Iep

Standard 3 Component 3.d - Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.

Artifact: Individualized Education Program (IEP) Date: Spring 2019 Reflection: In the spring of 2019 in the course PED 356 (Adapted Physical Education) I was provided with the opportunity to create an Individualized Education Program (IEP) for a young boy. I worked with this young boy every Monday night throughout the duration of the semester. We worked in the pool located in Park Center on the campus of SUNY Cortland. The IEP relates to Component 3.d because I planned and implemented individualized instruction for a student with a disability. Within this, I provided specific accommodations, modifications, health and behavioral concerns, as well as short- and long-term terms goals regarding this student. It is important as educators to provide appropriate educational instruction to all students and provide students with an equal opportunity to learn. According the Department of Education, an IEP must be completely individualized and is vital in providing quality education for each child with a disability. The Individuals with Disabilities Education Act (IDEA) provides opportunities for children with disabilities to receive appropriate education, including the creation and implementation of an IEP. The Department of Education and IDEA provides evidence of the need and importance for the ability to plan and implement individualized instruction for diverse student needs by adding accommodations and modifications for students. Creating an IEP for a student who needs individualized instruction is important for a physical educator because it is an important part of their duty to provide every student with appropriate instruction and to create an effective, positive learning environment. Learning for all students, including students with and without a disability, occurs differently for each student. Learning to plan and implement individualized instruction, whether an IEP or differentiated instruction is used, is vital to students’ success and to the program’s effectiveness.

Reference: Guide to the Individualized Education Program. (2007, March 23). Retrieved from https://www2.ed.gov/parents/needs/speced/iepguide/index.html

Megan Howell Chris Kim Monday 7-8 pm Spring 2019 A. Present Level of Performance (PLP)

Fitness: Chris loves to move and swim continuously. Chris has a small body structure and appears to be a healthy weight in accordance to his height. Chris does not seem to get tired easily. To improve cardiovascular endurance, I swim several laps with him and he still continues to push further. He seems to be in a healthy fitness zone which allows him to move more with few breaks. Cognitive: Chris understands instruction most of the time. For instance, I will ask him to show me how we walk on the pool deck every class and he will begin to walk towards me on the pool deck. Also, when I ask him to kick and splash, he does without much hesitation. When Chris does not seem to understand instruction, it is mostly because he is distracted by others or other objects. Chris must be focused on the instructor in order to follow directions. He communicates through eye contact and gestures, mostly pointing and/or reaching for objects. He smiles when he is happy and excited, however gets restless and upset when he is frustrated. Affective: Chris is eager and excited to get into the water every class. He demonstrates enthusiasm and a positive behavior throughout the entire lesson. Once Chris builds trust, he is even more willing to participate and explore movements in the water. Motor: Chris is not able to swim or float on his back. However, he is making strides to reach these goals. Chris (while being held) is able to stroke his arms but unable to kick simultaneously. Chris’s legs are stationary rather than fluttering or extending and flexing the muscles in his legs / hips to create the force to flutter kick. Chris will lean back on his back for a back float with support. However, his head is not tilt back enough so that his head is partially in the water. There is a lack of flexion in his posterior neck muscles to drop his head back. Instead, he is extending his posterior neck muscles to avoid leaning his head back into the water. Chris does not lift his belly up in the air yet either. He needs to lift his chest, arching his back to create more buoyancy. Chris is able to reach for objects in the water and is able to explore his movements. B. Long Term Goals and Short Term Objectives Fitness goal: Chris will improve cardiovascular endurance. 1. Short term objective: During a fitness activity in an aquatics unit, Chris will improve cardiovascular endurance when engaged in a continuous swimming pattern by increasing his heart rate for five minutes. 2. Short term objective: During a fitness activity in an aquatics unit, Chris will increase his heart rate to improve cardiovascular endurance by kicking his feet continuously for three minutes.

Cognitive goal: Chris will be able to recognize verbal cues. 1. Short term objective: During a kicking task in an aquatics unit, Chris will recognize the verbal cue “kick” and understand what it means through demonstration (due to him being non-verbal) by successfully performing the kicking movement after being prompted by the cue three out of five times. 2. Short term objective: During a floating task in an aquatics unit, Chris will be able to recognize the verbal cue “head back” and understand what the cue is prompting him to do by tilting his head back into the water successfully when prompted three out of five times. Affective goal: Chris will demonstrate respect by listening to the instructor. 1. Short term objective: After each class, Chris will listen to my instruction of helping to put away equipment by cleaning up equipment after class every day. 2. Short term objective: During all tasks, Chris will demonstrate respect by listening to instructions when transitioning from different tasks without displaying frustration and hesitation. Psychomotor goal: Chris will be able to float on his back without assistant from the instructor. 1. Short term objective: After the end of the first class session, Chris will be able to be placed on his back in the water successfully without hesitation three out of five times. 2. Short term objective: During an aquatics unit, Chris will be able to float on his back with his head tilted back his belly up with assistance for at least five seconds. C. Health Considerations Chris does not have any serious physical health considerations. He does need ear plugs when in the water for an aquatics lesson however. He does not have any serious emotional considerations present as well. D. Behavioral Considerations Chris generally displays a smile and becomes very excited when interacting with the instructor who shows energy and enthusiasm. The instructor should be engaging and passionate when working with Chris. Chris will become restless and upset when he becomes frustrated or does not like the situation. Chris is non-verbal so his emotions and gestures are how he communicates. The instructor must be made aware of his behaviors and what they mean in order to communicate and understand what he wants/needs. E. Accommodations, Modifications, and Services

Chris, in the pool, needs ear plugs as well as a swim cap to cover his ears. The learning environment is more effective when there is an assistant (paraeducator) working alongside Chris during instruction. F. Projected starting date for services and modifications along with anticipated frequency, location, and duration of those services and modifications Chris receives one hour of instruction on the campus of SUNY Cortland. This takes place on monday nights from 7 to 8pm at the pool. Chris will receive instruction throughout the spring 2019 semester. G. Instructional Strategies An instructional strategy that is effective for Chris is being in a less distracting environment. Chris becomes very distracted when there is a lot of activity surrounding him. This hinders his ability to focus on instructions which leads to a decrease in learning. An environment with minimal distractions would be ideal because Chris would be able to pay attention more to instruction. One-on-one instruction would work best for Chris as well. Chris needs attention and a continuous reminder of cues and instructions. One-on-one instruction would allow the instructor to place all of their time and instruction to Chris and his needs to improve movement patterns. Chris would become too distracted and not engage in activity with the lack of continuous instruction. The use of an assistant or aide would be another effective instructional strategy. Chris may need help with certain movements and an aide could help Chris move while the instructor is able to face Chris and give him directions as well as the repetition of cues. The use of an aide will help the instructor focus more on teaching and correcting movements which increases the effectiveness of learning for Chris. H. Provide a statement regarding assessment The Adapted Aquatics checklist will be used to track Chris’s progress towards the annual goals. As Chris improves his psychomotor abilities and accomplishes different skills, the skills will be checked off of the checklist. Teacher observation will be used to assess the affective and cognitive goals during the aquatic unit. Parents and guardians will be informed of students’ progress through letters sent by the instructor at the end of every quarter of the school year. I.

Provide a statement of transition services needs of you student as he/she progresses from age 16 into adulthood Student is not yet 16.