a.i.m.ing for better adapted physical education

A.I.M.ing for Better Adapted Physical

Education

Assessing, implementing and monitoring students with disabilities so that their physical education experience is meaningful, safe and successful

2014 SHAPE America District APE TOY’s

Christina Luntzer M.Ed., C.A.P.E. 12 years Williamsburg James City County Public Schools (Virginia) -GPE 4 years Jamestown High School -GPE/APE 2 years Norge/Matoaka Elementary Schools -APE 6 years APE Specialist for WJCC Public Schools University of Virginia M.Ed.: Adapted Physical Education, C.A.P.E. -2003 Christopher Newport University B.A.: Kinesiology -2001

Mike Doyle DAPE teacher – 9 years Wayzata High School and East Middle School PE Teacher – 7 years Patrick Henry HS – Minneapolis UW-LaCrosse BS – Exercise and Sport Science Teaching – 1998 - Adapted Physical Education Emphasis MS – Exercise and Sport Science Teaching – 2009 - Adventure Education Emphasis

Deb Marcus CAPE - Marley Glen School (Maryland) - 16 years West Chester University - B.S. Athletic Training Towson University - Physical Education Teaching Certificate Loyola University - M. Ed. Early Childhood Special Education

Purpose of Presentation Audience should leave the presentation today with a ➢better understanding of APE ➢better understanding of our role as APE

Specialist and/or GPE Inclusion Instructor ➢few strategies for APE modification whether

in GPE or APE ➢resource (District TOYs) to refer to when

creating monitoring logs, rubrics, etc.

What is your current role?

A. Practitioner less than 5 B. Practitioner 5-10 C. Practitioner 10+ D. College Professor E. College Student

Practitio

ner less

than 5

Practitio

ner 5-10

Practitio

ner 10+

College Professo

r

College Student

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What percentage of your job is APE?

A. 0% - 24% B. 25% - 49% C. 50% - 74% D. 75% - 99% E. 100%

0% - 24%

25% - 49%

50% - 74%

75% - 99%

100%

0% 0%0%0%0%

Commonly Used/Heard Terms • APE=Adapted (Not Adaptive) Physical Education • GPE=General Physical Education • LRE=Least Restrictive Environment • IDEA=Individuals with Disabilities Education Act • 504=the numeric term used in place of the official term Section

504. Section 504 is a federal law that protects students with disabilities from being discriminated against at school. It requires the school to give your child the same opportunities as students without disabilities who go to school. The school does this through a "reasonable accommodation or modification.“

• IEP=Individual Education Plan • PLOP=Present Level of Performance (PLAAFP – Present Levels of

Academic Achievement and Functional Performance) http://www.kidslegal.org/section-504-what-does-it-mean

Achievement Based Curriculum Model

PLAN ASSESS

Implementation Planning

TEACH EVALUATE

MODIFY

We will look at ….

ASSESSMENT

IMPLEMENTATION

EVALUATION (MONITORING)

Do you consider yourself an APE Teacher or APE Specialist?

A. APE Teacher B. APE Specialist

APE Teacher

APE Specia

list

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Before we begin • Background Knowledge

The Achievement Based Curriculum Model should be practiced by a qualified adapted physical educator/specialist

http://www.pecentral.org/adapted/Highly-Qualified-APE-Teacher_2010.pdf

Instructor or Specialist?

A in A.I.M.ing

ASSESSING

What type of assessment do you use most often?

A. Formal B. Informal

Form

al

Informal

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Types of Assessments Formal (fitness tests, gross motor development testing, skill tests, motor proficiency tests, etc.) -have data which support the conclusions made from the test. -are referred to as standardized measures. -have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age. -data is mathematically computed and summarized. -scores such as percentiles or standard scores are mostly commonly given from this type of assessment. -should be valid and reliable

Types of Formal Assessments • School Functional Assessment • Adapted Physical Education Functional

Assessment • Standardized, criterion and norm referenced

assessment

Types of Assessments Continued Informal (observation, checklists, activities in curriculum, etc.) -are not data driven. -are content and performance driven. -assessment may indicate how well a student is striking an implement. -Scores such as 10 correct out of 15, percent of balls thrown correctly, and most rubric scores; are given from this type of assessment.

