Concord Public Schools K-8 Physical Education

Our mission is to offer a varied and age-appropriate curriculum (focused on fundamental motor skills, fitness activities and team sports) in a manner which promotes healthy decision-making and enhances a student's sense of self-esteem, personal safety, and overall wellness.

As highly-qualified physical education teachers, we pledge to:

Establish a positive, safe learning environment for all students
Teach a variety of physical activities that make physical education class fun and enjoyable
Create maximum opportunities for students of all abilities to be successful
Promote student honesty, integrity and good sportsmanship
Guide students into becoming skillful and confident movers
Facilitate the development and maintenance of physical fitness
Assist students in setting and achieving personal goals
Provide specific, constructive feedback to help students master motor skills
Afford opportunities for students to succeed in cooperative and competitive situations
Prepare and encourage students to practice skills and be active for a lifetime

We expect our students will:

be PREPARED for class (by wearing sneakers and proper PE attire)
be ACTIVE learners and stay on task
be COOPERATIVE and helpful to others
do their own "PERSONAL BEST "
have FUN!

Our Staff

Alcott - Tim Gaudreau
Thoreau - Beth Murphy
Willard - Mike Germond
CMS - Sharon Taft
CMS - Tom Dalicandro
CMS - Marianna Chiodo

Adaptive PE

The Law
In accordance with Public Law(P.L.) 94-142, P.L. 101-476, and P.L. 105-17, the Individuals with Disabilities Education Act (IDEA) and the subsequent reauthorization of the law in 1997, students have the right to receive a free and appropriate public education in the Least Restrictive Environment (LRE). For some this means that they are entitled to receive Adapted Physical Education (APE) as part of their Individual Education Plan (IEP).

Adapted Physical Education
APE has the same goals and objectives as physical education. Often activities are adapted, or modified to address the individual needs of students who have a disability and/or gross motor developmental delays. In order to qualify for APE a student must: have a disability and/or delay and must not be making reasonable progress in the regular (physical) education class. APE is a federally mandated component of special education. As such, the APE teacher is a direct service provider, not a related service provider. This means that physical education needs to be provided to the student with a disability as part of the child's IEP. Physical education deals with the development of gross motor skills (i.e.: throwing, catching, kicking) as well as movement patterns (i.e.: walking, running, hoping, jumping, galloping, skipping). Physical education also deals with individual and group activities, games and sports.

Qualifying Disabilities
Deaf- Blindness
Hearing impairment
Mental retardation
Multiple disabilities
Orthopedic impairment
Other health impairment
Serious emotional disturbance
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment including blindness

IEP Development:

A student may be brought up for referral to receive services (most often by the physical education teacher, classroom teacher, physical therapist, or parent). If the child is referred by the classroom teacher or physical therapist, the regular physical education teacher should be consulted to see whether the student is successful in their PE class.

As part of the referral process, the student may be observed in the regular physical education setting to determine whether they are successful or not.

Assessment involves the collection and interpretation of data through testing. Accurate assessment will help to identify the needs of the student. Some assessment tools that may be used are: The Brockport Physical Fitness Test Manual, Bruininks-Oseretsky Test of Motor Proficiency, Ohio State University Scale of Intra-gross Motor Assessment, and the Test of Gross Motor Development.

The IEP Document
Present Level of Performance: what the child can and can not do at the present time.
Annual Goal(s): the major area(s) of deficit that the IEP will address for the next 12 months. Objectives/benchmarks: the short-term steps that will be taken to reach the goal(s). These are clear, measurable and objective statements that involve a task, condition and criteria.

Annual Review
The IEP Team will meet every year to discuss the student’s progress towards his/her goals. New goals objectives may also be introduced at this meeting.

Information collected through PE Central & Adapted Physical Education National Standards