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Preparing Highly Qualified APE Teachers
Barry Lavay, CSU, Long Beach Rebecca Lytle, CSU, Chico Terry Rizzo CSU, San Bernardino National AAHPERD Tampa FL April 1, 2009 HQ APE: Lavay, Lytle, Rizzo
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Outline: Preparing the HQAPE
Introduction: Rebecca- 10 min Purpose, Why, What, Process, Who Highly Qualified APE Teacher Position Paper APAC/NCPERID Who Is HQ APE Teacher? Terry-10 min Requirements, Qualifications, Characteristics IDEA: Good News Bad News APAC/NCPERID’s Response Content Knowledge & Skill: Barry- 15 min Examine Specific Content Knowledge & Skills Summary/Discussion HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
APAC - Purpose The purpose of the Adapted Physical Activity Council is to advocate & encourage programs, policies, standards, & research that will positively affect opportunities for physical activity & recreation available to individuals with disabilities. The Council will promote excellence in professional practices & preparation; enhance the knowledge base in physical activity and recreation for individuals with disabilities… HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Why The Need? Inequity- Lack of Physical Education in No Child Left Behind (NCLB), 2001 Requirements of Physical Education in IDEIA, 2004 No State or National guidelines for “highly qualified” in APE APAC- Adapted Physical Activity Council AAPAR - American Association for Physical Activity & Recreation AAHPERD - American Alliance for Health Physical Education, Recreation & Dance Advocacy for quality HQ APE: Lavay, Lytle, Rizzo
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What To Do? An Idea Is Hatched..
Annual APAC meeting - AAHPERD Committee formed - Process begins 2006 “What is a highly qualified APE teacher? Open ended question sent out to committee & others (University & practitioners) Draft #1 begins… NCPERID- comes on board Sent to committee for review… New comments & ideas are integrated into the document through several revisions HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Process Continues Focus group with 25 APE teachers- revisions Focus group with all interested parties held at AAHPERD Revisions Final draft submitted to committee for review Final draft submitted to APAR for acceptance Reformatting required HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Who Is It For? What Next? Administrators Directors of Special Education Programs University faculty developing training programs Adapted Physical Education Specialists General Physical Education Specialists Presentations at conferences, web posting, articles ate=positionpapers.html This presentation has been submitted to JOPERD HQ APE: Lavay, Lytle, Rizzo
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But Who Is a Highly Qualified APE Teacher?
Knowledge of pedagogy & the ability to teach effectively to enhance student achievement What is meant by student achievement? High levels of physical & motor fitness, skills in aquatics, games, rhythms, dance, sport skills and the use of leisure time to engage in vigorous health-related physical activity consistent with their capabilities HQ APE: Lavay, Lytle, Rizzo
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But Who Is a Highly Qualified APE Teacher?
A highly qualified APE teacher will have skills in explicit teacher led, cognitive strategy instruction (see Rosenshine, 1997, Issues in educating students with disabilities.) HQ APE: Lavay, Lytle, Rizzo
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But Who Is a Highly Qualified APE Teacher?
These individuals will have: Kinesiology degree with a specialization in pedagogy with a particular focus of attention in adapted physical activity and graduate from a recognized subject matter program in adapted physical education Content knowledge about assessment, individualized educational planning, effective teaching, and evaluation of teaching effectiveness via student achievement. HQ APE: Lavay, Lytle, Rizzo
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But Who Is a Highly Qualified APE Teacher?
Hidden Characteristics: Teaching personality of an adapted physical educator should match the culture of the school & the population of students with whom s/he teaches. Demonstrate the maturity associated with working as a member of an educational team & have consultative skills to work with colleagues from other academic areas & parents along the continuum of alternative class placements that appear in public schools. HQ APE: Lavay, Lytle, Rizzo
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But Who Is a Highly Qualified APE Teacher?
