INDIVIDUALIZED EDUCATION

PLAN DEVELOPMENT FOR

PHYSICAL EDUCATORS: A
TWO-PART WORKSHOP
AHE 580: TERACHING AND INSTRUCTIONAL DESIGN

By K. Fuhrmeister
Workshop Overview:
THE PERCEIVED NEED:
According to Bellingham Public Schools Health and Wellness Coordinator, Jessica Sankey
(personal communication, June, 2016), there have been complaints by at least one school district
occupational therapist (OT) and one school district physical therapist (PT) that students with special
needs and/or disabilities are not being appropriately accommodated in many of the districts physical
education (PE) classes. The intent of this two-part workshop series is to begin to unpack and address
some of the issues that may be at play in this situation.
When Jessica came to me at the start of the quarter looking for help implementing a
professional development training for our district PE staff, I admittedly felt a bit overwhelmed. Since
then, I have slowly chipped away at the larger issue to create a progression that I feel could be effective.
The following is my proposed timeline and task breakdown to help improve the quality of physical
education for students with special needs in the Bellingham School District:

Step 1: Administer needs assessment (shown below) during the first week of September, 2016.

Step 2: Revise workshop design where necessary. If needs assessment results are favorable, hold
workshop #1 on district staff professional development day (purple Friday) on October 14th, 2016. This
workshop will focus on the development of physical education content on Individualized Education
Programs (IEPs) all physical educators would be expected to attend. This meeting is likely to be held
at Whatcom Middle School (as is routine).

Step 3: Utilize results of an end of workshop #1 evaluation to inform content planning for workshop #2.
Teachers are expected to begin contributing physical education content to IEPs during this time.

Step 4: Reconvene as a group either on purple Friday, March 10, 2017 or April 28, 2017 for more IEP
work, a check-in, and progress report.

Step 5: Develop and administer a needs assessment for students with disabilities or parents/guardians
of students with disabilities to complete during May, 2017. The purpose of this assessment would be to
seek insight from this key stakeholder group about how well the students are being accommodated in
physical education classes.

Step 6: The results of this secondary needs assessment can inform policy changes or the creation of
specific professional development days during the 2017-2018 school year.

RATIONALE:
Personally, I have yet to see any physical education content inclusion on students
Individualized Education Programs (IEPs). An IEP is a comprehensive written document used to describe
the process of providing services and the detail of what those services will include for students with
disabilities as is outlined by the Individuals with Disabilities Education Act (IDEA) (Winnick, 2011). It
makes sense to me that the first step in meeting students needs in PE, is to develop individualized plans
on how we will do so.
While it has been my experience that students that qualify do have an existing IEP, there
rarely is any mention of physical education goals, accommodations, or methods of assessment therein.
 In fact, the copies of IEPs that I receive in my mailbox rarely have anything to do with physical education
whatsoever. I believe this is because we as physical educators need to take the initiative ourselves and
that by not outlining physical education content on IEPs we are doing both students and our subject a
disservice. The impact on students for not contributing to IEPs is fairly straightforward, but the absence
of PE content on education plans also enhances the misguided opinion that physical education is a non-
academic subject.
It is my hope that the simple act of including PE content on IEPs may help improve the
learning environment for students with disabilities. After a good portion of the year has gone by (6
months or so) with the new IEPs in place, it would be worthwhile to further assess student and parent
satisfaction in a new needs assessment in order to continue to make further recommendations for
improvement based on those findings.

Needs Assessment:
I would like to conduct a fairly comprehensive needs assessment for my K-12 physical educator
workshop series. In order to do this, I plan to gather input from various stakeholder groups to create
both a direct and indirect needs assessment (McCawley, 2009). An issue that I am currently experiencing
is that because it is summer break for the public school system, it has been extremely difficult to track
down people to take part in this process. As a result, I will design my assessment to be administered
once school is in session. In the meantime, I have developed my workshop series based on the type of
feedback that I expect to hear, with the explicit understanding that I may need to go back and make big
changes to my program design when real feedback is acquired.
The stakeholder groups I would like to gain insight from are as follows: Bellingham School
District (BSD) Physical Therapists, BSD Occupational Therapists, and BSD K-12 Physical Educators. It
doesnt seem like a one size fits all assessment approach is going to work with these diverse groups, so it
makes sense to me to vary my data collection methods depending on what works best for each
population. Below is an explanation about the process and methodologies to be used for each group:
1.) Stakeholder Group: BSD Occupational Therapists (OTs) & Physical Therapists (PTs)
Assessment Method: Individual Interviews (Scheduled over the phone; meeting face to face).
Desired Sample Size: At least one PT and one OT

*Preliminary Note: A PT and OT are actually the reason that I have decided to tackle this project as I
heard that they have been frustrated with the lack of support that some of their student patients are
getting in elementary PE classes. I would like to at least meet with these two individuals separately to
pick their brains in order to gain an understanding of what they are witnessing/experiencing.

