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Writing PLOPs, Goals, and Objectives that WORK!!
Transcript of Writing PLOPs, Goals, and Objectives that WORK!!
Julie Masters, Special Education
Supervisor What is a PLOP and
what should it include? PLOP =
Present Level of Performance What does a well-written PLOP Include? PLOPs may also include ... Meet Jeremiah ... What else??? Let's make Jeremiah's PLOP work! ... According to IDEA Statute 300:347, each child’s IEP must contain…
(1) A statement of the child’s present levels of academic achievement and functional performance, including—
(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or
(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities… 4 Required Components:
- A variety of sources of current and relevant information (e.g. RTI data, behavior data, formal assessments results, state assessment results, achievement history, previous IEPs, student work samples, teacher data collection, eligibility data (if current and relevant) .... Remember DATA-BASED!)
- A description of current academic and functional performance in measurable, objective terms
- Current areas of need
- A statement of how deficits affect performance and progress in the general curriculum - Parent concerns
- Student interests, goals (including postsecondary), preferences
- Is the student on track to achieve grade-level proficiency in during the school year? (for standards-based IEP) Jeremiah is a 9 year old fourth grade student with average ability. He has demonstrated the ability to be successful academically, but his behaviors often impact his learning. Teachers report that Jeremiah has difficulty paying attention during class time. His inability to stay on task and follow directions is negatively affecting his classroom performance. When asked to begin work, he often looks around as if he does not know what to do. Observations indicate he often looks to peers for directions, rather than attending to the teacher. This occurs in both classes that he likes and in those that he does not like. When the teacher goes to him to provide individual help, he refuses help and insists he understands what to do, but then he often completes the assignments incorrectly.Jeremiah also needs to work on staying in his personal space and not invading others’ personal space. This is exhibited when he swings a backpack or his arms around in a crowded room or while walking down the hall. Observations of Jeremiah show this is also an issue during games in PE class and in unstructured activities during recess, such as playing tag. He is unable to appropriately interact with others. He sometimes stands very close to other students, squaring up to them, in a posture that is intimidating to younger students, and challenging to those his own age. He has also been observed to inappropriately touch other students. These behaviors have been problematic during special out-of-school activities, and Jeremiah has not been allowed to attend the last two field trips, because of the severity of problems on earlier field trips.
Teacher's data show that Jeremiah inappropriately invades other’s space at least 50% of the time during unstructured activities. Observations using interval recording indicate that during recess he invaded others’ space (using defined behavioral criteria) during 70% of the observation intervals. During classroom time, he was out of his seat and inappropriately close to another student during 35% of the observation intervals. Total off-task behavior during classroom observation was 60% of observed intervals Jeremiah is a 9 year old fourth grade student with average ability. Jeremiah does not pay attention in class Teachers report that Jeremiah has difficulty paying attention during class time and staying on task. The PLOP is the “heart” of the IEP. The PLOP is where ...
- Every member of the IEP Team can have input in determining the best decisions for each student.
- The IEP Team debate pros and cons of certain decisions, and make their decisions based on the best information available to them.
- The IEP Team ensure as much as possible that the student gets an IEP that is focused on his/her individualized needs.
- Weaknesses and issues to work on that are top priority are chosen and make sense for that student at that particular time.
- Discussion and documentation happens to make sure that the major components of the IEP (goals, accommodations, programming and services), and all linked to the student’s unique impairment/s.
(Bourgalt, 2008) Court Ruling Regarding Baseline Data and Measurable Goals ....
Bend-Lapine School District v. K.H., 48 IDELR 33 (9th Cir. 2007)
“That ruling, at 43 IDELR 191, held that the IEP denied FAPE due to lack of baseline data, measurable goals, and a description of services to be provided.”2008. Walsh, Anderson, Brown, Schulze, and Aldrige, P.C. When it comes to goal setting ....
Be SMART!! Critique this PLOP -
- Does it contain all required components?
