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ADAPTED PHYSICAL EDUCATION REPORT

Initial Evaluation
Childs Information: Kennedy, 12/15/08, ADD, Female and 5 years old.
Assessors Information: Jacob Bauscher 11/23/2014
General Information
This test took place at Saint Joseph Parochial school on November 23, 2014. The student I
assessed is Kennedy; she has ADD which causes her to struggle with some of the specific
instructions for activities. She also struggles with giving her full attention while participating in
activities.

Test of Gross Motor Development (TGMD-2)


Overall Raw Score:____57_/96_____________
Gross Motor Quotient: _91_______________
Overall Percentile: ___27________________
FORMAL ASSESSMENT AND OBSERVATIONS

Locomotor Skills
Raw Score_____33_/48_________
Age Equivalent _6 years 0 months__________________
Percentile: __37__________________
Description of performance of subtests:
LEAP 4 out of 6-When Kennedy leaped she displayed a period were both feet were off the
ground longer than running. She also would reach with the arm opposite of the lead foot. She did
not take off on one foot and land on the opposite foot. When landing she came down with both
feet.
HORIZONTAL JUMP 5 out of 8- When Kennedy performed the horizontal jump she used her
arms to thrust downward during landing. She also took off and landed on both feet
simultaneously. She did not extend arms forcefully forward and upward reaching full extension
above head. She did not show preparatory movement in both trails where flexion of both knees
with arms extended behind body.
RUN out of 8
GALLOP out of 8
HOP out of 10
LEAP out of 6
HORIZONTAL JUMP out of 8
SLIDE out of 8

Object Control Skills:


Raw Score____24_/48_______
Age Equivalent ___5 years 0 months_______________
Percentile: _ 25_______________________

Description of performance of subtests:


STRIKING 6 out of 10- When Kennedy worked on striking skills she did use dominant hand
above non-dominant hand when gripping the bat. She also demonstrated non-preferred side of
body facing the imaginary tosser with feet parallel. She did not complete both trails of using hip
and shoulder rotation during the swing. She did not transfer body weight to front foot. She did
not contact the ball during the first trail, but she did contact the ball during the second trail.
STATIONARY DRIBBLE 4 out of 8- When Kennedy dribbled she contacted the ball with one
hand at about belt level. She did not push the ball with fingertips. She did have one successful
trail where she made the ball contact surface in front of or to the outside of the foot on the
preferred side. She also did have one successful trail maintaining control of the ball for four
consecutive bounces without having to move feet to retrieve it.
CATCHING out of 6
KICKING out of 8
OVERHAND THROW out of 8
UNDERHAND ROLL out of 8
OBSERVATIONS and CONVERSATIONS
During the variety of observations, I have noticed that Kennedy does an excellent job within
physical and motor characteristics she just needs a little more practice with catching and
dribbling. For this age level I feel there is always a chance to improve on fine motor skills. As for
her personal and social characteristics I feel she sometimes has a hard time being patient and
following directions or certain tasks. She sometimes likes to wander off when shes bored of a
certain game or sport. Her attention span can be all over the place, which can make it distracting
for the rest of the class. It would be much more beneficial if she worked on following directions
in a timely manner that way she wouldnt have the chance to get bored, the faster students follow
directions the faster they are able to play. I believe Kennedy learns best by watching others or by
following a visual demonstration.
CONCLUSION
Overall, Kennedy is a great student and participates with unlimited effort in most of the activities
during class. Her locomotor skills are right on track with her age and even a little ahead of what
is considered average. She struggles with some aspects of object control, but with practice Im
sure catching, dribbling and striking will become second nature to her. Kennedy struggles with
instructional cues and paying attention to simple tasks within the classroom. But if the other

classmates are following directions properly she usually follows along with classroom
procedures.

IEP Goal and Objectives


INDIVIDUALIZED EDUCATION PROGRAM FOR

Kennedy

(I-12)
________________ SCHOOL DISTRICT

Measurable annual goal to enable the student to be involved in and progress in


the general curriculum, and to meet other educational needs that result from the
students disability (there must be a relationship between the annual goal and the
present level of performance):
Upon review:
Goal met
Goal not met
The student will develop her horizontal jump and striking skills by being able to
make contact with the ball two times in a row and the student will develop dribbling
skills and be able to dribble the ball with fingertips for more than 3 times in a row.
I plan to keep track by testing the student again in the future before the year is up
to see what she has improved on. These tests could simply involve a checklist
instead using the TGMD test again.
By using the checklist I would be able to send it home to the students parent and
they would be able to see the steps completed.
Benchmarks or short-term objectives necessary (1) to allow the students to be
involved in and progress in general curriculum and (2) to meet other educational
needs that result from the students disability:
1. Kennedy will extend arms forcefully forward and upward reaching full extension above head
while performing the horizontal jump three consecutive times.

2. Kennedy will make contact by striking the ball two-three consecutive times in a row.

3. Kennedy will dribble a ball with fingertips for 3 to 4 trails in a row.

Task Analysis
For each goal you created above, you will need to break it down into smaller steps that can be measured
throughout the course of the school year. Each goal should contain three (3) task analyses.

Goal #1: Kennedy will extend arms forcefully forward and upward reaching full
extension above head while performing the horizontal jump 3 consecutive times.
Task Analysis of Goal #1:
Three months following implementation of IEP: Kennedy will consecutively jump horizontally
with arms fully extended above head.

Six months following implementation of IEP: Kennedy will consecutively jump horizontally 23
times in the air with arms fully extended above head.

Nine month 3 months following implementation of IEP: Kennedy will consecutively jump
horizontally 3 times in the air with arms fully extended above head.

1 year following implementation of IEP: Goal met: YES NO (circle)

Goal #2: Kennedy will make contact by striking the ball 2 3 consecutive times in
a row.
Task Analysis of Goal #2:
Three months following implementation of IEP: Kennedy will strike a ball using a bat 1-2
consecutive times in a row.

Six months following implementation of IEP: Kennedy will strike a ball using a bat 2 consecutive
times in a row.

Nine month 3 months following implementation of IEP: Kennedy will strike a ball using a bat 3
consecutive times in a row.

1 year following implementation of IEP: Goal met: YES NO (circle)

Goal #3: 3. Kennedy will dribble a ball with fingertips for 3 to 4 trails in a row.
Task Analysis of Goal #3:
Three months following implementation of IEP: Kennedy will dribble a ball using her fingertips 12 consecutive times in a row.

Six months following implementation of IEP: Kennedy will dribble a ball using her fingertips 2-3
consecutive times in a row.

Nine month 3 months following implementation of IEP: Kennedy will dribble a ball using her
fingertips 3-4 consecutive times in a row.

1 year following implementation of IEP: Goal met: YES NO (circle)

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