troup county schools - max krieger · 2018. 9. 10. · troup county schools informal adaptive...
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Troup County SchoolsInformal Adaptive Behavior Checklist
Student Name DOB ~~_ School
Respondent DateCompleted ~~_
Adaptive behavior is a developmentally determined set of coping skill. Deficits in adaptive behavior are defined assienific3nt limitations in an indivjdual effectiveness in meeting the standards of maturation.. learning. personalindependence. social responsibility. and school performance that is expected of the individual's age level andcultural group. Please rate the items on tbis checklist according to how the student performs compared to regulareducation peers of the same age by placing a check (..J) in the appropriate box.
1= Significantly below average 2= Below Average 3= Near or at Average
Inde1.2.3.4.5.6.7.8.2:..10.11.12.13.14.15.16.17.18.19.20.21.
1 2 3 Comments
1 I 2 I 3 , Comments
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Infonnal Adaptive Behavior Page 2
Name Date ComDleted / /
1 I 2 .3 I Comments
10.11.12.13.14.15.
16.
17.18.19.20.
lications.
22.23.
1 I 2 I 3 I Comments
erson.
13.14.15.16.
17.18.
19.
20.
21.
s.irl relationshiDs.
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lofonnal Adaptive Behavior Page 3
Name Date ComDleted / /
Please check adaptive behavion that describe this student.
1. Does not undentand cause and effect relationships.2. Does not accept responsibility for school work.3. Does not accept responsibility for his/her behavior.4. Interacts more appropriately with younger students.S. Limited ability for reasoning and comprehension tasks..6. Does not carry skills learned to new situations.7. Need concrete learning aides.
_8. Difficulty with concepts such as time, money, and measurement._9. Dependant on othen.-:.-10. Lacks appropriate interpersonal skills._11. Does not complete school assignments without individual attention/supervision._12. Does not relate penonal information adequately (address, phone number, birth date, etc.)_13. Does not respond adequately to new situations._14. Unable to follow school schedules in a timely manner._IS. Does not know hislher way around campus except in a routine manner (gets lost on
campus)._16. Does not respond with appropriate emotions t various situations.
17. Tends to be a follower and not a leader._18. Does not communicate ideas appropriately for hi/her chronological age._19. Uses manuscript instead of cunive.~O. Does not seem as coordinated a other students his/her age.
Of those skills checks as deficits, provide a summary statement of how they may impact dailyfunctioning in the 7 areas which have been evaluated.
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Informal Adaptive Behavior Page 4
Name Date ComDleted I I
Describe the student as to:
1. Independent Functioning (Feeding, dressing, maintenance of personal hygiene, grooming, etc.(Compare to average peers ofsame age)
2. Communication (Extent of ability to functionally communicate with others including receptiveand expressive language abilities and overall ability to communicate needs, wants and wishes ofcaretakers (Compare to average peers of same age):
3. Social (Interaction with others as compared to average peers of same age):
4. PhysicallMotor (Sitting, standing, locomotion, manipulation of objects, gross and finemotor coordination, playing games, climbing, etc.) Compare to average peers of sameage based on observation.
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Informal Adaptive Bebavior Page 5
Name Date Com Dieted / /
5. Economic Activity (ability to understand, use, and handle money and to earn wages. Compareto average peers of same age based on observation:
6. Daily Living (Ability to perform domestic chores and activities) Compare to average peersof the same age based on observation:
7. Self-Direction (Dependability, responsibility, self-initiation oftasks) Compare to average peersof the same age based on observation:
2003
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SUNY Brockport Motor Fitness Clinic Aquatic Skills Checklist
Student: Age: Date: Instructor:
Independent Needs assistance Total assistance
Pool preparation
Demonstrates proper behavior en route to pool
Takes clothes off
Hangs clothes in locker
Puts bathing suit on
Takes shower
Awaits directions before entering pool
Pool entry
Sits at edge of pool with feet in water
Puts water on body
Lowers self into pool
Climbs down stairs and enters pool
Adjustment to water
Splashes water around with no fear
Holds gutter and kicks legs
Kicks while lying on front and being towed
Kicks while lying on back and being towed
Moves arms and legs in swimming motion while being towed
Blows bubbles
Treads water for 30 seconds
Puts whole face in water for 5 seconds
Holds breath while submerged for 10 seconds
From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).
