1. PARTNER
PE:
TEAM
ALL
AT
PLAY
NAPEC
No.
41
November
9,
2012
Crystal
Reimer,
MS,
CAPE
Keller
ISD
Crystal.reimer@kellerisd.net
Dallas,
TX
Partner
Physical
Education
is
a
specially
designed
physical
education
class
that
pairs
general
education
students
with
students
with
special
needs.
Benefits:
All
student
gain
friendships
through
social
interactions
in
class,
which
carry
over
outside
of
class
settings.
Students
share
and
exhibit
skills
that
are
learned
in
class.
Students
participate
in
experiential
education
based
activities
and
gain
problem-­‐
solving
skills
that
they
otherwise
would
not.
Objectives:
1. Demonstrates
competency
in
many
movement
forms
and
proficiency
in
a
few
movement
forms.
2. Applies
movement
concepts
and
principles
to
the
learning
and
development
of
motor
skills.
3. Exhibits
a
physically
active
lifestyle.
4. Achieves
and
maintains
a
health-­‐enhancing
level
of
physical
fitness.
5. Demonstrates
responsible
personal
and
social
behavior
in
physical
activity
settings.
6. Understands
that
physical
activity
provides
opportunities
for
enjoyment,
challenge,
self-­‐expression,
and
social
interaction.
-­National
Association
Standards
for
Sport
&
Physical
Education
(NASPE)

2. 1
Partner PE
Team All At Play
NAPEC No. 41
November 9, 2012
Crystal Reimer, MS, CAPE
COMPONENTS OF PPE
• General Education Peers
• The Spirit ~ Students with Special Needs
• Secondary Settings
• Funding (grants)
• Accountability
• 1st Semester / Term
• 2nd Semester / Term
• Rubrics
• Motivation & Birthdays
COMPONENTS OF A
SUCCESSFUL PROGRAM
 What is needed to make this program
work?
– People involved
– Necessary characteristics
 Where do I find PPE?
– Mainstream / general education setting
using a modified curriculum
BEGINNING THE YEAR
 Gen Ed Peers – you need them!
– more in a minute….
 Informal assessments
– Gen ed peers and students with disabilities
– Behavior rubrics
 Programming needs
– Letter home
GENERAL EDUCATION PEERS
 Recruitment
– Counselors, principals, administration
– School course manual & registration
• Application & interview requirements
• PALS flow through
– Student awareness from gen ed PE & prior
grade level experiences
 Acquiring the right number of peers
– Using the number of students with
disabilities
GENERAL EDUCATION PEERS
 Training
– Disability awareness
– Communication
 General Class Expectations
– Dressing out
– Class rules
 Teaching Personal & Social Responsibility
 Behavior Rating Scale
 Assignments

3. 2
THE SPIRIT ~
Students with Special Needs
Everything in your program is based on
your students with disabilities and their
needs.
 Accommodations required
 Adaptive equipment required
 Modifications based on IEPs
 Rubrics that fit everyone’s abilities
SECONDARY SETTINGS
Critical Question –
Is there space available to meet the
needs of your program?
 Middle School
 High School
 Senior high school
 Scheduling demands around Athletics
FUNDING
 Evolving PE fund
 Special education fundraisers
 Grants
 Build up of equipment & proper storage
ACCOUNTABILITY
 Is your program accomplishing the objectives
that were created for it?
– Students are on task
– Relationships have been built
– Programming is unique to students in class
– Does it look like someone has taken the time to
really think about what is going on and who we are
programming for?
 Neutral staff member observations
 Invite community members into your class &
projects
1st SEMESTER
SCOPE & SEQUENCE
 Weeks 1 – 3
– Training of gen ed students
– Build cardiovascular endurance levels
– Introduce calisthenics
– Increase flexibility
– Increase strength & weight resistance (FitnessGram components)
 Weeks 4 – 6
– Beginning of class includes activities focused on health-related skills
– 2nd half of class focused on skill-related fitness activities
1ST SEMESTER
SCOPE & SEQUENCE
 Weeks 7 – 18
– Start using rubrics, based on data collected in weeks 1 - 6
– Activities and rubric use is individually based for each student’s needs
– Data collected through student observations should guide participation
levels within rubrics
– Tasks increase in difficulty as student progresses through rubric
– Sport and / or recreational model themed
– Create themes for activity focus
• EX: 2 weeks of basketball with 3 teambuilding activities interwoven
– Each day themed for an expected health or skill related fitness activity
• EX: Monday is mile time. Tuesday is ball handling & coordination activities . . . .

4. 3
2ND SEMESTER ACTIVITIES
*weather permitting*
 Sport model vs. Recreation model
 Experiential education
 Just Dance & Free Time
RUBRICS
 What are rubrics?
 Why do we use them?
RUBRICS
 Strategies for Inclusion by Lauren
Lieberman
 Reference handouts
 Online resources
 Create your own
MOTIVATION & BIRTHDAYS
 Praising appropriate behavior
 Just Dance Wii competitions
 Cup stacking tournament
 Celebrate birthdays
 Partner recommendation letter
QUESTIONS?

