Anthony Scibelli

Ian Tetter

Monday 6pm-7pm

Spring 2022

Present level of Performance (PLP)

Introduction- Ian is a twelve-year-old boy diagnosed with autism. Ian is working with me, the PE

teacher candidate Anthony Scibelli, during our dedicated lab time held on Monday nights at 6

pm in the rock wall gym, where we have 3 other students and their PE teacher candidates

working with us. The gym, even though has others working with us there, is an ample amount of

space for all of our activities. I assessed my student using the manipulative skills portion of the

TGMD-3 checklist, as he was already mature in the locomotor skills section. In the lab, I had Ian

follow my instruction and mirror my demonstrations, as well as complete an entire obstacle

course consisting of various skills. It is clear Ian is comfortable with performing all the activities

which he performs. Therefore, after a teacher evaluation, it is determined his current level of

performance is in the intermediate stage for most manipulative skills.

Fitness Domain- Ian's current level of fitness is developmentally well-rounded based on his

teacher evaluation scores from the performed instant activities specified in the fitness domain.

The teacher evaluation data I collected on Ian in the fitness domain demonstrated he could

identify physical activities that contribute to fitness. He can describe various concepts of fitness

and provides examples of physical activity to enhance fitness. He can identify physical activities

that contribute to fitness without teacher direction. He can identify foods that promote good

health, as shown through our activity of drawing fruits that relate to the color of the crayon, and

participates in physical activities that contribute to fitness; however, there is room for
improvement. A great attribute about Ian is that he is committed to the activities once starting

them. Ian attempts every task he is asked to perform. Doing the fitness tasks with Ian

simultaneously helps motivate him to perform to the best of his ability. Ian thrives when

performing high-energy tasks that involve a lot of movement. He doesn’t like to stand around,

which is a great thing for remaining physically fit. Throughout this semester, the goal is to help

Ian improve his current level of fitness.

Cognitive Domain- Through teacher evaluation and teacher checks at the end of each activity,

cognitively, Ian excels. He understands all the tasks instantly after one simple demonstration, and

when needed, Ian can use problem-solving skills and memorization to complete lesson tasks and

activities. Further, Ian remembers all the cues I give to him. For instance, during a striking

activity, I gave him the following cues slight bend in the knees, hold the bat behind the head, and

follow through. Afterward, I would perform a swing while batting, and he was able to identify

which cue I did not demonstrate during my swing.

Affective Domain- Through teacher evaluation and teacher checks, Ian demonstrates safe

participation and proper use of equipment with minimal reminders. Ian engages in physical

activity with responsible interpersonal behavior. Ian accepts and implements specific corrective

teacher feedback. Ian recognizes the role of rules and etiquette in teacher-designed physical

activities. Ian properly helps set up equipment and helps to break it down once we are done with

the task or lesson. Ian reports the daily safety statement back to me each class.

Motor Domain- Ian performed at an intermediate level when performing manipulative skills.

Demonstrated in my TGDM-3 data collection for Ian’s manipulative skills assessment, he had

performed ½ or 2/3rds of the critical elements for each manipulative skill, which can be seen in
his binder in the assessment portion. Through practice and an ample amount of repetitions, Ian's

skills will improve in these skills over the course of the semester.

General PE curriculum:

Ian is currently in a General Physical Education setting. However, he would benefit much more

if he were in an adaptive Physical Education class. Ian struggles socially and needs to be

instructed in a smaller setting. The class size and atmosphere would be of a General Physical

Education class are filled with too many loud noises and distractions, which can impact Ian's

learning because he would not be able to get the specific instruction that he may need, and he

will also be below the average level of performance level in comparison to his classmates. If Ian

were in a smaller setting General Physical Education environment with students that are at a

similar performance level to him, then I think he would be able to participate. Ian struggles

socially and is not very outspoken, so a smaller setting is better for Ian’s learning.

B. Long Term Goals and Short Term Objectives (STOs)

Fitness Goal- By the end of the spring 2022 semester, Ian will develop and show improvement in

his muscular strength and endurance abilities.

1. Short term objective- Ian will complete at least 3-5 minutes of either muscular strength or

endurance abilities each lesson during the semester using proper form 80% of the time.

