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Silliman 20111 The Life of an Itinerant APE Teacher Adapted from Lisa Silliman-French, PhD Stephanie Bowerman, PhD.

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Presentation on theme: "Silliman 20111 The Life of an Itinerant APE Teacher Adapted from Lisa Silliman-French, PhD Stephanie Bowerman, PhD."— Presentation transcript:

1 Silliman The Life of an Itinerant APE Teacher Adapted from Lisa Silliman-French, PhD Stephanie Bowerman, PhD

2 Silliman Screening

3 3 Screening First step First step Purposes Purposes – Help confirm concerns regarding student development status. – Aid in the identification of students needs that may have gone unnoticed. – Stops, in many cases, being dumped on.

4 Silliman Screening Collaboration begins here for the general physical education teacher and the adapted physical education teacher. Collaboration begins here for the general physical education teacher and the adapted physical education teacher. General physical education teachers have the skills and competencies to perform the screening for students with disabilities. General physical education teachers have the skills and competencies to perform the screening for students with disabilities.

5 Physical Education Evaluation Instruments TGMD - 2 Brockport Fitness TEST I CAN PROJECT CREOLE PROJECT MOBILITEE PROJECT TRANSITION PROJECT PEOPEL APEAS PROJECT MOVE CTAPE - R SPECIAL OLYMPICS MATP

6 Silliman How do you select and appropriate assessment instrument? Primary (whenever appropriate) Primary (whenever appropriate) –APEAS (Los Angeles): Birth - 5 years –CTAPE (LA)/APEAS: Elementary/Secondary –Special Olympics: Nonambulatory/severe delays

7 Silliman How do you select an appropriate assessment instrument? Secondary (suggested) Secondary (suggested) –Peabody Developmental Motor Scale: Birth - 5 years –TGMD: Elementary –Project Mobilitee: Secondary –I CAN: Nonambulatory/severe delays

8 Silliman How do you select an appropriate assessment instrument? Fitness (suggested) Fitness (suggested) –Fitnessgram: Elementary/Secondary –Brockport Fitness *Determine if OT, PT, or SPED will or has tested using similar instrument to avoid duplication.

9 Silliman What criteria is appropriate for eligibility for Adapted PE? Test Scores (Flooring) Test Scores (Flooring) – Understands cause and effect – Behavior – Have voluntary movement – Interact with other(s) Parent(s) Parent(s) Environment Environment

10 Silliman What criteria is appropriate for dismissal from Adapted PE? Mastery of Goals and Objectives Mastery of Goals and Objectives Assessment results above 70% Assessment results above 70% Participates safely and successfully in regular physical education Participates safely and successfully in regular physical education

11 Silliman Are We Really Doing Our Job? Are We Really Doing Our Job? All lessons should be planned to align with developmentally appropriate and quality instructional practices (TEKS) All lessons should be planned to align with developmentally appropriate and quality instructional practices (TEKS)

12 Silliman TEKS? TEKS? Adapted PE is part of the planning of the TEKS (i.e., modifications) Adapted PE is part of the planning of the TEKS (i.e., modifications)

13 Silliman Remember No test is perfect. No test is perfect. No testing environment is completely adequate. No testing environment is completely adequate. Strive to achieve testing conditions close to perfect and rely on best professional judgment when interpreting test results. Strive to achieve testing conditions close to perfect and rely on best professional judgment when interpreting test results.

14 Silliman Discussion Questions

15 15 BREAK TIME!! 10 minutes 15

16 16 Assessment What if an assessment isnt appropriate for a student? 16

17 17 Authentic Assessment Skills and abilities in a real world setting Motor skills and abilities, functional tasks, everyday activities Places and situations in an individuals everyday life 17

18 18 Authentic Assessment Outcomes are important to the instructor and participant Ability to use skills in a variety of environments......like what? Direct observations with recordings 18

19 19 Authentic Assessments Rubrics –Agreed upon performance expectations –Levels of performance Data collected in natural context of performance –Knowing –Knowing how –Knowing when 19

20 20 Rubric Frequency: 3=always 2=sometimes 1=never Environment Skill development, drills, lead-up games In-class games School Intramural games Community Special Olympics Skill Performance Moves to face off with prompts and assistance Moves to face off without prompts Moves quickly to face off without prompts Moves independently to face off Game Performance Positions body appropriately Moves to the ring when receiving a pass Responds quickly to prompts to move into position Moves to position independently

21 21 Project Mobilitee Movement Opportunites Building Independence and Leisure Interests through Training Educators Exceptional learners –Target Population: Students who are moderately and severely disabled M O BI LI T E E

22 22 Project Mobilitee Project Components –Assessment Tool –Curriculum Guide –Curriculum Implementation Activities Assessment and Curriculum Areas –Physical/Motor Fitness –Fundamental Motor Skills –Skills for Participation –Games/Sports –Patterns for Low Functioning Students 22


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