Alexa Ramonetti

Dr. C MacDonald/ Lab 12:40, Friday

PED 356/ Spring 2022

Lindsay, 4 years old https://sites.google.com/view/tgmd-3/videos

Lindsay will receive : 3x a week for 38 minutes Adapted Physical education class, 1x a week
for 38 minutes = Extra skill practice time for Physical Education

Part 2: ASSESSMENT REPORT of Lindsay’s TGMD-3 scoresheet

1.Description: Lindsay is a 4-year-old girl who has down syndrome. She attends Miracle
Elementary School and has two older siblings, Jeremy and Kim. Lindsay needs help
completing daily tasks like eating, brushing her teeth and getting dressed. She is highly
active and has a short attention span. Her likes include cartoons, ponies, and rainbows.
Lindsay struggles to follow basic instructions but atypical means of communication such
as PECS help her to express her needs. She does well with a lot of daily structure but
does not interact well with her peers at the playground and requires one-on-one support at
all times. Lindsay was assessed on her fundamental motor skills in a gymnasium with
having two attempts at each locomotor skill and manipulative ball skill in her assessment.
She was assessed by the TGMD-3, which is The Gross Motor Development Assessment
3rd edition. This assessment is used to assess a child’s gross motor skills like running,
skipping, underhand throw, underhand roll, and other gross motor skills.

2. Results: Overall, Lindsay is currently at the average learning level for her age of 4
years old according to the TGMD-3 assessment results with a combined score of 23, from
her scaled locomotor and ball skill scores. This landed her in the gross motor index of
109, which fell into the category of average ranging from 101-116. Lindsay showed
strength in her ball skills by scoring in the above average category with a score of 25, and
she scored in the average category for her locomotor skills with a score of 24.
3. Recommendations: Based on my observations of Lindsay’s locomotor and ball skills, I
would have her locomotor skill practice be focused on galloping, hopping, and skipping.
Along with practicing those locomotor skills, Lindsay still has room for improvement in
being consistent with demonstrating all of her critical elements of each skill including
running, horizontal jumping, and sliding. Then moving onto her ball skills, I would have
her practice the skills listed below with a focus of consistently demonstrating all of the
critical elements in one hand dribbling, kicking a stationary ball, and her overhand throw.
Lindsay still has room for improvement in the rest of the ball skills area of two-hand
striking, one hand forehand striking, and the two-hand catch. The skills: running,
horizontal jumping, sliding, one hand dribbling, kicking a stationary ball, and her
overhand throw she scored a 4 or lower in. I would strongly recommend practicing these
skills with Lindsay and spending more time on them with her due to her lacking
consistency of demonstrating the critical elements hindering her to be able to efficiently
and correctly perform the skill at hand.

Alexa Ramonetti

Lindsay, 4 years old

Lab 12:40, Friday

PED 356 of Spring 2022

Lindsay will receive : 3x a week for 38 minutes Adapted Physical education class, 1x a week
for 38 minutes = Extra skill practice time for Physical Education

Part 3. The Individualized Educational Program (IEP)

The Individual Educational Program (IEP) is a blueprint of the student’s entire
educational curriculum. Based on the comprehensive assessment that includes the
strengths and limitations of the child’s performance, the IEP is designed to target
the skills that the child has demonstrated a limitation in and will work towards
improving. The IEP includes the demographic information of the child, annual
goals, short-term objectives, projected dates of initiation and anticipated duration
of services, mastery criteria, evaluation procedure, schedule for evaluation, and
evaluation codes.

B. Describe the Present Level of Performance:

1. Lindsay is a 4-year-old girl who has down-syndrome. Lindsay needs help
completing daily tasks like eating, brushing her teeth and getting dressed. She is
highly active and has a short attention span. Lindsay struggles to follow basic
instructions but atypical means of communication such as PECS help her to
express her needs. She does well with a lot of daily structure but does not interact
well with her peers at the playground and requires one-on-one support at all times.
Lindsay was assessed on her fundamental gross motor skills in a gymnasium with
having two attempts at each locomotor skill and ball skill in her assessment. She
was assessed by the TGMD-3, which is The Gross Motor Development
Assessment 3rd edition. This assessment is used to assess a child’s gross motor
skills like running, skipping, galloping, hopping, horizontal jump, sliding, two-
hand strike, one-hand forehand strike, one-hand stationary dribble, two-hand catch
kicking a stationary ball, overhand throw, and underhand throw.

