ADAPTED PHYSICAL EDUCATION PROCESS. Presenters: Jenny Montalvo. Special Education Facilitator. Tyler ISD.

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1 ADAPTED PHYSICAL EDUCATION PROCESS Presenters: Jenny Montalvo Special Education Facilitator Tyler ISD Liz Adams Low Incidence Specialist Region VII Service Center

2 TISD ADAPTED PE GUIDELINES Process 1. Student begins in the general education PE classroom. Accommodations are used if necessary to promote success. 2. If PE coach or case manager notices student struggling with accommodations then they fill out the grade level TEKS screener to document deficit areas and bring to ARD committee so that ARD can decide whether or not to request a formal APE evaluation. 3. Evaluation is done by a campus team. The team includes: Teacher (knowledge of student), PE Teacher/Coach (knowledge of TEKS) and a therapist (OT/PT) if applicable. Case manager writes the PLAAFPS and brings draft goals to ARD. 4. When evaluation is finished an ARD decides if APE is appropriate. If so, ARD determines the amount of time, the place APE will be served and the APE service provider. 5. Case manager gives coach or other service provider the goal/activity sheet and the esped Data sheet. 6. The APE service provider gives the esped data sheet to the case manager to use to update progress report in esped every 6 weeks. Copyright Pending 2012 TISD

3 General Education PE Successful with Accommodations General Education PE Not Successful with Accommodations Coach and Case Manager Complete Grade Level Screener TISD Adapted PE Copyright Pending 2012 TISD APE Service Model Case Manager gives service provider/coach the Goal/Activity Sheet & Data Progress Sheet (The data is given to case manager when time to update goals) Take Data to ARD ARD determines if Evaluation is needed. No ARD adds different or more accommodations Yes District approved evaluation given by coach (knowledge of TEKS), case manager (knowledge of student), and PT or OT if applicable. Evaluation is a team assessment Level 1- General Education PE with modifications and IEP goals with consult options Level 2 -APE direct services in General Education PE (Para) for part or all of the time Still Unsuccessful? Gen Ed PE ARD determines APE is NOT Needed ARD determines APE is Needed Level 3-Self-Contained (location anywhere) RARE- NOT AS A CLASS- No "Pattern Services" Write PLAAFPS and Goals, Fill in Goal/ Activity Sheet, Create Data Sheet

4 Student: ARD Date: Adapted PE Goal/Activity Sheet Adapted PE Goal: Service Setting: Activity Ideas for Goal: Comments: Materials Needed: Person responsible for taking data: Signatures: Special Education Teacher PE Teacher/Coach OT/PT (if applicable) Principal Copy sent to SPE Unit Facilitator on date: *This form is to be given to the PE Teacher/Coach and a copy is to be kept by the Case Manager

5 Student: ARD Date: 5/10/12 Adapted PE Goal/Activity Sheet Adapted PE Goal: In 36 instructional weeks, when given close supervision, student will walk ½ mile in minutes, 3 of 4 trials Setting: General Education PE classroom Activity Ideas for Goal: 1. Walk with Para-professional around perimeter of gym or outside Comments: Start her off with the general education group for warm-ups, since that is structured and repetitious, then break away with her for walking time when the daily activity is presented. Adapt warm up as appropriate such as: sit in chair during warm ups and participate in arm and stretching exercises with supervision. After the goal is worked on, if the general education activities are not safe/appropriate for her to do, then it would be beneficial to work on things such as throwing and catching a ball one on one with Para off to the side in gym. Materials Needed: None for goal Chair, ball or other equipment for alternate activities Data Collection: Para should keep times and distance data on esped data sheet and have the coach sign it at the end of the 6 weeks. *This form is to be given to the PE Teacher/Coach and a copy is to be kept by the Case Manager

6 TISD Fourth Grade Adapted Physical Education Screener Student Name: ID#: DOB: Campus: Teacher: Gender: M F Disability What specific area(s) is the student having difficulty with? Does the student have the ability to participate in activities that address the TEKS listed below? Place a check mark in the appropriate column With Independently Assistance Comments Able to change speeds during activities Able to catch a thrown object Demonstrates body control during activities Able to complete a movement sequence Beginning/middle/end Participates in a variety of exercises Capable of participating for the duration of class period Uses equipment safely and properly Follows rules, procedures and etiquette Works independently Stays on task Demonstrates effective communication skills Demonstrates proper form while manipulating objects Able to work with a partner Demonstrates good sportsmanship skills Able to punt a ball Adapted from Pasadena ISD

7 Able to foot dribble a ball Able to strike an object with a bat or racket Able to hand dribble a ball Able to serve a volleyball Able to bounce and catch a ball by self Independently With Assistance Comments Other: If behavior is the issue, list behavior below: BIP in place (circle)? YES NO Recommendations: Further assessment is recommended No further assessment recommended Comments: Coach Signature Date Case Manager/Teacher Signature Date OT/PT Signature (if applicable) Date Adapted from Pasadena ISD

8 TISD High School-Grades 9-12 Adapted Physical Education Screener Student Name: ID#: DOB: Campus: Teacher: Gender: M F Disability What specific area(s) is the student having difficulty with? Does the student have the ability to participate in activities that address the TEKS listed below? Place a check mark in the appropriate column Participates in warm up and cool down activities Follows rules and procedures Demonstrates agility during physical activity Demonstrates balance during physical activity Demonstrates coordination during physical activity Demonstrates proper techniques during physical activity Able to modify activities by self to improve personal performance Demonstrates the ability to work with a partner Able to pace self while performing a sequence of movements such as an intentional change in speed and direction Uses equipment safely and properly Capable of working as a team member to achieve a goal Respects others abilities and limitations Independently With Assistance Comments Adapted from Pasadena ISD

9 Displays good sportsmanship Able to consistently execute a skill Able to effectively communicate with others Participates in an activity from beginning to end Able to identify individual or team sports Understands basic difference between offense and defensive strategies Displays proper etiquette while participating in activities Able to recognize and resolve conflicts (problem solve) Other: Independently With Assistance Comments If behavior is the issue, list behavior below: BIP in place (circle)? YES NO Recommendations: Further assessment is recommended No further assessment recommended Comments: Coach Signature Date Case Manager/Teacher Signature Date OT/PT Signature (if applicable) Date Adapted from Pasadena ISD