ADAPTED EDUCATION: A SUPERVISORY BALANCE

ADAPTED EDUCATION:A SUPERVISORY BALANCE

Welcome/Intro1PA APE Historical Background December 2009-present:

~PDE formed the PA Council on Adapted Physical Education

*Survey to PDE conference attendees/ LEAs/ IUs*Penn*link*Training plan

Intro and background: Becky

Council made up of Stakeholders: Higher Ed/APE teachers/parents/IU &SD admin/service provider/youth with disabilites/BSE/PaTTAN

In PA, any teacher who is certified to teach PE is qualified to teach APE. However, many PE teachers do not FEEL qualified to teach APE. Some states require an add-on cert or the national CAPE but PA does not. Do you know if your PE teachers are CAPEs?

Surveys: questionnaire at PDE conf 2010/Survey sent out (electronically) to State directors through NASDSE, to LEAs/IUs. Did you receive/answer?

Penn*Link sent out Fall 2010

Training Plan:The PA Council is working to provide awareness and training through publications, presentations at conferences (such as this one, PDE, Autism, Low Incidence Institute) and webinars in connection with our higher ed colleagues and their professional organizations.

2PaTTAN ~Publication

~Educational Initiatives:www.pattan.net

Council developed this publication: share copies of pub and how to find it on the pattan website3Specific Physical Education Regulations in IDEA 2004(b) Regular physical education. Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless:

(1) The child is enrolled full time in a separate facility; or (2) The child needs specially designed physical education, as prescribed on the childs IEP.

Briefly share regulatory language pertaining to PE and relate the similarity to all curricular areas; just like reading and math!4

Identifying Students for Adapted Physical Education ServicesAdapted PE must be a part of the special education process. How do students qualify for adapted physical education and how are levels of APE services determined?~just like any other direct service: assessment data collected and reviewed by IEP team.

Services may be consultative, supportive, co-taught, separate class.5Examples of Assessment ToolsPhysical Fitness Tests Fitnessgram Physical Fitness TestBrockport Physical Fitness TestMotor Development Test of Gross Motor Development-2 (TGMD-2)Peabody Developmental Motor Skills-2 (PDMS-2)Motor PerformanceAdapted Physical Education Assessment ScaleBruininks-Oseretsky Test of Motor ProficiencyAquaticsRed Cross Skill Progression Aquatics Skills Checklist

Could also be based on checklists developed by LEAs etc.6Continuum of Student NeedsStudents who meet or exceed PA standardsStudents who are not meeting grade level standards and in need of remediation.Students who need accommodations and remediation due to health related issues under Section 504.Students who are not meeting grade level standards and have been identified as students with disabilities under IDEA as needing adapted physical education service.

Physical Education is a Required Service, Not a Related Service A related service may be needed for the student to successfully participate in required physical education (i.e., PT to assist with a balance apparatus while teaching bike riding in physical education)

Much confusion on this issue. DPH- found SD required an IEP just for APE for a student in Montgomery Co.8Physical Education Specifics in IDEA 2004300.108 Physical education

The State must ensure that public agencies in the State comply with the following:

(a) General: Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades (text in red is new as of IDEA 2004).

NOTE: If a student has been found to require APE and it is included in an IEP it must be delivered-regardless of what is provided to grade level peers.

Frank is now going to discuss how APE and all areas of the curriculum require us to think about the term adapted

Now, Frank will share his thoughts on supervising quality adapted programming in all curriculuar areas

9As Supervisors, Directors and Special Education Leaders we are expected to be decisive! Frank:10But we have the dubious honor of being decisive, yet flexible.

Some disabilities are more obvious than others

Can you find the students with IEPs ?

Before we consider Adapted Physical Education, we need to discuss Adapted Education in general.

APE is a microcosm of the world of individual education!

SEPARATEINCLUDED

SEPARATE

INCLUDED

Separate But EqualBrown v. Board of Education, 347 U.S. 483 (1954)We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment.But are we ever satisfied??By most measures, Monta Vista High here and Lynbrook High, in nearby San Jose, are among the nation's top public high schools. Both boast stellar test scores, an array of advancedplacement classes and a track record of sending graduates from the affluent suburbs of Silicon Valley to prestigious colleges.

But locally, they're also known for something else: white flight. Over the past 10 years, the proportion of white students at Lynbrook has fallen by nearly half, to 25% of the student body. At Monta Vista, white students make up less than onethird of the population, down from 45% this in a town that's half white. Some white Cupertino parents are instead sending their children to private schools or moving them to other, whiter public schools. More commonly, young white families in Silicon Valley say they are avoiding Cupertino altogether.