2. Lindsay is currently at the average learning level for her age of 4 years old
according to the TGMD-3 assessment results with a scaled score of 23, landing her
in the gross motor index of 109, and the 73rd percentile rank. Lindsay showed
strength in her ball skills by being above average with a score of 25, and she
scored in the average category for her locomotor skills with a score of 24. Some
ways Lindsay could improve in the four domains(cognitive, motor/fitness,
affective/behavior) would be:

-One way Lindsay could improve in the cognitive domain would be to name the
critical elements of 4 locomotor and 4 ball skills correctly.
 -One way Lindsay could improve in the affective/behavior domain would be
working together with her classmates and peers in the classroom activities.
-One way Lindsay could improve in the motor/fitness domain would be to
increase her flexibility by stretching which will improve her Sit and Reach score by 5
inches.

3. After assessing Lindsay, it has been determined that she would benefit from being
in an adapted physical education class rather than a general physical education
class. Due to Lindsay using an atypical means of communication called PECS
(Picture Exchange Communication System), it can be difficult for her to keep up
in class. Lindsay also does not interact well with her peers in class or on the
playground, and this could be a result form her being nonverbal by using the
PECS communication method. This can be challenging due to having anywhere
from 25-35 students per class and be overwhelming for Lindsay. She also needs
one-on-one support which is much harder to receive in a general physical
education class, but she could receive that in an adapted classroom setting. Lastly,
Lindsay also struggles to stay focused on tasks, therefore being in a large group
setting for her would be nothing but distractions from her learning and hinder her
progress in physical education. Although Lindsay is currently at the average
learning level for her age of 4 years old according to the TGMD-3 assessment
results with a scaled score of 23, landing her in the gross motor index of 109, and
the 73rd percentile rank, it will be far more beneficial for her to have an adapted
learning environment due to these factors that could hinder her in a general
physical education class.

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

• Psychomotor Long-Term : At the end of the academic year, Lindsay will be able
to demonstrate the critical elements of galloping 10/10 times.
i. Short-Term Objective: At the end of the first 3 months of school, Lindsay will be
able to perform the critical elements of galloping 4/10 times.
ii. Short-Term Objective: At the end of 6 months of school, Lindsay will be able to
perform the critical elements of galloping 6/10 times.
iii. Short-Term Objective: At the end of 9 months of school, Lindsay will be able to
perform the critical elements of galloping 8/10 times.
• Fitness Long-Term Goal: At the end of the academic year, Lindsay will be able to
increase her flexibility by stretching which will improve her Sit and Reach score
by 5 inches.
i. Short-Term Objective: At the end of the first 3 months of school, Lindsay will be
able to increase her sit and reach score by 2 inches.
ii. Short-Term Objective: At the end of 6 months of school, Lindsay will be able to
increase her sit and reach score by 3 inches.
iii. Short-Term Objective: At the end of 9 months of school, Lindsay will be able to
increase her sit and reach score by 4 inches.
• Cognitive Long-Term Goal: At the end of the academic year, Lindsey will be
able to name the critical elements of 4 locomotor and 4 ball skills correctly.
i. Short-Term Objective: At the end of the first 3 months of school, Lindsay will be
able to name the critical elements of 1 locomotor and 1 ball skill correctly.
ii. Short-Term Objective: At the end of 6 months of school, Lindsay will Lindsay will
be able to name the critical elements of 2 locomotor and 2 ball skills correctly.
iii. Short-Term Objective: At the end of 9 months of school, Lindsay will Lindsay will
be able to name the critical elements of 3 locomotor and 3 ball skills correctly.
• Affective/Behavior Long-Term Goal: By the end of the academic year, Lindsay
will be able to work with a small group of her peers in the classroom activities.
i. Short-Term Objective: At the end of the first 3 months of school, Lindsay will be
able to work with a partner for classroom activities.
ii. Short-Term Objective: At the end of 6 months of school, Lindsay will be able to
work with her original partner and one new student for classroom activities.
iii. Short-Term Objective: At the end of 9 months of school, Lindsay will be able to
work with 2 new group members for classroom activities.

