A.

Teacher: JR Hmura
- Student: Replaced with "Student" for privacy
- Lab: Friday 12:40pm
- Spring 2019
- Time of services: 1/28/19-5/10/19

B. Present Level of performance

1. Student is a 12 year old male who has good listening skills, is very motivated to perform
and does a great job following complex instruction and being attentive to detail. Student
will often nod and use short phrases to confirm his understanding. Student has been
diagnosed with emotional/behavioral difficulties. Student is very athletic and is very
comfortable in the pool. Student is slightly taller for his age (12 years old). He was
assessed using Adapted Aquatics for Individuals with Disabilities (Levels 1-6) on Friday,
March 1st, 2019 between the times of 12:40pm and 1:40pm.
2. Student is a good swimmer and capable of staying afloat. Student really enjoys
swimming backwards and has a very strong flutter kick. He could work on better
technique with his form as he does not efficiently use his arms when swimming. Student
knows good pool etiquette always using the ladder to exit and he knows the differences
between lanes, good spatial awareness and recognizes each lane is another student's
individual space. Student is competent and recognizes different levels of depth in the pool
and proper entry styles depending on the depth. He still can learn a lot about the
techniques such as 3-1 breathing strategies or judging time to rest between laps. Student
is very polite and brings a positive energy to the pool as he is always excited and happy
to be there. Student can work on using please and thank you more often when other
students pick up his equipment and Student sometimes strays from the tasks given by
instructors. Student has an impressive level of fitness. He has great body awareness, but
could work on some cardiovascular and muscular endurance. He can swim 1-2 lengths
consecutively but with practice he could make significant improvements.
3. Student would perform very well in a general physical education class. Working with him
one on one makes it difficult to judge how he would manage socially. Student does often
get distracted watching other students. This could be caused by the differentiation in
lessons. If in a class where students were given the same tasks I believe Student would do
very well. I think he might be more successful seeing how students of his age and ability
perform the skills, not always comparing himself to a teacher.
a. Student behaves well in most cases throughout class. In psychomotor Student is
fully able and often is attempting more advanced skills for his age, working on
multiple stroke types as well as front crawl. Student is also developing proper
form with diving. Student does tend to get tired easily and resorts to swimming
backwards with inefficient use of his arms. Students cognitive skills are
appropriate for his age. He is very aware of safety practices, he does not run on
the pool deck and always uses a ladder to exit. He does know when the pool gets
deeper and knows when it is okay to cannonball into the pool or slide in entry.
Student also has a strong retention of the tasks given, he can be given a list of
instructions and follow them from memory in order. For fitness Student is a very
athletic individual and a strong swimmer, he can float well and has a powerful
flutter kick but he swims too hard too quickly and tends to need rests in between
laps. Affectively, Student displays general competency. He sometimes gets off
task watching other students or does a quick cannonball; but with avid instruction
he snaps back into the routine and continues the tasks provided. Student is very
patient for the most part and incredibly respectful when given a hook and he waits
to complete all prior tasks without nagging to simply do the fun games and play.

C. Psychomotor Long-Term Goal: Student will develop a larger repertoire of swimming

techniques with good and proper form, including: two survival stokes, two common
strokes and a fifth advanced stroke if time allows.
i. Short-Term Objective: Student will successfully swim two laps of the pool
freestyle with as many rests as needed.
 ii. Short-Term Objective: Student will learn two survival strokes: elementary
backstroke and side stroke, both with good and proper form. Student will be fluent with
these strokes by 4/12/19
Iii. Short-Term Objective: Student will learn the front crawl and back
crawl(stroke) with good form and proper breathing technique for both. Student will be
fluid with the two strokes by the end of the program.

Fitness Long-Term Goal: Ability to swim 100 meters without stopping

i. Short-Term Objective: Be able to swim 50m fluidly during warm ups by the end
of the first 3 lessons.
ii. Build up to swimming 150m in warm ups with small breaks (15-30 seconds
between laps) by the halfway point of lessons this semester (4/12/19).
iii. Add 25 Meters to every warm up each class following 4/12 and build up to
swimming 250 M in the warm up by 5/10/19. The first 100m should be without breaks
and allow small breaks between laps after the initial 100m.