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Bobs up and down 5 times
Engages in continuous rhythmic breathing while holding side of pool and turning head to side 10 times
Engages in continuous rhythmic breathing from prone position while kicking with kickboard for 20 feet (about 6 meters)
Floating skills
Floats while lying on front and holding kickboard with arms fully extended and face submerged
Does front float
Does back float
Basic propulsion
Flutter-kicks with kickboard while on front for 15 feet (about 4.5 meters)
Glides on front with push-off, holding kickboard with arms extended, and flutter-kicks for 15 feet
Glides on front with push-off and flutter kicks with no kickboard for 15 feet
Glides on front with push-off and flutter-kicks with face submerged and no kickboard for 15 feet
Glides on back with push-off, holding kickboard with arms extended, and flutter-kicks for 15 feet
Glides on back with push-off and flutter-kicks with no kickboard for 15 feet
Rolls over, front to back, while gliding
Rolls over, back to front, while gliding
Swimming strokes
Does freestyle stroke, arms only, face out of water, for 10 strokes
Does freestyle stroke, arms only, face submerged, for 10 strokes
Does freestyle stroke, arms and legs, face submerged, for 10 strokes
From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).
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Does freestyle stroke, arms and legs, with rhythmic breathing, for 10 strokes
Swims underwater for 10 feet (about 3 meters)
Does sidestroke on either side for 10 feet
Does breast stroke for 10 feet
Does back crawl stroke, arms only, for 10 strokes
Does back crawl stroke, arms and legs, for 10 strokes
Diving skills
Dives from a sitting position
Dives from squatting or crouched position
Dives from standing position with knees slightly bent
Dives from standing position with spring and arm action
Performs standing dive from end of low board
Water safety and deepwater skills
Bobs 15 times
Treads water for 30 seconds
Survival-floats
Jumps feetfirst into water, surfaces, and swims back to side of pool
Changes direction while swimming
Changes position while floating and swimming (rolls from front to back)
Changes from horizontal to vertical position while treading water
Dives off side and swims underwater for 15 feet
For more information on adapted aquatics, see Lepore, M., Gayle, W.G., and Stevens, S. (1998). Adapted aquatics programming. Champaign, IL: Human Kinetics.
From Lauren J. Lieberman and Cathy Houston-Wilson, 2009, Strategies for Inclusion CD-ROM, Second Edition (Champaign, IL: Human Kinetics).
