1. The Life of an Itinerant APE Teacher
Adapted from Lisa Silliman-French, PhD
Stephanie Bowerman, PhD
Silliman 2011 1

2. Screening
Silliman 2011 2

3. Screening First step Purposes
Help confirm concerns regarding student development status.
Aid in the identification of students’ needs that may have gone unnoticed.
Stops, in many cases, being dumped on.
Silliman 2011 3

4. Screening
Collaboration begins here for the general physical education teacher and the adapted physical education teacher.
General physical education teachers have the skills and competencies to perform the screening for students with disabilities.
Silliman 2011 4

5. Physical Education Evaluation Instruments
Brockport Fitness TEST
TGMD - 2
PROJECT CREOLE
I CAN
PROJECT MOBILITEE
PROJECT TRANSITION
PROJECT PEOPEL
APEAS
PROJECT MOVE
SPECIAL OLYMPICS MATP
CTAPE - R

6. How do you select and appropriate assessment instrument?
Primary (whenever appropriate)
APEAS (Los Angeles): Birth - 5 years
CTAPE (LA)/APEAS: Elementary/Secondary
Special Olympics: Nonambulatory/severe delays
Silliman 2011 7

7. How do you select an appropriate assessment instrument?
Secondary (suggested)
Peabody Developmental Motor Scale: Birth - 5 years
TGMD: Elementary
Project Mobilitee: Secondary
I CAN: Nonambulatory/severe delays
Silliman 2011 8

8. How do you select an appropriate assessment instrument?
Fitness (suggested)
Fitnessgram: Elementary/Secondary
Brockport Fitness
*Determine if OT, PT, or SPED will or has tested using similar instrument to avoid duplication.
Silliman 2011 9

9. What criteria is appropriate for eligibility for Adapted PE?
Test Scores (Flooring)
Understands cause and effect
Behavior
Have voluntary movement
Interact with other(s)
Parent(s)
Environment
Silliman 2011 11

10. What criteria is appropriate for dismissal from Adapted PE?
Mastery of Goals and Objectives
Assessment results above 70%
Participates safely and successfully in regular physical education
Silliman 2011 12

11. Are We Really Doing Our Job?
All lessons should be planned to align with developmentally appropriate and quality instructional practices (TEKS)
Silliman 2005 17

12. TEKS?
Adapted PE is part of the planning of the TEKS (i.e., modifications)
Silliman 2005 18

13. Remember No test is perfect.
No testing environment is completely adequate.
Strive to achieve testing conditions close to perfect and rely on best professional judgment when interpreting test results.
Silliman 2005 19

14. Discussion Questions
Silliman 2005 20

15. BREAK TIME!!
10 minutes 15

16. Assessment
What if an assessment isn’t appropriate for a student? 16

17. Authentic Assessment Skills and abilities in a real world setting
Motor skills and abilities, functional tasks, everyday activities
Places and situations in an individuals everyday life 17

18. Authentic Assessment
Outcomes are important to the instructor and participant
Ability to use skills in a variety of environments......like what?
Direct observations with recordings 18

19. Authentic Assessments
Rubrics
Agreed upon performance expectations
Levels of performance
Data collected in natural context of performance
Knowing
Knowing how
Knowing when 19

20. Rubric Environment Skill Performance Game
Skill development, drills, lead-up games
In-class games
School Intramural games
Community Special Olympics
Skill
Performance
Moves to face off with prompts and assistance
Moves to face off without prompts
Moves quickly to face off without prompts
Moves independently to face off
Game
Positions body appropriately
Moves to the ring when receiving a pass
Responds quickly to prompts to move into position
Moves to position independently
Frequency: 3=always 2=sometimes 1=never

21. Project Mobilitee MOBILITEE Movement Opportunites Building
Independence and
Leisure
Interests through
Training
Educators
Exceptional learners
Target Population: Students who are moderately and severely disabled
MOBILITEE

22. Project Mobilitee Project Components Assessment and Curriculum Areas
Assessment Tool
Curriculum Guide
Curriculum Implementation Activities
Assessment and Curriculum Areas
Physical/Motor Fitness
Fundamental Motor Skills
Skills for Participation
Games/Sports
Patterns for Low Functioning Students 22