Name: Writing Legally Defensible IEP (IEP Saturday)
Start: 2024-04-27T09:00:00-08:00
End: 2024-04-27T15:30:00-08:00
Location: Virtual

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Motor Skills
Pass Level 4 Red Cross swimming.	• Skills from the District swimming rubric that parallel the Red Cross Level rubric (see appendix)	√	√				√
Navigate a canoe/kayak skillfully and safely in an outdoor environment.		√	√				√
Participate in a badminton match using all basic skills, rules, and strategies with some consistency.	• Selected canoe/kayak maneuvering skills performed in an outdoor setting	√	√				√
Hit nine of ten arrows on target from forty feet.		√	√				√
Perform a variety of offensive/defensive strategies in a game of soccer.	• Badminton doubles	√	√				√
Demonstrate proper compression and respirations for one man CPR.	• Archery target shooting • Offensive and defensive strategies used in 3 vs. 3 soccer • CPR on a Rescu-Annie					√

SUGGESTED ASSESSMENTS

Teacher observation
Teacher observation with self-devised rubric
Observation of a video of badminton match with a written evaluation of proficiency in the skills taught
Calculation of percentage of accuracy of three rounds of target shots
Rubric to evaluate player’s use of the strategies
Instructor evaluation according to performance requirements

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Application
Demonstrate how biomechanical principles apply to the bump, set, and spike in volleyball.	• Breaking down the mechanics of the forearm pass	√	√				√
Demonstrate ability to correct movement patterns of a fellow student.	• Performing a lay-up while two other students observe and evaluate the movement pattern		√			√
Describe and demonstrate the significance of basic physiological principles to the development of a personal fitness program.	• Developing a four week weight program that will improve basketball performance	√	√				√

Determining three components of the skills performed correctly and one component to improve
Teacher generated rubric
Student project

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Active Living
Participate regularly in physical activities that contribute to the attainment and maintenance of personal physical *activity goals.	• Journal listing participation inextra-curricular sports or clubs	√	√	√	√		√
Identify the effects of age, gender, race ethnicity, socioeconomic status, and culture upon physical activity preferences and participation.	• Research project of opportunities for physical *activity throughout the community					√	√
Understand the ways in which personal characteristics, performance styles, and activity preferences will change over one’s life span.	• Collage displaying personal pursuit and maintenance of a nactive lifestyle through elderly years					√	√
Feel empowered to maintain and improve physical fitness, motor skills, and knowledge about physical activity.	• Personal fitness program designed to be performed three to four times a week over the course of a year to improve fitness, motor skills, and knowledge			√	√		√

*See list of “outside of school” activities in appendix

Teacher evaluation of journal
Student and teacher evaluation of feasibility of activities
Teacher evaluation
Student and teacher evaluation of the components of the personal fitness program

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Physical Fitness
Set personal goals for activity and work toward their achievement.	• Swimming mileage goal log of laps over a quarter/semester period			√	√		√
Maintain appropriate levels of cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition necessary for a healthful lifestyle.	• Heart rate recording before, during, and after an activity, repeated over time with a variety of activities and stored in student portfolio			√	√		√
Monitor exercise and other behaviors related to health-related fitness.	• Weekend outdoor experience (e.g., hiking trip), keeping ajournal of observations onpersonal physical performance			√	√		√

Self-evaluation of completion of swimming goal
Heart rate data collected over time for several different activities
Teacher assessment of accuracy of student’s cardiovascular data collection and interpretation
Self-evaluation of personal physical performance

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Personal and Social Skills
Apply appropriate etiquette in all physical activity settings.	• Research project on appropriate etiquette for playing a sport (e.g., golf, tennis, bowling) with presentation to the class					√	√
Create a safe environment for a specific skill practice.						√
Display a willingness to experiment with the sport and activity of other cultures.	• Floor plan design for a fitness center					√	√
Develop strategies for including persons of diverse background and abilities in physical activities.	• Native Youth Olympic events • Modification of a game for special needs children (e.g., basketball for a hearing-impaired student)					√	√

Teacher observation of student and how he/she reacts during conflicts
Student/teacher collaboration to make environment safe
Self-assessment – written or oral
Evaluation success of modified rules or methods of communication in an actual game situation

SAMPLE CORE CONTENT/SKILLS	SUGGESTED ACTIVITIES	NATIONAL PE STANDARDS
		1	2	3	4	5	6
Value of Exercise
Understand and convey basic skills necessary to a specific activity (skill).	• Volunteer coach/instructor for a Boys and Girls Club youth activity					√	√
Develop strategies and skills required for a specific athletic endeavor.	• Participation in a local event (e.g., triathlon, body building)					√	√
Understand the importance of participation in lifelong fitness.	• Participation in a local health club					√	√

Individual / Dual Team Activities