IEP Cover Page

Adapted Physical Education

Name of Student: __Timothy Milbrath_______________

Name of Physical Education Teacher: __Ben Langlotz & Jordyn Sinert_____

School Setting: __Online Learning (Zoom)__________

Placement Decision: _________________________________

Services To Be Delivered: _________________________________

Signatures
Photo signature on the last page
Parent(s)/Guardian: _________________________________

_________________________________

School Administrator: ____Dr. Timothy Davis, Ph.D., CAPE__

 _________________________________

Teacher of Record: _________________________________

(Physical Education)

Related Services: __________________________________

Guest(s): _________________________________

Individualized Education Program (IEP)

Student’s Name: Timothy Mibrath Student's Date of Birth:_3/11/2007__

Undergraduate Teacher: Ben Langlotz Lab Day/Time: Tuesday 6:00 pm

1. Introductory Paragraph: (Ben)

Timothy is a happy and excited student during class and enjoys learning new
material and participating in activities. He is a good listener to feedback and will
implement changes in his movements that are given to him. Timothy is in good
physical shape but lacks core strength and balance. Our student was assessed
using the TGM3 at the beginning of our 8 weeks with him and we had him
perform activities that showed the skills measured in the assessment.

A brief introduction describing your student (include personality, body

shape/size, etc.) the lab setting, when and where and how your student was
assessed, and what assessment tool(s) was used.

2. Present Level of Performance: (Jordyn)

Please write a one page narrative about the student you teach in the lab. This
should be directly based upon the assessment data and information presented in
the assessment report. Describe the student's strengths and needs in each
of the domains: cognitive, affective, psychomotor, and fitness. Within the
one page narrative, create a heading for each category to be addressed in the
PLP.
 Cognitive: He can get confused with the task sometimes but we are on zoom so
it is tough to communicate and always understand what exactly he is supposed to do.
He is very good at listening and corrects anything that needs to be changed. There is a
need for reminders but everyone needs a reminder sometimes. During informal
questioning he is able to answer all our questions although sometimes he can get a little
confused with what we are asking, with a little clarification he is able to understand and
respond.

Affective: Timmy has some trouble holding a conversation but he has a lot of
personality and he is able to tell you what he likes. When we ask Timmy questions he
responds with shorter answers and sometimes he will get into depth but we are working
on getting him to ask questions back to have the back and forth conversation. Timmy
has a positive attitude and gives everything his best effort. He is always willing to try an
activity even if he is slightly hesitant about it. He has a lot of energy for the most part, he
can get tired easily but with a little encouragement he is able to complete the activities.
He has a lot of fun and enjoys his time during the sessions. He is always smiling and
being goofy but knows when it's time to learn.

Psychomotor: One of Timmy's favorite activities is riding his bike. When it is

nice out, we usually have our sessions outside which is great! Timmy is usually riding
his bike. Timmy has trouble balancing because his core strength is weak so I found it
very interesting that he can ride his bike so well. He can ride on some pretty thick grass
and snow as well which is pretty challenging. His mom mentioned that they used a
pedaless bike to help him learn. Timmy does a great job throwing, kicking, playing
basketball. He does tend to struggle a little with balancing when moving around and
hopping. The reason for this is because his core strength is weak, but we are working
on it and we have seen many improvements. He can also sometimes have trouble using
force. For example when kicking he knows to kick at the target, but he doesn't know
how much force to use the target will be a few feet away and he will kick too hard for the
distance. This is something that can easily be fixed and since Timmy is such a good
listener when we give him tips like this, he fixes it right away. He does need some
reminders but that's very normal. Sometimes he will throw or kick for speed and not for
accuracy and we have been doing activities to work on that. Going off of throwing and
kicking. Timmy needs reminders to step. He has good form but needs that reminder to
step so he can put his body into the kick or the throw. Timmy has no problem throwing
his body around and rolling around which is great because he's not afraid to fall. We like
to also be cautious of this because of spinal cord injuries but he doesn't have any and
mom is always there, so we aren't too nervous about that.
3. Long Term Goals and Short Term Objectives: (Jordyn + Ben)

Based on your assessment and the above description of your student's present
level of performance, plan what you think is important for your student to learn by
the end of this semester. Write this plan in the form of long term goals and two
short term objectives. If your student is at least twelve years old, remember to
plan for the student's transition from school to adulthood as you write these goals
and objectives. Ask yourself what skills, knowledge and attitudes does the
student need to learn in lab in order to be physically active as an adult?

