APE uses a multidisciplinary approach to ensure the implementation of the of specially designed instruction aligned to the Virginia State physical education grade level standards. The specially designed instruction, accommodations, supports, and services are discussed and determined by the individualized education program’s (IEP) team. The goal is for students to become lifelong active and healthy members in their community with maximum independence. The benefits of physical activity have been well documented through years of research. According to the CDC, research shows that physical activity can help improve academic achievement as evidence in improved grades and standardized test scores. Research suggests that physical activity positively impacts cognitive skills, attitudes, and classroom behavior, which increase concentration and attention spans leading to better academic performance. These include enhanced concentration and attention as well as improved classroom behavior. In some cases, physical activity is even more important for the student with a disability if they are to attain or maintain motor function and the related health benefits. Students with disabilities often need to develop or improve adaptive behaviors to enhance their ability to participate safely and successfully in physical education. Students who require APE services receive specially designed instruction and intervention to progress in the curriculum and work towards the same overall goals as their nondisabled peers. A student’s need for APE services may vary over the course of their educational career, especially due to changes in curricular demands and student performance.

APE positions are centrally budgeted and allocated to schools via a combination of direct and itinerant staffing. Most elementary schools receive the support of an itinerant APE teacher, aside from Marshall Road elementary school who have at least 20 students receiving APE services. This school is provided a .4 position to provide the APE services to their 21 students.  Middle and high schools are provided a 0.17 position for every nine students or a fraction thereof who receive APE services in a special education setting. APE itinerant teachers are staffed at middle and high schools to provide APE services to students in the general education setting. Key and Kilmer Centers receive direct staffing based on needs. As a result, APE consists of 52.6 non-school based APE itinerant teachers with a 1.0 allocation and 63 school-based APE teachers splitting an allocation of 25.16 for a total of 77.76 APE positions. 
 

APE instruction and services are defined and mandated by the Individuals with Disabilities Education Act (IDEA) and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia (January 2010), (8VAC20-81-10, 8VAC20-81-30). A request for evaluation is made and services are provided through the Individualized Education Program (IEP) process. Instructional accommodations, supports and services are data-based decisions resulting from an IEP team discussion. Placement of services range along a continuum from the general education setting to a special education (self-contained) learning environment. The evaluations use multi-confirming data to guide an IEP team’s discussion and decision for APE services. This consists of a review of records, observation, consultation, standardized assessment, and informal data.  The APE program uses age-appropriate standardized tools such as: the developmental assessment of young children (DAYC) for students ages 3 – 5, the test of gross motor development-3 (TGMD-3) for students ages 6 – 10, and the Apache motor skills assessment test (AMSAT) for students ages 11 – 19.  

This program provides developmentally appropriate physical education by adapting or modifying the FCPS POS for health and physical education to meet the individualized needs of students with disabilities. The APE program utilizes the instructional materials provided to the general physical education teachers and when appropriate specialized equipment. Some of the equipment consists of assistive technology, adapted bicycles, ramps, and adapted balls. Each APE itinerant teacher has been provided access to picture symbol software in order to incorporate more visual supports and enhance communication. Secondary transition programming starts around the age of 14. The APE program has developed a guide for teachers of secondary students that promotes the person-centered approach and prescribes an IEP focused on lifelong community engagement with maximum independence. All FCPS general and adapted physical education teachers have access to adapted physical education resources through the APE Schoology Group.

As of October 2023, 2,848 students in FCPS received APE services in a variety of physical education settings. This program provides developmentally appropriate physical education by adapting or modifying the FCPS POS for health and physical education to meet the individualized needs of students with disabilities. FCPS POS has been redesigned to align to Virginia’s 2022 updated physical education standards of learning (SOL). Per the updated physical education SOL’s, “in an increasingly sedentary world, schools provide the best opportunity for a population-based approach to enhance the physical, mental, and social development of every child.” The Centers for Disease Control and Prevention (CDC) continues to promote obesity prevention strategies and suggests schools help students develop the knowledge, attitudes, skills, behaviors, and confidence needed to be physically active for life. 

The APE program will engage in professional development opportunities and partner with local, state, and national organizations to provide the current trends; maintain a high quality of instructional practice; and address the specific needs of the students and community. The program will continue in the pursuit to instill healthy habits for life.  

Data analysis reveals a profile of high needs for APE for students with a primary disability of autism or intellectual disability. The program is committed to building the capacity of the APE teachers. Teachers are encouraged to attend the summer Content Teachers Academy at James Madison University in the area of Adapted Physical Education. They are also encouraged to attend the Virginia Association for Health, Physical Education, Recreation, and Dance convention.  Each APE itinerant teacher has been provided access and training to use visual support software. This promotes the use of picture communication symbols, visual schedule boards, content breakdown, reinforcement boards and motivating games. The APE program has implemented various methods to enhance collaboration among the APE teachers such as requiring peer observations, peer reviewing of evaluations, google collaboration meetings, and the GroupMe app (private instant messaging).