D. Health Considerations
 • I believe there are a few physical and emotional concerns for Lindsay to
participate in physical education class successfully and safely. Lindsay struggles
to follow basic instructions due to having a short attention span, but also uses
atypical means of communication such as PECS to help her express herself. PECS
is The Picture Exchange Communication System which allows people with little
to no communication abilities to communicate using pictures. People using PECS
are taught to approach another person and give them a picture of a desired item in
exchange for that item. She does well with a lot of daily structure but does not
interact well with her peers at the playground and requires one-on-one support at
all times. These factors will be a hinder for Lindsay to participate in general
physical education successfully and safely due to her lack of being able to
communicate verbally with her peers.

E. Behavioral Considerations
• In order to help Lindsay, we have to help her stay on task due to having a short
attention span. We plan to keep the activities on the shorter side and do a variety
of different tasks when working with her in her extra physical education practice
time. In these activities we plan to incorporate Lindsay’s interests like cartoon
characters, rainbows, and ponies to keep her interested and, and having fun while
she is participating. These tasks will always work on the skills she needs to
improve on, but it will keep her engaged but doing different activities for short
periods of time, rather than 1 or 2 for a longer period of time where she will not be
engaged.
• Along with helping Lindsay stay engaged in class, we plan to work on increasing
positive interactions with her classmates. She tends to struggle with interacting
with them on the playground and in the classroom setting. We intend to expose her
to more teamwork opportunities in her physical education class, and regular
classes to a sense of working together with her classmates more.
• By working on these two main behavioral factors with Lindsay, we plan for her to
have less constant one-on-one support from a teacher aide or other supervisor in
 her classes. We plan to build a sense of independence for Lindsay to do more on
her own with minimal dependence on her supervisor or teacher aid.

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

success:
• Lindsay will not need any modified equipment to be able to successfully and
safely participate in any physical education activities.

G. Teaching Strategies
1. Shorter tasks: Using shorter tasks for Lindsay will help her stay active and engaged in
the activities she will be doing. Since she struggles with a shorter attention span, keeping
the activities shorter will help Lindsay stay active and engaged in physical education
which will help her learn more.

2. Use visual aids: This can help Lindsay remember to practice critical elements in her
gross motor skills. For example, we can use a picture of a pony when galloping. Using
things Lindsay has an interest in will help keep her engaged in her activities.

3. Lindsay uses PECS to communicate, therefore the instructor will have to print pictures
of equipment and other necessary tools to allow Lindsay to communicate effectively to
her teachers and peers in the classroom, so she fulfills her needs.

H. Identify a projected starting date for services along with the anticipated
frequency, location, and duration of services and modifications:
• Services for Lindsay will be available starting Monday September 4 th 2022- June
23rd 2023 at Miracle Elementary School with Ms. Ramonetti. Lindsay will receive
extra skill practice for her Gross Motor Skills, with the focus on improving, and
practicing consistency of each critical element in all 13 skills to help her achieve
efficiency in all 13 skills. Although Lindsay has scored in the average category
with a sum of scaled scores of 23 in the 73rd percentile rank with a gross motor
 index of 109, she still has room for improvement for consistently demonstrating
each critical elements of each of the 13 skills she demonstrated.
• Lindsay will receive these extra practice services either 2 or 3 times a week
depending on the week. Some weeks she may only have adapted physical
education class Tuesday and Thursday, therefore she would receive extra physical
education on Monday and Wednesday. This also works vice versa; if Lindsay has
physical education on Monday and Wednesday, she will receive extra physical
education on Tuesdays and Thursdays.
• These extra physical education practices will be at the same time every day in the
west gymnasium. If something happens to be going on in that gymnasium that
day, we will use the outdoor court (weather permitting) or the East gymnasium.
For example, if Lindsay is assigned to a 6th period adapted physical education
class, she will have physical education everyday 6th period. This way it ensures
she has a set schedule of her daily activities, which helps her stay focused and on-
task throughout her school day.
• Over the next year, every 3 months Lindsay will be re-assessed to see if she is
making progress in her motor skills in physical education. If we see she is making
significant progress, we will have only 3 days of physical education rather than 4,
until she no longer deems needed any extra physical education and she can receive
either 2 or 3 classes a week on a regular basis.

