Standards-Based Physical Education Student Progress Report (Cont.) objective, and to give parents and students a point of reference when asking questions related to progress report scores. Grading Terms: List the student’s scores for each assessment completed during each grading term. Each cell in these columns should be populated with a number that represents the student’s progress toward the objective as indicated in the evaluation key. The template includes four grading columns, reflecting a grading system, but feel free to modify that based on the number of grading terms in your school. Ideally, teachers will use the National Standards-Based Physical Education Student Progress Report as a formative assessment tool that tracks student progress related to the various outcomes across the entire school year. Students and parents, therefore, would receive an updated copy of the report at the end of each grading term. Teacher Notes: Provides a space to add commentary or notes on the student’s performance. Teachers can add notes for each student assessed or only for those students whose assessments merit elaboration. As with the grading terms column, four rows are provided in the template for notes, which assumes a quarter grading structure. Teachers can add or remove rows to align with their needs or preferences. About SHAPE America SHAPE America – Society of Health and Physical Educators is committed to empowering all children to lead healthy and active lives through effective health and physical education programs. As the nation's largest membership organization of health and physical education professionals, SHAPE America works with its 50 state affiliates and national partners to support initiatives such as the Presidential Youth Fitness Program, Let's Move! Active Schools and the Jump Rope For Heart/Hoops For Heart programs. 50 Million Strong by 2029 is our commitment to empowering all children to lead healthy and active lives through health and physical education programs. Report Task Force Jo Bailey, D.C. Everest High School, Weston, Wis. Brian Dauenhauer, University of Northern Colorado Wendy Jones, Health and Physical Education Collaborative Inc. Artie Kamiya, Great Activities Publishing Co. Joe McCarthy, Meadowview Elementary School, Farmington, Minn. K. Andrew R. Richards, University of Alabama Michelle Carter, SHAPE America
Standards-Based Physical Education Student Progress Report Elementary School Example Student Information Student Name: Caroline Carter Classroom Teacher: Jones Grade: 2 School Year: 2015-2016 Evaluation Key 3 = Excellent: Student exceeds grade-level expectations. 2 = Competent: Student meets grade-level expectations. 1 = Needs Improvement: Student needs more practice to meet grade-level expectations. NA = Not assessed. National Standards for K-12 Physical Education Assessment Tools Assessment Scores, by Grading Term Standard 1. The physically literate individual demonstrates competency in a variety of skills and movement patterns. Term 1 Term 2 Term 3 Skips using a mature pattern (S1.E1.2) Structured observation/video in a variety of settings 2 3 3 Demonstrates 4 of the 5 critical elements for jumping & landing in a horizontal plane using a variety of 1- and 2-foot take-off and landings (S1.E3.2) Identification assessment, peer feedback, video-capture teacher feedback 2 3 3 Balances in an inverted position with stillness and supportive base. (S1.E7.2b) Group-supported balance demonstration, station demonstrations (peer and teacher), with video check NA 2 2 Dribbles using the preferred hand while walking in general space (S1.E17.2b) Group practice, peer feedback, practice popsicle stick feedback from teacher NA 2 2 Jumps a self-turned rope consecutively forward and backward with a mature pattern. (S1.E27.2a) Video analysis by teacher 2 3 3
Throws underhand using a mature pattern. (S1.E13.2) Partner feedback, peer checklist NA 2 3 Standard 2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Term 1 Term 2 Term 3 Combines locomotor skills in general space to a rhythm. (S2.E1.2) Call-and-response teacher observation, teacher-led progressions to music, partner patterns 2 2 3 Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a level of physical activity and fitness. Term 1 Term 2 Term 3 Actively engages in physical education class in response to instruction and practice. (S3.E2.2) Ongoing feedback a classroom management app 3 3 3 Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. Term 1 Term 2 Term 3 Accepts responsibility for class protocols with behavior and performance actions. (S4.E2.2) Ongoing feedback using a classroom management app 2 2 3 Recognizes the role of rules and etiquette in teacher-designed physical activities (S4.E5.2) Ongoing feedback using a classroom management app 2 3 3 Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Term 1 Term 2 Term 3 Recognizes the value of “good health balance.” (S5.E1.2) (Refer to S3. E6.2) Calcium word-search homework, 2 body book entry, sock monkey adoption assignment (home) 2 3 N/A Sample teacher notes on student assessments by grading term Term 1: Participates with enthusiasm, yet distracts others from learning. Term 2: Listens well and works/plays well with others. Term 3: Takes responsibility for learning.
Standard 3. The physically literate individual demonstrates the knowledge and skills to achieve and maintain a of physical activity and fitness. Term 1 Term 2 Term 3 Term 4 Participates in a physical activity twice a week outside of physical education class. (S3.M2.7) Activity portfolio 2 2 3 2 Designs a warm-up/cool-down regimen for a self-selected physical activity. (S3.M12.7) Student-generated warm-up plan 2 3 3 3 Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. Term 1 Term 2 Term 3 Term 4 Provides corrective feedback to a peer, teacher-generated guidelines, and incorporating appropriate tone and other communication skills. (S4.M3.7) Peer feedback checklist 3 3 3 3 Standard 5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Term 1 Term 2 Term 3 Term 4 Identifies why self-selected physical activities create enjoyment. (S5.M4.7) Activity portfolio reflections 3 3 3 3 Teacher notes on student assessments, by grading term Term 1: Term 2: Term 3: Term 4: Standards-Based Physical Education Student Progress Report High School Sample Student Information Student Name: Michelle Jones Physical Education Teacher: Mrs. Bailey Grade: 11 School Year: 2015-16 Evaluation Key 3 = Excellent: Student exceeds grade-level expectations. 2 = Competent: Student grade-level expectations.