Interview Questions:
To what extent have you observed your students/patients participation in physical education
classes?
What is your view of the role of physical education in the lives of students with disabilities?
How successful do you feel your students/patients are in physical education classes?
Have you witnessed any common trends in the quality of the provided accommodations (or lack
thereof) for students in physical education classes across the district?
What do you feel is currently being done to meet students with disabilities needs in physical
education classes?
What can be improved?
 How do you feel about the idea of adding physical education content to student IEPs?
Is there anything else you would like to comment on or express?

Data Analysis Procedures:

The recorded interviews would be reviewed and common themes would be identified,
segmented and stored in a word document to inform the IEP workshop design.

2.) Stakeholder Group: BSD K-12 Physical Educators

Assessment Method: Web Based Survey sent to teachers work emails.
Desired Sample Size: Survey response of at least 50% (there are ~ 34 PE teachers in the district,
so 17+ responses would be ideal).
Survey Questions:
Demographic Questions: Grade level taught and gender.
Do you currently contribute physical education specific content to your students IEPs? (Yes/No
with space for additional comments).
Do you currently teach a specialized PE class for students with disabilities (i.e. Life Skills or
BRIDGES)? (Yes/No).
Likert Scale Questions (1-5, Strongly agree - strongly disagree)
- I am able to tailor lessons to meet the diverse needs of all students in my classes,
including those with disabilities or other health concerns.
- I feel comfortable with the process of contributing physical education content to
students IEPs.
- I feel that contributing physical education content to student IEPs is a worthwhile
practice.
- I feel that I dont have enough time to contribute to students IEPs.
- I feel like I dont have access to enough information regarding students individual
abilities and health concerns for me to be able to effectively contribute PE content to an
IEP.
- I would like to attend a paid workshop that focuses on physical education content
development for IEPs.
Open Ended:
A. Please use the space below to list any additional comments, questions, or concerns you
may have regarding the idea of contributing PE content to IEPs:
B. If this workshop were to take place, would you like or need any special accommodations
in order to attend? Note: the workshop would be paid, clock hours would be available,
and the session would take place during designated professional development time.

Data Analysis Procedures:

Frequency values and averages would be calculated for questions 1-3 to get a better sense of
teachers current backgrounds and experiences as related to adapted PE, students with special needs,
and IEP development. A table like the one below would be developed to summarize the question 4
Likert scale prompts.
 Figure: # Response Findings to Question 4:
How well do you agree or disagree with the following statements?
*Based on a 5-point scale (1= strongly disagree - 5= strongly agree)
Ratings Standard Response
Average Deviation Count
I am able to tailor lessons to meet the diverse needs of all
students in my classes, including those with disabilities or ? ? ?
other health concerns.

As could be inferred, frequency values would be used to create averages and a standard
deviation scores would also be utilized to measure central tendencies for each of the six Likert scale
questions. The responses to open-ended question A would be compiled, common themes identified,
and frequency values calculated as well; while responses to open ended question B would be used to
inform workshop presenters of any special needs that may exist within attendees.

RATIONALE OF NEEDS ASSESSMENT:

Results from this needs assessment could certainly inform revisions to this workshop design.
Two things I really hope to gauge through this exercise are 1.) An understanding of BSD physical
educators level of comfort with IEP contribution, and 2.) Their attitudes towards the act of developing
IEPs. Depending on the results of these two areas, tweaks would need to be made to the day #1
workshop plan.
Additionally, if permission has been granted by the physical therapists and occupational
therapists, some anonymous feedback from their interviews may also be helpful to utilize during the
first workshop. The therapists would also be welcome to attend and/or speak at the workshop as well as
a medical professionals insight could be quite useful.

