Download e-book for iPad: Everyone can! : skill development and assessment in by Luke Kelly

February 7, 2018 @ 2:49 pm

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Additional info for Everyone can! : skill development and assessment in elementary physical education

Example text

For example, let’s say that a student with Down syndrome, Mary, has registered to attend your school and the principal asks you to determine whether to include her in Ms. Smith’s second-grade class or Ms. Garcia’s third-grade class. How would you make this decision? Using the ABC model, you would conduct a general needs assessment. 10, p. 20) and your OAIs (see online resources). You need to determine whether Mary is ready to learn the physical education content targeted for second or third grade, so you first review the program plan and identify the objectives students are expected to master for each of these grades.

If a focal point is partially demonstrated but could be improved with additional instruction, it is scored a slash (/). Finally, if the focal point is demonstrated correctly on two of three trials it is scored an X. The advantage of this scoring system is that the same scoresheet can be used for multiple reassessments of the same class. When a previously undemonstrated focal point begins to be partially demonstrated, the teacher can mark a / over the O. Later, when the student can consistently perform the focal point, the teacher can convert the / into an X.

How is this number determined? What is the goal emphasis for rhythm and dance in this program plan? What is the average objective mastery estimate for object control skills? If the total amount of instruction time is increased for this program by 4,000 minutes, which of the following would have to be recalculated and why? • Goal emphasis • Average objective mastery • Number of objectives per goal area Program Plans Monitor Form Teacher’s name: ____________________ Date: _______________ Instructions Use this form to evaluate how physical education curricula address the basic ABC program planning prin‑ ciples.

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