PHYSICAL EDUCATION GRADE-LEVEL EXPECTATIONS
PHYSICAL EDUCATIONGRADE-LEVEL EXPECTATIONSMissouri Department of Elementary and Secondary EducationMay, 2007
PHYSICAL EDUCATION GRADE LEVEL EXPECTATIONSThe Physical Education Grade Level Expectations (GLEs) represent content that Missouri students are expected to know at each grade level.The GLEs are not a curriculum. They are, however, the learner outcomes that should be assessed at the local level to appraise studentachievement. The GLEs should not be taught in isolation. Rather, they should be bundled together where possible into well-planned,sequential, and targeted lessons to accomplish district objectives to meet the Show-Me Standards.Alignment to the Missouri Show-Me Content standards is found in the row titled “State Standards.” The row titled “National Standards” refersto standards from the National Association of Sport and Physical Education (NASPE, 2004)The following coding system should be used to reference the Physical Education GLEs:STRANDS:PA Physical Activity and Lifetime WellnessHM Efficiency of Human Movement and PerformanceBIG IDEAS:Use the numeral preceding the Big IdeaCONCEPTS:Use the capital letter designationEX: The GLE “identify health-related fitness components” can be found in the Physical Activity and Lifetime Wellness strand (PA), under thefirst Big Idea – Personal Fitness and Healthy Active Living (1), in the concept Health-Related and Skill-Related Fitness (A), in grade 3.Therefore, the code for that particular GLE is: PA1A3. Generally avoid the use of periods or dashes in the coding.
Efficiency of Human Movement and Performance1. Personal Fitness and Healthy Active LivingGrade KGrade 1Grade 2Name threeways to stay fitTell why it isimportant to bephysically activeevery dayHealth-Related and Skill-Related FitnessA.Tell what itmeans to be fitStateStandardsNationalStandardsGrade 3Grade 4Recognize thecomponents ofhealth-relatedfitness (cardiorespiratoryendurance,muscularstrength andendurance,flexibility, andbodycomposition)Name thecomponents ofhealth-relatedfitness (cardiorespiratoryendurance,muscularstrength andendurance,flexibility, andbodycomposition)Identify healthrelated fitnesscomponentsSet personalfitness goalsGrade 5Recognize thecomponents ofskill relatedfitness (agility,balance,coordination,reaction time,speed, power)Participate inhealth-relatedfitnessassessmentsand interpretthe results(e.g., Fitnessgram,President’sChallenge)Grade 6Identifyactivities thatdevelop skillrelated fitnessInterpretpersonal healthrelated fitnessassessmentsand determinewhich eart ratemonitors, pulsesticks)Grade 7Grade 8Grade 9-12Analyzeactivities todeterminewhether theypromote healthrelated fitness,skill-relatedfitness, or bothUse theconcepts ofhealth-relatedand skill-relatedfitness toconnect thebenefits eachoffers to thedevelopment oftotal fitnessUse theconcepts ofhealth-relatedand skill-relatedfitness toconnect thebenefits eachoffers to thedevelopment oftotal lifetimefitnessAnalyze presentfitness levels tocreate a longterm personalfitness planwhich meetscurrent andfuture needsnecessary forthemaintenance ofhealth andfitnessAll students will participate in local fitness activities and assessmentsat every grade level (no assessments at grade K)HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 2, HPE 4HPE 4HPE 4HPE4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4