Participant Demographics:
There are 22 schools that make up the Bellingham School District (BSD) (14 elementary, four
middle, three medium-sized high schools, and one smaller alternative high school). Roughly 34 physical
educators are employed to run physical education programs within the district (Bellingham Public
Schools, 2015). The majority of these educators teach physical education full-time or perhaps if at the
high school level, they may teach a combination of health and PE classes for whatever reason, there is
no longer a comprehensive health program taught at the middle school level. There are also a number
of physical educators that have to travel between the schools to make a fulltime salary. This is mostly
seen at the elementary levels where students time in PE has been reduced, although one educator, for
example, travels between Fairhaven Middle School and Options High School.
The Bellingham School District has a fairly seasoned group of physical educators with the
majority of teachers having taught PE for 5+ years. Having taught physical education in the Bellingham
School District myself, I have never been asked to nor have I heard of other PE teachers contributing
physical education content to student IEPs. Through personal observations and conversations with BSDs
Health and Wellness Coordinator, Jessica Sankey, my hypothesis is that this rarely happens. That said, I
will have to wait for the results of my needs assessment to say for certain.
Due to this unfortunate delay in the administration of the needs assessment, I have yet to
determine whether any physical educator attendees will be in need of special accommodations to
maximize the value, comfortability, or effectiveness of this training. Having attended numerous district
 wide PE staff meetings with this group in the past, I have not personally witnessed any accommodations
being made for individuals by continuing professional education (CPE) deliverers, however, there can
always be more than meets the eye. I would certainly be willing to do everything I possibly can to make
everyone feel welcomed and accommodated during this training.

Teaching Goals Inventory and Workshop Objectives:

Having just re-taken Anglo and Cross (1993) Teaching Goals Inventory assessment with this
IEP development workshop in mind, I am left feeling like this tool might be better served for a more
comprehensive college course than a professionals two-part workshop. When I took this assessment, I
scored highest in the discipline-specific knowledge and skills category. This comes as little surprise as I
have set out to provide a training that is geared towards physical education specialists who are generally
seasoned veterans of the profession. Im not seeking to change how they view learning, nor am I hoping
to provide them with basic academic success skills the assumption being that they already have a level
of proficiency here.
To me, this assessment would be extremely valuable when setting out to design one of the
undergraduate classes that I formerly taught. It would be a great check-up tool for ones preliminary
learning objectives in that it could help to hold course designers accountable in determining whether
they are crafting a course that promotes the skills and competencies that are deemed most valuable. In
the case of this workshop, I know that I want to increase teachers skills and knowledge surrounding IEPs
and I have refined my learning targets accordingly.
As goals for the second workshop will largely be informed by feedback from the first
meeting, the following is a list of planned general objectives for day #1 of this two-part workshop.

To identify the common concern and excitement themes regarding IEP contribution among physical
educators.
Physical educators will develop a greater understanding around what IEP contribution looks like
within physical education as well as what resources are available for their use.
Physical educators will learn about the different sections of an IEP plan and develop a sense of
what type physical education related content would meet sectional IEP requirements.
Physical educators will work in groups design a complete IEP for a fictional student, or student that
they have in class who shall remain anonymous.
Physical educators will increase their exposure to other styles of IEP development methods through
a peer-based learning environment.
Physical educators will independently create at least one (anonymous) PE specific IEP to bring in to
share and review in the second meeting.

Workshop Progression:
PLANNED LEARNING ACTIVITIES:
*Note: for information on time allotted for each activity, please see attached workshop outline below.
 Day 1 Workshop Learning Activities:

Activity Name Description

- Formation: Seated at round tables in groups of 4-6.
- Directions: This system utilizes participants' cell phones to text responses in to
create data display graphs directly on the computer screen or PowerPoint.
Throughout the workshop, poll everywhere can be used to gather quick data
from the group. I would like to start out with some lighter polls (i.e. how are
you feeling about this school year so far? moving into a poll to see how many
teachers present are currently including physical education content on IEPs for
their students. This response system can also be utilized in other capacities
throughout the two workshops. A benefit with these response polls is that they
are quick, user-friendly, and anonymous.

Materials Needed: Computer, projector screen, poleeverywhere.com account

Polleverywhere pulled up on screen or imbedded in a PowerPoint. Participants will also need
* A formative their cell phones.
assessment
(electronic - Activity Purpose and Objectives:
polling) Goal: To utilize poleeverywhere.com to check in with the group of physical
educators.
Objective: To get a general sense of how the group is doing and how they are
feeling (as a whole) about the concept of IEP development.
Performance Objectives:
o The physical educators will be able to utilize their cell phones to respond
to a question about how they feel the school year is going at the beginning
of the session with 100% proficiency.
o The physical educators will be able to utilize their cell phones to express
how they are feeling about the idea of taking on the development of
physical education content for IEPs at the beginning of the session with
100% proficiency.

- Formation: Seated at round tables in groups of 4-6.

- Directions: Following the group poll, the workshop would continue with the
Two Column List activity. In this list, the workshop participants will be asked
Two Column to develop a list of both the pros and obstacles associated with including
List physical education content on IEPs. Once lists are developed these responses
* A formative could be shared in small groups or using a think-pair-share type of activity in
assessment
order to build a larger group consensus.
(written
response) - Source: Davis (2009, p. 210).

