Individualized Education Program (IEP)

Student’s Name: Rhea Thannhauser __________Student's Date of Birth: January 10th, 2014____

Undergraduate Teacher: Jessica Conklin Lab Day/Time: Tuesday 6pm-7pm_________

1. Introductory Paragraph:

Rhea is a spunky 4.8 year old preschooler who enjoys participating in physical education
activities. She loves Paw Patrol and her favorite color is pink. She enjoys being rewarded
after performing a task. Rhea stays on task most of the time unless she becomes
distracted or loses interest in the activity. She will follow most verbal directions without
any support unless she does not want to do that particular activity. She was assessed with
the Test of Gross Motor Development - 2 (TGMD-2) on September 11th of this year in the
rock wall gym at SUNY Cortland.

2. Present Level of Performance:

Rhea Scored in the 2nd percentile for locomotor skills and the 37th percentile for object
control skills. Her age equivalent for locomotor skills was < 3 indicating a 1.8 year delay
and for object control her age equivalent was 3.9 years which indicates only a 9 month
delay. Her strengths in object control skills are mainly the underhand roll, stationary
dribble, and kicking. Strengths in locomotor skills are running and leaping. Her
weaknesses in object control skills however are catching and throwing. Weaknesses in
locomotor skills are the gallop, hop, and slide.

Cognitive: Rhea is extremely smart and knows her colors, number, and letters. She can
distinctively tell the difference between some of the locomotor skills but struggles with the skills
that may seem similar or use similar movement such as a skip, gallop, or slide. She does
exceptionally well with matching games whether it be with visuals or matching specific sounds
to the correct letter. She is an extremely bright little girl.

Affective: Rhea listens to and follows directions well but has a tendency to get off task if
she loses interest in the activity, becomes distracted, or doesn’t want to perform the task
anymore. If she is enjoying the activity, however, she responds positively to the different
commands or directions given by the teacher. She also responds well to rewards when she has
performed a task.

Psychomotor: Rhea loves to move and participate in physical education activities. She
can run, leap, and jump using most of the performance criteria. Rhea tries her very best when
performing the gallop, slide, or hop but confuses the skill with one another. She demonstrates
most of her object control skills using most of the performance criteria but struggles with
catching and throwing. She is able to balance on either foot for anywhere from five to ten
seconds unassisted.
 *Fitness: Not applicable.

3. Long Term Goals and Short Term Objectives:

Based on your assessment and the above description of your student's present level of
performance, plan what you think is important for your student to learn by the end of this
semester. Write this plan in the form of long term goals and two short term objectives. If
your student is at least twelve years old, remember to plan for the student's transition
from school to adulthood as you write these goals and objectives. Ask yourself what
skills, knowledge and attitudes does the student need to learn in lab in order to be
physically active as an adult?

Write long term goals, one in each domain listed below. Under each long term goal, write
two short term objectives as intermediate steps that will lead to attaining the long term
goal. Write the objectives in measurable terms, including a situation, task and criterion
for each objective. Organize the goals and objectives under the following headings.

A. Cognitive Goal: Rhea will be able to differentiate the skills skip, gallop, and
slide by explaining the correct cues for each skill

1. Short term objective: During class Rhea will practice the gallop, skip,
and slide skills using most of the cues

2. Short term objective: During class Rhea will explain the gallop, skip,
and slide using most of the cues

B. Affective Goal: Rhea will be able to listen and follow directions as well as
stay on task for the entirety of class period

1. Short term objective: During class Rhea will use visual aids to help
her stay on task

2. Short term objective: During class Rhea will use a behavioral

checklist to manage off task behavior that will be checked by the teacher

C. Psychomotor Goal: Rhea will be able to perform the skills, skip, gallop, and
slide using most of the cues

1. Short term objective: During class Rhea will practice these skills
correctly most of the time

2. Short term objective: During class Rhea will break the skills down
using their most basic cues

D. Fitness: Not applicable

4. Health Considerations
I do not believe there to be any health concerns.

5. Behavioral Considerations
To keep reduce Rhea’s behavior of not staying on task I plane to use a basic schedule
with visuals to assist her to remain engaged with the activity and also to use a behavioral
checklist that I will fill out throughout class time. If Rhea is able meet the criteria on the
checklist then she earns a sticker as a reward.

6. Teaching Strategies
Three adaptations to my teaching style would be my visual aids, using questions to
engage students, and being able to adapt quickly to a situation that may not be going
according to my plan. Setting up my tasks facing away from the other teacher candidate’s
will help keep the focus and attention on me and what I have planned. Using exit tickets
at the end of lessons is a good strategy to use to recap on the lesson for the day. Giving
students the opportunity to choose the next task is also a wonderful strategy to get them
excited for the task they decided to choose and participate in.

7. Evaluation Plan
Evaluation will be taken using the TGMD-2 as a post assessment. I will base the
effectiveness of my lessons throughout the semester on results I observe from the post
assessment using the TGMD-2 form.

8. Services to be Provided:
Physical education instruction with the Skill Builders group once each week at SUNY
Cortland Adapted Physical Education Lab for one semester (September 11th, 2018 to
December 4th, 2018).

9. APE Placement Decision Model

I believe Rhea is a good fit for general P.E. but should be accompanied by an aid. I
believe having the support from her peers will help her immensely in a typical physical
education setting. The aid would be there to assist Rhea with skills but also to keep
behavior under control as well.