Efficiency of Human Movement and Performance1. Personal Fitness and Healthy Active LivingGrade KGrade 2Identifyopportunitiesoutside ofschool toparticipateregularly inphysicalactivities (e.g.,dance practice,jogging, kick,dribble, throwand catch)Grade 3Identifybenefits ofregularparticipation ina variety ofactivities (e.g.,stressmanagement,weight control)Grade 4Grade 5Grade 6Grade 7Identify foodchoice and howit relates to ahealthy lifestyle(e.g., fruits,protein, dairy,energy-in,energy-out)Analyze foodchoices and therelationshipbetweenphysical activityand food intakeEvaluatedecision-makingbehaviors asthey affectwellnessIdentify caloricvalue of avariety of foodsand determineexercise neededto expend thisenergyIdentify oneactivitydesigned tohelp reducestress (e.g.,aerobics, deepbreathing)WellnessB.Grade 1Identify avariety ofphysicalactivities thatpromotewellness (e.g.,walking,jogging)Explain therelationshipbetween stressand physicalactivity (e.g.,deep breathingcalms nervousfeelings)Identifyphysiologicalchanges thatoccur in thebody due tostress (e.g.,sweating, eyetwitching, rapidpulse, irregularheartbeat)Grade 8Describe thecause/effect ofnutrition andexercise inmaintaining ahealthy weight(calories in calories out)Identify avariety ofspecificactivitiesdesigned toreduce andmanage stress(e.g., aerobics,Pilates, deepbreathing,musclerelaxation)Grade 9-12Analyze and comparehealth, skill, and fitnessbenefits derived from avariety of sports andlifetime activities (e.g.,pedometers, pulsewands, heart ratewands, tri-fit machines)Describe therelationship betweennutrition, exercise andbody composition(MyPyramid.gov)Investigate the negativeeffects of performanceenhancing drugs andalcohol on health andphysical performanceCategorize short andlong-term effects ofstress on the individualAnalyze the benefits ofan effective stressmanagement planStateStandardsNationalStandardsHPE 2HPE 2HPE 2HPE 2HPE 2HPE 2HPE 2HPE 2HPE 2. HPE 4, HPE 5NPE 3NPE 3NPE 3NPE 3NPE 3NPE 3NPE 3NPE 3NPE 3
Efficiency of Human Movement and Performance1. Personal Fitness and Healthy Active LivingGrade KGrade 2Describe thebenefits ofappropriatewarm-up andcool-downactivityFitness PrinciplesC.Grade 1Recognize signsassociated withphysical activity(e.g., fast heartrate, heavybreathing,perspiration)Grade 3Describe howthe bodyresponds tomoderatelyvigorousphysicalactivities (e.g.,heart has tobeat faster tomeet bloodsupplydemands)Grade 4Identify thedifferencesbetweenanaerobic andaerobicactivities (e.g.,sprint vs. 15minute jog)Grade 5Grade 6Explain theeffects ofaerobic andanaerobicactivity (e.g.,aerobic – heavybreathing,anaerobic –muscle fatigue)Describe targetheart rate as itrelates to cardiorespiratoryenduranceGrade 7Identify theFITT principle(frequency,intensity, time,type) and howit relates toexerciseGrade 8Identifyexerciseprinciples ofoverload,progression,and specificityand how theyrelate toexerciseGrade 9-12Design apersonal fitnessplan utilizingthe FITT(frequency,intensity, time,type) principleand theprinciples ofoverload,progression,and specificitythat contributesto an activehealthy lifestyle(AmericanCollege of SportMedicineguidelines)Differentiatebetween howoxygen isutilizedaerobically andanaerobicallyStateStandardsNationalStandardsHPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 2, HPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4NPE 4
