Transcript Collaboration (Dettmer et al. 1999)

Preparing Highly Qualified
APE Teachers
Barry Lavay, CSU, Long Beach
Rebecca Lytle, CSU, Chico
Terry Rizzo CSU, San Bernardino
National AAHPERD Tampa FL April 1, 2009
HQ APE: Lavay, Lytle, Rizzo
Outline: Preparing the HQAPE
Introduction: Rebecca- 10 min
 Purpose, Why, What, Process, Who
 Highly Qualified APE Teacher Position Paper
APAC/NCPERID
Who Is HQ APE Teacher? Terry-10 min
 Requirements, Qualifications, Characteristics
 IDEA: Good News Bad News
 APAC/NCPERID’s Response
Content Knowledge & Skill: Barry- 15 min
 Examine Specific Content Knowledge & Skills
Summary/Discussion
HQ APE: Lavay, Lytle, Rizzo
APAC - Purpose
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The purpose of the Adapted Physical
Activity Council is to advocate & encourage
programs, policies, standards, & research
that will positively affect opportunities for
physical activity & recreation available to
individuals with disabilities. The Council
will promote excellence in professional
practices & preparation; enhance the
knowledge base in physical activity and
recreation for individuals with disabilities…
http://www.aahperd.org/aapar/template.cfm?template=apac/index.html
HQ APE: Lavay, Lytle, Rizzo
Why The Need?
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Inequity- Lack of Physical Education in
No Child Left Behind (NCLB), 2001
Requirements of Physical Education in
IDEIA, 2004
No State or National guidelines for
“highly qualified” in APE
APAC- Adapted Physical Activity Council
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AAPAR - American Association for Physical
Activity & Recreation
AAHPERD - American Alliance for Health
Physical Education, Recreation & Dance
Advocacy for quality
HQ APE: Lavay, Lytle, Rizzo
What To Do? An Idea Is Hatched..
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Annual APAC meeting - AAHPERD
Committee formed - Process begins 2006
“What is a highly qualified APE teacher?
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Open ended question sent out to committee &
others (University & practitioners)
Draft #1 begins…
NCPERID- comes on board
Sent to committee for review…
New comments & ideas are integrated into
the document through several revisions
HQ APE: Lavay, Lytle, Rizzo
Process Continues
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Focus group with 25 APE teachers- revisions
Focus group with all interested parties held
at AAHPERD 2007 - Revisions
Final draft submitted to committee for
review
Final draft submitted to APAR for
acceptance
Reformatting required
HQ APE: Lavay, Lytle, Rizzo
Who Is It For? What Next?
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Administrators
Directors of Special Education Programs
University faculty developing training programs
Adapted Physical Education Specialists
General Physical Education Specialists
Presentations at conferences, web posting, articles
http://www.aahperd.org/aapar/template.cfm?temp
ate=positionpapers.html
 This presentation has been submitted to JOPERD
HQ APE: Lavay, Lytle, Rizzo
But Who Is a Highly Qualified APE
Teacher?
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Knowledge of pedagogy & the ability to
teach effectively to enhance student
achievement
What is meant by student achievement?
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High levels of physical & motor fitness, skills in
aquatics, games, rhythms, dance, sport skills and the
use of leisure time to engage in vigorous healthrelated physical activity consistent with their capabilities
HQ APE: Lavay, Lytle, Rizzo
But Who Is a
Highly Qualified APE Teacher?
A highly qualified APE teacher will have skills
in explicit teacher led, cognitive strategy
instruction (see Rosenshine, 1997, Issues in
educating students with disabilities.)
HQ APE: Lavay, Lytle, Rizzo
But Who Is a
Highly Qualified APE Teacher?
These individuals will have:
Kinesiology degree with a specialization in
pedagogy with a particular focus of attention in
adapted physical activity and graduate from a
recognized subject matter program in adapted
physical education
 Content knowledge about assessment,
individualized educational planning, effective
teaching, and evaluation of teaching
effectiveness via student achievement.
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HQ APE: Lavay, Lytle, Rizzo
But Who Is a
Highly Qualified APE Teacher?
Hidden Characteristics:
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Teaching personality of an adapted physical educator
should match the culture of the school & the population
of students with whom s/he teaches.
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Demonstrate the maturity associated with working as a
member of an educational team & have consultative
skills to work with colleagues from other academic areas
& parents along the continuum of alternative class
placements that appear in public schools.
HQ APE: Lavay, Lytle, Rizzo
But Who Is a
Highly Qualified APE Teacher?
The most important qualification is a
commitment to student achievement as it
relates to health-related physical education.
HQ APE: Lavay, Lytle, Rizzo
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Individuals with Disabilities
Education Improvement Act
(IDEIA) 2004 P.L. 108-446
Good News:
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Physical Education remains in definition of
special education
Bad News: No definition of a…
Qualified physical educator
 Qualified adapted physical educator or adapted
physical educator
 Appropriate APE teacher preparation program
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HQ APE: Lavay, Lytle, Rizzo
APAC/NCPERID’s Response
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Highly qualified adapted physical educators have:
1) A bachelor’s degree in physical education teacher
education AND state license to teach physical
education.
2) A minimum of 12 semester hours specifically
addressing the educational needs of students with
disabilities with a minimum of 9 units specific to the
area of adapted physical education
3) A minimum of 150 hours of practicum experience.
4) Graduated from an academic program that meet the
standards for Adapted Physical Education.
