Standard 3 Component: 3.e Plan and implement learning experiences that require students to use technology appropriately in meeting one of more short and long term plan objective(s). Artifact: Individual Education Program Date: Spring 2018 Reflection: My knowledge in planning and implementing individualized instruction for diverse students was assessed during PED 356 Adapted Physical Education and Sport. Attached above is an Individualized Educational Plan(IEP) I created for a student who I was working with once a week. My Individualized Educational Plan relates to Component 3.d in several ways. The IEP I created lists different accommodations/modifications that I found useful when working with my special needs student. Planning instruction and appropriate practices for diverse student needs is important for physical educators because in our career we will have times where we need to implement students with disabilities into our everyday lessons. Creating this IEP helps me be familiar with modifications that I can incorporate into my lessons.
Individualized Educational Program
A. Present Level of Performance 1. My name is Andrew McGuire and I am one of the teachers at the Monday night “Sport and Splash” events that happen every week. My student is NAME, he is 11 years old, and he is diagnosed with Williams syndrome. During our Monday night classes, I started to teach NAME in the rock wall gym with many other teachers and students in it and it didn’t seem to work out. So last class we moved in a separate gym with only one other teacher and student and it was successful. Most of my assessments are teacher assessments where I observe his motor skills and behavior. I have been filling out TGMD-‐2 after we go through each lesson. I also assess NAME by bringing questions back up during the lesson about previous cues and skills we learned so it can stay fresh in his mind. 2. Fitness-‐ As for fitness, Jeremiah is very fast and a good runner. I notice that he tends to get winded pretty easily and it ends up with him wanting to sit down and rest. I’d say his max running is down the court and back at full speed. He has also done jumping jacks and horizontal jumps with me as well. Again NAME comes out really fast with his jumping jacks but then seems to hit a wall. Cognitive-‐ As for cognitive, NAME has trouble remembering cues given to him. I have to constantly remind him cues as he’s performing skills like jumping, skipping, passing, catching, etc. NAME has plenty of knowledge about fish, dragonflies, and Disney movies so I try to tie in our activities with subjects like those and it seems to catch his attention. He knows how to talk himself out of tasks he doesn’t want to do so I have to be cautious about falling into conversation. NAME is very good at remembering what we talked about the Monday before but seems to forget some of the skills and cues, so my biggest improvement will be combining the interesting things with him with the cues so he remembers. Affective-‐ As for affective, NAME has been up and down. The first lesson he was great, had no problems and was very nice. That was most likely because I kind of sat down and talked with him the whole time and that’s all he wanted to do. The next class I tried to stick to more of my lesson and he seemed a bit fussier. For example, he wanted to scooter into another section of the gym that wasn’t ours and I said he couldn’t and he started to become very upset and loud. But last class I was in a bigger gym with more space and he felt more comfortable, less distractive, and listened to me more. The best moment was when he wanted to go in the other gym and I didn’t let him and I thought he was about to be very upset again, but instead I softly talked to him and said I’m sorry you can’t go in there and he respected that. So I believe I’m already improving in his affective domain.
Motor-‐ As for motor skills, NAME is having a tough time. As I said before his running is pretty good, he pumps his arms in stride but most of his skills aren’t there. For example, last class we were working on passing in basketball and he was afraid to catch the ball. Another example is when we were throwing objects at the wall, NAME walked as close as he could to the wall to throw it. Distance was a big problem for him for passing and throwing. Some other skills I worked on that could see good improvement were balancing, dribbling, kicking, and a couple others. He seemed like he really liked those activities rather than shooting and underhand rolling. So I think my biggest improvement for him will be getting NAME to like more of the activities and motor skills and not shut them down right away. 3. I think it would be really tough for NAME to participate in a general physical education class. He gets very distracted and he still is afraid of some skills and fast movements. NAME is always worried about other things so It would be tough to get him focused on one single thing while there is a bunch of stuff going on around him. I really think he benefits from a less crowded area. B. Long Term Goals and Short Term Objectives Fitness Goal: After multiple years of practicing NAME will participate in outdoor adventure activities with some supervision 1. Short term objective: Short term objective: Outside of PE class NAME will exercise by doing jumping jacks and sit-‐ups 2. Short term objective: During PE class NAME will work on his conditioning by taking less breaks Cognitive Goal: After multiple years of listening to instructors about proper form of running, NAME will be able to teach the correct form to someone else. 1. Short term objective: After the PE lessons NAME will name at least half of the cues stated during class 2. Short term objective: At the beginning of PE class NAME will name the skill and half of the cues from the class before Affective Goal: After multiple years NAME will be able to participate in public runs/hikes without causing any trouble to his peers or supervisor 1. Short term objective: In PE class NAME will be able to work with one or two other kids in a combined game. 2. Short term objective: During class NAME will complete the teacher’s goals for the class without giving the teacher a hard time. Psychomotor Goal: After multiple years NAME will be able to finish a mile without stopping 1. Short term objective: During PE class NAME will practice correct form of running with supervision
2. Short term objective: During PE class NAME will learn how to run in a designated space/lane
C. Health Considerations NAME is diagnosed with William Syndrome. Williams syndrome is a developmental disorder that affects many parts of the body. This condition is characterized by mild to moderate intellectual disability or learning problems, unique personality characteristics, distinctive facial features, and heart and blood vessel (cardiovascular) problems. D. Behavioral Considerations When NAME decides he doesn’t want to do something he sticks with it if you start to yell at him. I find it to work when I kneel down and talk to him softly and say things such as “I’m sorry Jeremiah we can’t go over there or do this can you do this for me instead please”. Butting heads wont work but compromising in a soft tone will work or getting him to start talking about other things he loves like movies and animals. E. Accommodations, Modifications, and Services The program has NAME working 1 on 1 with a teacher who will work on his basic motor movements and games and also his skills in the pool. I believe NAME is in special education classes in his school. He seems to work better in smaller groups. His speech has been fine with me were able to talk about anything. It’s just very tough for him to focus on new material. I believe NAME will always need some supervision for him to be successful. F. Projected starting date for services and modifications along with anticipated frequency, location, and duration of those services and modifications NAME is receiving one hour of instruction in physical education on campus each week throughout the Spring of 2018 in SUNY Cortland’s Adapted Physical Education Program. G. Instructional Strategies 1. Visual Aids: NAME loves different types of animals and Disney movies. I would find out his favorite things and print out pictures of them and use them as targets and props for the lesson and he loves it. 2. Enthusiasm: NAME usually doesn’t give his best effort but if you demonstrate what you want him to do with a lot of enthusiasm hell show you his best. He really builds off how the teacher is acting 3. Checkpoints: I’ve been using a white board with activities and boxes next to them. NAME has been loving to run over and check off a box when he completes it. Once I get through the boxes I usually have scooter at the bottom so he knows once he gets through everything we can scooter.
H. Provide statement regarding assessment
I’ve been writing down NAME’S progress in motor skills in the TGMD-‐2 packet. I can also write a letter after lab this year that shows exactly what he accomplished beginning to end and I’m open to talk after each lab day about what we did that day. I. Provide a statement of transition services needs of your student as he/she progresses from age 16 into adulthood None (NAME isn’t 16 yet)