A physical education program for individuals with exceptional needs who require developmental or corrective instruction and who are precluded from participation in the activities of the of the general physical education program, or in specially designed in a special class.
The California Standards
Scroll Down To The Idea Statements
Standard # 1: The student uses a variety of basic and advanced movement skills.
Benchmarks:
Uses a variety of basic locomotor and non locomotor skills ( e.g., locomotor skills including running, hopping, skipping, galloping, sliding, non-locomotor skills, including bending, stretching, turning, lifting, pushing, pulling)-Locomotor: Goal Stem 1,2, and 3; Non- locomotor: Goal Stem 1,2 and 3.
Uses control in balance activities on a variety of body parts ( e.g., one foot, one hand and one foot, hand and knees. Balance: Goal Stems 1 and 2.
Uses control in travel activities on a variety of body parts ( e.g., travels in backward direction and changes direction quickly and safely, without falling, changes speeds and directions in response to various rhythms, combines traveling patterns to music; travels in relationship to objects: over, under, behind, and through)- General coordination: Goal Stem 2.
Uses locomotor skills in rhythmical patterns, ( e.g., even, uneven, fast, and slow)- Eye Foot Coordination: Goal Stem 2
Uses various objects to demonstrate a variety of basic object control skills ( e.g. underhand and overhand throw, catch, hand dribble, foot dribble, kick and strike)- Eye Hand Coordination: Goal Stems 1,2, and 3.
Uses control in weight- bearing activities on a variety of body parts ( e.g. jumping and landing uses combinations of one and two foot take off and landing; jumping a self turned rope)- Balance: Goal Stem 2
Uses smooth transitions between sequential motor skills ( e.g., running into a jump)- Eye Foot Coordination.: Goal Stem 2
Uses age appropriate form in object control skills ( e.g., underhand and overhand throw catch, hand
dribble, foot dribble, kick and strike, batting, punt, pass.) Eye- Hand Coordination: Goal Stems 1, 2 and 3.
Uses basic sport specific skills for a variety of physical activities ( e.g., basketball chest pass, soccer dribble, fielding a softball with a glove, set up a pass in hockey General Coordination: Goal Stem 2.
Uses age appropriate form and sequence in combinations of fundamental locomotor, object control and rhythmical skills ( e.g., combining steps to perform certain dances; combining running stopping, throwing, shooting, kicking, for sideline soccer, gymnastics tumbling sequences-General Coordination: Goal Stem 2.
Use age appropriate form in balance activities on a variety of apparatus ( e.g., balance board, large apparatus, skates, stilts. - Balance: Goal Stem 1 and 2.
Uses correct form in a variety of weight- bearing activities ( e.g., jumping and landing for height /distance; transferring weight from feet to hands at different speeds; using large extensions such as mule kick, handstand, cartwheel)- Eye -Hand Coordination: Goal Stems 2 and 3; Eye- Foot Coordination: Goal Stem 2.
Uses intermediate object control skills ( e.g., throwing with accuracy and force, hand dribble and foot dribble, while preventing an opponent from stealing the ball, throwing disk-like objects, deck tennis rings, and footballs with accuracy and distance: keep objects going continuously with a partner-Eye-Hand Coordination : Goal Stems 1,2, and 3.
Uses intermediate sport- specific skills for a variety of sports and activities ( e.g., skills for individual, dual and team sports; skills for dance and rhythmical activities including simple folk and square dances, and tumbling; outdoor activities such as backpacking, hiking, cycling, and ropes courses)-General Coordination: Goal Stem 2; Creative Movement: Goal Stem 1
Uses beginning strategies for a variety of games- Cooperation: Goal Stems 1 and 2
Uses increasingly complex movement activities ( e.g. combination of locomotor, non locomotor, and manipulative skill Locomotor: Goal Stems 1 and 2: Non Locomotor: Goal Stems 1,2, and 3.
Knows offensive and defensive strategies in different games and sports Cooperation: Goal Stem 2.
Standard # 2: The Student Understands Movement Concepts And Principles For The Development And Enhancement Of Motor Skills.
Benchmarks:
Understands a vocabulary of basic movement concepts ( e.g. Personal space, high/low levels, fast/slow speeds, light/heavy weights, balance, twist Sensorimotor and Perceptual Motor: Goal Stem 1
Knows the critical elements of a variety of basic movement patterns such as throwing ( e.g., the ready position, arm preparation, step with leg opposite the throwing arm, follow through, accuracy of throw)- Eye- Hand Coordination Goal Stem 3.
Knows various body parts and their location ( e.g., external parts such as arms, legs, hands, facial features, internal parts such as heart and lungs)- Eye Hand Coordination: Goal Stem 2: Eye Foot Coordination: Goal Stem 1
Understands terms that describe a variety of relationships with objects ( e.g., over/under, behind, alongside, through,-) Eye Hand Coordination: Goal Stem 3 Sensorimotor and Perceptual Motor:
Goal Stem 1
Uses concepts of space awareness and movement control with a variety of basic skills ( e.g.,Running, hopping, skipping, while interacting with others ). Cooperation: Goal Stem 1; Respect : Goal Stem 1
Knows the major characteristics of walking, running, hopping, and skipping,- Locomotor: Goal Stems 1 and 2.
Understands the critical elements of locomotor movements ( e.g. walking, running, hopping, skipping )Locomotor: Goal Stems 1 and 2.