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MT. DIABLO UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION ION ADAPTED PHYSICAL EDUCATION (A.P.E.) ASSESSMENT REPORT
Name: __________________________________ Student Number: _____________________ Birth Date: _____________ Age at Assessment: ______ Date of Assessment: _____________ Assessment Instrument: __________________________________________________________ Evaluator: _____________________________________________________________________ Purpose: ______ Initial Referral ______ Annual Review ______ 3 Yr. Re-Eval. _____ Other Date of Vision Screening: _________________ Date of Hearing Screening: ________________ Independent Evaluations have been reviewed and considered: _____ Yes _____ Not Applicable Background: Assessment Results: Evaluation procedures included the use of (standardized measures, informal assessment, observation in a variety of settings, and interviews of student, teachers and/or parents). All tests were administered in the student’s primary language or through an interpreter, and were administered by qualified personnel in accordance with the instructions provided by the test publishers. Tests were selected to provide results that accurately reflect the student’s aptitude, achievement, and which are not influenced by impaired sensory, manual, or communication skills. Except where otherwise noted, the results of this assessment are believed to be valid. Test results are: Valid Not Valid Observations and Test Behavior: Posture: Developmental Skills: Balance Skills: Static Balance and Dynamic Balance Rev. 08/04 White – CUM Canary – MIS Pink – Parent Golden – Teacher Page 1 of 2
1936 Carlotta Drive, Concord, CA 94519 Phone (925) 682-8000 or TDD 685-1962
FAX (925) 687-3139Community Advisory Committee (CAC)
Parent Resource Network (925) 687-2129
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ADAPTED PHYSICAL EDUCATION (APE) ASSESSMENT REPORT Locomotor Skills: Manipulative Skills: Body Awareness: Relevant Behaviors: Cultural or Environmental Factors: Implications for Class and Home/Recommendations (Including Impact on Student’s Ability to Participate in the General Education Program): Summary: Recommendations: I recommend the IEP team consider: _____ No A.P.E. service at this time _____ Eligibility for services _____ Continuation of service _____ Exit from service ____________________________________ Signature Adapted P.E. Specialist
Rev. 08/04 White – CUM Canary – MIS Pink – Parent Golden – Teacher Page 2 of 2
Name: _________________________________
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Sport Rubric
Criteria Never 0
Sometimes 1
Usually 2
Always 3
Calls for the implement when appropriate (communicates with teammates).
Uses the correct skill at the correct time.
Demonstrates the correct court position when on offense.
Demonstrates the correct court position when on defense.
Officiates (calls ins and outs) using principles of fair play.
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FITNESS PROJECT There are many benefits to being physically active. Some benefits can include: strong muscles, strong bones, increased flexibility, reduced stress, increased attention span, strengthens immune system, more energy, sleep better, and reduces risk of many diseases (especially heart disease). Doctors and health experts recommend that children should be physically active for at least 60 minutes every day. Physical activity includes any activity where your heart rate and breathing rate increases such as running, biking, playing a sport, or even playing with friends. Use the attached table to record the amount of physical activity you partake in each day for one entire week from Thursday, January 12 through Wednesday, January 18. Be honest with what you record, even if you have less than 60 minutes each day. Remember that physical activity minutes only count for the time you are actually being physically active and not your rest time. The purpose of this assignment is to for you to realize how much physical activity you are getting on a daily basis. Remember, you should aim for 60 minutes each day. Physical activity is vital to your health both physically and emotionally. Everyone knows that professional athletes are very physically active, but doctors, lawyers, teachers, and scientists all have to remember to save time in their days for physical activity too. This project has two components: 1) Physical Activity Tracking Sheet which is attached and a 2) Reflection Paragraph on your reaction to how much physical activity you did each day compared to the recommended 60 minutes of daily physical activity.
Due: Thursday, January 19.
“If you don’t take care of your body, where will you live?”
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PHYSICAL ACTIVITY TRACKING SHEET
EXAMPLE THURSDAY
JANUARY 12 FRIDAY
JANUARY 13 SATURDAY
JANUARY 14 SUNDAY
JANUARY 15 MONDAY
JANUARY 16 TUESDAY
JANUARY 17 WEDNESDAY JANUARY 18
Ran to school
20 minutes
Played soccer during recess
15 minutes
Biked to grocery store
20 minutes
Walked the dog
10 minutes
Tossed football around with my
sister
10 minutes
TOTAL: 75 minutes
TOTAL:
TOTAL:
TOTAL:
TOTAL:
TOTAL:
TOTAL:
TOTAL:
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Name Skill execution Decision making Support
Reproducible 6.1
Game Performance Assessment Instrument: Invasion Games
Class ____________ Evaluator ____________ Team ____________ Game ____________
Observation dates (a) __________ (b) __________ (c) __________ (d) __________
Scoring Key
5 = very effective performance (always)
4 = effective performance (usually)
3 = moderately effective performance (sometimes)
2 = weak performance (rarely)
1 = very weak performance (never)
Components and Criteria
•Skill execution—Students pass the ball accurately, reaching the intended receiver.
