Allison Schepis

xxxxxxxxxxx
Monday at 6pm
Spring 2019

Individualized Educational Program – IEP

A. Present Level of Performance (PLP)

1. Introductory Paragraph
The student that I am working with this semester is XXXX. We collaborate and work
together on skills in the gymnasium, preferably in the dance studio so that there are no other
students and we can listen to music when dancing. My student was assessed by using the
Test of Gross Motor Development over two different lab sessions. I was able to assess most
of the skills the first lab session, and the finished up the last few during the second lab
session. I had XXXX perform different activities that incorporated all of the different
movements and skills being assessed.
2. Present Level of Performance
a. Fitness
In terms of fitness, it has become evident that XXXX gets fatigued fairly easy.
Throughout the different lab sessions, we have been playing different games that work on
a lot of cardiovascular endurance due to the fact that that was one of the goals XXXX’s
mother had specified at the beginning of the semester. When playing, XXXX often times
needs to take a break or go at a slower pace to catch her breath. She always tends to push
herself and work the best of her ability, but has to be reminded that if she needs to take a
break or get some water, she is more than welcomed to do so. She is very dedicated, and
when she participates, she gives it her all.
b. Cognitive
In terms of XXXX’s cognitive abilities, she is intelligent. We will be playing
activities that involve different actions and body parts, and she will tell me all of the facts
she knows about it (which is quite extensive). She never fails to impress me with the
amount of knowledge that she has on a subject that she is passionate about such as
cheetahs or Pokémon. When she is passionate about a topic, she is always willing to
share facts that she knows. She is also able to comprehend and understand everything
that I explain to her, and is often eager to get started with activities. Her knowledge of
academic language is extremely high, even before I had begun instruction with her at the
beginning of the semester. She is able to understand feedback that I provide her with, and
is able to correct her actions appropriately.
c. Affective
In terms of XXXX’s affective abilities, she has many qualities that lead her to be
successful in the gymnasium. She listens well to instruction, and always gets back on task
when she gets distracted. She cooperates and helps pick up equipment, even sometimes
without being told to do so. She is a very caring individual, and it shows throughout each
lab session. One area that XXXX could improve on in terms of the affective domain is
being aware of her surroundings and staying within her own personal space throughout
the lesson. She is very “hands-on” in the sense where she will run up and give you a hug
to a stranger, and she will often cling to my side during a lesson. To work on that, we
have been enforcing a handshake instead of a hug, followed by the prompt, “That is not
appropriate. Let’s do a handshake instead”. That is another aspect that we will be
working on throughout the course of the semester.
d. Motor
In terms of XXXX’s motor abilities, she is very capable of performing different
skills. The degree of each skill varies, however, she does have a strong starting point for
most of the skills that I assessed.
When I assessed XXXX on running, it became evident that this is a skill that comes
naturally. Her arms move in opposition to her legs, both feet are off the ground for a
period of time, and she has narrow foot placement meaning she is not landing flat footed.
Although she displays many of the critical elements correctly, she does not bend her
nonsupport leg at approximately 90 degrees when running. Her nonsupport leg only
comes to about 45 degrees.
In terms of galloping, she had a couple of differences between the first and second
trial. The first trial was successful, only leaving out the critical component of maintaining
a rhythmic pattern. During her second trial, she only was able to keep both of her feet off
the ground for a period of time and was able to maintain a rhythmical pattern. Due to the
fact that there were great differences between each trial, I will be sure to work on this
skill with her more.
In terms of hopping, both of the trials were identical. XXXX’s nonsupport leg
remained behind her body, her arms were flexed and swung forward to produce force,
and she took off and landed three consecutive times on her preferred foot. The critical
elements that were not met in terms of hopping was that her nonsupport leg did not swing
forward in pendular fashion to produce force, and she could not take off and land three
consecutive times on her non-preferred foot. She struggles when it comes to performing
skills on her non-dominant side.
In terms of leaping, XXXX’s trials were identical. She was able to take off on one
foot and land on the opposite foot, and there is a period where both feet are off the
ground longer than running. The only critical element that she is missing is the forward
reach with the arm opposite the lead foot. I also noticed that before she started to perform
