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

2. 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.

3. 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.

4. 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.

5. 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.

6. 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

7. 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.

8. 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

9. 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

10. 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.

11. 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

12. 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.

13. 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.

14. 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

15. 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.

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

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

18. 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? .

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

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

21. 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.