Individualized Educational Plan (IEP)

Alyssa Manthos
Mark
Monday lab, 6:30pm-7pm
Spring 2021

1. Introductory Paragraph: The student, Mark, is male and 5 years of age. Mark has been
diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). Mark is very active,
energetic, and enthusiastic. During the meet and greet, Mark was wearing a superhero
shirt. This inclined our group to ask if he likes superheroes. He expressed his liking for
superheroes as well as an interest in sports, including baseball and football. The lab
setting includes the teacher instruction from a gymnasium held on SUNY Cortland
campus in the park center building. For the student, instruction takes place via the
computer on zoom starting at 6:30pm and ending at 7pm on Mondays. During the first
lab session, Mark was assessed using locomotor and manipulative skills from the
TGMD-3 chart. With this tool, I observed and recorded the critical elements that Mark
performed correctly for each skill assessed.

2. Present Level of Performance:

a. Fitness: Mark has expressed an excitement for fitness activities and skills that
include running, hopping (hop scotch), and jumping jacks. A strength of Mark’s
would be cardiovascular endurance as he expressed his enjoyment of running and
performs running with proper form. Another strength includes his muscular
strength. After observing his underhand throw and expressing his enjoyment for
baseball and football, it showed me that he practices throwing on his own time
and has appropriate muscular strength capabilities. One area to improve on would
be muscular endurance. I observed that when Mark performed skills such as
hopping, he would change the skill to using two legs or would pause, then
continue. This led me to the realization that he could use improvement on
muscular endurance. Working in progression towards this will benefit Mark.

b. Cognitive: A strength of Mark’s regarding the cognitive domain includes his

ability to comprehend what is being asked of him as well as responding to any
 checks for understanding. He responds extremely well to my signal for attention
which is two claps. He puts in effort, especially when being asked to perform a
task he is very interested in. However, it can be somewhat challenging to get him
to perform a task properly when he is unmotivated to do so. He does get off task
and needs to be redirected, however, my redirection has been successful every
time I use the signal for attention. Thus, getting off task can be a weakness of his,
but in the bigger scheme of things, his ability to successfully redirect his attention
is a strength.

c. Affective: I have noticed that Mark is extremely honest and will tell you when he
likes and dislikes a task when asked to share his opinion. If he dislikes it he will
still show effort to an extent before going off task. If he enjoys a task he is more
inclined to perform it to the best of his ability. It is important to find what
activities are of interest to him so he gets more out of the lesson. To continue, I
feel that he has a great attitude during activities, he is energetic, he is enthusiastic,
and he listens and responds to the best of his ability until needing redirection.

d. Motor: One strength that Mark demonstrates is his ability to analyze a

demonstration and copy the movement with most or some critical elements
displayed. He seemed to complete the majority of tasks without hesitation. For
example, when assessed, Mark performed all critical elements for hopping on
both his dominant and non-dominant leg, which was observed and recorded. This
was performed after I explained and demonstrated the correct form for this motor
skill. An area where Mark could improve in would be his skill consistency. For
instance, when asked to perform the elements of jumping, he performed 2 jumps
with proper form, then proceeded to demonstrate jumping jacks. I believe if we
focused on reviewing the critical elements and explaining different sports and
activities where jumping is used, he could progress into a consistent and proper
jumping pattern.

2. General PE curriculum: I believe that Mark is very much capable of being in a general
physical education class. However, I feel an individual aide is necessary to ensure Mark’s
success. A general physical education class can contain various distractions. Although
Mark has a wonderful attitude and willingness to perform certain tasks, he has a tendency
to get distracted and is in need of redirection. He gets back on track to the task when
redirected or reminded to perform the task at hand. It is also possible for him to lose
 motivation if the activity is something he dislikes or loses interest in. This is why having
an individual aide will be beneficial for his learning, participation, and performance in a
general physical education class setting.

B. Long Term Goals and Short Term Objectives:

Fitness Goal: By the end of the semester, Mark will have increased his muscular
endurance.
1. Short Term Objective: At the end of the lesson, Mark will demonstrate static
balance on both legs correctly.
2. Short Term Objective: At the end of the lesson, Mark will demonstrate 3 out
of 5 push-ups with proper form.

