adapted physical education portfolio€¦ · 6 introduction overview the purpose of this paper is...

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Adapted Physical Education

Portfolio

Vanessa Brito California State University,

Long Beach

Fall 2017

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TABLE OF CONTENTS

Professional Practices …………………………………………………………………...3

Philosophy Statement Paper ……………………………………………………………...4

Essential Skills to Teach Adapted Physical Education …………………………………...5

Professional Memberships, Conferences ………………………………………………..18

Assessment Practice ……………………………………………………………………19

Formal Assessments…………………………………………………………………...…20

Performance Rubrics ……………………………………………………………….…....26

IEP Goal Tracking ………………………………………………………………………28

Cognitive Exam …………………………………………………………………………30

IEP Goals ………………………………………………………………………………..34

Weekly Progress Reports ……………………………………………………….……….38

Instructional Strategies ……………………………………………………..…………42

Curriculum Map ………………………………………………………………….……...43

Unit Plan ………………………………………………………………………………...44

Lesson Plans ………………………………………………………………...…….…….67

PESAP Analysis ………………………………………………………………...............99

Fieldwork Experiences …………………………………………………………….…107

Letter of Recommendation: Master Teacher …………………………………..…..…..108

Letter of Recommendation: University APE Coordinator ……………..………...…….109

Letter of Recommendation: University Supervisor ……………………….………..….111

Student Teacher Final Evaluation: University Supervisor ……………….……………113

Student Teacher Final Evaluation: APE Master Teacher …………………………...…121

Student Teacher Final Evaluation: GPE Master Teacher …………………………...…129

Fieldwork Student Teaching Diary………………………………….………………….137

Behavior Management Practices …………………………………..………………...148

Behavior Management Plan: Whole Group …………………..………………………..149

Behavior Management Plan: Individual………………………………………….…….153

Visual Chart Orientation Behavior Tracking …………………………………..………155

Collaboration & Transitional Planning …………………………..……………..…..157

Inclusion …………………………………………………………….…………….……158

Interdisciplinary Activities ………………………………………….………….………158

Technology Educational & Assistive ……………..……………..………………..….159

Visuals ……………………………………………………………….…………………160

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Professional Practices

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Personal Philosophy Statement

As a physical educator, one must provide students with the opportunity to learn about

movement, various sport skills, strategies, cooperation, problem solving and health related fitness.

Educators must develop a successful learning environment and help students become confident

learners. While achieving this, it is necessary to teach to the National Association for Sport and

Physical Education’s (NASPE) Standards in order to have a successful program. Introducing a

variety of engaging physical activities and sports can help students take interest in physical

activity, while developing their psychomotor, cognitive and social skills. In addition, providing a

safe environment for the students is always an important factor to consider within one’s teaching.

The overall goal is to have student increase their knowledge on physical education and help them

gain interest in physical activity.

In today’s society, childhood obesity is unfortunately continuing to rise. I believe that

being active from a young age can help students develop and interest in lifelong wellness. Many

times, children who are active at a young age will continue to be active throughout their lives.

This is beneficial to them because leading an active lifestyle may help prevent health problems in

the future. As a child, one usually does not realize the negatives of physical inactivity especially

if they come from a household where it isn’t taught. That is why I believe physical education is

important for our youth. They are able to develop a better understanding of the harm lack of

exercise can bring to themselves in the future if they don’t lead a healthy lifestyle. Teaching

children the importance of health and wellness can provide them with a better chance of making

the right choices for their overall wellbeing. I want to be able to provide my students with the

opportunity to find enjoyment in physical activity.

In addition, I want to make sure to provide an environment where all student can succeed.

In doing so, I will challenge students and hold them accountable for their learning. I will do this

by setting attainable goals for them along with challenging them to make their own individual

progress. I will measure student development based on various assessments, which will allow me

to evaluate student progress based on tangible evidence. Students will be assessed both formally

and informally in the psychomotor, cognitive, and affective domains, using tests, checklists,

rubrics, journals, and evaluations. In order for all students to be given the opportunity to succeed,

I will make sure to incorporate differentiated instruction into my curriculum so that every type of

learner is given equal access to learning. In order to achieve this, I will incorporate multiple

teaching strategies in order to be able to teach to diverse learners.

My main goal is to create a successful learning environment and make physical education

as fun as possible. The first step to success will be to always come class prepared and teach in a

way so that all students can learn. I also want to make sure to always provide a safe environment

for my students. In doing so, I will make sure that all students feel comfortable in my class and a

respectful environment is always maintained. Students will be required to provide encouragement

towards each other and always be kind to one another. I want to also challenge my students to

teach and learn from each other. I want all my students to feel included and encouraged to

participate in activities. Overall, I want to strive to have students want to live an active life,

therefore, I want to provide them with positive physical education learning experiences so that

they can be make a lifelong commitment to physical activity.

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Essential Skills to Teach Adapted Physical Education

Vanessa Brito

California State University, Long Beach

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Introduction

Overview

The purpose of this paper is to define adapted physical education and discuss the essential skills

needed in order to become a successful adapted physical education teacher. Adapted physical education

(APE) is “physical education that has been modified so it is appropriate for students with disabilities”

(Shape America, 2017). Although physical education is mandated under the California State Law, adapted

physical education is a required service only for individuals who qualify for special education services due

to a disability or a developmental delay (PE Central, 2016). Under the Individuals with Disabilities

Education Act (IDEA, 2004), effective physical education services should be provided to all students with

an Individualized Education Program (IEP) (Shape America, 2017). In order for students to qualify for

APE services, they must be diagnosed with one of the 14 disabilities defined by IDEA.

APE Roles & Responsibilities:

APE teachers are direct service providers who are a federally mandated component of special

education services (APENS, 2008). APE teachers possess unique job responsibilities. For example, most

APE teachers are itinerants, which means they must travel to various school sites with multiple students on

their caseload. In addition, APE teachers are expected to handle a lot paperwork and tasks, which include

administering assessments, tracking IEP goals and benchmarks, writing triannual and annual IEP’s,

knowing each school’s bell schedule, creating a schedule, examining each student’s medical records,

creating lesson plans, and many other duties. All these job responsibilities require organizational skills

from the APE teacher in order to be successful. Aside from being organized, APE teachers must be able to

effectively collaborate and consult with other professionals. In order to do this, the APE teacher must

demonstrate good communication skills and work well with others. Some of the areas APE teachers might

consult and collaborate with others professionals, include discussing the student’s disabilities, medical

history, safety issues, activity modifications, behavioral management methods, IEP goals, assessments,

instructional methods, and advocacy (Lavay, 2012 p. 176). Furthermore, APE teachers must be

knowledgeable of multiple assessment tools in order to accurately assess students in their caseload. This

requires knowing which assessments are appropriate for specific disabilities and age groups (Lytle, Lavay,

& Rizzo, 2010). APE teachers must be able to know how to administer the assessments, interpret the

results, and write goals for their students based on those results. Finally, one of the more significant roles

of an APE teacher is the ability to be an advocate for students with disabilities. This includes staying up to

date with legislation and promoting inclusion within the community.

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Needs and Justification

Students must qualify for APE services, which is done through assessments. After the assessment

is administered, results are reviewed and a present level of performance is determined. Students’ motor,

cognitive, and affective skills are assessed and their disability must be one of the 14 disabilities defined

under IDEA. APE teachers are direct service providers, that are qualified to teach physical education to

students with disabilities. Their job requires that they administer assessments to qualify students for

services and provide appropriated activities and modifications so that the student gets the best education

possible.

Belief Statement

There are many important skills adapted physical education teachers must acquire throughout their

career in order to be successful. I believe the most important essential skill needed to teach APE, is to have

the ability to be a lifelong learner in the field of adapted PE. This is an important skill to have because

education should not stop once a credential is earned, but it should continue on throughout one’s career in

order to remain being an effective and successful adapted PE teacher.

• APE teachers should seek out opportunities, such as district or state conferences, that will help

advance their professional development and improve their skills.

• Be open to new ideas by subscribing to periodical journals and learning about innovative ideas.

• Be aware of legislative changes and guidelines by using NASPE’s Appropriate Instructional

Practice Guidelines for Physical Education (NASPE, 2012).

1. Physical Education Subject Matter Knowledge; Curriculum Knowledge and Instructional Practices

knowledge

In order to be a qualified adapted physical education teacher, one must first know the

physical education definition of IDEA. According to the APE Guidelines (2012), a Physical

education is “the development of physical and motor fitness; fundamental motor skills and

patterns; and skills in aquatics, dance, and individual and group games and sports (including

intramural and lifetime sports); and includes special physical education, adapted physical

education, movement education, and motor development.” Adapted physical education is

designed for students with disabilities who require additional support. Additionally, an APE

teacher must have subject matter knowledge and skills in physical education. This means

possessing general physical education content knowledge and being able to use that subject matter

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knowledge to teach students with disabilities (Lytle, Lavay, & Rizzo, 2010). Part of having subject

knowledge includes understanding the three in learning domains addressed in the CA Content

Standards, which include motor, cognitive, and affective domains. All of these factors are

important because the APE teacher must know how to teach physical education and make

modifications for their student based of those content standards. Additionally, the California

Content Standards discuss what skills students need to be taught for each age group. The skills

gradually get more complex as the grade levels increase. When working with students with

disabilities, APE teachers may need to make appropriate accommodations and modifications help

the student meet a standards or work towards improving on the skill. Furthermore, in addition to

knowing the APE Guidelines and CA Content Standards, physical education teachers must be

familiar with their district policies since each district differs.

APE teachers must take this PE subject matter and design it into in effective curriculum

and implement lesson instruction, which can be done in several ways. For example, APE teachers

should include Universal Design for Learning as part of their teaching method, which is a

curriculum designed to allow students to have equal opportunities to learn (Sherril, 2004 p. 303).

To successfully do this, the material should be presented in different forms so that kinesthetic,

auditory, and visual learners can understand the concepts. Some ways this could be done is by

stating the instructions, providing visuals and task cards of the skill, and having the students mirror

the teacher as he/she is demonstrating a skill. Another way APE teachers can effectively teach the

PE subject matter is through ecological task analysis (ETA). The ETA approach can make

programming instruction for children with disabilities more effective because it is an alternative

to traditional programming approaches and it is intended to modify activities or provide the student

with choices to meet the skills of the performer (Sherrill, 2004 p. 198-199). An example of this

would be creating a rubric that shows a task broken down step by step. This gives the students

choices on performing the skills or movements, which then the teacher can observe and learn more

about what the individual is able to do. Physical education subject matter knowledge is important

for lifelong learning because changes always occur as time goes on. Therefore, it is important to

always be aware of any updates in the CA APE Guidelines or district policies. Also, the

individuals should always be open to new and innovative ideas. Teachers should be willing to try

new instructional practices to see if they are effective with their students.

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2. Disability Specific Knowledge

Safety is one of the most important responsibilities of an APE teacher. In order to ensure the safety of

the students, APE teachers should be aware of their student’s disabilities and additional medical history.

They should know if there are any potential contraindicated activities the student must avoid to prevent any

possible harm. For example, if a student has Down syndrome, he or she should avoid participating in any

activities that may apply pressure to the head and neck due to atlantoaxial instability (Lytle, Lavay, &

Rizzo, 2010). In addition, APE teachers should know what medication(s) their students take and when they

take them. Some medications may have an effect on the student’s behavior or cause side effects that can

alter the student’s performance.

APE teachers need to have an understanding of all the 14 disabilities and the various disabilities

categories (mild to severe), so they can apply certain teaching strategies and provide effective programing.

This information is necessary so that the teacher know what activities the student can safely participate in

and which activities may differ. For example, some students with autism are sensitive to acoustic sounds,

therefore, participating in an activity in a loud gym may be difficult. In this case, the activity can be moved

to a quieter area if possible, so that students are able to participate. Also, some students with Spina Bifida

have a risk of being allergic to latex (Lavay, 2015). In this case, the student should avoid any activities that

involve latex balloons.

Since medical research is constantly evolving, new discoveries may be found amongst the 14

disabilities. Also, it is possible that in the future, other disabilities may be recognized under IDEA.

Therefore, it is important to be a lifelong learner and be aware of any changes or discoveries that may be

made that could affect the disabilities under IDEA. It’s also important to be aware of any new discoveries

in contraindicated activities to ensure the safety of your students. In addition, the APE teacher should be

to provide effective programing for student with various disabilities and they should understand the

different characteristics of every disability, which will affect the way certain lessons are taught. APE

teachers should always remain knowledgeable on how to accurately research information regarding

effective programing, so that they provide the best learning environment for their students.

3. Assessment Practices and Procedures

Using valid assessment tools to test students is an important task APE teachers must perform in

order to determine if the student qualifies for APE services. In order to accurately assess the student, the

APE teacher must have knowledge of various assessment tools. According to Lytle, Lavay, & Rizzo (2010),

the test administered to the student must be appropriate for the student’s disability and age range.

Knowledge of multiple assessments is also necessary because teachers will have to use more than one

assessment instrument on the student. After administering the test, APE teachers will have to score the

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assessment, develop a present level of performance, and effectively write a report on the student translating

the scores in describing the results in a way that is understandable to the reader. The report will include the

student’s strengths and areas that need improvement. IEP goals and benchmarks will also be written; these

goals are usually based off the assessment results and are intended to be met within the year

Assessments are necessary because they give teachers a data based results that show what the

student is able to do and what areas need focus. It’s important to pick a test that is appropriate for the

student. For example, administering the CARE-R, which is a developmental assessment that has a list of

developmental milestones, would be appropriate for a 6-year-old with a severe disability. Informal

assessments also can be administered while giving a lesson. For example, the teacher can create a rubric of

a specific skill and test the student during a lesson. Based on observation, the teacher can make a note on

the rubric stating which areas of the skill the student was able to perform. Furthermore, students can move

from APE to general PE if their scores indicate that general PE would be considered the least restricted

environment.

As a lifelong learner, it is beneficial for APE teachers to find ways to have their students perform

to their best potential during an assessment. Sometimes behaviors play a factor in affecting test results in

a negative way. Therefore, APE teachers should consult with other professionals on the IEP team to see if

there are things that motivate the students. These motivators may cause the student to perform better on

the assessment. Also, APE teachers should always stay up to day with assessment updates and changes.

They should always administer the most current assessment and provide accurate results.

4. Behavior Management Procedures:

Being able to manage behaviors is one of the most important aspects to being an effective

teacher. If a teacher does not have effective behavioral management procedures in place, then

he/she is going to face many difficulties in establishing control within the class. Disruptive

behaviors will affect the learning environment and negatively impact student success. Therefore,

the APE teacher should be prepared with a strong behavior management plan and multiple

strategies in order to increase positive behaviors. There are multiple methods to increase and

redirect behaviors. One of the many methods is the Premack Principle, which is designed to help

increase a positive behavior by presenting an “if, then” situation. For example, the “if” the student

completes an undesirable activity, “then” he or she will be able to do an activity that is desirable

or idiosyncratic to him/her (Sherrill, 2004 p. 68) Another behavior management procedure is

Positive Reinforcement, which is when a positive behavior is increased by presenting the

student with something valued or idiosyncratic to them. For example, catching the student being

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good and giving him/her a high five and positive specific feedback for the behavior (Sherrill, 2004

p. 59).

In addition, it is important for teacher to practice proactive strategies, such as establishing

clear and concise rules and routines in order to prevent problems before they occur (Lytle, Lavay,

& Rizzo, 2010). The rules should be easy to follow and consequences for breaking the rules should

be stated and practiced when needed. Moreover, routines should be established to make transitions

quick and smooth. Routines are helpful because they help keep the class in order. With time, the

transitions become pre-determined if presented effectively. Methods to increase positive

behaviors should be implemented, such as giving stickers at the end of the period for good

behavior. Students should learn how to take responsibility for their own behavior, such as

reflecting on their behavior during “tap-out.” There are continuous methods and strategies used

to effectively manage behaviors. Therefore, as an APE lifelong learner, it is important to discover

new, effective behavioral management procedures. This can be done by consulting and

collaborating with other APE teacher in open discussion about behavioral management. Reading

different peer review articles on behavioral management would also be a way to get insight on

further strategies.

5. Collaboration/Consultation & Advocacy

Being able to effectively collaboration and consult with others is a necessary skill when being an

APE teacher. Collaboration is accomplished when professionals work together to achieve a common goal

(Lavay, 2012 p. 176). Some of individuals an APE teacher may have to collaborate with other professionals,

such as general education PE teachers, special education teachers, indirect service providers, and other

individuals on the IEP team. Upon collaborating, the team may work together to share responsibility and

establish goals that will best meet the needs for the student. Consultation is also an essential skill that an

adapted physical education teacher must have, which is when professional in one field assists or advises a

professional in different field with ways services can be provide. For example, the APE teacher can work

with the general PE teacher by providing beneficial suggestions on how to work with a student in a general

PE class. Overall, working with others requires good communication skills and being respectful.

Every adapted physical education teacher should strive to be an advocate for students with

disabilities and a voice for their students. In order to be a strong advocate, one must be

knowledgeable about legislation and subject matter. This requires staying up to date with any

changes. As an advocate, one must make it a goal to promote inclusion within the district and

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educate people about disabilities. In doing so, setting up “abilities awareness” events help promote

inclusion gives typical individuals the chance to learn about different disabilities, while promoting

inclusion. Attending the abilities awareness event in Stanford made me realize how important it

is to include such a program in schools. Students at Stanford showed great respect for their peers

with disabilities and were very hands on when it came to assisting them. It was encouraging to

see such young individuals developing an inclusive mentality.

Collaboration/consultation and advocacy are all areas where a lifelong learner can

continuously develop. For example, collaboration and consultation requires the APE teacher to

work with others. This means the APE teacher should be open to learning new ideas and

incorporating them into their teaching. In addition, in order to be an effective advocate, one must

continuously keep their knowledge current on legislative changes and reauthorization (Lytle,

Lavay, & Rizzo, 2010). This means the APE teacher should try to attend meetings and conferences

regularly. Listening to podcasts and subscribing to periodical journals is also a great way to grow

as an advocate.

6. Legal Knowledge of Special Education Legislation

APE teachers need to have legal knowledge of special education legislation and the history

of the laws. Upon understanding the laws, APE teachers must apply those laws to their teaching.

According to the APE Guidelines (2012), one of the state laws that must be followed is that once

a child has qualified special education, there must be an IEP that offers free and appropriate public

education (FAPE). Under California State law, students are required to participate in 200 minutes

of physical education in elementary, and 400 minutes per 10 days in secondary grades (APE

Guidelines, 2012). As an APE teacher, it is also necessary to use person first terminology when

addressing a student with disabilities. This means identify the person as an individual and not

addressing them by their disability. For example, one should say “the student with a disability”

instead of “the disabled kid.” Furthermore, IDEA mandates a multidisciplinary approach. This

refers to involvement of many disciplines in the service delivery process. If a child is receiving

adapted physical education services, then several professionals must independently assess the

student and write a report on the findings separately (Sherrill, 2004 p. 74). Being a lifelong learner

is necessary in order to continuously be current with legal knowledge of special education

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legislation. One must always remain current with any changes that may occur, so that they

providing legal education that is most beneficial to the student.

7. Technology Practice

Technology practice is a great way to be an effective APE teacher. Advances in technology

have allowed APE teachers to become more efficient with their work. If used properly, APE

teachers can use technology to effectively track data. When assessing a student, the APE teacher

can easily input data as each skill is completed. This data can easily be shared with other

individuals on the IEP team and with the student’s family. It also helps reduce carrying loads of

paperwork from site to site, which risks the possibility of getting lost. Technology is also a great

way to stay organized because student records are all held in one device, making the information

easily and readily available. Technology is also a great way to motivate students and be used as a

behavioral management method. For example, token board applications can be downloaded on

iPads for students to be visually stimulated to do better. An example of this would be the iReward

Chart app, where student get to click a box that chimes once a task is completed.

simple as having them state their mood.

As technology continues to advance, new apps and devices are constantly released. This

means that one should always be learning about new apps that are out, which can be beneficial to

developing new teaching methods. A great example of this was with Chris Ortiz a few years ago.

When he was student teaching, iPads were fairly new. He began using an iPad to data track, which

developed into a very effect tool. Now, the use of an iPad in APE is much more common because

each of the students’ information can be easily accessed and shared. If used correctly, this tool

will not only make data tracking easier, but it will also make IEP report writing more efficient.

Therefore, it is important to be open to trying new technology and apps. Also, it is important to

research different grants that may be available in order to obtain an iPad that will be beneficial to

your teaching. In doing so, APE teachers can apply for low incident funds by researching if their

student with a secondary disabling condition would qualify for low incidence fund. If granted,

then technology that would be beneficial for the student can be obtained.