Efficiency of Human Movement and Performance1. Personal Fitness and Healthy Active LivingGrade KGrade 1Tell whymuscles andbones areimportant tomovementBody SystemsD.Identify majorbody parts(e.g., head,neck, arm,shoulders,elbow, legs,knee, hip, feet,back, fingers,toes)StateStandardsNationalStandardsGrade 2Identify theparts of thecirculatory andrespiratorysystems of thebody(circulatory heart, blood,veins, arteries;respiratory lungs, mouth,nose, bronchialtubes, trachea)Grade 3Show on thebody a few ofthe majorbones (e.g.,patella, ribs,phalanges,femur)Grade 4Recognize whatsystems worktogether tomove your body(e.g., muscularand skeletal)Grade 5Identify themajor functionof these fourbody systems(circulatory –blood flow;respiratory –oxygen;muscular –strength andmotorperformance;skeletal – bodysupport)Grade 6Grade 7Grade 8Grade 9-12Explain how themuscularsystem andskeletal systemwork togetherto move thebodyExplain howparticipation inspecificactivitiesimproves thecirculatory,respiratory,muscular, andskeletal systems(e.g., weightbearingexercisesimprove bonestrength, howmuscles arestrengthened)Explain theeffects of asedentarylifestyle on thecirculatory,respiratory,muscular, andskeletal systemsIdentify themajor musclegroups that areengaged duringspecificexercises andactivities (e.g.,bicep – bicepcurl)Explain how thecirculatorysystem andrespiratorysystem respondto physicalactivityLabel majormuscles (e.g.,abdominals,quadriceps,biceps) andbones (e.g.,tibia, fibula,radius)HPE 1HPE 1HPE 1HPE 1HPE 1HPE 1HPE 1, HPE 4HPE 1, HPE 4HPE 1, HPE 4HPE 1NH 1, NPE 2NH 1NH 1NH 1NH 1NH 1NH 1NH 1NH 1NH 1
Efficiency of Human Movement and Performance2. Responsible Personal and Social Behavior in the Physical Activity SettingGrade KPersonal/Social ResponsibilitiesA.Demonstratethe ability toshare, becooperative andsafe with othersStateStandardsNationalStandardsGrade 1Grade 2Demonstrateindependenceand good use oftime whileparticipating inphysical activityShowappropriatesportsmanshipand sensitivityto diversity andgender issuesGrade 4Grade 5Grade 6Grade 7Grade 8Demonstraterespect for allstudentsregardless ofindividualdifferences inskills andabilitiesGrade 3Apply rules andprocedures toactivitiesApply selfcontrol inphysical activitysettings anddifferentiatebetweenappropriate andinappropriatebehaviors (e.g.,sportsmanship,cooperation,diversity)Explain howrules, safetyand etiquetteare importantconcepts in aphysical activitysettingSelectappropriateconflictresolution skillsin a physicalactivity setting(e.g., selfcontrol, respect,peer influence)Demonstratethe ability tosolve problemsby analyzingcauses andpotentialsolutions in aphysical activitysetting (e.g.,checklist ofconflictresolution skills)Show personaletiquette,respect, andsafety skillsduring physicalactivitiesGrade 9-12Identifystrategies forincludingpersons ofdiversebackgroundsand abilities inphysicalactivitiesHPE 2HPE 2HPE 2, HPE 4HPE 2, HPE 4HPE 2, HPE 4HPE 2HPE 2HPE 2HPE 2NPE 5NPE 5NPE 5NPE 5NPE 5NPE 5NPE 5NPE 5NPE 1
Efficiency of Human Movement and Performance3. Injury Prevention, Treatment and RehabilitationGrade KGrade 1Tell thedifferencebetweengeneral spaceawareness andpersonal spaceawarenessGrade 2Grade 3Performefficientmovement inactivities toprevent injuriesRecognizeappropriatewarm-up, cooldown andflexibilityactivities andthe importanceof each toinjurypreventionGrade 4Identify safeand unsafesituations andrespondappropriatelyGrade 5Grade 6Grade 7Grade 8Grade 9-12Differentiatebetween theterms warm-up,cool-down,stretching, andconditioninganddemonstrateexamples ofeachIdentify anddescribereasons forusing properwarm-up, cooldown,stretching, andappropriateattire in aphysical activitysettingIdentify properprotectiveequipment usedin physicalactivitiesInvestigate thesafe and unsafepractices ofusing fitnessequipment(e.g., weightroom, fitnessballs, stepaerobics)Identify therelationshipbetween warmup, cool-down,proper skilltechniques, theuse ofprotectiveequipment, andproperconditioning afe use ofgeneral andpersonal spaceStateStandardsNationalStandardsInvestigate andpredict potentialexercise-relatedinjuries andmedicalconditions thatcould occurduring a varietyof physicalactivitiesHPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4NPE 2, NPE 5NPE 2, NPE 5NPE 2, NPE 5NPE 2NPE 2NPE 2NPE 2NPE 2NPE 2NPE 2
