From Standards to Transfer

Parkway Mission

• All students are capable learners who transfer their prior learning to new demands, in and out of school.– All students will meet or demonstrate growth

toward ongoing rigorous transfer goals, as measured by assessments within and across all Parkway curricular areas.

Parkway Mission

• All students are curious learners who understand and respond to the challenges of an ever-changing world.– All students will improve their ability to develop

potential solutions for relevant problems in their community and the world.

Parkway Mission

• All students are confident learners who are increasingly self-directed, skilled, and persistent as learners.– All students will monitor and make adjustments to

achieve their personal goals, including academic, health, career, social, and civic goals.

National P.E. Standards• Standard 1 – Competency in Motor Skills and

Movement Patterns• Standard 2 – Understanding of Movement Concepts,

Principles, Strategies, and Tactics• Standard 3 – Participates in physical activity• Standard 4 – Achieves and Maintains a Health-

enhancing Level of Physical Fitness• Standard 5 – Exhibits Responsible Personal and Social

Behavior in Physical Activity Settings• Standard 6 – Values Physical Activity for Health,

Enjoyment, Challenge, Self-Expression, and Social Interaction

National Health Standards (HES)• Standard 1 – Comprehend Concepts Related to Health Promotion

and Disease Prevention• Standard 2 – Analyze the Influence of Family, Peers, Culture,

Media… on Health Behaviors• Standard 3 – Access Valid Information (Products and Services) to

Enhance Health• Standard 4 – Use Interpersonal Communication Skills to Enhance

Health• Standard 5 – Use Decision-making Skills to Enhance Health• Standard 6 – Use Goal-setting Skills to Enhance Health• Standard 7 – Practice Health-enhancing Behaviors and Avoid or

Reduce Health Risks• Standard 8 – Advocate for Personal, Family, and Community Health

Missouri Show Me Standards

Content (Knowledge) • Communication Arts• Mathematics• Science• Social Studies• Fine Arts• Health/Physical Education

Process (Performance)• Goal 1 – Gather, analyze, and

apply information and ideas• Goal 2 – Communicate

effectively within and beyond the classroom

• Goal 3 – Recognize and solve problems

• Goal 4 – Make decisions and act as responsible members of society

Missouri Show Me Standards

• Health/Physical Education– Body Systems– Physical & Mental Health– Disease Prevention– Movement & Physical Fitness– Health Risk Reduction– Consumer Health– Emergency Response

Parkway Health/PE Standards

• Standard 1 - demonstrate competency in a variety of motor skills and movement patterns needed to enjoy participation in a physically active lifestyle

• Standard 2 - demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

Parkway Health/PE Standards

• Standard 3 - exhibit a physically active lifestyle and show evidence of an acceptable level of health-related fitness

• Standard 4 - exhibit responsible personal and social behavior that respects self and others at the same time as value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Parkway Health/PE Standards

• Standard 5 - demonstrate an understanding of core health concepts and underlying principles of health promotion and disease prevention

• Standard 6 - will identify and exhibit key processes, skills and attitudes which help them to act on their knowledge to maintain and improve their health

Common Core Standards

• English Language Arts Standards– Reading • Literature• Informational Text• Foundational Skills

– Writing– Speaking & Listening– Language

• Mathematics Standards

EUs & EQs

Enduring Understandings• Reflect important answers that

we want students to “come to.”• Specific insights about the big

idea. • Full-sentence statements

reflecting conclusions about the content.

• Can only be gained through guided inference. Teaching the understanding does not guarantee that students will “get” it.

• It is not a vague notion or truism.

Essential Questions• Frame ongoing and important

inquiries about a big idea.• Provoke deep thought,

sustained inquiry, and new understanding.

• Require students to consider alternatives, support their ideas and justify their answers.

• Spark connections with prior learning and experiences.

Understandings Rubric

1. Reflect “big ideas” in the form of powerful generalizations.

2. Are transferrable across situations, places and times.

3. Must be “earned” through processes of inquiry, inferencing, and rethinking.

4. Are most appropriately assessed through performance tasks requiring one or more facets of understanding.

5. They enable us to make vital and informative connections in our learning.

6. It is the moral of the story (the unit).

TRANSFER

Highlights the effective uses of understanding, knowledge, and skill

we seek in the long run.

Transfer: What It Is and Isn’t

It is:• They require application

that occurs in new situations.

• Requires a thoughtful assessment that entails strategic thinking

• Learners must apply it autonomously.

• Learners must use habits of mind along with academic understanding.

It is not:

Long-Term Transfer Goals(aka Graduate Goals)