Assessment Summary Report

Student Name: Student 2 Date of Birth: June 5, 2012

Evaluated By: Jack Reich Testing Date: November 8, 2020

Student Background Information:

Student 2 is an 8-year-old male student who is currently attending Temescal

Valley Elementary and is in the third grade. He is currently placed in general education
classes and has no known disabilities. Student 2 doesn’t seem to be shy around anyone
and is filled with energy, but knows how to turn it off when appropriate. Student 2
does a great job at intrinsically motivating himself, however, positive cues such an
“Excellent job!” or “Great job!” and a high five seems to reassure and build his
confidence while performing assessments. Student 2 is generally not allowed to play
video games while at home, but when he and his parents are out and about, he loves
playing “Pokémon Go!” and it is by far his favorite game.

Standardized Assessment Information

The Test of Gross Motor Development-3 (TGMD-3) is an assessment used to

identify if a student between 3-0 to 10-11 years of age should receive special education
services in adapted physical education (APE). The assessment covers six areas of
locomotor skills: running, galloping, hopping, skipping, horizontal jumping, and sliding. It
then assesses seven areas of ball skills: two-hand strike of a stationary ball, one-hand
forehand strike of a self-bouncing ball, one-hand stationary dribble, two-hand catching,
kicking a stationary ball, overhand throwing, and underhand throwing. Each skill is then
demonstrated by the instructor and then practiced by the student before they are given
to trials. The two trials will then be graded on a 0 to 1 rubric that is then compared to a
database of individuals within their age range. Once calculated, their combined gross
motor index score, standard deviation, scaled score, and percentile rank can be
determined, which can then be referenced to the bell curve (Figure 1) to determine their
eligibility for APE services. If an individual ends up with a percentile rank of 30% or
below their chronological age, or receives -1.5 standard deviations below the mean,
they may be eligible for APE services.

Alternative Assessment Information

An assessment known as the Adapted Physical Education Assessment Scale II

(APEAS II) was also used to help identify if a student between the ages of 4.6 to 17
years should receive special education services in APE. The test was not administered
as a standardized assessment, and only the Adaptive Behaviors for Physical Education
Participation was used for authentic observation during the assessments. The
assessment covers two behavioral, two motor, one medical, and one cognitive
observation to further understand any adaptive behaviors of a student.

Summary of Scores

Using the raw scores from the TGMD-3 assessment, it is now possible to figure
out Student 2’s qualification for APE services. If Student 2’s assessment shows his
demonstrations to be below a 16 - 84 percentile rank, or -1.5 standard deviation off of
the average/mean, according to the bell curve (the red square seen in Figure 1), he may
qualify for APE services. All of the following tables are color coordinated based on the
descriptive term Student 2 received on the TGMD-3. The descriptive term is determined
using (figure 1), and compares his scores based on a national sample of students in the
general school populations within his age range.

Figure 1: Bell Curve

Standard Deviations
-3 -2 -1 0 +1 +2 +3
Scaled Score
1-3 4-5 6-7 8-12 13-14 15-16 17-20
Percentile Rank
1% 2% 16% 50% 84% 98% 99%
Gross Motor Index Score
<70 70-79 80-89 90-109 110-119 120-129 >129

Descriptive Term
Impaired or Delayed Borderline Below Average Above Superior Gifted or Very
Impaired or Average Average Advanced
Delayed

Average/Norm
 In Student 2’s assessment of his Locomotor Skills, it seems overall he did a very
good job at all of the skills. He has nearly 100% mastery in all skills, with the exception
being the slide. Student 2’s slide had a tendency to start out correctly, but then he would
gradually turn his hips and end up closer to a gallop position. He ended up doing this
regardless of if he started with his preferred side or not. However, seeing Student 2 in
an authentic setting, such as playing outside in his playset with his family, it was easy to
observe him performing the task perfectly while transitioning from one area to another.

Table 1.1: Locomotor Skills

Percentile of 8-year-olds
Locomotor Student 2 ’s Maximum
with 100% mastery in
Skills Score Possible Score
skill

Run 8 8 55%

Gallop 8 8 22%

Hop 7 8 28%

Skip 6 6 36%

Horizontal
8 8 34%
Jump

Slide 2 8 55%

As can be seen with Student 2’s overall locomotor skills determined by the
TGMD-3 seen in Table 1.2. He falls into the age equivalent of 10 years 11 months,
putting him at a percentile rank of 63, showing him as an average to slightly above
average individual.

