PE Descriptors of Achievement and Grades

Grading and Reporting Implementation at Graded

Purpose:
All grading and reporting, as part of the school's overarching assessment philosophy, strives to be comprehensive, equitable, and transparent in the spirit of continuous improvement. The purpose of grading is to communicate achievement of academic standards and habits of learning to all stakeholders.


Achievement Descriptors and Grades in PE

Motor Skills Development:
Students will acquire skills through participation in a variety of developmentally appropriate movement activities, both individual and group challenges, in a number of appropriate and diverse environments.

Benchmarks: Locomotor, Non-Locomotor, Manipulative, Application of Basic Skills in Activities
Grades Reported into Veracross
Category
Descriptor
7
Criteria Exceeded
The student demonstrates an outstanding understanding of a wide range of relevant skills and principles of the activities. The student always applies them effectively in individual or group situations, and in a number of appropriate and diverse environments. The student is performing above and beyond grade level.
5-6

Criteria
Clearly Mastered
The student demonstrates a thorough understanding of a wide range of relevant skills and principles of the activities. The student consistently applies them effectively in individual or group situations, and in a number of appropriate and diverse environments.
3-4

Criteria Met
The student demonstrates a good understanding of the relevant skills and principles of the activities. The student usually applies them in individual or group situations, and in a number of appropriate and diverse environments.
2
Criteria Not
Met
The student demonstrates a limited understanding of the relevant skills and principles of the activities. The student rarely applies them in individual or group situations, and in a number of appropriate and diverse environments. This is an area of concern and students who score in this range need further practice to improve their ability.
1
Well Below Criteria
The student demonstrates an insufficient understanding of the relevant skills and principles of the activities. The student does not apply them in individual or group situations, and in a number of appropriate and diverse environments. This is a serious area of concern and students who score in this range need extensive practice to improve their ability.



Personal and Social Behavior:
Students will exhibit responsible behavior that respects self and others through communication, fair play, leadership, teamwork and positive participation.

Benchmarks: Communication, Fair-Play, Leadership, Teamwork
Grades Reported into Veracross
Category
Descriptor
7
Criteria Exceeded
The student demonstrates outstanding attitudes and leadership skills that deepen and enhance his/her communication, collaboration and relationships with others.
5-6

Criteria
Clearly Mastered
The student demonstrates effective attitudes and leadership skills that enhance his/her communication, cooperation and relationships with others.
3-4
Criteria Met
The student demonstrates good attitudes that improve his/her communication, cooperation and relationships with others.
2
Criteria Not
Met
The student sometimes demonstrates attitudes that maintain his/her communication, cooperation and relationships with others. This is an area of concern and students who score in this range need further practice to improve their ability.
1
Well Below Criteria
The student does not demonstrate attitudes that maintain his/her communication, cooperation and relationships with others. This is a serious area of concern and students who score in this range need extensive practice to improve their ability.


Lifelong Skills:
Students will understand that demonstrating personal responsibility will lead to an active lifestyle now and in the future.

Benchmarks: Effort, Safety, Goal-Setting/Personal Challenge

Grades Reported into Veracross
Category
Descriptor
7
Criteria Exceeded
The student always exhibits exceptional effort and commitment to physical education. The student always follows rules, routines and procedures for safety in a variety of activities, setting and achieving relevant, insightful and challenging goals based on interest and abilities.
5-6

Criteria
Clearly Mastered
The student consistently exhibits thorough effort and commitment to physical education. The student consistently follows rules, routines and procedures for safety in a variety of activities, setting and achieving relevant and challenging goals based on interest and abilities.
3-4

Criteria Met
The student usually exhibits effort and commitment to physical education. The student usually follows rules, routines and procedures for safety in a variety of activities, setting and pursuing relevant and challenging goals based on interest and abilities.
2
Criteria Not
Met
The student exhibits limited effort and commitment to physical education. The student rarely follows rules, routines and procedures for safety in a variety of activities, occasionally setting appropriate goals based on interest and abilities. This is an area of concern and students who score in this range need further practice to improve their ability.
1
Well Below Criteria
The student exhibits little to no effort and commitment to physical education. The student does not follow rules, routines and procedures for safety in a variety of activities and does not set appropriate goals based on interest and abilities. This is a serious area of concern and students who score in this range need further practice to improve their ability.



Rough Visual Representation of the Transfer from the A-F scale Including Percentages



Learning Habits Assessment Across Middle School

Learning Habits will be reported separately from academic achievement.  This does not diminish the importance of the Learning Habits.  

The following learning habits that are aligned to our core values will be measured throughout the year. Students will receive ongoing feedback on the Learning Habits. Teachers should provide feedback on learning habits at least three times during the quarter. Continuous low performance (2 or 1) on learning habits may prevent students from participating in school activities and will be considered in making decisions about promotion and retention of students.  

  • Inclusive - Demonstrates respect for others and the community and works collaboratively with others.
  • Perseverance/Risk taker - Exhibits perseverance when faced with challenges.
  • Curious - Exhibits an active learning style which demonstrates a commitment to deepening their understanding.
  • Responsible - Demonstrates responsibility by arriving prepared for class with assignments and materials.

The following four point scale will be used to give feedback on learning habits:

1
Needs Improvement
2
Developing
3
Good
4
Exemplary


Learning Habits Assessment Across High School - Based on Graded’s Core Values

Balanced:
They understand the importance of a well-rounded education that incorporates academics, arts, athletics, and community service.

Communicators:
They value the importance of clarity in communication across multiple languages and through a variety of digitally collaborative venues.

Critical thinkers:
They embrace interdisciplinary study and explore multiple perspectives to approach complex problems and to make reasoned decisions.

Curious:
They actively commit to learning, acquiring the skills necessary for rigorous intellectual inquiry and independent research

Inclusive:
They appreciate the strength inherent in diversity and are open to the perspectives, values, and traditions of other individuals and communities.

Innovative:
They engage in creative and imaginative thinking that enables them to extend their learning in original and insightful ways.

Reflective:
They regularly assess their strengths and limitations as learners in a spirit of continuous improvement and personal growth.

Responsible:
They act with honesty and integrity, have a personal commitment to service, and strive to make a positive difference in the lives of others and in the community.

Risk-takers:
They have the courage to explore new ideas, roles, and strategies as they encounter unfamiliar situations and new challenges.

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