Whites aren't quitting the schools because the schools are failing academically. Quite the contrary: Many white parents say they're leaving because the schools are too academically driven and too narrowly invested in subjects such as math and science at the expense of liberal arts and extra-curriculars like sports and other personal interests.The two schools, put another way that parents rarely articulate so bluntly, are too Asian.

Our Special Education Conundrum

Whos Driving The Special Education Bus?

INCLUSIVE PRACTICES

GASKINSINCREASED SPECIAL EDUCATION SERVICES

DUE PROCESS

Just to pick up our spirits, lets look at some clips of students being included.

http://www.youtube.com/watch?v=-_A-lgWCfog

http://www.youtube.com/watch?v=ff_nSfBxihg

Enough commiseration. Lets look at some solutions!

What makes PE different from all other content areas?

Are Adapted Physical Educators more adept at evaluating and instructing students with disabilities ?

Should we have Adapted Social Studies, Adapted Art or Adapted Music.

Or do we already have them??

We need adapted instruction and assessment across every curricular and co-curricular area and in every regular and special learning environment.

Every member of the district instructional team must be prepared to work with students having diverse learning needs.

What do we need to do in order to--Provide students with Special Needs the very best education?

What do we need to do in order to--Provide students with Special Needs the very best education?--Assure the parents through DATA that their childrens needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth?

What do we need to do in order to--Provide students with Special Needs the very best education?--Assure the parents through DATA that their childrens needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth?--Permit teachers to feel competent in their instructional strategies for ALL children?What do we need to do in order to--Provide students with Special Needs the very best education--Assure the parents through DATA that their childrens needs are being regularly diagnosed, addressed through individualized instruction and assessed to document growth.--Permit teachers to feel competent in their instructional strategies for ALL children--Create an environment of membership and acceptance?How do we best determine the level and type of instruction the child will receiveincluding Adapted Physical Education ?Special Education is no longer a Stand-Alone arm of the district. Every building leader needs to be accountable for the students with IEPs in their building.There is NO substitute for KNOWING the child!

THE IEP IS THE KEY(I know it sounds like a clichbut its true) --and while Im at it, the students entire instructional team must be involved

IT STARTS WITH ASSESSMENTRememberassessment is done by all staff (regular and special) across all content areas, including PE. (lets validate Physical Education as a critical part of the curriculum)

DETERMINE READINESSAll teachers must use assessment DATA to drive accommodations, differentiation, instruction and evaluation. In PE, as in all areas of learning, the IEP team (starting with the PE teacher) needs to follow the same process of consideration for supplementary aids and services for the child to be successful.PREPARE COMPETENT AND CONFIDENT EDUCATORSIn addition to the already required generic Special Education credits, Colleges and Universities must be encouraged to provide specific major content instruction on assessment, data collection, strategic planning, scaffolding and differentiated instruction.PREPARE COMPETENT AND CONFIDENT EDUCATORSSchool districts must emphasize, through targeted Professional Development, individualization, IEP awareness and implementation, thorough assessment, and data-driven planning.

PREPARE COMPETENT AND CONFIDENT EDUCATORSAs instructional leaders, we must build value for each area of our curriculum, not just those assessed by the PSSA, PASA. And we must hold every teacher, even in the elective and non-academic courses, accountable for student growth.

PARENTS MUST BE ASSUREDThat their child is viewed as an individual and that we KNOW their child.

PARENTS MUST BE ASSUREDThat we have DATA to support our educational recommendations.

PARENTS MUST BE ASSUREDThat we are prepared to offer the level and type of support that best meets the childs identified needs.

PARENTS MUST BE ASSUREDThat our entire instructional team is knowledgeable and skilled in adapting and accommodating the classroom content that will create a safe, positive and beneficial learning environment.

DO YOU WANT TO BUILD PARENT CONFIDENCE?

DO YOU WANT TO AVOID LEGAL COMPLAINTS?

DO YOU WANT TO BUILD A GENUINE IEP TEAM?

Then lets eliminate the following IEP meeting statements.

I have 28 other children, I have no time for Pedro

I just wasnt trained to deal with this type of child

I dont think public school is the place for Mary

Carl wont failIll adjust his grade at the end of the marking period

Sharons a pretty little girl and she does try. But she has trouble with some things. She got a D this quarter.

Is there a place for Adapted Physical Education in the continuum of services?

Absolutely

Do we need effective adapted instruction across the entire curriculum?

Definitely

Does APE or other adapted or replacement instruction need to occur in a segregated setting?

That is a decision for the IEP team. But with the proper training, data collection and professional development, it should be needed less and less as we build truly inclusive environments