ADAPTED PHYSICAL EDUCATION REFERRAL PROCESS START TO FINISH

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Piers Blake
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1 ADAPTED PHYSICAL EDUCATION REFERRAL PROCESS START TO FINISH Steps are taken by district staff to ensure APE referral is deemed appropriate (see APE Referral Flowchart) Adapted Physical Education Referral Received by BCOE APE Referral packet (Cover letter, Assessment Plan, parent rights, photo permission, health review, physical activity parent questionnaire & return envelope) sent to parents by BCOE Assessments and IEP completed by APE Specialist within 60 days after receiving signed Assessment Plan APE Specialist notifies case management that the assessment is complete and requests that the case carrier schedules an IEP IEP meeting is scheduled and held to review APE assessment results IEP team concurs Adapted Physical Education is not necessaryrecommendations for successful participation in PE provided by the APE Specialist IEP team concurs Adapted Physical Education is necessary Adapted PE services begin. STOP The Adapted PE Specialist has 15 days from time of referral, to send Assessment Plan to parents/careprovider. The 60 day timeline begins once the signed Assessment Plan is received by the Adapted PE Specialist. The APE Specialist has 60 days to assess and hold IEP. APE referral process Psychs/Teachers rev. 9/1/13 1

2 NO SUCCESS SUCCESS Flowchart to determine if Adapted Physical Education Referral is appropriate Does the student have a current IEP or a qualifying disability under IDEA? YES NO YES Is the student participating in general physical education? NO STOP Has teacher in charge of providing PE to student in question implemented modifications or adaptations to: PE curriculum, equipment, and/or teaching strategies, and documented these results for 3-4 weeks on the modifications form; and student is still not being successful? (School psychologist to provide teacher with modifications form) PROCEED NO Enroll student in general PE class and attempt & document modifications to PE curriculum, equipment, teaching style on modifications form provided by school psychologist, OR provide APE Specialist with reason participation is not possible (medical condition, etc) Contact School Psych/Program Manager STOP! Enjoy PE! To assist us in the assessment process, please send any additional information (Nursing evaluation, motor assessments, PT/OT evaluations, etc.) that would be useful during the evaluation process, to the Adapted PE Specialist. APE referral process Psychs/Teachers rev. 9/1/13 2

3 SANTA ROSA CITY SCHOOLS ADAPTED P.E. SPECIALISTS CASELOAD SERVICE AREAS 2013/2014 APE Specialists Office Address: 217 Ridgway Ave, Santa Rosa CA DANIELLE TAYLOR M-F District & School Site Abraham Lincoln Elementary Brook Hill Elementary Cesar Chavez Herbert Slater Middle Hidden Valley Elementary Hillard Comstock Middle James Monroe Elementary Maria Carrillo High Montgomery High Proctor Terrace Elementary Rincon Valley Middle Santa Rosa High Steele Lane Annex BENI COMMA M-F District & School Site Biella Elementary Elsie Allen High French American Charter Helen Lehman Elementary Lawrence Cook Middle Luther Burbank Elementary Montgomery High Proctor Terrace Elementary Piner High Santa Rosa Middle SR Charter Arts K-6 SRCS Ace School High Steele Lane Elementary APE referral process Psychs/Teachers rev. 9/1/13 3

4 PE Adaptations/Modifications Suggestions (modified from PE Central) Prior to making an Adapted PE referral please do the following: Provide this list to the teacher in charge of providing general physical education for the student in question, for implementation of adaptations and modifications to current PE curriculum, equipment used, and teaching styles. Collaborate with APE Specialist if needed. Circle those that have been successful; place an X in box for those that have been attempted but unsuccessful. Return completed form to APE Specialist if referral is deemed appropriate Equipment: Larger/lighter bat Use of velcro Larger goal/target Mark positions on playing field Lower goal/target Scoops for catching Vary balls (size, weight, color, texture) Boundary/Playing Field: Decrease distance Use well-defined boundaries Simplify patterns Adapt playing area (smaller, obstacles removed) Time: Vary the tempo Slow the activity pace Lengthen the time Shorten the time Provide frequent rest periods Basketball Use various size balls (size, weight, texture, color) Allow travelling Allow two hand dribble Disregard three second lane violation Use larger/lower goal Slow the pace, especially when first learning If student uses wheelchair, allow him to hold ball on his lap while pushing wheelchair Use beeper ball, radio under basket for individual with visual impairment Rules, Prompts, Cues: Demonstrate/model activity Partner assisted Disregard time limits Verbal, visual prompts prompt More space between students Eliminate outs/strike-outs (non-elimination) Allow ball to remain stationary Allow batter to sit in chair Place student with disability near teacher Actions: Change locomotor patterns Modify grasps Modify body positions Reduce number of actions Use different body parts Bowling Simplify/reduce the number of steps Use two hands instead of one Remain in stationary position Use a ramp Use a partner Give continuous verbal cues Golf Use a club with a larger head Use shorter/lighter club Use colored/larger balls Practice without a ball Use tee for all shots Shorten distance to hole APE referral process Psychs/Teachers rev. 9/1/13 4