- What's good; what's not so good?
- How can it be improved? Remember ... A well written PLOP is critical to the development of well written, measurable annual goals!! PLOPs .... Specific Area of Need ....
Is it academic?
Is it non-academic?
Motor PLOP and Goal Setting Where is the student currently performing with regards to this goal?
Why was this goal chosen?
What are the student’s strengths and concerns?
S - Specific: based on the student’s Present Level of Academic Achievement/Functional Performance.
M - Measurable: progress is objectively determined at frequent data points.
A - Achievable/Attainable: realistic.
R - Relevant: related to the most critical needs.
T - Time-bound: has clearly defined beginning and
ending dates.. So what is this measurable annual goal anyway? Measurable annual goals are statements that describe what a student can reasonably be expected to accomplish within a 12month period in the student’s special education program.
Annual goals are related to needs resulting from the student’s disability that directly affect involvement and progress in the general education curriculum.
For preschool children, as appropriate, to participate in age appropriate activities. • Review area(s) of instructional need.
• Determine which aspects of the need might
be met with accommodations in the general
classroom and which require specialized instruction.
• Consider the difference between actual
performance and benchmarks (indicators) for grade.
• Identify the critical academic or functional skills the student will need to learn in order to demonstrate “proficient” or “applying” performance. “
• Which of these are essential to meeting the desired vision/outcome?
• Which are challenging yet attainable?
• Which are essential to student’s ability to participate in the general curriculum (priorities)? Goal Setting - Considerations Considerations (cont.) • Where might “alternate” content standards be considered? Where might modifications be needed such as choosing a different performance standard?
• Consider whether or not the need might be met using an accommodation or by teaching a
compensatory (functional) skill.
• Identify what you can realistically expect within
one year, focusing on challenging, yet
attainable outcomes. PLOP and Goal Setting (cont.) • If a large number of needs are identified in the present level, the IEP Team must consider how each need impacts the students’ progress in the general education curriculum.
• Select the need that has the greatest impact on progress, and develop a goal to address that need. Annual Goal Formula • The student …(WHO)
• Will do what …(BEHAVIOR)
• To what level or degree…(CRITERION)
• Under what conditions or timeframe… (CONDITIONS) Choosing a Measure • What are the performance standards used in the general classroom? In the state standards?
• What has been the rate of growth for this student in the past?
• What will it take for this student to be able to be successful in the general classroom?
• What is the actual deficit between current skill and desired skill?
• What will it take to have confidence that the skill is at a mastery level? Let's Give it a Try • Johnny is in the sixth grade. He has a reading fluency rate of 120 wpm when given passages written at the 3rd grade level. He is able to read two syllable nonsense words that follow common letter sound correspondence with 100% accuracy.
• Johnny demonstrates understanding of grade level materials when information is presented orally, including science, math, and social studies information.
• The requirement to read material at grade level interferes with Johnny’s ability to perform proficiently or to expectations without support or adaptations.
• To meet Johnny’s goals for the future, continued intervention to develop independent reading skills is required. Review what we know
Area of need—reading fluency and comprehension.
What do we know about past instruction and progress?
What has been our experience with similar students/situations?
Given what we know and what we think we can expect, write a goal statement. Given a literary passage written at the fourth grade level, Johnny will read fluently (120–130 wpm) with at least 90% accuracy on repeated trials over a three week period.
After independently reading a variety of written material at the fourth grade level (e.g., classroom content material), Johnny will respond to comprehension questions (both meaning and inference) with 85–90% accuracy. Possible Goals for Johnny Let's Review - What are required components of a PLOP?
- What is a baseline?
- What makes a goal
- What is a SMART Goal? Moving forward: 1. Review your IEP goals.
2. Are they SMART goals?
b) Measurable (who, behavior, criterion, conditions)
3. Are they connected to (derived from) the PLOP? One last thing to remember ...