8. Equipment Application Practice

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Adapted physical education teachers should be able to know what type of equipment is

necessary and suitable for the population they are serving. With this knowledge, the APE teacher

is able to make appropriate adaptations and modifications to best fit the needs of the student. An

example of knowing how to apply the use of the correct equipment would be using the Rifton

Walker to assist a student who demonstrates difficulty ambulating. This device assists students to

stand up in an upright position inside of a walker that has four wheels, which allows the student to

move around freely. Another way an APE teacher can demonstrate equipment application

practices is by being resourceful. For example, being able to match equipment with the abilities

of the student and making sure it is developmentally appropriate, is an essential skill. An example

of this would be for a teacher to give a student a balloon instead of a volleyball to practice

volleyball skills. This is helpful for a student who has coordination problems and needs additional

time to react.

APE teachers must be able to be lifetime learners when it comes to equipment application

practices. With advancing technology, there will always be new assistive devices developed. APE

teachers must inform themselves of these new developments and learn how to properly use them.

Also, APE teacher can consult with other professional, such as occupational therapists, to get ideas

on how to use certain types of orthopedic equipment that may be beneficial to their student.

Finally, an APE teacher should be able to learn about low incident funding and find ways on how

to get their student with a low incident disability, equipment they need.

9. Knowledge of the Culture Heritage of Different Ethnic Groups

Knowledge of the cultural heritage of different ethnic groups is necessary to know as an

APE teacher. While thematics are commonly used when creating lesson plans, the teacher must be sensitive

to different cultural backgrounds. Although it may be appealing to creating lesson plans that incorporate

holidays, such as Christmas and Easter, APE teacher must be reminded that this isn’t always appropriate.

The reason for this is because some students might come from a cultural background that does not celebrate

these holidays. This may cause issues, which can eventually develop into something more serious amongst

the family and administration. Therefore, it is better if the APE teacher decides to develop lessons that

include seasonal themes rather than holidays. Adapted physical education teachers can utilize their lifelong

learner skills by attending conferences that share new ideas on thematics. They also visit websites that

provide excellent ideas on lesson themes. Additionally, it is important for the teacher to establish

knowledge on the types of sports that are popular within the community and accessible to students within

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that community and culture. This can be done by talking to students, the family of the student, and other

individuals within the community.

10. Professional Development

In order for adapted physical education teachers to continue being lifelong learners, they

must make an effort to continue learning about adapted physical education and growing as an expert.

According to Lytle et al. (2010) this can be done by maintaining a professional involvement in professional

organizations both on the national and state level. With that said, I plan on involving myself in professional

organization in order to grow professionally in my future teaching. Some professional organizations I plan

on getting memberships to in order to continue my professional involvement are AAHPERD and

CAHPERD. These organization are excellent resources that will allow me to stay up to date with new

practices, current events, ongoing studies, and upcoming conferences. In addition, I can subscribe to

professional journals, such as Palestra and JOPERD, in order to read up on current news within this field.

I’ll also attend conferences like the National Adapted Physical Education Conference, which was held in

LA last year and takes place every year. This conference includes presentation by experts nationwide. It

is a collaborated event where adapted physical education teachers and other professionals come together to

share ideas about provide services to individuals with and without disabilities (SHAPE America, 2017).

By getting involved in these professional organization, I’ll be able to remain up to date in the field and have

a program that will continue to develop immensely. This will also help me develop into a professional

leader that can be successfully advocate for students with disabilities.

Reflection

As I reflect on this paper, I realize that many of these essential skills are linked to one

another. They’re all very important skills required to be an effective APE teacher. I believe the most

important essential skill is the final skill, which is professional development. I believe that in order to

continue being a successful APE teacher, one must have the ability to be a lifelong learner in the field. This

is an important skill to have because adapted physical educators should want to grow professionally

throughout their career. They must stay up to date with current events, legislation, ongoing studies, and

new strategies. In doing so, one must make an effort to involve themselves in professional organizations

and continue to grow as an educator.

My beliefs regarding essential skills in APE have definitely evolved since last semester. I

have learned so much about every essential skill described and realize how much goes into becoming a

successful APE teacher. One must be able to collaborate well with others, be good observer of movement,

know how to administer assessments, be knowledgeable of legislations, and many other essential skill

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necessary for teaching APE. At the beginning of the program, I was timid because of the lack of knowledge

I had regarding students will disabilities and adapted physical education. I believe that after being in this

program, I have become knowledgeable in this field and have the tools to be more confident and become

an effective APE teacher one day. As I continue to grow as a professional in the field, my goal is to continue

to professionally involve myself with organizations to get additional ongoing knowledge in this field.

Conclusion

My belief statement is that I believe the most important essential skill needed to teach APE,

is to have the ability to be a lifelong learner in the field of adapted physical education. This is important

because one must continue to grow as a professional and stay current with the field. In doing so, I will

continue to become professionally involved in organizations and participate in conferences. My goal is to

be able to be a knowledgeable and successful APE teacher one day and advocate for students with

disabilities, while promoting inclusion.

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References

Adapted Physical Education Guidelines in California Schools (2012). California Department of

Education Special Education Division.

Chris Ortiz – presentation

How Can I Demonstrate to My Building Principal Tthat I Am an Effecive Physical Education Teacher?

(2012). National Association for Sport and Physical Education, 1-3.

Individuals with Disabilities Education Act (IDEA 2004). (2005 , August 1). Retrieved from PE Central:

http://www.pecentral.org/adapted/idea04.html

iReward Chart - Application on iPhone

Lavay, B. (2015). Physical Activities for the Exceptional Student. Department of Kinesiology,

California State University, Long Beach. Long Beach, California.

Lavay, B. (2017). Programming, Planning, and Instruction in APE. Department of Kinesiology,

California State University, Long Beach. Long Beach, California.

Lytle, R., Lavay, B., & Rizzo, T. (2010, February). What Is a Highly Qualified Adapted Physical

Eductation Teacher? JOPERD, pp. 40-44.

Shape America Society of Health and Physical Educators. (2017, May 05). Retrieved from Shape

America: http://www.shapeamerica.org/events/adapted-physical-education.cfm

Sherrill, C. (2004). Adapted Physical Activity, Recreation, and Sport. New York: McGraw-Hill

Companies, Inc.

Stanford Middle School

What is Adapted Physical Education? (2008). Retrieved from Adapted Physical Education National

Standards (APENS): https://www.apens.org/index.html

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MEMBERSHIPS, CONFERENCES, AND SUBSCRIPTIONS

California Association for Health, Physical Education, Recreation & Dance (CAHPERD)

Member since 2018

Attendance of 45th National Adapted Physical Education Conference: November

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Assessment Practices

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FORMAL ASSESSMENTS

TRIENNIAL ASSESSMENT

Assessments Administered Date

● Observation Ongoing

● TGMD-2 12/11/2017

● Brigance IED III Standardized 12/18/2017

ADAPTED PHYSICAL EDUCATION HISTORY

Ali was initially assessed at ECLC in December of 2014 and began APE services in January of

2015; since then he has been receiving APE services twice weekly in a small group setting with

his peers. Please see table below for a snap-shot of his past and current goals:

Date Goal Met: Yes/no

1-20-16 Stand on 1 foot for 2 sec no

1-20-16 Jump forward 4” yes

1-20-16 Trap ball from 6’ yes

IRVINE UNIFIED SCHOOL DISTRICT

5050 BARRANCA PARKWAY, IRVINE CA. 92604

Adapted Physical Education Report

Student: Yousef, Ali

DOB: 05/07/2009

Chronological age: 8.8

Date: 12/29/2017

School: Cypress Village Elementary

Adapted P.E. Teacher: Dione McCrea

Adapted P.E. Student Teacher: Vanessa Brito

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1-13-17 Jump forward 5” no

1-13-17 Balance 4 seconds yes

1-8-17 Jump and touch object above

his head

no*

1-8-17 Throw to target from 7’ away yes

*Ali will jump up off of the ground with two feet but very inconsistently. He requires a lot of

verbal prompting and praise when he does jump.

CURRENT LEVEL OF EDUCATIONAL PERFORMANCE

Ali Yousef is an 8-year-old boy that attends Cypress Village Elementary School and is in Mrs.

Joy’s class. He currently receives adapted physical education for 60 minutes a week, in two 30-

minute group sessions. The rest of his mandated PE minutes are filled by attending his gen ed

PE class with his grade level. Ali does well in APE class and is motivated by high-fives and

verbal praise. He is able to complete certain skills following teacher directions and

demonstrations. For example, Ali is able to complete some of the static and dynamic stretches

on the Monster Warm-Up app presented on the i-Pad, such as toe-touches, moving arms,

standing arm bends, and shadow boxing. Other skills Ali is able to complete with the assistance

of hand over hand prompting and/or verbal prompting are vertical jumps, catching, underhand

rolling, stepping when throwing, and balancing for 5 seconds on one foot. Ali is a pleasure to

have in class and does not demonstrate many behavioral problems. He is usually compliant

throughout the class session, although there are times when he does become frustrated with a

task. When this occurs, he will typically express that he needs a break and shortly after he will

follow through with the requested task. For the most part, it seems like Ali enjoys his time at

APE with his classmates.

TEST OVERVIEW

Ali was assessed over two days at Cypress Village Elementary. In order to minimize distractions,

the testing took place in the MPR one day and in the small music room on another day. Ali was

very compliant and demonstrated excellent behavior throughout the assessment. Safety was

always taken into consideration by making sure Ali was fit to participate in the activities, checking

his shoes were tied before and during the testing, putting any unnecessary equipment away,

clearing the testing area of any debris, and offering plenty of water breaks. Two different

assessments were used to measure Ali’s gross motor abilities.

The first assessment that was used was the TGMD-II, which tests 12 fundamental gross motor

patterns in children ages 3-0 to 10-11. The TGMD-II is both norm and criterion referenced and

tests both locomotor patterns (run, gallop, hop, leap, horizontal jump and slide) and object

control (striking a stationary ball, stationary dribble, catching, kicking, overhand throw and

underhand roll). A corresponding gross motor quotient, which is the best estimate of an

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individual’s gross motor skill, is comprised of both sub-tests. Age equivalents can be given, but

it must be reminded that these are rough estimates as to how a child's raw score relates to age.

The second assessment that was given was the Brigance Inventory of Early Development III

Standardized, which is norm-referenced and tests physical development and gross motor skills,

in students aged from birth through 7 years old. This test was solely used to get approximate age-

equivalents for Ali since he is performing below his chronological age in several areas.

Proficiency is assessed in 6 different gross motor skills areas, which include the following: A-1:

early gross motor skills; A-2: standing; A-3: walking, skipping, and galloping; A-4: jumping and

hopping; A-5: stair climbing; A-6: rolling, throwing, and catching. For the sake of this

assessment, Ali was tested from A-2 through A-6.

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SUMMARY OF FINDINGS

TGMD-2

LOCOMOTOR SKILLS

Run: Exhibits functional running pattern, but does not bend nonsupport leg.

Gallop: One of his strongest skills and is able to gallop efficiently for several feet.

Hop: Ali has difficulty balancing on one foot, so his hands were held for this skill. He would

jump with two feet instead of one.

Leap: Ali would step over the object on the ground instead of taking off on one foot and land on

another.

Horizontal Jump: Previously, Ali was unable to complete this skill. Impressively, he was able

to demonstrate this skill by taking off and landing on both feet simultaneously after verbally

prompted and given a demonstration.

Slide: This is another one of Ali’s strong skills. With the verbal prompt of “step-together,” Ali

is able to slide in both directions.

OBJECT CONTROL SKILLS

Striking a stationary ball: Ali is able to grip the bat correctly and does make contact with the

ball, but he does not exhibit any hip/shoulder rotation nor does he transfer the weight to his front

foot.

Stationary Dribble: This is a beginning skill for Ali. He slaps at the ball instead of using his

fingertips, which allows him 2 bounces; he is unable to keep control for 4 consecutive dribbles at

this time.

Catch: Ali does demonstrate the preparation phase by having his hand in front of his body and

elbows flexed, but he has difficulty catching the ball. When he does catch the ball, he uses his

arms and chest instead of his hands only.

Kick: Ali is able to kick the ball using the instep of this preferred foot, but walks up to the ball to

make contact instead of running up with a rapid continuous approach.

Overhand Throw: Ali is able to throw a ball and hit the wall from 7 feet. He has a functional

throwing movement, but does not exhibit any rotation of hip/shoulder.

Underhand Roll: Ali is able to release the ball close to the ground. When performing this skill,

he needs physical prompting to stride forward with his left foot and he bends at the waist instead

of his knees.

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Brigance Inventory of Early Development III Standardized Test Date: 12/18/2017

Item

Number Subtest Student’s Score Possible Score

A-2 Standing 3 9

A-3 Walking, Skipping, and Galloping 5 12

A-4 Jumping and Hopping 1 8

A-5 Stair Climbing: Ascending Skills 5 5

A-5 Stair Climbing: Descending Skills 3 5

A-6 Rolling, Throwing, and Catching 2 4

A-2 Standing: Basal was achieved as student was able to independently stand on one foot for 2

seconds. He does need physical prompting to balance on one foot for more than two seconds.

With the support of the teacher (hands held), he is able to stand on one foot for 5 seconds.

A-3 Walking, Skipping, and Galloping: Basal was reached as Ali was able to complete the

first four skills on his own, which include walking backward for four steps and tiptoe for four

steps. Ali’s is unable to complete some of the skills that follow, which involve walking in a heel

toe pattern; he tends to walk with a wide stance instead. However, Ali is able to complete skill

#9 – galloping.

A-4 Jumping and Hoping: Basal was not reached for this section as Ali was only able to

complete the first item: jumping off the floor with both feet. Prior to this assessment, Ali had not

shown the ability to jump as he struggled to get both feet off the ground at the same time.

However, on this day he showed us that he could jump when verbally prompted and with a

teacher demonstration, which was a very exciting milestone. He was able to jump off the floor

with both feet 5 times. Hopping is still an area that will need focus.

A-5 Stair Climbing: No basal was required for this section. Walking up the stairs does not

seem like an area of concern for Ali. He was able to walk up the stairs and alternate both feet

with and without the use of the rail. Although Ali is able to walk down the stairs, he does match

his feet rather than alternate them.

A-6 Rolling, Throwing, and Catching: Basal was met as Ali was able to do the first two items.

Ali is able to roll a playground ball back and forth in a game while sitting. He is also able to

throw a playground ball with both hands from an overhead position. We know Ali can trap a

ball independently, but does require physical prompting to catch with hands only.

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CONCLUSIONS/RECOMMENDATIONS

According to the data collected from the Test of Gross Motor Development-2 (TGMD-2) and the

APE specialist’s observations, Ali’s approximate gross motor/age equivalence performance is 4.15

years of age, which places him more than 30% below his chronological age. His areas of weakness

are seen in locomotor skills and object control skills. Ali appears to be making good progress

towards his gross motor development and continues to require the support of an Adapted Physical

Education Specialist, so that he can continue to be safe and successful within the physical

education environment. The results of this assessment and the following recommendations will

be shared with the IEP team who will collaboratively determine Ali’s needs with regards to adapted

physical education. It is the opinion of the APE assessor that Ali continue to be placed in the

Adapted Physical Education Program twice-a-week for the duration of 30 minutes allowing him

to remain consistent with his existing skills and further develop additional age appropriate

locomotor and gross motor skills.

___________________________ ___________________________

Vanessa Brito Dione McCrea

Adapted PE Specialist, Student Teacher Adapted PE Specialist

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OVERHAND THROWING RUBRIC Student Name: Grade: Date: Objective: Students will be able to overhand throw a small object towards a 2’x 2’ target located 8 feet

away using proper form (windup of arm is initiated with downward movement, nonthrowing side of the

body faces the target, student steps with opposition, follow-through) in 2 out of 3 trials independently or

with visual and/or physical prompts (hand over hand).

Scoring System: 10 – 12 points= Mastery 7 – 9 points= Proficient 4 – 6 points= Beginning Stages

Overhand Throwing

Independently or with One Verbal/Physical Prompt (3 points)

More than one verbal/physical prompt (2 points)

Full Verbal/Physical Prompts - Hand Over Hand (1 point)

Windup of arm is initiated with downward movement

Nonthrowing side of the body (hips and shoulder) faces the target.

Student steps with opposition (foot opposite of the throwing hand).

Follow-through beyond ball release across the body.

TOTAL SCORE: /12 points

Additional Notes:

PERFORMANCE RUBRICS

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CATCHING RUBRIC Student Name: Grade: Date: Objective: Students will be able to catch a 4” gently tossed ball from 6 feet using proper form (ready position with hands in front of the body, elbows are flexed; arms extend as ball approaches; ball is caught by hands only) in 2 out of 3 trials independently or with visual and/or physical prompts (hand over hand).

Scoring System: 8 – 9 points= Mastery 5 – 7 points= Proficient 3 – 4 points= Beginning Stages

Catching




Preparation phase where hands are in front of the body and elbows are flexed.

Arms extend while reaching for the ball as it arrives.

Ball is caught by hands only.


Additional Notes:

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IEP GOAL TRACKING

Jude

Area of Need: Muscular Strength

Goal: By 4/23/18 Jude will be able to independently perform 5 standard fitness gram

pushups, starting at the top of a push up and lowering himself down and pressing

back up, keeping his back as straight as possible in 2/3 trials as documented by

teacher observation and data across three class sessions.

Objective #1 By 10/22/17 Jude will be able to independently perform 3 standard fitness gram

push-ups, starting at the top of a push up and lowering himself down and pressing

back up, keeping his back as straight as possible in 2/3 trails as documented by

teacher observation and data across two class sessions.

Objective #2 By 12/22/17 Jude will be able to independently perform 4 standard fitness gram

push-ups, starting at the top of a push up and lowering himself down and pressing

back up, keeping his back as straight as possible in 2/3 trails as documented by

teacher observation and data across two class sessions.

Pretest Level of Prompts # of Push-ups Comments

09/22/2017 HOH

VP: “down and

up, back straight”

Teacher

demonstration

5 Able to begin in push up position and

begins to lower his body, but then falls to

the ground instead of having elbow bend

90 degrees. Teacher needs to put hands

on his waist to help him push up and go

down.

Objective #1 Level of Prompts # of Push-ups Comments

10/22/2017 HOH

Verbal prompts

Teacher

demonstrations

5 Jude is having difficulty beginning in

push up position. I am having him begin

from the ground instead and push up. He

is able to do 3 push-ups on his own

beginning from the ground, pushing up,

and then returning back on the ground. I

am assisting him with the other 2 push-

ups by putting hands on his waist.

Objective #2 Level of Prompts # of Push-ups Comments

12/22/2017 HOH

Verbal prompts

Teacher

demonstration

6 Jude is still unable to complete one full

push-up on his own. Trying to increase

his upper body strength by having him

hold for 10 seconds in plank position

(arms straight, back straight, knees off the

ground). He is able to do 4 push-up on his

own beginning from the ground, pushing

up, and then returning back on the

ground; he does drop his hips though. I

pushed him to do 2 more pushups with

HOH prompts (hands on waist).

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Doreen

Area of Need: Overhand Throwing

Goal: By 5/22/18 Doreen will be able to throw small objects (bean bag, yarn ball,

tennis ball) a distance of 8 feet over 2 consecutive classes 80% of the

opportunities as measured by observation.

Objective #1 By 10/22/17 Doreen will be able to throw small objects (bean bag, yarn ball,



Objective #2 By 12/22/17 Doreen will be able to throw small objects (bean bag, yarn ball,



Pretest Level of Prompts Distance Comments

09/22/2017 HOH

VP: “Arm back,

step, throw”

Teacher

demonstration

2 poly spots

4’ Doreen was able to throw overhand, but

does need reminders to bring her arm

behind her head. Also needs verbal and

physical prompting to step with

opposition; using poly spots as a visual

prompt. Hit the target 5/10 times.

Objective #1 Level of Prompts Distance Comments

10/22/2017 HOH

VP: “Arm back,

step, throw”

Teacher

demonstration

2 poly spots

4’ Doreen remembers to bring her arm

behind her head on her own. Doesn’t

need as much verbal and physical

prompting to step with opposition. Still

using poly spots as a visual prompt. Hit

the target 7/10 times.

Objective #2 Level of Prompts Distance Comments

12/22/2017 HOH

Teacher

demonstration

with cues: “Arm

back, step,

throw”

2 poly spots

6’ After 2 teacher demonstrations with

verbal cues, Doreen was able to bring

her arm behind her head on her own for

each throw. Used physical prompting

twice to get her to step with opposition.

Still using poly spots as a visual prompt.

Hit the target 8/10 times.

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COGNITIVE ASSESSMENT

Fundamental Motor Skills Test

Student Name: Grade: Date: Instructions: Students will engage in conversation with their instructional aide and answer the questions below by using simple phrases and circling the answers to questions.

