Module 3 IEP Present Levels of Educational Performance, Goals, and Objectives

Present Levels Of Educational Performance should be:

Current Objective Measurable and Understandable Based on current data (formal and/or informal) Consider the student's overall strengths, parents' concerns, and special factors Be jargon-free

Some points that should be taken into account in writing the PLOP.
The statement should accurately describe the effect of the child's disability or the child's performance in any area of education that is affected. including (1 ) academic areas (reading, math, communication, etc) and (2) non-academic area (daily life activities, mobility. etc.) Labels such as mental retardation or deafness may not be used as a substitute for the description of present levels of educational performance.

Some points that should be taken into account in writing the PLOP.
The statement should be written in objective measurable terms, to the extent possible. Data from the child's evaluation would be a good source of such information or from situational assessments. There should be a direct relationship between the present levels of educational performance and the other components of the IEP. Thus, if the statement describes a problem with the child's reading level and points to a deficiency in a specific reading skill, goals in reading should be written and the student should receive Special Education services in Reading.

Topic 1: Present Level of Performance (PLOP)

The first item that must be completed on a goal page is the Present Levels of Educational Performance. The factor that drives goals and objectives. The major components of a Present Level of Performance are the strengths (what the student can or is doing), what needs to happen next (not the weaknesses, but what specific skill the student needs to obtain or work on next), and what is known about the student that will help us get to our annual goal.

 Strengths---should be in reference to the specific skill area for this one goal page. What comes next--should tell what specific skills would come next in the series of learning based on the listed strengths. What do we know about the student--should tell any information that you or the IEP Team can add that may help the person working with the student to obtain the goals.

Examples of acceptable present levels of educational performance

John adds, subtracts, multiplies and divides whole numbers. He needs to be able to compute fractions and decimals in real life situations. He learns best when using manipulatives. Jill completes all daily assignments with help or prompts. With prompts, she completes only 50% of long-term assignments / projects. Jill needs to complete assignments independently. Jill lacks self-confidence in her academic ability to complete most classroom and homework assignments.

Contn of examples of acceptabl PLOPs:

Sally writes simple sentences correctly. She knows to use capitals at the beginning of a sentence and uses proper ending punctuation. When writing paragraphs, she includes topic sentences but does not organize ideas in logical sequence. Sally needs to write paragraphs that are organized and include compound and complex sentences. She seems to perform better with writing, when she is sitting in the front of the classroom and when provided with ample opportunity to practice before taking a grade on the task.

Contn of examples of acceptabl PLOPs:

Jack gets along well with peers and is very well liked by students within the school setting. He exhibits good social skills and displays good manners. He frequently displays inappropriate reaction to authority figures when corrected for misbehavior. He needs to display appropriate behavior toward adults and authority figures within the school setting. Jack gets along better with female teachers than with male teachers.

Examples of Not Acceptable present levels of educational performance:

WJR scores: reading 5.0, written language 3.4. Sam's reading continues to improve. Writing needs work. Joe is capable of doing work in the regular classroom. His vocational skills are slow to develop. To ensure academic success, Timothy should receive visual considerations. Shelia is autistic. She needs practice with numbers and fine motor skills. Alex can write simple sentences. He cannot write complex sentences or paragraphs. He needs to write essays correctly.

Paradigm shift to Present Level of Academic Achievement and Functional Performance (PLAAFP)
Academic Achievement generally refers to a childs performance in academic areas (e.g. reading, writing, and math). Functional Performance is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. AA and FP can impact each other

Major Components of PLAAFP

Data-based student specific information related to current academic achievement and functional performance Strengths of the student Needs resulting from the disability Effects of the disability on involvement and progress in the gen. ed. curriculum

Data-Based Student Specific Information

Current and relevant formal evaluation data Current and relevant informal data
Observations and supporting anecdotal records Work samples Progress toward last years goals Parents concerns Students desired school/post-school outcome goals Input from related service providers

Scores should be self-explanatory or must be explained Should be comprehensive for each skill area or domain Should be jargon-free

Effects of the Disability

Describes how the disability impacts the students involvement in the gen. ed. curriculum Conveys the unique challenges or barriers that exist for the student as a result of the disability Describes the current level of independence, and need for assistance.

Case Study: Jack

Based on informal teacher assessment and review of observations from anecdotal record, Jack can sort one dollar bills up to four dollars. Jack is unable to make coin combinations to equal one dollar. This affects his ability to calculate and problem solve in the gen. ed. Curriculum as well as in daily life skill activities.

Breakdown or analysis of the Case Study PLAAFP Component PLAAFP Statement

1. Data-based student specific Informal teacher assessment, info about the students review of observations from current acad. achievement anecdotal record and functional performance
2. Strengths of the student 3. Needs resulting from the disability Sort one dollar bills, up to four dollars Combine coins to make one dollar

4. Effects of the disability on involvement and progress in the gen. ed. curriculum

Affects his ability to calculate and problem solve in the gen. ed. Curriculum as well as in daily life skill activities

Case Study 2: Oliver

According to a log of teacher observations/anecdotal records, Oliver continues to struggle to create a product about a personal event as it relates to text. He has improved his recall of personal events. He has worked on creating text about his personal experience by creating photo journals of events he has participated in. He currently is able to add one or two words to describe the photo. Relating those events to atext is frustrating for Oliver in the gen. ed. Curriculum because it is hard for him to make comparisons.