Understands proper warm- up and cool down techniques and reasons for using them- Personal Fitness: Goal Stem 2
Understands that there are similar movements in a variety of skills ( e.g., underhand movements that cane be used in various activities)- Eye- Foot Coordination: Goal Stems 1 and 2; Creative movement: Goal Stem 1
Uses information from a variety of internal and external sources to improve performance ( e.g., group projects, THE STUDENT journal, self assessment, peer and coach review) Personal Fitness: Goal Stem 2.
Understands principles of practice and conditioning that improve performance- Personal Fitness: Goal Stem 1 and 2.
Understands and corrects errors in personal movement patterns- Goal Stem 2, Personal Fitness; Goal Stem 1, Creative Movement
Knows the basic locomotor ( e.g., running hopping, skipping, non locomotor ( e.g., balancing, stretching, swaying,) and manipulative skills ( e.g., throwing catching, striking) that enhances performance- Locomotor: goal Stem 2; non-locomotor (e.g., balancing, stretching, swaying,) and manipulative skills ( e.g., throwing, catching, striking) that enhances performance- Locomotor Goal Stem 2; Non Locomotor: Goal Stems 1 and 3.
Standard # 3: The Student Knows How To Achieve And Maintain A Health Enhancing Level Of Physical Fitness.
Benchmarks:
Understands that exercise is good for personal health - Personal Fitness Goal Stem 1
Engages in basic activities that cause cardio-respiratory exertion ( e.g., running, galloping, skipping, hopping, listening, to heartbeat, counting pulse rate.)- Personal Fitness: Goal Stem 1; Locomotor: Goal Stem 1,2, and 3
Knows similarities and differences in body height, weight, and shape- Respect: Goal Stems 1, and 2
Knows the physiological changes ( e.g, changes of breathing and heart rate during. before and after activity ) that accompany moderate to vigorous physical activity - Personal Fitness: Goal Stem 1
Engages in activities that develop muscular strength and endurance (e.g., climbing, hanging, supporting weight on hands ) - Personal Fitness: Goal Stem 2; General Coordination: Goal Stem 1
Engages in activities that require flexibility (e.g., stretching toward the toes while in the sit-and-reach position, moving each joint through its full range of motion) Non Locomotor: Goal Stem 3
Understands the importance of warming up and cooling down as part of aerobic activities - Personal Fitness: Goal Stem 1
Understands the health benefits of physical activity and knows the characteristics of a healthy lifestyle (e.g., daily health-enhancing physical activity, proper nutrition) - Personal Fitness: Goal Stem 1
Engages in activities that develop and maintain flexibility, cardio-respiratory endurance, and muscular strength (e.g., flexibility activities including sit and reach, cardio-respiratory activities including a timed or distance walk/run at a specified heart rate; muscular activities such as push-ups and pull-ups) - Personal Fitness: Goal Stems 1 and 2
Knows the effects of physical activity and nutrition on body composition - Personal Fitness: Goal Stem 3
Participates in moderate to vigorous physical activity in a variety of settings - Locomotor: Goal Stems 1, 2 and 3; General Coordination: Goal Stems 2 and 3; Personal Fitness: Goal Stems 1 and 2
Standard # 4: The Student Understands That Physical Activity Provides Opportunities For Enjoyment, Challenge, And Self-Expression.
Benchmarks:
Knows different types of feelings that result from participation in physical activities (e.g., success, achievement) - Coordination: Goal Stem 2
Knows a variety of different movement activities and skills (e.g., traditional, nontraditional, creative) - Locomotor: Goal Stems 1, 2 and 3; General Coordination: Goal Stem 2; Creative Movement: Goal Stem 1
Understands ways in which the body feels as a result of participating in different physical activities (e.g, increased heart rate, muscle soreness) - Personal Fitness: Goal Stems 1, 2 and 3
Knows about opportunities for participation in physical activities both in and out of school (e.g., recreational leagues, intramural sports, clubs)- Personal Fitness: Goal Stem 2
Knows Physical activities are a means of self-expression (e.g., dance, figure skating, gymnastics) -Creative Movement: Goal Stem 1
Knows ways in which to accept feelings resulting from challenge, success, and failure in physical activities- Respect Goal Stem 1
Knows of different opportunities to participate regularly in physical activities in the community- Cooperation: Goal Stems 1 and 2
Knows detrimental effects of physical activity (e.g., muscle soreness, overuse injuries, over-training, temporary tiredness, and discovery inability) - Personal Fitness: Goal Stem 2
Knows opportunities for participating in different types of physical activities that are based on individual interests and capabilities (e.g., city recreation centers, school athletic teams) - Personal Fitness: Goal Stem 2
Understands the relationship between regular physical, emotional, and social well-being (e.g., city recreation centers, school athletic teams) - Personal Fitness: Goal Stems 1 and 2
Understand that there are activities that provide personal challenge (e.g., risk-taking, adventure, and competitive activities) - Personal Fitness: Goal Stem 2
Understands and develops personal goals for physical activity (e.g., training for a specific event, achieving personal fitness records) - Personal Fitness: Goal Stems 1,2 and 3
Understands and develops personal goals for physical activity (e.g., training for a specific event, achieving personal fitness records) - Personal Fitness: Goal Stems 1,2 and 3
Understands long-term psychological benefits of regular participation in physical activity (e.g., healthy self-image, stress reduction, strong mental and emotional health) - Personal Fitness: Goal Stem 2
Understands physical activity as a vehicle for self-expression (e.g., dance, gymnastics, and various sport activities) - Creative Movement: Goal Stem 1
Understands the health-related and fitness-related benefits of participation in physical activities - Personal Fitness: Goal Stem 2
Understands the ways in which physical activity can provide opportunities for positive social interaction and enjoyment - Respect: Goal Stem 1
Knows ways in which to achieve personal fitness goals through physical activities - Personal Fitness: Goal Stem 2
Standard # 5: The Student Understands The Personal And Social Responsibility Associated With Participation In Physical Activity.