Materials Needed: One paper and writing utensil per person.

 - Activity Purpose and Objectives:
Relevance: It is my expectation that time constraints and perhaps
uncertainty of what physical education IEP inclusion would look like would
be common obstacle themes. On the other hand, I believe that the pros
(i.e. what is best for the student, as well as content advocacy), will likely
prevail over any potential barriers. I want to start with this type of
discussion in order to be able to identify and address participant concerns
right off the bat. I also think that having the group come up with the
benefits for getting involved in IEPs themselves will lead to greater buy-in
(rather than a lecture format). Lastly, I want the issues to be clearly
outlined so that we can problem solve as a group to make sure that the IEP
plan can fit with in each individual teachers school system.
Objective: To identify the common concern and excitement themes regarding
IEP contribution among physical educators.
Performance Objectives:
o The physical educators will individually develop a list of personal beliefs (at
least two pros and two obstacles) to IEP contribution during the T-charts
activity with 100% proficiency.
o The physical educators will discuss their thoughts in their small table
groups in preparation to share common themes with the larger group
following the T-chart activity with competency.

- Formation: Seated at round tables in groups of 4-6.

- Directions: A certified adapted physical education (CAPE) specialist will be recruited
to come in and speak about the following topics: Why should we contribute to
IEPs? What does IEP contribution looks like in physical education?; How to
make IEP contribution work for you; Helpful resources; followed by question
CAPE Specialist and answer time.
Guest Speaker - Following the CAPE specialist, the school district PT or OT may also have some
* A formative valuable input to share during this time regarding designing physical activity for
assessment students with disabilities.
occurs
following
Materials Needed: None at the moment, but this may change depending on
discussion
(visual the needs of the guest speakers.
observation)
See - Activity Purpose and Objectives:
performance Relevance: The goal is for physical educators to hear from someone from
objectives. within their field that is both knowledgeable of and utilizing best practices
when it comes to IEP development in PE.
Objective: The physical educators will develop greater understanding around
what IEP contribution looks like within physical education as well as what
resources are available for their use.
Performance Objectives:
 o The physical educators will indicate a 3 or higher on a confidence scale of
1-5 (via hand) on how comfortable they feel with the idea of beginning to
develop IEPs for PE, following the CAPE specialists question and answer
session with 100% proficiency.
o The physical educators will record various PE IEP resources that are
available and of interest to them throughout the CAPE specialists
presentation with competency.

Option 1: Squatchya (as explained in my AHE 518 Brain Boost Workshop)

- Formation: Standing, Scattered.
- Directions: Explain and play game. Someone is chosen to stand in the middle of the
room with the rest of the group spread out around them. The goal is for the people
standing on the outside of the circle to get as many squats as they can without
being caught by the person in the middle. If the person in the middle sees someone
doing a squat they will call out squatchya!, in which case, the caught individuals
squat count will go back to 0. The person with the most squats at the end wins.
Rotate the it person out of the middle every minute or so.
- Source: Unknown.

Option 2: Litter, Litter Everywhere (as explained in my AHE 518 Brain Boost Workshop)
- Formation: Partner groups of 2 spread out around classroom.
- Directions: Have partners ball up a piece of paper and place it on the floor (perhaps
their used T-charts from earlier). Ask the partners to pick up the paper using the
body parts called out by the teacher. For example:
Brain Boost:
o Elbow to elbow
Squatchya
o Foot to foot
and/or Litter,
Litter, o Knee to knee
Everywhere o Forearm to elbow
o Foot to elbow
o Knee to elbow
o Forehead to back of hand
o Toe to finger
- Participants try to place the paper ball back on their tables.
- If there is enough space, partners can move the paper to other parts of the room .
- Variations: 1. This activity could be done as a relay activity, where partners
walk/hop around their tables with the paper ball between the body parts and pass
the paper ball to the next teammate pair the last pair walks/hops to the recycle bin
and puts the paper ball in the recycle bin.
- Source: Bradford, B., Hickson, C., & Berg, S. (2015). Classrooms can be your
gymnasium too! [Lecture notes]. http://shapeamerica

Materials Needed: 1 paper ball per partner group of 2, music is optional.

 - Activity Purpose and Objectives:
Relevance: The purpose here is to keep physical educators awake and engaged
in the lesson.
Objective: To increase focus of physical educators by giving them a break to get
up and move around during a fun activity.
Performance Objective:
o Physical educators will successfully participate in the selected brain break
activity/ies with competency.

- Formation: Seated at round tables in groups of 4-6.