Cognitive Long-Term Goal: Student will have a general understanding of the sport of
swimming and how he can participate in swimming events for a lifetime, competition
events for his personal interests, and why we use different strokes so he can apply them
as necessary when swimming certain distances by the end of the semester.
i. Short-Term Objective: By the midpoint of the program the student will learn
the different competition events(freestyle, high dive approach, back, breast and various
distances).
ii. Short-Term Objective: Throughout the duration of the program student will
learn proper use of equipment and how to apply equipment appropriately.
iii. Short-Term Objective: By the end of the program the student will learn the
proper settings to use various types of strokes and apply them correctly. When swimming
for distance and needs to conserve energy, the student will resort to a survival stroke.
During a race or game a student will take advantage of more aggressive strokes such as
front or back crawl.

Affective/Behavior Long-Term Goal: Student will act as a model student with respect
throughout an entire lesson, using proper manners(please and thank you) with other
students. As well as appropriate attention to tasks.
i. Short-Term Objective: Student will work on maintaining focus on task and
only get sidetracked 2-3 times during the class period by the midpoint of the program.
ii. Short-Term Objective: Student will progressively get better at using please and
thank you’s when interacting with other students throughout the duration of the program,
using these manners without hesitation by the end.
 iii. Short-Term Objective: Student will remain respectfully on task throughout the
entire class by the end of the program with the allowance of one major distraction.

D. Health Considerations:
Student has no health concerns. Student is physically fit and emotionally sound.

E. Students behavior can be upset easily if not handled rationally. With good lesson
structure and appropriate time on task there is little concern of students behavioral issues
becoming a concern. Using good lesson content I seek to maintain students current levels
of behavior.

F. No equipment is necessary for students success. Optional snorkeling equipment could be

useful to help student gain comfort with front crawl swimming as student defaults to
swimming on their back to assist with lack of cardiovascular endurance.

G. Adapted teaching styles

i. Self-checklist, using whiteboard and allowing student to keep track of
their progress throughout the lesson
ii. Working in the deep end of the pool, allowing student to be more isolated
from other students and visual distractions. Also not being able to stand
keeps student more on task with swimming techniques.
iii. Allowing students input for activities at the end of the lesson helps keep
the student motivated to get through content earlier in the lesson as well.
H. Services will begin at the start of the semester 2/15/19, occuring every Friday at the
SUNY Cortland Park Center pool between the hours of 12:40pm and 1:40pm continuing
until the end of the semester, the last service will be 5/10/19.
I. Student will be assessed each class with checking for understanding and visual
observations of students progressions and success levels of lesson content. Classes will
progressively increase in ability and content. Student will be assessed at the end of the
services with the Adapted Aquatics for Individuals with Disabilities (Levels 1-6).
Parents. Staff will keep a folder of the progress and document the results for future
teacher candidates.
J. The student is fully capable of physical skills. The student could use some development
of the knowledge to organize and implement their own personal fitness goals. They are
capable of most swimming styles and could implement a variety of content in their fitness
plan. The student is gradually progressing with their fitness levels and after seeing the
comparison of their initial fitness levels in the pool and the post fitness levels. The
student will learn how the content helped make them more physically fit and give the
 student a starting point for building a fitness plan with similar content and progression to
further develop their fitness levels.
The student will be able to participate in general physical education within the
next 5 years with proper development and lesson content. The student will be able to
participate in a scholastic sport. They will be capable of joining a school team or
participate in an after school swim team through the local YMCA. They could be very
successful in an individual based sport such as swimming and diving or track and field.
In 10 years the student will be able to design their own fitness plan and implement it after
graduating high school. The student will be familiar working out in a weight room and
participating in club sport such as adult football league. They will be able to organize and
be self taught in a discipline of choice such as swimming, basketball or weightlifting.
They have a strong motivation level and good focus on personal goals. In 15 years the
student will be well prepared from their high school experience to implement various
lifetime activities and maintain a healthy level of fitness. The student could be involved
in an Adult league for racket sports or a triathlon community that attends events together.
The student would excel in sports such as tennis or badminton, he enjoys competition and
has strong coordination skills that could be implemented in lifetime activities for the rest
of his life.
K. The student is very physically fit and performs at a general PE level. The student does
have some difficulty with distractions and staying on task when surrounded by other
students with varying tasks. The student should be included in APE for the rest of their
middle school experience, progressing to larger class sizes to help illustrate the
experience in class size and group development similar to a general PE setting. After
good progression of including more social experiences in APE the student will be
prepared to participate in general PE at the high school level and beyond.
L. The student currently receives a one on one experience with the teacher for their APE
experience. The student also has a teaching assistant that oversees them throughout the
school day. The student is in a special education classroom during the school day. Their
teacher assistant is not assigned to them specifically. The teaching assistant is divided to
oversee a few other students in the classroom as well.The student also go to a therapist
every so often to help them process and manage their emotional behaviors.