Assessment and Children with Disabilities

assessment 2

Ecological Model for Assessment

Determine who qualifies (eligibility) Determine what to teach (program plan) Determine how to teach it (instruction) Determine where to teach it (placement) Determine how often to teach it (time) Determine who will teach it (support) Determine how well it was taught (evaluation)

assessment 3

Determining Who Qualifies

What assessment data would justify a child not qualifying for adapted physical education?

What assessment data would justify a child requiring “special accommodations” to be successful in GPE but without IEP goals and objectives?

What assessment data would justify a child qualifying for APE services including goals and objectives on his/her IEP?

assessment 4

Who Qualifies: Areas to Assess

Fitness: Areas to Assess Endurance Flexibility Strength Body composition

Fitness: How do you assess it?

* What level of fitness would not qualify a child, might require accommodations, or would qualify a child?

assessment 5

Who Qualifies: Areas to Assess

Motor ability: Areas to Assess Balance Speed Agility Eye-hand/eye-foot coordination Body and space awareness

Motor Ability: How do you assess it?

* What level of motor ability would not qualify a child, might require accommodations, or would qualify a child?

assessment 6

Who Qualifies: Areas to Assess

Motor Development: Areas to Assess Motor milestones Fundamental object control Fundamental Locomotor skills

Motor Development: How do you assess it?

* What level of motor development would not qualify a child, might require accommodations, or would qualify a child?

assessment 7

Who Qualifies: Areas to Assess

Sport Skills: Areas to Assess Sport skills Ability to play the game Knowledge of the game Being able to play safely

Sport Skills: How do you assess it?

* What level of sport skills would not qualify a child, might require accommodations, or would qualify a child?

assessment 8

Who Qualifies: Areas to Assess

Social/Behavior Skills: Areas to Assess Self control Following directions Staying on task Cope with frustration and conflict Positive attitude Safety skills

Social/Behavior Skills: How do you assess it?

* What level of fitness would not qualify a child, might require accommodations, or would qualify a child?

assessment 9

Determining What to Teach

Create a top-down plan (what assessment information would you need?)

Define targeted skills within top-down plan. Determine student’s PLOP on targeted skills

(how would you assess these skills?). Develop student’s IEP goals and objectives

to match PLOP.

assessment 10

Determine How to Teach

How Do You Determine Necessary: Instructional modifications Curricular modifications Equipment modifications

Think about … What is “too much” modifications? How do you know? What is “not enough” modifications? How do you know?

assessment 11

Determine Where to Teach

What assessment data would justify the following placement decisions:

General physical education – no support General physical education – support Part time general part time pull-out APE Full time pull-out APE small group Full time pull-out APE one-on-one

assessment 12

Determine Who Will Teach

What assessment data would justify the following types of support decisions:

Peer from same class Older peer from different class Paid teacher assistant Specialist (APE, PT, OT)

assessment 13

Determine How Often to Teach

What assessment data would justify the following amount of service:

Consult (varying amounts per week/month) 30 minutes direct service 60 minutes of direct service 90 minutes of direct service

assessment 14

Determine How Well It Went

What assessment data would let you know that a student is making adequate progress towards his/her goals and objectives?

What assessment data would let you know that your program is effective for the majority of students you serve?