- Directions: Following the brain boost exercises, a second specialist guest
speaker would go into more depth on the various components on an IEP as well
as give an explanation of IEPs versus 504 plans, and Individualized Physical
Education Plans. It is my hope that we could secure an IEP specialist from the
district, as each school district may have individual nuances about IEP
development (Winnick, 2011). The IEP specialist could also work with the CAPE
specialist to provide examples of what physical education concepts could look
like under each IEP subsection.
- A mind map work sheet (a graphic organizer) would be provided to each
teacher displaying a breakdown of the aspects of the IEP with short
descriptions. Additional space should be provided for teachers to add their own
notes.
- The addition of the mind map will give teachers a starting point of useful
BSD Special information to take with them while freeing up time for them to add notes in
Education the areas where they would like to have additional pointers.
Guest Speaker - Source: Mind map activity from Davis (2009, p. 209).
with IEP Mind
Map
Materials Needed: PowerPoint, Mind map handouts

- Activity Purpose and Objectives:

Relevance: The goal is to have a professional teach the group about the
various components of IEPs.
Objective: Physical educators will learn about the different sections of an
IEP plan and develop a sense of what type physical education related
content would meet sectional IEP requirements.
Performance Objectives:
o Physical educators will add notes where needed to the IEP breakdown
mindmap during the IEP specialists presentation with competency.
o Physical educators will develop a basic understanding of the types of
physical education content that should be included in an IEP and how to
format it during the guest speakers talk with competency.
 - Formation: Seated at round tables in groups of 3-4.
- Directions: In groups of 2, teachers can either design a physical education
content IEP for a student that they know (who should remain anonymous) or if
they would prefer, they can opt to develop an IEP using one of several provided
scenarios (example below). This activity will conclude with a group share of
their IEPs. It might be useful to try and encourage groups to develop physical
education IEPs for a variety of disability types.
- Group sharing in small groups will follow the IEP development projects. Discussion
is encouraged. Following the small group discussions a few volunteers will be asked
to share their IEPs with the larger group.
- Source: Project-based learning from Davis (2009, p. 218).

Materials Needed: 1 scenario sheet per group, 1 blank IEP template per group.

- Activity Purpose and Objectives:

Relevance: The goal is to give teachers time to utilize workshop content,
collaborate, and trouble-shoot their way through designing their first PE
IEP.
Objective: Physical educators will work in groups design a complete IEP for a
Project-Based
Learning with fictional student, or an anonymous student that they have in class.
IEP Scenarios Performance Objectives:
*A formative o Physical educators will collaborate to develop an IEP for a student using a
assignment and provided scenario in groups of 3-4 during the provided project-based
assessment learning time with competency.
(Visual o Physical educator groups will share and seek feedback on their IEPs from
observation) other small groups during the provided discussion time with competency.
Possible Example:
*Examples could be made full scale as well.

Case Scenario: During your planning period, you decide to work on two sections of
an IEP for one of your 6th grade students, Joshua. The components you would like
to work on are 1. Annual Goals (a statement of measurable annual goals, including
academic and functional/psychomotor goals for Joshua and 2. Childs Progress (a
description of how [Joshuas] progress toward meeting [his] annual goals will be
measured and when periodic progress reports will be provided (Center for Parent
Information and Resources, n.d.).

Joshua's Present Levels of Performance:

Joshua is a 6th grade boy with spina bifida who cognitively performs at
grade level.
Joshua ambulates using a manual wheelchair or long-arm crutches.
Joshua is very reserved socially and prefers to keep to himself in PE class.
Joshua has a slowed reaction time and hand-eye coordination that is below
the level of his peers.
 Like many students with spina bifida, Joshua has a latex allergy (CDC, 2015).

Knowing this information, what IEP goals and assessments would you design to
promote Joshuas affective, cognitive, and psychomotor success in your physical
education classroom?

- Formation: Formation: Seated at round tables in groups of 4-6.

- Directions: Day #1 will conclude with a KWL (what I know, what I want to know,
what I learned) servings as a wrap up and formative assessment for the
workshop series. Teachers must utilize an online evaluation system after each
school sponsored professional development seminar so there would also be a
mandatory and more and formal evaluation after the meeting.
- There will also be a follow up question designed to gauge teachers willingness
to begin developing IEPs for qualifying students. Responses will be anonymous.
- Source: KWL from Davis (2009, p. 210).

