Individualized Education Program (IEP)

Student’s Name: Student Student's Date of Birth: 1/23/2016

Undergraduate Teacher: Jeremy Pugliese Lab Day/Time: Tuesdays 6-7

1. Introductory Paragraph: Student is a sweet 4.9-year-old who enjoys

moving, dancing, coloring, and doing puzzles. Student is not diagnosed
with a disability, but she has trouble dealing with loud noises, which then
gets her overwhelmed. Student also freezes when meeting new people.
She also has difficult with body awareness, where she knocks over stuff
constantly. Student enjoys participating in physical activity, but she has a
hard time staying on task when a lesson is long. She enjoys when I
incorporate some type of dancing in her lesson. This makes her move
around and get some type of movement involved. Student was assessed
using the TGMD-2 model. Student was only assessed on locomotor skills
because of the time restriction and the lack of staying on task. I did not
want to give Student all of the skills at once and I didn’t have a necessary
time to include all of the skills in the first lesson. I decided it would only
be logical to only assess on the locomotor skills.

2. Present Level of Performance:

Student is a kind girl who loves and is willing to move around to stay active. She has a
strong desire to learn and be active. She will seek out movement to her interests in
dancing. Student enjoys dancing and moving. Dancing and moving are big activities that
can promote movement and staying active.

However, while Student is staying active with dancing and moving, she continues to
show difficulty in the area of putting movements together to present the whole
movement/skill. For example, while running, Student has difficulty in pumping her arms
while also having her legs go in opposition to arms. Student is able to do one
movement/cue. Student has difficulty of applying the cues together. For running, she
completed 50% of the cues. For galloping, she completed 25% of the cues along the two
trials. For hopping, Student only completed 20% of cues. For leaping, she did not
complete one cue based on the TGMD-2 model. For jumping, she completed 38% of the
cues. And for sliding, Student got 12% of the cues correct. Student does a very good job
presenting at least one cue in the skills, but has trouble presenting two or more cues
associating with the locomotor skills. She was not assessed on manipulative or stability
skills. Student also has difficulty in understanding of words when presented with a skill.
 She is more of a visual learner and learns better when provided things visual, like posters
or visual aids.

Cognitive:

Strengths: Student is able to present one cue learned with the skill

Weaknesses: Student has trouble stating 2 or more cues that are associated with the skills.

Affective:

Strengths: Student is able to realize how fun physical activity can be while performing
things she likes that include dancing

Weaknesses: Student should be able to say thank you to parent or to anyone who helps
them with the physical activity throughout the virtual lesson

Psychomotor:

Strengths: Student is able to try all of the skills presented in the virtual lesson. She is able
to try every skill and present at least one cue that goes along with the skill.

Weaknesses: Student has a hard time putting all the cues together to make up a whole skill.

Within each of these three domains, Student may be behaving in this manner with a
combination of age and trouble putting of the movements all together because of her
intellectual development. Student can do a lot of great things in the manner of moving and
staying active. She has not mastered with the acquisition of the cues to provide the whole
movement.

3. Long Term Goals and Short Term Objectives:

A. Cognitive Goal: Student will not think about what cues you are doing, the
goal is to just do a skill while doing 3 cues together.

1. Short term objective: Student will repeat 2 or more cues after each
skill learned

2. Short term objective: Student will be able to write one cue down
after each skill using a short word to help remember the skill, ex, (eyes
forward = eyes)
 B. Affective Goal: Student will say thank you every time after someone has
done something for her without thinking of it (after each task)

1. Short term objective: Student will realize how fun it is to dance and
move all around.

2. Short term objective: Student will say thank you after each activity
to person helping her for at least 2 of the skills.

C. Psychomotor Goal: Student will be able to perform all of the skills learned
while doing 2 or more cues.

1. Short term objective: Student will perform the skills doing at least 2
cues 3/5 times

2. Short term objective: Student will practice all skills at home at least
2 days out of the week for a total of 60 mins.

D. Fitness: Student will be able to perform a locomotor skill for at least 30

seconds without stopping to work on endurance.

1. Short term objective: Student will catch her breath 3/5 times for a
locomotor skill like running

2. Short term objective: Student will be able to run for at least 20 secs
without stopping

4. Health Considerations

There are some emotional concerns for Student. She has a hard time dealing with loud
noises. This could be a problem in a physical education class because sometimes a P.E class can
get very hectic and loud. I would have to manage my class correctly to get Student to perform
the best of her ability. I believe if Student is put in a smaller class with a smaller number of
students in the class, the class would be less quiet. This would enhance Student’s learning to a
higher level.

5. Behavioral Considerations

There are some behavior concerns for Student, but they are minor and can easily be fixed
by the teacher. Student has a hard time staying on task for a long period of time. She needs a
shorter explanation and a fun game to enhance her excitement for the activity. For example,
Student loves to dance and will dance for hours if she could. This is because she enjoys dancing
and excited for the activity. With my help, I will provide short explanations and fun games that
can incorporate dancing into them so Student can stay on the task for a longer period of time.
6. Teaching Strategies

Some adaptations that I can put into my teaching style for Student is the use of visual
aids, incorporate things that Student loves, like dancing, and provide clearer, concise
directions of the tasks. The use of visual aids can be key to enhance Student’s learning to
show Student what exactly to do while performing a skill. She is not good with word
directions so visual aid would make her learn the skills more efficiently. The second
adaptation would be trying to incorporate things in the lesson that Student enjoys. For
example, if I tell her before the lesson that we are going to be dancing at the end of the
lesson, but you just have to try every skill learned in the lesson. This will make her
focused on the skills more than she would have if I didn’t tell her we were dancing. This
would help Student learn more efficient. The third adaptation would be providing clear
directions, so Student isn’t confused about anything while doing a skill or movement.

7. Evaluation Plan

In order to determine if Student has learned in lab this semester, I will provide a post-
assessment on the locomotor skills that were pre-assess. I will be using the same TGMD-2 model
to score Student’s skills. If Student gets a higher score on the post- assessment then the pre-
assessment, I know she learned from my instruction.

8. Services to be Provided:
Physical education instruction once each week virtually at home for one semester. This
took place from September 21st 2020 to November 9th 2020.

9. APE Placement Decision Model

Student should require separate APE services. I have come to this decision based off the
fact that she gets overwhelmed with loud noises and can’t think correctly with loud noises. In a
regular P.E setting, there will be loud noises all of the time and I don’t think Student will do
good with loud noises and learn effectively. In a separate APE service, Student will learn at her
own pace and focus better without loud noise across a gym. This is a reason for my decision.