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 Healthenhancing 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
Essential Questions
• 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.
• 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)