KWL Materials Needed: One blank paper and writing utensil per person. A
*Summative PowerPoint or whiteboard display of the prompt.
assessment for
day 1, but
- Activity Purpose and Objectives:
formative in
larger Relevance: The results of this exercise will help to inform the instructor of
progression what needs to be focused on in further communications and in the check in
(written workshop #2.
response). Objective: To acquire feedback from physical educators to inform future
workshop planning in the coming months.
Performance Objectives:
o The physical educators will complete the KWL handout following the
IEP practice development activity and warp up time with 100%
proficiency.
o The physical educators will anonymously voice their opinions about
contributing PE content to the IEPs of qualifying students during the KWL
follow up question with 100% proficiency.

- Computer - Projector screen - Projector

- A poleeverywhere. com - Participants will - Blank paper (2/
account pulled up on need their cell person)
Day 1: Total screen or imbedded in a phones - A variety of IEP
Equipment PowerPoint. - writing utensils (1/ scenario sheets (1/
Needed - Mindmap handouts (1/ person) group of 3-4)
person) - Blank IEP templates - All guest speaker
(1/ person) equipment needs.
 Workshop day #2 will be further developed using the results gained at the completion of our
first working meeting. A tentative schedule for the second day is outlined below.

THE TWO-PART IEP WORKSHOP OUTLINE:

Workshop Outline: Physical Education IEP Development

Formatting adapted from Resultrek, (n.d.)

***This outline will be attached to the more thorough learning activity explanation (shown above) and given
to Jessica Sankey at the Bellingham School District Office with a copy of the proposed needs assessment.
WORKSHOP FOLLOW-UP ASSIGNMENTS:

Explanation:
The hope and expectation here is that the physical educators will begin contributing PE content
to qualifying students IEPs following the first workshop meeting. Total PE IEP coverage wont happen
overnight, but hopefully teachers can make a little progress on their IEPs each week.
Before leaving the first workshop, participants will select a review buddy and exchange contact
information if they dont already have it. The review buddy should be sent at least one completed IEP to
peer review in the following months (the students name must be removed from the document prior to
sending). *It will need to be cleared with the district office if this is acceptable as IEPs are typically very
confidential documents!
Following this peer review process, each participant will then select one IEP that they have
developed PE content for and will bring it to the second workshop for sharing and further activities. This
task serves as both the summative assignment and document for assessment.

Due: 3/10/1 or 4/28/17; before the beginning of workshop #2.

- Description: You should have exchanged contact information with one other
physical educator at the end of the first IEP development workshop held on
October 14, 2016.
- In the following weeks, they should send you a draft of an anonymous
students IEP for review (make sure that you send on their way as well)!
- Read over the education plan and offer specific and constructive feedback.
They may have opted to highlight specific areas where they would like
additional guidance.
Review anothers PE
IEP - Activity Purpose and Objectives:
Relevance: The purpose of this process is encourage critical thinking
about IEP development while fostering a peer learning community
among physical educators.
Objective: To increase the exposure to other styles of IEP development
techniques and encourage peer to peer communication.
Performance Objective:
o The physical educators will successfully review at least one other
completed PE specific IEP document during the months following
the first workshop with 100% proficiency.

Due: 3/10/1 or 4/28/17; before the beginning of workshop #2.

- Description: Select an IEP that you have designed that you are either
particularly proud of or one that you would like more feedback on to bring to
Develop at least one
the second and final IEP workshop for physical educators. Be sure to remove
PE IEP
all traces of student identification from the IEP before bringing it in!

- Activity Purpose and Objectives:

 Relevance: The purpose of this process is to give physical educators an
opportunity to utilize the content covered throughout the first
workshop, and to identify any follow-up questions that they might have.
Objective: The physical educators will create at least one PE specific IEP
to bring in to share and review in the second meeting.
Performance Objective:
o The physical educators will develop a fairly complete but
anonymous PE-specific IEP for one of their students to share in
the second workshop with competency.

Example Syllabus and Workshop Outline:

A SYLLABUS:

I thought I would include one of my former syllabi in order to meet half of the two syllabi
requirements. The attached syllabus was adapted from the professor who taught the course prior to me
(Mears, 2013) and is somewhat related to the content of this workshop in that it is geared towards
equipping future physical educators with a basic introduction to teaching students with special needs
and/or to work in an adapted physical education environment. As is mentioned in my final reflection, I
so wish that I had known last spring what I know now. There are numerous changes to both the syllabus
and the course organization as a whole that I am presently just dying to make. While I appreciate the
practicum and service learning aspects of this undergraduate course, I do not like the heavier gradebook
emphasis on test scores. I would also love to reduce some of the lecture time, while giving the students
more responsibility for their learning perhaps by organizing projects where small groups become
content experts in various areas of disability and teach the rest of the group. This all being said, I
unfortunately wont be here next year to make these changes.

