Chapter 4Developing the Individual EducationProgram            ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved....
 Present level of Educational Achievement              Goals              Specific Educational Services              R...
 Include information from parents,                  general physical educator, and adapted                  physical educ...
 Must be measurable         Address needs resulting from disability         Aligned with the general curriculumGoals   ...
 Action                  What the student is doing….hop,                   jump, throw, run, slide              Conditi...
SampleMeasurableGoals             ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.                             ...
 Beginning and ending of services (dates)               Duration of services               Number of minutes           ...
 Why is adapted physical education not a             related service?            Examples of related services include:  ...
 Special educators                  Hospital/homebound instructors                  Instructors in institutionsDirect S...
 Prior to removal, documentation of                  services and accommodations                  attempted should be pro...
 Purpose is to prepare students for active               living after graduation              Must be included in the IE...
 Positive reinforcement is key              Behavior Management Plans should be               provided to all of the stu...
 Dates are usually set annually            IEPs are dated from the date goals wereDates of     accepted by the IEP team,...
 IDEIA no longer requires submission of an               evaluation report                  What are the implications of...
 Schools should provide their best efforts                   to make the IEP process accessible and                   inv...
 Parents            Regular education teacher            Special education teacher            School administrationIEP...
 Include the student              Highlight positives              CollaborateSuccessful    Provide guidelinesIEP     ...
ParentNeeds at IEPMeetings               ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.                      ...
 Active living after high school              Self-determination and student personal               interests should be ...
 Websites                  PE Central                  Assessment Tips               Assessment Guidelines            ...
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  • CPS Question #3 (MC)
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  • Auxter 11 ppt_ch04

    1. 1. Chapter 4Developing the Individual EducationProgram ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 1
    2. 2.  Present level of Educational Achievement  Goals  Specific Educational Services  Related Services  Extent to which the students will not participate inComponents regular educationof the IEP  Modifications/accommodations for statewide testing  Transition services  Behavior management  Dates of services  Evaluation procedures ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 2
    3. 3.  Include information from parents, general physical educator, and adapted physical educator  Results of formal assessmentPresent Levelof  Results of informal assessmentEducational  Strengths and weaknessesAchievement  How the student’s disability impacts his/her performance in the general curriculum ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 3
    4. 4.  Must be measurable  Address needs resulting from disability  Aligned with the general curriculumGoals  Include action, condition, and criteria ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 4
    5. 5.  Action  What the student is doing….hop, jump, throw, run, slide  ConditionAction,  How the student performs the skill…Condition, with eyes closed, with arms out, backwardsCriteria  Criteria  At what level….3/5 trials, for 10 seconds, 10 repetitions ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 5
    6. 6. SampleMeasurableGoals ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 6
    7. 7.  Beginning and ending of services (dates)  Duration of services  Number of minutes  Implications for APE….adapted physical education should be provided MINIMALLY the sameSpecific amount as general physicalEducational education is provided for studentsServices without disabilities, unless the IEP team determines otherwise  Location of services  Important to identify for APE, as there are often space/location difficulties for APE. Options should be explored prior to the IEP meeting ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 7
    8. 8.  Why is adapted physical education not a related service?  Examples of related services include:  Occupational therapy  Physical therapy  Speech and Language therapyRelated  CounselingServices  Psychological services  Recreation therapy  Assistive technology  Social worker ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 8
    9. 9.  Special educators  Hospital/homebound instructors  Instructors in institutionsDirect Service  Adapted physical educatorsProviders  General physical educators  Vision specialists  Orientation and mobility specialists ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 9
    10. 10.  Prior to removal, documentation of services and accommodations attempted should be providedParticipationin Regular  Services and accommodations include:  Modified equipment, rules,Education environment, and instruction  Human assistance  Peer tutors, paraprofessionals, parent volunteers ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 10
    11. 11.  Purpose is to prepare students for active living after graduation  Must be included in the IEP or Individualized Transition Program (ITP)Transition by age 16.Services  Some states have earlier age requirements  Input from the student and parents should be included ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 11
    12. 12.  Positive reinforcement is key  Behavior Management Plans should be provided to all of the student’s teachers and should be followed exactly as writtenBehavior  There are legal guidelines for when aManagement child violates a code of conduct  Describe the steps educators are required to follow if the above occurs ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 12
    13. 13.  Dates are usually set annually  IEPs are dated from the date goals wereDates of accepted by the IEP team, to one yearServices later….eg. From: 09/15/07 To: 09/14/08 ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 13
    14. 14.  IDEIA no longer requires submission of an evaluation report  What are the implications of this guideline?  Assessments utilized and the results ofEvaluation those assessments must be providedProcedures  How progress on IEP goals will be measured  Checklists, rubrics, video clips, digital pictures  When progress on IEP goals will be reported  Every six weeks, quarterly, every two weeks, weekly electronic journal ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 14
    15. 15.  Schools should provide their best efforts to make the IEP process accessible and inviting to parents. Some efforts include:  Providing information in the nativeParental languageConsiderations  Avoiding jargon  Soliciting and including opinions  Schedule meetings at a convenient time  Report regularly on student progress ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 15
    16. 16.  Parents  Regular education teacher  Special education teacher  School administrationIEP Team  EvaluatorMembers  Related service personnel  Student  School nurse  Interpreter  Community agency representatives ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 16
    17. 17.  Include the student  Highlight positives  CollaborateSuccessful  Provide guidelinesIEP  Take notesMeetings  Listen  Offer drinks and/or snacks ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 17
    18. 18. ParentNeeds at IEPMeetings ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 18
    19. 19.  Active living after high school  Self-determination and student personal interests should be the center of transition planning  Training in the community environment is most effectiveTransition  Community recreation activities should be identified and task analyzed to determine student needs for participation and access ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 19
    20. 20.  Websites  PE Central  Assessment Tips  Assessment Guidelines  Test of Gross Motor DevelopmentAssessments  Test of Gross Motor Development Rubrics  Examples of fun activities to help improve Gross Motor Skills  Gross Motor Skills – PE class of elementary school age students ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved. 20
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