Types of Informal Assessments • Checklist (motor and/or skill) • (Systematic) observations • Teacher/Case Manager and Parent questionnaire • Informal tests • Criterion-referenced measures • Deficits in achievement related to the defined

curriculum • Medical history or reports • Social, emotional, and behavioral assessments

Five Purposes of Assessment in the Educational Setting

1. To identify those who may be experiencing developmental delays.

2. To diagnose the nature of the student’s problem(s) or delay(s).

3. To provide information to use to develop the IEP and determine appropriate placement.

4. To develop instruction specific to the student’s individual needs.

5. To evaluate student progress.

Remember The assessment used needs to match the purpose of assessing. Formal or standardized measures should be used to assess overall achievement, to compare a student's performance with others at their age or grade, or to identify comparable strengths and weaknesses with peers. Informal assessments sometimes referred to as criterion referenced measures or performance based measures, should be used to inform instruction. http://www.scholastic.com/teachers/article/formal-versus-informal-assessment

AND The most effective teaching is based on 1. identifying performance objectives. 2. instructing according to these objectives. 3. assessing these performance objectives. ** For any objectives not attained, intervention activities to re-teach these objectives are necessary. http://www.scholastic.com/teachers/article/formal-versus-informal-assessment

4 Basic Types of Standard Instruments

• Normative- Referenced • Criterion-Referenced • Content-referenced • Task Analysis

Which one are you most familiar with?

A. Normative- Referenced B. Criterion-Referenced C. Content-referenced D. Task Analysis

Normativ

e- Reference

d

Criterio

n-Referenced

Content-reference

d

Task Analysis

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Which one are you least comfortable with utilizing? A. Normative- Referenced B. Criterion-Referenced C. Content-referenced D. Task Analysis

Normativ

e- Reference

d

Criterio

n-Referenced

Content-reference

d

Task Analysis

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Normative (norm)-referenced • Permit comparison of the student’s

performance with that of similar students. • The sample group of similar students are the

normative group. They have been statistically treated to yield a percentile rank or other standardized score.

• Often used to make physical education placement decisions.

Criterion-referenced • Allows for a description of the student’s

performance along a scale from a low level of performance to mastery level of a particular skill.

• The score yielded from administrator indicates where the student’s performance falls along the scale for criterion level of mastery.

• Often used to measure ability to function/ participate.

Content-Referenced

• Developed by teachers to determine a student’s present level of performance with day-to-day instruction.

• Scores yielded from assessment indicate what the student is able and unable to do in sequence with instructional content.

• Often used to as checklist for pre-test and post-test style assessments.

Task-Analytic • Is the process of teaching the parts of a task in

such a way that the total behavior is ultimately learned.

• The task analysis breaks down the desired skill into several sub-skills, requiring the participate to practice each component several times before mastery.

• Dr. Tom Moran is phenomenal in this area of instruction.

Types of Formal APE Assessments

Assessments that measure • MOTOR SKILL • PHYSICAL FITNESS • MOTOR DEVELOPMENT

Motor Skill Assessments

• Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (BOT-2) (4.0-21.11 years of age)

• Test of Gross Motor Development II (TGMD-2) (3-11.11 years of age)

• Adapted Physical Education Assessment Scale II (APEAS 2) (4.5-17.11 years of age)

• Competency Testing for Adapted Physical Education (CTAPE) (6.0-15.0 (or older) years of age) looks at test level (I through VI)

Physical Fitness • Brockport Physical Fitness Test (10-17+ years

of age) • FitnessGram (5-17+ years of age, cardio

activities from 10-17+)

Motor Development • Brigance Diagnostic Inventory of Early

Development • School Functional Assessment (5.0-21.11

years of age) • Mobility Opportunities Via Education (MOVE)

(birth-post 21 years of age) There are MOVE facilities for adults outside of high school age.