Benchmarks:
Follow rules, procedures, and safe practices with little reinforcement (e.g., playground, classroom, and gymnasium rules; using equipment and space safely and properly) - Cooperation: Goal Stems 1 and 2
Understands the purpose of rules in games - Cooperation: Goal Stem 2
Knows expected behaviors on the playground and in the classroom (e.g., taking turns, cooperating, sharing, assisting others) - Cooperation: Goal Stem 1
Understands the importance of playing, cooperating, and respecting others regardless of personal differences (e.g., gender, ethnicity, disability) during physical activity - Cooperation: Goal Stems 1 and 2; Respect: Goal Stem 1
Understands the elements of socially acceptable conflict resolution in physical activity settings (e.g., cooperation, sharing, consideration) - Cooperation: Goal Stems 1 and 2; Respect: Goal Stem 1
Understands the role of physical activities in learning more about others of like and different backgrounds (e.g., gender, culture, ethnicity, and disability) - Respect: Goal Stem 1
Understands the physical challenges faced by people with disabilities (e.g., wheelchair basketball, dancing with a hearing disability) - Respect:: Goal Stem 1
Develops rules, procedures, and etiquette that are safe and effective for specific activity situations Cooperation: Goal Stems 1 and 2; Respect: Goal Stem 1
Knows appropriate behavior regarding the implementation of rules (e.g., accepting decisions, regarding rule infractions without displaying a negative reaction, compliance and noncompliance of game rules) - Respect: Goal Stem 1; Cooperation: Goal Stems 1 and 2
Understands the importance of fairness in games, and activities- Cooperation: Goal Stem 2
Works in groups to accomplish a set goal in both cooperative and competitive activities- Cooperation Goal Stem 2
Understands the role of games, sports and dance in understanding likenesses and differences in others. Respect: Goal Stem 1
Understands the importance of rules, procedures, and safe practice in physical activity settings- Cooperation: Goal Stem 1 and 2
Understands proper attitudes toward both winning and losing- Cooperation: Goal Stem 2
Understands the importance of respecting decisions made by officials in various physical activities ( e.g., THE STUDENT's, teachers, referees). Cooperation Goal Stem 2
Knows the difference between inclusive ( e.g..changing rules of activity to include less skilled players) and exclusionary ( e.g., failing to pass ball to less skilled players) behaviors in physical activity settings-Respect: Goal Stem 1
Works cooperatively and productively in a group to accomplish a goal in both cooperative and competitive activities-Cooperation : Goal Stems1 and 2
Understands the appropriate use of positive social skills in a variety of settings ( e.g., encouragement, conflict resolution, team work, sportsmanship-) Respect : Goal Stem 1
The Idea Statements
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Sensorimotor & Perceptual Motor
GOAL STEM # 1: THE STUDENT WILL USE VISUAL SKILLS FOR FUNCTIONAL AND RECREATIONAL PURPOSES
By month/year, when bowling with peers, THE STUDENT will visually track his/her bowling ball to the pins 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, when bowling with peers, THE STUDENT will visually track his/her bowling ball to the pins 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, when bowling with peers, THE STUDENT will visually track his/her bowling ball to the pins 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will look at a person within a specified distance. 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will look at a person within a specified distance. 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will look at a person within a specified distance. 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will shift visual attention between two or more objects. 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will shift visual attention between two or more objects. 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will shift visual attention between two or more objects.. 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will watch games and other activities. 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will watch games and other activities 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will watch games and other activities 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will have a conversation with eye contact 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will have a conversation with eye contact 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will have a conversation with eye contact 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will vary colors, textures, patterns in activities 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will vary colors, textures, patterns in activities 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will vary colors, textures, patterns in activities 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will play hiding games where He/She must follow with eyes 2 of 10 tries on 2 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will play hiding games where He/She must follow with eyes 4 of 10 tries on 3 out of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will play hiding games where He/She must follow with eyes 6 of 10 tries on 4 out of 5 trial days, as observed and recorded by staff.
GOAL STEM # 2: THE STUDENT Will Learn Kinesthetic Skills For
Functional And Recreational Purpose......
By month/ year, THE STUDENT will point to body parts on self when they are named by another person 4 of 10 tries over 3 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will point to body parts on self when they are named by another person 6 of 10 tries over 4 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will point to body parts on self when they are named by another person 8 of 10 tries over 5 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will imitate the instructor/ peer demonstration of body positions ( calisthenics, follow The leader, sit-er-cise) 4 of 10 tries over 3 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will imitate the instructor/ peer demonstration of body positions ( calisthenics, follow The leader, sit-er-cise) 6 of 10 tries over 4 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will imitate the instructor/ peer demonstration of body positions ( calisthenics, follow The leader, sit-er-cise) 8 of 10 tries over 5 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will follow requested body movements ( e.g., Hokey Poky, Simon Says, exercise videos) 4 of 10 tries over 3 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will follow requested body movements ( e.g., Hokey Poky, Simon Says, exercise videos) 6 of 10 tries over 4 consecutive work sessions, as observed and recorded by staff or peers.
By month/ year, THE STUDENT will follow requested body movements ( e.g., Hokey Poky, Simon Says, exercise videos) 8 of 10 tries over 5 consecutive work sessions, as observed and recorded by staff or peers.