2. Short term objective- Ian will complete both a static and dynamic warm during the fitness

activity or instant activity at the beginning of each lesson during the semester using proper

form 80% of the time.

Cognitive Goal- By the end of the spring 2022 semester, Ian will demonstrate a better knowledge

and understanding of simple to complex movement concepts, tactics, and strategies in the
gymnasium as measured through visual aids and teacher check with 80% success with aid from

the teacher candidate.

1. Short term objective- Ian will, at the end of a lesson, be able to recite 4 out of 5 cues from

today’s lesson.

2. Short term objective- Ian will, at the end of a lesson, be able to recite 4 out of 5

vocabulary terms used throughout that day’s lesson.

Affective Goal- By the end of the spring 2022 semester, Ian will apply safety and demonstrate

rule etiquette in the gymnasium as measured by teacher observations 80% of the time during lab

with aid from the teacher candidate.

1. Short term objective- At the end of each lesson, Ian will help clean up all of the

equipment and return it to its designated space 100% of the time.

2. Short term objective- At the beginning of each lesson, Ian will recite the entire safety

statement 100% of the time.

Motor goal- By the end of the spring 2022 semester, Ian will demonstrate an enhancement in his

locomotor, non-locomotor, and manipulative skills using proper cues 4/5 times in the gymnasium

as assessed by teacher observations and verbal assessments with 80% success with aid from the

teacher candidate.

1. Short term objective- Ian will effectively perform at least 80% of the tasks that I have

planned for him.

2. Short term objective- Ian will demonstrate at least 3/5 different cues during a teacher

check correctly that are given during each lesson.

 C. Health Considerations

Ian may grow tired and frustrated when participating in physical activities and wish to stop.

Ian will then be given the opportunity to take a brain break, where he will complete a

cognitive task. If Ian is exhausted and unwilling to engage in other activities, it would be a

good idea to take him for a walk to keep him moving while also recharging his thoughts.

D. Behavioral Considerations

Ian is generally well-behaved and does not cause me any problems. At times he does

complain if the activities feel repetitive; therefore, to prevent this issue, I will use various

skills and tasks for each lesson instead of fully focusing on one skill or concept for the whole

lesson. Further, I will attempt to provide Ian with the least restrictive environment possible.

A modification that was already made to promote this concept was moving from the rock

wall gymnasium to the large dance room. When I am working with Ian, I will make sure he's

facing me and away from any distractions so he can grasp the point I am trying to put across

to him. I will also demonstrate each task prior to every activity we do so that he understands

what we're doing and how to execute it.

E. Accommodations, Modifications, and Services

The only modifications I would make for Ian would be to have a slower-paced program, a

smaller classroom setting with less noise, which I already have implemented by changing rooms,

and an ample amount of time for him to mature and focus on tasks in-depth. Ian is fully capable

of using all of the equipment found in a typical physical education class. If the room gets loud, I

will simply step outside with Ian and perform a brain break. I will provide an environment that

will allow ample space for movement performance. Lastly, I will provide verbal cues to

encourage the practice of selected skills.

 F. Projected starting date for services and modifications along with anticipated

frequency, location, and duration of services and modifications.

Ian Teeter is receiving one hour of instruction in Physical Education on campus each week

throughout the Spring 2022 semester in SUNY Cortland’s Sport and Splash program.

G. Instructional Strategies

During my lessons, I implement different variations to activities each day so that Ian is

involved in a variety of activities to choose from. When I educate Ian, I attempt to do it in the

least restrictive environment to enable Ian to learn at the best possible level. I try to add at

least one activity that includes some form of a challenge because Ian enjoys it, as he stated to

me many times he likes to better himself. When Ian loses motivation, I use a brain break to

engage him again cognitively so then he is ready to perform psychomotor activities again.

H. Assessment

Ian's progress within the program will be assessed using a teacher evaluation and checklist that

contains both his short-term goals as well as annual goals. I will place any resources to be

reviewed by Ian’s parents in his binder, and if they have any concerns, I will tell them to inform

me as well, and we can make adaptations and modifications when seen fit.

I. Transition statement

On the teacher's signal, Ian will stop what he is doing and listen to me for further instruction.