Group Members: Anna Hotalen, Christina Wells, Jenna Susice,

Kristen Robinson
All group members should submit the document on Blackboard upon
its completion.
Individualized Education Program (IEP) Name: Noah Lott
DOB: 03/15/2005 Duration of IEP: 1/20/2010-1/19/2020

Present Level of Academic Achievement and Functional Performance

Describe the student’s strengths and concerns of the parents about the
student’s education.

Noah has many strengths in physical education (PE). Among his greatest strengths
is his willingness to participate and give maximal effort. With little to no hesitation,
Noah participates in almost every PE activity. He is very cooperative as well, and
consistently tries hard. He really enjoys socially interacting with his peers. This
includes talking with friends before class, getting along with everyone during class
and taking part in competitions. He follows directions fairly well but needs frequent
reminders to stay on task. Some of his psychomotor skills involve shooting a
basketball, throwing, catch, and striking. These strengths come as no surprise as
Noah enjoys and is very talented at basketball. There were no recorded concerns of
his parents because they were not contacted.

Describe the student’s present level of academic achievement and

functional performance including how the student’s disability affects his
involvement and progress in the GE curriculum. (Note: Present level of
performance must include information that corresponds with each annual
goal.)

Noah consistently demonstrates mature, cooperate behavior in PE. He sincerely

seems to enjoy PE for the social interaction and skill development opportunities.
Noah was recently evaluated with the Louisiana Competency Test for APE Level 5.
The test identifies the student’s present level of motor deficit based on their test
item scores compared to the mean scored. Noah scored 30%, as 7 out of 10 of the
test items he scored were below the mean. This indicated he has a moderate motor
deficit. Although Noah put forth great effort and happily participated during the
test, it was revealed he has several skill areas that need to be addressed. During
the jump turn test item, where he was given 3 trials to execute proper full jump
turn, Noah scored a 2 out of a possible 6 points. He did in fact begin in the proper
position, which earned him 2 points, but failed to turn a full 360 and did not land on
balance. A need for balance improvement was underlying observation throughout
the assessment. During the standing long jump test, Noah was given three trials to
jump as far as possible using correct form. He scored 2 out of a possible 18 on this
skill. He was given points for being observed at least once using a preparatory
crouch and forcefully swinging his arms at lift off but failed to jump the required 48
inches while ending with a balanced two-feet, bent-knee landing. This test item,
along with the vertical jump test, indicates a need for improved balance and lower
body strength. Noah scored a 1 out of 20 on the vertical jump test. Once again, he
scored 1 point for being observed using a preparatory crouch at least once but did
not jump a distance of the required 6 inches while using a balanced two-feet, bent-
knee landing 10 consecutive times. Noah's performance on the walk out test
indicated insufficient upper and lower body strength as well. Noah scored a 2 out of
8 on the walk out test. The goal was to complete 5 consecutive walk outs, but Noah
did not appear to have the strength to maintain the proper push up position and
work his way back up to a bridge position. An interesting test item was the football
pass test, where Noah was given 5 trials to pass the football within the reach of a
receiver 30 feet away. He did not score any points on this test, as he was not able
to throw the football 30 feet. This indicated that Noah should also attempt to
improve his upper body strength, which will help him experience more success in
activities involving throwing and shooting. In certain activities, Noah may need
additional demonstrations and/or verbal or physical prompting in order to stay
focused on the task at hand; however, rarely does his lack of focus affect his fellow
classmates. After a simple reminder or prompt, Noah will often refocus and
continue participating. As Noah exhibits a developmental delay in some of his gross
motor and fitness skills, he requires individualized assistance and IEP goals to
ensure his safety and success in general physical education.  

1) Will the student be involved full time in the general education

curriculum? If no, describe the extent to which the student will not
be involved in the general curriculum.

The student should be included in general education to keep him included

with his peers as he does have social skills and can watch them to adapt to
their skill level. He shows mature cooperative behavior in PE but he has a
moderate motor deficit which could require more one on one time. Therefore
indicating he should have a 50-50 split between general education curriculum
and special education.

2) Create 3 psychomotor long-term goals (annual) and short-term

objectives for the student.

Psychomotor Long-Term Goal - To improve overall vertical jump

i. To score a 3 out of 20 on the vertical jump test
ii. To score a 6 out of 20 on the vertical jump test
iii. To score a 9 out of 20 on the vertical jump test
 Psychomotor Long-Term Goal - To improve overall standing long jump
i. To score a 5 out of 18 on the standing long jump
ii. To score a 8 out of 18 on the standing long jump
iii To score a 10 out of 18 on the standing long jump

3) Now, create affective, cognitive, and fitness long-term goals

(annual) and short-term objectives for the student (you may have to
be creative).

