Individualized Educational Plan (IEP):

Your name: Patrick Loughlin

Your participants name: Levi
Lab day and time: Monday 6PM
Semester and year: Spring 2021

A. Present Level of Performance (PLP)

My participant is Levi, he is 4 years old and a very excited and enthusiastic boy. So far
what I have gathered from Levi is that he loves to move around and excerpt all of that pent up
energy kids have right now from the pandemic. His favorite movement skill is running and he
also likes kicking. His lab setting is in his house/ living room with his brother usually nearby. On
Monday 2-22 Levi was assessed using a rating scale after demonstrating the fundamental
movement skills for us over a zoom call.

a. Fitness: For his age Levi seems to be in great shape, he is not overweight and is
physically able to complete almost any task we give him.
b. Cognitive: Cognitively Levi’s strengths include when he is able to focus he does
a great job listening and following directions. His main weaknesses is getting his
attention in the first place and being able to get him visually excited to do an
activity
c. Affective: Affectively, Levi’s strengths include he is very nice and willing to
share and play with his brother with minimum conflict. His weaknesses include
getting shown how he feels about what he is doing. It is often difficult to tell
whether or not he is enjoying an activity or if he hates it. This isn’t necessarily a
negative aspect of his character but more of a potential obstacle for me as an
instructor.
d. Motor: Levi’s motor skills are definitely all in the initial stage which is perfectly
normal for a child at his age. His strengths include manipulative skills like
kicking, rolling, both overhand and underhand throwing as well as some basic
locomotor skills such as running. His weaknesses include more complex
locomotor skills such as skipping, leaping and also dynamic balance.

I think Levi would be successful in a general PE classroom setting because

he is a very good listener and very willing to move and follow directions as long
as he is properly engaged. Levi is a good kid and has great athletic ability for a
 kid his age. I think the main thing he will need is a teacher who is engaging but
maybe a little strict. Strict in the sense of making sure he is kept on task and
focusing on the skill at hand. Levi has a tendency to just start running around
when he doesn't understand what to do. Tasks need to be explained and
demonstrated in detail in order for him to retain and ultimately benefit. As long as
Levi has strong and clear instructions I think he could be very successful in a
general PE classroom.

B. Long Term Goals and Short-Term Objectives (STOs)

Use your PLP to inform your selection of goals and objectives. Write long-term goals and
short-term objectives to be attained by your participant by the end of this semester.

Write four long term goals; (1) fitness, (2) cognitive, (3) affective, and (4) motor. Under
each long-term goal, write two STOs as intermediate steps that will lead to attaining the
long-term goal. Be sure each STO is measurable, including a situation, task, and criterion
for each STO. Organize the goals and STOs under the following headings:

Fitness Goal: By the end of the semester Levi will be able to participate in 3 straight
minutes of aerobic activity without needing a break

1. STO: Levi can complete 20 jumping jacks in 30 seconds

2. STO: Levi can run up and down his hallway 5 times in under 30 seconds

Cognitive Goal: By the end of the semester Levi will be able to identify 3 different
exercises that are physically beneficial.

1. STO: Levi can tell us one reason why physical activity is beneficial
2. STO: Levi can identify 2 activities that he enjoys and how they benefit him physically

Affective Goal: By the end of the semester Levi can name 3 activities that he enjoys

1. STO: Levi can express to us why he doesn't enjoy a specific activity

2. STO: Levi can identify 3 activities he does like and 3 he doesn’t like

Motor Goal: By the end of the semester Levi will be able to skip at the elementary level

1. STO: Levi will be able to kick a ball successfully at a target and hit it 7/10 times.
2. STO: Levi will be able to throw a ball at a target and hit it 7/10 times.
C. Health Considerations

Describe any physical or emotional concerns that may need to be considered in order for
your participant to be successful and safe. If you do not think there to be any health
concerns, please indicate this.

I don’t think there are any health considerations that need to be emplaced for Levi’s safety.
From what I have seen so far, Levi is a physically healthy and able bodied individual. He
seems to enjoy physical activity very much when he is in the mood. Perhaps the one
concern I have would be his willingness to engage in activities.

D. Behavioral Considerations

Describe any behavioral concerns you may have regarding your participant. Describe
approaches designed to alter observable behaviors whether you seek to increase, decrease,
extend, restrict, or maintain behaviors for your participant.

So far from working with Levi he does seem to have a few behavioral problems. He does
not like to talk or communicate with us about anything besides when he doesn’t lie an
activity. He tells us he doesn’t want to do any of our tasks and when we ask him about
things he likes he is dead silent and gives us nothing. We didn’t expect this to be an easy
process or for the answers to all fall in front of us but we definitely have been a bit stumped
on finding a plausible set of activities we think he can enjoy. He is not a bad kid though, he
will almost always try the tasks before giving up which leads me to believe he truly just
does not want to do the task rather than something else more serious.

E. Accommodations, Modifications and Services

Describe the program modifications or supports provided for the participant. If your
participant is younger than 21 years of age, please also describe any special education and
related services as well as any modified equipment you anticipate is needed to allow for the
success of the participant. Related services may include speech, physical or occupational
therapy. Remember, APE is a direct service and NOT a related service.

Some program modifications we have made have been our language

with Levi and also changing some activities that he was not
enjoying to activities he was enjoying. When we talk to Levi it is
very important to be calm, encouraging and friendly even when he
is not doing what he is told. I don’t believe that he needs any
relates services but perhaps just a supportive and kind teacher
 who can get hi out of hs comfort zone and challenge him to do
more. ≠

F. Projected starting date for services and modifications along with anticipated
frequency, location, and duration of services and modifications.