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David Teetsel Student A Friday 12:40 Spring 2013 A. Present Level of Performance Cognitive: I believe my students cognitive domain, is proficient. My student had no trouble comprehending what I wanted him to do or told him to do. My student was able to do everything I asked with ease, he really was very talented. I believe one aspect where he would struggle would be if I asked him to read or gave him a simple test to do based on what we did in the pool. My student would need some assistance with this aspect, but as a teacher I could help him with this fairly easily. My students strength was the ability to understand everything I told him without having to demonstrate or explain myself each time. My students needs would be if I was to give him something that required reading or a little classroom work. Affective: My students affective abilities have been excellent this far into our experience. I have been assigned to five students during my one hour of teaching in the pool. On our first and only lab experience only three students attended our lab. It was still difficult to coordinate what we were doing because of different ability levels that the students had. During this time my student, the best swimmer out of the three, was really helpful at coaxing his fellow classmates along and helping me as the teacher with the other students. At the end of class we had an ordeal with a towel where my student and his classmate were confused about which towel was theirs. My student was sure that the

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towel he had was his, but the other student was getting very upset because he said it was his and was causing the rest of the students to be late for their bus. My student realizing this on his own and allowed the student to take the towel in order to stop the controversy. I feel that my students understanding was great as a student and a classmate. Motor: My students motor abilities are far above what might be expected of a student receiving adapted physical education. My student is very talented at swimming underwater and is always telling me that he can swim the length of the pool underwater. My student was able to participate and do everything that I asked of him while we were in the pool. The first day that I had my student we worked on the front stroke and my student was able to do it with ease, I could see that my student had a lot of experience with swimming. My students disabilities fall more under the cognitive domain, but do not keep him from understanding what I am asking him to do. My student was a very talented swimmer and in some aspects I believe he was actually better than me. B. Long Term Goals and Short Term Objectives Cognitive Goal: By the end of the semester, my student will be able to explain 3 different types of offensive styles that are used in the game of water polo when asked by the teacher. 1. By the end of the week, my student will understand 1 of the 3 different offensive styles of water polo when asked by the teacher. 2. By the end of the next 2 weeks, my student will understand 2 of the 3 different offensive styles of water polo when asked by the teacher.

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Affective Goal: By the end of the semester, my student will be respectful and not always interrupt the teacher during a lesson to tell them what he can do in the swimming pool. 1. By the end of the week, my student will show respect by listening to the teacher and trying to do what he is told by the teacher. 2. By the end of the next two weeks, my student will show respect by waiting until the teacher is done talking to add his input to the lesson. Motor Goal: By the end of the semester, my student will be able to throw the water polo ball correctly into the goal 8 out of 10 times during a recreational game of water polo. 1. By the end of the week, my student will be able to throw the water polo ball correctly to a teammate that is 10 feet away 2 out of 5 times. 2. By the end of the next two weeks, my student will be able to throw the water polo ball correctly and accurately to a teammate that is 20 feet away 4 out of 5 times. C. Health Considerations My student has no physical or emotional concerns that will affect him in participating successfully and safely during our classes. D. Behavioral Considerations My student has been a very nice and respectful young man during our time together, I have not saw or had any behavioral problems with him. One thing I do see with my student is that he is always trying to prove to me that he can do different strokes or activities in the pool. My student always says Hey Mr. Teetsel watch what I can do. This may not sound like much, but can be distracting to the other four students that work with us. To deal with this I just tell my student that its great that he can do that, but lets

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work on our lesson right now and you can show me at the end of class. Overall my student is a great student and I dont see any major behavioral problems with him. E. Accommodations, Modifications and Services My student attends Homer High Schools special education program and is currently in SUNY Cortlands Adapted Physical Education Major. F. Projected starting date for services and modifications along with anticipated frequency, location, and duration of those service modifications. My student is receiving on hour of instruction in physical education on campus each week throughout the Spring 2013 semester in SUNY Cortlands Adapted Physical Education Program. G. Instructional Strategies One strategy that I have used to try to get all five of my students involved was to move to the deep end of the shallow side during some of my lessons. A few of my students are not as fond of the deep end, therefore this helps them feel more confident while still forcing them to swim because they cant touch. The second strategy that I have used is to have the students stand on the step along the side of the pool when I am explaining or demonstrating something. This allows them to focus on the demonstration more than how they are going to stay afloat while I am talking. Another strategy I use in the pool for teaching is to schedule my activities so that once I have my students get into the pool; I dont have them get out of the pool until the lesson is done each day. This stops them from sitting outside of the pool shivering while I explaining what we are going to do next. A final strategy that I use is that when I set my equipment out before class I always set it out away from where I expect my students to sit before I have them

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get into the pool. This helps to avoid them from picking up the equipment and distracting their classmates from the instructions that I am giving to them. The students I have receive their adapted physical education in the general setting that is given to them at SUNY Cortland. H. Provide a statement regarding assessment During each week of teaching we will work on skills that will help my student to improve his water polo skills. At the end of each week I will work with him to see what he has gained both cognitively and physically towards his IEP. I will then send a monthly letter home to his parent or guardian that explains how much my student has gained towards reaching his IEP. I. Provide a statement of transition services needs of your student as he/she progresses from age 16 into adulthood My student has been very independent during our short time together and like I have said before, for an adapted student my student is very high functioning. My student will not need very much help to transfer into adulthood, one thing that he may need help is understanding that there are public places for him to go and swim such as the YMCA in Cortland. My student loves to swim and enjoys being able to come and swim once a week with us.