Grades 3-8 Achievement Grades:
A = Execellent / Advanced
Quality
B = Very Good / Proficient /
Meets Quality Expectations
C = Satisfactory / Meets Basic
Expectations
D = Needs to Improve /
Inconsistent / Minimal Performance
U = Unsatisfactory
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Grades 1,2 Achievement
Grades:
S = Secure - Demonstrates a
complete understanding and application
P = Progressing - Demonstrates
a general understanding
N = Needs improvement -
Demonstrates an inconsistent understanding
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Students will receive and overall
achievement grade and are also graded on various standards. The standards are
graded with this Proficiency Key:
* ADVANCED
: Demonstrates an understanding and application beyond grade level
expectations.
+ PROFICIENT:
Demonstrates consistent understanding and application
/ BASIC
: Demonstrates a general understanding, but an inconsistent application of
the information
-
MINIMAL
: Demonstrates a lack of understanding of key concepts/skills
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P.E. Report Card
Standards:
Understands Concepts
Students demonstrate understanding through game play and through testing
and will be able to apply critical elements to improve personal performance in
fundamental and selected specialized skills. Students will apply movement
concepts to a variety of skills. Students will be able to use elements of
fundamental and specialized skills to provide feedback to others.
Demonstrates Skill
Development
Students will demonstrate
skill development through practice, game situations and testing. Students will
be able to use information from a variety of sources of internal and external
origin to improve performance.
Demonstrates Good
Sportsmanship
Students will demonstrate
responsible social behavior that promotes personal and group success in
physical activity. Student social responsibilities include attention to safe
practices; rules and procedures. Students will show cooperation, teamwork, and
respect.
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The St. Roman Physical
Education program is aligned with State and National Standards.
A Physically Educated Person:
1. Demonstrates
competency in many movement forms and proficiency in a few movement forms.
Movement competence implies the development of sufficient ability to enjoy
participation in physical activities and establishes a foundation to
facilitate continues motor skill acquisition and increased ability to engage
in appropriate motor patterns in daily physical activities. The development of
proficiency in a few movement forms gives the student the capacity for
successful and advanced levels of performance to further increase the
likelihood of participation. In the primary years, students develop maturity
and versatility in the use of fundamental skills that are further refined,
combined and varies during the middle school years.
2. Applies movement
concepts and principles to the learning and development of motor skills.
This standard concerns the ability of the learner to use cognitive information
to understand and enhance motor skill acquisition and performance. Knowledge
of concepts and practice applying these concepts enhances the likelihood of
independent learning and therefore more regular and effective participation in
physical activity. During the lower elementary years emphasis is places on
establishing a movement vocabulary and initial application of introductory
concepts. Through the upper elementary and middle school years an empasis is
placed on learnign more and increasingly complex concepts.
3. Exhibits a physically
active lifestyle. The intent of this standard is to establish patterns
of regular participation in meaningful physical activity. This standard should
connect what is done in the physical education class with the lives of
students outside of physical education Students are more likely to participate
if they have had opportunities to develop interests that are personally
meaningful to them. Cognitive understanding develop from an initial awareness
of cause and effect relationships between activity and its immediate and
identifiable effects on the body to an increased understanding of the role of
physical activity on the physiological body, social opportunities and
relationships, and emotion well being; and a comprehensive perspective on the
meaning of the idea of a healthy lifestyle.
4. Achieves and maintains
a health-enhancing level of physical fitness. Students should be
encouraged to develop higher levels of basic fitness and physical competence
as needed for many work situations and active leisure participation.
Health-related fitness components include cardiorespiratory endurance,
muscular strength and endurance, flexibility and body compositions.
Expectations for students fitness levels should be established on a personal
basis. Taking into account variation in entry levels, rather than setting a
single standard for all children at a given grade level. For Elementary
children, the emphasis is on an awareness of fitness components and having fun
while participating in health-enhancing activities that promote physical
fitness. Middle school students gradually acquire a greater understanding of
the fitness components, how each is developed and maintained, and the
importance of each in overall fitness.
5. Demonstrates
responsible personal and social behavior in physical activity settings.
The intent of the standard is achievement of self-initiated behaviors that
promote personal and group success in activity settings. These include safe
practices, adherence to rules and procedures, etiquette, cooperation and
teamwork, ethical behavior in sport, and positive social interaction.
Achievement of the standard in the lower elementary grades begins with the
recognition of classroom rules and procedure and a focus on safety. In the
upper elementary levels, students learn to work independently, with a partner
and in small groups. In the middle school, students identify the purposes for
rules and procedures for specific activity situations.
6. Demonstrates
understanding and respect for differences among people in physical activity
settings. Similarities and differences include characteristics of
culture, ethnicity, motor performance, disabilities, physical characteristics,
gender, race, and socio-economic status. Elementary school students begin to
recognize individual similarities and differences and participate
cooperatively in physical activity. By middle school, students participate e
cooperatively in physical activity with person of divers characteristics and
backgrounds.
7. Understands that
physical activity provides opportunities for enjoyment challenge,
self-expression, and social interaction. This standard
is designed to develop an awareness of the intrinsic values and benefits of
participation in physical activity that provides personal meaning. Physical
activity can provide opportunity for self-expression and social interaction
and can be enjoyable, challenging and fun.