IEPs and PE

1. IEPs and PE What PE teachers need to know about the special education process

2. IEP Team • The following people must be included on the IEP team • Parent • Student (when appropriate) • Special Education Teacher • At least one general education teacher

3. IEP Meetings • Scheduled around the IEP team members schedules. • Often difficult to get Physical Education teachers at the meetings due to our schedules. • If going to an IEP meeting and cannot stay the entire time, make sure you let the case manager know ahead of time so they can alert the parents that you will be slipping in and out.

4. What to do if you cannot make the IEP meeting • You can always present any concerns to the case manager. She can then pass that along to the parents at the IEP meeting. • You can also submit notes in writing for the parents to be included in the IEP information. The case manager will make sure to share your information.

5. Writing IEP goals • The way the new IEP’s are written, there is a separate services page so you can add your servicesthere and write a goal for the student. • The following are some tips on how to write IEP goals.

6. Measurable IEP Goals Info from Wright’s Law website, A parent advocacy group

7. SMART IEPs • S: Specific • M: Measurable • A: Action Words • R: Realistic and Relevant • T: Time- limited

8. S: Specific • IEPs must target areas of academic achievement and functional performance • Include clear descriptions of the knowledge and skills that will be taught • Specify how progress will be measured • Which one is specific? • Dylan will increase catching skills for motor success. • Dylan will demonstrate the following catching skills: using two hands to catch, showing no avoidance reaction, moving hands to absorb the force of the ball.

9. M: Measurable • Measurable means you can count or observe it! • Can specify a grade, age level performance, standard score, or a percentile • Allows parents & teachers to know how much progress the child has made since the performance was last measured • Which goal is measurable? • Owen will improve his throwing skills. • Given a foam tennis ball, Owen will throw the ball at a 1 foot target while standing 2 feet away.

10. A: Action Words • IEP goals include three components that must be stated in measurable terms: • Direction of behavior (follow, match, demonstrate, etc.) • Area of need (reading, writing, social skills, etc.) • Level of attainment (to age level, without assistance, etc.) • Which goal is specific, measurable, and includes action words? • Betsy will decrease her anger and violation of school rules. • Provided with anger management training and adult support, Betsy will be able to remove herself from environments that cause her to lose control of her behavior so that she has no disciplinary notices.

11. R: Realistic and Relevant • Goals and objectives that address the student’s unique needs that result from the disability • NOT based strictly on district curricula, state tests, or other external standards • Which goal is specific, measurable, and relevant? • Kelsey will demonstrate improved kicking skills. • Kelsey will improve her kicking skills so she can kick a foam soccer ball into a 3 foot by 3 foot mini soccer goal while standing stationary from 4 feet away.

12. T: Time-limited • What does the student need to accomplishandbe able to accomplish after one year of special ed? • Enables us to monitor progress at regular intervals • Starting point comes from PLOP

13. The Language of “Measurable” • What is NOT the language of measurable: • Feel • Increase (from what to what?) • Know • Realize • Understand • It’s ambiguous and non-specific

14. The Language of “Measurable” • Operative words are SEE and DO • More operative words: • Create • Outline • Select • Identify • Follow

15. Example Goal • Alex is in the 5th grade • PLOP: When throwing and catching a foam tennis ball, Alex steps with opposition 2 out of 10 times and turns his face away when attempting to catch the ball 4 out of 5 times. • ANNUAL: • Given a regulation tennis ball, Alex will throw while stepping with opposition 8 out of 10 times and turn his face away when catching 1 out of 5 times. • BENCHMARKS: • After 9 weeks, given a foam tennis ball, Alex will step with opposition 4 out of 10 times and turn his face away 3 out of 5 times. • After 18 weeks, given a regulation tennis ball, Alex will step with opposition 5 out of 10 times and turn his face away 3out of 5 times. • After 27 weeks, given a regulation tennis ball, Alex step with opposition 6 out of 10 times and turn his face away 2 out of 5 times. • Socialization should not be the sole reason for an IEP in PE. • Socialization comes as an outcome of participation in PE. • We should be focusing on participation in the PE program.

