Steven Miner BOCES student: Student A Monday, 12:40-1:40 Spring 2013 A. Present Level of Performance 1.

Introductory Paragraph Student A was assessed at SUNY Cortland on February 11, 2013. Student A is a 9-year-old male, who is in the third grade. In partnership with OCM BOCES, students are allowed to come and work with future physical educators. Student A participates in the program on Mondays from 12:40-1:40 during the Spring 2013 semester. The testing took play in a gymnasium at Park Center on the SUNY Cortland campus. Student A was tested using the Test of Gross Motor Development. (TGMD-2) Student A was asked to participate in activities that allowed the teacher to grade his performance based on the TGMD-2. 2. Present Level of Performance: Cognitive: After working with Student A, I do not see any cognitive delay. Student A is able to communicate clearly with the teacher, and he is able to follow directions that he has been giving from the teacher. Student A has able to read the daily notes, and understood the activities he was going to perform. Student A also was able to do math of small numbers without the help of the teacher. I do not see any issues with Student As cognitive ability. Affective: From the activities that I have created for Student A, he does show enjoyment in the activities. Student A enjoyed the scooter games that I put together. Student A does cooperate with the teacher. Student A will help the teacher set up for the next game, and will help to clean up at the end. During a game of scooter tag, I could not have been more impressed how Student A interacted with another student. I did come across on issue with Student A. Student A has not interacted with this student in my presence, however he did inform me that he does not get

along with another student because he punched him before. If Student A is around this student, his behavior will be closely monitored. Motor: Using the TGMD-2, I was pretty impressed with Student As motor skills. Student A has a mature run, gallop, hop, slide jump, and strike a ball, catch, and underhand roll. I did find some areas that Student A did have some trouble. Student A had trouble with stationary dribble. Student A wasnt able to keep the ball around his belt level, and seemed to be using his whole hand to dribble instead of the fingertips. He also had trouble keeping the ball under control. Student A did also not reach the mature stage of the overhand throw. Student A did wind up, however he did not rotate his hips and shoulders. While he did step with opposition, he did not follow through across his body. 3. Performance in General Education Class If Student A had the chance to be placed in a general education class, I believe he would be successful in the class, and would be able to progress up grade levels. Student A would be able to follow directions from the teacher. He would be able to read directions if they were given on the wall. If the teacher did want to partner with classroom teacher, I believe Student A would be able to make the connection, and would be able to math problems in physical education class. When it comes to working with others, Student A would participate with his classmates. However, he would need to be under close watch. If it is known that Student A does not work well with one student, then Student A should not be able to work with that student during station work. Based on my testing, Student A would have no problem with the basic movements. Student A would run into some trouble if he had a take part in team sports. Student A would have trouble playing sports like basketball because of his inability to keep the ball under control. Based on all these factors together, I can see Student A being successful in a general physical education class. B. Long Term Goals and Short Term Objectives

Cognitive Goal: Student A will answer questions about the proper form of throwing. Student A will correctly answer seven questions about the proper form of throwing. 1. Short Term Objective: Midway through the semester, Student A will be asked questions about the proper form of throwing, and will answer three out of seven questions correctly. 2. Short Term Objective: At the end of the semester, Student A will be asked questions regarding the proper form of throwing, and will answer seven out of seven questions correctly. Affective Goal: Student A will demonstrate respect for the teacher, by providing any feedback he may have about the daily activities. At the end of the lesson, Student A will demonstrate responsibility by helping to clean up the gym area. 1. Short Term Objective: Midway through the semester, Student A will demonstrate responsibility, by helping to clean up the gym area when asked by the teacher. 2. Short Term Objective: At the end of the semester, Student A will demonstrate responsibility, by helping to clean up the gym area, without having to be asked by the teacher. Motor Goal: Student A will demonstrate competency in throwing a ball using proper form seven out of ten times at a target. 1. Short Term Objective: Midway through the semester, Student A will be able to correctly throw a ball, at least five out of ten times at a target. 2. Short Term Objective: At the end of the semester, Student A will be able to correctly throw a ball, at least seven out of ten times at a target.

C. Health Considerations I do not believe that there are any health considerations for Student A. I have not been advised of any health considerations.

D. Behavioral Considerations While working with Student A, I have seen some behavioral issues. Student A seems to get very frustrated when he cannot complete a task, or has some competition. When there is competition with another student, Student A will start to throw the objects as hard as he can, which makes his face turn red. I am seeking to decrease this frustration. I also want to increase Student As on task concentration, because when he doesnt want to do something, Student A gets off task, and will refuse to do the activity. E. Accommodations, Modifications and Services Nick does receive some services. Student A attends OCM BOCES, located in Cortland, New York. Inside BOCES, he is in a special education room that has one teacher, and two teacher assistants. Student A has 6 other classmates. This allows Student A and his classmates, to reach a level of success in the academic area. It is not known if Student A receives as therapy. Student A also does not require any special equipment. F. Projected starting date for services and modifications along with anticipated frequency, location, and duration of those services and modifications. Student A is receiving one hour of instruction in physical education on campus each week throughout the Spring 2013 semester in SUNY Cortlands Adapted Physical Education Program. G. Instructional Strategies There are many adaptions that I will make in my teaching style to maximize learning for Student A. One adaption that I am going to do is eliminate competition. Eliminating competition will help Student A significantly. When there is competition, Student A seems to get mad because he cannot beat the competition at times. Taking away this competition, and having students work together to complete the goal, will help Student A, and will prevent him from becoming

frustrated. Another adaption I will do is having smoother transitions. When the transitions require Student A to set up for the next activity, Student A will get off task. Smoother transitions such has having all the activities ready, will help to keep Student A on task. One last adaption that I will do is using an award system for Student A. During the first couple of weeks it wasnt needed, because Student A participated and stayed focused throughout the lesson. Recently, Student A has been lacking focus. Student A is always focused when we use scooters. Using scooters, as a reward at the end of the lesson will help to keep Student A focused throughout the lesson. Using this type of reward system will help to maximize learning for Student A in the beginning, and middle of the lesson. Student A does receive APE at OCM BOCES. His special education classroom will go to the gymnasium as a class. The students are not put into a general PE class, but have their own separate APE class, as a class. H. Provide a statement regarding assessment Student A will be assessed using Test of Gross Motor Development. (TGMD2). Student A will assessed using the TGMD-2 in the beginning of the semester, and then again at the end of the semester. The parents/guardians of Student A will be informed about Student As progress through a letter home throughout the semester, and again at the end of the semester. This letter will inform the parents/guardians of Student As progress throughout the semester. I. Provide a statement of transition services needs of your student as he/she progresses from age 16 into adulthood. Student A is not at the age of 16 yet, so it is not possible to state the transition services that he will need at this moment.