APENS 8 Assessment

The teacher who evaluates students to determine their eligibility for adapted physical education services must:

• Be a Certified Adapted Physical Educator (CAPE)

• Meet the state qualifications for an adapted physical educator

• Be reviewed and approved by their school district as an adapted physical educator

• Be an official member of the students’ IEP committees

Which of the following statements is true regarding physical education and related services?

• An adapted physical educator can provide PT services, but a PT cannot provide adapted physical education services

• PT is a related service and should be used as a substitute for physical education only when there are no qualified physical educators to provide the physical education services

• If a student is receiving physical therapy services, they should also be receiving adapted physical education services

• An adapted physical educator could refer a student for PT services if the student needed these services to achieve their adapted physical education goals

After receiving a referral for adapted physical education by school personnel, you call the student’s parents and leave a message stating that you will be evaluating their child for eligibility for adapted physical education services the following week and that if they have any questions or concerns, they should contact you. If you do not hear back from them, you will interpret this response as consent to proceed with the assessment. Which of the following statements applies to this practice?

• This practice is illegal and inappropriate

• This practice is considered passive consent and is okay for requesting permission to assess a student

• This practice is acceptable as long as you keep written records of the time and date you made the call and left the message

• This practice, while acceptable, should be used as a last resort and only when you have been unable to reach the parents after several attempts

When assessing non-English-speaking students, special attention should also be given to:

• Student fatigue

• The length of the assessment

• The impact of possible social and cultural factors

• How items are physically demonstrated

When working on motor skills like kicking and skipping, student evaluation reports should focus on progress related to:

• grade level and parent expectations

• student attitude, effort, and attendance

• student attitude, student effort, and teacher expectations

• teacher expectations and overall skill mastery

Given the nature of the learning and behavior issues associated with the groups listed below, for which group would it be most important to collect and use multiple forms of data collection when assessing?

• Deaf students

• Students with mild intellectual disabilities

• Students with autism spectrum disorder

• Students with spina bifida

If your SEA and LEA fitness norms do not apply to the students with disabilities you are working with, which of the following resources should be considered?

• Brockport Physical Fitness Test

• TGMD-3

• Fitnessgram

• NCHPAD

When performing an initial assessment of a new student who does not communicate in English, the best practice would be to:

• Use a criterion-referenced instrument like the TGMD

• Administer a standardized assessment like the BOTMP

• Perform an authentic assessment using a checklist

• Start by evaluating fitness with the Brockport Physical Fitness Test

Which of the following is not an advantage of creating and administering a needs assessment before conducting a GPE workshop on APE?

• Restricts the content that you will deliver

• Allows you to focus on the content valued by the target audience

• Allows you to connect the content presented to the needs identified

• Communicates to the target audience that you are interested in their needs

Measurement results acquired from informal screening of students’ motor skills:

• Can be used as a justification for a referral for a more comprehensive assessment

• Can be used to assist in general physical education placement decisions

• Can be used, if scores are low enough, to justify placement in adapted physical education

• Can be used to write initial IEP goals