Efficiency of Human Movement and Performance3. Injury Prevention, Treatment and RehabilitationGrade KGrade 1Grade 8Grade 9-12Recognize thesymptoms ofbreathingemergency(e.g., asthma,choking) andseekappropriateassistanceGrade 2Recognize bodysignals thatindicate injuryand seekassistanceGrade 3Grade 4Recognizesignals ofsudden onsetemergencies(e.g., high/lowblood sugar,breathing,seizures) andseekappropriateassistanceGrade 5Recognize nonlife threateninginjuries andexplain how toprovide basiccare inside andoutside thephysical activitysetting (e.g.,HeimlichManeuver, RICE– Rest, Ice,Compression,Elevation)Applyknowledge ofbasic first aidfor thetreatment ofinjury insideand outside thephysical activitysetting (e.g.,Asthma, CPR,RICE – n lifethreatening andnon-lifethreateninginjuries andselect theappropriatelevel oftreatment (e.g.,basic first aid,CPR, calling911)HPE 7HPE 7HPE 7HPE 7HPE 7HPE 7HPE 7NH 5NH 5NH 5NH 5NH 5NH 5NH 5TreatmentB.Grade 7Demonstratehow to seekadult help whenan injury hasoccurred (e.g.,playground,field trips, lunchroom)StateStandardsNationalStandardsGrade 6
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade 1Grade 2Demonstrate alllocomotor skills(walk, run, leap,jump, hop,slide, gallop,skip)Demonstratelocomotor skillsin combinationsHPE 4HPE 4HPE 4NPE 1, NPE 3NPE 1, NPE 3NPE 1, NPE 3Demonstratelocomotor skillsusing patterns,levels, tempo,directions, andpathwaysLocomotorA.Grade KDemonstratethe correct formof threelocomotor skills(e.g., walk, run,jump, hop,gallop)StateStandardsNationalStandardsGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8Grade 9-12
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade KGrade 2Demonstratenon-locomotorskills in avariety ofactivitiesDemonstratenon-locomotorskills in avariety ofactivities usingdifferent levelsand speedsindividually andwith a partnerHPE 4HPE 4HPE 4NPE 1NPE 1NPE 1Non-LocomotorB.Grade 1Demonstrateselected nonlocomotor skills(e.g., push,pull, bend,twist, stretch,turn)StateStandardsNationalStandardsGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8Grade 9-12
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade KStateStandardsNationalStandardsGrade 2Grade 3Grade 4Grade 5Demonstrateindividually andwith a partnermanipulativeskills in astationaryposition andwhile moving(e.g., throwing,catching,kicking,striking,volleying, anddribbling)Demonstratecritical elementsfor manipulativeskills (e.g., stepforwardopposite foot,arm position,step and followthrough)Demonstratelocomotor, nonlocomotor andmanipulativeskillcombinationsduring skill drills(e.g., throw toa partner whilehe/she runs tocatch, dribbleand pass a ballto movingreceiver, catchthrown objects,continuouslystrike a ballagainst abackboard orwall with kills in gamesand modifiedsports activitiesHPE 4HPE 4HPE 4HPE 4HPE 4NPE 1NPE 1NPE 1NPE 1NPE 1Demonstrate avariety ofmanipulativeskills whilestationary andmovingHPE 4NPE 1Manipulative SkillsC.Grade 1Demonstratemanipulativeskills in astationaryposition efine motor skillswhilemanipulatingsmall objects(e.g., jugglingscarves, smallbean bags)Grade 6Grade 7Grade 8Grade 9-12