Suggested Activities For Goal Stem # 2:
Simon says, follow the leader, limbo dance, obstacle courses.
Games requiring staying within boundaries.
Traditional/ adapted sports and games.
Kinesthetic skills are included in most P.E. activities.
GOAL STEM # 3: THE STUDENT Will Use Tactile Skills For Functional And Recreational Purposes
By month/year THE STUDENT will touch a slide before using it to see if it is too hot for use 40% of opportunities 4 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will touch a slide before using it to see if it is too hot for use 50% of opportunities 6 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will touch a slide before using it to see if it is too hot for use 60% of opportunities 8 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will accept physical manipulation of body to learn a new skill 40% of opportunities 4 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will accept physical manipulation of body to learn a new skill 50% of opportunities 6 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will accept physical manipulation of body to learn a new skill 60% of opportunities 8 of 10 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem 3:
Mystery box, blind-folded activities.
Exposure to textures, temperatures, states of matter, sizes
Exposure to walking surfaces, toys, games, food.
Locomotor
Goal Stem # 1: THE STUDENT Will Walk/Wheel For Personal And Functional Purposes...
By month/year, THE STUDENT will walk/wheel for fitness moving 440 yards per day on a track in 4 minutes 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel for fitness moving 440 yards per day on a track in 6 minutes 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel for fitness moving 440 yards per day on a track in 8 minutes 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel independently down stairs in 4 minutes 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel independently down stairs in 6 minutes 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel independently down stairs in 8 minutes 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will take a planned hike of 20 minutes with peers on an established trail with varied terrain in 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will take a planned hike of 20 minutes with peers on an established trail with varied terrain in 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will take a planned hike of 20 minutes with peers on an established trail with varied terrain in 5 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Walking while playing games bowling, ping pong, miniature golf
Walking to and from destination varied routes, stairs, slopes
Walking around and over obstacles
Relays with specifications speed, direction, carrying objects
Walking with necessary supports person supporting in varying degrees, mechanical walking frame, walking around a table, or other objects while holding on for support
Goal Stem # 2: THE STUDENT Will Run/Wheel For Personal And Functional Purposes...
By month/year, THE STUDENT will run/wheel 300 feet as part of a game activity 4 of 10 attempts 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel 300 feet as part of a game activity 6 of 10 attempts 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel 300 feet as part of a game activity 8 of 10 attempts 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel for fitness and stress relief on a safe route 4 of 10 attempts 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel for fitness and stress relief on a safe route 6 of 10 attempts 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel for fitness and stress relief on a safe route 8 of 10 attempts 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel the bases according to the rules during a baseball game 4 of 10 attempts 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel the bases according to the rules during a baseball game 6 of 10 attempts 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will run/wheel the bases according to the rules during a baseball game 8 of 10 attempts 5 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Running to pick up an object in a game eraser, ball, beanbag
Running for a specific amount of time
Running around objects for people
Traditional games soccer, tennis, basketball, dodge ball
Vary pace fast for shorter and slow for longer distances
Errand, running on request, timed if desired
Goal Stem # 3: THE STUDENT Will Swim For Fitness, Recreational, And Safety Purposes...
By month/year, THE STUDENT will get face wet by retrieving an object thrown in the shallow end taking turns with peers 2 out of 10 turns 3 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will get face wet by retrieving an object thrown in the shallow end taking turns with peers 4 out of 10 turns 4 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will get face wet by retrieving an object thrown in the shallow end taking turns with peers 6 out of 10 turns 5 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will float on back in shallow water 2 out of 10 times on 3 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will float on back in shallow water 4 out of 10 times on 4 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will float on back in shallow water 6 out of 10 times on 5 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use a community pool with peers of family 2 out of 10 times 3 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use a community pool with peers of family 4 out of 10 times 4 of 5 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use a community pool with peers of family 6 out of 10 times 5 of 5 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3:
Water games water baseball, sharks and minnows, Marco Polo
Treading water
Specific strokes
Diving or jumping for distance or objects
Practicing safety procedures
Water exercises/water walking
Non Locomotor
Goal Stem # 1: THE STUDENT Will Develop And Maintain Swinging Motion For Functional And Recreational Purposes...
By month/year, THE STUDENT will swing a baseball bat using correct form, in a game situation 40% of at-bats, as observed and recorded by staff.
By month/year, THE STUDENT will swing a baseball bat using correct form, in a game situation 60% of at-bats, as observed and recorded by staff.
By month/year, THE STUDENT will swing a baseball bat using correct form, in a game situation 80% of at-bats, as observed and recorded by staff.
By month/year, THE STUDENT will perform daily flexibility exercises demonstrating proper arm motion 40% of the time, as observed and recorded by staff.
By month/year, THE STUDENT will perform daily flexibility exercises demonstrating proper arm motion 60% of the time, as observed and recorded by staff.
By month/year, THE STUDENT will perform daily flexibility exercises demonstrating proper arm motion 80% of the time, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Sports tennis, golf, baseball, badminton, hockey
Calisthenics
Activities listed under Eye-Hand Coordination
Dance, gymnastics
Running, walking, and jumping
GOAL STEM # 2: THE STUDENT Will Develop And Maintain Pushing And Pulling Skills For Functional And Recreational Purposes......
By month/year THE STUDENT will participate in a game involving pushing/pulling skills tug of war,
flag football, flag tag 2 times weekly 3 consecutive trial days as observed and recorded by staff.
By month/year THE STUDENT will participate in a game involving pushing/pulling skills tug of war,
flag football, flag tag 3 times weekly 4 consecutive trial days as observed and recorded by staff.