Table 1.2: Locomotor Overall

Percentile Scaled Descriptive
Raw Skill Age Equivalent
Rank Score Term
39 10-11 63 11 Average

When checking his Ball Skills with the TGMD-3 (Table 2.1), Student 2 again
showed that he is at the mastery level for several of the abilities assessed. Student 2
seemed to have a hard time with the one-hand stationary dribble. Instead of pushing off
the ball with his fingertips, he would slap the ball down using a flat palm. Student 2 also
did not have 100% mastery with catching a ball with two hands. He had the
fundamentals of starting with his hands in front of his body, his elbows flexed, and
reaching for the ball as it arrived. However, on one of the two trials, Student 2 chose to
scop the ball into his stomach/chest instead of attempting to catch it in his hands.

Table 2.1: Ball Skills

Percentile of 8-year-olds
Student 2 ’s Maximum
Ball Skills with 100% mastery in
Score Possible Score
skill

Two-hand strike
of a stationary 10 10 23%
ball

One-hand
forehand strike
8 8 17%
of self-
bouncing ball

One-hand
stationary 4 6 45%
dribble

Two-hand catch 4 5 57%

Kick a
8 8 29%
stationary ball

Overhand throw 8 8 30%

Underhand
8 8 37%
throw

Again, as can be seen with Student 2’s overall ball skills determined by the
TGMD-3 seen in Table 2.2. He falls into the age equivalent of 10 years 11 months, only
this time he is now put at a percentile rank of 84, showing him to be above average in
these skills.

Table 2.2: Ball Skills Overall

Percentile Scaled Descriptive
Raw Skill Age Equivalent
Rank Score Term
51 10-11 84 13 Above Average
 When combining the scaled scores for both Student 2’s ball and locomotor skills,
the TGMD-3 puts him into the 77-percentile rank with a gross motor index of 111. This
describes his overall skills assessed to be above average (Table 3).

Table 3: Composition Performance

Sum of Scaled Gross Motor
Percentile Rank Descriptive Term
Scores Index
24 77 111 Above Average

The APEAS II was used as an informal assessment to see if Student 2 had any
Adaptive Behaviors in Physical Education through authentic observations. The test
evaluates peer interaction (behavioral), fitness level (motor), medical condition
(medical), time/equipment/activity modifications (motor), understanding of rules and/or
strategies (cognitive), and if their behavior prevents participation in group activities
(behavioral) (Table 4). During this assessment, Student 2 did not demonstrate single
need in any of the domains assessed.

Table 4: Adaptive Behaviors for Physical Education Participation (APEAS II)

Score Behavior Domain
Peer Interaction
1. Requires occasional reminders in order to interact with
peers
1 Behavioral
2. Requires regular prompting to interact with peers
3. Requires direct instructional assistance to interact with
peers
Fitness Level
1. Occasionally needs a rest break
1 2. Can completely 50% of the class activities without a rest Motor
break
3. Requires frequent rest breaks
Medical Condition
1. Is able to self-manage medical condition
1 2. Requires regular prompting to self-manage medical Medical
condition
3. Requires direct assistance to manage medical conditions.
Time, Equipment, and/or Activity Modifications
1. Requires one of the above modifications
1 Motor
2. Requires two of the above modifications
3. Requires three of the above modifications
 Understanding of Rules And/Or Strategies
1. Is able to comprehend with minimal supports
1 Cognitive
2. Requires regular prompting to participate appropriately
3. Requires direct assistance to participate appropriately
Behavior Prevents Participation in Group Activities
1. Is able to manage behavior with minimal supports
1 Behavioral
2. Requires regular prompting to self-manage behavior
3. Requires direct assistance to manage behavior

Cooperation/Motivation

Student 2 seemed to really enjoy the assessments, he was ready to perform and
listened very well to any instructions given. When verbally prompted to start an
assessment, he would perform it until the end with no additional encouragement. While
motivation wasn’t needed for him to perform well, it became noticeable that the activities
were much more enjoyable with a, “good job” during and a high five at the end. When
transitioning between each activity, it did not seem to matter what the next assessment
was, Student 2 was always there to achieve at his best level.

Conclusion/Recommendations

With Student 2’s TGMD-3 Standardized Assessment, showing that overall, he is

in the 77th-percentile rank and “above average,” and there being no signs of Adaptive
Behaviors in Physical Education needed with the APEAS II assessment. Adapted
Physical Education services cannot be recommended as of now. However, because the
TGMD-3 did show that Student 2 could benefit from assistance in his form while
performing the slide skill. Collaboration between his General Education Physical
Educator and an APE teacher could be beneficial in creating warm-up routines, that can
be done as a class or independently, which could improve Student 2’s proficiency in his
sliding skill.