Individualized Education Program (IEP)

Student’s Name: ____Claudia Saddlemire________Student's Date of Birth:_11/16/2007__

Undergraduate Teacher:___Julia Varley_____ Lab Day/Time:___Tuesdays 6-7_____

1. Introductory Paragraph:
Claudia, who likes to go by the nickname CJ, is almost 14 years old and loves the show
Vampire Diaries, and on team Damon, and enjoys other scary movies. She likes to hang
out and watch movies and shows with her friends. CJ has been diagnosed with ADHD,
anxiety and depression. She doesn’t really like physical education or running so if the
game involves running, she gets a little unmotivated or shows expression about not
wanting to do it. She does like playing basketball though and is trying out for the school
team. She used to play field hockey but stopped playing during Covid, she said. CJ is a
very funny, outgoing and sweet girl who enjoyed talking about anything and is very nice
to talk to. She is about 4 foot 8 with black hair and glasses. She also made a lot of
progress talking to the other kids in the group, she was a bit shy at first with interacting
and in just a half hour she was talking to everyone. Looking back on the first class and
comparing it to where she is now, her communicating and extrovert side is coming out
more every time. I am very excited to keep working with CJ because I know each class
she will continue to improve, and I can't wait to get to know her even more. I know by
playing games, getting exercise, and interacting with the other kids CJ will start to enjoy
physical activity and improve some of her skills. Claudia Saddlemire was assessed using
the Test of Gross Motor Development -3 (TGMD-2), which are the locomotor and
manipulative skills on Tuesday, November 21, 2021, between the times of 6 and 7pm.

2. Present Level of Performance:

Cognitive:
The cognitive domain is focused on intellectual skills such as critical thinking, problem
solving, and creating a knowledge base. Claudia did a good job demonstrating this domain.
She was able to think intellectually in our activities to figure out how to do them
successfully. This one activity stands out, we told all the students to line up in birth order
without speaking. When told that Claudia immediately held up her hand with the month,
she was born in. She was able to think on the spot and figure out how to do this without
using words. Another game that I can think of that Claudia showed problem solving was
the motion game. Everyone had to make a circle and one person left the room, as that
person left the room the group picked one person to start the motion, they would come up
with a movement that everyone else copied. The person from outside came back into the
center of the circle and had to figure out who the person that started the motion is as the
person keeps changing it. When Claudia was in the middle of the circle, she did a great job
looking around, using her knowledge to see where the motion was starting and if people
were staring at the person. I look forward to keep seeing Claudia use her knowledge and
problem solving in these activities.
Affective:
Claudia is improving every class with her social skills. She demonstrates teamwork
effectively; at the beginning she was a little shy and didn’t try to socialize with other
students and by the end of class she was talking to everyone. Claudia is very social and
likes to engage with other students, at times she will talk at inappropriate times. Her
volume tends to be loud during those conversations for example if we are doing an activity,
she is maybe nervous or anxious, she becomes a little loud about it. She has friends in the
class now so sometimes I think she just gets too excited, and her volume gets carried away.
Cj showed this domain by, in one activity we played when everyone had to make a circle
and there was one person in the middle of the circle, the person in the middle of the circle
would have to say one thing about themselves or something they liked and everyone around
the circle would move if they agreed. Whoever couldn’t find a spot on the circle was then in
the middle of the circle. Claudia would run around trying to find a spot and then she would
go in the middle and say something about herself, it was really nice to see how the game
went on, she got a little more into it.

Psychomotor:
While assessing Claudia on the locomotor and manipulative skills, she showed in some
movements she effectively did while others struggled. She did an efficient job in running,
galloping, skipping, and catching while working on jumping, dribbling, and hopping.
Although during class she was seen to do a great job in most of the manipulative skills
during the activities and games being played. She was able to move around the gym
running, hitting the ball up in the air, catching another ball. One activity where Claudia
showed the psychomotor domain was when we played a tag game. Everyone had a partner
and linked arms, they had to run around the gym and if they got tagged, they had to freeze.
We changed the locomotor movements that were being done and Claudia did a good job
performing them during this game and participating in the activity. It is seen as Claudia
keeps participating and moving in some of these activities that are planned for her, she is
demonstrating the locomotor and manipulative skills without knowing it.
*Fitness:
Fitness and keeping active is very important in kids, especially at this age, for example in
the game I said earlier the partner freeze tag. The students had to run or do other
locomotor movements and try not to get tagged or tag others. After doing this activity
Claudia was seen as a bit fatigued and wanted to get water. She claimed she hates running,
so a goal is by the end of these classes, she will be in a little better shape and have better
stamina and maybe enjoy doing some of the running activities.