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade KBody rateintroductoryindividual stunts(e.g., crab walk,bear walk, inchworm)Demonstrateways to balanceon differentbody parts atdifferent levelsGrade 1Demonstratestatic anddynamicbalanceactivities (e.g.,stork stand,lame dog)Grade 2Grade 3Grade 4Grade 5Distinguishbetween staticand dynamicbalance (e.g.,one legbalance,forward roll)Demonstratecombination oftumbling skillsDemonstrate atumblingroutineDemonstratebasic invertedbalances (e.g.,tripod,headstand)Analyze andcorrect errors inmovementpatterns andskills thatrequire balance,basic tumbling,and range ofmotionDemonstrateintroductorystunts andtumbling skills(e.g., log,forward, eggrolls)Grade 6Applymechanicalprinciples offorce, stabilitymotion, anddirection (e.g.,lower the centerof gravity)HPE 4HPE 4HPE 4HPE 4HPE 4HPE 4NPE 1NPE 1NPE 1NPE 1NPE 1NPE 1Grade 7Grade 8Grade 9-12
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade KMovement elationshipwith body parts(e.g., left handto left shoulder,right elbow toleft knee)Demonstratethe differencebetween slowand fastmovementwhenperforminglocomotormovementsGrade 1Demonstrate avariety ofpathways,speeds,directions andlevels usinglocomotormovementsIdentify anddemonstrate avariety ofrelationships(over, under,through) withobjects (e.g.,wands, hulahoops)Recognize thedifferencebetweengeneral andpersonal spaceGrade 2Grade 3Grade 4Grade 5Grade 6Grade 7Identify anddemonstratesymmetricalandnonsymmetricalshapes atdifferent levels(e.g., bodyletters, ropespelling)Demonstrate acombination ofmovementconcepts whileperformingvarious skills(e.g., skippingwhile dribblinga ball in acurved pathwayin generalspace)Identify bodyparts andfunctions inrelationship tomovement(e.g., long jump– arms swingforward whenlegs extend)Connect theimportance ofposture andbody positionswithperformance ofvarious skills(e.g., swinginga bat, ropejumping,walking on abeam, throwinga ball)Identify criticalelements toimproveperformance inselected skills(e.g., throwvarious objects)Apply criticalelements ofmovement tovariousactivities (e.g.,transfer oflearning, swing,throwing, strike,biomechanics)Identify andanalyze thecritical elementsof selectedadvanced skills(e.g., swith a person(e.g., crawlunder partner’sbridge) or withobjectsGrade 8Grade 9-12Demonstratemanipulativeskills withincreased force,accuracy andcontrol atdifferentspeeds, levelsand directions(e.g., hit atarget using anoverhand throwfrom a varietyof distances)Identify andapply conceptsrelating toforce (e.g.,hard, soft,heavy, light)HPE 1, HPE 4HPE 1, HPE 4HPE 1, HPE 4HPE 1, HPE 4HPE 1, HPE 4HPE 1, HPE 4HPE 4HPE 4HPE 4NPE 1NPE 1NPE 1NPE 1, NPE 2NPE 1, NPE 2NPE 1, NPE 2NPE 1NPE 1NPE 1
Efficiency of Human Movement and Performance1. Fundamental Movement Skills and GamesGrade KDevelopmental ooperationwith partnersand smallgroups toaccomplish agame objectiveGrade 1Demonstratemotor skillswhileparticipating inlow organizedgamesGrade 2Grade 3Demonstratemotor skills andknowledge ofrules whileparticipating inlow organizedgamesApplyfundamentaland specializedskills in lead-upgamesGrade 4Grade 5Grade 6Applyfundamentaland specializedskills in gamesituationsApplyfundamentaland specializedskills in gamesituations withincreasedproficiencyApplyfundamentaland sequentialskills in gamesituations tive,social, andteamwork skillswhileparticipating ingame situationsDemonstratechasing, fleeing,dodgingHPE 4HPE 4HPE 4HPE 2, HPE 4HPE 2, HPE 4HPE 2, HPE 4HPE 4NPE 1, NPE 5NPE 1NPE 1NPE 1, NPE 5NPE 1NPE 1NPE 1Grade 7Grade 8Grade 9-12