1. Which student is ready to catch the ball?

A. B.

2. Which student rolling the ball?

A. B.

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3. What body part is the student using to dribble the basketball?

A. Hands B. Feet C. Head

4. Which body part do students use to catch the ball?

A. B.

5. Which body part do students use to kick the ball?

A. B.

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6. Which student is jumping?

A. B.

7. Should look like this when you run?

A. Yes B. No

8. Circle the student that is hopping

A. B.

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9. When we are getting ready to jump, we __________ our knees.

A. Bend B. Straighten

10. When we kick we first __________, then kick.

A. Gallop B. Step

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IEP GOALS

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Student Date Notes Lauren 12/18/17 Goal 1: With verbal prompting, underhand toss a beanbag/small ball

into a bucket from 4’ away while stepping with opposition in 4/5 trials.

Goal 2: With verbal prompting only, keep a balloon afloat by striking

it upwards with her hands only 4 times consecutively in 3/5 trials.

• Set down 2 poly spots to step with opposition. Tossed into bucket

3/5 times.

• Required physical prompting to keep balloon afloat for 4 times. 2

times on her own.

Ryan 12/18/17 Goal 1: Independently hop forward 4 consecutive times on his

preferred leg on 2 out of 5 trials.

Goal 2: Independently kick a soccer ball rolled to in from 13 feet

while demonstrating backwards to forward leg swing and making solid

contact on 2 out of 5 trials.

• Was able to hop 4 times independently with 4 poly spots on the

floor.

• Teacher demonstration needed. HOH needed to swing leg; he taps

the ball with toe.

Noor 12/18/17 Goal 1: Verbal prompting only, overhand throw beanbag with

preferred hand, while stepping with opposition and exhibiting trunk

rotation and hit a target that is placed 6’ away in 4/5 trials.

Goal 2: independently jump over a slowly turned rope, landing on two

feet with balance in 3/5 trials.

• Able to throw at target 6’ away, but keeps her body square to the

target.

• Is able to jump the rope 2 times.

Timothy 12/18/17 Goal 1: Independently position himself so that he is able to kick a

slowly rolled ball from 10’ back to a target in 2/5 trials.

Goal 2: Independently roll a ball towards a target (bowling pins)

placed 3’ in front of him, by getting into the correct position: feet open,

bending at hip crease to lower self towards the ground and release the

ball so that it does not bounce in 2/5 trials.

• Needs hand held to get him to move to the ball. Able to make

contact if the ball is rolled straight.

• HOH is needed to get him to bend over and roll ball. Verbal

prompting needed to get him to look at target.

Aiden 12/18/17 Goal 1: Jump over slowly turned rope 3 times consecutively in 2/3

trials.

Goal 2: Dribble 8.5” playground ball with one hand 3 times

consecutively 2/3 trials.

WEEKLY PROGRESS REPORTS

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• Jumped the rope 2 times.

• Slaps at ball and loses control after 2 bounces.

Harrison 12/18/17 Goal 1: Independently balance on preferred foot for 4 seconds, while

holding onto the wall for balance in 2/3 trials.

Goal 2: Independently catch, using a trapping motion a gently tossed

4” ball from 2’ away, in 2/5 trials.

• Was able to balance for 7 seconds while holding wall.

• Uses body to catch ball. Hand are extended ready to receive.

Christie 12/18/17 Goal 1: Jump a swinging rope turned by others 2 times consecutively,

with one verbal prompt in 3/5 trials.

Goal 2: Independently balance on preferred leg, while maintaining

control of non-support leg for 10 seconds in 2/3 trials

• Was able to complete 2 jumps.

• Is able to balance for 10 seconds, but does begin to lean to the side

half way through.

Arya 12/18/17 Goal 1: Independently dribble an 8.5” playground ball with preferred

hand for 6 consecutive dribbles in 4/5 trials.

Goal 2: Independently jump a rope that is turned slowly by others,

taking off and landing on 2 feet while maintaining balance in 4/5 trials.

• Loses control after 4 dribbles.

• Is able to jump over the rope 1 time out of 6 trials.

Austin 12/19/17 Goal 1: With partial physical prompting, catch a self-bounced ball 3

times consecutively in 4/5 trials.

Goal 2: When given a 3-part obstacle course (4” X 8’ raised balance

beam, 10’ of balance domes and 3 hurdles to jump over), Austin will

complete the course, only stepping off 1 time.

• Needed a demonstration each time. Able to catch ball twice.

• Was able to complete the whole course.

Sebastian 12/19/17 Goal 1: With verbal prompting only, Sebastian will be able to start a

teacher directed task/skill in 2/5 opportunities.

Goal 2: Walk the length of an 8’x4” wide balance beam independently,

using a heel-toe pattern, without stepping off on 1/5 attempts.

• He has shown a lot of improvement with beginning tasks.

However, he sometimes needs multiple prompts.

• He was able to walk the balance beam on his own one time.

Marlino 12/19/17 Goal 1: Jump over a slowly turned rope 3 times consecutively, taking

off and landing balanced on two feet in 2/5 trials.

Goal 2: Strike a balloon upwards 4 times consecutively while using a

paddle in 3/5 trials.

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• Was not able to jump over the turned rope. He can jump over it if

the rope is not moving.

• Needs HOH to strike. When on his own, he turns the paddle

sideways and does not look at the balloon.

Ali 12/19/17 Goal 1: With verbal prompting and a cue card, Ali will be able to jump

up, taking off on two feet and touch and object that is placed above his

arms in 4/5 trials

Goal 2: With verbal prompting only, Ali will be able to throw a bean

bag while stepping with opposition at a target placed 7’ away in 3/5

trials.

• Jumped up 5 times after demonstrated by teacher.

• Was able to throw at a target 7’ away. Needs poly spot to step with

opposition.

Noah 12/19/17 Goal 1: From 10’ away, Noah will be able to throw a beanbag at a

2’x2’ target in 3/5 trials.

Goal 2: With minimal verbal prompting, Noah will be able to jump a

rope that is turned by others 3 consecutive times without pausing in 3/5

trials.

• Was able to throw 10’ away and hit target.

• Able to jump the rope 4 times.

Gwen 12/20/17 Goal 1: Independently overhand throw a beanbag with her preferred

hand, while stepping with opposition, and hit a target that is placed 9’

away in 4/5 trials.

Goal 2: With verbal prompting only, Gwen will be able to jump in the

following hopscotch pattern: hop on 1 foot, hop on 1 foot, 2 feet jump,

hop on 1 foot, 2 feet jump with 80% accuracy (4/5 trials).

• Needs visual prompts (poly spot) to step with opposition.

• Has difficulty going from 1 foot to 2 then back to 1.

Nazif 12/20/17 Goal 1: Dribble the ball with one hand for 7 consecutive times without

losing control on 4/5 attempts.

Goal 2: Strike a whiffle ball, pitched underhand from 10’-12’ away, on

8/10 attempts.

• Needs HOH. Slaps ball and loses control after 3 bounces.

• Able to strike from 8’ away.

Nathan 12/21/17 Goal 1: Independently perform 8 standard fitness gram push-up, while

keeping his back and body straight in 2/3 trials.

• Able to complete 6 push-ups before breaking form.

Nithya 12/21/17 Goal 1: Slowly jog up to a beeper ball that is placed 3’ in front of her

and make solid contact with the ball exhibiting a backward to forward

leg swing in 2/5 opportunities.

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Goal 2: Step with opposition and independently underhand toss an

object, releasing it no higher than her shoulder in 4/5 trials.

• Able to kick the beeper ball 4/5 times. She finds the beeper ball

very annoying.

• Can step with opposition. Turns her hand so that her palm faces

down when tossing the beanbag.

Doreen 12/22/17 Goal 1: Throw small objects (bean bag, yarn ball, tennis ball) a

distance of 6 feet over 2 consecutive classes 80% of the opportunities.

Goal 2: Kick a slowly rolled 8.5” playground ball from a distance of 4

feet, for 80% of the opportunities.

• Needed 2 teacher demonstrations with verbal cues to bring her arm

behind head for throw. Physical prompting and poly spots needed

to step w/ opposition. Hit target from 6’

• Is able to do this if the ball rolls straight. If it goes to her side, she

needs her hand held to move to it.

Alex 12/22/17 Goal 1: With a teacher demonstration, Alex will be able to jump up,

taking off and landing on two feet, and touch an object that is placed

above his outstretch arms (over his head) in 3/5 trials.

Goal 2: Alex will be able to independently hold himself in the plank

position, demonstrating a straight back and arms locked out position,

for 15 seconds in 3/5 opportunities.

• He needs a lot of verbal prompting to complete this, but is able to

do it.

• Can only hold the plank for 7 seconds.

Jude 12/22/17 Goal 1: Independently perform 4 standard fitness gram push-ups,

starting at the top of a push up and lowering himself down and pressing

back up, keeping his back as straight as possible in 2/3 trails.

Goal 2: Independently demonstrate an offensive and/or defensive

strategy in 80% of opportunities during skill practice or a game setting

as measured by observation and data collection.

• Unable to complete one full push-up on his own. Can do 4 push-

ups on his own beginning from the ground, pushing up, and then

returning back on the ground, but drops hips. With HOH he can do

2 more.

• When playing soccer, he understands how to score a goal and

knows the goalie needs to block the ball, but he was having

difficulty understanding that he needs to take away the ball with his

foot when on defense.

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Instructional Strategies

43

CURRICULUM MAP

Vanessa Brito ~ Student Teaching ~ Fall 2017

Curriculum Map

September 4 –

September 15

2 Weeks Flag Football

September 18 –

October 6

3 Weeks Soccer

October 9 –

October 31

4 Weeks Halloween Themed

Fundamental Motor Skills

November 1 –

November 22

3 Weeks Baseball

November 27 –

December 8

2 Weeks Bowling

December 11 –

December 22

2 Weeks

+ Winter Break

Winter Wonderland

Fundamental Motor

Skills/Testing Benchmarks

January 8 –

January 12

1 Week Winter Olympics

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UNIT PLAN

Adapted Physical Education Fundamental Motor Skill Unit Plan

Halloween Edition

Vanessa Brito EDSS 472A Fall 2017

CSULB

45

TABLE OF CONTENTS

Introduction Page 1

Physical Education Content Standards Pages 4-5

English Language Development Content Standards Page 6

Learning Objectives Page 7

Background Information Page 8

Scope & Sequence Page 8

Block Plan Pages 9-12

Needs Assessment Explanation Page 13

Example Assessment(s) Used in the Unit Page 14-17

Example differentiated Assessment for EL Students in the Class Pages 18-21

Resources and References Page 22

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INTRODUCTION

This unit plan was designed for an adapted physical education class in the primary level and was

created to help develop students’ fundament motor skills. This class includes 6 students in first and

second grade who meet twice a week. The students include 3 girls and 3 boys with various unique

disabilities that range from moderate to severe. The ethnic background of the students is Asian and

Middle Eastern and all of the students speak the English Language. The overall proficiency of the English

language varies amongst each student. Some students are non-verbal or say very few words, while other

are able to communicate independently. This lesson will include several visuals, cues, and

demonstrations, so that all students will have the ability to succeed. Furthermore, the main purpose of

this unit is to consistently expose the students to fundamental motor skills (FMS). FMS is critical for

developing more complex movements that are necessary for participating in different sports, games, and

recreational activities. Therefore, this unit will focus on developing the students’ locomotor and object

control skills in a fun way through a Halloween themed unit.

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PHYSICAL EDUCATION CONTENT STANDARDS GRADE 1 STANDARD 1 - Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

• 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space.

• 1.2 Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills.

• 1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.

• 1.7 Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form

• 1.10 Demonstrate the underhand movement (throw) pattern.

• 1.11 Demonstrate the overhand movement (throw) pattern.

• 1.14 Catch a self-tossed ball

• 1.13 Catch, showing proper form, a gently thrown ball.

• 1.16 Kick a rolled ball from a stationary position.

• 1.17 Kick a stationary ball, using a smooth, continuous running approach.

• 1.18 Strike a balloon upward continuously, using arms, hands, and feet.

• 1.21 Dribble a ball continuously with one hand. STANDARD 2 - Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

• 2.9 Describe the proper hand and finger position for catching a ball. STANDARD 3 - Students assess and maintain a level of physical fitness to improve health and performance.

• 3.1 Participate in physical activities that are enjoyable and challenging.

• 3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyperextending the joints. STANDARD 5 - Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

• 5.1 Participate willingly in new physical activities.

• 5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.

• 5.3 Demonstrate the characteristics of sharing and cooperation in physical activity.

• 5.6 Identify and demonstrate effective practices for working with a group without interfering with others.

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GRADE TWO STANDARD 1 - Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.

• 1.11 Kick a slowly rolling ball.

• 1.3 Demonstrate balance on the ground and on objects, using bases of support other than both feet.

• 1.6 Skip and leap, using proper form.

• 1.7 Roll a ball for distance, using proper form.

• 1.14 Hand-dribble, with control, a ball for a sustained period. STANDARD 2 - Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.

• 2.8 Compare the changes in force applied to a ball and the ball speed when rolling a ball for various distances.

STANDARD 3 - Students assess and maintain a level of physical fitness to improve health and performance.

• 3.1 Participate in enjoyable and challenging physical activities for increasing periods of time.

STANDARD 5 - Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.

• 5.2 Accept responsibility for one’s own behavior in a group activity.

• 5.3 Acknowledge one’s opponent or partner before, during, and after an activity or game and give positive feedback on the opponent’s or partner’s performance.

• 5.5 Demonstrate respect for self, others, and equipment during physical activities.

• 5.7 Participate positively in physical activities that rely on cooperation.

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ENGLISH LANGUAGE DEVELOPMENT CONTENT STANDARDS

English Language Development Standards (Grades 1-2)

Emerging • Exchanging information and ideas. Contribute to conversations and express ideas by asking and answering yes-no and who/what-questions and responding using gestures, words, and simple phrases.

• Write very short literary texts (e.g., story) and informational texts (e.g., a description of an insect) using familiar vocabulary collaboratively with an adult (e.g., joint construction of texts), with peers, and sometimes independently. Retell texts and recount experiences, using key words.

• Condense clauses in simple ways (e.g., changing: I like blue. I like red. I like purple I like blue, red, and purple) to create precise and detailed sentences in shared language activities guided by the teacher and sometimes independently

Expanding • Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia with moderate support

• Write short literary texts (e.g., a story) and informational texts (e.g., an informative text on the life cycle of an insect) collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence.

Bridging • Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions.

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LEARNING OBJECTIVES Motor

• Students will run using proper technique (arms moving in opposition to legs, elbows bent, brief period where both feet are off the ground, narrow foot placement landing on heel or toe) with physical or verbal prompts 4 out of 6 times.

• Students will be able to catch a tossed ball using proper technique (preparation phase where hands are in front of the body and elbows are flexed, arms extend while reaching for the ball as it arrives, ball is caught by hands only) independently or with physical prompts 4 out of 6 times.

• Students will underhand roll using proper form (preferred hand swings down and back, reaching behind the trunk while chest faces cones, strides forward with foot opposite the preferred hand toward the cones bends knees to lower body, releases ball close to the floor so ball does not bounce more than 4 inches high) independently or with physical prompts 4 out of 6 times.

• Students will kick a stationary ball using proper form (rapid continuous approach to the ball, an elongated stride or leap immediately prior to ball contact, non-kicking foot placed even with or slightly in back of the ball, kicks ball with instep of preferred foot or toe) independently or with physical prompts 4 out of 6 times.

• Students will be able to complete 4 out of the 6 locomotor skills (run, skip, gallop, slide, jump, and hop) independently or with physical prompting.

Cognitive

• Students will be able to match their selected bone onto the skeleton 2 out of 3 times independently or with verbal prompting.

• Students will have to identify the number landed on the die by stating the number or holding up the number on their fingers, for 2 out of 3 times either independently or when verbally prompted.

• Students will tell or sign to their teacher the number of bean bags they put in their hula hoop at the end of each round.

• Students will have to identify the body parts of the skeleton bones by stating the name of the body part or pointing at their matching body part 2 out of 3 times, independently or with verbal/physical prompts.

Affective

• During the ‘Disappearing Pumpkins’ game, students will work cooperatively by making room on the hula hoop for each classmate by putting only one foot on the hula hoop.

• Students will gently toss a ball to each other independently or with physical prompts for 8 out of 10 times.

• Students will work together in a team to volley a balloon over the net 4 out of 6 times, independently or with physical prompts (hand over hand).

• Students will work cooperatively during the parachute activity by gently holding the chute independently or with physical prompts for 8 out of 10 minutes.

• During the Mister Skeleton activity, students will have to high five each other when they’re finished with the activity, either independently or when verbally prompted 2 out of 3 times.

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BACKGROUND INFORMATION

A key component to a well-rounded physical education program is teaching fundamental motor

skills. Fundamental motor skills are considered to be the building blocks to more complex movements.

Fundamental locomotor skills include running, hopping, sliding, skipping, and galloping. Manipulative

skills include throwing, catching, kicking, striking, and dribbling. Non-manipulative skills include rolling,

twisting, jumping and landing, and balancing. These are all necessary skills that must be developed in

order to learn more complicated movements involved in various sports and recreational activities. More

importantly, developing such skills can lead a child to enjoy physical activity and assist in leading students

to develop a healthy lifestyle. Furthermore, this unit is related to the content standards addressed

because it is not only designed to teach students several motor skills, it also includes creative fitness

exercises and cooperative activities.

SCOPE & SEQUENCE

This is a four-week Halloween-themed unit that will focus on fundamental motor skills, fitness,

and cooperative games. This class meets twice a week, so two Halloween-themed activities will be

introduced each day in addition to a warm up. In addition to learning various skills, students will also be

assessed. Their fundamental motor skills will be assessed though the use of a rubric and a cognitive

assessment. There will be an additional cognitive assessment for emerging EL students. Students will

work on various skills each week with the progression going from locomotor skills, to object control, to

balance, and finally cooperative games at the end of the unit. Each week students will revisit previous

skills learned so that they are able to better grasp the skills being taught.

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OCTOBER BLOCK PLAN – HALLOWEEN THEME

Week 1 Oct. 2nd & 4th

Monday Mister Skeleton & Disappearing Pumpkins 1. Locomotor Skills 2. Fitness 3. Cooperation 4. Matching Wednesday Pumpkin Patch & Enchanted Apples 1. Balance 2. Throw 3. Catch

Grade 1

• 1.1, 1.3, 3.1, 5.1, 5.3

Grade 2

• 1.6, 5.2, 5.5, 5.7

Week 2 Oct. 9th & 11th

Monday Flying Ghosts & Hot Pumpkin 1. Throw 2. Catch 3. Locomotor Skills 4. Cooperation Wednesday Spooky Spiders & Swat the Spooky Spider 1. Strike 2. Catch 3. Volley 4. Cooperation

Grade 1

• 1.1, 1.10, 1.11, 1.13, 1.14, 1.18, 2.9, 5.1

Grade 2

• 5.2, 5.3, 5.7

Week 3 Oct. 16th & 18th

Monday Witch’s Hat & Spider Ball 1. Tossing 2. Kicking 3. Cooperation Wednesday Spooky Forest & Ghost Bowling 1. Dribble 2. Underhand Roll

Grade 1

• 1.1, 1.2, 1.7, 1.10, 1.16, 1.17, 1.21, 5.3, 5.6

Grade 2

• 1.7, 1.11, 1.14, 2.8, 5.2, 5.5

Week 4 Oct. 23rd & 25th

Monday Jack-o-lantern Roll & Pumpkins vs. Ghosts 1. Underhand Roll 2. Cooperation Wednesday Skeleton Dice Game & Flying Ghosts 1. Fitness 2. Body Awareness 3. Body Recognition 4. Locomotor Skills 5. Cooperation

Grade 1

• 1.3, 1.7, 3.1, 3.6, 5.1, 5.2

Grade 2

• 2.8, 3.1, 5.2, 5.5, 5.7

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Activities Being Taught Week 1 Monday Mister Skeleton

• Students will work cooperatively to put a skeleton together. The pieces will include: head, two arms, body, and two legs. ❖ Each part will be a laminated cut out. There will be 6 poly spots spread out in one line. have to

work together as a team to build a skeleton. ❖ There will be one skeleton piece next to each poly spot. There will also be a task card on a cone

that will include 6 different exercises: running in place, squats, windmill, shadow boxing, side bends, bend down touch your toes.

❖ There will be an outline of the skeleton pieces located 15 feet away from the students, which serve as an outline for the students to match their pieces to. Students will run one at a time to put their skeleton piece on the correct spot. Once one student is done, he/she will go to another student and high five him/her so they can go put their piece down.

