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Katy Independent School District

Special Ed Operating Procedures

Adapted Physical Education

 

What's Required

 

The reauthorization of the Individuals with Disabilities Education Act (IDEA) requires that physical education services must be made available to every student with a disability to ensure students receive a Free Appropriate Public Education (FAPE).

What We Do

 

Adapted Physical Education (APE) is an instructional service provided to support Katy ISD's comprehensive physical education program. Its purpose is to provide an individualized physical education program in which the activities and instructional strategies or procedures are adapted to the specific strengths and deficits of students with disabilities. APE is designed to address the individual needs of a student as indicated in the student's annual goals and objectives included in his/her individual education program (IEP).


Katy ISD's physical education curriculum focuses on the development of fitness for life. The district's instructional curriculum supports developing a knowledge of fitness and psychomotor skills through a variety of activities based on the Texas Essential Knowledge and Skills (TEKS) for Physical Education Section 28.002. Students with disabilities are provided full access to the same programs as their non-disabled peers. Emphasis is placed on age appropriate activities for achievement of physical, social, and cognitive development toward a wholesome lifestyle. Each student with a disability must be afforded the opportunity to participate in the general physical education program available to nondisabled students unless the student has significant deficiencies in the psychomotor areas that require specially designed physical education, as identified in the student's individual education program (IEP).

 

Request for Technical Assistance

  • If the referral is prior to an ARD/IEP Committee meeting, the teacher or staff initiating a referral for Adapted Physical Education must contact the diagnostic specialist assigned to the student's campus.

  • The diagnostic specialist will complete the Request for Special Education Services/Evaluation form, indicating a Technical Assistance for Adapted PE.

  • The completed form will be sent to the campus APE Teacher.

  • The campus APE teacher will observe the student and prepare a Request for Technical Assistance Report, which will include suggested strategies and/or accommodations for supporting the educational concern in the General Physical Education setting.

  • If the Request for Technical Assistance report indicates that no further evaluation is warranted, the student will remain in his/her current setting. The campus staff should implement the strategies and/or accommodations recommended by the APE teacher to ensure that the student with disabilities is provided with the same opportunities for success as his/her non-disabled peers.

  • If the Request for Technical Assistance report indicates that an evaluation is warranted, see Referral for Evaluation.

Request for Consult/Evaluation

  • If a Request for Technical Assistance was not requested prior to the ARD/IEP Committee meeting, the preferred type of request for a new referral is a Consult/Evaluation.

  • The campus diagnostic specialist will schedule an ARD/IEP Committee meeting to discuss the referral for consult/evaluation. If the ARD/IEP Committee determines that an APE consult/evaluation is needed, parental consent will be obtained.  

  • The campus diagnostic specialist will complete the Request for Special Education Services/Evaluation form, indicating a Consult/Evaluation for Adapted PE.

  • The completed form will be sent to the campus APE Teacher.  

Request for Evaluation

  • If an Adapted Physical Education evaluation needs to be requested for a student receiving Special Education services, the campus diagnostic specialist will schedule an ARD/IEP Committee meeting to discuss the request for evaluation.

  • If the ARD/IEP Committee determines than an APE evaluation is needed, parent consent will be obtained.

  • The campus diagnostic specialist will complete the Request for Special Education Services/ Evaluation form indicating a Evaluation for Adapted PE.

  • The completed form should be sent to the campus APE Teacher.

Evaluation Procedures

  • Evaluation procedures are used to interpret the data collected from screening and evaluation instruments, observations, and review of records to assist the ARD/IEP Committee in determining a student's eligibility for APE services.

  • An evaluation is completed within 60 days of obtaining the parent's written consent to evaluate.

  • After the Request for Special Education Services/Evaluation form is received, the APE teacher will contact the designated campus representative to schedule an observation to evaluate the student.

  • The APE assessment team will evaluate the student to determine his/her current level of gross motor development.

  • Based on the review of the evaluation data, the APE teacher will write the Adapted Physical Education Evaluation Report. This report will include recommendations to the ARD/IEP Committee regarding the student's eligibility for APE services and service delivery options. The APE teacher will forward a copy of the report to the campus diagnostic specialist.

  • If the student meets eligibility requirements, the APE staff will use the evaluation results to develop draft goals and objectives.

  • Original copies of all evaluation documents will be placed in the student's special education eligibility folder.

ARD/IEP Committee Meeting Procedures

  • An ARD/IEP meeting will be held within 30 days of the evaluation.

  • The Adapted PE teacher will provide the diagnostic specialist with a copy of the student's APE evaluation, eligibility  and, if appropriate, draft IEP goals and objectives, to include in the Notice of Admission, Review, and Dismissal/Individualized Education Program(ARD/IEP) Committee Meeting.

  • The ARD/IEP Committee will determine eligibility for APE services based on recommendations in the student's evaluation report and input from ARD/IEP committee members.

  • If the student meets eligibility criteria to receive APE services, the ARD/IEP Committee will determine the service delivery model, the location, frequency, and duration of needed services.

  • If the student does not meet eligibility criteria to receive APE services, the student will remain in their current setting.

The ARD/IEP Committee may make recommendations to support the student in general physical education classes.

Re-Evaluation

  • Re-evaluations are conducted every three years to determine continued eligibility for APE services.

  • If a need for further evaluation is identified during the Review of Existing Evaluation Data (REED)/ARD/IEP Committee meeting, parental consent for evaluation will be obtained.

  • The APE teacher will review previous evaluation results, goals and objectives, and current data from teachers.

  • Upon receipt of the completed Request for Special Education Services/Evaluation form (indicating Evaluation) from the campus diagnostic specialist, the Adapted PE Teacher will complete the previously-described Evaluation Procedures.

Criteria for Dismissal

  • The student may be dismissed from APE services by the ARD/IEP Committee according to one of the following criteria:

    • The ARD/IEP Committee determines the student no longer requires modifications or accommodations to benefit educationally from APE services.

    • Results of an Adapted Physical Education evaluation indicate that the student no longer has a gross motor deficit requiring APE services.

    • The ARD/IEP Committee determines physical education is inappropriate for the student  due to a physical or medical condition defined by a licensed physician.

    • The student meets annual goals and objectives as stated in the ARD/IEP, which may include graduation requirements for high school physical education.

    • The student no longer meets age eligibility criteria as defined by TEA.

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