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Marshwood district launches adapted physical education program, trains staff and partners with UNH
Summary
Marshwood school officials presented the district's first-year adapted physical education program, describing assessment tools, IEP coordination, equipment modifications and a partnership with UNH for training and internships.
Marshwood School District officials detailed the rollout of a new adapted physical education (AP) program intended to give students with disabilities more access to physical activity and skills instruction.
Renee Caverly, the district's department chair for physical education, told the board the program emphasizes inclusion and individualized planning. "The philosophy for me is first," Caverly said, adding that teachers trained this summer with Dr. Scott McNamara from UNH and are now certified to deliver adapted PE. The presentation noted the change follows legal developments that require schools to provide adaptive PE services where appropriate.
Administrators outlined how students will be assessed and placed. The district will use three age‑appropriate tests to evaluate motor skills and fitness; if a student scores about two standard deviations below peers, the IEP team may recommend adapted PE services. Caverly said adapted‑PE staff will work with case managers to obtain parental permission, administer assessments and report results to IEP teams.
Staff described multiple delivery models: co‑teaching in general classes with a focus subgroup for AP services, small dedicated AP group sessions, or more intensive configurations (three‑to‑one staff ratios in some high‑school cases). The presenters stressed that placement decisions will follow the least‑restrictive‑environment principle and be tailored to individual needs.
Equipment and instructional strategies were a visible part of the plan: presenters showed examples of oversized or modified equipment (beach balls, slides adapted for throwing/pitching activities, and motor‑team supports) to increase participation. Transition planning between grade levels was also flagged: when students change buildings, teams intend to transfer both individualized plans and any custom equipment so students maintain continuity of supports.
The district said it has a partnership with UNH that will supply instructional support and a pipeline of interns and consortium help: "We have a consortium of students at UNH who can come and work with us," Caverly said, describing internships and shared resources to support implementation.
Board members asked how adapted PE will fit into the school day; administrators replied it will vary by site and student need, with options including scheduled weekly AP blocks or co‑taught general PE classes with concentrated AP attention. The board was told staff will continue to refine practices and report progress through IEP meetings and regular updates to administrators.
The presentation concluded with an invitation for questions; no board action was required at this meeting. Administrators said they will continue assessing students, coordinating with IEP teams and reporting back to the board as the program develops.