❖ Students who are not putting down a skeleton piece will be completing the exercises listed on the task card with a 10 second break in between each exercise.

❖ There will be an outline with painter’s tape already in the shape of a snow man ❖ Modifications: Teacher/aide will assist the student with putting the skeleton piece in the correct

spot if the student is having difficulty. ❖ Teacher will use hand over hand physical prompting if the student is having difficulty completing

the exercises on the task card (i.e. if the student is having difficulty shadow boxing, the teacher will help the student move his/her arms forward and backwards).

Disappearing Pumpkins

• There will be 4 triangle cones set up to create a large perimeter. Students will begin on poly spots along the perimeter. Inside of the cones there will be 6 orange hula hoops.

• When the spooky music plays, students will have to perform the locomotor skill the teacher announces, which will include run, skip, gallop, slide, jump, and hop.

• When the music stops, the students will have to run and put one foot on a hula hoop. One hula hoop will be removed at the end of each round until there is only one hula hoop left. Therefore, students must cooperate with their classmates by putting only one foot on the hula hoop and allowing enough room for everyone to be included. ❖ Modifications: The teacher/aide will model the locomotor skill for the student if he/she is

forgetting how to perform the skill. Hand over hand physical prompting will be used when needed.

❖ Teacher/Aide will help the students share the hoop by verbally/physically prompting them to only place one foot inside of the hoop.

Wednesday Pumpkin Patch

• Students will line up on poly spots on one end of the room with hula hoops on the other end. Students will be spaced 15 feet away from the hula hoop.

• Students will have several pumpkins on floor by their starting poly spot. These pumpkins will be made up of crumbled up orange construction paper.

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• When the music begins, the students will pick up pumpkin and perform the locomotor skill announced for that round. The locomotor skills will include run, skip, gallop, slide, and jump. The students will take one pumpkin at a time while completing the locomotor skill and they will set down the pumpkin into their hula hoop. The goal is to try to get as many pumpkins into the pumpkin patch before the music stops.

• Once the music stops, the students will go to their pumpkin patch and count how many pumpkins they have. ❖ Modifications: Teacher/aide will help the the students will pick up the pumpkins by leading them

to the correct direction and/or assisting them when bending down and picking up the object. ❖ The teacher/aide will model the locomotor skill for the student if he/she is forgetting how to

perform the skill. Hand over hand physical prompting will be used when needed. ❖ The teacher/aide will make sure the student is only picking up one pumpkin at a time by telling

the student to only pick up one and/or helping the student pick up one pumpkin if he/she is picking up several.

❖ The teacher/aide will help the students count how many pumpkins they have by saying the next number if they get stuck or having the student count along with them.

Enchanted Apples

• Students will work on their balance by completing two stations.

• One station will include 3 obstacles, which will comprise of the following: a 4” wide balance beam, small buckets flipped upside down to step on, and a 2” wide by 6’ line. Students will begin in a line and will go through the obstacle one at a time. There will be several red yard balls that will represent the witch’s apples. The students will have to walk through the obstacle course and place the apple inside the cauldron. Once they are done, they run back to the front of the line, pick up a new apple and go through the obstacle course again until it is time to switch.

• The other station will also include red yarn balls for apples and a cauldron. Students will begin in a line with big spoons and several red yarn balls. They will pick up one yarn ball at a time, place it on their spoon, walk to the cauldron where they will drop it in. If they their apple falls from the spoon, they must stop walking and not continue until their apple is back on the spoon. ❖ Modifications: The teacher/aide will help the students go through the obstacle course if they are

having trouble balancing by holding the students’ hand(s). ❖ The teacher/aide will help the student pick up yarn ball and place it on their spoon if the student

is having trouble getting the object to balance. ❖ If the student is having difficultly balancing the object on the spoon, the student can place the

object on the palm of their hand instead. Week 2 Monday Flying Ghosts

• Students will each begin with a “ghost,” which will be a white scarf. Students will throw and catch their ghost while spooky music plays. A fan will be turned on to make the ghost fly higher. ❖ Modifications: Teachers/aides will help the students retrieve their ghost by using hand over

hand physical prompting.

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Hot Pumpkin Students will play a game of hot potato using a foam ball wrapped up in an orange bag. Students will have to call out each other’s name before throwing the pumpkin and the other student must catch the ball. Spooky music will play during the activity. When the music stops, the student holding the pumpkin will set the pumpkin down and run one lap around the circle of students until he/she is back at the pumpkin. The game will continue once the music begins.

❖ Modifications: Teacher/aides will help students catch the ball if they’re having difficulty doing so by using hand over hand physical prompting.

❖ Teacher/aides will help the student run around the circle of students by holding the students’ hand, so that he/she won’t run away.

Wednesday Spooky Spiders

• Students will work in pairs. Each group will have a balloon with a spider image on it. Students will have to strike the balloon to each other and the other student will catch. ❖ Modifications: Teacher/Aide will help the student strike the balloon by using hand over hand

physical prompting. Swat the Spooky Spider

• Students will be split into 2 groups. A small net covered in spider webs will be set up to create a mini size volley ball court. Students will have a have to work together to volley the spider balloon over to their opponent’s side. ❖ Modifications: Teacher/Aide will help the student volley the balloon by using hand over hand

physical prompting. Week 3 Monday Witch’s Hat

• There will be a witch hat on top of a big cone. Students still be standing on poly spots around the hat. They will have to toss their rings one at a time onto the hat ❖ Modifications: The student will be able to place the hoop over the witch’s hat instead of tossing

it, if the task is too difficult. Spider Ball: Students will have a soccer ball covered with spider stickers. Students will have to work together to score the ball into the “spider web” which will be a small goal covered in spider webs.

❖ Modifications: The teacher/aide will put their hand on the students’ foot help guide them through the kick if they’re having difficulty kicking.

Wednesday Spooky Forest

• Objects will be scattered around with pictures of ghouls and monsters. Students will have to dribble their pumpkin (ball) through the spooky forest trying to avoid hitting the objects. ❖ Modifications: If the student is having difficulty dribbling with one hand, they can use two until

they feel more comfortable ❖ The student will have a balloon on a string tied on their finger. They’ll have to use a dribbling

motion and walk through the spooky forest.

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Ghost Bowling

• Students will each have 3 bowling pins, which will be covered in a white ghost sleeve. Students will have to try to knock down their pins by underhand rolling their ball. ❖ Modifications: The teacher/aide will use hand over hand physical prompting if the student is

having trouble rolling the ball. ❖ The teacher/aide will help the student bend over if they’re having difficulty doing so.

Week 4 Monday Jack-o-lantern Roll A big jack-o-lantern trash bag will be filled with newspaper. Students will have to work together to roll it from one side of the room to the other where the pumpkin patch is at.

❖ Modifications: The teacher/aide will use hand over hand physical prompting if the student is having trouble rolling the bag.

Pumpkins vs. Ghosts

• Students will split into two groups and face each other. Behind each group there will be 6 bowling pins. One group will have the bowling pins covered in ghost sleeves and the other in pumpkin sleeves. Students will have to underhand roll their foam ball to the opposing side to try to knock down their opponent’s pins. ❖ Modifications: The teacher/aide will help the students protect the pins if the student isn’t fast

enough to block them. ❖ Bigger or heavier balls will be used if the students are having difficulty hitting the pins or need a

slower reaction time. ❖ The teacher/aides will use hand over hand physical prompting if the student is having trouble

rolling the ball. Wednesday Skeleton Dice Game

• Students will stand on poly spots with 6 skeleton pieces put together directly in front of them. On the back of each skeleton piece there will be a task for that specific body part. Each student will have a turn to pick up a piece and roll a big die. All the students will have to perform the task for the body part for the number that landed on the die. Example: Leg was picked up and the number 6 landed would mean that students would have to do 6 squats. ❖ Modifications: The teacher/aide will help the student identify the body part. ❖ The teacher/aide will help the student complete the exercise by using hand over hand physical

prompting when needed. Flying Ghosts

• Students will stand around a big white sheet, which will be a ghost. Students will hold it as if it were a parachute. Students will start off moving clockwise by doing different locomotor skills (walk, run, slide) and holding onto the sheet. Afterwards, the teacher will put several little ghosts (crumpled up pieces of paper) on the sheet. Students will be asked to move the sheet slow, small waves, fast, big waves, all while trying to keep the ghost from falling off. ❖ Modifications: The teacher/aide will help the student with performing the correct movements

on the parachute by using hand over hand physical prompting when needed.

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NEEDS ASSESSMENT EXPLANATION Psychomotor Pre-Tests

The teacher will assess each student at the beginning of the unit. The psychomotor pre-tests will

include 2 separate rubrics designed to assess kicking and catching. Both skills will be broken down by

performance criteria based on the TGMD-2. Students will be given three chances to complete the skill.

The way the scoring system will work is that students will receive 1-3 points based on the level of prompts

for each performance criteria. The less prompts the student needs, the high his/her score will be. I

decided to have the lowest score for each criteria performance be 1 point rather than 0, so that each

student will receive points. The lowest score a student can receive is 4 points total for kicking and 3 points

total for catching, which would result in “needs improvement.” The highest the student can score for

kicking is 12 points and 9 points for catching, which would put them at “exceeds criteria.” In order for

students to have a better chance at receiving a higher score, they will need to know how the skill is

performed. Therefore, the teacher will give verbal instructions on each skill along with a demonstration

so students have a better understand on how the skill is performed.

Cognitive Assessment

Students will also be issued a cognitive assessment. This assessment will include various

fundamental motor skills and questions on how to perform the skill or what body parts to use when

completely the skill. Students will have to provide answers to the questions or circle the correct answer.

This will allow the teacher to get a better understanding if the students are grasping the proper steps

needed to perform a skill. There will also be a differentiated assessment for EL students that will be very

similar to the standard test. The difference with this assessment is that it will include several pictures so

that the students are able to visually see the skills instead of having to read them.

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EXAMPLE ASSESSMENTS USED IN THE UNIT

KICKING RUBRIC Student Name: Grade: Date: Objective: Student will kick a stationary 8-10-inch ball using instep or toe during a continuous approach on 2 out of 3 trials when verbally prompted.

Scoring System: 10 – 12 points= Exceeds Criteria 7 – 9 points= Meets Criteria 5 – 6 points= Meets Some Criteria/Needs Improvement 4 points= Needs Improvement

Kicking




Rapid continuous approach to the ball

An elongated stride or leap prior to kicking ball

Nonkicking foot planted with or slightly behind ball

Kicks Ball with instep of preferred foot or toe


Additional Notes:

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CATCHING RUBRIC Student Name: Grade: Date: Objective: Student will be catch a 4-8-inch ball with hands in front of the body and elbows flexed, arms extended while reaching for the ball, and catching with hands only, when verbally prompted for 2 out of 3 trials.

Scoring System: 8 – 9 points= Exceeds Criteria 6 – 7 points= Meets Criteria 4 – 5 points= Meets Some Criteria/Needs Improvement 3 points= Needs Improvement

Catching




Preparation phase where hands are in front of the body and elbows are flexed.

Arms extend while reaching for the ball as it arrives.

Ball is caught by hands only.


Additional Notes:

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COGNITIVE ASSESSMENT

A Fundamental Motor Skills Test

Student Name: Grade: Date:

1. Students show they’re ready to catch the ball when they have their hand out in front of their

body. Which student is ready to catch the ball?

A. Yes B. No

2. Do students have to bend down when rolling a ball?

A. Yes B. No

3. Students use their _______ when they dribble a basketball.

A. Shoulder B. Hand

4. Students used their _______ to catch the ball?

A. Head B. Hands

5. Students used their ________ to kick the ball.

A. Foot B. Hands

6. Do students use their arms when they jump?

A. Yes B. No

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7. Do we move our arms when we run?

A. Yes B. No

8. Do students pick up one leg when they hop?

A. Yes B. No


A. Bend B. Straighten


A. Gallop B. Step

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DIFFERENTIATED ASSESSMENT FOR EL STUDENT(S) IN THE CLASS Cognitive Assessment

A Fundamental Motor Skills Test

Student Name: Grade: Date: Instructions: Students will engage in conversation with their instructional aide and answer the questions below by using simple phrases and circling the answers to questions.

11. Which student is ready to catch the ball?

B. B.

12. Which student rolling the ball?

B. B.

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13. What body part is the student using to dribble the basketball?

B. Hands B. Feet C. Head

14. Which body part do students use to catch the ball?

B. B.

15. Which body part do students use to kick the ball?

B. B.

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16. Which student is jumping?

B. B.

17. Should look like this when you run?

B. Yes B. No

18. Circle the student that is hopping

B. B.

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B. Bend B. Straighten


B. Gallop B. Step

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RESOURCES AND REFERENCES

http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf Lavay, B. (2015). Physical Activities for the Exceptional Student. Department of Kinesiology,

California State University, Long Beach. Long Beach, California. Lavay, B (2016). Readings Packet KIN 387 Physical Activities for the Exceptional Student. Lavay, B (2017) Reading Packet KIN 388 Program Planning & Instruction in APE. Physical Education Model of Content Standards for California Public schools. (2005). California

Department of Education. Grade 1-2. Sherrill, C. (2004). Adapted Physical Activity, Recreation, and Sport. New York: McGraw-Hill Companies,

Inc. Ulrich, D. (2000) Test of Gross Motor Development (TGMD 2). Austin, TX: PRO-ED. Walkley, J. (1996). Fundamental motor skills. Melbourne: Dept. of Education.

http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

67

LESSON PLANS

Football – Flag Pulling and Kicking

Course: EDSS 473P

Semester/Year: Fall 2017

Teacher: Vanessa Brito

Date: 09/21/2017

Day of unit 5 of 8

Grade Level

2nd & 3rd Number of

Students

6 Lesson

Length

30 Min

Major

Activities

Taught

Fitness, cooperation, handing off the ball, kicking, flag pulling,

chasing, fleeing.

CA Content Standards Addressed:

GRADE TWO

STANDARD 1 – Students demonstrate the motor skills and movement patterns needed to

perform a variety of physical activities.

1.1 Move to open spaces within boundaries while traveling at increasing rates of speed.

STANDARD 3 – Students assess and maintain a level of physical fitness to improve health

and performance.

3.1 Participate in enjoyable and challenging physical activities for increasing periods of time.

3.2 Participate three to four times each week, for increasing periods of time, in moderate to

vigorous

physical activities that increase breathing and heart rate.

3.5 Demonstrate the proper form for stretching the hamstrings, quadriceps, shoulders, biceps,

and

triceps.

3.6 Engage in moderate to vigorous physical activity for increasing periods of time.

STANDARD 5 – Students demonstrate and utilize knowledge of psychological and

sociological concepts, principles, and strategies that apply to the learning and performance

of physical activity.

5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without

interfering with others.

5.5 Demonstrate respect for self, others, and equipment during physical activities.

5.7 Participate positively in physical activities that rely on cooperation.

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GRADE THREE



1.1 Chase, flee, and move away from others in a constantly changing environment.

1.11 Kick a ball to a stationary partner, using the inside of the foot.


and performance.

3.1 Demonstrate warm-up and cool-down exercises.

3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings,

quadriceps,

triceps, biceps, back, and neck.

3.7 Sustain continuous movement for increasing periods of time while participating in moderate

to

vigorous physical activity.




5.6 Work in pairs or small groups to achieve an agreed-upon goal.

Common Core Standards Addressed:

Reading

Standards for

Informational

Text

Key Ideas and Details:

CCSS.ELA-Reading.SL.2.1.

1. Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.


Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Reading.SL.2.4.a.

Read on-level text with purpose and understanding

Speaking and

Listening

Standards

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.2.1.

Participate in collaborative conversations with diverse partners about grade 2

topics and texts with peers and adults in small and larger groups

CCSS.ELA-Literacy.SL.2.1.a

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways listening to others with care, speaking one at a time about the topics and

texts under discussion).

English Language Development Standards Addressed:

Beginning 1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no

and wh- questions and responding using gestures, words, and learned phrases.

3. Offering opinions

69

Offer opinions and negotiate with others in conversations using learned phrases

(e.g., I think X.), as well as open responses, in order to gain and/or hold the

floor.

4. Adapting language choices

Recognize that language choices (e.g., vocabulary) vary according to social set-

ting (e.g., playground versus classroom), with substantial support from peers or

adults.

5. Listening actively

Demonstrate active listening to read-alouds and oral presentations by asking and

answering basic questions, with oral sentence frames and substantial prompting

and support.

6. Reading/viewing closely

Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main

idea, characters, events) based on understanding of a select set of grade-level

texts and viewing of multimedia, with substantial support.

Early

Intermediate

1. Exchanging information and ideas

Contribute to class, group, and partner discussions, including sustained

dialogue, by listening attentively, following turn-taking rules, asking relevant

questions, affirming others, and adding relevant information.


Adjust language choices (e.g., vocabulary, use of dialogue, and so on) according

to purpose (e.g., persuading, entertaining), task, and audience (e.g., peers versus

adults), with moderate support from peers or adults.



answering detailed questions, with oral sentence frames and occasional

prompting and support.

Intermediate 1. Exchanging information and ideas



questions, affirming others, adding pertinent information, building on responses,

and providing useful feedback.



answering detailed questions, with minimal prompting and light support.

Behavioral Objectives

Motor

1. Students will be able to complete 5 out of the 7 exercises (Running in place,

windmills, shadow boxing, standing side bends, toes your toes, squats,

vertical jumps) during the warm-up activity, independently or with

physical/verbal prompting.

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2. Students will be able to kick a stationary ball by stepping with opposition

and swinging the kicking leg forward to backwards, 3 out of 5 times

independently or with physical/verbal prompting.

3. Students will chase, flee, and move away from others by running around 4

cones for 5 out of 6 times, when verbally and/or physically prompted (hand

being held by teacher).

4. Students will complete 3 stretches (butterfly, touch their toes, arm across

chest) for ten seconds each stretch, independently or with physical prompts

(hand over hand).

Cognitive

1. Students will be able to read or attempt to say 4 out of the 7 exercises

(running in place, windmills, shadow boxing, standing side bends, toes your

toes, squats, vertical jumps) to their paraprofessionals during the warm-up

activity, independently or with verbal prompting.

2. Students will be able to identify the laces on the football by verbally stating

and/or by pointing, independently or with physical (hand over hand)/verbal

prompts 2 out of 3 times.

Affective 1. Students will be able to participate in the warm up activity and complete 5

out of the 7 exercises (running in place, windmills, shadow boxing, standing

side bends, toes your toes, squats, vertical jumps) without interfering with

other students, independently or with verbal prompting.

2. Students will gently hand off the football to their partner (place the ball in

the other student’s hands without throwing) with a verbal or physical (hand

over hand) prompt, 2 out of 3 times.

3. Students will run around 4 cones without interfering with other students 5

out of 6 times, independently or verbal or physical (hand over hand)

prompts.

4. Students independently help pick up 3 pieces of equipment when verbally

prompted.

5. When verbally prompted, students will put their hands in the middle and say

one PE cheer at the end of class.

Type and Quantity of Equipment:

• iPad

• 9 poly spots

• 3 Round Cones for Football

• 3 Regular Size Footballs

• Triangle Cones

• Poly Spot Arrows

• 1 Flag

Safety Precautions:

• The teacher will check the lesson area to make sure it’s clear of any unnecessary equipment

or trash.

• The teacher set up equipment appropriately and make sure everything is able to be used.

71

• Equipment will be set up prior to the students’ arrival to prevent students from not being

supervised.

• Rules will be stated before the beginning of the lesson to make sure all students use the

equipment safely and appropriately.

• Students will be asked to look at their shoes to make sure they are tied prior to beginning the

activities.

Skills, Activities,

Topics & Time

Methods and Organization

(Skill Progressions & Diagrams)

Instructional Cues,

Skill Modifications

Activity #1

Warm-up

Time

8 Minutes

Objective Addressed

MO1

CO1

AF1

CA Content

Standard

STANDARD 3 (3.1,

3.2, 3.6)

STANDARD 5 (5.1,

5.5)

Common Core

L.SL.2.1.a

R.SL.2.1.

R.SL.2.4.a

Introduction

• The teacher will greet each student at the door

and ask them each to sit down on a chair.

• The teacher will go around each student and ask

how he/she is feeling today.

• The teacher will review and sign the following

rules:

o Pay attention

o Be nice

o Work hard

o Listen

Lazy Monster Warm-Up

• Students will be asked to stand on the poly spots

in front of them to participate in a warm-up.

• The warm up exercises will come from the “Lazy

Monster” app, which will play on an iPad set a

few feet in front of the students.

• Each exercise is 20 seconds long with a 10

second break. The exercises that the students

will complete are as follows:

- Running in place

- Windmills

- Shadow boxing

- Standing side bends

- Toes your toes

- Squats

- Vertical jumps

• As the students go through each exercise, the

teacher will walk around making sure each

student is participating and performing the

exercises correctly.

