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)