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Part 1: Description of Participant

Callie is 7 years old and has Down Syndrome. She attends MacDonald Elementary School and
has two younger siblings, Ethan and Noah. Callie is able to complete daily tasks independently
like eating and brushing her teeth, although she does sometimes need prompting or
supervising depending on her mood that day. Her likes include swimming, superheroes, and
animals, especially horses. Callie is able to follow basic instructions but benefits from
modifications such as repeating directions and using simple cues. She gets along well with her
peers in physical education, but becomes upset when there is loud music or other noises.

ASSESSMENT REPORT

Description: Callie is 7 years old and has Down Syndrome. She attends MacDonald Elementary
School and has two younger siblings, Ethan and Noah. Callie is able to complete daily tasks
independently like eating and brushing her teeth, although she does sometimes need
prompting or supervising depending on her mood that day. Her likes include swimming,
superheroes, and animals, especially horses. Callie is able to follow basic instructions but
benefits from modifications such as repeating directions and using simple cues. She gets along
well with her peers in physical education, but becomes upset when there is loud music or
other noises.

Results: Callie is below average in her locomotor and ball skills compared to her peers; she
ranked in the 16th percentile in both. Her scores landed her in the 12th percentile rank.
However, when just looking at Callie’s performance for many of the skills she shows promise
to be able to pick up the aspects of the skills she lacks, and could potentially do so quickly
depending on the instruction and the environment.

Recommendations: Callie could benefit from being in both an adapted physical education
class and a regular physical education class with her peers. She is very friendly and could gain a
lot socially from being in the same class as her friends. She could also learn a lot from her
friends regarding certain skills. However, some skills, specifically ball skills, can potentially
create an environment that’s too overwhelming for her and she would need a secluded
adapted physical education class to best learn.

Mo Anderson
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Callie
Monday 12:40
Fall 2021
September to June (School Year)

A. Present Level of Performance:

Callie is 7 years old with down syndrome. She’s of average height and weight for kids her
age. Callie is friendly and has many friends her age in her class and is interested in animals,
superheroes, and enjoys swimming. Callie can complete most basic tasks at home and in the
classroom, but her willingness to sometimes varies. Sometimes she needs extra help
completing certain tasks in the classroom and needs things repeated to her and if she has the
attitude that she doesn’t want to do something she needs someone to watch and motivate
her. When she understands something she works very well in the classroom but if she doesn’t,
extra help is needed and she needs to be placed in a classroom with limited distraction.
Callie is a very strong with some of her locomotor skills, such as horizontal jumping,
where she got a perfect score. She can also slide perfectly on her favorite side, but needs help
keeping the same form while sliding the other way. Her gallop and hop both need some work
as she overcompensates for balance often and loses technique in other key components to
round out the skill. Her ball skills are generally good, but she seems to miss one key
component on the skill. For example, if she adds hip and shoulder rotation to her two-hand
strike, she would’ve gotten a perfect score. Also, if she kept her hands in front of her body
while catching she would’ve gotten a perfect score. She is good at saying the ins and outs of
skills after she’s practiced many times, but struggles critical thinking and applying the
knowledge to other areas in class and life. She’s very social and never shy, but needs to learn
how to cope being in a busy environment and still getting what she personally needs to do
done. She’s also a very active individual as she often plays with her brothers at home –
swimming is her favorite.
Callie has a lot of the tools it takes to succeed in a general physical education classroom.
While her gross motor skills scored below average, she shows potential in being able to pick up
on the key characteristics of a lot of the skills. She works and learns best with other people, as
long as the environment isn’t overwhelming to her. She shows promise to be able to handle
herself in that type of environment in the future, as long as in the short term someone is there
to watch her and help her with her immediate needs. She won’t pick up on things cognitively
as fast as her peers. She may need an APE teacher to help her think through the skills and take
her understanding more broad and outside of the classroom, but there’s plenty of time in her
next 11 years of schooling to help her learn with that.
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C. Long-Term Goals and Short-Term Objectives:

Bring Locomotor raw score to 35 and Ball Skills raw score up to 40.
i. By the end of 8 weeks during a formal assessment, Callie will improve
her Locomotor and Ball Skills raw score up 2-3 points each by showing
improvement in key characteristics in the run and gallop, as well as two
hand strike and forehand strike.
ii. By the end of 16 weeks during a formal assessment, Callie will improve
her Locomotor and Ball Skills raw score up 2-3 points each by showing
improvement in key characteristics in the hop and skip, as well as one
hand dribble strike and two hand catch.
iii. By the end of 24 weeks during a formal assessment, Callie will improve
her Locomotor and Ball Skills raw score up 2-3 points each by showing
improvement in key characteristics in horizontal jump and sliding, as
well as kicking, underhand throw, and overhand throw.

Be able to perform 6-8 pushups and 15-20 squats by the end of the year.
i. By the end of 8 weeks, while warming up in class Callie will be able to
perform 2-3 pushups and 5-10 squats with correct technique.
ii. By the end of 16 weeks, while warming up in class Callie will be able
to perform 3-5 pushups and 10-15 squats with correct technique.
iii. By the end of 24 weeks, while warming up in class Callie will be able
to perform 6-8 pushups and 15-20 squats with correct technique.