Physical Education 443:

Adapted Physical Education

Semester: Spring 2016 Kara Fuhrmeister

Office: Bond Hall 173 Office Hours: W: 10-12
Phone: (360) 650-6276 (or email for appointment)
Credits: 3 E-mail Address: Kara.Fuhrmeister@wwu.edu
Prerequisite: PE 341

Course Description:
Course incorporates pedagogical principles, instructional methodology, and planning and
implementation of instructional interventions for individuals with disabilities in the educational
setting. Includes field based experiences working with adapted physical education and/or in
recreational settings.

Required Texts:
Winnick, J. (2011) Adapted physical education and sport. (5th ed). Champaign, IL: Human Kinetics

*Note: This is a Canvass enhanced class. You will need to access Canvass on a regular basis to obtain
content information and course documents.

Evaluation: Practicum/Field Experience/Community Service-30%:

Students will complete a total of 20 hours working with children with special needs in a
physical education and/or recreational setting. During this experience students will submit
four blog entries via Canvas concerning the field experiences summarizing and
addressing activities in which they provided assistance, behavior, and modifications or
changes to improve student learning. The blog prompts will be posted on Canvass and the
entry due dates will be distributed throughout the quarter (see course outline). These hours
are to be hands-on experiences versus observational.
The first ten hours of the practicum experiences will be completed by working with an
Adapted Physical Education specialist in the Bellingham Public Schools. The school based
placements will be arranged by the instructor.
As a class, the other 10 hours of practicum experience will consist of assisting with the
Special Olympics Spring Sports Festival in Marysville, Washington on Saturday, April 23.
This will be an all-day event. If students are absolutely unable to attend this event, they
may make up their hours in one of two settings, either the Arne Hanna Adapted Aquatics
Program or at the Max Higbee Center. If students are in need of one of these secondary
options, they must communicate that to the instructor before April 5, 2016.

Participation & Electronic Portfolio-30%:

During the course, students will participate in various simulations and activities. Students
are expected to wear appropriate dress to participate daily and participate in all sessions.
Activities presented are to be typed and placed into a portfolio using templates provided on
Canvas. A scoring guide outlining portfolio layout and contents will also be posted to guide
this process. This portfolio will be submitted on a USB drive and will be cumulative with
content added in subsequent pedagogy courses.

Examinations-40%:
Two exams will be part of the course each comprising 20% of the total grade for the course.
The first will take place at mid-term and the second during the final examination period over
lecture materials.

Grading System:
All grades are based on the total points earned out of the possible 100%

Final Grade 95-100 = A 74-76 = C

90-94 = A- 70-73 = C-
87-89 = B+ 67-69 = D+
84-86 = B 64-66 = D
80-83 = B- 60-63 = D-
77-79 = C+ Below 60 = F

Washington State/SHAPE America Essential Academic Learning Requirements:

Core Area I: Content Knowledge:

 1.2: Describe, demonstrate and apply disciplinary concepts, strategies, and principles
related to skillful movement, physical fitness and health (SHAPE America 1.3)

Core Area II: Growth and Development:

2.1: Assess individual and group performance in order to design safe instruction that
meets learner developmental needs in the physical, cognitive, social and emotional
domains (SHAPE America 2.1)
2.2: Identify, select and implement best practices based on age and developmentally
appropriate progressions (SHAPE America 2.2, 2.3)
Core Area III: Diverse Learners:
3.1: Identify, select and implement appropriate instruction that is sensitive to individual
needs, strengths/weaknesses, learning styles and experience of learners (SHAPE
America 3.1)
3.2: Use appropriate strategies, services and resources to meet special and diverse
learning needs (SHAPE America, 3.2)
3.3: Create a learning environment that respects and incorporates learners personal,
family, cultural and community experiences (SHAPE America 3.1).
Core Area IV: Management and Motivation:
4.3: Use strategies to help learners demonstrate responsible personal and social
behaviors that promote positive relationships and a productive environment (SHAPE
America 4.4).
4.4: Use strategies to promote mutual respect, support, safety and cooperative
participation (SHAPE America 4.4)
4.8: Demonstrate knowledge of classroom management techniques and their
implementation to facilitate appropriate student behavior changes (SHAPE America 4.5).
Core Area V: Communication:
5.2: Demonstrate the ability to communicate using a variety of effective managerial and
instructional information (bulletin boards, music, task cards, posters and multi-media)
(SHAPE America 5.2).
5.3: Demonstrate the ability to communicate instructional procedures, expectations and
health and fitness content (SHAPE America 5.1).
Core Area VI: Planning and Instruction:
6.2: Describe, implement and evaluate instructional strategies that are based on
developmental levels, learning styles, and safety issues (SHAPE America 6.3, 6.4).
6.5: Demonstrate the ability to design and implement a wide range of instructional
methods and strategies that encourage learners to see, question and interpret physical
activity and health issues from diverse perspectives that are based on principles of
effective instruction (SHAPE America 6.1, 6.6, 6.7)
6.8 Demonstrate the ability to readily adapt and utilize instructional tasks using various
roles (modeling, assessing, monitoring, facilitating) that encourage and meet the needs of
all learners (SHAPE America 6.1, 6.7).
Core VII: Learner Assessment
7.3: Demonstrate the ability to select and use developmentally appropriate assessment
strategies and instruments congruent with program goals and learning outcomes (SHAPE
America 7.1, 7.2)
7.4: Evaluate various types of assessment, describe their appropriate and inappropriate
use, and address issues of validity, reliability and bias (SHAPE America 7.1).
7.7: Demonstrate the ability to effectively align assessment to instructional objectives
(SHAPE America 7.1).

