Health Education & Physical Education Review 2020

Review Details

Steering Committee Membership

Maria Donahue - Prevention Specialist, Healthy Acadia Services

James Hodgkin – Superintendent, RSU 21

Lynette Johnson - Education Director, Maine Family Planning Association

Dr. Christopher Nightingale - Associate Professor of Physical Education and Athletic Training, University of Maine at Orono

Dr. Stephanie  Swan - Retired Professor of Health Education, UMF School Health Education Professor

Rachelle Tome - Retired from Maine DOE Chief Academic Officer, Elementary School Principal

Wendy Ault - MelMac Foundation, Member of the State Board of Education

Becki Belmore – Elementary Physical Education and Adapted Physical Education Teacher, MSAD 51

Christine Hesler – Curriculum Coordinator, RSU 14

Dawn Gordon Littlefield - Prevention Specialist, Maine Center for Disease Control & Prevention

Debra McIntyre – Curriculum Coordinator, Five Town CSD

Timothy Pearson - Elementary Physical Education Teacher, Dedham School

Bryan Shaw - High School Health Education Teacher and Assistant Principal, Easton School Department

Kathleen Sutton – Maine Association for Health, Physical Education and Recreation (MAHPERD) Treasurer, Retired School Nurse, Health Education Teacher, and School Health Coordinator

Katherine Wilbur – Retired from Alliance for a Healthier Generation, Maine DOE Health Education and Health Promotion Coordinator, and Health Education Teacher

Steering Committee Summary of Meetings

March 25, 2020 (virtual due to pandemic) - Committee convened and began work on the review and revisions to the HE & PE Standards within the MLRs. Introductions were made then we overviewed the Standards Review Process, including a discussion of purpose, responsibilities, the SWOT (Strengths, Weaknesses, Opportunities, Threats) to analyze the current standards to ascertain where/what to revise or add in the future document, and we reviewed the public comments and related legislation. We completed the SWOT for the introduction and began reviewing Standard A as a full group. Discussions and outcomes from the SWOT:


  • Teachers are the target audience when writing standards
  • Lifelong learners added to the language in the current introduction
  • Read for repetitiveness, outdated terminology, use more contemporary terms such as appreciation for lifelong skills, physically active lifestyle, lifespan, physical literacy and health literacy.
  • We discussed the potential of using Wellness vs. HE & PE. The decision was to stay with HE & PE as they have defined pedagogy.
  • Decision to have one opening introductory paragraph for HE & PE combined then separate headings for the strands of HE & PE. Each strand will have its own introduction.

Standard A

  • Keep alignment to the National Health Education Standards (NHES)
  • Recommend keeping all current performance indicators, transition to performance expectations.
  • Topics that area legislated need to be prioritized

April 2, 2020 (virtual due to the pandemic) - Committee continued with HE SWOT analysis completed Standard A then divided into three work groups to review Standards B, C and D. The groups reported out to the full committee for discussion and decisions.

Standard A

  • Update language as necessary. Thoroughly examine terminology to make sure it is up to date including sexual health verses family life, substance use vs. drug abuse
  • Maintain developmentally appropriate progression
  • A2, delete intellectual and put physical, mental, social and emotional health. 
  • A5 Pre-k - 5 would be growth and development: abuse prevention, personal boundaries, puberty grades 6 - diploma sexual health. Add performance expectations for Pk-2 
  • Have performance expectations for all grade levels and spans.

Standard B

  • Do not judge a strand/standard by it's length. B is short but so important.
  • Do not remove anything but strengthen it as this is so important

Standard C

  • When using descriptorsin performance expectations, be aware of how they could be interpreted as the only content versus examples of content. Incorporate descriptors into the performance expectaions or move to the resouce document.
  • Use the NHES as a resource to see how the performance indicators were more general in the NHES.