• Project MOBILITEE

What Should Be Included in a Formal Assessment Write-up in APE

• Initial Request Form concerns • Informal Observation strengths and

weaknesses • Parent Input from Questionnaire • Medical history/background knowledge • Data from your valid and reliable formal

assessment • APE Specialist recommendations for IEP Team

Minnesota DAPE Rules

Your Assessment Should Address • Perceptual Motor • Manipulative Skills (Dexerity) • Object Control Skills • Locomotor Skills • Non-locomotor Skills • Physical Fitness • Adaptive Behaviors (locker room function, social

skills, teacher interaction, gymnasium function)

When do you Assess? Initially to qualify a student for APE Must have a valid and reliable assessment to qualify a student!!!

Every three years for programming purposes Important because we are a (Pre K) K-12 (through 21) core curriculum that need assessments as our foundations for education

I in A.I.M.ing

IMPLEMENTING

Now what?

• You have assessed the student, IEP team agrees student requires APE to access Free Appropriate Public Education (FAPE)

• Least Restrictive Environment

Least Restrictive Environment Clarity

Documented from least to most restrictive: • GPE no support (indirect) • GPE accommodations/support (indirect) • GPE with APE consult/support (direct) • Part time GPE and Part time APE • Separate APE class • Individualized APE class • APE Special School • APE homebound/hospital/treatment facility

Which LRE do you utilize the most to deliver APE services?

A. GPE no support – Indirect B. GPE accommodations/support C. GPE with APE consult/support D. Part time GPE and Part time

APE E. Separate APE class F. Individualized APE class G. APE Special School H. APE

homebound/hospital/treatment facility GPE no su

pport – I

ndirect

GPE accommodatio

ns/s...

GPE with

APE consu

lt/s...

Part tim

e GPE and Part t

i..

Separate APE class

Individualized APE c

lass

APE Specia

l Sch

ool

APE homebound/hosp

ita...

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Least Restrictive Environment

GPE no support (indirect) - Student’s needs are being met

in GPE setting

Least Restrictive Environment Continued • GPE with APE accommodations/support

(consultation)

(indirect) -occasional APE support may be required -Staff member of the school works with your student (1:1 in GPE) -Staff member of the school works with three students with APE in GPE on their IEPs -Staff member comes in to interpret (sign) for student

Least Restrictive Environment Continued • GPE with APE consult/support • Adapted PE Specialist collaborates with GPE

teacher to discuss needs of student in GPE class –Adaptations for student with visual impairment

–Modifications for written test for student with motor difficulties

Least Restrictive Environment Continued

• GPE with APE co-teaching model

APE Specialist collaborates onsite during GPE to oversee 1 or more students in the GPE setting

Least Restrictive Environment Continued

• Part time GPE and Part time APE - Student learns skills in Adapted PE setting (smaller class, higher ratio of staff: student), then uses skill in GPE setting

Least Restrictive Environment Continued

• Separate APE class Student needs more intense focus on skills in a smaller setting (small number of students, high ratio of staff: student)

Least Restrictive Environment Continued

• Individualized APE class Students’ needs can only be met in a 1:1 setting, outside of general education.

Least Restrictive Environment Continued

• APE Special School Student is enrolled in a separate public day school (not comprehensive school) and receives PE in that setting.

Least Restrictive Environment Continued

• APE home-based or homebound Typically seen in 11th or 12th graders who need GPE to graduate with a standard or advance standard diploma and have been medically prescribed homebound services. So, the APE Specialist implements APE instruction in the student’s home.

Least Restrictive Environment Continued

• APE in hospital /treatment facility Student receives APE, lead by an Adapted PE Specialist, in a hospital or treatment facility setting.