• During each break, the name of the next exercise

will appear on the screen. The teacher will the

students to tell their paraprofessional the name of

Instructional Cues

• “Stand on your poly

spots.”

• Running in place:

“move your feet and

your arms.”

• Windmills: “touch

your opposite toe.”

• Shadow boxing:

“Close your hands

tight and punch

forward.”

• Standing side bends:

“Make a rainbow

with your arm and

go over your head.”

• Touch your toes:

“Bend down and

touch your toes.”

• Squats: “sit in your

imaginary chair and

stand up.”

• Vertical jumps:

“bend your knees

and jump up high.”

Skill Modifications

• Students will receive

hand over hand

physical prompting

when needed to

complete the

exercises.


help reading the

72

the upcoming exercise. After the students have

been given 3-5 seconds to say it, the teacher will

read the name of the exercise out loud.

• After the warm up is finished, students will be

asked to sit back down in their seats.

names of the

exercises.

Transition Time

1 Minute

Students will sit in their seats and wait for direction

for their next activity.

“Sit back in your seats."

Activity #2

Kicking and Handoffs

Time

8 Minutes

Objective Addressed

MO2

CO2

AF2

CA Content

Standard

STANDARD 1 (1.11)

STANDARD 5 (5.1,

5.5, 5.7)

Kicking the Football

• Students will sit on their chair for instruction.

• Students will be shown a football. They will be

asked to identify the laces by saying and/or

pointing at them (students have previously been

shown the laces on a football). The teacher will

help them remind the students where the laces

are if they cannot remember.

• After each student has identified the laces, the

teacher will demonstrate the next activity.

• 3 poly spots will be set up in one line with a

round cone one foot away for the kickers. The

football will be upright on the round cone.

• 3 more poly spots will be set up 20 feet directly

in front of the other poly spots for the receivers.

• The kickers will be instructed to kick the ball

when the teacher says “kick.” When the teacher

says “get ball,” the receivers will have to retrieve

their ball. Once the ball is retrieved, the receivers

will “hand off” the ball to the kickers. Aides will

help the kickers reset the ball.

• Students will continue kicking for 3 rounds, then

switch roles.

Instructional Cues

• “Where are the

laces?”

• “Don’t throw the

ball.”

• “Put the ball in your

friend’s hands.”

• “Wait until I say

‘kick.’ 1-2-3 kick!”

• “Wait until I say ‘get

ball.’ 1-2-3 get ball!”

Skill Modifications


hand over hand

physical prompting

when needed to

complete the

activity.

• Aides will hold

students hand to run

and get ball.

• An additional poly

spot will be used

when needed to

73

Common Core

L.SL.2.1.a

remind the student to

step with opposition.

Transition Time

1 Minute




Activity #3

Chasing and Fleeing

Time

8 Minutes

Objective Addressed

MO3

AF3

CA Content

Standard

STANDARD 1 (1.1,

STANDARD 3 (3.6,

3.7)

STANDARD 5 (5.1,

5.6, 5.7)

Football Flag Pulling

• Students will sit on their chair for instruction.

• The teacher will pull out a flag that is used for

flag football. One of the aides will put the flag

around their waist.

• The teacher will demonstrate how to pull a flag

from a player’s waist by pulling with just enough

force to make it detach from the player.

• After the demonstration, each student will

individually take a turn pulling the flag off the

teacher.

• After each student has practiced flag pulling, the

students will be introduced to the next activity,

which will be a chasing activity.

• For this activity, one student will stand on a cone

3’ in front of the other students. The student will

wear a flag around his waist and cradle the ball.

• The rest of the students will be standing on poly

spots about an arms distance away from each

other.

• When the teacher says “go,” the student with the

ball will have to run forward around 4 cones

trying to avoid getting the flag pulled.

• Once the flag is pulled off, the student will give

the flag to another student.

• Students will all reset and line up on the poly

spots.

• The activity will continue until everyone has

worn the flag.

Instructional Cues

• “When I say ‘go’

you run. 1-2-3. Go!”

• “Pull the flag!”

• “Go around the

cones.”

Skill Modifications

• If the students lose

focus of the

instruction, the

teacher will direct

the students towards

the flag and continue

to remind them to

pull the flag.

• Aides will hold

students hand if

needed to assure the

are running the

correct direction.

74

Common Core

L.SL.2.1.a

Transition Time

2 Minutes

Students pick up the equipment and sit down on a

poly spot for closure.

“Pick up 2 pieces of

equipment and sit on a

poly spot.”

Closure and

Homework

Time

2 Minutes

Objective Addressed

MO4

CO2

AF4 & 5

CA Content

Standard

STANDARD 3 (3.5,

3.6)

Common Core

L.SL.2.1.a

• At the end of the third activity, students will be

asked to help pick up two pieces of equipment

then sit down on a poly spot.

• Students will sit on poly spots in front of the

teacher and stretch. They will complete 3

different stretches for 10 seconds each (butterfly,

touch their toes, arm across chest)

• They will be asked to identify the laces on the

ball again by saying and/or pointing at them.

• At the end of class, students will get in a circle

and put their hands in the middle.

• Students will count “1…2…3…PE!”

Instructional Cues

• “Where are the laces

on the football?”

• “1…2…3…PE!”

Skill Modifications

• Teacher/aides will

help students

identify the laces.


help student’s

complete stretches

when needed.

75

Fundamental Motor Skills Halloween Lesson

Course: EDSS 473P



Date: 10/12/2017

Day of unit 2 of 8

Grade Level 2nd & 3rd

Number of Students

6

Lesson Length 30 Min

Major Activities Taught

Locomotor Skills and Creative Movement: Walking, Jumping, Running, Sliding

Object Control Skills: Kicking, Underhand Rolling

Fitness


GRADE TWO

STANDARD 1 – Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 1.1 Move to open spaces within boundaries while traveling at increasing rates of speed. 1.3 Demonstrate balance on the ground and on objects, using bases of support other than both feet. 1.7 Roll a ball for distance, using proper form. STANDARD 3 – Students assess and maintain a level of physical fitness to improve health and performance. 3.1 Participate in enjoyable and challenging physical activities for increasing periods of time. 3.6 Engage in moderate to vigorous physical activity for increasing periods of time. STANDARD 5 – Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. 5.1 Participate in a variety of group settings (e.g., partners, small groups,

large groups) without interfering with others.

76

5.5 Demonstrate respect for self, others, and equipment during physical activities. 5.4 Encourage others by using verbal and nonverbal communication.

GRADE THREE

STANDARD 1 – Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. 1.8 Roll a ball for accuracy toward a target. STANDARD 3 – Students assess and maintain a level of physical fitness to improve health and performance. 3.1 Demonstrate warm-up and cool-down exercises. STANDARD 5 – Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. 5.6 Work in pairs or small groups to achieve an agreed-upon goal.


Reading Standards for Informational Text

Key Ideas and Details: CCSS.ELA-Reading.SL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Speaking and Listening Standards

Comprehension and Collaboration: CCSS.ELA-Literacy.SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.


Beginning 1. Exchanging information and ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases.

4. Adapting language choices Recognize that language choices (e.g., vocabulary) vary according to social set-ting (e.g., playground versus classroom), with substantial support from peers or adults.

5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering basic questions, with oral sentence frames and substantial prompting and support.


77

Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support.

Early Intermediate

1. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and occasional prompting and support.

6. Reading/viewing closely Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.

Intermediate 1. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent information, building on responses, and providing useful feedback.

5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

6. Reading/viewing closely Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character traits) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.


Motor 5. Students will be able to complete 4 out of the 6 movements (walking, jumping, sliding, running, galloping, moving with arms up and down) during the warm-up activity, independently or with physical/verbal prompting.

• Students will complete 4 out of the 6 fitness activities (squats, running in place, windmill, shadow boxing, bend down, touch toes, side bends) independently or with physical prompting (hand over hand).

6. Students will be able to kick a soccer ball towards a target by stepping with opposition and swinging the kicking leg forward to backwards, 3 out of 5 times independently or with physical/verbal prompting.

7. Students will be able to roll the ball using a simple rolling technique (stand with feet further than shoulder width apart, hold ball with two hands,

78

bend down, swing arms back then forward to roll) independently or with physical (hand over hand)/verbal prompts, 2 out of 3 times.

8. Students will be able to walk across the balance beam by stepping with heel to toe, 3 out of 4 times independently or with physical prompting (hand being held).

Cognitive 3. Students will be able to identify the image on the iPad and/or read the word below, independently or when verbally prompted 2 out of 3 times.

4. Students will count the number of dots on both dice 4 out of 6 times independently or when verbally prompted.

5. Students will be able to identify their favorite activity either verbally or by pointing, independently or with verbal prompting.

Affective 1. Students will independently go around the 4 cones during the warm up without running into other students for 4 out of 5 minutes.

2. Students will be able to independently complete the fitness activities without interfering with others 4 out of 6 times.

3. Students will count the number of dots on the dice as a group independently or with verbal prompting.

4. Students independently help pick up 3 pieces of equipment when verbally prompted.

5. When verbally prompted, students will get together and do one PE cheer at the end of class.


• 12 Poly Spots

• 10 Triangle Cones

• 4 Buckets

• 2 Laminated Pumpkin Cut Outs

• 2 Laminated Ghost Cut Outs

• 2 Soccer Balls

• 4 Station Task Cards

• 10 Small Bowling Pins

• 2 Foam Balls

• 2 Witch Hats

Safety Precautions:

• The teacher will check the lesson area to make sure it’s clear of any unnecessary equipment or trash.


• Equipment will be set up prior to the students’ arrival to prevent students from not being supervised.

• Rules will be stated before the beginning of the lesson to make sure all students use the equipment safely and appropriately.

• Students will be asked to look at their shoes to make sure they are tied prior to beginning the activities.

• 6 Hula Hoops

• 3 Pumpkin Pails

• 1 Balance Beam

• 1 Bucket

• 10 Toy Snakes

• 6 Fitness Task Cards

• 2 Dice

• iPad

• Speaker

79

Skills, Activities, Topics & Time



Instructional Cues,

Skill Modifications

Activity #1

Warm Up

Time

8 Minutes

Objective Addressed

MO1

CO1

AF1

CA Content Standard

STANDARD 1 (1.1)

STANDARD 3 (3.1,

3.6)

STANDARD 5 (5.1,

5.5)

Common Core

R.SL.2.1.

Introduction

• The teacher will greet each student at the door and ask them each to sit down on a chair.

• The teacher will go around each student and ask how he/she is feeling today.

• The teacher will review and sign the following rules:

o Pay attention o Be nice o Work hard o Listen

• The teacher will tell the students what month it is and will ask them what fun day is coming up soon (Halloween), while holding a pumpkin pail.

Spooky Warm-Up

• There will 4 triangle cones set up to form a large rectangle. There will be poly spots around the perimeter of the rectangle for each student to stand on.

• The students will complete 6 different locomotor skills/movements throughout the warm up:

o Walk like a mummy o Fly like a bat o Gallop like witch o Jump up like a spooky ghost o Slide like a skeleton o Run with the monsters

• Students will complete the skill as the song ‘Monster Mash’ plays, and will freeze when the music stops.

• Each student will be shown a picture of a Halloween character (e.g. monster, skeleton, witch, etc.) and they will be asked what the character is. The word for each character will be below the picture so students can read as well. Once they give their answer, the teacher will tell them what skill to complete.

Instructional Cues:

• “Walk you’re your arms out like a mummy.”

• “Flap your wings like a bat.”

• “Jump and say ‘boo’ like a ghost.”

• “Step together step”

Skill Modifications:

• Student will receive help identifying the character on the picture.

• Student will receive hand over hand assistance if they’re having difficultly completing the skill.

• Teacher or aide will periodically model the skill

• Teacher or aide will give verbal prompting throughout skill.

80

Transition Time

2 Minutes

Students will be asked to sit back on the chairs and

will be given instruction for the next activity.

“Find a chair to sit on.”

Activity #2

Fitness

Time

7 Minutes

Objective Addressed

MO2

CO2

AF2 & AF3

CA Content Standard

STANDARD 3 (3.1,

3.6)

STANDARD 5 (5.5,

5.6)

Common Core

R.SL.2.1.

Pumpkin Fitness Dice

• There will be 6 poly spots set up to form a straight line. Each student will stand on a spot.

• Each student will get a chance to throw 2 dice. After the student throws the dice, the whole class will have to count the total number of dots that landed face up.

• The student will also be asked to pull out a fitness card from the pumpkin pail.

• Students will have to complete the exercise the number of times/seconds that landed on the dice. Exercises will include: squats, running in place, windmill, shadow boxing, bend down touch toes, side bends.

Instructional Cues:

• “Let’s count the dots: 1…2…3…”

• Squats: “sit in our invisible chair and stand up.”

• Running in place: “Quick feet. Move your arms.”

• Shadow Boxing: “Open your hands, now close them really tight and punch.”

• Touch toes: “Reach high to the sky, bend down to smell the flowers”


• Students will have help counting the number of dots on the dice

• Teacher or aides will use hand over hand or demonstrate the skill if the student is

81

having difficulty completing the task

Transition Time

2 Minutes



“Find a chair to sit on.”

Activity #3

Object Control

Time

8 Minutes

Objective Addressed

MO 3,4,5

AF 4

CA Content Standard

STANDARD 1 (1.3,

1.7, 1.8)

STANDARD 5 (5.5)

Common Core

R.SL.2.1.

Halloween Stations

• There will be 4 stations set up with a task cards on the cone and 2 students per station. 1. Station 1 – Fill the Pumpkin: Students will start

off on a poly spot. They will have to pick up small creature from the bucket and walk across the balance beam. They will put the creature into the pumpkin pail. Students will work together fill the pumpkin with as many creatures as possible.

2. Station 2 – Ring the Witch’s Hat: Students will have to pick up one hula hoop at a time, run, and place it on top a cone covered by a witch hat. Students can try to toss the hoop onto the hat if the skill is too easy.

3. Station 3 – Spooky Soccer: There will be two goals set up, with the posts being two cones with a picture of ghosts on the front. Students will have to kick the ball into the goal. Make the skill harder: Student can run and kick the ball or kick from a farther distance.

4. Station 4 – Pumpkin Bowling: There will be two poly spots, one for each student to stand on. 5 pins will be 6 feet across from each student. The pins will have jack-o-lantern faces on them. Students will roll a ball and try to knock down their 5 Jack-o-lantern pins. Once they knock down all 5 pins, they can pick them back up and roll again. Make the skill harder: Students can roll the ball from a further distance.

Students will complete each station one time.

Instructional Cues:

Balancing:

• “Arms out to the side like an airplane.”

• “Heel, toe.” Ring the Witch’s Hat

• “Put hoop on hat.” Spooky Soccer:

• “Step and kick.”

• “Kick with instep.” Pumpkin Bowling:

• “Bend down, arm goes backward then forward.”


Balance:

• Aides can hold the student’s hands to walk across the balance beam

Ring the Witch’s Hat:

• Students can set the hula hoop on the hat or throw from shorter distance

Spooky Soccer:

• The student can kick from a closer distance if needed.

Pumpkin Bowling:

• The student can roll the ball from a

82

closer distance if needed.

Transition Time

1 Minute

Students will be asked to sit on chair “Pick up 2 pieces of

equipment and find a

chair to sit on.”

Closure and

Homework

2 Minutes

Objective Addressed

CO3

CO5

CA Content Standard

STANDARD 5 (5.4)

Common Core

L.SL.2.1.b

• At the end of the third activity, students will be asked to help pick up two pieces of equipment then sit down.

• Students will be asked what their favorite activity was.

• At the end of class, students will get in a circle and put their hands in the middle.


• “What was your favorite game?”

• “1…2…3…PE!”

83

Halloween Fitness and Object Control Skills Lesson

Course: EDSS 473P



Date: 10/30/2017

Day of unit 8 of 8

Grade Level

1 & 2 Number of Students

7 Lesson Length

30 Min


Locomotor Skills, Cooperation, Matching, Fitness, Overhand Throwing, Abdominal Strength


GRADE ONE

STANDARD 1 - Students demonstrate the motor skills and movement patterns needed to


1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in

different directions and at high, medium, and low levels in space.

1.3 Change speeds in response to tempos, rhythms, and signals while traveling in straight,

curved, and zigzag pathways, using the following locomotor movements: walking, running,

leaping, hopping, jumping, galloping, sliding, and skipping.

1.11 Demonstrate the overhand movement (throw) pattern.

STANDARD 3 - Students assess and maintain a level of physical fitness to improve health

and performance.

3.1 Participate in physical activities that are enjoyable and challenging.

STANDARD 5 - Students demonstrate and utilize knowledge of psychological and



5.4 Invite others to use equipment or apparatus before repeating a turn.

GRADE TWO

84

STANDARD 1 - Students demonstrate the motor skills and movement patterns needed to



1.8 Throw a ball for distance, using proper form.

STANDARD 3 - Students assess and maintain a level of physical fitness to improve health

and performance.


3.3 Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges,

squats,

and triceps push-ups from a chair or bench to enhance endurance and increase muscle

efficiency.


and

triceps.

STANDARD 5 - Students demonstrate and utilize knowledge of psychological and






5.7 Participate positively in physical activities that rely on cooperation.


Reading

Standards for

Informational

Text



1. Ask and answer such questions as who, what, where, when, why, and how to



Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Reading.SL.2.4.a.

Read on-level text with purpose and understanding

Speaking and

Listening

Standards




topics and texts with peers and adults in small and larger groups

CCSS.ELA-Literacy.SL.2.1.a

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways listening to others with care, speaking one at a time about the topics and

texts under discussion).




85

3. Offering opinions

Offer opinions and negotiate with others in conversations using learned phrases

(e.g., I think X.), as well as open responses, in order to gain and/or hold the

floor.


Recognize that language choices (e.g., vocabulary) vary according to social set-


adults.



answering basic questions, with oral sentence frames and substantial prompting

and support.


Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main



Early

Intermediate

1. Exchanging information and ideas





Adjust language choices (e.g., vocabulary, use of dialogue, and so on) according

to purpose (e.g., persuading, entertaining), task, and audience (e.g., peers versus

adults), with moderate support from peers or adults.



answering detailed questions, with oral sentence frames and occasional





questions, affirming others, adding pertinent information, building on responses,

and providing useful feedback.



answering detailed questions, with minimal prompting and light support.

86


Motor 1. Students will be able to complete 5 out of the 7 exercises (Running in place,

windmills, shadow boxing, standing side bends, toes your toes, squats,

vertical jumps) during the warm-up activity, independently or with

physical/verbal prompting.

2. Students will be able to complete 3 out of the 5 locomotor skills/

movements (walking, sliding, galloping, tip-toeing, jogging), independently

or with physical/verbal prompting.

3. Students will be able to overhand throw a beanbag towards a target located

8’ away using proper form (windup initiated with downward movement, nonthrowing side facing target, stepping with opposition, and follow-through), independently or with physical/verbal prompting for 4 out of 6

times.

4. Students will work on their abdominal strength by laying on their back, retrieving one small object near their head, and sitting up to put the object in the pail by their feet, for 7 out of 10 times, independently or with

physical prompting (holding students’ feet).

5. Students will complete 3 stretches (butterfly, touch their toes, arm across

chest) for ten seconds each stretch, independently or with physical prompts

(hand over hand).

Cognitive

1. Students will be able to read or attempt to say 4 out of the 7 exercises

(running in place, windmills, shadow boxing, standing side bends, touch

your toes, squats, vertical jumps) from the iPad to their paraprofessionals

during the warm-up activity, independently or with verbal prompting.

2. Students will be able to identify 4 out of 5 body parts (head, nose, ears,

shoulders, tummy) by pointing at their correct body part when verbally

prompted, independently or with physical prompting (hand over hand).

3. Students will have to identify the object (pumpkin or ghost) by putting their

foot in a hoop that matches the object correctly, independently or with

physical/verbal prompting 3 out of 5 times.

Affective 1. Students will be able to participate in the warm up activity and complete 5

out of the 7 exercises (running in place, windmills, shadow boxing, standing

side bends, toes your toes, squats, vertical jumps) without interfering with

other students, independently or with verbal prompting.

2. Students will share a hula hoop with their peers by placing one foot inside

the hula hoop, independently or when physically/verbally prompted 3 out of

5 times.

3. Students will independently help pick up 3 pieces of equipment when

verbally prompted.

4. When verbally prompted, students will put their hands in the middle and say

one PE cheer at the end of class.


• iPad

• 7 poly spots


• 6 Hula Hoops

87

• 6 Laminated Pumpkin and Ghost Cut Outs

• 6 Task Cards

• 2 5’ wall targets

• 6 beanbags

• 2 Triangle Cones with Witch Hats

Safety Precautions:


or trash.



supervised.




activities.




