Standard 3

Component 3.d - Plan and implement individualized instruction for diverse student
needs, adding specific accommodations and/or modifications for all students.

Artifact: Individualized Education Program (IEP)

Date: Spring 2019

Reflection:

In the spring of 2019 in the course PED 356 (Adapted Physical Education) I was provided with
the opportunity to create an Individualized Education Program (IEP) for a young boy. I worked
with this young boy every Monday night throughout the duration of the semester. We worked in
the pool located in Park Center on the campus of SUNY Cortland.

The IEP relates to Component 3.d because I planned and implemented individualized
instruction for a student with a disability. Within this, I provided specific accommodations,
modifications, health and behavioral concerns, as well as short- and long-term terms goals
regarding this student. It is important as educators to provide appropriate educational instruction
to all students and provide students with an equal opportunity to learn. According the
Department of Education, an IEP must be completely individualized and is vital in providing
quality education for each child with a disability. The Individuals with Disabilities Education Act
(IDEA) provides opportunities for children with disabilities to receive appropriate education,
including the creation and implementation of an IEP. The Department of Education and IDEA
provides evidence of the need and importance for the ability to plan and implement
individualized instruction for diverse student needs by adding accommodations and
modifications for students.

Creating an IEP for a student who needs individualized instruction is important for a physical
educator because it is an important part of their duty to provide every student with appropriate
instruction and to create an effective, positive learning environment. Learning for all students,
including students with and without a disability, occurs differently for each student. Learning to
plan and implement individualized instruction, whether an IEP or differentiated instruction is
used, is vital to students’ success and to the program’s effectiveness.

Reference:
Guide to the Individualized Education Program. (2007, March 23). Retrieved from
https://www2.ed.gov/parents/needs/speced/iepguide/index.html
Megan Howell
Chris Kim
Monday 7-8 pm
Spring 2019

A. Present Level of Performance (PLP)

Fitness: Chris loves to move and swim continuously. Chris has a small body structure
and appears to be a healthy weight in accordance to his height. Chris does not seem to get
tired easily. To improve cardiovascular endurance, I swim several laps with him and he
still continues to push further. He seems to be in a healthy fitness zone which allows him
to move more with few breaks.
Cognitive: Chris understands instruction most of the time. For instance, I will ask him to
show me how we walk on the pool deck every class and he will begin to walk towards me
on the pool deck. Also, when I ask him to kick and splash, he does without much
hesitation. When Chris does not seem to understand instruction, it is mostly because he is
distracted by others or other objects. Chris must be focused on the instructor in order to
follow directions. He communicates through eye contact and gestures, mostly pointing
and/or reaching for objects. He smiles when he is happy and excited, however gets
restless and upset when he is frustrated.
Affective: Chris is eager and excited to get into the water every class. He demonstrates
enthusiasm and a positive behavior throughout the entire lesson. Once Chris builds trust,
he is even more willing to participate and explore movements in the water.
Motor: Chris is not able to swim or float on his back. However, he is making strides to
reach these goals. Chris (while being held) is able to stroke his arms but unable to kick
simultaneously. Chris’s legs are stationary rather than fluttering or extending and flexing
the muscles in his legs / hips to create the force to flutter kick. Chris will lean back on his
back for a back float with support. However, his head is not tilt back enough so that his
head is partially in the water. There is a lack of flexion in his posterior neck muscles to
drop his head back. Instead, he is extending his posterior neck muscles to avoid leaning
his head back into the water. Chris does not lift his belly up in the air yet either. He needs
to lift his chest, arching his back to create more buoyancy. Chris is able to reach for
objects in the water and is able to explore his movements.