The most important qualification is a commitment to student achievement as it relates to health-related physical education. HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Individuals with Disabilities Education Improvement Act (IDEIA) 2004 P.L Good News: Physical Education remains in definition of special education Bad News: No definition of a… Qualified physical educator Qualified adapted physical educator or adapted physical educator Appropriate APE teacher preparation program HQ APE: Lavay, Lytle, Rizzo
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APAC/NCPERID’s Response
Highly qualified adapted physical educators have: 1) A bachelor’s degree in physical education teacher education AND state license to teach physical education. 2) A minimum of 12 semester hours specifically addressing the educational needs of students with disabilities with a minimum of 9 units specific to the area of adapted physical education 3) A minimum of 150 hours of practicum experience. 4) Graduated from an academic program that meet the standards for Adapted Physical Education. HQ APE: Lavay, Lytle, Rizzo
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APAC/NCPERID’s APE Program Endorsements
‘Add on’ APE credentials to State licensure for the teaching of physical education (bachelor's degree is minimum degree requirement) Endorsement criteria include, but may not be limited to meeting: Specific Professional Preparation Requirements Practicum/Field experiences with minimum requirements Specific Subject Matter Content Guidelines HQ APE: Lavay, Lytle, Rizzo
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Specific Comprehensive Content Knowledge & Skill
PE subject matter content Safety Disability studies Assessment Special education law-IEP Individual teaching & learning styles Behavior management Collaboration/consultation Advocacy-inclusion practices Community & family resources Professional leadership Assistive technology HQ APE: Lavay, Lytle, Rizzo
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PE Subject Matter Content Knowledge
Training- strong PE knowledge NASPE National Standards APENS State & District Policies: (i.e., APE Guidelines in California Public Schools) Roles & Responsibilities include: Direct Service-Collaboration-Advocate HQ APE: Lavay, Lytle, Rizzo
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Safety: First & Foremost
District policy Facilities & equipment Student’s present level Student files/Nurse Medications Contraindication activities Severe disabilities - medically fragile Physical but also psychological harm HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Disability Study 14 disability categories recognized by IDEA Programming for varying disabilities Contraindications of activity Resources (i.e., disability organizations sport organizations) HQ APE: Lavay, Lytle, Rizzo
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Assessment for Student Service Qualification & Report Writing
Knowledge of a variety of assessment tools -preschool to adult No single test exists to meet all needs Effective report writing Result in effective placement & instruction HQ APE: Lavay, Lytle, Rizzo
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Special Education Law IEP
Legislation: IDEIA & application: Service timelines for referrals & qualifying students IEP & report writing Access & equity Protect students & district HQ APE: Lavay, Lytle, Rizzo
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Individual Teaching & Learning Styles
Teaching Styles Curriculum & instruction models: Developmental Approach Top-down Approach (functional- CBI- transition-lifespan) Ecological Task Analysis Multisensory approach Inclusion: peer tutors Adapt/Modify Creative power to imagine (Sherrill, 2004) HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Behavior Management Behavior Positive Support (BPS) Eclectic Approach: Proactive methods – rules, routines, & orientation Increase behaviors Redirect or decrease behaviors Psychodynamic approach Student Responsibility Nontraditional methods Severe: BIP HQ APE: Lavay, Lytle, Rizzo
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Collaboration/Consultation Not Just a Direct Service Provider!
Communicate the APE job role for student learning Respect, communicate & work effectively with other professionals Willingness to share/listen, learn from others Respected professionals Effective public relations HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Advocacy Awareness in schools community- “Ability Awareness Day” Inclusion/normalization: promote a culture of inclusion Promote physical activity & sport opportunities in/out of school Family/staff support Resource to other “Voice” for your students HQ APE: Lavay, Lytle, Rizzo
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Community & Family Resources
Advocate, support, educate & resource in school & community Effective family communication can occur many ways: Introductory class letter Questionnaires Behavior notes Homework Progress reports Newsletters Meetings HQ APE: Lavay, Lytle, Rizzo
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Professional Leadership
Join & volunteer in professional organizations Attend inservice meetings & conferences Stay Current Resourceful Share & learn from others Willing to grow & change “Make Things Happen” HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Assistive Technology Knowledge of devices for communication, positioning, mobility, stability, & sport recreation screen readers bolsters or wedges walkers & wheelchairs prosthetics mobile standers, or specialized sport equipment HQ APE: Lavay, Lytle, Rizzo
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HQ APE: Lavay, Lytle, Rizzo
Summary/Discussion Ongoing continuous process - constantly evolving Strive to grow professional Reflection Philosophy a road map toward being a HQAPE HQ APE: Lavay, Lytle, Rizzo
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Share With the Group Your Thoughts Discussion
HQ APE: Lavay, Lytle, Rizzo
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Checklist for Highly Qualified APE Teacher/Program
____ My district/county has an APE teacher. ____I know who the assigned APE teacher serving my school should I need assistance. ____The APE teacher in my school has a BA/BS in teaching PE. ____The APE teacher in my school has 12+ semester hours of coursework related specifically to teaching PE with individuals with disabilities. ____The APE teacher in my school was trained in a college program that is based on Standards for APE (State or National Standards) HQ APE: Lavay, Lytle, Rizzo
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Checklist for Highly Qualified APE Teacher/Program
____ The APE teacher serving my school had preservice training in the age group they are currently working with. ____I have ample equipment for each student to participate in my program. ____I have ample facilities/space for instruction of quality PE for all my students including students with disabilities. ____I am familiar with all students with disabilities in my program & have seen their files (IEP’s) & know of any medical considerations when teaching HQ APE: Lavay, Lytle, Rizzo
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