Instructional Cues,

Skill Modifications

Activity #1

Warm-up

Time

8 Minutes

Objective Addressed

MO1

CO1

AF1

CA Content

Standard

STANDARD 1 (1.1)

STANDARD 3 (3.1)

STANDARD 5 (5.1)

Introduction






rules:

o Pay attention

o Be nice

o Work hard

o Listen

Lazy Monster Warm-Up

• Students will be asked to stand on the poly spots

in front of them to participate in a warm-up.

• The warm up exercises will come from the “Lazy

Monster” app, which will play on an iPad set a

few feet in front of the students.

• Each exercise is 20 seconds long with a 10

second break. The exercises that the students

will complete are as follows:

- Running in place

- Windmills

- Shadow boxing

- Standing side bends

Instructional Cues

• “Stand on your poly

spots.”

• Running in place:

“move your feet and

your arms.”

• Windmills: “touch

your opposite toe.”

• Shadow boxing:

“Close your hands

tight and punch

forward.”

• Standing side bends:

“Make a rainbow

with your arm and

go over your head.”

• Touch your toes:

“Bend down and

touch your toes.”

• Squats: “sit in your

imaginary chair and

stand up.”

• Vertical jumps:

“bend your knees

and jump up high.”

88

Common Core

L.SL.2.1.a

R.SL.2.1.

R.SL.2.4.a

- Toes your toes

- Squats

- Vertical jumps

• As the students go through each exercise, the

teacher will walk around making sure each

student is participating and performing the

exercises correctly.

• During each break, the name of the next exercise

will appear on the screen. The teacher will the

students to tell their paraprofessional the name of

the upcoming exercise. After the students have

been given 3-5 seconds to say it, the teacher will

read the name of the exercise out loud.

• After the warm up is finished, students will be

asked to sit back down in their seats.

Skill Modifications


hand over hand

physical prompting

when needed to

complete the

exercises.


help reading the

names of the

exercises.

Transition Time

1 Minute




Activity #2

Locomotor Skills,

Cooperation,

Matching

Objective Addressed

MO2

MO2, 3

AF2

Disappearing Spooky Hoops

• The teacher will regain the students’ attention by

asking them to identify certain body parts. This

will be done by saying, “If you can hear me put

your hands on your: head, nose, ears, shoulders,

heart, tummy.”

• After the teacher has the students’ attention, the

teacher will then hold up a laminated pumpkin

and ghost. The students will be asked to identify

what both objects are. The teacher will then

explain the activity.

• There will be 4 cones spread out to create a 20’

X 20’ square. Inside the square there will be 6

hula hoops with laminated cut outs of pumpkins

and ghost (3 each). There will be a poly spot for

Instructional Cues

• ““If you can hear me

put your hands on

your: head, nose,

ears, shoulders,

heart, tummy.”

• “Freeze!”

• “Find a pumpkin.”

• “Find a ghost.”

• “One foot in hoop.”

Skill Modifications

89

Time

8 Minutes

CA Content

Standard

STANDARD 1 (1.1,

1.3)

STANDARD 5 (5.1,

5.4, 5.5, 5.7)

Common Core

L.SL.2.1.a

R.SL.2.1.

R.SL.2.4.a

each student (7 total) around the perimeter of the

square.

• Students will have to complete a locomotor

skill/movement going around the perimeter

counterclockwise. The movements will include

walking, sliding, gallop, tip-toe, jogging.

• When the teacher says “freeze” the students will

stop and look at the teacher. The teacher will

hold up a pumpkin or ghost. The students will

then have to run and put one foot into the hoop

that has whichever item the teacher held up.

They will have to share a hoop with their

classmates.

• After each round, the teacher will remove 2

hoops, so that the students have to share the

hoops with more students.

• For the last round, there will only be 2 hoops for

the students to share.

• Teacher/aide will

help student

complete the skill

properly by

modeling or using

hand over hand.

• Teacher/aide will

help the student go

to the correct hula

hoop using verbal

prompting or

guiding the student.

Transition Time

1 Minute


for their next activity. Equipment will be moved

around for the next activity.


Activity #3

Objective Addressed

MO3, 4

Time

8 Minutes

Halloween Stations

• Students will complete three stations. The

teacher will demonstrate all three stations before

asking the students to begin. There will be 2-3

students per a station. The three stations will

include the following activities:

1. Ring the Witch’s Hat: Students will begin on a

poly spot with three hula hoops on the floor

beside them. There will be a cone with a witch

hat over it located 15’ away. Students will have

to pick up one hula hoop and run towards the

Instructional Cues

• ““Run! Put the hoop

on the witch hat.”

• “Arm back, step,

throw.”

• “Hit the spiders.”

• “Fill the pumpkin!”

Skill Modifications

90

CA Content

Standard

STANDARD 1 (1.3,

1.8, 1.11)

STANDARD 3 (3.1,

3.3

Common Core

L.SL.2.1.a

witch hat. They will put the hula hoop over the

hat and run back to get another hoop.

2. Spider Throwing: Student will stand on a poly

spot located 8’ away from the wall. There will be

a 5’ tall target with pictures of a web and large

spiders. Students will have to throw beanbags

towards the target and try to hit the spiders.

3. Fill the Pumpkin: Students will work on their

abdominal strength by performing sit ups in a fun

way. Students will lay on their backs on a

tumbling mat. There will be several rolled up

pieces of orange construction paper to represent

small pumpkins, which will be located by the

students’ head. At the end of the students’ feet

there will be a pumpkin pail. Students will have

to take one paper pumpkin, sit up and put the

paper pumpkin in their pail. Students will

continue until they run out of paper pumpkins.

Afterwards, they’ll dump out their pail and count

all of the pumpkins they picked up.

• Each station will run about 1.5 minutes. Before

the students rotate to the next station, the teacher

will tell them to freeze and put all of the

equipment back. Once they’re done they can

rotate clockwise.

• After all of the students complete each activity

once, they will be asked to help clean up.

• Ring the Witch’s

Hat: Teacher/Aide

will guide the

student to the hat.

• Spider Throwing:

Teacher/aide will

use hand over hand

physical prompting

to help the student

overhand throw.

• The teacher will

place the student

closer to the target if

the student is having

difficulty aiming

• Fill the Pumpkin:

Students can have

their feet held by the

teacher if the skill is

too difficult.

Transition Time

2 Minutes

Students pick up the equipment and sit down on a

poly spot for closure.


equipment and sit on a

poly spot.”

91

Closure and

Homework

Time

2 Minutes

Objective Addressed

MO5

AF3 & 4

CA Content

Standard

STANDARD 3 (3.5)

Common Core

L.SL.2.1.a



then sit down on a poly spot.

• Students will sit on poly spots in front of the

teacher and stretch. They will complete 3

different stretches for 10 seconds each (butterfly,

touch their toes, arm across chest)




Instructional Cues

• “1…2…3…PE!”

Skill Modifications


help student’s

complete stretches

when needed.

92

BASEBALL

Course: EDSS 473P



Date: 11/16/2017

Day of unit 4 out of 8

Grade Level

2nd & 3rd Number of Students

6 Lesson Length

30 Min


Locomotor Skills, Fielding, Batting


GRADE TWO




1.7 Roll a ball for distance, using proper form.

1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.


and performance.



and triceps.

3.6 Engage in moderate to vigorous physical activity for increasing periods of time.






5.2 Accept responsibility for one’s own behavior in a group activity.


93

GRADE THREE



1.10 Throw and catch an object with a partner, increasing the distance from the partner and

maintaining an accurate throw that can be easily caught.


and performance.

3.1 Demonstrate warm-up and cool-down exercises.

5.2 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings,

quadriceps, triceps, biceps, back, and neck.


Reading

Standards for

Informational

Text



Ask and answer such questions as who, what, where, when, why, and how to


Speaking and

Listening

Standards




topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.2.1.b

Build on others’ talk in conversations by linking their comments to the remarks

of others.




4. Adapting language choices Recognize that language choices (e.g., vocabulary) vary according to social set-


adults.

5. Listening actively Demonstrate active listening to read-alouds and oral presentations by asking

and answering basic questions, with oral sentence frames and substantial


6. Reading/viewing closely Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main



Early


94





and answering detailed questions, with oral sentence frames and occasional


6. Reading/viewing closely Describe ideas, phenomena (e.g., how earthworms eat), and text elements

(e.g., setting, events) in greater detail based on understanding of a variety of

grade-level texts and viewing of multimedia, with moderate support.

Intermediate 1. Exchanging information and ideas Contribute to class, group, and partner discussions, including sustained


questions, affirming others, adding pertinent information, building on

responses, and providing useful feedback.


and answering detailed questions, with minimal prompting and light support.

6. Reading/viewing closely Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central

message, character traits) using key details based on understanding of a

variety of grade-level texts and viewing of multimedia, with light support.


Motor 6. Students will be able to complete 4 out of the 6 movements (walking,

jumping, sliding, running, galloping, tip-toeing) during the warm-up

activity, independently or with physical/verbal prompting.

7. Students will be able to catch a softly rolled 4” ball with two hands while in

the ready position (standing with their feet wider than shoulder width apart,

bending down at the waist, and eyes on the ball), 3 out of 5 times

independently or with verbal/physical prompting.

8. Students will be able to hit a ball off tee by griping the bat with their

dominant hand on top and their nondominant hand on bottom, having their

shoulders squared towards the tee, and swinging the bat from their

dominant side of the body across to their nondominant side, for 3 out of 5

times independently or with hand over hand physical prompts.

Cognitive 4. Students will be able to read the name of the locomotor skill (walking,

jumping, sliding, running, galloping, or tip-toeing) on the card,

independently or when verbally prompted 1 time.

5. When prompted by the teacher, students will be able to identify “ready

position” by standing with their feet wider than shoulder width apart,

bending down at the waist, and eyes on the ball for 3 out of 5 times,

independently or with verbal/physical prompts.

6. Student will be able to identify the name of the bat when asked by stating

the answer, 2 out of 3 times independently or with verbal prompts.

95

Affective 6. Students will independently go around the 4 cones during the warm up

without running into other students for 4 out of 5 minutes.

7. Students will be able to catch a rolled ball when their name is called without

interfering with others 4 out of 6 times, independently or with verbal

prompts.

8. Students independently help pick up their poly spot when verbally

prompted.

9. When verbally prompted, students will get together and do one PE cheer at

the end of class.



• 6 Whiffle Balls

• 1 Bucket

• 1 Bat

• 1 Tee

• 6 Poly Spots

• 1 Speaker

• iPad

• Task Cards

Safety Precautions:


or trash.



supervised.




activities.




Instructional Cues,

Skill Modifications

Activity #1

Warm Up

Locomotor Skills

Time

8 Minutes

Introduction






rules:

o Pay attention

o Be nice

Instructional Cues:

• Gallop: “One foot

forward, the other

foot back.”

• Tip-Toe: “Lift the

back of your foot.”

• Jump: “Jump with

both feet.”

96

Objective Addressed

STANDARD 1 (1.1)

STANDARD 3 (3.1,

3.6)

STANDARD 5 (5.1,

5.5)

CA Content

Standard

MO1

CO1

AF1

Common Core

R.SL.2.1.

o Work hard

o Listen

Warm-Up

• There will 4 triangle cones set up to form a large

rectangle. There will be poly spots around the

perimeter of the rectangle for each student to

stand on.

• The students will complete 6 different locomotor

skills/movements throughout the warm up:

o Walk

o Gallop

o Tip-Toe

o Jump

o Slide

o Run

• Students will complete the skill as a song plays,

and will freeze when the music stops.

• Each student will be shown a picture of the skill

with the name of the skill underneath. The

student will be asked to read the name of the

skill. Once the student reads the skill, the

teacher will have all of the students complete the

skill.

• Slide: “Step together

step”


• Student will receive

help reading the

locomotor skill.

• Student will receive

hand over hand

assistance if they’re

having difficultly

completing the skill.

• Teacher or aide will

periodically model

the skill

• Teacher or aide will

give verbal

prompting

throughout skill.

Transition Time

1 Minute



“Go back to your seats.”

Activity #2

Fielding/ Catching

Ground Balls

Fielding

• Students will work on catching grounders.

Before they begin with the ball, they will focus

on learning the “ready position.” Ready position

will include students standing with their feet

wider than shoulder width apart, bend down at

the waist, and eyes on the ball.

Instructional Cues,

• “Get in ready

position”

• “Legs like an ‘A.’

Hands close to the

ground. Eyes on

ball.”

97

Objective Addressed

MO2

CO2

CA Content

Standard

STANDARD 1 (1.7,

1.10)

STANDARD 5 (5.5)

Common Core

R.SL.2.1.

• The teacher will cue the students by saying “legs

like an ‘A’ and hands close to the ground. Eyes

on ball.”

• Students will show ready position one at a time,

while the other students remain seated. The

teacher will roll the ball and the student will have

to catch the grounder and throw it back to the

teacher.

• After each student has taken a turn, the teacher

will have each student stand on a poly spot on

the other side of the room. Poly spots will be in

a straight line, 5 feet apart.

• Students will begin by getting into ready

position. The paraprofessionals will roll the ball

to their student and the student will have to catch

the ball by getting into ready position and

capturing the ball with 2 hands. Once the

students get the ball, they’ll throw it back to their

teacher. This will continue for 2-3 minutes.

• The teacher will go around the room and correct

student’s form.

Skill Modifications

• Roll the ball slowly

if the student is

having difficulty

tracking it.

• Help the student get

into ready position.

• Use hand over hand

if the student is

having difficulty

catching the ball.

Transition Time

1 Minute

Students will be asked to hand their poly spots to the

teacher and sit in their chairs.

“Pick up your spot and

give it to me.”

Activity #3

Striking/Fielding

Objective Addressed

MO3

CO3

AF2

Batting and Fielding

• Once the students have been given a chance to

catch grounders, they will sit in their seats for the

next instructions.

• The teacher will show the students a bat and ask

them if they know the name of the equipment.

• After everyone has said “bat” the teacher will

show students how to bat by telling them to put

their writing hand (their favorite hand) closer to

the top of the handle. Their other hand will go

under that hand.

• Students will bat one at a time. The rest of the

students will stand on poly spots.

Instructional Cues

• “What’s the name of

this [bat]?”

• “Your favorite hand

goes on top.”

• “When I call your

name, go get ball.”

Skill Modifications

• Verbally prompt

student to retrieve

the ball that was hit.

98

CA Content

Standard

STANDARD 1 (1.13)

STANDARD 5 (5.1,

5.2, 5.5)

Common Core

R.SL.2.1.

• There will be one bucket in between the students

on the poly spots and the batter.

• The students batting will hit 5 balls in a row. As

each ball is hit, the teacher will call out one

students name to retrieve the ball and drop it in

the bucket.

• Once all 5 balls are in the bucket, a new student

will come up to bat and the other student will

stand on a poly spot.

• After each student has batted once, students all

students will get another turn if time permits.

• Hand over hand with

the batter if they’re

having trouble

striking.

Transition Time

1 Minute

Students will be asked to help pick up equipment and

will sit on a chair


equipment and find a

chair to sit on.”

Closure and

Homework

3 Minutes

Objective Addressed

CO5

CA Content

Standard

STANDARD 3 (3.8,

3.9)

STANDARD 5 (5.4)

Common Core

L.SL.2.1.b



then sit down.

• Students will be asked to name the piece of

equipment (bat).

• Students will do three stretches: hamstrings,

shoulder shrugs, tight hug.




Instructional Cues

• “What’s the name of

this [bat]?”

• “1…2…3…PE!”

99

PESAP ANALYSIS

100

Activity64%

Instruction16%

Management20%

AIM % BREAKDOWN

0

60

120

180

240

300

360

420

480

TIM

E IN

SEC

ON

DS

OF

EAC

H A

IM C

ATE

TOR

Y

ELAPSED TIME BY AIM CATEGORY

Activity Instruction Management

102

KPE 380/EDSS 300P Feedback Form Positive Specific (PS), Positive General (PG), Corrective Specific (CS), Corrective General (CG) Teacher's Name: Vanessa Brito Date: 10/30/2017

Activity: Locomotor Skills, Object Control, Strength Grade Level: 1 & 2

Please record each feedback statement, label it, and total each category. PS 12 PG 12 CS 4 CG 0

Total Total Total Total

Next to the feedback number in the left-hand column, place an S if the feedback relates to a student’s skill, a B+ if the feedback relates to appropriate student behavior, and a B- if the feedback relates to inappropriate student behavior. A. Total the number of feedback behaviors 28

B. Total the number of skill related feedback statements (S) 10

C. Total the number of appropriate behavior related feedback statements (B+) 17

D. Total the number of inappropriate behavior related feedback statements (B-) 1

E. Total percentage of skill related feedback statements = B/A 35%

F. Total percentage of appropriate behavior related feedback statements = C/A 61%

G. Total percentage of inappropriate behavior related feedback statements =F/A .036%

103

Name: Vanessa Brito Class: EDSS 472A Semester: Fall 2017

Use of Student Names Form

List the names of all students in the class. (You can use a photocopy of your roll sheet)

Nor IIIII IIII

Tim IIIII II

Mia IIII

Hashem II

Lauren IIIII III

Ryan IIIII

Aiden IIIII IIIII IIIII I

Place a tally mark next to a name each time it is stated. 51 .

Total names

I. List in the class not stated. 0 II. Percentage of Total Names in the Class stated. A. Number of Student Names in the Class stated 7

B. Total Number of Students in the Class 7

C. Percent of Total Names in the Class stated = IIA/IIB= 7 / 7 = 100 % III. Percent of Student Names by Gender A. Total Number of Girls in the Class 3

B. Total Number of Boys in the Class 4 C. Number of Girls’ Names in the Class stated 3 D. Number of Boys’ Names in the Class stated 4

E. Percent of Total Girls’ Names in the Class stated=IIIE/IIIC = / 100%

F. Percent of Total Boys’ Names in the Class stated=IIIF/IIID = 100 %

IV. Personal Reflection Questions A. Is there a trend or pattern to my use of student names? I noticed that the name I said the most was my student that kept going off task. I started to focus in a lot more on him because I began seeing him off task. I also noticed that I used a more of my girls’ names too, although I have less girls. I know that I kept calling out some of the girls’ names to get them to focus when I was giving instruction. B. Which students’ names do I state the least? The most? I noticed that I state my lowest functioning students name the least and the highest functioning student the most.

104

C. Do I favor one gender? If so, which one? Based on the results, it looks like I favor using the girls’ names a little bit more. It just looks like I used boys’ names a more because I have one student where I used his name a lot. D. What changes would I like to make concerning my use of names? I would like to say all of my students’ names more often. I was disappointed to see that the name I said most was that of my highest functioning student and the name I said least was my lowest functioning student. I believe I did this because my lowest functioning student works directly with an aide, whereas my other student doesn’t. Therefore, I may have been paying more attention to my student without an aide. Either way, I need to make it a point to use more student names.

105

Name: Vanessa Brito Class: EDSS 472A Semester: Fall 2017

Inappropriate and Overused Words and Phrases Form

Total Inappropriate and Overused Words and Phrases: 71

Please place a tally mark next to the word or phrase each time it is stated.

Are there any other words or phrases to add?

Personal Reflection Questions

1. Are there any trends or patterns to my use of these words and phrases?

I tend to overused “you guys,” “okay” and “good job” excessively. Throughout this program I

have tried to get better at not overusing these words, but my numbers are still high. I usually don’t

catch myself overusing the words. In addition, I like to be enthusiastic with my students, which is

a big reason why I’m often telling them “good job.”

106

2. Do I overuse any words or phrases not listed? I noticed that I said some phrases similar to “good job,” such as “great job” and “very good” aside from

“good job.”

3. Are there any changes I would like to make?

I would like to decrease the amount of times I say “you guys,” “okay” and “good job.” I usually

do well with giving positive specific/corrective feedback, and although I did give that type of

feedback this lesson, my general statements were still high. I need to make more of an effort to be

specific. I will make sure to keep this in mind in the future.

107

Fieldwork Experiences

108

Letter of Recommendation: Master Teacher

109

Letter of Recommendation: University APE Coordinator

111

Letter of Recommendation: University Supervisor

113

STUDENT TEACHER FINAL EVALUATION: UNIVERSITY SUPERVISOR

121

STUDENT TEACHER FINAL EVALUATION: APE MASTER TEACHER

129

STUDENT TEACHER FINAL EVALUATION: GPE MASTER TEACHER

137

FIELDWORK STUDENT TEACHING DIARY

Vanessa Brito

Irvine Unified School District

12/22/2017

Student Teaching Weekly Reflection

This was our last week of pickleball in GPE. It’s been a very fun sport to teach and the

students really seemed to take a liking to it. Last week I previously mentioned that I had a few

students that were off task. I decided to separate these students and put them into different groups

for the rest of the week. I told them that they had to improve their behavior and participate in the

activity. If they were to improve on their performance, then they would be able to work with their

friends again the following week. I was a little skeptical this week and was hoping they would

continue with their behavior. Fortunately, these students participated so much better than before.