B. Long Term Goals and Short Term Objectives

Fitness goal: Chris will improve cardiovascular endurance.
1. Short term objective: During a fitness activity in an aquatics unit, Chris will
improve cardiovascular endurance when engaged in a continuous
swimming pattern by increasing his heart rate for five minutes.
2. Short term objective: During a fitness activity in an aquatics unit, Chris will
increase his heart rate to improve cardiovascular endurance by kicking his
feet continuously for three minutes.
 Cognitive goal: Chris will be able to recognize verbal cues.
1. Short term objective: During a kicking task in an aquatics unit, Chris will
recognize the verbal cue “kick” and understand what it means through
demonstration (due to him being non-verbal) by successfully performing the
kicking movement after being prompted by the cue three out of five times.
2. Short term objective: During a floating task in an aquatics unit, Chris will be
able to recognize the verbal cue “head back” and understand what the cue
is prompting him to do by tilting his head back into the water successfully when
prompted three out of five times.

Affective goal: Chris will demonstrate respect by listening to the instructor.

1. Short term objective: After each class, Chris will listen to my instruction of
helping to put away equipment by cleaning up equipment after class every
day.
2. Short term objective: During all tasks, Chris will demonstrate respect by
listening to instructions when transitioning from different tasks without
displaying frustration and hesitation.

Psychomotor goal: Chris will be able to float on his back without assistant from the
instructor.
1. Short term objective: After the end of the first class session, Chris will be able
to be placed on his back in the water successfully without hesitation three out
of five times.
2. Short term objective: During an aquatics unit, Chris will be able to float on
his back with his head tilted back his belly up with assistance for at least
five seconds.

C. Health Considerations
Chris does not have any serious physical health considerations. He does need ear plugs
when in the water for an aquatics lesson however. He does not have any serious
emotional considerations present as well.

D. Behavioral Considerations
Chris generally displays a smile and becomes very excited when interacting with the
instructor who shows energy and enthusiasm. The instructor should be engaging and
passionate when working with Chris. Chris will become restless and upset when he
becomes frustrated or does not like the situation. Chris is non-verbal so his emotions
and gestures are how he communicates. The instructor must be made aware of his
behaviors and what they mean in order to communicate and understand what he
wants/needs.

E. Accommodations, Modifications, and Services

 Chris, in the pool, needs ear plugs as well as a swim cap to cover his ears. The learning
environment is more effective when there is an assistant (paraeducator) working
alongside Chris during instruction.

F. Projected starting date for services and modifications along with anticipated
frequency, location, and duration of those services and modifications
Chris receives one hour of instruction on the campus of SUNY Cortland. This takes
place on monday nights from 7 to 8pm at the pool. Chris will receive instruction
throughout the spring 2019 semester.

G. Instructional Strategies
An instructional strategy that is effective for Chris is being in a less distracting
environment. Chris becomes very distracted when there is a lot of activity surrounding
him. This hinders his ability to focus on instructions which leads to a decrease in
learning. An environment with minimal distractions would be ideal because Chris would
be able to pay attention more to instruction. One-on-one instruction would work best for
Chris as well. Chris needs attention and a continuous reminder of cues and instructions.
One-on-one instruction would allow the instructor to place all of their time and instruction
to Chris and his needs to improve movement patterns. Chris would become too
distracted and not engage in activity with the lack of continuous instruction. The use of
an assistant or aide would be another effective instructional strategy. Chris may need
help with certain movements and an aide could help Chris move while the instructor is
able to face Chris and give him directions as well as the repetition of cues. The use of an
aide will help the instructor focus more on teaching and correcting movements which
increases the effectiveness of learning for Chris.

H. Provide a statement regarding assessment

The Adapted Aquatics checklist will be used to track Chris’s progress towards the annual
goals. As Chris improves his psychomotor abilities and accomplishes different skills, the
skills will be checked off of the checklist. Teacher observation will be used to assess the
affective and cognitive goals during the aquatic unit. Parents and guardians will be
informed of students’ progress through letters sent by the instructor at the end of every
quarter of the school year.

I. Provide a statement of transition services needs of you student as he/she

progresses from age 16 into adulthood
Student is not yet 16.