Standard D

  • D3 6-8 a. Examine the use of the term Gateway Drugs to make sure it is current; use current language overall
  • Discuss and expand terminology and content to be more current with influences of technology
  • D2 6-8 influences vs influence to address positive and negative

April 29, 2020 (virtual due to the pandemic) - Committee continued with HE SWOT analysis finalized Standards B and C, completed D, then began review of E & F. The groups reported out to the full committee for discussion and decisions.

Standard D

  • Consider ACES during the writing process, here and overall. (Poverty, institutional racism, etc.
  • D3 might go under as new performance expectation in D1 since there will not be compound effects in Pk- 5
  • Look at D1, 2 and 3 and consider combining for clarity and to be age-appropriate.

Standard E

  • Leave as is, strengthen by adding the technology communication skills to support self and considerations

Standard F

  • Combine F2 & F3 careful not to lose anything
  • Broaden the language in F2 to be inclusive of age-appropriate short- and long-term personal health goals

May 5, 2020 (virtual due to the pandemic) - Committee continued with and completed the HE SWOT analysis wrapping up Standards E & F and then started PE SWOT for Standard G. The groups reported out to the full committee for discussion and decisions.

Standard E

  • Strengthen by adding the technology communication skills to support self and considerations.
  • Given the skill-based nature of the standard, look at the rigors to ensure they can be assessed.
  • Look at the NHES PI (Standards 4 & 8) and decide which MLR descriptors should possibly be moved to performance expectations and which would be moved to the resource document.
  • E2 - add to and strengthen PreK - 2 & 3-5, advocating for self as well as others.

Standard F

  • Opportunity to move up some of the descriptors to performance expectations based on the NHES standards 5 & 6, that would include F3

Began discussion of Standard G and how limited it is because it is more concept than skills-based.

May 14, 2020 (virtual due to the pandemic) - Committee continued with PE SWOT analysis and discussion on Standards G and H as well as how to structure them more like the National PE Standards and use terminology aligned to the National PE Standards as well. The groups reported out to the full committee for discussion and decisions.

Standard G

  • Align terminology with National Standards.
  • New standards need to clarify that the PE standards are about developing physically literate students
  • Divide Standard G into two separate standards with language similar to National PE Standards 1 and 2

May 20, 2020 (virtual due to the pandemic) - Committee continued with PE SWOT analysis completing Standard G and working on Standard H. Overarching concepts were noted. The groups reported out to the full committee for discussion and decisions.


  • Create a framework that will provide the content and skills students need to live a healthy lifestyle and become physically literate.
  • Use the skill progressions emerging, maturing and applying aligned to the national standards.
  • Ensure the concept of lifetime activities is evident throughout the standards.

Standard G

  • Double check for levels of specificity to be consistent/similar throughout the document,
  • Re-write standard G into two separate standards, a skill-based standard and a concept- based standard.
  • Move concept of practice in G4 to skill development and feedback to the concepts standards.

Standard H

  • Elaborate on the language of Standard H to reflect National Standard 3
  • Align language between H4 in PE with health education A2 (dimensions of health)
  • Pull G3 into H or wherever the skill related fitness ends up

May 22, 2020 (virtual due to the pandemic) - Committee continued with PE SWOT analysis completing Standards H and I and the overarching guidance. The groups reported out to the full committee for discussion and decisions.

Standard H

  • Look at wording in National standard 4 to reword Standard I
  • Create standalone Standard 5 aligned to National Standard 5
  • Elaborate on the language of Standard H, to reflect the National PE Standard language 3 & 5.

Standard I

  • Make decision around moving some descriptors up to performance expectation level and others to resource document
  • Look at the National PE Standards content and consider incorporating self-management skills and making corrective behaviors based on feedback.
  • Create a standalone standard aligned to National Physical Education Standard 5
  • Look at wording in National PE Standard 4, reword Standard I to include respecting self and others
  • Add performance expectation across grade spans that addresses accepting, applying, and providing feedback

May 27, 2020 (virtual due to the pandemic) - Committee completed the overarching guidance, did a cross check of the public comments and statutes to ensure they had been addressed. The facilitators will send the compiled guidance document to the Steering Committee members for a final review.