5 Soccer Use walking instead of running Have well defined boundaries Reduce playing area Play six-a-side soccer If student uses a wheelchair, allow him to hold ball on his lap while pushing the wheelchair Use a deflated ball, nerf ball, beeper ball, brightly colored ball Use a target that makes noise when hit Volleyball Use larger, lighter, softer, bright colored balls Allow players to catch ball instead of volleying Allow student to self toss and set ball Lower the net Reduce the playing court Stand closer to net on serve Allow ball to bounce first Hold ball and have student hit it Softball Use velcro balls and mitts Use larger or smaller bats Use a batting tee Reduce the base distances Use Incrediballs Shorten the pitching distance If individual is in wheelchair, allow them to push ball off ramp, off lap, or from tee Use beeper balls Provide a peer to assist Players without disabilities play regular depth defense Students without disabilities count to ten before tagging out person with disability Tennis Use larger, lighter balls Use shorter, lighter racquets Use larger head racquets Slow down the ball Lower the net or do not use a net Use brightly colored balls Hit ball off tee Allow a drop serve Stand closer to net on serve Do not use service court Use a peer for assistance Other attempted modifications not listed above and their outcomes: Concerns of GE/GPE teacher for student in physical activity setting: APE referral process Psychs/Teachers rev. 9/1/13 5

6 PHYSICAL ACTIVITY TEACHER/PSYCHOLOGIST QUESTIONNAIRE ADAPTED PHYSICAL EDUCATION REFERRAL Your student has been referred for an Adapted Physical Education observation or assessment. In order to best serve this student within the physical education environment please complete and return the questionnaire below to the APE Teacher. This is a two-page document. Please indicate all areas that are relevant to your student s abilities and preferences CIRCLE the level of assistance needed for your child to perform each activity below: (I)=Independent; (SA)=Some assistance; (FA) Full assistance (NA)=Not attempted Recreation Activities (done at home or in the community) Participates in water activities I SA FA NA Rides in a bike carrier/wagon I SA FA NA Rides a tricycle I SA FA NA Rides a scooter I SA FA NA Rides a 2-wheel bike I SA FA NA Rides a 3 wheel bike I SA FA NA Rides a skateboard/skates I SA FA NA Goes for walks/hikes I SA FA NA Dances I SA FA NA Plays an organized sport I SA FA NA Favorite recreational activity is? I SA FA NA Other: I SA FA NA Leisure Activities Enjoys reading I SA FA NA Enjoys television/movies I SA FA NA Enjoys music I SA FA NA Plays board games I SA FA NA Engages in pretend play I SA FA NA Builds with toys I SA FA NA Enjoys video games I SA FA NA Favorite leisure activities is? I SA FA NA Favorite toy(s) is/are? I SA FA NA Playground Activities Jump ropes I SA FA NA Plays Four Square I SA FA NA Hits a tetherball I SA FA NA Plays hopscotch I SA FA NA Uses swings I SA FA NA Climbs playground structures I SA FA NA Walks along raised curbs I SA FA NA Favorite playground activity is? I SA FA NA Other: I SA FA NA Object Control Activities Kicks a stationary/rolled ball I SA FA NA Catches balls with hands only I SA FA NA Throws overhand stepping with I SA FA NA foot opposite throwing arm Dribbles a ball with 1 or 2 hands I SA FA NA Rolls balls along ground I SA FA NA APE referral process Psychs/Teachers rev. 9/1/13 6

7 Object Control Skills (cont d) Self toss and catch a ball I SA FA NA Shoots a basketball into hoop I SA FA NA Strikes a stationary ball/balloon I SA FA NA Strikes a tossed ball I SA FA NA Favorite object control activity is? Other I SA FA NA Locomotor Activities Gallops I SA FA NA Skips I SA FA NA Jumps (two feet) I SA FA NA Hops (one foot) I SA FA NA Can run I SA FA NA Favorite locomotor activity is? I SA FA NA Other I SA FA NA Fitness Skills # of sit ups performed (1 minute) I SA FA NA # of push ups performed (1 min.) I SA FA NA Walks at moderate pace for a I SA FA NA minimum of 20 minutes Touches toes with legs extended I SA FA NA while sitting on floor or standing Favorite fitness activity? I SA FA NA Other I SA FA NA Social Skills Plays well with siblings/friends YES Sometimes NO NA Follows rules YES Sometimes NO NA Participates in physical activities YES Sometimes NO NA Prefers solo play YES Sometimes NO NA Prefers group play YES Sometimes NO NA Waits when asked to YES Sometimes NO NA Take turns YES Sometimes NO NA Shares toys/games/equipment YES Sometimes NO NA Follow directions YES Sometimes NO NA Demonstrates confidence in YES Sometimes NO NA physical activities Uses manners consistently YES Sometimes NO NA Helps others YES Sometimes NO NA Understands concept of fair YES Sometimes NO NA play Has to win YES Sometimes NO NA Dislikes losing YES Sometimes NO NA Enjoys competition YES Sometimes NO NA Other activities/abilities not listed above: Learns best by: Auditory (hearing) Yes No Visual (seeing) Yes No Tactile (Touching) Yes No Kinesthetic (moving/doing) Yes No APE referral process Psychs/Teachers rev. 9/1/13 7

Week 1 Balance. Practicing balance can be incorporated into daily activities. TIPS

Week 1 Balance. Practicing balance can be incorporated into daily activities. TIPS Week 1 Balance Agility, balance, and coordination are valuable in almost all sports. Developing these ABCs, is an important part of physical literacy, and can be achieved through involvement in a variety