They were all involved in the game and they encouraged each other. I would hear them

implementing rules and seemed to be enjoying themselves. I am glad this strategy worked!

Furthermore, I had students conduct a peer assessment on themselves this week on skills they

learned throughout the unit. The skills included the ready position, serve, forehand drive,

backhand drive, and volleys. As I went around to each group, many of the students showed that

they understood the concepts. They were displaying correct movements and skills, which I was

glad to see. I made sure to give a lot of positive feedback. I also gave positive corrective feedback

to those who needed adjustments on the skill. I made sure not to leave until they completed the

skill correctly. The students have shown a lot of improvement since the beginning of the unit. I

am glad that they were able to improve on their skills.

This week was a little hectic with APE since our usual spaces to do APE were occupied

for assemblies and other holiday events. This caused some of the students to come into APE

unfocused or upset. However, negative behaviors did not last for long since many of the students

responded well to the fun activities I had planned. Many of them enjoyed the winter wonderland

activities. For example, a lot of the students had fun with the ice skating activity. This activity

involved students stepping on paper plates and “skating” around the ice ring. There was a lot of

laughter and noticeable enjoyment. Students also enjoyed having a snowball fight. In this activity

I used a fitness mat to create a wall. Students were divided evenly, with some students on one side

on the wall and the other students on the other side. Students got the opportunity to throw

snowballs at each other, which were made out of rolled up pieces of paper. Another activity that

the students enjoyed was throwing beanbags at the snowman. The snowman was drawn on the

white board and students got to throw beanbags from different distances. I had the students

continue working on fundamental skills with fun themed activities, which they all seemed to enjoy.

12/15/2017

In GPE we have been continuing with pickleball. The students are really liking the sport.

I find many of the students to be skillful and good at rallying. However, I still do find that some

of my students are off task when they think I am not looking and it’s typically the girls. I have

decided to assign the students in these groups to different groups and told them the reason why I

138

did this. I told them they have been off task and working with their friends is a privilege. I told

them if they showed good behavior the rest of the week and if I were to see them working well,

then I would consider allowing them to group with their friends again the following week. I payed

close attention to their behavior and notice that these students did improve. Their skills even

improved because they were focused. I knew I had to follow through with allowing them to work

with their friends since they continued to show great behavior throughout the week. However, it

was difficult for me to do so because I saw them working so well and they were focused. At the

end of the week, I told these students that they did very well. I was impressed with their focus and

would allow them to work with their original groups again next week. I did however emphasize

that I would immediately put them back in different groups if they were to go back to being off

task. We’ll see how next week goes!

In APE I got to assess one of my students that has his IEP coming up after the break. This

student tends to lose focus easily and does not want to comply after a while. I was extremely

surprised to see how well he performed throughout the entire assessment! His behavior was

completely different. He responded well to verbal praise and receiving stickers, which kept him

very motivated through the whole assessment. Additionally, this student had not been able to meet

his jumping goal for the last two years because he was unable to get both feet off of the ground at

the same time. Surprisingly, he was able to do in when being assessed! He even happened to jump

5 times in a row! It was amazing and such an exciting moment. The rest of the week the student

displayed the ability to jump, so hopefully he will continue to improve with this skill. Furthermore,

the rest of the week went really well. The current theme for my lessons is winter wonderland.

Students have been working on various fundamental skills throughout this unit. This week I had

students do relay races where they had to place as many snowflakes as the could on a whiteboard

under a certain time limit. They really enjoyed this activity. I also had students take presents

across a balance beam and place them under the Christmas tree. I made sure the students’ families

were okay with this activity before having the students participate. Overall, this week went well

and students are really enjoying the winter wonderland theme.

12/08/2017

We have been working on pickleball this week in GPE, which is a fun sport. It’s nice to

see some of the students transferring the skills they learned from table tennis to this sport. One of

the problems I found during game play was that some of the students were getting frustrated

because they were not rallying. One group in particular would serve and their ball would not go

over the net or they would lose control of the ball after the first/second hit. I made some

suggestions, such as moving closer to the net. I also told them to allow a second serve if their first

one wasn’t successful. As I walked around to other groups, I still saw this group struggling and

losing interest. As I came back, I grabbed a paddle and decided to join the game for a few minutes.

I reminded them to stay in ready position, track the ball, call for the ball, follow through on their

serves, and included other key points. I made sure to give a lot of positive corrective feedback as

I was there. Interestingly enough, the group of girls began to play better on both sides and I didn’t

once touch the ball; they were successfully playing all on their own. It felt really good to see them

lose their frustration and become engaged with the game. It’s great to see when encouragement

and positive feedback changes a student’s attitude.

139

This week in APE a couple of my classes had to be moved from our original spacious MPR

area to the small music room. It’s been interesting to see the changes in some of the students’

behaviors when being moved to a smaller space. They seem to be more engaged with the activities

and on task. I’m sure this is because this small room is less of a distraction. There had been a few

weeks that some of our students had been displaying negative behaviors. Although I don’t like

that the students have as much room to move around in this smaller room, maybe it’s worth a shot

teaching in the smaller space with certain classes. I noticed a positive change in behaviors when

we were in a small room a few weeks ago as well.

Furthermore, I learned a useful tip with goal writing this week. I found that as the students get

older and depending on their skill level, it’s more difficult to write goals based on the standards

for their grade level. For example, I have a 4th grader that needed a dribbling goal because he slaps

the ball. The 4th grade standard states that the student needs to be keep a hand-dribbled ball away

from a defensive partner. I didn’t know how to write this because the student can’t even dribble

the ball, let alone dribble a ball away from a defensive partner. So, I learned that it’s ok to say the

student will “dribble the ball forward” because in order for the student to dribble away from a

defensive partner, he may have to dribble forward. I found this tip to be very helpful and have a

better understanding on how to modify goals to meet the state standards.

12/01/2017

This week in APE, I was faced with some of the realities of being an APE teacher. Teaching

in Irvine we are really lucky because of the nice facilities we have. At Cypress Village for

example, we have a spacious MPR that is perfect for our APE class. However, this week the MRP

was occupied one day and both of the other rooms where we would usually have class were in use

as well. So, this was the first time I had to take my students outside. In addition, I had 5 other

students added to the class for that day. I thought it was a great challenge because it wasn’t

something I expected before coming to teach. I already had my lesson planned for the day for my

usual class size and in the same room we always used, but I quickly had to adjust to the change.

In APE, you’re going to be faced with these types of challenges. It is a reminder to arrive to your

site early when possible, be prepared with back-up lessons for various settings and class sizes, and

carry extra equipment just in case it’s needed.

In GPE, the students learned how to play cricket. I personally haven’t played cricket myself,

so it was challenging learning the new rules but also a great experience. Even bowling the ball

(pitching) was an adjustment because I’m just not used to throwing the ball that way. One thing I

loved about this unit was how interested the students were. They seemed to respond well with

trying a new activity, which is something to keep in mind. In this case, having the students try

something that many of them hadn’t been exposed to, turned out to be a great experience. Many

of the students were engaged and asked a lot of questions on how to do a particular skill. My

experience with this cricket unit was a reminder on how great it could be to challenge the students

to try something new. If it doesn’t work, then make adjustments; but if it does, then it turns out to

be a great experience for everyone.

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11/10/2017

This week in GPE, for cardio day the students ran the mile and focused on pace. We did

have students improve on their mile time last week, but one thing that students still need to work

on is pacing themselves. Therefore, in this activity they were instructed to run the straights on the

track and walk or jog the curves. Students were told to remember to control their breathing in

order to avoid getting cramps. During closure, we asked if they had a better understanding of

pacing themselves and a lot of them said that they did. The overall goal is to get them to understand

how to pace themselves, so they’ll be able to perform their best during the mile. Furthermore, the

students were introduced to touch football this week. One issue I found with my teaching during

one of the lessons was that I didn’t do too well with my transitions. My students tend to socialize

and walk when transitioning from one activity to another, which makes it difficult to have higher

activity time. Even though I tell the students to jog in multiple times, they don’t always listen. I

noticed it was more effective when I got close to them and told them to jog and did not move ahead

of them until they did so. This is something I know I need to work on with my teaching, especially

if I have activities where there are a lot of transitions. Therefore, I will make it a point to push the

students to move quickly when moving from one activity to another.

I introduced my students in APE to baseball this week. We began this week with throwing

and catching. It’s interesting to see how one activity may work very well with one class and not

go as smoothly with another. For example, I did the throwing activity with one of my classes on

Monday. They did a great job with listening to my cues and didn’t jump ahead during the activity.

I used the same lesson with a different class the next day and some of my students weren’t throwing

the ball on my cue or were retrieving the ball before I said so. I should have probably adjusted the

activity with this class by having 3 students on one side and 3 students on the other. One row of

students could have started throwing the ball, while the other students could have been on the other

side retrieving the ball. Having less students complete the activity at once could have allowed for

less distractions, which may have helped the students be more focused. My goal is to be able to

think quickly and make adjustments that could improve the activity when it’s not going as planned.

11/03/2017

In GPE we had the students run the mile again. I was happy to see that many of them improved

their times. One of the issues I had last time the last time the students ran the mile for time was

that I felt like it was difficult to keep track of their laps by giving them strips a paper for every lap

completed. This time around we had the students run with a strip of paper that they had to get

marked off. It made keeping track of the laps less chaotic and more efficient. One of the areas that

I do feel could use some improvement is having the students pace themselves. I did see that some

of the students started off strong, but were walking after a while. I would like to get them to better

understand their pace and learn how to start off strong, but not exert all of their energy on their

first lap.

In APE we concluded the Halloween unit. I realized that doing a 4-week themed unit becomes

boring although I switched out the activities. The students seem to show excitement with the

theme, but I feel like it does get repetitive. I’m thinking for future themed units, I might only keep

it to 3 weeks long rather than a whole month. Also, I have noticed that some students have been

changing their behaviors and have been acting out lately. I am not sure what is the cause of this,

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but I need to pinpoint what is triggering it. I’ll do this by communicating with the

paraprofessionals more about student behaviors, giving the students more choices during activities,

and making sure to use if/then statements when getting the students to complete a task.

10/27/2017

We continued our second week of ping pong skills in gen ed PE. I was really surprised to

how good many of these students are. Many students were able to strike the ball and had a

competitive match going on. I did notice that some of the students would try to smash the ball,

so I had to remind them that we have to have control of our hits and also be mindful of the

equipment and other students. I’m glad I was able get a lot of pointers from my master teacher

during this unit, especially since it isn’t a unit I’ve ever taught in the past. First, she showed

me how to keep track of the equipment and how to have everything organized so that it makes

for an easy transition. The tables are set up accordingly and numbers are place for each table.

There should be 4 paddles set up at each corner of the table so students can play doubles. Also,

the teacher passes out the ping pong balls which are placed in a crate. Each ball has a table

number. This is so that students are accountable for their equipment and are required to find

the ball if it goes missing. I really liked the set up for this sport. I’m sure without her example,

I would have done things differently and lost ping pong balls. Also, I was happy with the

feedback my master teacher gave me regarding asking students questions on topics we’ve

covered in the past. I was going over the forehand drive skill, which was a skill we had covered

the day before. I asked the students if they remember the steps, but no one responded. So, I

said the first and second step and then two other students said the rest. My master teacher told

me that in the future, I should challenge them to think by having them share ideas with a few

people around them. After about a minute, I can ask them the same question. If they’re still

unsure, then I can give them hints. I was so glad she brought that to my attention because

challenging the students to think is very important.

APE is going well and we’re finishing up Halloween themed activities. The students did

really well this week. One our student’s moms came and observed his class because she wants

him to receive one on one services. The number of aides we have in this class ends up making

the class a 1:1 teacher to student ratio. This process has been interesting to watch unfold

because his mom is really pushing for more services. However, the son is doing just fine in

the class he is in and one on one services would not be the best fit for him. Hopefully she’ll

change her mind after seeing how the class works and how he does get a lot of one on one

assistance, but still gets a chance to interact with his peers. Another issue we have been having

is with a student who has recently been hitting her classmates. This student is known for being

inconsistent with her PE participation. Some days she will participate without too many

outburst, but other days she does not want to do APE at all and will cry, yell, or bite herself.

Last week was the first time she ever hit me; I had to tell that was not ok and asked her to sit

down. She hadn’t attacked any of her classmates before, until this week. I’m going to have to

figure out a better behavior management plan for her because I don’t want her to hurt any of

the other students. I would also like for her to improve her participation time in PE. Usually

the days after lunch she seems to be more attentive

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10/20/2017

During gen ed PE, I had the students complete a cardio circuit, which involved running 3

laps around the track and completing 4 different exercises within the laps. My master teacher

has been giving me a lot of feedback, which I have found very useful. For example, I should

never assume the students know how to do an exercise. Two of the exercises were push-ups

and squats. Although we practiced these exercises several times, there were many students

who were completing the exercises incorrectly and without proper form. I should have had

students demonstrate the exercises before sending them all out to the track. Also, in order to

assure that all students completed the three laps, I should have timed the first lap to see how

long it took, then multiplied that by 3 to get an estimate of how long the activity would take.

Overall, this week I realized that I need to do a better job with demonstrations and thoroughly

going over instructions.

I had some successful moments with some of my APE classes. One of the activities I

attempted with one class was a hot potato game. I really wanted the students to work on

passing the ball gently to each other while calling out each other’s names. I wasn’t sure if the

students would participate in the activity because I felt like I would lose their attention, but I

still wanted to give it a shot. It turned out to be a pleasant surprise because all of the students

were engaged and it looked like they enjoyed the activity. In contrast, I did have a situation

occur earlier in the week that I should have handled better. I had an activity that involved

music and some of my students responded really well to it. However, one of the students

wasn’t having the best day and began to yell and cry a few minutes into the activity. Another

student reacted to his classmate’s behavior and became sensitive to the noise. I made the

mistake of continuing with my regular lesson, which included the music. Although the rest of

the students were receptive towards it, I should have turned the music off and possibly switched

to a different activity. Yoga may have been a great option to calm everyone down. In the

future, I will make sure to act quickly to these scenarios and recognize antecedents in order to

prevent losing control of my class.

10/13/2017

I got a chance to issue my first assessment in GPE this week. The assessment was for

soccer skills and it was a peer evaluation. I was happy that all of the students were able to

complete the assessment. However, I do feel like I could have done a better job explaining the

way I wanted them to complete the assessment. I gave my instructions with all the students

sitting down. I went through the instructions one time, then had one group demonstrate the

activity. Afterwards, I asked the students if they had any questions regarding the assessment.

It seemed like everyone understood. However, when they went to their assigned areas, there

were some groups that were completing the assessment completely different from what I

instructed. So, I went to every group and told them the most efficient way to complete the

assessment and watched them for a few minutes before moving on to the next group. In

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general, the assessments went well and during closure I ask the students what they would like

to work on. Some of them said that they would like to work on defensive skills, dribbling and

shooting.

I am really excited about the themed activities I have planned for my students in APE. This

week I introduced Halloween themed activities. I am having my students work on fundamental

motor skills – locomotor and object control skills. My lessons seemed to go well for the most

part. I do feel that at times I am giving too much instruction, so I need to find ways to

simplifying the things I’m saying. Although I have my challenges and make mistakes, I do

feel like I am improving. My master teacher gave me some input on one of my lessons today,

which geared towards improving upper body strength. I have fifth graders working on upper

body and abdominal strength to prepare themselves for the physical fitness testing. For upper

body, I had the students get into a plank position using their hands. I put Halloween toys

around them and a pumpkin pail close by. When the music began, they had to put the object

into their pail. My mistake was that I did not consider how difficult this task is and should

have told them to get on their knees instead. I think that this is a fun activity for upper body

strength and I’ll definitely take my master teacher’s advice on modifying the activity.

10/06/2017

We began playing soccer this week in GPE. The students were shown a PowerPoint and

were introduced to different information regarding soccer. Some of this information included

the history of the sport, various soccer terms, the size of the field, soccer field lines, positions,

and rules. Students got a chance to ask questions and interact in the class. Throughout the

week, students have worked on various soccer skills, such as dribbling, passing, trapping,

shooting, etc. At the end of the week, the students played small pickup games. I tried my best

to walk around all four fields and give a lot of positive specific feedback. I could see the

students respond positively to my remarks. Overall, the whole week went really well and the

students were engaged in the activities. I did notice the students grew tired during the game,

so I tried to compromise by having a “half-time,” which was only a 1-minute break. The

students really seemed to appreciate this and came back to play with more energy.

I feel much more confident teaching in APE. I still have a lot to learn and a long way to

go, but I am glad that I am feeling more comfortable with my teaching. I’ve also been working

on soccer skills with my APE students. I’ve been trying to introduce similar terms to them

every time we meet. Some of these terms include: kicking with your instep, goalie, and

trapping. I try to have the students repeat these terms throughout the lesson so that hopefully

they’ll remember the terms and the skills. So far, it seems to be working pretty well. This

week, I also worked on different locomotor skills with my IV student. I’m glad to have my

master teacher there with me because working with IV students is still very new to me. My

master teacher gives me pointers here and there during the lesson and will also give me her

input at the end. I have been learning a lot from her feedback, which I appreciate greatly. In

general, I feel like the soccer skills have been going well. I am very excited to being the

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Halloween unit. I’m going to try my best to make it as fun as possible, so hopefully the students

will enjoy themselves.

09/29/2017

In gen ed, the students ran the mile this week to establish a baseline for each student. Two

weeks ago, the students all read an article discussing side craps and what actions to take if this

happens to them. They learned about controlling their breathing, slowing down, and other

things they can do to help relieve the discomfort. During the mile run, I did notice some

students slow down or walk with their hands over their head. Many students also paced

themselves. Also, last week I read an article regarding motivating students to run the mile.

One suggestion was to play music for them. At Sierra Vista, students are able to bring their

headphones. I think this is an excellent idea because students are able to choose their own

music that motivates them. The only problem I found with the mile run was issuing students

strips of paper so they can keep track of their laps. After the students completed one lap, they

received one strip of paper from me or the teacher. This was easy when it was only 1-3 students

completing a lap, but when there were multiple students coming it at once, the area got to be a

bit chaotic. I felt like this method did not give the students their potential best time, especially

if a student dropped their paper and went back to pick it up. Other than that, I thought everyone

put in a great effort in running the mile.

I feel more comfortable with my teaching in APE. When I first began teaching, I would

sometimes feel frazzled when students weren’t focused or would throw a tantrum. One method

I learned from my master teacher is to have them communicate if they need a break. For

students that are non-verbal, they can sign that they need to take a break. Students will get a

ten second break and will usually participate afterwards without a problem. So, I find that this

method has been working pretty well for me so far. Also, this week I attended an IEP meeting

that lasted 2 hours. There was a lot of information shared with during time and I got to see

got to see several service providers come together and collaborate on their teaching methods

and assessment results. It was a great experience because I got to see what types of goals were

presented and the different methods of collecting data. I found it to be a great experience.

09/22/2017

I began fully teaching this week in APE. Although it has its challenges, I am really

enjoying it! The students are great, but I do find that I need to have some better behavioral

management at times. I am still trying to figure out what works best for the students. As I said

last week, counting to 3 does get their attention. Additionally, one of my all-star students had

her first breakdown. She’s usually very happy and has no problem participating in any of the

activities. However, she did have a situation occur before the beginning of class that was a

trigger to her crying during the first 10 minutes. At first, I wasn’t really sure what to do. I

tried helping her calm down by telling her to breathe. Shortly after she was fine (so I thought),

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but one minute into the warm up she began crying again. I had to sit her down to help her calm

down again. At this point, my master teacher tried talking to her as well. We practiced

breathing and stretching to relax. Although she started to wind down, she was in a state where

asking her to participate in an activity could set her off again. I felt like the stretching was

definitely helping, but I knew she still needed something to distract her from what she was

previously upset about. So, I decided to get the iPad and had her follow the yoga fitness app.

She was able to touch the screen and select the yoga exercises she wanted to complete. By the

third yoga pose, she had calmed down tremendously and by the end of the lesson, she was in

good spirits. The whole situation with this student was a reminder to me that it is important to

be proactive. It was important for me to have this student still participate in PE. So, although

she wasn’t having a good day and was not going to participate in the lesson I created for her, I

had to adjust and consider changing my plan to an activity that would be best for her at the

time. I realize that I am going to encounter situations like this while teaching, so I have to be

able to adapt to the situation.

