Mrs. Martinez - Physical Education

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

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

Every student will be graded by the four following standards.  Students in grades 3-8 will also receive an achievement grade.  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 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. 

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.