By month/year THE STUDENT will participate in a game involving pushing/pulling skills tug of war,
flag football, flag tag 4 times weekly 5 consecutive trial days as observed and recorded by staff.
By month/year THE STUDENT will push/pull doors open/close 2 times weekly 3 consecutive trial days as observed and recorded by staff.
By month/year THE STUDENT will push/pull doors open/close 3 times weekly 4 consecutive trial days as observed and recorded by staff.
By month/year THE STUDENT will push/pull doors open/close 4 times weekly 5 consecutive trial days as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Tug of war, flag football, gymnastics, basketball
Shuffleboard, bowling, archery, shot-put.
Opening doors, pushing wheelbarrow or cart, pushing manual wheelchair, pushing vacuum cleaner
Exercises ( pull ups, seal walk, weight machines)
Goal Stem # 3 THE STUDENT Will Develop And Maintain Ability To Twist/Turn Body For Functional And Recreational Purposes....
By month/year THE STUDENT will twist trunk to strike a tennis ball while seated in a wheelchair. 40% of opportunities 6 consecutive trial days, as observed and recorded by staff.
By month/year THE STUDENT will twist trunk to strike a tennis ball while seated in a wheelchair. 60% of opportunities 8 consecutive trial days, as observed and recorded by staff.
By month/year THE STUDENT will twist trunk to strike a tennis ball while seated in a wheelchair. 80% of opportunities 10 consecutive trial days, as observed and recorded by staff.
By month/year THE STUDENT will turn to face different partners while dancing 40% of opportunities 6 consecutive trial days, as observed and recorded by staff.
By month/year THE STUDENT will turn to face different partners while dancing 60% of opportunities 8 consecutive trial days, as observed and recorded by staff.
By month/year THE STUDENT will turn to face different partners while dancing 80% of opportunities 10 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3:
Gold, tennis, baseball, dance, wrestling
Wheelchair sports/dancing
Calisthenics, tumbling, marching
Turning the body for practical uses ( open door, sit in chair, check street for traffic)
Balance
Goal Stem # 1: THE STUDENT Will Use Static Balance For Functional And Recreational Purposes...
By month/year THE STUDENT will maintain standing balance while picking up an object form the floor 2 of 10
tries 5 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will maintain standing balance while picking up an object form the floor 4 of 10
tries 6 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will maintain standing balance while picking up an object form the floor 6 of 10 tries 7 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will stand in heel-toe position on balance beam 2 of 10 tries 5 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will stand in heel-toe position on balance beam 4 of 10 tries 6 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will stand in heel-toe position on balance beam 6 of 10 tries 7 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will maintain standing position during and after kicking a ball 2 of 10 tries 5 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will maintain standing position during and after kicking a ball 4 of 10 tries 6 of 10 trial days, as observed and recorded by staff.
By month/year THE STUDENT will maintain standing position during and after kicking a ball 6 of 10 tries 7 of 10 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Balance beam, stool activities
Standing during activities (catching, throwing, waiting in lines, kicking games)
Martial arts, calisthenics
Standing on one foot or tiptoes with the body in different positions
Manipulating objects while standing
Goal Stem # 2: THE STUDENT Will Maintain Balance While In Motion For Functional And Recreational Purposes...
By month/year, THE STUDENT will maintain balance while walking 6 feet independently 40% of attempts, as observed and recorded by staff.
By month/year, THE STUDENT will maintain balance while walking 8 feet independently 60% of attempts, as observed and recorded by staff.
By month/year, THE STUDENT will maintain balance while walking 10 feet independently 80% of attempts, as observed and recorded by staff.
By month/year, THE STUDENT will maintain balance while descending stairs without holding the rail 40% of attempts, as observed and recorded by staff.
By month/year, THE STUDENT will maintain balance while descending stairs without holding the rail 60% of attempts, as observed and recorded by staff.
By month/year, THE STUDENT will maintain balance while descending stairs without holding the rail 80% of attempts, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Traditional/adapted sports and games (football, basketball, tag games, Red Rover, etc.)
Hiking and walking in various places and on various surfaces and terrain
Climbing
Eye-Hand Coordination
Goal Stem # 1: THE STUDENT Will Catch During Drill And Game Activities...
By month/year, THE STUDENT will demonstrate eye-hand coordination by catching a 6 inch ball with hands only when tossed from 4 feet 4 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will demonstrate eye-hand coordination by catching a 6 inch ball with hands only when tossed from 6 feet 5 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will demonstrate eye-hand coordination by catching a 6 inch ball with hands only when tossed from 8 feet 6 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball in a simple, organized game 4 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball in a simple, organized game 5 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball in a simple, organized game 6 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball thrown overhand 30 feet away while wearing a glove 4 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball thrown overhand 30 feet away while wearing a glove 5 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will catch a ball thrown overhand 30 feet away while wearing a glove 6 of 10 trials, 6 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Fundamental skill - place or drop ball into THE STUDENT's hands. Allow THE STUDENT to hold ball (assist if necessary) Repeat
THE STUDENT catching a ball tossed by another person (vary distance and speed)
THE STUDENT tossing ball up and catching it
One or two hand catch
Arrange THE STUDENT's in circle or other formations. THE STUDENT's hand or toss ball to one another from side, center, or lines.
Catch games (Monkey in the Middle, catch, baseball, toss under and over in a line)
Vary ball sizes and firmness
Vary method of throwing (roll, bounce, toss through air)
Goal Stem # 2: THE STUDENT Will Use Striking Skills For Functional And Recreational Purposes..