the skill, it appeared as though she had to take a moment and think through the action
before executing it.
In terms of horizontal jumping, the results of both trials varied. During trial one, the
only critical element that XXXX performed correctly was that her arms thrust downward
during landing. During trial two, XXXX prepared for the jump by including flexion of
both knees with arms extended behind the body, she was able to take off and land on both
feet simultaneously, and her arms thrust downward during the landing. Throughout the
semester, we will work on getting her arms to extend forcefully forward and upward
reaching full extension above the head, as well as displaying consistency between trials.
In terms on sliding, she displays difficulty when trying to rotate her body. She
automatically goes to face forward, as displayed during a gallop. When I try to correct
her body position for this skill, she always goes back to facing her body in a forward
position. The critical elements that she is able to perform are the four continuous step-
slide cycles to the right and to the left.
When assessing XXXX on her ability to strike a stationary ball, she was very eager to
perform this skill. This was difficult for her to perform this correctly. The trials were
almost identical, having her dominant hand grip the bat above her non-dominant hand
and her hips and shoulders rotate during the swing. Although they rotate, it is more of a
“trunk rotation” being displayed. The different elements that need to be worked on is
keeping the non-preferred side of her body facing the imaginary thrower with her feet
parallel. When I showed her how to get into the correct positioning, she seems confused
and goes back to the incorrect positioning that she is most comfortable with. She also
does not transfer her body weight to her front foot during the swing. It seemed evident to
me that she was rushing through the skill, eager for this portion of the lesson to end.
When assessing XXXX on her ability to dribble a ball, her trials were identical. She
contacts the ball with one hand at about belt level, and the ball contacts the surface on the
outside of her preferred side. When she dribbles, she slaps the ball and cannot maintain
control for four consecutive bounces without having to move to retrieve the ball. This
was also a difficult skill for her to perform.
In terms of catching, XXXX had a bit of trouble. The only critical element that was
performed correctly was that her arms extend while reaching for the ball as it arrives. It
became evident that she reaches and hugs the ball to her body when catching, using
different body parts to help secure the ball. She was able to make one out of two catches
between trials. She also does not prepare to catch the ball with the proper form. She holds
her arms up, but is not in ready position.
In terms of kicking a ball, XXXX performed this skill with much more confidence in
comparison to other object control skills. She rapidly approached the ball, had her non-
kicking foot placed slightly in back of the ball, and kicked the ball with the instep of her
preferred foot. As soon as this skill was introduced during the lesson, it became obvious
that she was excited and eager to show me how well she can kick a ball. The only critical
element that was missing in both trials was an elongated stride or lead immediately prior
to ball contact.
XXXX was also very confident in her abilities to perform the overhand throw. When
throwing, she rotates her hips and shoulders, and her weight is transferred by stepping
with the foot opposite the throwing hand. These are important elements when performing
this skill. Elements that she did not display in either trials includes a downward
movement windup on the hand/arm and a follow-through diagonally across her body
toward her non-preferred side after the ball has been released. She has great power when
she releases the ball, and enjoyed performing this skill.
 The last skill that I had assessed was the underhand roll. She demonstrated this skill
fairly well, and displayed consistency between trials, leaving out only one critical
element both times. The critical element that was absent in both trials was bending her
knees to lower her body. When she went to lower her body, she would only bend at her
waist, causing inaccuracy when releasing the ball.
3. Description of performance in the curriculum offered in a general physical
education class.
In my opinion, I feel that XXXX has the abilities to be in a general physical
education class, however, she would need an aide or a peer tutor to help and guide her
through the lessons. Although I feel that she has the abilities to be able to participate in
the general education setting, I have noticed that she is able to concentrate and work at a
higher level when there are less people in the gymnasium. She works best in a more
secluded setting, and is truly able listen and cooperate at a higher rate when distractions
are kept at a minimum. In conclusion, I feel that XXXX has the physical abilities to be
integrated into the general physical education setting with the help of an aide or peer
tutor, however, I feel that she will have the highest success rate when kept in an adapted
physical education setting.