16. I’m not included in the IEP meetings, now what? • Follow the chain of command • Case manager • Program specialist or lead teacher • Principal • Central office • “I’d like to come to the meeting and here’s why. I know she is struggling in the classroom to wait her turn to do certain tasks. I have done these things that would help the classroom teacher and parents with this behavior.

17. This is the accommodations checklist that should be included in the IEPs for students with special needs. This upcoming school year will be a reporting year and this form will need to be completed for any students who will need modifications to the any of the tests.

18. Determine what is the best fit for your student regarding the time of test administration. If another time is better, arrange for that to happen. If a student needs to be in a small group or one on one, make note of it here.

19. This might be a section you need to talk over with the student’s case manager. They can help you know what equipment they have access to in order to help the child be more successful. This section will be where you list the actual accommodation that you will make for the student. Be specific with what you write. Whatever you do in the fall, also do in the spring to enable score comparison

20. Things to remember about fitness testing students with disabilities • To have form included in the IEP information, you must follow the amendment process • Fill out form • Have case manager explain to parents about the form, send it home, and then parents will sign if they have no questions. • If there are questions, once they are answered, the parents can sign the form and return it. • Once form is signed by parents, it can be included in the IEP • Write out a form letter to present to parents explaining what the form is about. You can include: • Why students need to perform the APFA • A brief description of the APFA, including the tests that should be administered • A description of the modifications that will be made • Whatever you do in the fall you must do in the spring. • Accommodations can be used year round, not just during fitness testing.

21. HT Special Education What we are doing that you might could add in your program

22. Peer helpers • Keep personalities in mind • Rotate students every so often if possible • Talk to students about expectations, from them and students with special needs • Allow various students to have the opportunity to work with students with disabilities • Special Olympics • Practiced through physical education classes • Assign peer helpers things to watch for with each student • Activities we do • Track & Field • Bowling • Softball

23. Dances • Halloween, Valentine, Christmas, Prom • Students budget for items, make a shopping list, go shopping, pay for items • Manipulate equipment, rules, dimensions of field • Size of equipment • Weight of equipment • Whether student moves to object • Score in football by making 4 complete passes • Make fields/courts smaller or larger

24. Determine if activity is appropriate for students to participate in • There are times that I pull my students with special needs out of the game we are playing and have them performing another activity. • Sometimes they can participate with some modifications to equipment, etc. • Include leisure activities in program when appropriate • Frisbee • Bocce Ball • Ladder Ball • Cornhole • Horseshoes • Fishing • Archery • Bowling

25. Add disability sports to your classes when you can • Goal ball • Sitting volleyball • Blind tennis • Look for teaching aids that can help • Weighted vests • Noise cancelling head phones • Beeper balls • A selection of exercises students can choose from should class become too overwhelming

26. Helpful links: • www.pecentral.org • Houses various physical education lesson plans and has an adapted section • http://www.alsde.edu/html/sections/documents.asp?section=65&sort=24&footer=sections • Click on Mastering the Maze MEGA CONFERENCE 2012.pdf • Mastering the Maze: Special education booklet that will answer any questions • you have regarding the special education process. • http://qualtitypeinalabama.pbworks.com • Alabama Physical Fitness Assessment – website that provides the actual • assessment booklet, videos for the various tests, and a wealth of other • information • www.flaghouse.com • A physical education website with adaptive equipment

27. How to contact me and find the presentation Amanda Hayes Amanda.hayes@trussvillecityschools.com Please include a subject or our school spam filter will catch it. Powerpointpresentation can be found on my school website: www.trussvillecityschools.com/Teachers/amanda.hayes/default.aspx On the left hand side under the heading Documents, open the folder Presentations. The presentation is IEPs and PE, PE Health Conference 2012.