•Decision making—Students make appropriate choices when passing (i.e., passing to unguarded teammates to set up a scoring opportunity).
•Support—Students attempt to move into position to receive a pass from a teammate (i.e., forward toward the goal).
From S.A. Mitchell, J.L. Oslin, and L.L. Griffin, 2013, Teaching sport concepts and skills: A tactical games approach for ages 7 to 18, 3rd ed. (Champaign, IL: Human Kinetics).
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Name: Date:
Multiple Choice: Place the letter of the best possible answer on the blank line. _B_1. Increasing the distance of your routine run is an example of what principal of training?
a) Threshold b) Overload c) Specificity d) None of the above
_C_2. A swimmer who focuses their work outs on their shoulder muscles is an example of what principal of training?
a) Threshold b) Overload c) Specificity d) Progression
_A_3. Which of the following are the correct components of FITT?
a) Frequency, Intensity, Time, Type b) Frequency, Individualized, Time, Total c) Fun, Intensity, Time, Type d) Fun, Intervals, Total, Threshold
_D_4. Which of the following is NOT a principal of training?
a) Overload b) Progression c) Specificity d) Intensity
_D_5. _____ describes how long an activity should be performed. a) Frequency b) Intensity c) Type d) Time
True/False: Place the letter of the best possible answer on the blank line. _B_6. Children and adults should work out at the same frequency.
a) True b) False
_B_7. For aerobic fitness, adults should be working out no more than 20 minutes daily.
a) True b) False
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Live longer Control weight gain Increase flexibility Increase self-esteem Decrease stress Reduce chance of disease Lower blood pressure
_A_8. Each individual begins and progresses at different levels of fitness. a) True b) False
_B_9. Age should NOT be considered when applying the FITT principles.
a) True b) False
_A_10. People should choose activities they enjoy in order to get a more efficient workout.
a) True b) False
Matching: Place the letter of the best possible answer on the blank line. No answer is used more than once and not every answer used. _F_11. Lifting more weight compared to when you first began working out. _C_12. Running for 30 minutes. _E_13. Parking your car farther from work and taking more stairs. _B_14. When your heart rate increases or decreases it is because of _____.
_G_15. Targeting a particular body system or muscle group when working out. Short Answer: Fill in the blank with the best possible answer. 16. One way to check a heart rate is to measure a person’s _____pulse______. 17. You should be in your _____target______ heart rate zone when working out. 18. Running is an example of _____aerobic______ exercise. 19. _____Muscular______ strength and endurance are important parts of being physically fit. 20. Name two benefits of being physically active:
1.___________________ 2.___________________
A. Frequency B. Intensity C. Time D. Type E. Overload F. Progression G. Specificity H. Individuality
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Name: __________________________
Heart Rate
Calculate your heart rates (beats per minute): Resting Heart Rate: ____ Maximum Heart Rate: ____ Target Heart Rate: ____ - ____
Station 1: Pushups
How many pushups did you do? _____ _____
What is your heart rate after pushups? _____ _____
Station 2: Planks
How long did you do planks for (seconds/minutes)? _____ _____
What is your heart rate after planks? _____ _____ Station 3: Yoga
How many poses did you do? _____ _____
What is your heart rate after yoga? _____ _____ Station 4: Jump Rope
How many jumps did you do? _____ _____
What is your heart rate after jump rope? _____ _____
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Heart Rate Calculations
*All examples are based off a 15 year old with a resting heart rate of 60 beats per minute* Resting Heart Rate:
1. Take when body is at rest (best to do in morning when waking up) 2. Find your pulse (neck or wrist) 3. Count the number of beats for one minute (or ten seconds and multiply by 6)
Example: 10 beats in ten seconds x 6 = 60 beats per minute
Maximum Heart Rate:
1. Start with 220 2. Subtract your age from 220
Example: 220 – 15 years old = 205 beats per minute Target Heart Rate:
1. Start with maximum heart rate 2. Take target heart rate and…
a. Multiply by 60% (0.6) to get lower end of target heart rate b. Multiply by 85% (0.85) to get upper end of target heart rate
Example: 205 beats per minute x 0.6 = 123 beats per minute 205 beats per minute x 0.85 = 174 beats per minute
Between 123 and 174 beats per minute
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Level of Independence During Activities
Students Name ____________________ Fill in the date and name of activity accordingly and place a checkmark next to the appropriate level of independence for that activity.
