I. III.

The Individualized Educational Program (IEP)

A. Begin with the following heading:

Elizabeth Rowan
Pedro
Monday/12:40 p.m.
Spring 2021
1 time a week for 6 weeks, 50 minute lessons.

B. Present Level of Performance:

Pedro is 8 years old and has autism. He has a twin bother named Patrick. Pedro is about 4ft tall with a
slim body structure. Pedro requires help completing daily tasks such as brushing his teeth, eating, and
getting dressed. He is highly active, has a short attention span and tantrums to communicate his needs. He
likes things such as water guns, comic books, and dinosaurs. Pedro struggles to follow basic instructions,
but atypical means of communication such as ASL and PECS help him to express his needs. He does well
with a lot of daily structure, but does not interact appropriately with his peers in physical education and
requires one-on-one support at all times. The labs are set inside of a gymnasium and Pedro was assessed
at the start, before the sessions began occurring. He was assessed using the TGMD-3 assessment tool
based on videos of Pedro completing all FMS skills that were provided to the instructor.

Based on the assessment of the psychomotor domain, it was clear to see the Pedro had a major strength in
the performance of his manipulative skills (striking, throwing, catching, etc.) while struggling with his
locomotor skills (sliding, galloping, skipping, etc.). Cognitively, Pedro does very well remembering terms
and cues for skills during the lessons, but when provided with a check for understanding exit slip, he
struggles to answer correctly. In the affective domain is where most of Pedro’s weaknesses occur. He
does not work well with peers and has trouble staying on task and following directions. One strength that
Pedro does have in this domain is that he is respectful of his instructor and the equipment. Though, Pedro
has tantrums often which helps him to communicate, but could be worked on to improve his ways of
communicating. In the fitness domain, Pedro has many strengths. He is highly active and has high energy
which keeps him strong in the areas of cardiovascular endurance and muscular endurance. He has great
flexibility, but his muscular strength is an area that can worked on to make sure he can excel in all areas
when he comes to the age of assessing these components.

1. 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

Pedro has great successes in the psychomotor and cognitive domains, he is very able to perform skills
and learn them in a timely manner. He may not grasp certain skills right away, but after a few progressive
tasks it is clear to see a great improvement in his ability. While he needs more work in his locomotor
skills, his performance of his manipulative skills are right in line with his age group. In the cognitive
domain, he is great with absorbing information during class, his only issue is squeezing that information
back out onto paper at the end of class. In a general education class, this could be as simple as having
Pedro take his cognitive assessments in a more comfortable environment to help him to be more
successful. His performances in both the psychomotor and cognitive domains deem him to have the
potential to be successful in a general education class.

His potential to be successful in that sort of environment is greatly hindered when you observe
Pedro’s abilities in the affective domain. Pedro has a very hard time working with his peers and requires
one-on-one support at all times. He often throws tantrums to express his needs and struggles to
consistently listen to instructions and play appropriately with the equipment used in class. His struggle to
interact appropriately with his peers is what greatly effects his possible success in a general education
setting. It is concerning that his comfortability in this type of environment may also hinder his successes
in the other domains as well. While he is great at performing skills and absorbing knowledge in APE, the
change of environment could affect his abilities to perform.

I believe Pedro would have success in a general education class if he was participating in the class
minimally. Enough to give him the opportunity to become more comfortable interacting with his peers
and learning how to appropriately act with his peers. This way, he could progressively increase the
amount that he participates in a general education class.

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

 • Psychomotor Long-Term Goal- By the end of the year, Pedro will be able to perform all of his
locomotor skills in the mature pattern while being observed by his instructor.
i. Short-Term Objective- Through one unit, Pedro’s warm-up will consist of 3-4
locomotor skills of his choice that he will complete at least 3 times in a straight
pathway while being guided by his instructor.
ii. Short-Term Objective- At the end of each lesson, Pedro will perform 2 locomotor
skills through a variety of pathways without prompting from the instructor.
iii. Short-Term Objective- At the end of each lesson, Pedro will answer one
question on an exit slip in regards to the cues of a locomotor skill correctly.

-Fitness Long-Term Goal- By the end of the year, Pedro will be able to guide himself through a warm-up
and cool-down with minimal prompting from the instructor.

2. Short-Term Objective- By mid-year, Pedro will be able to select movements for the warm-up and
cool-down he wants to complete while being guided by the instructor.
3. Short-Term Objective- At the beginning of each lesson, Pedro will be introduced to a new warm-
up and cool-down movement using visual aids and will be able to match the movement to the
picture on an exit slip at the end of class.
4. iii.Short-Term Objective- At the end of each lesson, Pedro will be able to recognize the warm-up
and cool-down movements and which major muscle groups they correspond with correctly.

-Cognitive Long-Term Goal- By the end of the year, Pedro will have achieved an 80% or greater on all
cognitive assessments that were assigned in class.

5. Short-Term Objective- At the end of each lesson, Pedro will be given an exit slip where he will
answer questions regarding the knowledge learned in the lesson, he will be able to answer at least
3 out of 5 questions correctly.
6. Short-Term Objective- During all lessons, Pedro will be able to recognize movements displayed
on visual aids throughout the gym and be able to explain them verbally to the instructor correctly.
7. iii.Short-Term Objective- By mid-year, Pedro will have achieved a 75% on 10 out of 15 cognitive
assessments given in class.

