Planning and Instruction
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local state, and national standards to address the diverse needs of all students.
Artifact: Individualized Educational Plan (IEP)
Date: Fall 2009
Reflection: In PED 356 – Adapted Physical Education, I learned how to create an IEP for a student with a disability. I assessed my student by using the TGMD-2 and then was able to create short and long term goals. By knowing how to write an IEP, I can demonstrate standard three because I am able to plan and implement a learning experience for all students, even those with a disability. This artifact is important to my development as a teacher because Adapted Physical Education should be a need in schools, and in order for the students to improve on their locomotor skills, they need a teacher who is able to assess, write an IEP, and teach them how to perform.
The Individual Educational Program (IEP)
Students Name: Marla
Berardi
Date of Birth:
June 4, 2002
Assessment Days: September 21st and 28th,
2009
Chronological Age: 7
years, 4 months
School: State University of New York:
College at Cortland
APE Teacher: Melissa
Fromm
Semester: Fall
2009
Frequency of
Services: September to December, every Monday 6-7 in the gymnasium.
Marla is a very bright 8 year old
girl. According to her mother Marla’s favorite activities include jumping on the trampoline, swimming, playing
baseball, and playing on the computer. Marla is Autistic, this means she has a
difficult concentrating on certain things, and she loses attention very
quickly. Marla and I meet on Monday
nights at 6 o’clock at SUNY Cortland dance room. I assessed Marla by using the
TGMD – 2, and having her complete all the locomotor and object control skills.
B. Present Level of Performance
Pyschomotor:
Marla
is able to run, but is unable to complete the assessments of hop, leap,
horizontal jump, slide, and skip.
Cognitive:
Marla
knows where our spot in the gym is and knows the rule of 1,2,3 eyes on me, but
she is unable to remember all the cues for each skill.
Affective/Behavior:
Marla
will listen if I say 1,2,3 eyes on me, but she is unable to keep attention for
the entire class.
Fitness:
Marla
is able to run around the gym and attempt each skill, even if she does not meet
the criteria for it.
C. Long-Term Goals
and Short-Term Objectives:
Psychomotor Long-Term Goal: By the
end of the semester, Marla will be able to catch a ball by moving her arms up
into her chest by throwing the ball to herself and having a ball thrown to her,
two out of four attempts.
·
Throughout the semester, Marla will be able
throw a ball to herself and then catch the ball, two out of three attempts.
·
Throughout the semester, Marla will be able to
move her body toward the ball when it is thrown to her, two out of five
attempts.
·
By the end of the semester, Marla will be able
to catch a ball by moving her arms up into her chest by throwing the ball to
herself and having a ball thrown to her, two out of four attempts.
Fitness Long-Term Goal: By the end
of the semester, Marla will be able to complete a running then hop every foot
for ten yards.
·
Throughout the semester, Marla will be able to walk
and then hop on one foot when told too, two out of five attempts
·
Throughout the semester, Marla will be able to
complete a step, hop combination, four complete times in a row.
·
By the end of the semester, Marla will be able
to complete a running then hop every foot for ten yards.
Cognitive Long-Term Goal: By the
end of the semester, Marla will be able to tell me where to move if the ball is
coming at her from the right two out of three times asked.
·
By the end of the semester, Marla will be able
to tell me to keep her eye on the ball, two out of three times asked.
·
By the end of the semester, Marla will be able
to tell me that her hands need to move up into her chest while catching the
ball, two out of three times asked.
·
By the end of the semester, Marla will be able
to tell me where to move if the ball is coming at her from the right two out of
three times asked.
Affective/Behavior Long-Term Goal: By
the end of the semester, Marla will be able to complete the task without a
demonstration and only being asked one time, two times out of three attempts.
·
In two weeks, Marla will be able to complete the
task asked with a demonstration and three times telling her to complete that
task, two times out of three attempts.
·
In four weeks, Marla will be able to complete
the task asked with a demonstration and one time telling her to complete that
task, two times out of three attempts.
·
By the end of the semester, Marla will be able
to complete the task without a demonstration and only being asked one time, two
times out of three attempts.
D. Health
Considerations
There are any health concerns at this time.
E. Behavior
Consideration:
The only behavior concern I have with Marla is her being so
easily distracted, but that is not her fault and I do not feel as she should be
punished from it since her disability affects this behavior to occur.
F. Provide
examples of modified equipment that will necessary to allow for success:
Marla should be able to catch a ball and throw a ball at a
target, by the end of the semester; she is going to be working with different sized
balls. At first, we need to start of with a larger ball for catching so she is
able to use her body to get use to the feeling of catching something. Then once
she gets comfortable, she will be able to decrease the size of the ball. For
kicking a ball at a target, the target is large enough to cover most of the
wall so wherever she kicks the ball, it will reach the target. Then slowly
start decreasing the size of the target so she is focusing more on where she is
kicking the ball.
G. Teaching
Strategies:
Three ways to adapt my teacher styles to help Marla are as
followed:
- Be enthusiastic about each activity so Marla becomes interested.
- Have many activities with different ways to adjust the activity incase it is not interesting to her or it is too easy or hard.
- Do not show my discourage because most of the time she can not help if she does not think my games at interesting, just go along as if I am having fun and hopefully she will have fun.
H. Projected
Starting Date For Services:
These services will start for Marla in October 2009. She
will be apart of the Sport and Splash program for the entire semester until
December 2009. The program runs Monday nights, 6-7 in the gymnasium and 7-8 in
the pool.
I. Assessment Statement:
The assessment that will be use to assess Marla is the TGMD
– 2. Every other week, I will go over each goal and see if Marla has reached
that level. I will then record where she is at and state what she still needs
to work on to reach each goal. A small write up will be written to her parents
and staff showing her progress.
J. Transition
Services Needed:
I believe Marla will keep improving in her skills as she
grows up. I think in five years she will be able to complete the basic motor
skills of running, hopping, skipping, leaping, sliding, and galloping. Then
within the next ten years Marla will be able to use these motor skills into
sports where she is using space awareness and be able to move in different
pathways and directions. If she continues with all of this work on her skills
then I believe running, swimming, and riding a bike would good activities for
her to focus on when she is an adult. I would recommend for her to find more
programs like this, join after school clubs, sports, and things to keep her
active and keep practicing these skills.
K. APE Placement
Decision Model:
At Marla’s age she should focus on APE services because she is easily distracted, and needs a lot of one on one instruction in order to understand what is being asked form her. If Marla can begin to control her distraction to not affect how she learns and performs then I would say she was fine to participate in regular Physical Education classes. One way that Marla could be successful in a regular PE class is if she still had someone to work one on one with but have people around her completing the same task as she is so she could interact with other students. But right now she is not maturely ready to have thirty kids doing the same skills as her and have her pay attention for the entire time.
At Marla’s age she should focus on APE services because she is easily distracted, and needs a lot of one on one instruction in order to understand what is being asked form her. If Marla can begin to control her distraction to not affect how she learns and performs then I would say she was fine to participate in regular Physical Education classes. One way that Marla could be successful in a regular PE class is if she still had someone to work one on one with but have people around her completing the same task as she is so she could interact with other students. But right now she is not maturely ready to have thirty kids doing the same skills as her and have her pay attention for the entire time.
L. Other Services:
Marla does receive some extra services while at school. She
is in an assisted classroom and is given speech therapy and occupational
therapy, and APE. Her mother has mentioned that all of these help her communicate
better and complete task that she needs to be able to do to succeed.