Be able to list 2 skills she uses in games played during class (ex. Red Light Green
Light could include running and sliding).
i. By the end of 8 weeks, Callie will be able to correctly name at least
one skill used in any game she chooses on an exit slip.
ii. By the end of 16 weeks, Callie will be able to correctly name at least
one skill used in 2 random games chosen by the teacher on an exit
slip.
iii. By the end of 16 weeks, Callie will be able to correctly name at least
two skill used in 5 random games chosen by the teacher on an exit
slip.
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Stay exclusively in General Physical Education class.

i. During the first 8 weeks, Callie will be able to spend one of three days
in the week in general physical education class without needing to
leave.
ii. By the 16th week, Callie will be able to spend two of three days in the
week in general physical education class without needing to leave.
iii. By the end of the year, Callie will be able to spend all three days in
general physical education class without needing to leave.

D. Health Considerations

Callie is at risk for seizures. Avoid putting her in any environment with flashing lights and avoid
playing videos with flashing lights as well. Be in contact with her parents or guardians to make
sure that she’s taken her medication and has eaten properly before asking her to participate in
activities. She may also frequently ask to use the bathroom. Be sure she knows where the
bathroom is and have a peer or teacher escort help her find the bathroom if needed.

E. Behavioral Considerations

Callie doesn’t show any over the top or outward behavior concerns, but she does tend to be
stubborn if she doesn’t want to do something. She can also get overwhelmed and freeze if the
classroom environment gets too much for her to handle. She’ll sit and not move unless
properly motivated in both cases. We want to teach Callie to use her words when something
about the task is bothering her. Callie can request five-minute breaks if need be, or she can
request help from the teacher, but make sure she knows that she must use her words to do
so.

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

Callie can sometimes struggle with balance and strength. For balance, offer her handrails or
teacher/peer hand to hold onto so that she can have another point of contact to keep her
upright. Handrails can be found throughout the school, and if not, a chair can be used. Offer
her larger beams to make it easier for her to cross, or have her on the gym floor with no beam.
This type of beam can be found for $329.00 on GymSupply.com. For strength, offer her lighter
balls. These types of balls can be found anywhere from $25-200 on GopherSport.com. Also
offer her shorter distances.
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G. Teaching Strategies

Modeling – Throughout student’s learning experience every movement will be modeled and
demonstrated by the teacher, and possibly reinforced with video. This will allow Callie to see
many examples of what is expected of her, and the teacher can be hands on in showing her
proper technique. Students will watch the teacher with demonstrations, and if they’re good
enough they may be asked to model for other students.

Cooperative Learning – Within the classroom there will be plenty of opportunities for students
to work in groups with each other. This will allow Callie to continue to build relationships with
her peers and create an environment of inclusivity. She we also gradually get used to being in
a large classroom with many people and not feel overwhelmed.

Experiential Learning – It’s very important in the Physical Education classroom that students
learn by doing. Callie can explore certain aspects of games and tasks by doing and learn
through the experience of doing so. Teachers will be there guiding the experience and keeping
her on the right track throughout.

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

Callie will begin starting in Adapted Physical Education at the start of the school year on
September 1st. She will have 3 Physical Education classes a week. After TWO weeks she will
start to attend the General Physical Education class one of the three days. After EIGHT weeks
she will join the General Physical Education class twice out of the three days. Finally, after
SIXTEEN weeks she will join the General Physical Education class full-time until the end of the
school year on June 15th.

I. Provide a statement regarding assessment:

Callie’s progress will be measured THREE times throughout the school year; once every eight
weeks. Her progress will be sent to her parents through a short summary of her performance
from all her teachers attached to her report card.

J. Provide a statement of transition services needs of your student as they progress from age
16 into adulthood:
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It’s my belief that in 5 years Callie will be able to attend not just general physical education
class full time, but every general education class full time. She is a good student when
motivated, and is motivated often. Currently, she has hands on help from a teacher aid and
therapists to ensure that she can be self-motivated in the future. In 10 years, I think that she
has the potential to be applying to an inclusive college, probably close to home so that she can
live at home. She is putting in good effort in her classes now and has the path in front of her
and the attitude to do everything that’s in front of her. Callie loves to move and I think she’ll
be physically literate in 15 years. She’ll be 22 and potentially in her senior year of college ready
to work in a professional field. If she isn’t already, I think she’ll be ready and able to live away
from home on her own.

Callie loves to swim. I think that a lot of activities she does while she’s in adapted physical
education can be done in the pool because she really enjoys the water. That way, she’ll enjoy
the activities when they translate to being done on the land. Callie also likes to run. She talks
about playing running games and racing with her brothers. I think as educators we can use
running games and relay races to teach Callie a lot of skills. I have noticed she has a natural
ability with a racket as well. Her skills are still very raw, but I would pull the thread on that
because I think that it’s something that can lead to a sport she really enjoys. Maybe one day
she can play for the school’s tennis team.

K. APE Placement Decision Model

For the first two weeks of the school year, Callie will be exclusively in Adapted Physical
Education 3 times a week. After two weeks she will transition to attending the General
Physical Education class 1 time a week while remaining in APE 2 times a week. After the eight
week of school she will attend GPE 2 times a week, and APE 1 time a week. Finally, after 16
weeks, she will be in GPE full time.

The goal is to slowly get Callie used to the GPE setting and accomplish her affective goal of
being able to stay in GPE class full time by the end of the year. The transition will be slow so
that she can get used to the environment and adjusted to the teaching style in GPE.

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

Provided to the Student:

Callie is currently splitting her time between a special education classroom and a general
education classroom with an aid. Her parents say that they wanted her in the special
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education classroom when she started Pre-K, but the school made them comfortable with the
transition to general education over time. They worried that the general education classroom
would overwhelm her and she would choose not to do her work. The school agreed to make
sure that Callie has a teacher’s aid to help her when she’s in the general education classroom.
Callie also goes to speech therapy and cognitive therapy every other Friday.