James M. Quinn Elementary School Home Page
« December 2017 »
Sun Mon Tue Wed Thu Fri Sat
26
27
28
29
30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
1
2
3
4
5
6

 

Physical Education
Instructor: Pavao, Lavin and Cappello   
March
PHYSICAL EDUCATION IN DECEMBER
December Activities

THROW AND CATCH | Blog de Inglés | 3 – 8 años

It’s hard to believe that we are already in the month of December. We hope that everyone was able to enjoy a happy and restful Thanksgiving Day with their loved ones. Even though the 2015 year is coming to an end, we still have many activities the students will be participating in December.

Kindergarten – 2nd Grade (Ball Skills with Long Handed Implements & Catching and Throwing)
Students will have the opportunity to use the Pillow Polo sticks to practice many of the different mechanics associated with the game of Pillow Polo. Learning to strike the ball using a forehand shot and a backhand shot properly will be one of the main skills targeted. Students will have a variety of opportunities to practice their striking motions. First, they will practice against the wall of the gym and then with a partner. Once students are comfortable with their striking mechanics, they will have opportunities to practice their stickhandling skills. Students will be asked to control the ball going around various sets of obstacles.

Along with ball skills, the younger students will begin to learn and practice their throwing and catching. The students will learn properly how to roll a ball with two hands and then with one hand. Once sufficient practice time has been given, the students will practice their underhand and overhand throwing of various objects as well as catching those objects.

3rd Grade – 5th Grade (Pillow Polo & Personal Best)
In the game of Pillow Polo, which is extremely similar to floor hockey, students will cooperate with their teammates to achieve a common goal. Students will learn the rules and the essential movement skills in order to successfully participate while keeping themselves and their classmates safe. By the end of our Pillow Polo unit, we hope to have each child use the proper mechanics of striking a ball (forehand strike and backhand strike) with a pillow polo stick. Along with the proper mechanics, we will go over the rules of sportsmanship and the health related fitness components associated with the game.

Students will have an opportunity to work on their fitness goals during our “Personal Best” week. During the first month of the school year, students were able to set end of the year fitness goals using three criteria: curl-ups, push-ups, and the 9-minute run/walk. Each child will have their second opportunity to monitor their progress in these three areas. The “Personal Best” week is done four times throughout the school year. Students are able to keep track of their own personal goals and create new goals as needed.

We would like to wish all the Quinn School families a very happy, healthy, and restful holiday season! Thank you for your continued support!

Mr. Cappello
Mr. Lavin
Mr. Pavao
Adaptive Physical Education
Adapted Physical Education Service Provision
As a direct service, Adapted Physical Education is provided to students who have needs that cannot be adequately addressed in the regular physical education program. In addition to APE, other service delivery options include APE collaboration and APE consultation, specially designed physical education, modified physical education, and general physical education.
Provision of APE is based on the same process of referral, assessment, and individual program planning that other special education services follow. An assessment and evaluation of motor skills performance is considered by the IEP team in determining how specialized physical education is to be delivered.
Federal law guarantees the opportunity for students to participate in physical education regardless of physical, cognitive, or emotional abilities. Finding the least restrictive environment (LRE) for each learner is both a federal mandate and a best practice. The environment is considered to be least restrictive when it matches individual abilities and appropriate services and provides students with as much independence as possible.

Responsibilities of the Adapted Physical Education Teacher
  • Completing comprehensive motor assessments of individuals with disabilities and making specific program recommendations
  • Providing direct services to students who are eligible and in need of APE
  • Consult with physical education staff providing physical education instruction for individuals with disabilities
  • Consult with other IEP team members about student need in the area of APE
  • Serve as an IEP member at IEP meetings
  • Monitor student progress
  • Advocate for the student and parent
Mr Cappello, CAPE