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Standard 3: Planning and Implementation

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

Artifact: PED 356 Individualized Education Plan

Date: Fall 2018

Reflection:
In my adapted physical education class, I had the pleasure in gaining experience working

with children with various needs. I also gained valuable experience developing an IEP for one

student. This is related to component 3.b because this plan included planning out individual

goals for my student Jaxon and considering specific adaptations within the instruction. I had to

take in consideration possible distractions like other students, and location of parents because

of his attention issues and obligations to providing safe instruction. It was very rewarding using

my learned assessment tools to plan out goals I wanted Jaxon to meet by the semester end. It

was even more rewarding seeing the results of these goals with carefully thought out lessons to

see the skill development of my specific student. This was very important experience to

continue to be a great physical education teacher. Students will come to class with various

needs and it is my job to use given tools like an IEP. This ensures every student is developing to

the designed plan that is created by teachers and professionals to help students achieve

academic success academically, socially, and physically.


Standard 3 Artifact

Individualized Education Program (IEP)
Student’s Name: Jaxon Student's Date of Birth: 7/20/12

Undergraduate Teacher: Kevin Gaussaint Lab Day/Time: 6pm – 7 pm

1. Introductory Paragraph: Jaxon is a pleasure to be around. His caring nature and


energy are aspects that I admire about him. Jaxon loves to run, use the gymnastics mats,
and utilizing the scooters. Jaxon is very advanced in his locomotor skills. I can tell he
done a lot of practice on these skills like galloping, jumping, and leaping for example. He
is also a very advanced kicker but needs more work on his dribbling skills. Jaxon can also
improve on his listening skills and taking directions. Even though he ultimately complies,
I would like him to positively respond right away. He is always willing to help and offers
to clean up by putting stuff away. He is a delight.
2. Present Level of Performance:

Cognitive: Jaxon is able to identify body parts, and different colors. This is ideal for a
student at six years old. Jaxon can improve on identifying all shapes with my help. Jaxon can
also work on identifying different levels and pathways.

Affective: One of my favorite things about Jaxon is how caring he is. After every class, he
always inquires if he can help me put the equipment away. That is always great to see. Jaxon is
also very respectful to myself and is peers at all times. Things we can work on are being aware
of his surroundings and staying on task. Jaxon likes to wonder off at times and get away from
the task at hand. Working on listening to instructions right away is a must for Jaxon as well. I
would like him to do something right away when asked.

Psychomotor: Jaxon is very advanced with basic locomotor skills. I was very impressed
with his initial assessment. Jaxon can improve on sliding and catching. He is a very good thrower
and can kick very well. Dribbling has shown to be difficult so I want to work on that.

3. Long Term Goals and Short-Term Objectives:


A. Cognitive Goal: Jaxon will be able to identify all of the locomotor,
manipulative skills, and basic shapes

1. Short term objective: Jaxon will identify the difference between


locomotor and manipulative skills

2. Short term objective: Jaxon will identify different levels and pathways

B. Affective Goal: Jaxon will respond to directions by doing them right away

1. Short term objective: Jaxon will share all equipment

2. Short term objective: Jaxon will be aware of his surroundings

C. Psychomotor Goal: Jaxon will be able to perform all of the locomotor and
object manipulation skills by having all of the requirements for each skill present
during performance.

1. Short term objective: Jaxon will improve his dribble by keeping a


steady dribble and his head up

2. Short term objective: Jaxon will improve his catching by keeping his
arms out in front of him and not using his body.

4. Health Considerations
I do not have any health concerns. I would just like to help improve Jaxon’s muscular
strength and endurance for more success in physical education.

5. Behavioral Considerations
Jaxon is a pleasure to work with. He just needs to improve on listening to directions and
doing things right away. I would also like to see Jaxon refrain from running away at times
and staying on task.

6. Teaching Strategies
One adaptation is to be stern in my directions. It is important to not let the student take
control and make sure the student does what is said of them. It is also important to
observe and ask questions on how Jaxon is doing with an activity. Feedback from the
student is important. Another strategy I need to work on is implementing more visual
aids. This will help facilitate learning.

7. Evaluation Plan
I will use a post-assessment of Jaxon’s abilities using the TGMD-2. I will then look at the
pre-assessment I conducted to see how effective my learning was.

8. Services to be Provided:
Physical education instruction once each week at SUNY Cortland Adapted Physical
Education Lab for one semester. This will be done from 9/11/18 until 12/4/18/

9. APE Placement Decision Model


Jaxon should receive services in a general physical education environment. Jaxon will
thrive in this environment because I believe in his ability to work well with other peers
and be able to comply with the teacher’s demands. He will mature while developing his
cognitive, affective, and psychomotor skills. I truly believe he will exceed all
expectations.