Cognitive Long-Term Goal - Be able to describe the cues

i. Know 2/5 cues
ii. Know 3/5 cues
iii. know 5/5 cues
Affective/Behavior Long-Term Goal- Being able to stay on task
i. Being able to stay on task 2/6 without being prompted
ii. Being able to stay on task 3/6 without being prompted
iii. Being able to stay on task 4/6 without being prompted
Fitness Long-Term Goal - Being able to improve balance
i. Being able to land on two feet with knees bent with prompt 3/10 times
ii. Being able to land on two feet with knees bent with prompt 5/10 times
iii. Being able to land on two feet with knees bent without prompt 3/10 times

4) Indicate how you will measure the student’s progress toward meeting
the annual goals.

a. Checklist

b. Peer Evaluation

c. Videos

d. Rubric

5) What related services does the student receive? (you can choose these)

a. Occupational Therapy

b. Recreation Therapy

6) Teaching Strategies: Describe at least three adaptations to your teaching

style. Describe in detail the instructional strategies and ways to arrange the
environment to maximize learning.

a. Stations- With arrows and cue cards explaining the stations.

b. Practice- High time practicing the task

c. Cooperation- Students will work with a partner at the stations and exchange
feedback.
7) Identify a projected starting date for services along with the anticipated
frequency, location, and duration of services and modifications: When will
the services start, how often will your students receive them, and how long will
they receive them. (e.g., 1/20/2016, 60 mins/week, one year)

Services will start to take effect with the following of this meeting 1/21/2010.
Duration of IEP: 1/20/2010-1/19/2020 and modifications can be done
annually or sooner if needed per parents or staff members.

8) Provide a statement regarding assessment:

How will the student’s progress to the annual goal be measured? How will the
parents/guardians/staff be regularly informed of the progress?

The students' progress to the annual goal will be measured with quarterly testing.
At the end of each quarter of the school year, Noah will be assessed on his vertical
and standing long jump. The parents/guardians/staff will be updated every 2 weeks
via email on his performance in all domains of the class to help further determine
any extra services needed or if any need to be taken out. All assessments regarding
improvement will be attached and used to help justify any updates needed to his
IEP.

9) Provide a statement of transition services needs of your student as they

progress from age 16 into adulthood:
The focus of the top down plan is to create a comprehensive plan that
enables the physical educator to target functional lifetime sport, fitness and/or
recreational goals for students with disabilities. The plan is designed to take
advantage of the strengths and abilities of the student in order to maximize the
performance of target goals and objectives. Ask yourself what skills, knowledge and
attitudes does the student need to learn in lab in order to be physically active as
an adult? They need to learn lifetime skills in able to be physically active as adults.
It starts with learning basic skills and movements and eventually progresses to
learning the lifetime skills needed as an adult.

The model utilizes the existing present level of performance information,

information from the school, family, and community resources in deciding the top
down goal. Utilizing information written in the present level of performance and
reflect on the life-span view of your student:
● Envision and describe where you believe your student will be in 5, 10, and
15 years. Justify your beliefs.

I believe that in 5 years the student will be showing progress in

their vertical jump and their standing long. Then in 10 years the
student will be combining the skill with other skills and then in 15
years apply the skill to lifetime activities.
 ● List several lifetime sport, fitness, and recreational activities that your
student will have the greatest chance to be successful. Justify your beliefs. He
is great at social interaction and some of his best skills are basketball. I believe
he would do great on an adult basketball team. As a recreational activity, I
believe he would enjoy hiking with a group of peers/friends, he actively
engages in any physical activity and seems to enjoy doing it, plus he enjoys
the social interaction aspect.

10) Finally, watch the video of an IEP meeting and respond to the
following questions.

(see video here: https://www.youtube.com/watch?v=ok0irMNfKmY

a) Who were the IEP team members present?

IEP coordinator-special education teacher, staff member to type up the

conversation, Dominic’s regular education teacher, Dominic’s parents (both mom
and dad), Dominic, school psychologist, Rosa Lopez (from the middle school), and
the assistant principal-representative for the school district

b) Why did the student attend the meeting, and why was he asked to
leave early?

So that the student can hear all the positive things that he does, so that he
feels like this meeting is not all about the negative things. He is also there so that
the staff and others can ask him questions about what he likes and what his
opinions are as well. To ask him where he thinks he needs the most help, and what
he is good at.

The student left so early because they were discussing what he needs help with and
where his skills may not quite be there yet; it would not benefit Dominic to hear
this.