Simple Modifications for any Setting

SIZE • Smaller - easier to grip • Larger - easier to see and can increase

success due to larger surface area Example:

SPEED • Slower (balloons with a pinch of helium) • Deflate soccer, playground ball to slow

down • Walk instead of running • Examples - Sensory soccer ball, slo mo

ball, foam tennis ball

SURFACE • Ribbit Balls • Nubby Balls • Visually Cued

SUPPORT

• Tethered • Attached to arm • Attached to wheelchair

SOUND • Beep balls • Ribbit balls • Jingle balls Penny the ‘toy penguin’

• Alternative implements- I use a ‘toy penguin’ as a bowling pin for my students with visual impairments during the underhand roll or bowling unit. So they receive immediate feedback if they hit the ‘pin’ or not

SWITCH • Big Mac (use one with the whistle sound attached to the wall

to increase strength. Student must push ball hard enough into button to hear the whistle before they can drop the ball in the bucket)

• Head switch - learning cause and effect strategies, especially seen in bowling ramp activities

Do you believe your district delivers inclusive PE appropriately?

A. Yes B. No

Yes No

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Principles of Inclusive Physical Education

• GPE becomes the placement for students receiving Special Education (SPED) services – with the proper modifications and adaptations.

• Must be appropriate – students may have alternative goals.

• Must become an attitude or a teaching philosophy (adapted from DePauw & Doll-Tepper, 2000).

• IDEA 1997 put a greater emphasis on inclusion.

What is the role of GPE teacher in the teaching of students with disabilities?

• Since students receive services in their LRE, which is often in the GPE setting, GPE teachers need to have the knowledge and skills to serve students with disabilities.

• If an APE specialist is hired, the GPE teacher can consult with the APE specialist as needed. In some cases, the APE specialist can assist the GPE teacher.

• In some districts, SPED teachers deliver the services.

Do Special Education teachers deliver APE services in your district?

A. Yes B. No

YesNo

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Inclusion of Students into GPE • Primary responsibility of APE teacher is to ensure

that the student has a supportive environment that provides a developmentally appropriate physical education curriculum (not necessarily in GPE)

• Requires planning and support from the entire collaborative team

• Assessment • Prioritize needs • Co-teaching

Simple Modifications for Inclusive Physical Education

What do you modify the most?

A. Equipment B. Activity C. Time D. Curricular

Equipment

Activit

yTim

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Curricu

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Four Types of Modifications

• Time • Task/Equipment • Instructional/Activity •Curricular

I. Time

II. Task/Equipment Modifications Limited Strength? Limited Speed? Limited Endurance? Limited Balance? Limited Coordination?

Example of a Task/Equipment Modification for the Basketball Shot for Students who use Wheelchairs

• Decrease the height of the basket • Place a hula hoop on the end of closed bleachers at an

appropriate level • Use portable hoop that can be lowered to appropriate level

Example of a Task/Equipment Modification for the Basketball Shot for Students with Autism

• Use beeper ball • Use basketball with hand prints for proper

hand placement • Use visual cues (poly spots) to show where

to stand when shooting • Use bells on the basket net to make goal

motivating

III. Instructional Modifications Varying the way you present information • General instructional modifications • Cooperative learning • Direct instruction modifications • Movement education

General Instructional Modifications ✓ Teaching style ✓Class format ✓Instructional cues ✓Start/stop signals ✓Duration of instruction ✓Duration of participation ✓Instructional setting ✓Distractors ✓Level of motivation

When is a Modification Appropriate? When the modification ✓Allows student with a disability to participate

successfully, safely and meaningfully. ✓Does not ruin the game/activity and it is fun

for everyone. ✓Supports the students without disabilities

safety. ✓Does not cause undue stress/burden on the

general physical education instructor.

Curricular Modification • Any modification to the general education

curriculum that accommodates the needs of individual students (Giangreco and Putnam, 1991).