Write long term goals, one in each domain listed below. Under each long term
goal, write two short term objectives as intermediate steps that will lead to
attaining the long term goal. Write the objectives in measurable terms, including
a situation, task and criterion for each objective. Organize the goals and
objectives under the following headings.

A. Cognitive Goal: Give more in depth responses and feedback.

1. Short term objective: Students will be able to identify specific

activities during class with proper names.

2. Short term objective: Students will be able to differentiate skills

used during class

B. Affective Goal: Will be able to ask questions to other students or

the teacher with academic context.

1. Short term objective: During the class the student will be able to
identify academic language successfully.

2. Short term objective: During class students will be able to give full
sentence responses to questions asked.

C. Psychomotor Goal: Perform balance skills in the mature stage.

 1. Short term objective: Students will be able to perform walking a
straight tape line without stepping off.

2. Short term objective: Students will be able to stand on one leg

without falling over.

D. Fitness Goal: Students will be able to identify health related

fitness concepts.

1. Short term objective: Students will be able to understand basic

stretching techniques.

2. Short term objective: Students will be able to differentiate

endurance vs strength activities.

4. Health Considerations (Ben)

Timothy has weak balance and core strength and that can have him lose balance
or fall during activities. This could be dangerous if he falls into an object in the
surrounding area and hurts himself. He also is very energetic, and it helps to
match his energy to help keep him interested in the class and on task.

5. Behavioral Considerations (Ben)

For Timothy we found that he likes to have feedback during the activities to know
how he is doing. We noticed when we gave regular feedback that he was more
interested in participating in the activity and that his performance was better than
when feedback was not regularly given. Timothy also tends to get distracted or
tired during activities so a quick water break after each activity helps him to stay
focused and rested. Along with reminding him that it is PE time, and we are going
to be up and active during this time and we can rest after class.

6. Teaching Strategies (Jordyn)

 Repetition: We like to go over the same skill multiple times and then apply it to
the games we teach so we will teach him then have him do it while we give
feedback then we will apply it to a game and then after ask him to show us again,
so he fully understands how to do the skill. If he does the skill not to his full
potential, we will have him do it again. If he falls off the path or doesn't exactly
get the hang of it then we'll reshow him and go step by step with him.

Routine/ Schedule: We meet at the same time every week so that he has a
schedule and knows when he will be learning. We also go over the agenda with
the brief description before the session starts so that he knows what he will be
learning about and he can prepare for the activities.

Modifications to everything: Usually when making a lesson you have smaller

modifications but for students with disabilities you need to come up with multiple
modifications for each activity that you do. Making sure the lesson personally fits
the student, so they feel comfortable weather that's making the task easier or
making it more challenging.

7. Evaluation Plan (Ben)

To evaluate the lab program this semester we will use the TGMD-3 grading
model to assess students and track their progress over the course of the lab
program. The TGMD-3 measures the gross motor development of a student. The
amount of higher scores will determine the effectiveness in the program from a
statistical standpoint. We will also be asking the student if they enjoyed their time
in the classes and program. This will show the program’s effectiveness in the
student wanting to continue doing physical activity and become a lifelong learner
for PE.

8. Services to be Provided: (Ben)

 Physical education instruction was given once a week virtually over video
chatting. The first meeting was February 23rd, and the final meeting with
instruction was 4/13. We also contacted the parent/family by phone calls and
texting throughout the semester.

9. APE Placement Decision Model (Jordyn)

Timothy should be receiving Adaptive PE services. He needs the extra attention

and repetitive instruction to keep him on task. He also struggles with some of the
activities such as balancing, hand eye coordination, and aim/accuracy. He has
trouble balancing because he has a weak core which he needs to be worked on,
one on one because he needs motivation and attention, or he won't be motivated
enough. Although when he does have one on one help and encouragement, he
does a great job! When a ball is coming toward him, he can have trouble seeing
where it's going and where he should be moving to but he is able to catch the ball
with his hands when directly thrown to him. Going along with that he can have
trouble with how much force he rolls or throws a ball and where it is going
sometimes, he can be reckless with his shots. When reminded and prompted he
does a great job, and he listens and understands. He still needs reminders after
to keep doing that specific movement.