1. Ellen M. Kowalski Cathy Houston-Wilson Sara Daggett Roy Speedling March 16, 2012 AAHPERD National Convention Boston, MA

2. A Comprehensive Package of Assessments for School-age Students  Fundamental Skills Assessment (FSA): Take A.I.M. at Moving!  Activity Skills Assessments (ASA): Includes a variety of sport-related skills assessments  Motor Assessment for Severe Disabilities (MASSD): For those students with severe disabilities who may need an alternative assessment

3.  Appropriate for PK-3  Assesses the building blocks needed to progress to sport-related skills and activities  A.I.M. is an acronym for Attempted, Inconsistent and Mastered  Students are given a cue, a demonstration and one practice trial, then the appropriate letter is entered.  Components Assessed  Fundamental Motor Skills  Body Management Skills  Movement Concepts  Manipulative Skills

4. CONCEPTS K1 ST 2 ND 3 RD 4 TH APESPACE/PATHWAYS I FORCE./EFFORT A TIME/PACE A FLOW/SPEED A MOVEMENT CONCEPTS SAMPLE PORTION OF FSA

5.  Includes a variety of sport-related skills assessments  Each Unit of Instruction is Designed in a Hierarchal Format of Four Levels  Levels Progress from: Emerging to Basic, Basic to Competent, Competent to Proficient

6.  Baseball  Kickball  Softball DANCE  Dance  Aerobics  Tae Bo/Kickboxing  Swimming OUTDOOR PURSUITS  Cross Country Skiing  Snow Shoeing STRIKING/FIELDING PERSONAL PERFORMANCE

7. TEAM PASSING NET/WALL NET/WALL  Basketball  Lacrosse  Field Hockey  Floor Hockey  Soccer  Team Handball  Ultimate Frisbee  Badminton  Pickle ball  Table Tennis  Tennis  Volleyball TARGET GAMES  Bowling  Golf

8.  Curriculum-based  Basic skills and abilities needed as building blocks to sport-related skill  Based on commonly taught units of instruction  Authentic Assessment  Basic control of individual skills and combining skills  Apply offensive and defensive skills leading up to game play  Seamless Progression  Allows All Students to be Assessed at their Current Level of Functioning

9.  Inclusive - Designed to Assess All Students of All Ability Levels  Fills the Gap in Assessing:  Low to High  Students with Disabilities  Developmentally-Appropriate/Age- Appropriate  Elementary students are assessed on fundamental skills and introductory sport skills  Intermediate and Secondary students are assessed on sport skills, lifetime activities, and fitness

10.  Teaching Modifications are Identified for Each Unit of Instruction  Instruction/Rules  Equipment  Environment  Disability-Specific Modifications are Identified for Each Unit of Instruction  Cognitive  Sensory  Physical  Behavioral

11.  Read Me First /How to Use  Scoring using Excel Format  Individual  Class  Individual Elements  Modifications

12.  Curriculum Development and Mapping  Easy to develop the curriculum  Create alignment across grade levels  Develop units of instruction sequenced from simple to complex  Longitudinal Tracking  Allows teachers to clearly see and longitudinally track a child’s skill development over time  Assists the teacher in pre and post unit assessment  Travels with students from grade to grade

13.  Differentiated Instruction  Know where to begin instruction  Assists in planning creative activities to specifically target abilities that need to be worked on  Communication/Parental Involvement  Students -Task expectation list reference  Parents  Administrators  Therapists  Program Evaluation  Administration  Grading and progress reports  Class profiles

14.  Screening and Eligibility  Students who consistently score at the Emerging and Basic Levels of skills could be considered for Adapted Physical Education  ASA data could be used in combination with other standardized assessments to qualify for APE

15.  IEP Development  Document Present Level of Performance “Tom scored a total of 15 out of 49 points on the golf sports skill assessment placing him in the emerging level of performance”  Develop Annual Goal “Tom will score 21 out of 49 points on the golf sports skills assessment placing him in the competent level of performance”

16.  IEP Development  Develop Short-term objectives “Tom will score 18 out of 49 points on the golf sports skills assessment placing him in the basic level of performance”  Paraeducators and Peer Tutor  Can assist in documenting student performance  Can serve as guide to teaching

17.  The MASSD is:  Designed for students with severe disabilities  Based on Levels of Independence  Includes task analysis assessments on elements of:  Basic motor control  Dexterity  Motor skills  Fitness

20.  Allows you to obtain and track data on students with severe disabilities – using both levels of assistance as well total number of trials completed  Can be used to create IEP goals and objectives by focusing on increasing independence level  Gives data to a population typically considered untestable

21.  The Basic Skill Assessments is a comprehensive approach to assessing the motor skills of all students and includes three distinct assessments:  Fundamental Skills Assessment  Activity Skills Assessment  Motor Assessment for Students with Severe Disabilities  Select the assessment that best suits the needs of your learners

22.  Questions?  Feedback