Example of a Curricular Modification for the Basketball Dribble for Students with Autism

1. Hold ball 2. Drop ball 3. Contain ball motor memory 4. Drop ball and then catch ball 5. Stationary dribble 6. Walk forward while dropping ball and then catching the

ball 7. Walk forward and dribble 8. Jog forward and dribble 9. Dribble between cones 10. Dribble while guarded

Inclusive Team Sport/Game Idea

Discuss inclusion team sport idea Show diagram from Word Document

Direct Instructional Modifications •Careful, systematic presentation and instruction of materials

• (Carnine, 1991).

•Examples: • Direct teaching • Increase visual cues • Classwide peer tutoring • Classwide alternative equipment options

Peer Tutoring (entire class) Modifications

• Pairs of students working together • and taking turns in the role of tutee • (practicing skill) and tutor (providing • cueing) (Block, Bain, & Oberweiser, 1995) • Works great with Nuts and Bolts checklist, etc.

Suppose the student’s LRE is in APE and the class is 6 students with Autism

Modification Ideas • Structure of the class (similar each day) • Class Schedule • Color Code everything (seating, activities,

ability level) • Set out the exact amount of equipment you

want them to manipulate/complete • Visual counters • Visual timers • Incorporate a fidget box

M in A.I.M.ing

MONITORING

Types of ways to monitor • Teacher notes/log • Consult log • Consult student pocket reference • Task analysis checklist • Pre-test Post-Test Rubrics • Test and Quizzes • Video data • Pictures • Fitness Portfolios

Monitoring Tools

Consult log

Monitoring Pocket Reference Task Analysis Task Analysis Using Google Forms to track goals and objectives. http://goo.gl/5Y0PZk

Do you own the National PE Standards and GLO book?

A. Yes B. No

YesNo

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National Standards

National Standards

Do you own PE Metrics?

A. Yes B. No

YesNo

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PE Metrics

Do you use FitnessGram?

A. Yes B. No

YesNo

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FitnessGram

FitnessGram

Do you use the Adaptive Behaviors for Physical Education Participation section of the APEAS II?

A. Yes B. No

YesNo

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Daily Rubrics - APEAS II Peer Interaction 4- Requires occasional reminders (<10%) in order to interact with peers 3- Requires regular prompting (<50%) to interact with peers 2- Requires direct instructional assistance to interact with peers 1- Did not interact with peers Fitness Level 4- Occasionally needs a rest break (<10%) 3- Can complete 50% of the class activities without a rest break 2- Requires frequent rest breaks 1- Refused to participate in fitness activities Understanding of Rules and/or Strategies 4- Is able to comprehend with minimal supports (<10%) 3- Requires regular prompting to participate appropriately (<50%) 2- Requires direct assistance to participate appropriately 1- Did not participate due to lack of understanding

Daily Rubrics - APEAS II Behavior During Participation in Activities (Demonstrates safe practices, rules, procedures and sportsmanship) 4- Is able to manage behavior with minimal supports (<10%) 3- Requires regular prompting (<50%) to self-manage behavior 2- Requires direct assistance to manage behavior 1- Behavior did not allow participation **Skill Level** (Ability to demonstrate competency in motor skills and movement patterns) 4 – Consistently demonstrates competency in motor skills (>90%) 3 - Usually demonstrates competency in motor skills (75%-89%) 2 - Sometimes demonstrates competency in motor skills (50%-74%) 1 - Seldom demonstrates competency in motor skills (<50%) Google Form

Test and Quizzes

Video Data/Pictures Motor Skills Movement Patterns Fitness Skills Fitness Portfolios

Self - Reflection

Summary • Every student with a disability should be afforded

an adapted physical education assessment once found eligible for Special Education (not every student will need it or require it).

• The assessment should be updated every 3 years. • Offer numerous strategies to implement physical

education safely and successfully. • You are your school division’s/overseeing school’s

APE resource. • Monitor APE Students daily, weekly, monthly and

annually.

Resources http://www.doe.virginia.gov/special_ed/parents/parents_guide.pdf www.mndape.org

Questions

Christina.Luntzer@wjccschools.org 757-254-8944 cell

michael.doyle@wayzata.k12.mn.us

dmarcus@aacps.org