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									Developing the Individual
Education Program (IEP)

      Be an advocate
        Be involved
     Be knowledgeable
           The Law and the IEP

• Individuals with Disabilities Education Act
  (IDEA (1990) and the Reauthorization of
  IDEA, (1997 & 2004) requires that all
  children with disabilities, eligible for special
  education services, must have an IEP.
• Physical Education is a direct service
  required by law.
• The Individualized Education Program (IEP)
   is an educational plan of action or guide for
  teachers to assist students with disabilities in
  their education.
• Physical Education participation is determined
  by need based on an assessment.
           The Referral
• Physical Education Teacher
• Subject area teacher
• Child Study team or special services
• Administrator
• Parent
• School nurse
 The Individual Education Program

Part One: The meeting with with parents,
 and school personnel who jointly make
 decisions about a child’s educational

Part Two: A written document that describes
 the decisions reached at the meeting.
 Actions to Get involved in the IEP
• Contact the classroom teacher
• Contact the school administrator
• Contact the IEP committee chair or special
  education director
• Collaborate with other professionals
• Attend the IEP meeting
• Speak to parents
   IEP Document Components
• Present Level of Performance -
  assessment of skills, fitness or behavior

• Measurable Goals – annual and short term

• Services provided to meet the goals

• Progress report
 Present Level of Performance
• Present levels of skill and fitness
  achievement and functional performance
  are objective data acquired from a variety
  of assessments.
• Describes the student’s level of
  performance on motor skills and/or fitness
  or behavioral needs if applicable.
• Provides a baseline for future assessment.
      Assessment information
• School Records – Performance in previous
  Physical Education classes.
• Standardized tests -TGMD -2 or APEAS II
• Fitness tests – Brockport, APEAS II or
• Teacher Constructed Tests – Skill or fitness
  Can be Qualitative and/or Quantitative.
• Observations –Skills or behavior
         Developing Goals
• Goals are based on the results of the
  assessment data.
• Annual goal for improvement. – What the
  student will achieve in one year.
• Formative goal. – Short term goals or
  benchmarks that are determined for
  achievement to meet the annual goal.
          Use SMART Goals

Specific – action defined
Measurable – criteria and rubric
Achievable – lead to success
Realistic - meaningful
Time – length of time is determined
    Measurable Goals Include:
• The action (what?)

• The conditions under which the action
  should occur (how?)

• A criterion for mastery of a specific task
  (at what level?) How fast, how far, how
  many, maturity of form.
             Goal Example
• The student will be able to run 1 mile in 10
  minutes and 30 seconds.

• Action = Run
• Condition = 1 mile
• Criteria = 10 minutes 30 second
 Develop goal related activities
• What activities will you develop that will
  help the student achieve the set goals?
• Activities should be curriculum related.
• Activities can focus on life long learning.
• Activities should address the NJ Core
  Content Standards for Health and Physical
• Developmentally appropriate.
    Goals for Elementary Level are
               based on:
•   Locomotor skills
•   Manipulative skills
•   Body awareness
•   Spatial awareness
•   Balance
•   Strength
•   Aquatics, Games and dance
     Goals for Secondary Level are
               based on:
•   Sport skills and Game Play
•   Physical Fitness
•   Aquatics
•   Lifetime activities
•   Community-based activities
•   Dance
      Ongoing data collection
• How will you record progress toward the goal?.

• Use report forms, anecdotal notes, test forms,
  student journal writing, conferences.

• What is the frequency of recording?
       Determine Services

• Placement (where) GPE, or
  Segregated PE or a combination
• Schedule of services (beginning and
  end dates, how often)
• Program modifications, (equipment,
     Annual Progress Report

• Written documentation of tests and
  observations that address the goals.

• Test results Pre and Post

• Formative assessments that address
  the goals.
            Progress Report
• Teacher maintains a written anecdotal record of
  his or her observations. What is the student
  able to do, what is difficult for the student and
  what observable evidence supports your claim?

• Report includes standardized or teacher
  constructed tests and results.

• Description of report frequency.

• Recommendations.

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