Individualized Education Program (IEP) Name: Nick Culkin

Student: Daisy
Friday 12:40
Spring 2021
Duration of IEP: One year

B. Describe the Present Level of Performance:

1. Provide an introductory paragraph with a description of your student (demographics,
include personality, body shape/size, etc.) and the lab setting as well as
when/where/how your student was assessed, including the assessment tool that was
used.
 Daisy has shown that she wants to learn and participate in physical education (PE)
She is a very happy girl who loves to have fun. She exhibits many strengths,
among these strengths are her willingness to participate in the skills and give her
best effort, she loves activities like catching, and throwing perhaps she may be
into softball. Daisy’s personality is that of someone who is trying their best and
enjoying themselves while participating in PE, she is very open to advice and
takes well to it often times changing what she did wrong in the first trial for a
better score in trial 2. She seems to be to herself and does not interact with her
classmates that much. Daisy is a small girl who gives her all in all the skills she
performs. The student was assessed in the classroom using a TGMD – 3 form.
The form included 16 skills with different categories for each skill if Daisy
completed that part of the skill, she gets a 1 if not she gets a 0.

2. Write a narrative about the present level of performance for the student you teach in
lab. Describe what the student can do (strengths) as well as the areas needing
improvement (needs) in the four domains – cognitive, affective/behavior, and motor
and fitness.
 Daisy’s present level of performance with both types of skills assessed, ball skills and
locomotor skills she showed better progress in the ball skills category with an average
showing, but in locomotor skills she struggled showing below average results. Daisy is
very competent in some of her locomotor skills with her best skills including hopping,
horizontal jumping, and sliding, in these skills she showed competence and ability to
properly execute the skills, often times receiving a higher score on her second trial. This
shows that she is willing to learn and change things that need to be changed after given
advice. She still shad struggles in the locomotor category specifically with the skipping
and running skill. In these skills she seemed to get the actions mixed up as her skip
looked like a run and her run was more of a skipping motion. In the ball skill category
Daisy was above average receiving great scores in everything except kicking a stationary
ball, she struggled with concepts of planting her foot and leaping prior to kicking. Her
cognitive understanding of these skills may be where she lacks as she seems to do better
after attempting the skills first, understanding the skill completely is a struggle for her.
Behavior wise Daisy is well behaved and does not fool around or cause a distraction to
any classmates or the teacher. Her fitness level is normal for her age, she is able to
perform the skills and understand her body movements.
3. Describe how you think the student’s present level of performance would affect success
and progress if they were included in a general physical education class. Justify
why you think your student would or would not be successful in class
 Daisy’s present level of performance would allow for her to be successful and
progress if she was included in a general PE class. Cognitively she lacks complete
understanding, but she is willing to try her best and change what she is doing to
have success in a skill. She does not cause any distractions and often times
performs a skill extremely well. Her willingness to learn to adapt is one of her
best attributes and although she may have a hard time understanding the material
completely, she is willing to make the necessary changes once she sees what and
where she is going wrong, she is more of a visual learner. From an affective
perspective Daisy is a student who will push other students, not verbally but from
her actions, as I stated her drive and effort will rub off on other students.
Although she is quiet she can help her classmates be more successful by setting an
example of working hard and trying your best. From a fitness level (psychomotor)
Daisy is more than capable of being in a general PE classroom, her control over
her body and ability to perform skills is great for her level. She has great hand eye
coordination and with her level of effort and determination she is a student I
believe can perform any skill from a physical level, the only thing keeping her
from being competent in every category is her lack of complete understanding of
a skill which can be taught more thoroughly in a general PE classroom.

C. Long-Term Goals and Short-Term Objectives:

Psychomotor Long-Term Goal

By the end of the year Daisy will be able to kick a stationary ball into a large goal using
proper techniques 3 out of 4 times
i. In class she will master the step-hop cue until she has little to no errors
ii. In class while kicking she will plant her non-kicking foot close to ball
while kicking until she has little to no errors
iii. While kicking she will use the inside of her foot while kicking not the
toe, until she no longer uses her toe to kick

Cognitive Long-Term Goal

By the end of the unit Daisy will be able to write down 3 given cues for skipping
i. By the end of the 1st day Daisy will be able to identify cue one for skipping
(step-hop)
ii. By the middle of the unit Daisy will be able to identify the first two cues
for skipping (step-hop, arm swing)
iii. By the end of the unit Daisy will be able to identify all three given cues
for skipping (step-hop, arm swing, keep a beat)
 Affective/Behavior Long-Term Goal
By the end of the year Daisy will be able to give her peers feedback and not be
shy on 3 out of 4 lessons
i. By the first week Daisy will speak in front of her classmates
ii. By mid year Daisy will be able to share ideas and work with classmates
iii. Towards the end of the year Daisy will display comfort around her
classmates and participate in speaking.