B. Long Term Goals and Short Term Objectives

a. Fitness Goal: By the end of the semester, XXXX will be able to participate in
multiple different activities that involve moderate-to-vigorous physical activity,
only taking two breaks or less throughout.
i. Short Term Objective: Throughout the lesson, XXXX will participate in
various exercises and activities that involve muscular endurance, taking
only four breaks or less.
ii. Short Term Objective: Throughout the lesson, XXXX will participate in
various exercises and activities that involve cardiovascular endurance,
only taking four breaks or less.
b. Cognitive Goal: By the end of the semester, XXXX will be able to identify and
recite different dance steps and routines learned throughout the semester without
assistance, at least five out of seven times.
 i. Short Term Objective: At the end of the lesson, XXXX will be able to
recite and list the cues used without assistance at least three out of five
times.
ii. Short Term Objective: At the end of the lesson, XXXX will be able to
identify new words and vocabulary that she learned without assistance at
least three out of five times.
c. Affective Goal: By the end of the semester, XXXX will be able to demonstrate
self-awareness and responsibility by staying in her own personal space and
helping the teacher candidate with equipment without being asked to do so, at
least four out of five times.
i. Short Term Objective: Throughout the lesson, XXXX will demonstrate
self-awareness by staying in her own personal space and keeping her
hands to herself at least three out of five times.
ii. Short Term Objective: Throughout the lesson, XXXX will demonstrate
responsibility and cooperation by assisting the teacher candidate clean up
the equipment at least three out of five times.
d. Psychomotor Goal: By the end of the semester, XXXX will be able to perform
different dance skills and routines with proper form, at least four out of five times.
i. Short Term Objective: Throughout the lesson, XXXX will be able to
display each skill learned with proper form at least three out of five times.
ii. Short Term Objective: By the end of the lesson, XXXX will be able to
display proper form when performing a dance routine at least three out of
five times.

C. Health Considerations
XXXX does not have any known health concerns at this time.

D. Behavioral Considerations
There are many approaches that have been designed to alter observable behaviors
regarding XXXX. The first approach that I have designed is to always have my back to the
wall when speaking or giving instruction. The reason why this approach must be used is to
ensure that she has her attention on myself when explaining different skills or activities.
While working with XXXX, it quickly became evident that she does not focus on what
someone is saying unless there are no distractions in the environment around her. Another
reason why this approach is important to implement while teaching is because XXXX will
try to walk over and talk to other students if she can see them, which ultimately causes
disruption to both lessons being taught. Being positioned this way ensures that all distractions
will be behind her, leading to a higher level of focus and participation. Another approach that
has been designed to alter observable behaviors is the use of motivation. If XXXX feels that
an activity is going to be boring or even the slightest bit challenging, she will scream, “NO”.
It has been found that XXXX is more likely to participate in these activities when she has
something to motivate her. Examples of things that motivate XXXX include naming
Pokémon, letting her keep the pictures of the Pokémon that she used during the lesson, and
giving her stickers. When she feels motivated, she will participate. Almost every time she
starts to participate in the activities that she assumed would be boring or difficult, she ends
up enjoying herself, and participates at a high level. It is extremely important to be persistent
when it comes to motivation by reminding her about the Pokémon or the stickers that she will
be able to take home if she finishes all of the activities. One last approach that has been
designed to alter observable behaviors is teaching XXXX that a handshake is appropriate
when meeting or interacting with a stranger. The first day of lab, one of the most observable
characteristics about XXXX was the fact that she is very hands-on. Throughout each lesson,
she has tried multiple times to give hugs and kisses, and/or hold someone else’s hand. Every
time XXXX tries any of these behaviors, it is important to hold out a hand and say, “That is
not appropriate, let’s do a handshake instead”. With each lesson, she performs those
inappropriate behaviors less and less, showing that she is making progress towards
understanding what is and is not appropriate behavior when meeting a stranger. The
importance of teaching XXXX what is appropriate and what is not appropriate cannot be
stressed enough due to the fact that she could potentially get in trouble with the law later in
life if these behaviors continued.
E. Accommodations, Modifications, and Services
Program accommodations, modifications, and services that XXXX would need in my
future physical education program when I am a teacher in a both a regular and special
education setting would be a television screen/projector, a one-on-one teacher’s aide, and
multiple visual aids. XXXX would need a television screen or projector available to use
during class so that she can easily follow along with the dancers in the video while I am
helping other students in my class. Having that visual to follow along with when I am
tending to the needs of other students in the class would help her immensely. It would help
keep her focused, and would help her stay moving. Having that visual would also help other
students in the class as well. XXXX would also need a one-on-one teacher’s aide to help
keep her focused and ensure that she is keeping her hands to herself. XXXX is very hands-
on, and always jumps at the opportunity to give someone a hug or hold their hand. The aide
would be able to be another pair of eyes when I am instructing and helping other students,
ensuring that XXXX is demonstrating appropriate and safe behavior at all times. Having a
one-on-one aide would also benefit XXXX in the sense of refocusing her when she becomes
distracted. This is extremely important because when XXXX gets distracted, she always will
go and try to distract others as well. Taking steps to avoid that happening overall would help
ensure that my class runs as smooth and efficiently as possible. XXXX would also need
many visual aids around the room for her to refer to if she was confused. Visual aids help her
get a better grasp of what the skill she is performing is supposed to look like. Visual aids are
also a beneficial way to remind and guide XXXX while I am assisting other students as well.
In terms of related services, XXXX is high-functioning, therefore, I do not believe that she
would need speech or physical therapy. Occupational therapy may prove to benefit XXXX,
and can help decrease the likelihood of her partaking in inappropriate behaviors that I have
observed during lab thus far.

