Individualized Education Program (IEP)

Student's Date of Birth: 2/22/02___ Date Plan Completed: October 4, 2016

Undergraduate Teacher: Allen Emm Lab Day/Time: Tuesday 7-8

1. Introductory Paragraph:
Peter Lampman is a 14-year-old boy who is very open minded willing and ready to
try anything that is placed in front of him. Peter white male who stands about 56
has brown hair and loves to wear his green John Deere hat. Peter is happy to
participate in any physical education activities. However, if the directions are long
and non-specific Peters mind and eyes will wander. This will lead him to find other
things that interest him in the environment and concentrate on them not the teacher.
With that said Peter has very little to no behavioral issues, he is relatively responsive
to instructions. He is an average boy for his age who loves superheros, participates in
boy scouts, and works hard at everything he does. Super excited to get fist bumps or
high fives for a job well done. Peter Lampman was assessed using the TGMD-2 on
September 13, 2016 from 7-8pm during sport challengers

2. Present Level of Performance:

Cognitive: Peter demonstrates the ability to participate in some of the cognitive
activities that he is presented with. For example, he does a great job understanding the objective
of the activity, yet not always understanding all the cues or rules stated. If trying to explain three
or more cues to Peter, he will lose focus and most likely will not remember 1-2 of them.

Affective: Peter demonstrates the importance of giving and receiving positive feedback.
Peter is shy so still timid to talk to others at times. Peter will cheer for a good play by teammates
or himself usually after someone else initiates the communication. Once Peter is comfortable he
is very happy to tell people stories and show some of the different things he has with him.

Psychomotor: Peter is very energetic and loves to move around and be active. He
demonstrates competency in a variety of locomotor skills such as, galloping, leaping, and sliding.
Some assistance can be used for other skills such as, running, jumping, and hopping. Peter also
shows aspects of competency in object control skills. He needs assistance when it comes to
specific criteria within each skill. For example, catching a ball with just hands, stepping in
opposition when throwing, and dribbling the ball with inside of his feet when playing soccer.

Fitness: Peter enjoys when the lesson incorporates fitness into it. He is always willing to
do more reps when I give students to choose the number we will perform. Peter is able to do 4-5
push-ups with proper form. He as able to keep going when transfer from one activity to next not
showing much fatigue.
3. Long Term Goals and Short Term Objectives:

A. Cognitive Goal: Within one-year Peter will be able explain the basic rules for at least
one lifetime activity.

1. Short term objective: Peter will be able to explain the scoring of his chosen
lifetime activity within one month.

2. Short term objective: Peter will be able to give two examples of ways to
participate in the activity around the community within 6 months.

B. Affective Goal: Peter will be able to give positive feedback to others participating in
the same activity as himself at least two to three times per activity with-in one year.

1. Short term objective: Within one-month Peter will give at least one teammate
a high five or fist bump before, during, or after the game each activity he participates in.

2. Short term objective: Peter will be able to communicate with at least two
teammates during an activity within 10 months.

C. Psychomotor Goal: Peter will be able to kick and throw a ball with proper form three
consecutive times within one year.

1. Short term objective: Peter will use the opposite side of dominant foot
properly to execute kicking a ball once every three out of five attempts within 4 months.

2. Short term objective: Within 4-6 months Peter will be able throw to hit
stationary targets 2 out of 5 times with mature form.

D. Fitness: Within one-year Peter will be able demonstrate proper form of both
pushups and sit-ups by using 3-4 cues.
1. Short term objective: Peter will be able to explain two common mistakes in
both pushups and sit-ups with-in two months.

2. Short term objective: With-in 4-6 months Peter will be able to perform at
least five pushups and sit-ups using mature form.
4. Health Considerations
Peter has a slight nearsighted visual condition so making sure all activities are
appropriately set up. For future lessons I will be sure equipment, targets, or other
environmental objects are clearly placed in the environment. Peter also has Down
Syndrome so making sure important information is up for visual review and lesson
content is developmentally appropriate.

5. Behavioral Considerations
Peter is a very happy go lucky kid and is happy to be around if you are attentive and keep
him engaged. I would like to see him improve on his positive comments to other students
when participating in activities. The only thing to watch for with Peter is his wandering
eyes. If you take too long to explain something he will find something else interesting.

6. Teaching Strategies
Three adaptations I would make to my teaching style would be to include improved
adaptations for each student, decrease the amount of instructions, improve the excitement
during instruction. Instructional strategies that can be used to maximize learning for the
students would be to include more visuals and to provide constant demonstrations of the
task that we are working on for each activity.

7. Evaluation Plan
Throughout the semester, the students have been taught the important cues to throwing
and kicking. By the end of the semester, the student will be able to demonstrate the skill
by using the TGMD-2. If the student can explain and demonstrate the cues, it will
confirm that they have learned from the instruction and therefore, we can move on to
another skill.

8. Services to be Provided:
Physical education instruction once each week at SUNY Cortland Adapted Physical
Education Lab for one semester (September 13 -December 6, 2016).

9. APE Placement Decision Model

Based upon the results of the TGMD-2 assessment, I feel that Peter should receive
services for adapted physical education. I believe Peter can still be in a general PE class,
that has a smaller number of students in attendance. This so teacher can give an increased
amount of individual instruction. I believe this will give him the social interaction that
will help him be a little less shy at times. Peter should also have some one on one time to
improve and maintain his physical fitness.