The Life of an Itinerant APE Teacher

1. The Life of an Itinerant APE Teacher Adapted from Lisa Silliman-French, PhD Stephanie Bowerman, PhD Silliman 2011 1

2. Screening Silliman 2011 2

3. Screening • First step • Purposes • Help confirm concerns regarding student development status. • Aid in the identification of students’ needs that may have gone unnoticed. • Stops, in many cases, being dumped on. Silliman 2011 3

4. Screening • Collaboration begins here for the general physical education teacher and the adapted physical education teacher. • General physical education teachers have the skills and competencies to perform the screening for students with disabilities. Silliman 2011 4

5. Physical Education Evaluation Instruments Brockport Fitness TEST TGMD - 2 PROJECT CREOLE I CAN PROJECT MOBILITEE PROJECT TRANSITION PROJECT PEOPEL APEAS SPECIAL OLYMPICS MATP PROJECT MOVE CTAPE - R

6. How do you select and appropriate assessment instrument? • Primary (whenever appropriate) • APEAS (Los Angeles): Birth - 5 years • CTAPE (LA)/APEAS: Elementary/Secondary • Special Olympics: Nonambulatory/severe delays Silliman 2011 7

7. How do you select an appropriate assessment instrument? • Secondary (suggested) • Peabody Developmental Motor Scale: Birth - 5 years • TGMD: Elementary • Project Mobilitee: Secondary • I CAN: Nonambulatory/severe delays Silliman 2011 8

8. How do you select an appropriate assessment instrument? • Fitness (suggested) • Fitnessgram: Elementary/Secondary • Brockport Fitness *Determine if OT, PT, or SPED will or has tested using similar instrument to avoid duplication. Silliman 2011 9

9. What criteria is appropriate for eligibility for Adapted PE? • Test Scores (Flooring) • Understands cause and effect • Behavior • Have voluntary movement • Interact with other(s) • Parent(s) • Environment Silliman 2011 11

10. What criteria is appropriate for dismissal from Adapted PE? • Mastery of Goals and Objectives • Assessment results above 70% • Participates safely and successfully in regular physical education Silliman 2011 12

11. Are We Really Doing Our Job? • All lessons should be planned to align with developmentally appropriate and quality instructional practices (TEKS) Silliman 2005 17

12. TEKS? • Adapted PE is part of the planning of the TEKS (i.e., modifications) Silliman 2005 18

13. Remember • No test is perfect. • No testing environment is completely adequate. • Strive to achieve testing conditions close to perfect and rely on best professional judgment when interpreting test results. Silliman 2005 19

14. DiscussionQuestions Silliman 2005 20

15. BREAK TIME!! • 10 minutes 15

16. Assessment • What if an assessment isn’t appropriate for a student? 16

17. Authentic Assessment • Skills and abilities in a real world setting • Motor skills and abilities, functional tasks, everyday activities • Places and situations in an individuals everyday life 17

18. Authentic Assessment • Outcomes are important to the instructor and participant • Ability to use skills in a variety of environments......like what? • Direct observations with recordings 18

19. Authentic Assessments • Rubrics • Agreed upon performance expectations • Levels of performance • Data collected in natural context of performance • Knowing • Knowing how • Knowing when 19

20. Rubric • Frequency: 3=always 2=sometimes 1=never

21. Project Mobilitee • Movement • Opportunites • Building • Independence and • Leisure • Interests through • Training • Educators • Exceptional learners • Target Population: Students who are moderately and severely disabled MOBILITEE

22. Project Mobilitee • Project Components • Assessment Tool • Curriculum Guide • Curriculum Implementation Activities • Assessment and Curriculum Areas • Physical/Motor Fitness • Fundamental Motor Skills • Skills for Participation • Games/Sports • Patterns for Low Functioning Students 22