I. Provide a statement regarding assessment:

• Lindsay is going to be assessed at the end of every month to assess whether she is
making progress, and where she now stands in terms of her skill development
level. We will use rubrics, and checklists to assess whether she is demonstrating
the correct movement along with the critical elements along with it. We will video
tape each assessment of Lindsay to compare and view the progress she has made
from each month over the span of the academic year.
• Lindsay is going to have long-term goals set up in the areas of the cognitive
domain(knowledge), the affective domain (behavior), the psychomotor domain
 (physically performing the skill or task), and the fitness domain. In this long-term
goal, there will be 3 short-term goal objectives. Lindsay will have these short-term
goals set for the end of each 3-month period where she will be assessed. The goal
is to have her hit each of these 3 short term objectives at the end of each testing
period to get her to the long-term goal in each of these categories.
• Parents, guardians, and staff will be regularly updated at the end of each month
and 3-month period when Lindsay will be assessed. Lindsay’s parents or
guardians, and staff can contact the physical education teacher or department at
any time to discuss Lindsay’s progress or if they have any other questions or
concerns.

J. Provide a statement of transition services needs of your student as they progress

from age 16 into adulthood:
• In the next 5 years, I anticipate Lindsay to be efficient in all 13 motor skills
including her locomotor skills and ball skills. I believe by being in adapted
physical education classes, along with extra class time to improve and practice
these skills, Lindsay will benefit from the one-on-one support from her peers and
teacher in the smaller sized class.
• In the next 10-15 years, I anticipate Lindsay to be able to participate in modified
sports with her classmates, along with having more positive interactions with her
peers.
• I believe Lindsay will find interest in activities that require a lot of movement in
recreational sports and activities. Lindsay loves to move and be active and she will
take on a lifestyle filled with physical activities like running, soccer, and
basketball due to her high activity levels and scores on skills that pertain to these
activities (kicking, dribbling, and running). Once Lindsay has her locomotor and
ball skills at an efficient level, there will be nothing holding her from being active
in physical activities and lifetime sports.

K. APE Placement Decision Model

 • After our assessment of Lindsay’s TGMD-3 results, she will receive services for
Adapted Physical Education. We feel this is best for her success in physical
education due to her communication skills being PECS which is non-verbal, along
with not interacting well with her peers in the playground and classroom setting.
She requires 1-on-1 support and supervision at all times. Lindsay would not
benefit in general physical education classes because she will not be getting the
help and attention she needs. Whereas, in adapted P.E services she will have more
one-on-one time and attention to help her succeed in becoming physically literate.

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

Currently Provided to the Student:
• Lindsay is currently provided with one-on-one services with a full-time teacher aid
with her throughout the school day. Lindsay is in a separate special education
classroom with other children who have learning disabilities, and other cognitive
disabilities (I.e autism, down syndrome, etc.) In Lindsay's classroom there are
extra teacher assistants to help each student with their needs whether it be
academically or a non-academic task. She also receives speech services with a
speech pathologist to help her learn how to communicate vocally since she uses
PECS to communicate her needs to her peers and teachers. She receives these
extra services 3 times a week to help her. She will also receive adapted physical
education services from the physical education teacher 4x a week.