F. Projected starting date for services and modifications along with anticipated
frequency, location, and duration of those services and modifications
XXXX is receiving one hour of instruction in physical education on campus each week
throughout the spring 2019 semester in SUNY Cortland’s Adapted Physical Education
Program, Sport and Splash.
G. Instructional Strategies
Three adaptations to my teaching style that I have tailored to XXXX’s needs are the use
of visual aids, changing the environment in which she participates in, and the use of verbal
cues to help remember how to perform each skill with proper form. The use of visual aids
benefits XXXX immensely due to the fact that it is a non-changing model that she can
always refer to if she is struggling with remembering what the skill should look like. The use
of visual aids alongside my instruction provides her with the constant reassurance that helps
motivate her to keep participating with high effort and energy. It is best to instruct XXXX in
the front dance studio rather than the big gymnasium with many other students because it
helps her stay on task. There are far less distractions, and it grants us the opportunity to
openly play music without the possibility of distracting other students. In addition, the
mirrors help XXXX when performing different locomotor skills as well as different dance
routines. The use of cues also aids in helping her remember the critical elements of a given
skill or dance step. They are short words or phrases that she easily grasps, and recites them
alongside myself when performing that specific skill. Each of these adaptations greatly
benefits XXXX, and truly sets her up for success.

H. Statement Regarding Assessment

XXXX’s progress toward the annual goals will be measured by the Test of Gross Motor
Development (TGMD-2). Throughout the course of the program, XXXX has been
participating in different activities that works towards increasing various components of
health related fitness as well as activities that work on increasing her locomotor skill levels.
Another goal that XXXX’s mother had stated in the beginning of the semester was that she
wants XXXX to increase her fitness levels and get more exercise. Since the first lab, I have
been making an effort to include a number of different activities that are both enjoyable and
effective. I have been tracking her progress, starting with the initial pre-assessment that I
administered during the first lab period. I have continued to assess her informally throughout
the course the semester, noting how she has continued to progress her skills. At the end of the
semester, I will perform a post-assessment which will be identical to the pre-assessment. It
will consist of the TGMD-2, and will allow me to compare the two results, and see how
much she has improved. XXXX’s parents will be regularly informed of her progress through
conversation when they pick her up. That conversation will consist of everything I took note
of in regards to XXXX’s performance and progress she made that day. I will also be sending
a letter home to her parents at the end of the program explaining exactly how she has grown
and progressed from the time she started, to the time she ended her sport and splash
experience this semester.

I. Statement of transition services needed for Olivia to progress from age 16 into
adulthood
XXXX is not yet 16 years old.