-Affective/Behavior Long-Term Goal- By the end of the year, Pedro will be able to appropriately interact
with his peers during his general physical education classes at least 75% of the time.

8. Short-Term Objective- During all lessons, Pedro will be able to demonstrate respect towards his
peers while working within a group to achieve a common goal.
 9. Short-Term Objective- At the end of each general physical education class, on an exit slip, Pedro
will rate himself on how well he interacted with his peers during the lesson honestly.
10. iii.Short-Term Objective- By mid-year, Pedro will be able to add a day to his general education
class participation by progressing in his ability to interact with his peers.

D. Health Considerations

Emotionally, Pedro needs great assistance to control his emotions. He often throws tantrums when
he feels overwhelmed or needs something. Many times, students may not understand what Pedro is trying
to communicate and will need supervised assistance to ensure the group can be successful and safe in
class.

E. Behavioral Considerations

Pedro works best with routine and structure. When the class layout is consistent from lesson to
lesson, he is better able to perform, as his environment generally stays the same. In order for Pedro to
maintain appropriate behavior during class, he needs this structure and routine based curriculum.

F. Provide examples of modified equipment that will be necessary to allow for success:

Pedro works well with all skill related equipment. His area of need for modified equipment comes
from (1) visual aids and (2) personal preference. Pedro will work much better if he is able to have a
choice of which piece of equipment he wants to use, as well as, being able to visualize what he is being
taught. Visual aids are as simple as printing out pictures from google that relate to the lesson and posting
them in the gym or using them during your lesson to further explain tasks.
G. Teaching Strategies

Strategies used during class are proximity, visual aids, and alternative forms of communication. Using the
proximity strategy, I am able to be more aware of Pedro’s behavior in class by casually placing myself in
his vicinity. This way, I can be there to stop a bad situation from occurring. By using visual aids, Pedro
has an easier time comprehending and understanding the tasks at hand during class and prevents me from
needing to ensure that he understands what is being asked of him. Using ASL and PECS during my
instruction helps me to communicate better with Pedro and enables me to accommodate to his needs. All
of these strategies maximize the learning experiences among all of my students by providing me with the
opportunity to focus on everyone equally.

H. Identify a projected starting date for services along with the anticipated frequency, location, and
duration of services and modifications:

The services will start at the beginning of the academic school year, last for the entire school year and will
occur 3 times a week for 45 minutes in the gymnasium of the school. These services will be one-on-one
with Pedro to ensure he is learning all skills necessary to keep in line with his age group.

I. Provide a statement regarding assessment:

Pedro will be given a cognitive assessment at the end of each class using an exit slip, a
psychomotor assessment at the end of each unit using a rubric or checklist, and an affective assessment
each class that will be based on the observations by the instructor. Parents/guardians/and staff will be
informed at the end of each unit how Pedro is doing in regards to reaching his annual goals.

J. Provide a statement of transition services needs of your student as they progress from age 16 into
adulthood:

In 5 years, I can see Pedro participating fully in a general physical education class, he will be much
more able to interact appropriately with his peers. His high energy and good attitude shows that he has the
potential to be a great student along-side his peers.
In 10 years, I see Pedro finding his own friend groups based on similar likes and dislikes. I see him
finding his own interests when it comes to an active lifestyle and choosing activities in which he prefers
to learn. His attitude towards what he wants and doesn’t want to do now shows me that he will definitely
make his own decisions on what he enjoys and what he doesn’t enjoy.
In 15 years, I see Pedro participating in his own hobbies, making his own decisions, and relying very little
on an outside source to guide him and be there to observe him. He is a very independent young boy now,
with effective teaching and consistent routines, Pedro will be able to guide himself eventually.

Progressing from age 16 into adulthood, I envision Pedro needing guidance until he is comfortable
enough to progress on his own. This guidance could come from a personal trainer, or life coach, someone
who can help guide Pedro to continue maintaining participation in an active lifestyle.

Pedro thrives when he is in an environment where he is able to work alone or with minimal peers
surrounding him. For this reason, I believe teaching Pedro activities that he can complete alone or with
minimal people are the best way to ensure that Pedro will live a healthy and active lifestyle. These
activities could include weightlifting, tennis, golf, kayaking or canoeing, hiking, biking, skiing or
snowboarding, etc. While I believe Pedro will have the most success in learning mostly individual sports
and activities, it is very important for Pedro to learn proper person to person interaction. This puts an
emphasis for focusing on Pedro’s affective domain while he is in school.

K. APE Placement Decision Model

Due to Pedro’s inabilities to behave appropriately with his peers, I believe Pedro should receive
APE 3-4 times a week and be included in a general education class 1-2 times a week. As Pedro evolves,
the number of days in the general education class can increase. This will allow him to work on his
affective domain goal by gradually being around his peers more and more as he learns how to act
appropriately.

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

Provided to the Student:

Pedro is currently in a special education classroom. He has limited interaction with general
education students and when he is involved in a general education class setting, he is accompanied by a
teaching assistant. Pedro attends speech classes twice a week to help assist with his limited ability of
communication.