplies, the inflatable obstacle course, rock wall and Bellicon rebounders.
The PEP project has utilized the free resources provided by the USDA the past two years.
CONNECT have ordered posters and stickers for project students, in an effort to improve student
nutrition choices.
Beggs Public Schools Nutrition Service program provides a Summer Food Program where all
students can eat breakfast and lunch for free. This takes place throughout June.
The Backpack Buddy program serves students in need. Students receive backpacks full of food each
weekend throughout the school year. This continually is a cooperative effort to provide healthy
items in these bags. The local grocery store also partners by giving fresh fruit on occasion.
Year One Review
 Beggs PEP will continue to partner with the Okmulgee County Health Department SWAT
coordinator in providing student empowerment organizations for the middle and high school sites.
(Performance Measure 2.i.)
 Beggs PEP will continue to partner with Okmulgee County Health Department Nutrition and Physical
Fitness Department. In the 2013-2014 year, PEP was able to partner for the National Walk At School
Day, Beggs Demon Dash 5k/1mile Fun Run, and Nutrition Calendars for students, pedometer project,
and physical fitness/nutrition bookmarks. (Performance Measure 2.i.)
 The project Director will continue to attend Okmulgee County Wellness Coalition meetings
(Performance Measure 2.i.)
 The project Director will continue to work with the Creek Nation Diabetes Prevention Committee and
attend regular meetings. (Performance Measure 2.i.)
 The elementary Physical Education program will utilize Creek Nation’s after school Jump Rope
program for students in the 2014-2015 school year. (Performance Measure 2.i.)
 The PEP team will support and help with events regarding the Beggs Backpack Program in 20142015 school year. (Performance Measure 2.i.)
 The PEP director will continue to provide monthly newsletters highlighting PEP program progress for
the 2014-2015 year. These will also be linked to the PEP webpage through the Beggs Public Schools
website. (Performance Measure 2.i.)
 The PEP secretary and Director will update and maintain the PEP webpage. (Performance Measure
2.i.)
 The PEP program will continue to offer parent outreach events for the 2014-2015 school year.
Anticipated events include exercise classes, family fun nights, a community health fair, and more.
(Performance Measure 2.i.)
 Technology Coach Denise Martin and the program Director will help with integrating Digital
Technologies in the classrooms in 2014-2015. These will include the use of GoNoodle and other
technologies for Brain Breaks, as well as using technology for instruction in healthy eating habits and
good nutrition. (Performance Measure 2.i.)
 The project will continue hosting the annual 5K Demon Dash for students and families in the Fall
2014. (Measure 2.i.)
 The PEP team will continue to encourage positive changes in our School Food Program. Offering
ideas for healthy a la carte items in 2014-2015. The change to Keystone in 2013-2014 has proven to
be exceptional. (Performance Measure 2.i.)
 The PEP team will work toward encouraging the district to offer further drop off / pick up points for
the students before/after school; allowing students more walking opportunities.
 The project will host a grand opening for an on-site Fitness Center in August 2014. A project student
will name the center and who will receive recognition.
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





Beggs PEP Director will work in collaboration with Oklahoma Department of Mental Health and
Substance Abuse Services (ODMHSAS) and the Department of Human Services (DHS) in hosting a
regional “Communities of Care” forum. This event will take place on Beggs campus, calling
communities as a whole to action in stabilizing and supporting families. Sharing with the community
how everyone can get involved through participation in community teams and coalitions, mentoring,
supporting DHS, and reducing the stigma of being involved in systems.
Nutritionist and Health Specialist will provide weekly Health lessons for all 8th, 9th, and Alternative
Education students. These lessons will be aligned with Oklahoma PASS Objectives. (Performance
Measure 2.f.)
Classroom teachers will provide weekly Health lessons for grades 5-7 through common elective
class. These lessons will be aligned with Oklahoma PASS Objectives. (Performance Measure 2.f.)
Weekly Health lessons will be provided for elementary students through “specialty” times as well as
in the classrooms. These lessons will be aligned with Oklahoma PASS Objectives. (Performance
Measure 2.f.)
Project Director, Nutritionist and Health Specialist, and grade level teachers will work together in
creating health and physical fitness events that highlight Beggs students and their success. (i.e. jump
rope for heart, hoops for heart, jog-a-thon, mother-daughter fun run, father-son fun run, father
daughter dance, etc.) (Performance Measure 2.i.)
Beggs PEP team will continue to recognize May 1-7 as Oklahoma Physical Education and Sports
Week as declared by Governor Mary Fallin through the assistance of Senator Jim Halligan. In Spring
2014 the elementary and middle school participated in organized field days for all students and
teachers. All sites are anticipated to participate in Spring 2015. (Measure 2.i.)
Director will continue to collect data, organize data, and submit information for reporting periods.
Director will continue to maintain organized records for projects and budgeting periods.
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