By month/year, THE STUDENT will strike a hanging tennis ball with a small ping pong paddle 6 times in 2 minutes 2 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will strike a hanging tennis ball with a small ping pong paddle 8 times in 3 minutes 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will strike a hanging tennis ball with a small ping pong paddle 10 times in 4 minutes 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will strike a Whiffle ball off of a batting tee and will run/wheel to first base in a game situation 6 times in 2 minutes 2 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will strike a Whiffle ball off of a batting tee and will run/wheel to first base in a game situation 8 times in 3 minutes 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will strike a Whiffle ball off of a batting tee and will run/wheel to first base in a game situation 10 times in 4 minutes 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will perform an underhand volleyball serve in drills and games 6 times in 2 minutes 2 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will perform an underhand volleyball serve in drills and games 8 times in 3 minutes 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will perform an underhand volleyball serve in drills and games 10 times in 4 minutes 4 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Traditional/adapted games (pillow polo, baseball, hockey, paddle ball, ping pong, tennis, volley ball)
Hit a variety of objects with a variety of instruments
Goal Stem # 3: THE STUDENT Will Throw Objects In Drill And Game Activities...
By month/year, THE STUDENT will toss a frisbee to at least one peer on the playground or park area from 10 feet at least during 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will toss a frisbee to at least one peer on the playground or park area from 20 feet at least during 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will toss a frisbee to at least one peer on the playground or park area from 30 feet at least during 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a tennis-ball underhand to a peer from 10 feet at least during 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a tennis-ball underhand to a peer from 20 feet at least during 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a tennis-ball underhand to a peer from 30 feet at least during 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a beanbag at a tic-tac-toe or other type of game while playing with at least one peer and following all rules during 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a beanbag at a tic-tac-toe or other type of game while playing with at least one peer and following all rules 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will throw a beanbag at a tic-tac-toe or other type of game while playing with at least one peer and following all rules during 5 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3:
Games such as bowling, frisbee, baseball, target games (safety darts, ring toss, beanbag)
Target games (safety darts, ring toss, beanbags)
Vary size of objects, targets, distances, and degree of complexity.
Eye-Foot Coordination
Goal Stem # 1: THE STUDENT Will Use Kicking Motion For Functional And Recreational Purposes...
By month/year, THE STUDENT will kick a stationary ball to a peer at least 5 feet away 2 out of 5 times for 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will kick a stationary ball to a peer at least 10 feet away 3 out of 5 times for 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will kick a stationary ball to a peer at least 15 feet away 4 out of 5 times for 5 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use foot to kick a small object 5 feet out of the way 2 out of 5 times for 3 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use foot to kick a small object 10 feet out of the way 3 out of 5 times for 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will use foot to kick a small object 15 feet out of the way 4 out of 5 times for 5 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Punting, kick ball, soccer, circle games, relays
Skill drills (varying distances, speeds configurations, ball size)
Goal Stem # 2: THE STUDENT Will Coordinate Movement With Functional And Rhythmic Activities...
By month/year, THE STUDENT will walk/wheel next to another person adjusting pace and space to that person for 3 minutes 2 times weekly 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel next to another person adjusting pace and space to that person for 4 minutes 3 times weekly 8 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will walk/wheel next to another person adjusting pace and space to that person for 5 minutes 4 times weekly 10 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will participate at least 10 times per month in calisthenic-type activity for 3 minutes 2 times weekly 6 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will participate at least 10 times per month in calisthenic-type activity for 4 minutes 3 times weekly 8 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT will participate at least 10 times per month in calisthenic-type activity for 5 minutes 4 times weekly 10 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Traditional/adapted ball games
Dancing, jump rope
Exercises, calisthenics obstacle courses, sit-er-cise
Hiking, walking (alone or in a crowd)
Climbing stair
General Coordination
Goal Stem # 1: THE STUDENT Will Climb Structures/Apparatus In His Environment...
By month/ year, when sharing climbing apparatus with peers, THE STUDENT will avoid physical contact with other climbers 60% of climbing for 3 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, when sharing climbing apparatus with peers, THE STUDENT will avoid physical contact with other climbers 80% of climbing for 4 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, when sharing climbing apparatus with peers, THE STUDENT will avoid physical contact with other climbers 90% of climbing for 5 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will climb form floor into wheelchair independently 60% of climbing for 3 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will climb form floor into wheelchair independently 80% of climbing for 4 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will climb form floor into wheelchair independently 90% of climbing for 5 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will safely use a step stool/ladder independently to reach items on a shelf or wall 3 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will safely use a step stool/ladder independently to reach items on a shelf or wall 4 consecutive trial days, as observed and recorded by staff and
peers.
By month/ year, THE STUDENT will safely use a step stool/ladder independently to reach items on a shelf or wall 5 consecutive trial days, as observed and recorded by staff and
peers.
Suggested Activities For Goal Stem # 1:
Climbing ladders in swimming pools, homes or playgrounds or for work activities
Climbing into vehicles (cars, buses, bicycles)
Climbing on playground structures (jungle gyms, swings, monkey bars)
Climbing in the home (onto beds, chairs, couches)
Goal Stem # 2: THE STUDENT Will Display Agility In Sports Related Skills...
By month/year during weekly bowling with peers, THE STUDENT will perform a forward roll with only verbal prompts 40% of attempts during 2 out of 5 trial days as observed and recorded by staff.
By month/year during weekly bowling with peers, THE STUDENT will perform a forward roll with only verbal prompts 60% of attempts during 3 out of 5 trial days as observed and recorded by staff.
