Individualized Education Program (IEP)

Student’s Name: Raelynn Greene Student's Date of Birth:

Undergraduate Teacher: Austin Quick Lab Day/Time: Tuesdays 6-7pm

1. Introductory Paragraph:
Raelynn Greene is a 3 year old little girl who loves to run around and is full of
energy, she laughs and mumble words when she is excited. Raelynn enjoys running around and
having fun, but she has a hard time listening and following directions. She also likes to be off
doing her own things and does not work well in group activities. She would rather be playing by
herself. She loves to stack items on top of each other to create towers and she loves stacking
cones. Raelynn has a tough time staying on one task, she likes to do one thing for a couple
minutes, then it's onto the next thing. It is like she loses interest in certain things quicker than
others. For example she loves to get on top of mats and jump off, but she is not interested in the
roll out mat placements. She loves balloons, she has a balloon in her hand the whole time and
she would get upset if someone was to take the balloon away from her. I would give her a high
five when she completed a task, like staking all of the cones into one pile, that seemed to make
her happy. Raelynn is very good with knowing her colors, if you ask her what color of the ball
that she is playing with she will tell you the correct color. Overall Raelynn is a smart bundle of
joy with lots of energy.

2. Present Level of Performance:

Cognitive: After working with Raelynn for a few weeks I know that she knows her
colors very well. She may pronounce the colors wrong like for red she says nice, but I
understand that means red for her. She is full of energy and loves to just run around, when she
gets interested in an activity I try and ask her the different colors that she is using and she always
tells me the correct colors, whether it is stacking colored cones or playing with different colored
balls.

Affective: Raelynn is very sweet and full of energy but sometimes not very enthused to
share when asked. If someone else has a balloon that she wants she will go right up to the other
student and without asking rip the balloon away from that student. This social skills and manners
is something that could be worked on as she gets older. Raelynn loses focus on different
activities very quickly and loves to go on to different things. She does not work well with others
and loves to do her own thing alone.

Psychomotor: Raelynn has a tough time with most of the manipulative skills, like
dribbling, catching, throwing and kicking. She doesn't know how to dribble a ball yet, she would
throw it to the ground with two hands then grab it with two hands and repeat the same process.
With catching she lets the ball hit her a few times in the chest before she realises that she is
supposed to catch the ball with her hands when it is tossed to her. She is prolly the best at
throwing if I had to pick, she has a full wind up and a hard throw, it is not very accurate but she
does try her best. Kicking she is also not too bad as she has plant food and swings her leg
forward but she does not leap or hop at all and there is no rapid approach. With locomotor skills
she needs practice with all of them, running, skipping, jumping, galloping, leaping. All of these
skills Raelynn could work on to improve her scores when tested. She is prolly the best at running
out of all them she just needs to keep her arms pumping in opposition and there needs to be a
period of time where both her feet are off the ground. When she skips it looks like she is just
running, she needs to practice the step-hop-step pattern to get the skip routine down. Jumping
she is very good at, she extends her body fully, she needs to work on the wind up before the
jump and the landing on two feet and trying not to fall over. Galloping she does not know now to
do just looks like a running slide where her feet are crossing over in front of one another.
Leaping when she goes to leap it just looks like an elongated run, which is common for the age
level and with practice that will improve.

3. Long Term Goals and Short Term Objectives:

A. Cognitive Goal: By the end of the year Raelynn will be able to count to 20 and be
able to tell you all the colors.

1. Short term objective: By the end of the Skill Builders Program, Raelynn will
be able to count to 10.

2. Short term objective: By the end of the Skill Builders Program, Raelynn will
be able to tell you all the colors of cones and mats within the gymnasium.

B. Affective Goal: By the end of the year, Raelynn will be able to share and work
with others in other classroom settings.

1. Short term objective: By the end of the Skill Builders Program, Raelynn will
be able to share one or two items within the gymnasium.

2. Short term objective: By the end of the Skill Builders Program, Raelynn will
become friends with one of the other students.

C. Psychomotor Goal: By the end of the year raelynn will be able to skip using the
correct form and also be able to catch a ball thrown to her 9/10 times.

1. Short term objective: By the end of the Skill Builders Program, Raelynn will
be able to skip 4 conseculative skips without losing the proper form.
 2. Short term objective: By the end of the Skill Builders Program Raelynn will
be able to catch a ball thrown at her 3/5 times.

4. Health Considerations:
Raelynn likes to climb on top on things like window ledges and mats that are not
made to climb on that are stacked to the side. For her safety and health, I think it is important that
there is nothing she is able to climb on within the gym that is dangerous and the window ledges
should be blocked off with mats.

5. Behavioral Considerations:
Raelynn is a very sweet and cute little girl but when she does not get what she
wants and sees someone else has what she wants, instead of asking she will walk right over and
rip it out of another student's hand. She has a very tough time sharing with other students in the
program. Raelynn also has a tough time listening to directions, she would rather go off and do
her own thing.

6. Teaching Strategies
A teaching strategy that I am going to start doing is telling Raelynn that she has to
complete two activities that are chosen by me for her to do, then after she completes them I will
reward her by allowing her to choose the next activity. Another teaching strategy I will use is not
having too much equipment out in the gymnasium because then she can only focus on the
equipment with the activity I choose for her to complete, and she will not get side tracked by
other equipment laying around in the gymnasium.

7. Evaluation Plan
I will give Raelynn a post test at the end of the semester to see if she improved on
her locomotor and manipulative skills throughout the Skill Builder Program.

8. Services to be Provided:
Physical Education instruction every Tuesday night from 6pm to 7pm at SUNY
Cortland Adapted Physical Education Lab starting February 11, 2020 and ending May 5, 2020.

9. APE Placement Decision Model

Raelynn should be in a general Physical Education class and should have
an aid there for help with different lessons when needed.