Core VIII: Reflection

 8.1: Revise instructional practice (teaching/program design) based upon honest and
accurate self-reflection (SHAPE America 8.1, 8.3).
8.3: Demonstrate the willingness to participate in the professional realms of health and
fitness as well as the broader education field (SHAPE America 8.2).
Core IX: Technology
10.1: Demonstrate the ability to use computers and other technologies to communicate,
network and foster inquiry (SHAPE America 9.1).
10.2: Demonstrate the ability to utilize and evaluate computerized and other technological
sources of health and fitness information (SHAPE America 9.1, 9.3)
Core X: Collaboration
9.4: Explains the importance of participating in collegial activities designed to make the
school a more productive learning environment (SHAPE America 10.1).
9.5: Demonstrate an understanding of laws related to learner rights and teacher
responsibilities (equity, inclusion, confidentiality, privacy, safety, emergency care, and
child abuse)
Statement of Academic Dishonesty Policy:
Western Washington University is a community of scholars committed to developing educated persons
who accept the responsibility to practice personal and academic integrity. You are responsible for
knowing and following Western Washington Universitys Academic Dishonesty Policy and Procedures
concerning plagiarism at:

http://www.acadweb.wwu.edu/senate/acc/accPlagiarism.htm

Any student participating in any form of academic dishonesty will be subject to sanctions as described in
this policy.
 A WORKSHOP OUTLINE:
The second document I found is from outside of the field of education and came from a consulting
company called Resultrek (n.d.). As a teacher, I have a lot of experience developing lesson plans, but have
never made or seen a workshop outline before. As a result, it was important for me to do some research to
see what these generally look like. In general, I found them to be much more concise than a lesson plan and
the example below was one of my favorite formats that I located one can see that I used this as a model
for my own workshop outline.

Resultrek, (n.d.)

Final Thoughts:
Although developing a workshop instead of a university course outline fit in a bit awkwardly
when trying to meet some of the expectations for this assignment, I am really glad that I did it. I have
used a fairly routine lesson plan template for so long now that it felt refreshing to try something new! I
learned a lot throughout this process; most importantly that I dont have to know everything about a
topic in order to develop a training around it. That was empowering!

References:

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College

Teachers. The Journal of Higher Education, 66(1), 108.

Bellingham Public Schools. (2015). Directory: All. Retrieved August 16, 2016, from

https://bellinghamschools.org/directory/all

Bradford, B., Hickson, C., & Berg, S. (2015). Classrooms can be your gymnasium too! [Lecture notes].

http://shapeamerica

Center for Disease Control (2015). Living with spina bifida: School-aged children. Retrieved July 30, 2016,

from http://www.cdc.gov/ncbddd/spinabifida/school-age.html

Center for Parent Information and Resources. (n.d.). Retrieved July 30, 2016, from

http://www.parentcenterhub.org/repository/iepcontents/

Davis, B. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

McCawley, P. (2009). Methods for conducting an educational needs assessment: Guidelines for

cooperative extension system professionals. Retrieved August 10, 2016, from

http://www.cals.uidaho.edu/edcomm/pdf/BUL/BUL0870.pdf

Mears, D. (2013). PE 443: Adapted physical education [Syllabus]. Bellingham, WA: Department

of Physical Education, Health, and Recreation, Western Washington University.

Resultrek. (n.d.). Key account. Retrieved August 10, 2016, from http://www.resultrek.com/key-

account-2-2/#prettyPhoto

Winnick, J. P. (2011). Adapted physical education and sport. Champaign, IL: Human Kinetics.