By month/year during weekly bowling with peers, THE STUDENT will perform a forward roll with only verbal prompts 80% of attempts during 4 out of 5 trial days as observed and recorded by staff.
By month/year during weekly bowling with peers, THE STUDENT will use a one step approach and deliver the ball without stepping over the line 40% of attempts during 2 out of 5 trial days as observed and recorded by staff.
By month/year during weekly bowling with peers, THE STUDENT will use a one step approach and deliver the ball without stepping over the line 60% of attempts during 3 out of 5 trial days as observed and recorded by staff.
By month/year during weekly bowling with peers, THE STUDENT will use a one step approach and deliver the ball without stepping over the line 80% of attempts during 4 out of 5 trial days as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Traditional/adapted sports ( basketball, gymnastics, tennis.)
Traditional/adapted games ( races. Tag, twister, leap frog)
Arcade games.
Goal Stem # 3: THE STUDENT Will Jump Rope For Fitness And Recreation........
By month/year THE STUDENT will jump with erect body and two feet together over a stationary rope on the ground 60% of attempts 2 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will jump with erect body and two feet together over a stationary rope on the ground 70% of attempts 3 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will jump with erect body and two feet together over a stationary rope on the ground 80% of attempts 4 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will jump rope continuously for 60 seconds, 2 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will jump rope continuously for 60 seconds 3 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will jump rope continuously for 60 seconds 4 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will take turns in a jump rope game with peers 2 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will take turns in a jump rope game with peers 3 out of 5 trial days, as observed and recorded by staff.
By month/year THE STUDENT will take turns in a jump rope game with peers 4 out of 5 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3:
Jumping over obstacles in variety of places ( ladders rungs, puddles, branches)
Increasing time requirement for jumping rope.
Jump rope game with peers
Creative Movement
Goal Stem # 1 THE STUDENT Will Explore Movement Possibilities.........
By month/year, when given a ball THE STUDENT will throw it at least 2 different ways 2 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
By month/year, when given a ball THE STUDENT will throw it at least 3 different ways 3 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
By month/year, when given a ball THE STUDENT will throw it at least 4 different ways 4 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT's will cross climbing apparatus (walking or in a wheelchair) in different ways (over, under, around) 2 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT's will cross climbing apparatus (walking or in a wheelchair) in different ways (over, under, around) 3 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
By month/year, THE STUDENT's will cross climbing apparatus (walking or in a wheelchair) in different ways (over, under, around) 4 of 5 opportunities 4 consecutive trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Determine how many different ways THE STUDENT's can get somewhere to perform an action
Vary positions, speed, direction of movement
Vary apparatus, objects
Use music with movement
Have THE STUDENT's move with eyes closed
Goal Stem # 2 THE STUDENT Will Move With Music...
By month/year, THE STUDENT will "dance" to music of different tempos, varying speed of body movements to follow the music 40% of dance period 6 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will "dance" to music of different tempos, varying speed of body movements to follow the music 50% of dance period 7 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will "dance" to music of different tempos, varying speed of body movements to follow the music 60% of dance period 8 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will complete 2 parts of a square dance while participating with peers 40% of dance period 6 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will complete 2 parts of a square dance while participating with peers 50% of dance period 7 trial days, as observed and recorded by staff.
By month/year, THE STUDENT will complete 2 parts of a square dance while participating with peers 60% of dance period 8 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 2:
Varying groupings
Vary Types, volume, speed, and style of music
Vary Body Parts
Dance (free, folk, square, rock)
Aerobic exercises (job, walk, calisthenics, "sit-ercise"
Art done to music
Cooperation
Goal Stem # 1: THE STUDENT Will Take Turns In Group And Team Situations...
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will wait quietly until his/her turn 50% of opportunities throughout the day in 5 trial days, as observed and recorded by staff.
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will wait quietly until his/her turn 60% of opportunities throughout the day in 7 trial days, as observed and recorded by staff.
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will wait quietly until his/her turn 70% of opportunities throughout the day in 9 trial days, as observed and recorded by staff.
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will indicate bowling turn by going to the ball rack at the correct time 50% of opportunities throughout the day in 5 trial days, as observed and recorded by staff.
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will indicate bowling turn by going to the ball rack at the correct time 60% of opportunities throughout the day in 7 trial days, as observed and recorded by staff.
By month/year, in a group situation such as lunch line or discussion, THE STUDENT will indicate bowling turn by going to the ball rack at the correct time 70% of opportunities throughout the day in 9 trial days, as observed and recorded by staff.
Suggested Activities For Goal Stem # 1:
Organized/modified games and sports
Community outings, bus line, stores, street crossing
Assemblies, Performance, events
Discussions
Goal Stem # 2: THE STUDENT Will Demonstrate Sportsmanship Skill And Attitudes...
By month/year, THE STUDENT will follow, without negative responses, ruling of the referee or umpire 70% of opportunities for 3 consecutive trial days, as observed and recorded by staff/peers/officials.
By month/year, THE STUDENT will follow, without negative responses, ruling of the referee or umpire 80% of opportunities for 4 consecutive trial days, as observed and recorded by staff/peers/officials.
By month/year, THE STUDENT will follow, without negative responses, ruling of the referee or umpire 90% of opportunities for 5 consecutive trial days, as observed and recorded by staff/peers/officials.
By month/year, THE STUDENT will make at least 1 positive statement about participation in a group game 70% of opportunities for 3 consecutive trial days, as observed and recorded by staff/peers/officials.
By month/year, THE STUDENT will make at least 2 positive statement about participation in a group game 80% of opportunities for 4 consecutive trial days, as observed and recorded by staff/peers/officials.
