Luke Shively

IEP for One on One Student

Monday 6-7
Fall 2018

A. Present Level of Performance:

1. Fitness: (Student) is a very active child. He has great cardiovascular

endurance. He has decent muscle strength for his age. During class, (student)
could run around the gym most of the time and normally only gets a couple
drinks after exerting himself. Drills could be done to help improve his
flexibility.
2. Cognitive: (Student) is very smart but does not talk much. He needs to
become more comfortable with his communication skills. The writer was
able to give him fairly complex skills. After being given these skills, he will
perform them. When shown proper form, (student) is able to do it and
explain it back. Even though he does not say much, (student) is very smart as
he picks up on everything he is told to do.
3. Affective: (Student) works well with the teachers. During games, he shares
and shows proper behavior. If (student) gets out of hand, it is very easy to get
him back on task. Helping him stay focused will be a goal for him. (Student)
listens to instructions well if they are presented in a manner that is effective
for him.
4. Motor: (Student’s) motor skills are proficient in almost all of the categories.
Basketball is almost at the proficient level. His head goes up and down when
dribbling and he needs to look ahead. (Student) is able to pitch and hit well
making him proficient in this area. He is able to hit a moving ball with proper
form and steps into it to create power. When pitching, (student) is able to
perform a full wind up. His eye-hand coordination is excellent. He is fairly
proficient with both eyes and not just the dominant eye.

B. Long-Term Goals and Short-Term Objectives:

Fitness Goal: To improve (student’s) core strength and cardiovascular

endurance.

1. Short-term objective: During class, have (student) complete 10 sit ups

going 75 degrees and then back down to one inch above ground.

2. Short-term objective: During class, (student) will be able to hold a

plank for 30 seconds keeping his body parallel to the ground.

Cognitive Goal: (Student) will develop a better understanding of the rules of

basketball and will be able to verbally describe them by the end of the
semester.
 1. Short-term objective: By the middle of the semester, (student) will be
able to explain the following three rules of the game: 1. How many fouls a
player can have before fouling out. 2. Able to explain a double dribble. 3.
How many seconds a player can stay in the box.

2. Short-term objective: (Student) will be able to explain what each line

on the court represents.

Affective Goal: To improve (student’s) ability to share and to show respect

for others.

1. Short-term objective: During class, (student) will show respect to self

and others by not throwing the balls across the gym.

2. Short-term objective: At the end of each class, ask (student) how he

showed respect to self and others.

Psychomotor Goal: (Student) will master dribbling techniques and improve

eye-hand coordination.

1. Short-term objective: During class, (student) will practice dribbling

around cones using one hand. He will then switch hands and dribble
around the cones to improve his eye-hand coordination.

2. Short-term objective: (Student) will be able to dribble the ball with

both hands while looking forward in the direction he is dribbling without
looking down. This would be an amazing achievement since most kids his
age cannot do this task.

C. Health Considerations:

Since (student) has a cochlear implant, it is important to make sure proper

steps are taken to protect it. When he goes in water, there is a device to cover
it. Staff must make sure the implant is covered properly before he enters the
water.

D. Behavioral Considerations:

(Student’s) behavior needs improvement. If he gets bored during class or

does not like an activity, he will just throw a ball across the gym or go and do
something else. Teachers must be creative to keep his attention and have
incentives to help keep him on task. The goal of this program is to help
decrease these behaviors so by the time he gets older the behavioral
problems will be minor or corrected.
E. Accommodations, Modifications and Services:

Modifications on quizzes and tests would be helpful for (student). He would

also benefit from having someone read the test and having extra time.
Equipment does not need modified because he is more skilled than a lot of
his peers.

F. Projected starting date for services and modifications along with

anticipated frequency, location, and duration of those services and
modifications:

(Student) is receiving one hour of instruction in physical education on

campus each week throughout the Fall 2018 semester in SUNY Cortland’s
Adapted Physical Education Program.

G. Instructional Strategies:

1. To have 1:1 time with only (student) in the gym. This will help him focus
without distractions and allow him to work on his self-control.
2. Have game like situations when working on improving skills. As
(student) is competitive and wants to improve, game like situations help
him remain on task as he is able to see their relevance.
3. When changing tasks, have a poly spot on the floor. (Student) will be
required to sit on it during the transition time. By making sure nothing is
around him to touch, it will help him develop showing respect for self and
others.

H. Provide a statement regarding assessment:

To assess (student’s) progress, a formal or informal assessment will be

completed using the TGMD-2. His parents/guardians will be informed of his
progress halfway through the semester and at the end of the semester. I am
also able to discuss any questions or concerns they have before or after class.

I. Provide a statement of transition services needs of your student as

he/she progresses from age 16 into adult hood.

(Student) is not 16 yet.