CIA

1. a. DOB: July 5th, 2011

b. Date of Testing: July 20th, 2017

2. Max’s is able to use his fine motor skills to hold items, such as balls and bats. He also is able

to use his gross motor skills to walk, hop, jump, and run. As I evaluated him using TGMD I did

notice he was capable of doing all the skills asked of him, he would miss some of the

performance criteria to fully complete the skill.

3. Throughout the year Max has spent 600 minutes per day engaged in little to no physical

activity and only 35 minutes in moderate to vigorous activity according to the actigraph

accelerometer. As we observed Max’s physical fitness we noticed that he has limited strength in

his arm and trunk, he is also unable to support his own weight when engaged in repetitions.

4. Max likes to socialize with others during group games but since he does not participate in any

extracurricular physical activities he does not interact with others outside of his preschool. Max

was awarded at preschool graduation the “junior scientist” award. He enjoys asking questions

related to his interests and enjoys learning new activities. He is also easily distracted and can get

off task so he needs redirection but is easily persuaded.

5. Indicators of cognitive performance was that max was able to use the cues as he performed the

tasks asked of him for example when they asked him to perform a horizontal jump he did while

repeating “bend, swing, jump”.

6. As I evaluated Max I noticed his mother was also in the room with him, indicating that is

mother is involved in involved in a part of his life. His parents are more involved with him
acdamically and do not support his advancement in physical activity. The parents of max not

only should be given the TGMD-3 score sheet to practice with Max at home but involving him in

physical activity outside of the physical education class such as; sports, recreation centers near

them, and “play dates” to get Max more comfortable with others.

7. I recommend adapted physical activities/education to enable his full potential and

participations in a mainstreamed neurotypical physical education class. I also think it would be

best to preview the activity components with the parents during or IEP meetings to enable Max

to practice privately prior to his large group participation.

8. A teacher assistant should be in the PE program to be able to get the special equipment and

materials if needed as well as be able to fully observe Max for the conferences that should come

up to discuss his progress. The school should also provide grants for teachers to be certified in

adapted physical education or hire physical educators that have an APE endorsement.

9. I recommend that we should create an IEP; that would be updated each year based on Max’s

progress. I recommend in his physical education classroom that there are differentiated

instructions for him that will be enforced by his paraprofessional. The differentiated instructions

will include different equipment (smaller or bigger balls and/or targets), shorter distance in

running, and breaks. Since he does have a harder time alternating feet there could be marks on

the steps in the gymnasium to let him know which foot to switch to when walking up the stairs.
1. IEP

a. Max should be involved in adapted physical education in a neurotypical physical education

class because he does need extra help with staying on task and he lacks some performance

criteria (according to TGMD-3) in the skills he is asked to perform. Also if the school does have

an adapted aquatics class Max should be enlisted in that class as well.

b. Max should have a teacher assistant in his physical education classroom to not only evaluate

his progress but help with differentiating the instructions in the lessons being taught. The

teachers should be certified and/or have an endorsement in adapted physical education.

c. Max enjoys engaging in group games and works well with others when completing a task. He

was awarded the “junior scientist” award at his preschool graduation. He is easily distracted and

needs constant re-direction to perform what is asked of him. Max enjoys participating in physical

activity but is not involved in anything outside of school. Max has limited arm and trunk strength

which makes it hard for him to engage in repetitions. Max is able to walk, hop, jump, and run but

was not able to execute each of the performance criteria within the TGMD-3 when performing

these tasks.

d./e.

Annual Goal (Psychomotor):

Max will perform a stationary dribble using proper form, dribbling a ball 4 times

consecutively, as measured by the TGMD.

Short Term Objectives:

as well as his finger tips to push the ball to the floor, dribbling the ball consecutively

four times, during 2 out of 3 trials. (Indicator: based on TGMD mature form of

dribbling)

2. By the end of the semester max will be able to dribble the ball using mature form

while walking around the entire gymnasium court under 2 minutes. (indicator: based

on mature form TGMD-3)

Annual Goal (Cognitive):

As he performs the task of running, Max will verbally identify the three cues running

during his annual evaluation. (Indicator: Pump, Kick, Fast TGMD-3)

Short Term Objectives:

1. Max will be able to describe to a teacher the three cues of running before and after

performing the skill. (indicators: pump kick fast).

2. At the end of the semester, Max will know the rules of running in certain sports by

choosing the correct answer on a multiple choice test about physical activity with a

minimum of 70% accuracy.

Annual Goal (Affective):

Max will develop an understanding of the importance of cooperatively working with others not

only throughout his school years but in life as well.

1. Max must pay attention to his classmates when working in teams during each

physical education class and will be assessed by the educator in the classroom.
2. Max will work productively/cooperatively work with others throughout the school

year and will be assessed by the educator in the classroom.

“Hello, thank you for joining us today to discuss Max’s Individual Education Plan.

Max’s is able to use his fine motor skills to hold items, such as balls and bats. He also is able to

use his gross motor skills to walk, hop, jump, and run. As I evaluated him using TGMD I did

notice he was capable of doing all the skills asked of him, he would miss some of the

performance criteria to fully complete the skill. According to SHAPE and the UDHHS children

and adolescents should do 60 minutes or more of moderate to vigorous physical activity a day

that includes aerobic, muscle strengthening, and bone strengthening.

Throughout the year Max has spent 600 minutes per day engaged in little to no physical

activity and only 35 minutes in moderate to vigorous activity according to the actigraph

accelerometer. As we observed Max’s physical fitness we noticed that he has limited strength in

his arm and trunk, he is also unable to support his own weight when engaged in repetitions. As

he performed the shuttle run test he could not generate ‘run’ criteria and had difficulty

alternating his feet when going up and down the stairs. As we went through the TGMD

assessment I did notice that he was unable to accelerate and stop when running, but was as able

to alternate legs/feet when sliding. As for his cognitive performance he was able to use the cues

as he performed the tasks asked of him for example when they asked him to perform a horizontal

jump he did while repeating ‘bend, swing, jump’.

I recommend adapted physical activities/education to enable his full potential and

participations in a mainstreamed neurotypcal physical education class. I also think it would be

best to preview the activity components with the parents during our IEP meetings to enable Max

to practice privately prior to his large group participation. As the PE teacher teaches their lessons

there should be differentiated instructions if need be placed for Max such as, different sized
balls, larger targets, and shorter running distances/times. A teacher assistant should be in the PE

program to be able to get the special equipment and materials if needed as well as be able to fully

observe Max for the conferences that should come up to discuss his progress.”