By month/year, THE STUDENT will make at least 3 positive statement about participation in a group game 90% of opportunities for 5 consecutive trial days, as observed and recorded by staff/peers/officials.
Suggested Activities For Goal Stem # 2:
Organized games (at recess, PE, After School)
Group discussion
Individual counseling
Role play
Videos
Peer pressure
Play times
Goal Stem # 2: THE STUDENT Will Develop And Maintain Strength For Functional And Recreational Purposes...
By month/year, THE STUDENT will complete 10 repetitions on 5 different weight training machines 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
By month/year, THE STUDENT will complete 10 repetitions on 5 different weight training machines 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
By month/year, THE STUDENT will complete 10 repetitions on 5 different weight training machines 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
By month/year, THE STUDENT will press a switch with sufficient force to activate it 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
By month/year, THE STUDENT will press a switch with sufficient force to activate it 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
By month/year, THE STUDENT will press a switch with sufficient force to activate it 4 out of 5 trial, 3 out of 4 trial days, as measured and recorded by staff.
Suggested Activities For Goal Stem # 2:
Weight training, other devices (standing, frame, walker)
Use adaptive equipment (standing frame, walker, brace)
Sports (swimming, running, aerobics)
Calisthenics
Throwing, Stair climbing
Isometric and isotonic exercises
Goal Stem # 3: THE STUDENT Will Develop And Maintain A Healthy Percentage Of Body Fat
By month/year, THE STUDENT will select and perform activities that will increase daily calories use 2 times weekly for 2 month for weight loss, until desired weight is obtained, as observed and recorded by staff.
By month/year, THE STUDENT will select and perform activities that will increase daily calories use 3 times weekly for 2 month for weight loss, until desired weight is obtained, as observed and recorded by staff.
By month/year, THE STUDENT will select and perform activities that will increase daily calories use 4 times weekly for 2 month for weight loss, until desired weight is obtained, as observed and recorded by staff.
By month/year, THE STUDENT will select a healthy weight for himself by using a doctor's chart, 2 times per week until desired weight is obtained, as observed and recorded by staff.
By month/year, THE STUDENT will select a healthy weight for himself by using a doctor's chart, 3 times per week until desired weight is obtained, as observed and recorded by staff.
By month/year, THE STUDENT will select a healthy weight for himself by using a doctor's chart, 4 times per week until desired weight is obtained, as observed and recorded by staff.
Suggested Activities For Goal Stem # 3:
Awareness of factors in making healthy food choices (calories, portions, food value)
Charting (fat content, individual weight loss)
Exercise Programs
Awareness of caloric expenditure or weight control value of various kind activities
Peer support for weight-change programs
Awareness of different testing methods for determining body composition (visual, skin-fold test, water
immersion test)
Respect
Goal Stem # 1: THE STUDENT Will Show Respect For Others In Group Activities, Regardless Of Their Ethnicity, Gender, Body Type, Or Skill Level...
By month/year, THE STUDENT will compliment a less-skilled player at least 2 times per game 2 out of 5 trial days, as observed and recorded by staff or team members.
By month/year, THE STUDENT will compliment a less-skilled player at least 3 times per game 3 out of 5 trial days, as observed and recorded by staff or team members.
By month/year, THE STUDENT will compliment a less-skilled player at least 4 times per game 4 out of 5 trial days, as observed and recorded by staff or team members.
By month/year, THE STUDENT will give physical assistance to person in a wheelchair to move around bases at least 2 times per game 2 out of 5 trial days, as observed and recorded by staff or team members.
By month/year, THE STUDENT will give physical assistance to person in a wheelchair to move around bases at least 3 times per game 3 out of 5 trial days, as observed and recorded by staff or team members.
By month/year, THE STUDENT will give physical assistance to person in a wheelchair to move around bases at least 4 times per game 4 out of 5 trial days, as observed and recorded by staff or team members.
Suggested Activities For Goal Stem # 1:
Organized/modified games and team sports
Role plays, discussions
Giving " High 5s" or other positive feedback when appropriate
Mixed groups (gender, age, ethnicity, skill levels)
Varying the group roles among "types" of THE STUDENT's (be aware of incidental opportunities as they arise)
Goal Stem # 2: THE STUDENT Will Show Self-Respect In Group Activities Regardless Of His Ethnicity, Gender, Body Type, Or Skill Level...
By month/year, when teased by others, THE STUDENT's will maintain dignity in a socially acceptable way such as stating feelings or walking away 60% of occurrences 3 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
By month/year, when teased by others, THE STUDENT's will maintain dignity in a socially acceptable way such as stating feelings or walking away 70% of occurrences 4 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
By month/year, when teased by others, THE STUDENT's will maintain dignity in a socially acceptable way such as stating feelings or walking away 80% of occurrences 5 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
By month/year, THE STUDENT will ask for a specific active team position, rather that accepting a minor or passive role 60% of occurrences 3 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
By month/year, THE STUDENT will ask for a specific active team position (rather that accepting a minor or passive role 70% of occurrences 4 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
By month/year, THE STUDENT will ask for a specific active team position (rather that accepting a minor or passive role 80% of occurrences 5 out of 5 trial days, as observed and recorded by staff and/or THE STUDENT
Suggested Activities For Goal Stem # 2:
Organized/modified games and team sports
Role Plays, Discussions
"High 5s", or other positive feedback when appropriate
mixed groups (age, gender, ethnicity, skill level)
Provide opportunities for all THE STUDENT's to experience a variety of group roles(be aware of incidental opportunities as they arise.