DAPE

1. DAPE DAPE teachers as a part of the team

2. Responsibilities of DAPE Teacher Due Process • Enter testing information in PWN of Notice of Evaluation or Reevaluation • Complete and enter DAPE information into Evaluation Summary Report • Write PLAFP, Goal, and Progress in IEP • Complete progress on time

3. Responsibilities cont. Significant Change • Students needs may change when entering JH • May increase due to change in format • changing clothes, higher expectations in PE classes • May decrease due to less PE time • DAPE teacher will communicate with PE teacher/parent/IEP manager • Determine students need for change in DAPE minutes • Due process paperwork coordinated by IEP manager

4. ECSE DAPE Service ECSE – in 2010-2011 school year • Motor needs being met by ECSE teachers as part of ECSE center-based program • Referrals for DAPE will take place at Elementary levels • Many schools do not offer PE in Kindergarten • DAPE can still be provided in Kindergarten • Not curriculum driven • Referrals from classroom teacher • Motor activities

5. Kindergarten Service delivery for Kindergarten (no PE) • minimal minutes (10 min/week) • Goals based on needs in classroom • motor activities

6. Grades 1-12 Requirements for Evaluations • Referral from physical education teacher • Implement two interventions in mainstream PE • Informal observation from DAPE teacher

7. Child Study • DAPE teacher’s attendance at meetings • Most DAPE teachers travel and/or teach mainstream • Difficult to attend child study • Lead teacher provide minutes from Child Study in electronic or paper form • DAPE teacher is responsible for DAPE students evaluations and IEP’s.

8. Evaluations • Need to include • Non-standardized Test • TGMD II, Checklist, Brockport • Observation • In the mainstream • During DAPE class/motor activities • Checklist • Gross motor, EBD (behavior, emotional)

9. DAPE Evaluations • Base the evaluation on the student’s needs • ex. ASD, EBD • Use a behavior checklist and observation • Don’t use Brockport if the need isn’t physical • Goals need to reflect the needs (behavior rather than physical)

10. WHO WRITES THE GOAL? • The DAPE teacher needs to write the PLAFP, Goal, and Progress • IEP managers should not be writing information on DAPE page.

11. Appropriate Minutes for Elementary • Determine minutes based on the amount of time a student spends in school • Kindergarten • Minimal time when only ½ day (10 min/week) • Elementary school • Base minutes on how much time the student is able to spend in mainstream PE.

12. Adjusting Minutes for Secondary • Secondary • Increase independence and decrease direct minutes • Begin to teach the students about lifetime fitness • Chart activity • Encourage outside activities • Teach “realistic” games that do not require a team (badminton, tennis, etc)

13. DAPE teachers attendance at IEP meetings • DAPE teachers should be at all meetings that are within their schedule • Barriers • Meetings that occur when DAPE teacher is teaching mainstream • Required meetings that occur for mainstream teachers in different buildings • Expectations • DAPE teachers provide written information to be presented by IEP manager AND/OR • DAPE teacher calls parents and provides information

14. Ideas to help the working relationship Lead Teachers • Lead teacher provides list of students that have DAPE on IEP during first week of school • Lead teacher notifies DAPE teacher when new student moves in with DAPE on IEP

15. Working Relationship cont. Lead Teacher cont. • Training among IEP managers on DAPE teacher’s role (w/ parents and staff) • Communication b/w DAPE teacher and parents is crucial • IEP manager has the ultimate responsibility for the flow of Due process* • DAPE teachers do not receive training (PWN, Significant change, etc.) *does not include DAPE PL, IEP goals, and progress

16. Working Relationship cont. IEP Managers • Flexibility in grouping students for DAPE class • Safety concerns • Avoid DAPE being a prep for site based teachers • Grouping needs to be based on DAPE needs

17. Please remember… It can be difficult to have multiple schools • Communication can be challenging • Unable to be at Child Study • Progress report deadlines are different at many schools • IEP managers write in DAPE goals • This needs to be done by the DAPE teacher • Occasionally forgotten on meeting notices

18. Every team is different Please help us do the best job we can by letting us know how your team works. We want to be an effective part of the department!