ADAPTED EDUCATION: A SUPERVISORY BALANCE

1. ADAPTED EDUCATION:A SUPERVISORY BALANCE

2. PA APE Historical Background December 2009-present: ~PDE formed the PA Council on Adapted Physical Education *Survey to PDE conference attendees/ LEAs/ IUs *Penn*link *Training plan

3. PaTTAN ~Publication ~Educational Initiatives: www.pattan.net

4. Specific Physical Education Regulations in IDEA 2004 (b) Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless: (1) The child is enrolled full time in a separate facility; or (2) The child needs specially designed physical education, as prescribed on the child’s IEP.

5. Identifying Students for Adapted Physical Education Services Adapted PE must be a part of the special education process. How do students qualify for adapted physical education and how are levels of APE services determined? ~just like any other direct service: assessment data collected and reviewed by IEP team.

6. Examples of Assessment Tools • Physical Fitness Tests • Fitnessgram Physical Fitness Test • Brockport Physical Fitness Test • Motor Development • Test of Gross Motor Development-2 (TGMD-2) • Peabody Developmental Motor Skills-2 (PDMS-2) • Motor Performance • Adapted Physical Education Assessment Scale • Bruininks-Oseretsky Test of Motor Proficiency • Aquatics • Red Cross Skill Progression • Aquatics Skills Checklist

7. Students who meet or exceed PA standards Students who are not meeting grade level standards and in need of remediation. Students who need accommodations and remediation due to health related issues under Section 504. Students who are not meeting grade level standards and have been identified as students with disabilities under IDEA as needing adapted physical education service. Continuum of Student Needs

8. Physical Education is a Required Service, Not a Related Service • A related service may be needed for the student to successfully participate in required physical education (i.e., PT to assist with a balance apparatus while teaching bike riding in physical education)

9. Physical Education Specifics in IDEA 2004 300.108 Physical education The State must ensure that public agencies in the State comply with the following: (a) General: Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades (text in red is new as of IDEA 2004).

10. As Supervisors, Directors and Special Education Leaders we are expected to be decisive!

11. But we have the dubious honor of being decisive, yet flexible.

13. Some disabilities are more obvious than others

14. Can you find the students with IEP’s ?

15. Before we consider Adapted Physical Education, we need to discuss Adapted Education in general.

16. APE is a microcosm of the world of individual education!

17. SEPARATE

18. INCLUDED

19. SEPARATE

20. INCLUDED

21. Separate But Equal Brown v. Board of Education, 347 U.S. 483 (1954) We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.

22. But are we ever satisfied?? By most measures, Monta Vista High here and Lynbrook High, in nearby San Jose, are among the nation's top public high schools. Both boast stellar test scores, an array of advanced—placement classes and a track record of sending graduates from the affluent suburbs of Silicon Valley to prestigious colleges.

23. But locally, they're also known for something else: white flight. Over the past 10 years, the proportion of white students at Lynbrook has fallen by nearly half, to 25% of the student body. At Monta Vista, white students make up less than one—third of the population, down from 45% —— this in a town that's half white. Some white Cupertino parents are instead sending their children to private schools or moving them to other, whiter public schools. More commonly, young white families in Silicon Valley say they are avoiding Cupertino altogether.

24. Whites aren't quitting the schools because the schools are failing academically. Quite the contrary: Many white parents say they're leaving because the schools are too academically driven and too narrowly invested in subjects such as math and science at the expense of liberal arts and extra-curricularslike sports and other personal interests. The two schools, put another way that parents rarely articulate so bluntly, are too Asian.

25. Our Special Education Conundrum

26. Who’s Driving The Special Education Bus?

27. INCLUSIVE PRACTICES GASKINS

28. INCREASED SPECIAL EDUCATION SERVICES DUE PROCESS

29. Just to pick up our spirits, let’s look at some clips of students being included.

30. http://www.youtube.com/watch?v=-_A-lgWCfog

31. http://www.youtube.com/watch?v=ff_nSfBxihg

32. Enough commiseration. Let’s look at some solutions!

33. What makes PE different from all other content areas?

34. Are Adapted Physical Educators more adept at evaluating and instructing students with disabilities ?

35. Should we have Adapted Social Studies, Adapted Art or Adapted Music….

36. Or do we already have them??

37. We need adapted instruction and assessment across every curricular and co-curricular area and in every regular and special learning environment.

38. Every member of the district instructional team must be prepared to work with students having diverse learning needs.

39. What do we need to do in order to…--Provide students with Special Needs the very best education?

40. What do we need to do in order to…--Provide students with Special Needs the very best education?--Assure the parents through DATA that their children’s needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth?

41. What do we need to do in order to…--Provide students with Special Needs the very best education?--Assure the parents through DATA that their children’s needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth?--Permit teachers to feel competent in their instructional strategies for ALL children?

42. What do we need to do in order to…--Provide students with Special Needs the very best education--Assure the parents through DATA that their children’s needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth.--Permit teachers to feel competent in their instructional strategies for ALL children--Create an environment of membership and acceptance?

43. How do we best determine the level and type of instruction the child will receive…including Adapted Physical Education ?

44. Special Education is no longer a Stand-Alone arm of the district. Every building leader needs to be accountable for the students with IEPs in their building.

45. There is NO substitute for KNOWING the child!

46. THE IEP IS THE KEY(I know it sounds like a cliché…but it’s true) --and while I’m at it, the student’s entire instructional team must be involved

47. IT STARTS WITH ASSESSMENTRemember…assessment is done by all staff (regular and special) across all content areas, including PE. (let’s validate Physical Education as a critical part of the curriculum)

48. DETERMINE READINESSAll teachers must use assessment DATA to drive accommodations, differentiation, instruction and evaluation. In PE, as in all areas of learning, the IEP team (starting with the PE teacher) needs to follow the same process of consideration for supplementary aids and services for the child to be successful.

49. PREPARE COMPETENT AND CONFIDENT EDUCATORSIn addition to the already required generic Special Education credits, Colleges and Universities must be encouraged to provide specific major content instruction on assessment, data collection, strategic planning, scaffolding and differentiated instruction.

50. PREPARE COMPETENT AND CONFIDENT EDUCATORSSchool districts must emphasize, through targeted Professional Development, individualization, IEP awareness and implementation, thorough assessment, and data-driven planning.