As far as GPE goes, we are towards the end of our flag football unit. What I really like

about the program at Sierra Vista is that they’re introducing the physical fitness testing early

on. This week students began practicing their curl ups and push-ups. They’re also being taught

the 5 components of fitness and have had in class discussions on what type of exercises fall

under each component. The students also worked on lower body exercises, such as lunges and

squats. The students got an opportunity to analyze each other on all these exercises and coach

each on corrections, accuracy, and improvement. The class is going great and I really enjoy

working with all of the students.

09/15/2017

Student teaching has been going well. We have been continuing with flag football in gen

ed. This week the students learned new plays. During one of the days, they got into groups and

worked on the plays. At the end of the week they played a game against the other PE class, which

I thought was a great progression. The field I was watching had 4 games going on at the same

time. Students were in teams of 6 to 8. My goal during this lesson was to walk around each field

and provide a lot of positive specific/corrective feedback. Whenever I would see students not

really involving themselves in a play, I would tell them to try out one of the plays they remember

and call for the ball. In fact, one of the students I said this to ended up getting the ball and advanced

the ball several yards. I also kept in mind the importance of teacher proximity and tried to walk

around to every game taking place. I do think I stayed on some fields too long, although I tried to

keep scanning to make sure the students in the other fields were participating. My goal is to work

on roaming around to each game more frequently and not spend too much time on one field. This

will help assure that students continue to participate and play fairly.

Football was introduced to the students in APE as well. We had the students work on

identifying the laces on the ball, finger placement on the ball, flag pulling, chasing a student with

a flag and trying to pull the flag of their waist, throwing, catching, and handoffs. I like the gradual

progression of each skill. In addition, I started leading the warm-ups this week. I try my best to

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keep the students focused, but do find that I lose their attention at times. I notice that giving

students a directive and then counting to 3 has been effective for the most part. For example,

“stand on the poly spot on 3… 1-2-3.” My goal is to find cues that work for the students. I know

each student responds differently to cues, so I want continue to figure out what cues work best for

each student. Another struggle I have is that I don’t know how to get some students to participate.

For example, we have one little girl that cries most of the class time and bites herself when asked

to perform a task. Yet, today she was an all-star and did not throw any tantrums. I’m not sure if

it was the time of day or if she was just having a good day. I did notice that at the same time last

week she was behaving well too, but she did not stay for long because she had to leave. In this

situation, I think I need to do a better job in communicating with the aides to see what went on

throughout the day and find out what else motivates her or other students. Overall, my goal is to

have better communication with the aides. They are with the students all day, so they have a lot

of insight about each student. I also want to have other go-to methods I can use to see if the

students respond better on days they are not focused. Lastly, I want to continue learning from my

master teacher and ask her questions. We have one student at Bonita Canyon that is higher

functioning and always has to be doing something. She noticed this and made him her little helper

by having him shag the ball after his classmate kicked it. I thought that giving him a job was an

excellent idea and he responded very well to it. I want to be able to think of quick solutions like

this.

09/08/2017

I learned a lot this week in APE and thought it went well. At the beginning of the week

we had a class that was a bit of a struggle. Some of the students were not cooperating or were

easily distracted. Fortunately, with some of the students I was able to find cue words or prompts

that helped the students to perform the activity. For example, one of the students did not want to

do sit ups. So, I first helped him by holding his hands and pulling him up for 2 sit ups. Then I

asked him to try by himself while giving me high fives as he sat up. I slowly began moving my

hands further away from him and higher up. Meanwhile, I became more enthusiastic as I counted

off the sit ups and pulled my hands further away. By the end he was doing his sit ups with no

problem. What I have also found very helpful about these lessons is that we are lucky enough to

have great aides. This helps us get around to every student and give each of them feedback. Also,

this week I met two VI students. I am very excited to begin working with them because I haven’t

worked with students with vision impairments. My goal is to research how to modify the activities

that they will be participating in PE so that they will be able to participate to their fullest potential.

This week for general ed. PE we began playing flag football. The students seem to be

enjoying it. I have noticed that there are some students that tend to walk around and talk, rather

than participate in the game. Whenever I saw this happening, I tried to stop the behavior by telling

them that they need to participate. If they were playing defense I would tell them to find someone

to guard, or get open if they were playing offense. Afterwards, I would use close teacher

proximity, which I found helped reduce those behaviors for occurring again. One of my goals is

to try to get all of the students to participate. I’ll do this by continuing to point out the behaviors

I want to see, use close teacher proximity, and use positive reinforcement when students are

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involving themselves in the activity. Another goal I have is to continue learning more names. I

am doing this by saying the student’s name first before giving instruction or feedback.

08/31/2017

My first week of student teaching in General Ed PE at Sierra Vista Middle School went

well and was straight forward. The first day began with activities that gave the students an

opportunity to get to know each other. Throughout the week, students were given a presentation

from the PE teacher, which included the expectations, rules, and overview of the class. Students

also learned where to line up on their numbers, the proper rules and procedures of the locker room,

and where to line up after dressing out. In addition, students were given an overview of the school

rules and the importance of responsibility, integrity, and respect. After almost a week into school,

students were given an activity where they were able to participate in open discussion amongst

each other of what they learned about the PE class rules and expectations. This activity also

allowed them to share their own personal thoughts on what they think a PE class should look like.

My goal for the following week is to have more interaction with the students and get to know more

names.

My first week of APE was very eye-opening. Throughout the week, I went to 4 different

elementary schools and one high school. These schools included Alderwood Elementary, Bonita

Canyon Elementary, University Park Elementary, Cypress Village Elementary, and University

High School. During my first week, I was able to see what goes into creating a schedule. Although

I was given an assignment on creating my own schedule for APE in Dr. Lavay’s class, it was a

completely different experience seeing how it is done. Ms. McCrea had to coordinate with several

teachers at different sites to make sure she had the proper time slots for everyone in her caseload.

The whole process seems overwhelming. Ms. McCrea has great communication with much of the

staff, which seems to be beneficial to her. When I am a teacher, my goal is to be able to establish

relationships with the teachers I’m working with as soon as possible, so that I am able to

communicate effectively with staff when creating my schedule. I was also able to observe and

assist Ms. McCrea on her assessments. Some students did well and Ms. McCrea was able to collect

a lot of data from the assessment. However, some students were lacking motivation or were

distracted, which made it more difficult to establish a baseline. My goal is to get to know the

students very well along with what tangibles are best used for them to help them stay motivated.

I’m also going to make it a goal to quickly learn their abilities and distinguish what instruction

strategies would create the best learning environment.

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Behavior Management

Practices

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BEHAVIOR MANAGEMENT PLAN: WHOLE GROUP

Cypress Village Elementary Behavioral Management Plan

Potential Problem:

This is a class in the primary level with students in second and third grade that meets twice a week

for 30 minutes. This class includes 4 students with autism whose disabilities range from moderate

to severe. This class displays behaviors that can interfere with class instruction and affect student

participation. Sometime students have difficulty staying on task or lose focus easily. For example,

when asked to complete a task, students have shown behaviors such as staying seated on their chair

instead of participating, becoming focused with their surroundings or equipment, attempting to run

off, or showing unwillingness to participate. These types of behaviors make instruction and

learning difficult because students are not getting a quality physical education experience. In

essence, such behaviors, if not managed, can have a negative impact on student success. Therefore,

for my behavior management plan I have decided to use the iReward Chart app on the iPad. This

chart allows students to earn stars as they complete an activity. Since the 30-minute lesson consists

of three activities, the goal is for the students to earn three stars by the end of the lesson. At the

end of class, I will show the iPad to each student and ask them how many stars they earned. If

they earned all three stars, they’ll receive verbal praise and a high-five and if they don’t, then

they’ll be told that they have to work harder next time.

Class Rules:

At the beginning of each class, students will be reminded to follow the class rule by stating and

signing each rule below:

• Be Nice

• Listen

• Pay Attention

• Work Hard

Positive Reinforcements:

• The students will be given verbal praise or a high five if they participate actively.

• Specific positive feedback will be given when students are completing a skill.

• Students will earn a star on the iReward Chart after each activity is completed.

Consequences:

• If the students don’t follow the rules, they will receive a verbal warning. The rules will be

restated and they will be warned that they are going to lose a star.

• If the students receive a second warning, they will lose a star.

• If the students continue to break the rules, then they will be removed from the activity for

1 minute. They will be told that they need to participate or else I’m going to have to talk

to their classroom teacher.

• If the negative behaviors persist, the classroom teacher will be notified.

Routines:

• Equipment will be set up before class begins and the activities will be written on the board.

• The teacher will pick up the students from their class.

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• When the students enter the classroom, they will find a chair to sit on.

• The teacher will say hello to each student and ask them how they are doing today.

• The teacher will go over the class rules and consequences with the students.

• The teacher will go over each activity and show students the iReward Chart on the iPad,

reminding each student that they’ll earn a star after the activity.

• The lesson will begin and go in the order of a warmup, two activities, then a closure.

• As each activity is completed, the students will earn a star if they participate and the activity

will be erased off the board. Students will be reminded that they’re working for stars.

• At the end of the lesson, students will be asked to clean up.

• Students will be asked to sit back in their seats. Each student will be asked how many stars

they earned. If they earned all three stars, they’ll receive verbal praise and a high-five and

if they don’t, then they’ll be told that they have to work harder next time

• Students will then put their hands in the middle for their PE cheer: “1-2-3. PE!”

Transitions:

• There will always be a row of chairs in the back of the class for students to sit on during a

transition. This is how the teacher gives instruction while maintain good eye level. Having

the students sit in chairs also helps with regaining their focus.

• Instructions will be kept simple and concise, with heavy demonstrations.

• Poly spots and other equipment will be used to help the students know where they need to

be or go.

• Any equipment that isn’t being used will be put away.

• Students will help put away equipment during transitions.

• Students will receive their earned stars before going back to their seats.

Implementing the Behavior Management:

After going over the rules and prior to beginning the activities, the teacher will explain the iReward

Chart on the iPad. The teacher will discuss how each student will receive one star after completing

each activity, which will be three activities total. The students will be told that their goal is earn

three stars by the end of class, so they need to work extra hard and pay attention in order to get all

three stars. As the lesson goes on, students will be reminded that they are “working for stars” if

they begin to display negative behaviors. After students complete each activity, they will get to

press their earned star on the iPad which lets out a chime. The teacher will also give verbal praise

to the student for earning their star. If a student does not earn a star, then he or she will be told

that they need to work harder so they can earn. At the end of the lesson, students will sit down on

their chairs. The teacher will go to each student and ask them how many stars they earned. If they

earned three, the teacher will tell the student “great job” and give him/her a high five. If the student

did not earn all three stars, then the teacher will ask the student what they need to do to earn all

three stars. If the student is having trouble answering, then the teacher will tell him/her that “we

need to work harder next time” or comment on the behaviors that need to be displayed next lesson.

Reviewing the iRewards chart at the beginning and end of class is important because it helps

provide structure and a routine, which is necessary for this population. Earning the stars is

effective for this class because the students react well to being instantly rewarded after showing

good behavior and they really enjoy being able to tap the iPad for their star and hear the chime.

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Results:

Before the implementation of the behavior management plan, the students easily became off task

and were showing negative behaviors. After I implemented this behavior management plan, the

students began showing more participation because they wanted to earn their stars. At the

beginning, students had to get used to the chart, but as this plan became part of their routine their

behaviors began to improve. The students expressed excitement on earning stars and were happy

when they received all three at the end of the day. There were days where not all of the students

earned their 3 stars, so they were reminded of what behaviors they needed to display next time.

On these occasions, the students were told that they just need to try harder next class and I would

check that they understood that by having them nod or give a thumbs up. Overall, the iRewards

app has shown to be an effective behavior management tool as the students have continued to show

progress with their behavior throughout the year.

iReward Chart:

Below is a picture of the iReward Chart that I use for this class. The students’ names have been

listed on the side and beside the names are empty stars. As the students complete a task, they get

to tap on one star which then turns yellow. At the end of the period, their goal is to have a total of

3 stars. Although there are dates at the top of the stars, those dates are disregarded. The main

focus is for the student to earn three stars for the day. This app has shown to be very useful as the

student look forward to earning their stars.

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Tracking:

I have created a document on Google Sheets that I use to for tracking behaviors. If students earn

all three stars, then they will receive a 3. If they do not earn all three stars, the number they receive

will be the number of stars they earned for that day. I also have a section for notes so that I can

include information about the students’ behaviors for that day. This is a great tracking tool because

I am able to make notes immediately after class through my iPad or phone. I can also easily

reference these notes through other electronic devices. This is great tool because I am able to

easily check student progress and compare the students’ behaviors throughout the weeks and

months. With this information, I am able to see where I can make adjustments to my plan or

establish an individual behavior plan if this plan is not effective for any specific child.

Additionally, tracking behaviors this way makes it easy to discuss the students’ behaviors with the

classroom teacher, IEP team, and parents.

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BEHAVIOR MANAGEMENT PLAN: INDIVIDUAL STUDENT

Potential Problems:

This student is an 8-year-old girl who has been identified with autism spectrum disorder. She’s in

my APE class with 3 other students who meet twice a week for 30 minutes. On Monday’s this

APE class meets after lunch. On these days this student usually comes to class calm and will

typically participate in the activities. However, on Wednesday’s this class meets after being in the

classroom, which is when the student demonstrates negative behaviors and does not want to

participate in APE. Some of these behaviors include throwing tantrums, screaming, crying,

scratching or biting herself, hitting the teachers, and sometimes hitting other students. At the

beginning of class I make sure to frontload the student by writing the activities for the day. It has

been difficult to find what motivates the student, but I have learned that this student enjoys playing

with her doll. Therefore, I have implemented a behavior management plan using the Premack

Principle in order to get her to increase her participation time. I have a small laminated cut out

with 3 empty sections. If the student begins to display an unwillingness to participate in the

activity, I will pull out the chart and tell her that she has to do the activity 3 times to earn 10

seconds of playtime with her doll. For every time the student completes the activity, she will earn

a pink heart on her chart. After each empty space is complete, she has earned her 10 seconds of

playtime. In addition to the Premack Principle, I make sure to use positive reinforcement with her

whenever she displays positive behaviors by giving her hive-fives, verbal praise, and positive

feedback. Ultimately, my goal is to increase her activity time and her desire to participate in APE.

Class Rules:

At the beginning of each class, students will be reminded to follow the class rule by stating and

signing each rule.

• Be Nice

• Listen

• Pay Attention

• Work Hard

Positive Reinforcements:

• The student will be given verbal praise or a high five if she participates actively.

• Specific positive feedback will be given when she completes a skill.

• The student will receive 10 seconds of playtime with her doll if she participates in the

activity for 3 rounds.

Consequences:

• If the student doesn’t follow the rules, she will receive a verbal warning. The rules will be

restated.

• If the student receives a second warning, she will have to sit for 10 seconds and be told she

might not be able to play with her doll at all.

• If the student continues to break the rules, then she will be removed from the activity. She

will not be able to play with her doll and her classroom teacher will be notified.

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Routines:

• Equipment will be set up before class begins

• The activities will be written on the board.

• The teacher will pick up the students from their class.

• When the students enter the classroom, they will find a chair to sit on.

• At this point, if the student is showing any signs of negative behaviors, she will be shown

the chart and be reminded that she is “working for doll.”

• The teacher will say hello to each student and ask them how they are doing today.

• The teacher will go over the class rules and consequences with the students.

• The teacher will go over each activity and erase it off the board once it is completed.

• The lesson will begin and go in the order of a warmup, two activities, then a closure.

• During the lesson, this student will be required to participate in each activity. Her chart

will be used when needed and she will be reminded that she is working for her doll.

• At the end of the lesson, students will be asked to clean up.

• Students will then put their hands in the middle for their PE cheer: “1-2-3. PE!”

Transitions:

• There will always be a row of chairs in the back of the class for students to sit on during a

transition. This is how the teacher gives instruction while maintain good eye level. Having

the students sit in chairs also helps with regaining their focus.

• Instructions will be kept simple and concise, with heavy demonstrations.

• Poly spots and other equipment will be used to help the students know where they need to

be or go.

• Any equipment that isn’t being used will be put away.

• Students will help put away equipment during transitions.

Implementation of the Behavior Management Plan

There will be communication with the student’s paraprofessional before class. When the teacher

picks up the students from class, each of the paraprofessionals communicate any behaviors for the

day. This is where this student’s paraprofessional lets the teacher know if the student is having a

good day or not. If she isn’t, then she will be shown her chart and told that she is going to have to

work hard today for her doll. The student will begin earning hearts on her chart at the beginning

of the warmup. After the student completes a skill 3 times, then she will receive 10 seconds of

play time with her doll. The student does have to be rewarded promptly. At the moment she is

currently has to receive 3 hearts, but she will eventually have to work for more hearts for the next

activity.

Results:

Prior to the implementation of the behavior management plan, this student was not compliant.

There were days her behaviors were fine, but then there were days where she completely refused

to participate. It was difficult finding what motivated her. Finally, we learned that she enjoys

playing with her doll. By using the Premack Principle as method for her behavioral management

plan, she has shown a greater willingness to participate in the activities. She has also reduced the

amount of times she has hit anyone, although there are days where she does fall back to negative

behaviors. My goal is to move from having her earn 3 hearts to 5 because this will give her PE

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time. I also want to shorten the length of 10 seconds of playtime to 5 seconds. These changes will

happen gradually, for I do not want her to regress. Overall, she is showing progress with her

behaviors in APE with the use of the behavior management plan, but still needs to show consistent

improvement.

Student’s Chart:

Below is an example of the chart I use with the student. Initially the chart is blank and has three

heart outlines. Inside of the heart there is a small piece of Velcro. After the student completes one

activity, she will receive a heart which will be Velcro’d to the empty space. Once she receives all

three pink hearts, then she will have earned 10 seconds of playtime with her doll.

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Collaboration & Transitional

Planning

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INCLUSION & INTERDISCIPLINARY ACTIVITIES

At Alderwood Elementary, I have two students in separate classes that receive services in

an inclusive general physical education class. I make sure to provide appropriate modifications

for both of my students so that they can be successful and participate effectively with their peers.

One student is visually impaired and some of his modifications include the use of beeper balls,

placing beepers on targets, running with the student while holding onto a rope or having him hold

my hand, and using hand over hand physical prompting until the student is able to perform the

activity independently. This student isn’t afraid to try most activities, so I try to push him as much

as possible. He enjoys kicking the soccer ball, so some of his friends will pass with him using the

beeper ball. He’s also really good at shooting the basketball into the hoop, in which a beeper is

placed by the net. He will also throw accurately when partner passing as long as the receiver calls

for the ball. This student has a lot of friends who want to participate with him, which I try to

encourage as much as possible.

My other student has an orthopedic disability and is on a wheelchair. Activities are

modified by allowing multiple bounces during a catching activity, upper body exercises during leg

strengthening activities, using bigger equipment when needed to slow down reaction time, etc.

This student is very good at making her own modifications, but still does need direction on how

to participate successfully. For example, when she is playing handball she forgets to move around

to properly position herself and will try to reach the ball instead. I help her with this by moving

her wheelchair to get positioned before hitting the ball. Once she sees this is helpful, she tries it

on her own and does much better. Just like my other student, this student has many friends that

are eager to participate in activities with her. Additionally, everyone is very supportive when it

comes to modifications, such as extra bounces. In general, both students are fully included in their

physical education class and participate in activities with their peers. While I am at Alderwood, I

not only make modifications for my students, but I also teach them and the other students how to

modify activities so they can all play together outside of physical education class.

Interdisciplinary Activities

While I was student teaching, I had many opportunities to incorporate interdisciplinary

activities into my lessons. This involved integrating concepts the students were learning inside of

the classroom into our physical education activities. For some of my younger students, there was

a lot of matching colors. For example, with one game I had various colors of balls and beanbags

laid out on the floor and matching colored hula hoops. Students had to match the balls and

beanbags to the correct color hula hoops. Some of my other students have been learning how to

sign, so I make sure to sign commands as much as possible and have them sign colors and their

needs. One of my visually impaired students is learning to read Brail, so during the warm-up I

have her read the locomotor skills on index cards in Brail before performing the skill. Lastly,

many of the classroom teachers want us to reinforce language, so I always have the students

verbally say or sign their needs and give praise/positive feedback to good communication.

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Technology Educational

&

Assistive

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VISUALS

Throughout my student teaching experience, I made sure to use a variety of visuals on my iPad,

index cards, and on printed sheets of paper. Some of these visuals were used frequently for warm-

ups or stretching at the end of class, while others were used for specific lessons. Below are a few

examples of some of the visuals I used throughout my teaching experience.

Lazy Monster Warm Up

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Locomotor Skills

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Super Stretch

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