Individualized Education Program (IEP)
Student’s Name: Thomas
Student's Date of Birth: December 17, 2007 Date Plan Completed: October 20, 2011
Undergraduate Teacher: Amanda Griffin Lab Day/Time: Tuesday’s 6-7 pm
1. Introductory Paragraph: Thomas is a 3 year old full of energy who loves to explore everything in the gymnasium and communicates with short phrases. Thomas enjoys physical education and loves to run around and participate in numerous activities. He enjoys making a lot of noise as well as loud noises and may say “no” sometimes when asked to perform certain tasks. He is an average size for his age and is a very happy child who loves to run around and loves cars. The lab setting that Thomas participates in every week includes a gymnastics area, tunnels to crawl through, and about 8 other students and instructors. Each instructor is spread out amongst the gym with their own work station. Thomas was assessed in this lab using the TGMD2 on September 20, 2011 between 6 pm and 7 pm.
2. Present Level of Performance:
Cognitive: Thomas can follow directions very well and will almost always do everything I ask him to. Thomas has a tendency to feel overwhelmed with information at times. When this occurs he will more than likely not do anything. Thomas can currently repeat back to me colors after I tell him the color, but if I ask him on his own he will normally say everything is one color (green or yellow). I know he is completely capable of knowing several with reinforcement between activities and reading.
Affective: Thomas is able to work with other students, but has a tendency to run over to other teacher’s stations and take their equipment or knock over their equipment. This is something that he has improved and doesn’t do as much during our actual lesson. He is also more likely to perform a task if there is a reward for it at the end. This can include a sticker at the end, a high five, or even telling him we have to practice to show mom and dad.
Psychomotor: Thomas is currently able to perform both jumping and running. His jump is not always consistent because he doesn’t jump with both feet at the same time. He tends to land with a stutter step (one foot then the other). While running Thomas has a wide base of support, but can run for a very long time. He also runs flat footed right now, but does show a brief period of air time at some points.
Fitness: Thomas is currently able to participate in the beginning of class, especially when we begin with a circle activity. He comes in and wants to run around and do everything that I have laid out for him. He also is very active at the end during the second circle activity most of the time. Although he is active, there are numerous times throughout he the lessons, more towards the end, that he will sit or lay down and refuses to do anything because he is tired.
3. Long Term Goals and Short Term Objectives:
A. Cognitive Goal: By December, Thomas will be able to recognize at least 3 different colors when using objects in each activity.
1. Short term objective: By November 8, Thomas will be able to recognize the colors green and red by picking them out of the pictures when reading his books with the teacher.
2. Short term objective: By November 29, Thomas will be able to recognize the colors red, green, and yellow by picking then off a chart and out of pictures when reading and participating in activities.
B. Affective Goal: By December, Thomas will be able to complete at least 4 out of the 6 tasks without saying “no” or laying on the ground and disrupting other lessons when in class.
1. Short term objective: By November 8, Thomas will be able to complete 3 tasks with a little encouragement and apologize for interrupting another teacher when asked by the teacher.
2. Short term objective: By November 29, Thomas will be able to complete 2 or 3 tasks without lying on the ground when asked by the teacher.
C. Psychomotor Goal: By December, Thomas will be able to jump off a gymnastics mat with both feet and land on both feet simultaneously 5 out of 10 times when asked by the teacher.
1. Short term objective: By November 8, Thomas will be able to jump at least 5 consecutive times on the ground when following the teacher.
2. Short term objective: By November 29, Thomas will be able to jump off the mat 3 out of 5 times when asked by the teacher.
D. Fitness: By December, Thomas will be able to participate in consistent physical activity for at least 15 minutes when asked by the teacher.
1. Short term objective: By November 8, Thomas will be able to participate in 5 to 10 minutes of consistent physical activity when asked by the teacher.
2. Short term objective: By November 29, Thomas will be able to participate in 15 minutes of physical activity with one break when asked by the teacher.
4. Health Considerations
I do not feel there are any health considerations when working with Thomas that would affect him meeting each of the objectives above. One safety concern that may be a problem for Thomas is that when he runs forward he is looking elsewhere; not where he is running.
5. Behavioral Considerations
There aren’t really any behavior concerns I have with Thomas particularly because he is by himself, but he has a tendency to interrupt other teacher’s lessons. This is something that has improved because of explaining to him that it’s not okay. If he does knock down something or take something from another station; I ask him if what he did was right and he knows that what he did was wrong, so I make him fix what it is he has done.
6. Teaching Strategies
In order for Thomas to have the most beneficial time, there are several components that I have to plan for in each lesson. First, the lesson must be structured so that he knows exactly what to expect every day. This includes me picking him up in the hallway and going to the class, then a circle activity in the beginning and end of class, and a reward system at the end of every lesson. Second, the transition from one task to another must be done in a slower manner, so that Thomas doesn’t become to over whelmed and avoid an activity by sitting or lying on the ground. Third, Thomas can become distracted very easily, so the lesson must include the least amount of distractions as possible. This includes trying to avoid his parents or sisters coming in until near the end of the lesson; otherwise I will lose his attention completely and not be able to accomplish any of my activities.
7. Evaluation Plan
I will determine if Thomas has learned what I had expected him to if he is able to improve his motor skills as well as be able to have more knowledge such as knowing some colors. These goals will allow me to observe and infer that learning has occurred because Thomas will have more developed movement patterns as well as a greater knowledge base than when he first began back in September.
8. Services to be Provided:
Physical education instruction once each week at SUNY Cortland Adapted Physical Education Lab for one semester beginning September 13, 2011 and ending on December
9. APE Placement Decision Model
I feel that Thomas is completely capable of participating in a general physical education class. He is able to perform the appropriate physical developmental skills for his age and is able to follow directions when things are broken down and he is shown how to perform a skill. I also feel that if he is in a general physical education classroom and there is structure he will participate much more and be able to accomplish more because he is a very skilled mover and has the ability to achieve a lot.