PED-HS.S1 Under Development
Standards are larger groups of related Outcomes. So the Standard Score is a calculation of all the related Clusters/Outcomes. So click on the Outcome name below each Cluster to access the learning targets and proficiency scales for each Standard's related outcome.
Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.
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Standard 1: Clusters
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(DR) Dance and Rhythms
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(FA) Fitness Activities
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(LA) Lifetime Activities
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PED-HS.S1.DR Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.
Cluster (DR)
Dance and Rhythms
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PED-HS.S1.DR.02
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High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities
PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.
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Student Learning Targets:
Student "I Can" statements are embedded in Proficiency Scale
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Analyze and revise activity-specific movements skills in one or more lifetime activities (S1.H1.L2)
- Demonstrates competency in fitness activities.(S1.H3.L2)
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Practice and Re-assessment
Golf Skills Assessment- video
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
- Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
- Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)
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Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- Explain activity specific movement skills. (S1.H1.L1)
- Identify vocabulary terms associated with specific activity.
- Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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PED-HS.S1.FA Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.
Cluster (FA)
Fitness Activities
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PED-HS.S1.FA.03
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High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities
PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.
|
Student Learning Targets:
Student "I Can" statements are embedded in Proficiency Scale
Proficiency Scale
| Score |
|
Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Analyze and revise activity-specific movements skills in one or more lifetime activities (S1.H1.L2)
- Demonstrates competency in fitness activities.(S1.H3.L2)
|
Practice and Re-assessment
Golf Skills Assessment- video
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
- Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
- Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)
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Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- Explain activity specific movement skills. (S1.H1.L1)
- Identify vocabulary terms associated with specific activity.
- Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
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- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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PED-HS.S1.LA Standard 1:
Student demonstrates competency in a variety of motor skills and movement patterns.
Cluster (LA)
Lifetime Activities
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PED-HS.S1.LA.01
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High School (PED) Targeted Standards
Standard 1: Student demonstrates competency in a variety of motor skills and movement patterns.
(LA) Cluster: Lifetime Activities
PED-HS.S1.LA.01 Demonstrates competencyand/or refines activity-specific movement skills in two or more lifetime activities.
|
Student Learning Targets:
Student "I Can" statements are embedded in Proficiency Scale
Proficiency Scale
| Score |
|
Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
- Analyze and revise activity-specific movements skills in one or more lifetime activities (S1.H1.L2)
- Demonstrates competency in fitness activities.(S1.H3.L2)
|
Practice and Re-assessment
Golf Skills Assessment- video
|
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities. (S1.H1.L1)
- Demonstrates competency in dance forms (e.g., ballet, modern, hip hop, tap) used in cultural (e.g., Scandinavian, Native American) and social occasions (e.g. weddings, celebrations) (S1.H2.L1)
- Demonstrates competency in one or more specialized skills in fitness activities. (S1.H3.L1)
|
Dance, Outdoor Rec., Fitness, Volleyball, Badminton, Softball, Golf, Pickleball, Curling, Softball, Weight Training, Tennis, Fitness and Aerobics, Basketball
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
- Explain activity specific movement skills. (S1.H1.L1)
- Identify vocabulary terms associated with specific activity.
- Needs assistance demonstrating activity specific movement skills in lifetime activity. (S1.H3.L1)
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- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
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- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
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Resources
Websites
Vocabulary |
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