HQ APE: Lavay, Lytle, Rizzo
APAC/NCPERID’s
APE Program Endorsements
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‘Add on’ APE credentials to State licensure for the
teaching of physical education (bachelor's degree
is minimum degree requirement)
Endorsement criteria include, but may not be
limited to meeting:
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Specific Professional Preparation Requirements
Practicum/Field experiences with minimum
requirements
Specific Subject Matter Content Guidelines
HQ APE: Lavay, Lytle, Rizzo
Specific
Comprehensive Content Knowledge & Skill
PE subject matter content
Safety
Disability studies
Assessment
Special education law-IEP
Individual teaching & learning styles
Behavior management
Collaboration/consultation
Advocacy-inclusion practices
Community & family resources
Professional leadership
Assistive technology
HQ APE: Lavay, Lytle, Rizzo
PE Subject Matter
Content Knowledge
Training- strong PE knowledge
 NASPE National Standards
 APENS
 State & District Policies: (i.e., APE
Guidelines in California Public Schools)
Roles & Responsibilities include:
Direct Service-Collaboration-Advocate
HQ APE: Lavay, Lytle, Rizzo
Safety: First & Foremost
District policy
 Facilities & equipment
 Student’s present level
 Student files/Nurse
 Medications
 Contraindication activities
 Severe disabilities - medically fragile
 Physical but also psychological harm
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HQ APE: Lavay, Lytle, Rizzo
Disability Study
http://www.nichcy.org/Disabilities/Categories/Pages/Default.aspx.
14 disability categories
recognized by IDEA
 Programming for
varying disabilities
 Contraindications of
activity
 Resources (i.e.,
disability organizations
sport organizations)
HQ APE: Lavay, Lytle, Rizzo
Assessment for Student Service
Qualification & Report Writing
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Knowledge of a variety of
assessment tools preschool to adult
No single test exists to
meet all needs
Effective report writing
Result in effective
placement & instruction
HQ APE: Lavay, Lytle, Rizzo
Special Education Law
IEP
Legislation: IDEIA & application:
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Service timelines for referrals & qualifying
students
IEP & report writing
Access & equity
Protect students & district
HQ APE: Lavay, Lytle, Rizzo
Individual Teaching &
Learning Styles
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Teaching Styles
Curriculum & instruction
models:
Developmental Approach
Top-down Approach
(functional- CBItransition-lifespan)
Ecological Task Analysis
Multisensory approach
Inclusion: peer tutors
Adapt/Modify Creative power to
HQ APE: Lavay, Lytle, Rizzo
imagine (Sherrill, 2004)
Behavior Management
Behavior Positive Support (BPS)
Eclectic Approach:
 Proactive methods – rules,
routines, & orientation
 Increase behaviors
 Redirect or decrease behaviors
 Psychodynamic approach
 Student Responsibility
 Nontraditional methods
 Severe: BIP
HQ APE: Lavay, Lytle, Rizzo
Collaboration/Consultation
Not Just a Direct Service Provider!
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Communicate the APE job role for student
learning
Respect, communicate & work effectively with
other professionals
Willingness to share/listen, learn from others
Respected professionals
Effective public relations
HQ APE: Lavay, Lytle, Rizzo
Advocacy
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Awareness in schools
community- “Ability
Awareness Day”
Inclusion/normalization:
promote a culture of
inclusion
Promote physical activity
& sport opportunities
in/out of school
Family/staff support
Resource to other
“Voice” for your students
HQ APE: Lavay, Lytle, Rizzo
Community & Family Resources
Advocate, support, educate & resource in
school & community
 Effective family communication can occur
many ways:
 Introductory class letter
 Questionnaires
 Behavior notes
 Homework
 Progress reports
 Newsletters
 Meetings
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HQ APE: Lavay, Lytle, Rizzo
Professional Leadership
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Join & volunteer in professional
organizations
Attend inservice meetings & conferences
Stay Current
Resourceful
Share & learn from others
Willing to grow & change
“Make Things Happen”
HQ APE: Lavay, Lytle, Rizzo
Assistive Technology
Knowledge of devices for
communication, positioning,
mobility, stability, & sport
recreation
 screen readers
 bolsters or wedges
 walkers & wheelchairs
 prosthetics
 mobile standers, or
 specialized sport equipment
HQ APE: Lavay, Lytle, Rizzo
Summary/Discussion
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Ongoing continuous
process - constantly
evolving
Strive to grow professional
Reflection
Philosophy a road map
toward being a HQAPE
HQ APE: Lavay, Lytle, Rizzo
Share With the Group
Your Thoughts Discussion
HQ APE: Lavay, Lytle, Rizzo
Checklist for Highly Qualified APE
Teacher/Program
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____ My district/county has an APE teacher.
____I know who the assigned APE teacher serving
my school should I need assistance.
____The APE teacher in my school has a BA/BS
in teaching PE.
____The APE teacher in my school has 12+
semester hours of coursework related specifically
to teaching PE with individuals with disabilities.
____The APE teacher in my school was trained in
a college program that is based on Standards for
APE (State or National Standards)
HQ APE: Lavay, Lytle, Rizzo
Checklist for Highly Qualified APE
Teacher/Program
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____ The APE teacher serving my school had
preservice training in the age group they are
currently working with.
____I have ample equipment for each student to
participate in my program.
____I have ample facilities/space for instruction
of quality PE for all my students including
students with disabilities.
____I am familiar with all students with disabilities
in my program & have seen their files (IEP’s) &
know of any medical considerations when
HQ APE: Lavay, Lytle, Rizzo
teaching