Overarching Guidance:

  • Start each standard with either health literate or physically literate students (align with national standard language)
  • Add rationales to all standards as a support in the format
  • Revised standards need to be written so they can be assessed both formatively and summatively.
  • Revise the three current MLR physical education standards (G - I) to five standards to more closely align (not duplicate) the National Physical Education Standards including National PE Standard 5.
  • Consider dimensions of health as appropriate.
  • During the process of moving some descriptors to performance expectation and adding others to the resource document being careful to not lose important content.
  • Maintain developmentally appropriate progressions
  • Topics that are legislated need to be addressed at the performance expectation level or in the resource document.
Steering Committee Guidance Documents

Health Education & Physical Education Overall Guidance

Health Education & Physical Education Introduction Guidance

Physical Education Guidance

Health Education Guidance

Writing Committee Membership

Peter Spears - MSAD 49, Lawrence High School Health Education Teacher

Stacey Vannah - Brunswick School Department, Brunswick High School Health Education Teacher

Clairlynn Rountree - Brunswick School Department, Brunswick Middle School, Health Education Teacher (Has previous elementary and high school experience with HE & PE)

Sarah Duchette - Auburn School Department, Edward Little High School Health Education Teacher (Recently at Auburn Middle School)

Doreen Swanholm - RSU 75, Mt. Ararat Middle School Health Education Teacher

Maria Minor - RSU 1, Morse High School Health Education Teacher (Recently at Bath Middle School)

Lorraine Tanguay - RSU 10, Mountain Valley High School, Family and Consumer Sciences and Health Education Teacher (Has K – HS experience)

Yvonne Perry - RSU 19, Nokomis Regional Middle School Health Education Teacher

Jennifer Pinette - Sanford Schools, Sanford Middle School Health Education Teacher (Recently at elementary schools)

Caroline Bochtler-Labrie - MSAD 52, Leavitt Area HS Health Education Teacher

Nicole Carrera - Cape Elizabeth Schools, Cape Elizabeth High School, Health Education Teacher

Stephanie Weeks - Lisbon Schools, Lisbon Middle School & High School Health Education Teacher

Jake Kulaw - Portland School Department, Portland High School Health Education Teacher

Erika Haulk, Dedham School, Grade 3 Teacher

Miranda Wakefield, MSAD 60, York High School Health Education Teacher

Amy Wheaton, RSU 24, Sumner Memorial High School Health Education Teacher

Dr. Rose Angell - RSU 75, Pre-K to High School Adapted Physical Education Specialist (Previous PE K - 8 Teacher)

Darcy Goulet - MSAD 60, Noble High School Physical Education Teacher

Colby Gail - RSU 1, Bath Middle School Physical Education Teacher

Katie Lutts - York Schools, York High School Physical Education and Health Education Teacher

Jeff Payson -  Five Towns CSD, Hope Elementary School Physical Education Teacher

Christopher Knickerbocker - RSU 75, Mt. Ararat High School Physical Education Teacher

Elizabeth Connell - Sebago School Department, Sebago Elementary School Physical Education Teacher

Dr. Carolyn Gross - RSU 38, Maranacook High School Health Education Teacher (Past experience in K - 8 PE)

Trevor Parent - MSAD 42, Central Aroostook Junior/Senior High School Physical Education and Health Education Teacher


Public Comment Submitted to Maine DOE

Erickson, Kathy - (PDF)

Shorey, Kathy - (PDF)

Pearson, Tim 1 - (PDF)

Pearson, Tim 2 - (PDF)

Paula Sprague <> - (PDF)

Liz Giles-Brown < - (PDF)

Karyn Bussell <> - (PDF)

Jeffrey Fahey < - (PDF)

: michele labotz - (PDF)

Kathy Wilbur <> - (PDF)

Clairlynn Rountree < - (PDF)

: - (PDF)