Physical Activity and Lifetime Wellness2. Sport Skills and Lifetime ActivitiesGrade KGrade 3Grade 4Grade 5Grade 6Demonstratepropertechniques fora variety offundamentalskillsGrade 2Demonstratepropertechniques for avariety offundamentalskills whilepracticing witha partner (e.g.,realize therewas too muchforce when aball wasoverthrown)Identify thepropertechniques ofspecialized skills(e.g., law ofopposition)Critiquetechniques andprovidefeedback (e.g.,throwing –throwing arm,side away fromtarget, rotatehips) to teacheror partnerDemonstrateskillssuccessfully inmodified gamesof increasedcomplexityAnalyzeselected skillsand correcterrors toimprove skilltechniqueAnalyze skilltechniques ofself and others,detect skillerrors, andmakecorrections toshowimprovement(e.g., peerassessment)HPE4HPE4HPE4HPE4HPE4HPE4HPE 4NPE 2NPE 2NPE 2NPE 2NPE 2NPE 2NPE 2Skill TechniquesA.Grade 1StateStandardsNationalStandardsGrade 7Grade 8Grade 9-12
Physical Activity and Lifetime Wellness2. Sport Skills and Lifetime ActivitiesGrade KGrade 2Grade 3Demonstrate avariety of sportspecific lead-upgamesIndividual, Dual and Team SportsB.Grade 1StateStandardsNationalStandardsGrade 4Grade 5Grade 6Grade 7Demonstrateability to followrules, cooperatewith teammatesand apply asimple strategyin a variety ofsport specificlead-up gamesIdentifyterminology, listrules and safetyprinciplesappropriate forindividual, dualand team sportsApplyterminology,scoring,etiquette,player positionand equipment,safety principlesand game rulesfor individual,dual and teamsportsDemonstratebasiccompetence ina variety ofindividual, dualand team sportsApply basicoffensive anddefensivestrategies in amodified gamesettingGrade 8Explain sporthistoryDemonstrate anincreased levelof competencein
medical conditions that could occur during a variety of physical activities n State Standards HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 HPE 4 National Standards NPE 2, NPE 5 NPE 2, NPE 5 NPE 2, NPE 5 NPE 2 NPE 2 NPE 2 NPE 2 NPE 2 NPE 2 NPE 2
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
South Dakota Physical Education Standards . and Grade-level Outcomes for K-12 Physical Education (Revised February 2014) The South Dakota Physical Education Standards and Grade-level Outcomes for K-12 Physical Education document was developed with permission from the American Alliance for Health, Physical Education, Recreation and Dance
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
physical education curriculum table of contents acknowledgements 2 district mission statement 3 physical education department mission statement 3 physical education task force 3 physical education and academic performance 4 naspe learning standards 8 new york state physical education learning standards 8 physical education high school curriculum guide 15 physical education curriculum analysis .
Level 1 - Not Yet Meeting Expectations Level 2 - Partially Meeting Expectations Level 3 - Approaching Expectations Level 4 - Meeting Expectations . American Indian: 136 52: 11: 15: 22: 35: 17: 750 : 650 / 834 : Other ² : 2,621 62: 6: 12: 21: 44: 18: 761 : 650 / 850 : Gender : Valid Scores Percent Met/Exceeded Expectations : Level 1 (in Percent)
Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions. April . 2019. Fine Arts - VISUAL ARTS. A. Grade PreK Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS Proficient HS Accomplished HS Advanced
