Silliman 2011 1

The Life of an The Life of an Itinerant APE Itinerant APE

TeacherTeacher

Adapted from Lisa Silliman-French, PhDAdapted from Lisa Silliman-French, PhD

Stephanie Bowerman, PhDStephanie Bowerman, PhD

Silliman 2011 2

ScreeningScreening

Silliman 2011 3

ScreeningScreening First step First step PurposesPurposes

– Help confirm concerns regarding Help confirm concerns regarding student development status.student development status.

– Aid in the identification of students’ Aid in the identification of students’ needs that may have gone unnoticed.needs that may have gone unnoticed.

– Stops, in many cases, being dumped on.Stops, in many cases, being dumped on.

Silliman 2011 4

ScreeningScreening Collaboration begins here for the Collaboration begins here for the

general physical education teacher general physical education teacher and the adapted physical education and the adapted physical education teacher.teacher.

General physical education teachers General physical education teachers have the skills and competencies to have the skills and competencies to perform the screening for students perform the screening for students with disabilities.with disabilities.

Physical Education Evaluation Physical Education Evaluation InstrumentsInstruments

TGMD - 2

Brockport Fitness TEST

I CAN

PROJECT CREOLE

PROJECT MOBILITEE

PROJECT TRANSITION PROJECT PEOPEL APEAS

PROJECT

MOVECTAPE - R

SPECIAL OLYMPICS

MATP

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How do you select and How do you select and appropriate assessment appropriate assessment

instrument?instrument? Primary (whenever appropriate)Primary (whenever appropriate)

– APEAS (Los Angeles): Birth - 5 yearsAPEAS (Los Angeles): Birth - 5 years– CTAPE (LA)/APEAS: CTAPE (LA)/APEAS:

Elementary/SecondaryElementary/Secondary– Special Olympics: Nonambulatory/severe Special Olympics: Nonambulatory/severe

delaysdelays

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How do you select an How do you select an appropriate assessment appropriate assessment

instrument?instrument? Secondary (suggested)Secondary (suggested)

– Peabody Developmental Motor Scale: Birth - 5 Peabody Developmental Motor Scale: Birth - 5 yearsyears

– TGMD: ElementaryTGMD: Elementary– Project Mobilitee: SecondaryProject Mobilitee: Secondary– I CAN: Nonambulatory/severe delaysI CAN: Nonambulatory/severe delays

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How do you select an How do you select an appropriate assessment appropriate assessment

instrument?instrument? Fitness (suggested)Fitness (suggested)

– Fitnessgram: Elementary/SecondaryFitnessgram: Elementary/Secondary– Brockport FitnessBrockport Fitness

*Determine if OT, PT, or SPED will or has tested *Determine if OT, PT, or SPED will or has tested using similar instrument to avoid duplication.using similar instrument to avoid duplication.

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What criteria is appropriate for What criteria is appropriate for eligibility for Adapted PE?eligibility for Adapted PE?

Test Scores (Flooring)Test Scores (Flooring)– Understands cause and effectUnderstands cause and effect– BehaviorBehavior– Have voluntary movementHave voluntary movement– Interact with other(s)Interact with other(s)

Parent(s)Parent(s) EnvironmentEnvironment

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What criteria is appropriate What criteria is appropriate for dismissal from Adapted for dismissal from Adapted

PE?PE?

Mastery of Goals and ObjectivesMastery of Goals and Objectives Assessment results above 70%Assessment results above 70% Participates safely and Participates safely and

successfully in regular physical successfully in regular physical educationeducation

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Are We Really Doing Our Are We Really Doing Our Job?Job?

All lessons should be All lessons should be planned to align with planned to align with developmentally developmentally appropriate and appropriate and quality instructional quality instructional practices (TEKS)practices (TEKS)

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TEKS?TEKS?

Adapted PE is Adapted PE is part of the part of the planning of the planning of the TEKS (i.e., TEKS (i.e., modifications)modifications)

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RememberRemember

No test is perfect.No test is perfect. No testing environment is completely No testing environment is completely

adequate.adequate. Strive to achieve testing conditions Strive to achieve testing conditions

close to perfect and rely on best close to perfect and rely on best professional judgment when professional judgment when interpreting test results.interpreting test results.

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DiscussionDiscussionQuestionsQuestions

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BREAK TIME!!

10 minutes

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Assessment

What if an assessment isn’t appropriate for a student?

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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

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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

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Authentic Assessments

Rubrics– Agreed upon performance expectations– Levels of performance

Data collected in natural context of performance– Knowing– Knowing how– Knowing when

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Rubric

Frequency: 3=always 2=sometimes 1=never

Environment Skill development, drills, lead-up games

In-class games

School Intramural games

Community Special Olympics

SkillPerformance

Moves to face off with prompts and assistance

Moves to face off without prompts

Moves quickly to face off without prompts

Moves independently to face off

Game Performance

Positions body appropriately

Moves to the ring when receiving a pass

Responds quickly to prompts to move into position

Moves to position independently

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Project Mobilitee

Movement Opportunites Building Independence and Leisure Interests through Training Educators Exceptional learners

– Target Population: Students who are moderately and severely disabled

MOBILITEE

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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