Cognitive Goal: By the end of the semester, Mark will be able to identify critical
elements for different skills and activities performed in class.
1. Short Term Objective: At the end of the lesson , Mark will demonstrate their
knowledge of the task by completing the task with proper form.
2. Short Term Objective: At the end of the lesson , Mark will demonstrate their
knowledge of the task by completing a check for understanding at the end of the activities.

Affective Goal: Throughout the semester, Mark will demonstrate respect and continue to
utilize his listening skills.
1. Short Term Objective: During the activities, Mark will demonstrate respect by
listening to the teacher and following the rules of the task.
2. Short Term Objective: During the lesson, Mark will demonstrate respect to
the teachers and follow their instructions.

Motor Goal: By the end of the semester, Mark will be able demonstrate each skill that
was performed with proper form.
1. Short Term Objective: During the lesson, Mark will perform the underhand
roll and dance activities 3 out of 5 times with proper form.
2. Short Term Objective: During the lesson, Mark will demonstrate the tasks of
jumping rope, kicking, and yoga with 80 percent accuracy or better.

C. Health Considerations:
Mark has no present health conditions that I have been made aware of. However, I
believe it is crucial to always ask the student how they are feeling each day we have a lesson. In
addition to this, offering a water break to Mark during the lesson time and an opportunity to rest
in between activity explanations if need be is of importance.
D. Behavioral Considerations:
Mark is a well behaved student with a great attitude. He is energetic but has a tendency of
getting distracted. Although Mark is easily distracted, he has the ability of getting back on task
when redirected by the teacher. He listens during the lesson and when needed, Mark will redirect
himself when a signal for attention is used. If Mark is not fond of an activity or skill, he will
show effort during the task at hand to a certain degree before going off task and getting
distracted. With that being said, if he finds the task to be very enjoyable, he is more inclined to
perform it to the best of his ability with less redirection needed.

E. Accommodations, Modifications and Services:

Mark would be successful working in a program with other students, but a smaller class
size setting would be a more appropriate fit for him. I also feel an individual aide is necessary to
ensure Mark’s success. If a smaller class size is not a possible accommodation for him, then
having an individual aide is very much necessary since larger class sizes have more distractions.
Having more individualized attention where he can be redirected and tasks can be re-explained
would be beneficial for Mark and his learning experience. During class it would also be possible
for him to lose motivation if the activity is something he dislikes or loses interest in. This is why
having an individual aide will be beneficial for Mark’s learning, participation, and performance
in a general physical education class setting.

F. Projected starting date for services and modifications along with anticipated frequency,
location, and duration of services and modifications:
Mark is receiving one hour of instruction in physical education on SUNY Cortland
campus each week throughout the Spring 2021 semester in SUNY Cortland’s Adapted Physical
Education Program.

G. Instructional Strategies:
An instructional strategy that I feel is effective when it comes to Mark is having a warm
introduction to the lesson. Asking Mark how his day was, if he did any fun activities that day,
what his favorite part of his day was, shows him that we want to hear about his day and that we
care about how his day is going. This also gives him the opportunity to communicate with us and
to exercise his communication skills. Another strategy that is effective would be showing Mark
that you are enthusiastic and excited about what activities there are in-store for that lesson. Mark
is very energetic himself, so I feel when you express this same excitement he becomes a little
more motivated to perform activities. One more instructional strategy that I feel is effective is
utilizing the signal for attention throughout the lesson when necessary. Mark responds
exceptionally well to my signal for attention which is two claps. Each lesson it is important to
remind him of the signal for attention then check that he understands and can recall the signal.
He will immediately redirect himself when he hears the two claps and is ready to get back on
task.
H. Assessment:
Mark’s progress towards his goals will be measured using a teacher check-list and using a
TGMD-3 scoresheet for his locomotor and motor skills. With this being said, Mark’s
parents/guardians will be informed of his progress on a regular bases via email or via WebEx/
Zoom if needed.

I. Statement of Transitional Services:

(Only complete this section if your student is currently 14+ years of age)
Mark is 5 years of age.