3. Long Term Goals and Short Term Objectives:

A. Cognitive Goal:
By the end of high school, Claudia will be able to correctly show intellectual thinking and
problem-solving knowledge into her everyday life.
1. Short term objective:
By the end of classes, Claudia will be able to correctly demonstrate at least two tactics when
playing target games.
2. Short term objective:
By the end of class, Claudia will be able to know why we need physical activity in our lives.

B. Affective Goal:
By the end of high school, Claudia will correctly demonstrate proper etiquette, teamwork and
respect at least 5 times each class.
1. Short term objective:
By the end of classes, Claudia will show self-confidence when working alone or in groups at
least once per class.
2. Short term objective:
By the end of classes, Claudia will show cooperation and participation on a daily basis.

C. Psychomotor Goal:
By the end of high school, Claudia will correctly demonstrate at least six of the locomotors and
three manipulative skills eight out of ten times.
1. Short term objective:
Throughout the lessons, Claudia will be able to develop and demonstrate hand and eye
coordination twice per class.
2. Short term objective:
By the end of classes, Claudia will be able to display coordination and stability independently
and automatically.

D. Fitness
By the end of high school, Claudia will know and be able to say all the benefits of physical
education.
1. Short term objective:
By the end of the lesson, Claudia will demonstrate physical activity without being asked
2. Short term objective:
By the end of classes, Claudia will enjoy being active and participate in physical education.

4. Health Considerations
Some physical concerns that should be considered are the group of students not wanting to
participate in any physical activity where they will have to run. They often complain about
running or even a game like tag. Fitness is a very important element in someone's life and
especially when they are young. These students should want to run around and have fun
because they are still kids. Running games shouldn't seem like a punishment to them so
hopefully as we keep doing them and incorporate fun things into them, they will start to
enjoy it more.

5. Behavioral Considerations
In our group activities sometimes, we are needed to separate some of the students, whether
they are siblings or if it's because they are friends from home and get a little loud and crazy
when they are together. It has been observed that inappropriate language is used at times
while conversing with peers. It is needed for verbal prompting to end these conversations
or comments until after class. We have to remind the student to use appropriate language
at all times. As extrovert as Claudia is, she sometimes does not like to actively participate in
the activity or make comments about it.

6. Teaching Strategies
Some adaptations to my teaching style could be if I originally had planned a group activity of tag. One
of the students hates tag and wants to sit out, I would now have to think of a way to get that student
wanting to play, I would change it to everyone has to get a partner and play partner freeze tag.
Sometimes students don’t like playing games when it could be focused on just them so changing it to
a partner could get them wanting to play with another student. Another adaptation is I would have to
make sure I previously knew all about my students, likes, dislikes, strengths and weaknesses. In my
lessons I would make sure to include an interest along with one of their weaknesses. I think it is
important to keep the student interested in the lesson and participating while working on a skill or
movement. If a student has ADHD, it's important to keep the student interested and busy. The
students can't stay on one thing too long otherwise they may start to walk away, not wanting to do
anything, so I will have to keep them busy and change activities after a few minutes. It’s important to
make sure the environment doesn’t have too many distractions or safety hazards. I need to make sure
the doors are locked so no child can run out; all equipment is put away out of their reach and use the
space that is there for the activities and games.

7. Evaluation Plan
Some ways to determine if my group of students have learned from my instruction in lab
this semester is, in the first class the students were assessed by using the Test of Gross
Motor Development -3 (TGMD-2), which are the locomotor and manipulative skills. At the
end of the classes, we will test the students using that same scale and see if they improved in
the movements that they previously scored on. Another way could be to have them take an
exit slip and test not only their physical capabilities but their cognitive and test their
knowledge of the skills and what they have learned from the lab this semester.

8. Services to be Provided:
Physical education instruction once each week at SUNY Cortland Adapted Physical
Education Lab for one semester (include starting and ending dates).

9/21/2021-12/7/2021- Compass Program

9. APE Placement Decision Model
I believe Claudia should be placed in general physical education. Claudia
displays the cognitive, affective and psychomotor domain effectively. She
understands directions, listens, participates and using the data assessment of
the TGMD3 she scored high in most of the categories. Claudia is able to have
a conversation with myself about anything and is eager to keep talking. I
think those most beneficial places for her would be with general physical
education to keep improving her movement skills, social skills and have a
structure and routine. She will keep developing and improving in all aspects
of her life.