NAVIGATION GUIDE
First visit? Get started here!!
Need help lesson planning for your student with a disability? Start Here
STEP ONE - WHERE TO START?
STEP TWO - GET TO KNOW YOUR STUDENT:
Refer to the STUDENT page for more information
Refer to the COLLABORATOR page for more information |
STEP THREE - DEVELOP STUDENTS INDIVIDUALIZED PROGRAM
Refer to the PROGRAM DEVELOPMENT and FRAMEWORK pages for more information
Refer to the ADAPTATIONS and SUPPORT SERVICES pages for more information
STEP FOUR: IMPLEMENT PROGRAM
Refer to the PROGRAM IMPLEMENTATION page for more information
STEP FIVE: EVALUATE STUDENT PROGRESS, PROGRAM SUCCESS, AND TEACHING ABILITY
Refer to the PROGRAM EVALUATION page for more information
- Develop students individualized PE program based on IEP goals (if applicable) or program goals and objectives (when there is no IEP)
- Determine what resources you have available (Do you have what you need to run the program you need to?)
- Develop program based on evidence-based teaching strategies, methods, and models and ensure the program is developmentally appropriate for the student
Refer to the PROGRAM DEVELOPMENT and FRAMEWORK pages for more information
- Identify what program adaptations are necessary for your student to be successful in PE: Activity, Instruction, Equipment, Environment
- Identify what supplemental supports are necessary for your student to be successful in PE: Peer-Tutors, Paraprofessionals (Class Aide), Supplemental aids and services (i.e. translator, communication devices, specialized equipment like a walker or wheelchair)
Refer to the ADAPTATIONS and SUPPORT SERVICES pages for more information
STEP FOUR: IMPLEMENT PROGRAM
- Use individualized teaching strategies to implement program (i.e. learning stations, one-on-one teaching, small homogeneous groups)
- Use evidence-based behavior management strategies to keep students on task (i.e. if/then, positive reinforcement, ripple effect, and established student behavior sheets, etc.) *Remember consistency is key to establish and maintain appropriate classroom behavior!
- Use classroom management techniques that will maximize physical activity time (i.e. limit instruction time, check for understanding, establish how to maintain and distribute equipment, establish how to divide class for group activities, establish set routines like a consistent entrance warm-up activity, how to line up, etc.)
Refer to the PROGRAM IMPLEMENTATION page for more information
STEP FIVE: EVALUATE STUDENT PROGRESS, PROGRAM SUCCESS, AND TEACHING ABILITY
- Use assessment item previously established to re-assess student to determine progress
- Use data gathered to update goals and objectives if necessary
- Does the student need to maintain the same goal?
- Did the student master the goal? Then they are ready to move onto the next goal
- Use student assessment data to determine program success (If students are not meeting goals, ask why not? You need to determine why a student is not learning and adjust where necessary.)
- Reflect on teaching as often as possible (Reflective teaching allows you to determine your strengths and weakness of your teaching. This helps to identify what is working well and what you need to work on to ensure greater student success.)
Refer to the PROGRAM EVALUATION page for more information
Need help adapting your current curriculum for your student with a disability? Start Here
STEP ONE - WHERE TO START?
STEP TWO - GET TO KNOW YOUR STUDENT:
Refer to the STUDENT page for more information
Refer to the COLLABORATOR page for more information |
STEP THREE - DETERMINE IF CURRENT CURRICULUM IS APPROPRIATE FOR STUDENTS GOALS AND OBJECTIVES
Refer to the PROGRAM DEVELOPMENT and FRAMEWORK pages for more information
Refer to the ADAPTATIONS and SUPPORT SERVICES pages for more information
STEP FOUR: IMPLEMENT PROGRAM
Refer to the PROGRAM IMPLEMENTATION page for more information
STEP FIVE: EVALUATE STUDENT PROGRESS, PROGRAM SUCCESS, AND TEACHING ABILITY
Refer to the PROGRAM EVALUATION page for more information
- Determine if established curriculum will meet the students individualized PE program IEP goals (if applicable) or program goals and objectives (when there is no IEP) *Remember the program should be based on the students needs identified through the assessment performed in STEP TWO.
- Determine what resources you have available (Do you have what you need to run the program you need to?)
- Determine if your established curriculum includes evidence-based teaching strategies, methods, and models and ensure the program is developmentally appropriate for the student (If not, make appropriate changes)
Refer to the PROGRAM DEVELOPMENT and FRAMEWORK pages for more information
- Identify what program adaptations are necessary for your student to be successful in PE: Activity, Instruction, Equipment, Environment
- Identify what supplemental supports are necessary for your student to be successful in PE: Peer-Tutors, Paraprofessionals (Class Aide), Supplemental aids and services (i.e. translator, communication devices, specialized equipment like a walker or wheelchair)
Refer to the ADAPTATIONS and SUPPORT SERVICES pages for more information
STEP FOUR: IMPLEMENT PROGRAM
- Use individualized teaching strategies to implement program (i.e. learning stations, one-on-one teaching, small homogeneous groups)
- Use evidence-based behavior management strategies to keep students on task (i.e. if/then, positive reinforcement, ripple effect, and established student behavior sheets, etc.) *Remember consistency is key to establish and maintain appropriate classroom behavior!
- Use classroom management techniques that will maximize physical activity time (i.e. limit instruction time, check for understanding, establish how to maintain and distribute equipment, establish how to divide class for group activities, establish set routines like a consistent entrance warm-up activity, how to line up, etc.)
Refer to the PROGRAM IMPLEMENTATION page for more information
STEP FIVE: EVALUATE STUDENT PROGRESS, PROGRAM SUCCESS, AND TEACHING ABILITY
- Use assessment item previously established to re-assess student to determine progress
- Use data gathered to update goals and objectives if necessary
- Does the student need to maintain the same goal?
- Did the student master the goal? Then they are ready to move onto the next goal
- Use student assessment data to determine program success (If students are not meeting goals, ask why not? You need to determine why a student is not learning and adjust where necessary.)
- Reflect on teaching as often as possible (Reflective teaching allows you to determine your strengths and weakness of your teaching. This helps to identify what is working well and what you need to work on to ensure greater student success.)
Refer to the PROGRAM EVALUATION page for more information