Breakdown or analyze Olivers Case Study

PLAAFP Component PLAAFP Statement
1. Data-based student specific info about the students current academic achievement and functional performance 2. Strengths of the student 3. Needs resulting from the disability 4. Effects of the disability on involvement and progress in the gen. ed. curriculum

Breakdown or analysis of Samanthas Case Study

PLAAFP Component 1. Data-based student specific info about the students current academic achievement and functional performance 2. Strengths of the student PLAAFP Statement Anecdotal log of observations

Speaks using words an phrases, initiates and responds to greetings Use sentences and phrases when speaking to initiate conversation Communicating in the gen. ed. setting and social skill devt.

3. Needs resulting from the disability 4. Effects of the disability on involvement and progress in the gen. ed. curriculum

Topic 2: Annual Goal

Annual Goals are the needs identified in the Present Level of Educational Performance should be developed into measurable annual goals that the student can reasonably be expected to accomplish within (12) months.

3 Components of Annual Goals

1. Skill area:

Reading Comprehension Math Computation Written Expression Basic Reading Behavior, etc.

2. How to evaluate outcome of the skill area: display compute interpret evaluate develop demonstrate maintain generalize apply, etc.

3. Desired level of achievement / outcome (measurable):

Level of achievement outcome must be clearly stated.

When developing, annual goals consider the following:

primary concerns stated on the initial referral if it is an initial IEP, amount of time the student has left in school and the age of the student, skills needed to progress to the next level of performance, skills needed to succeed in the regular classroom, skills needed to achieve transition, behavior/skills that will improve with modifications,

 strengths of the student, concerns of the parent for enhancing the education of her/his child, scope and sequence of the skill, curricular or behavior areas addressed, special factors and student's learning behaviors.

Example: Annual Goal: Bill will apply decoding skills to read complete sentences
Components: 1. Skill Area: "decoding" 2. How to evaluate outcome of the skill area: "apply" 3. Desired Level of Achievement/Outcome (measurable): "read complete sentences"

Exercise 1: Sally will write complex sentences and will organize ideas in logical sequence.
What is the SKILL AREA(s)? What is the term(s) used to show how to evaluate or measure the outcome of the skill area? What is the DESIRED LEVEL OF ACHIEVEMENT/Outcome?

Exercise 2: Nathan will use learning strategies to acquire information from written material.
What is the SKILL AREA(s)? What is the term(s) used to show how to evaluate or measure the outcome of the skill area? What is the DESIRED LEVEL OF ACHIEVEMENT/Outcome?

Exercise 3: Eric will combine multiple items of one shape, color, and size into a specified location.
What is the SKILL AREA(s)? What is the term(s) used to show how to evaluate or measure the outcome of the skill area? What is the DESIRED LEVEL OF ACHIEVEMENT/Outcome?

Exercise 4: Ellen will demonstrate acceptable behaviors (ignoring, walking away, talking to an adult) in situations where she becomes frustrated or feels provoked.
What is the SKILL AREA(s)? What is the term(s) used to show how to evaluate or measure the outcome of the skill area? What is the DESIRED LEVEL OF ACHIEVEMENT/Outcome?

Acceptable Annual goals:

John will apply basic computational skills using fractions and decimals when performing functional tasks. Sally will write complex sentences and will organize ideas in logical sequence. Nathan will use learning strategies to acquire information from written material. Jack will establish positive peer relationships within the school environment. Ellen will demonstrate acceptable behaviors (ignoring, walking away, talking to an adult) in situations where she becomes frustrated or feels provoked. Alex will evaluate mathematical equations to find the unknown variable.

Not Acceptable Annual Goals:

Given weekly consultation from the resource teacher and tests read orally, Timothy will respond to his maximum potential. (Never tell what the teacher is going to do) Given daily instruction by the EC teacher, Bobby will increase his skills to pass the end-of-course tests with 70% accuracy. (Never put a percentage in the goal) Jan will improve her grammar and writing skills. (doesn't tell what specifically she will improve in the skill area-not measurable)

Not Acceptable Annual Goals:

Alex will increase his reading skills. (not measurable) Carol will increase her reading of cvc words indepenently. (should not use jargon-cvc; no need to tell howindependently) Jack will increase his math computation skills. (not measurable) Ellen will refrain from misbehaving in the school setting. (what type of misbehaving-not specific enough-not measurable) April will decrease inappropriate behaviors. (what type of inappropriate behaviors-not specific enough-not measurable) Jennifer will use study strategies with minimal assistane (study strategies to do what specific skill?-not measurable--no need to tell with what amount of assistance)

 When writing goals for any student remember that if a student hasn't mastered a particular skill in two IEP cycles (years), it may be time to determine the goal as no longer appropriate and write a more appropriate goal. Do Not consider it as giving up on the goal, consider it as providing what the child needs. **remember that annual goals should be specific and measurable, but without percentages or any system of measurement. Annual goals should not include specific placement or teacher positions, and does not include specific services or specific service locations. Best practice: don't use increase, decrease, improve, or other vague terminology.

Terms to include when writing Annual Goals, Short objectives/Benchmarks (Concrete)

To analyze To diagram To identify To name To select

To choose To compare To construct To contrast To criticize

To define To describe

To differentiate To discuss To draw To enumerate To evaluate

To formulate To group

To illustrate To itemize To interpret To justify To list

To locate To match

To organize To outline To point To predict To prove

To relate To review

To solve To state To summarize To trace To translate

To write

Terms to avoid when writing Annual Goals, Short objectives/Benchmarks (Abstract/vague/relative)

To accomplish To be aware To develop To guide To note

To acquaint To acquire To apply To appreciate To ascertain

To assert To attempt

To believe To combine To communicate To comprehend To conceive

To consider To cultivate

To discover To educate To enlighten To experience To familiarize

To feel To gain /have insight

To impart To inform To improve/ Increase To keep abreast To know

To learn To master

To observe To perceive To plan To realize/ recall To recognize/ represent

To reveal/think To understand