5. Disability
Awareness
Initial
Activities
CIRCLE
UP
Students
are
verbally
prompted
to
make
a
circle.
Observations:
How
quickly
and
how
well
do
these
students
get
into
a
circle?
Are
they
able
to
do
it
with
or
without
hands?
1. In
Circle,
ask
students
their
names.
Each
student
verbalizes
her/his
name
(clockwise
and
counter-­‐clockwise).
2. Students
are
asked
to
think
of
1-­‐2
words
that
describe
them.
It
is
suggested
to
think
very
uniquely
about
yourself
and
the
differences
you
possess.
Start
somewhere
randomly
in
the
circle
and
adjectives
cannot
be
repeated
by
another
student.
3. In
circle:
students
will
say
their
word
with
an
expressive
movement,
which
depicts
their
personality.
Again
one
at
a
time
around
the
circle.
4. In
circle:
teacher
has
a
bag
of
various
objects
that
demonstrate
weight,
textures,
sounds,
and
size.
Each
item
is
passed
around
the
circle.
The
objects
exemplify
the
various
styles
of
objects.
Students
are
prompted
to
remember
the
objects
and
specifically
what
makes
them
different.
5. Students
are
asked
to
take
steps
forwards
and
backwards
following
questions
of
which
items
they
preferred
over
another.
Questions:
do
you
like
heavy…soft…small…
objects?
Do
you
like
objects
that
are
larger
than
your
hand?
Do
you
like
the
brightness…tactile
textures…hard
objects,
etc…?
6. Teacher
makes
connection
with
students
about
the
sensation
of
each
object
and
a
student
with
disability’s
affinity
for
or
repulsion
from
object
based
on
that.
DISABILITY
AWARENESS
Students
are
given
a
variety
of
disabilities
to
choose.
When
time
is
a
concern,
no
choice
is
given.
1. Choices
include:
oversized
shirt,
oversized
boots,
hand-­‐washing
gloves,
splint
for
arm,
ear
phones,
blindfolds,
goggles
with
various
obstructive
views,
splinted
elbows,
hands,
or
knees
(thera-­‐band
over
a
covered
piece
of
wood),
and
using
12
inch
noodles
for
hands
2. Students,
in
their
established
circle,
are
asked
to
take
a
hula-­‐hoop
around
the
circle
without
breaking
hands.
Many
objectives
of
awareness
will
be
reached
as
the
hoop
moves
around
to
different
students.
For
example,
it
will
become
apparent
those
students
who
have
an
innate
ability
to
help
someone
(a
peer
who
may
be
trying
to
move
the
hoop
through
the
body
without
vision).

6. WORDS
COMMUNICATE
Students
pick
a
partner
and
sit
back
to
back
for
the
Words
Communicate
activity.
Students
are
given
a
piece
of
paper
and
each
partnership
is
given
a
pen
to
share.
1. Student
without
the
pen
(arbitrarily
done
when
you
hand
them
out
or
you
can
pick
a
partner
by
saying
the
student
with
the
longest
hair,
dark
shoes,
etc.)
will
begin
first
and
the
student
with
the
pen
will
be
second.
2. All
students
listen
carefully
to
the
challenge:
a. Pick
a
word
from
your
imagination.
Lock
it
in.
b. See
the
word
in
your
head,
each
letter
of
it.
c. Now
think
about
how
you
can
describe
the
word
without
using
letters.
d. Letters
have
two
definite
characteristics-­‐
sounds
and
shapes.
e. Student
one:
use
shapes
to
describe
each
letter
of
your
word,
begin
with
the
first
letter
of
your
word,
and
go
from
there.
For
Example,
my
word’s
first
letter
is
the
shape
of
a
circle.
My
second
letter
is
a
slanted
line
to
the
right
and
at
the
top
of
that
slanted
line
is
another
slanted
line
that
touches
it
and
is
slanted
to
the
left
with
a
line
going
across
the
middle
of
the
two
lines,
touching
at
the
top.
It
should
look
like
an
upside
down
V.
My
third
letter
is
a
squiggly
line.
My
fourth
letter
is
a
straight
line.
My
fifth
letter
is
another
squiggly
line.
*I
don’t
always
provide
them
with
an
entire
word
of
an
example.
I
want
to
see
them
become
frustrated
and
struggle
to
find
the
shape
and
words
to
describe
their
chosen
letters
and
communicate
their
chosen
word.
3. Students
will
stand
up
when
the
first
person
indicates
that
there
are
no
more
letters
remaining
in
their
word.
I
don’t
prompt
student
2
to
double
check
their
letters
before
the
first
student
indicates
being
finished.
Students
are
directed
to
stay
the
course
of
each
letter
as
it
is
being
described
or
explained.
4. Teacher
visits
each
duo
and
learns
how
student
one
described
the
letters
of
their
word.
Did
student
two
get
it
correct?
5. Student
Two
takes
their
turn
once
their
work
has
been
checked.
**Modifications
o Student
can
be
timed
o Students
can
be
given
more
letters
in
the
example
to
help
them
o Students
can
ask
questions
along
the
way
to
the
teacher.