Developing the Individual Education Program (IEP) Be an advocate Be involved Be knowledgeable

The Law and the IEP Individuals with Disabilities Education Act (IDEA (1990) and the Reauthorization of IDEA, (1997 & 2004) requires that all children with disabilities, eligible for special education services, must have an IEP. Physical Education is a direct service required by law.

Definition The Individualized Education Program (IEP) is an educational plan of action or guide for teachers to assist students with disabilities in their education. . Physical Education participation is determined by need based on an assessment.

Section 504 of the Rehabilitation Act 1973 The main difference is that a 504 plan modifies a student's regular education program in a regular classroom setting. Students who do not qualify for Adapted Physical Education and a full IEP.

504 plan Students who are not classified but demonstrate a need cognitively, physically or socially. Modification is provided Inclusion class and/or small group. Motor coordination, low fitness level, behavior issues or diabetes, asthma.

Physical Education Teacher Subject area teacher The Referral Physical Education Teacher Subject area teacher Child Study team or special services team Administrator Parent School nurse

The Individual Education Program Part One: The meeting with with parents, and school personnel who jointly make decisions about a child’s educational program. Part Two: A written document that describes the decisions reached at the meeting.

Actions to Get involved in the IEP Process Contact the classroom teacher Contact the school administrator Contact the IEP committee chair or special education director Collaborate with other professionals Attend the IEP meeting Speak to parents

IEP Document Components Present Level of Performance - assessment of skills, fitness or behavior Measurable Goals – annual and short term Services provided to meet the goals Progress report

Present Level of Performance Present levels of skill and fitness achievement and functional performance are objective data acquired from a variety of assessments. Describes the student’s level of performance on motor skills and/or fitness or behavioral needs if applicable. Provides a baseline for future assessment.

Assessment information School Records – Performance in previous Physical Education classes. Standardized skill tests -TGMD -2 , APEAS II Fitness tests – Brockport, APEAS II or Fitnessgram Teacher Constructed Tests – Skill or fitness Can be Qualitative and/or Quantitative. Observations –Skills or behavior report

Developing Goals Goals are based on the results of the assessment data. Annual goal for improvement. – What the student will achieve in one year. Formative goal. – Short term goals or benchmarks that are determined for achievement to meet the annual goal.

Measurable Goals Include: The action (what?) The conditions under which the action should occur (how?) A criterion for mastery of a specific task (at what level?) How fast, how far, how many, maturity of form.

Goal Example The student will be able to run 1 mile in 10 minutes and 30 seconds. Action = Run Condition = 1 mile Criteria = 10 minutes 30 second

Develop goal related activities What activities will you develop that will help the student achieve the set goals? Activities should be curriculum related. Activities can focus on life long learning. Activities should address the NJ Core Content Standards for Health and Physical Education. Developmentally appropriate.

Goals for Elementary Level are based on: Locomotor skills Manipulative skills Body awareness Spatial awareness Balance Strength Aquatics, Games and dance

Goals for Secondary Level are based on: Sport skills and Game Play Physical Fitness Aquatics Lifetime activities Community-based activities Dance

Ongoing data collection How will you record progress toward the goal?. Use report forms, anecdotal notes, test forms, student journal writing, conferences. What is the frequency of recording? .

Determine Services Placement (where) GPE, or Segregated PE or a combination Schedule of services (beginning and end dates, how often) Program modifications, (equipment, assistance)

Annual Progress Report Written documentation of tests and observations that address the goals. Test results Pre and Post Formative assessments that address the goals.

Progress Report Teacher maintains a written anecdotal record of his or her observations. What is the student able to do, what is difficult for the student and what observable evidence supports your claim? Report includes standardized or teacher constructed tests and results. Description of report frequency. Recommendations.