Date Activity Independent Needs Some Assistance
Needs a lot of Assistance
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Canisteo-Greenwood Physical Education Department
PE Participation Rubric [Grades 5-12] Students will receive a 1-5 grade on a daily basis, based on the components listed below.
[Revised 8/10]
POINTS PARTICIPATION SOCIAL DEVELOPMENT
5 - Advanced Always participates in skill development activities
Always participates during game play
Always follows all directions given
Demonstrates a 90% level of intensity throughout the entire class period
Leads by example during the activity
Demonstrates respect for teacher and peers while showing encouragement
4 - Proficient Frequently participates in skill development activities
Frequently participates during game play
Frequently follows directions given
Demonstrates an 80% level of intensity throughout the entire class period
Willing to help others during the activity
Demonstrates respect for teacher and others
3 – Basic Occasionally participates in skill development activities
Occasionally participates during game play
Occasionally follows directions given
Demonstrates a 70% level of intensity throughout the entire class period
Occasionally shows disrespect towards task at hand
Occasionally demonstrates disrespectful attitude towards teacher and others
2 - Below Basic Rarely participates in skill development activities
Rarely participates during game play
Rarely follows directions given
A low level of intensity was displayed during the class period
Limited desire to contribute to the task at hand
Unsuitable sportsmanship
1 - Far Below Basic
Never participates in skill development activities
Never participates during game play
Never follows directions given during planned activities
A low level of intensity with minimal to no effort was displayed during the class period
Displays unstable, inappropriate, aggressive, social behavior
Lacks respect for teacher and others
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Physical Activity Assessment
Section I.
1. Moderate physical activities are of moderate intensity, such as fast walking 3-4 miles per hour.
Which of the following moderate activities did you do for at least 10 minutes at a time without stopping during the last 7 days? (Circle all that apply)
Walking fast (3-4 mph) Walking downstairs Aerobics (low impact)
Bicycling (Less than 12 mph; 150W) Judo, Karate, Kick Boxing Jumping rope
Roller skating, roller blading Stair Climbing/Stairmaster Soccer
Ski machine (Nordic Track) Swimming laps Tennis, Racquetball
5. During the last 7 days, on how many days did you do a vigorous physical activity for at least 10 minutes at a time without stopping? _______________ days
6. On those days that you did vigorous physical activities, how much time did you spend on average doing the activities? _______________ minutes per day
7. Compared to how physically active you have been over the last 3 months, how would you describe
the last 7 days: (Check one)
______More active ______Less active ______About the same
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Section III.
8. Circle ‘Yes’ or ‘No’ for each of the following:
Yes No a. Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?
Yes No b. Do you feel pain in your chest when you do physical activity?
Yes No c. In the past month, have you had chest pain when you were not doing physical activity?
Yes No d. Do you lose your balance because of dizziness, or do you ever lose consciousness?
Yes No e. Do you have a bone or joint problem that could be made worse by a change in your physical activity?
Yes No f. Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart condition?
Yes No g. Do you know of any reason why you should not do physical activity?
Section IV.
9. To be considered physically active, you must get at least: 30 minutes of moderate physical activity on 5 or more days a week, OR 20 minutes of vigorous physical activity on 3 or more days a week, OR 150 minutes of moderate and physical activity combined each week
Given this definition of physically active, how physically active do you plan to be over the next 6 months? (Choose the best answer and check only one.)