D. Health Considerations
 From a physical standpoint I have no concerns for Daisy to participate
successfully and safely, emotionally I am worried that she will not be able to fully
express how she is feeling or if she is struggling with a skill as she is quite shy.

E. Behavioral Considerations
 In terms of overall behavior Daisy is a well-behaved student, she lacks in the
category of expressing herself, and communicating with others, for example if she
is given feedback she seems to ignore it or not listen. I can implement a lesson in
which students need to work together to accomplish a goal this will increase her
exposure to working with others and will allow her to begin feeling more
comfortable communicating.

F. Provide examples of modified equipment that will be necessary to allow for success:
 I will use poly spots with writing on them (left foot, right foot) to emphasize
switching feet for skills such as running and skipping. Poly spots are colorful
small rubber circles that lay flat on the ground you can find them at most sports
stores or online at amazon for around $19.99 for a pack of 20. I can also use these
poly spots for identifying cues or where to place your foot when kicking two areas
in which Daisy struggles in. I can also use a smaller soccer ball with the air
deflated, not fully but partially this will allow for Daisy to practice her kicking
without having to worry about the ball bouncing all over the gym, you can find a
small soccer ball at any sports store or amazon for $8.99.

G. Teaching Strategies
 One adaptation to my teaching style would be a more personal approach, smaller
learning areas or fields of play in which Daisy is more involved, this allows for
me as the teacher to speak one on one with students and see what everyone is
doing. The second adaptation would be allowing students to work in groups for
assignments or activities, no one enjoys being left out and working with your
peers builds trust, teamwork, and communication these are all skills essential for
growth. The group work will be done in groups of 3 to 4 students as any larger
students may not receive the full teamwork experience. The last adaptation would
be presenting my lesson on large colorful posterboards, doing this allows for
students to visualize what the lesson actually is and benefits all involved. I would
write the skill and plan out the day on these boards, the students will know what
 to expect when in the classroom and they can also visualize the lessons if they
have trouble understanding cognitively.

H. Identify a projected starting date for services along with the anticipated frequency,
location, and duration of services and modifications:
 (4/19/21, 60 mins/week, one year)

I. Provide a statement regarding assessment:

 The student will be graded on a rubric, parents/guardians/staff will be given to the
rubric weekly as well as video clips taken at the end of the week to show
progress. These can be shared via email or google drive (electronic journal.)

J. Provide a statement of transition services needs of your student as they progress from
age 16 into adulthood:
· Daisy has the physical ability of other students her age and shows quick learning. If she
continues this and stays on this path in regard to skill development, she will have the
correct knowledge and skills necessary for different lifetime activities. In the future I see
Daisy being successful in any sport or physical activity she takes part in, and activity Daisy
will be great in is softball as she is great at catching, throwing, and striking. Other sports or
activities such as net games are lifetime activities I believe Daisy will be successful in as
she displays great hand eye coordination at such a young age. Lifetime activities such as
these will keep Daisy active and promote a healthy fitness lifestyle.

K. APE Placement Decision Model

 Daisy should be placed in a general PE setting; she flourishes in many skills and
does not lack the proper body movements to be successful. She has trouble
communicating which can be changed by going to speech, but also being around
her peers and being put in situations to interact can help her with this immensely
as children tend to learn from others.

L. Describe Special Education, Related Services, and Supplementary Aids/Services

Currently Provided to the Student:
 I believe Daisy should be placed in a general education PE environment, she is
very active and will flourish in this environment. Daisy will need speech as she
has trouble communicating her thoughts, in speech she can learn to communicate
with other and express how she is feeling.
The IEP must be complete and provide accurate descriptions that are well-written and free of
spelling and grammatical errors.