____ I am not currently active and do not plan to become physically active in the next 6 months.
____I am thinking about becoming more physically active.
____ I intend to become more physically active in the next 6 months.
____ I have been trying to get more physical activity.
____ I am currently physically active and have been for the last 1-5 months.
____ I have been regularly physically active for the past 6 months or more.
10. What are the 3 biggest reasons why you would consider increasing your physical activity? (Circle the 3 reasons that matter most to you)
Improve my health Make more time for myself
Control my weight Lower my stress
Look better Improve my fitness
Feel better Lower my risk of heart disease
Feel good about taking care of myself Lower my blood pressure
Set a good example for my family or friends Lower my cholesterol
Get my partner, child, friend to be more active with me Control my diabetes
Teach my family and friends the importance of physical activity
Other:_______________________
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11. Would any of your family, friends, or coworkers encourage you or help you get regular physical activity, perhaps by helping you take care of some of your other responsibilities? (Circle one)
Yes No If yes, who can help you? ____________________________________________________
How can they help? _________________________________________________________ _________________________________________________________ _________________________________________________________
12. How confident are you that you could increase your physical activity if you decided to do so? (Circle one)
Very confident
Fairly confident
Somewhat confident
Not at all confident
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Activity Class/Grade/Time Responsible Personal & Social Behavior Rubric
NASPE Standard 5 Virginia SOL’s: 6.4, 7.4, 8.5, 9.4, 10.4 (leadership, 9.4 & 10.4)
Objective/SMART Goal During the Unit: students will follow rules; display appropriate responsible behavior; encourage others; accept the decisions of the referee/teacher on game calls; show respect for others in the class; and demonstrate leadership behaviors in class. (Student should score no lower than the Little League Category and/or demonstrate improvement throughout the year) Bush League Little League Semi-Pro Professional Accepts decision of refs or teacher
Student receives 3 or more warnings/behavior marks throughout the unit for inappropriately arguing a point
Student receives 2 warnings/behavior marks throughout the unit for inappropriately arguing a point
Student receives 1 warnings/behavior marks throughout the unit for inappropriately arguing a point
Student receives 0 warnings/behavior marks throughout the unit for inappropriately arguing a point (yelling, stamping foot, aggressive gesturing)
Follows safety rules for class/sport
Student receives 3 or more warnings/behavior marks throughout the unit regarding safety rules
Student receives 2 warnings/behavior marks throughout the unit regarding safety rules
Student receives 1 warnings/behavior marks throughout the unit regarding safety rules
Student receives 0 warnings/behavior marks throughout the unit regarding safety rules (dangerous to self or others)
Demonstrates respect for others
Student receives 3 or more warnings/behavior marks throughout the unit respect toward others
Student receives 2 warnings/behavior marks throughout the unit respect toward others
Student receives 1 warnings/behavior marks throughout the unit respect toward others
Student receives 0 warnings/behavior marks throughout the unit respect toward others (any negative actions toward another student )
Work together with their team
Student receives 3 or more warnings/behavior marks throughout the unit regarding interaction with teammates
Student receives 2 warnings/behavior marks throughout the unit regarding interaction with teammates
Student receives 1 warnings/behavior marks throughout the unit regarding interaction with teammates
Student receives 0 warnings/behavior marks throughout the unit regarding interaction with teammates (arguments, noncooperation, inappropriate actions)
Follows rules of game
Student receives 3 or more warnings/behavior marks throughout the unit regarding following the rules
Student receives 2 warnings/behavior marks throughout the unit regarding following the rules
Student receives 1 warnings/behavior marks throughout the unit regarding following the rules
Student receives 0 warnings/behavior marks throughout the unit regarding following the rules (deliberately disregards the rules of the game)
Supportive encouraging of peers
Student receives 0 citations or more for encouraging peers
Student receives 1-2 citations or more for encouraging peers
Student receives 3-4 citations or more for encouraging peers
Student receives 5 or more citations for encouraging peers (help another, positive comment about a play, positive pat on the back)
Demonstrates leadership & role model behavior in groups
Student receives 0 citations or more for leadership in groups
Student receives 1citations or more for leadership in groups
Student receives 2 citations for leadership in groups
Student receives 3 or more citations for leadership in groups (Student helps others, with skills and strategies and goes beyond encouraging to lead others to be better player in skills, strategies and behaviors)
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Class/Date Responsible Personal & Social Behavior Scoring Sheet Place a check or mark when a student displays a lack of responsible behavior (in first 5 areas).
Place a check or mark when a student encourage others or demonstrates leadership (in last 2 areas Total at the end of the Unit
Grades 6-10
Student’s Name Ac
cepts
decision
Follows rules
Demon
strates
respect
Works
together
Follows R
ule
Total Less
respon
sible
beha
viors
Encourages
othe
rs
Demon
strates
Lead
ership
Total
respon
sible
beha
viors
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Name: Date:
Multiple Choice: Place the letter of the best possible answer on the blank line. _C_1. Each team in a game of basketball has _____ players on the court at one time?
a) 3 b) 4 c) 5 d) None of the above
_C_2. In soccer, the only player who can touch the ball with his/her hand is the _____?
a) Ref b) Coach c) Goalie d) Mid-fielder
_D_3. How many strikes does a batter get each time at bat?
a) 0 b) 1 c) 2 d) 3
_D_4. Which of the following is NOT a water sport?
a) Swimming b) Sailing c) Rowing d) Tennis
_D_5. _____ is an example of a team sport. a) Triathlon b) Weight lifting c) Golf d) Football
True/False: Place the letter of the best possible answer on the blank line. _A_6. Players should respect the calls made by the referees.
a) True b) False
_A_7. A touchdown in football is worth six points.
a) True b) False
_B_8. In golf, you want to get the highest score (hit the ball as many times as possible). a) True b) False
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Matching: Place the letter of the best possible answer on the blank line. No answer is used more than once and not every answer used. _F_ 9. Michael Jordan _C_10. Mia Hamm _E_11. Peyton Manning _B_12. Derek Jeter
_G_13. Serena Williams. Short Answer: Fill in the blank with the best possible answer. 14. Name three types of hits in volleyball:
1.___________________ 2.___________________
3.___________________
15. Name four professional sports teams (including city and team name):
1.___________________ 2.___________________
3.___________________ 3.___________________
A. Hockey B. Baseball C. Soccer D. Golf E. Football F. Basketball G. Tennis H. Volleyball
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Use of Equipment Students Name ____________________ Fill in the date, name of activity, and equipment used accordingly and answer “Yes” or “No” in the appropriate sections.
Date Activity Equipment Was the
Equipment Used Safely?
Was the Equipment
Used Correctly?
Was the Equipment put back
appropriately?
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ABC School District Class Performance Score SheetABC School District Class Performance Score SheetABC School District Class Performance Score Sheet 2
Adaptive Behavior ChecklistAquatic Skills ChecklistAssessment ReportBPFT CriteriaBPFT OverviewCognitive Sports RubricEveryone CanFitness Tracking ProjectGame Performance AssessmentGoal Setting WorksheetHealth and Fitness TestHeart Rate AssessmentInitial Observation and Referral FormInitial Observation and Referral FormInitial Observation and Referral Form 2
Jump Rope RubricLevel of IndependenceMatrix Observation of Social SkillsParticipation RubricPhysical Activity AssessmentPlay InventoryResponsible Personal And Social Behavior Rubric And ChecklistRubric for Fielding a Ground BallSelected Instruments for Psychomotor AssessmentsSocial Play Behavior InventorySocial Play Behavior InventorySocial Play Behavior Inventory 2
Social Skills InventorySocial Skills InventorySocial Skills Inventory 2
Sports Knowledge TestSwim AssessmentTask AnalysisTGMD CriteriaTGMD Locomotor Mastery by AgeUse of EquipementVolleyball Skill Assessment