Professional Documents
Culture Documents
A Manual For Writing PLOP
A Manual For Writing PLOP
Rick Metheny
Allegany County Public Schools
Special Education Department
November, 2002
The general curriculum plays an important part in developing a student’s
Individual Educational Plan (IEP). The Present Level of Academic
Achievement and Functional Performance, Annual Goals and Short Term
Objectives should reflect the needs of the student in relationship to the
general curriculum.
GENERAL CURRICULUM
What is it?
district.
• One core curriculum for all students (language arts, math, science, social studies).
• The Maryland State Department of Education provides the definition of curriculum as:
• "What students should know and be able to do."1
What it is NOT:
• Materials
• Instructional methodology
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 2 of 21
GENERAL CURRICULUM
Why is it important?
Where we were.
• As a result of those court decisions, and a growing disability rights movement, in 1975,
the Education for All Handicapped Children Act (P.L 94-142) was passed, entitling students
with disabilities to an individually designed, free and appropriate public education (FAPE)
provided in the least restrictive environment. A key purpose of this law was “to assure that
all children with disabilities have available to them…a free, appropriate public education
which emphasizes special education and related services designed to meet their unique
needs.” 4 Because that regular curriculum did not "fit" and the mandate for FAPE was for an
education that met "unique needs," the logical response of educators was to design a
curriculum for each student individually.
• While this was positive in that it targeted highly individualized instruction for students
with disabilities, it also moved students with disabilities further away from the regular
education definition of "What students should know and be able to do." Over the years,
special education has focused and specialized on meeting students' unique needs while
regular education has been moving in the direction of high expectations, standards, and
greater accountability for student progress.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 3 of 21
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 4 of 21
GENERAL CURRICULUM
Why is it important?
Where we are.
• In 1997, the Individuals with Disabilities Education Act
was up for reauthorization and testimony was received
suggesting a 'separate but equal' curriculum for students
with disabilities, focusing on meeting their unique needs has
not brought desired results. IDEA '97 went further than P.L.
94-142 in defining access for students with disabilities,
entitling students with disabilities not only access to free and
appropriate education but also access, participation, and
progress within the general education curriculum, stating,
schools must educate students with disabilities to meet the same state standards and pass
the same state-mandated assessments designed for students without disabilities. 5 IDEA
2004 went even further, requiring meaningful participation in content instruction.
• For over 20 years, special education and regular education have been moving in
generally different directions. Now we are faced with the need to bring the two together - to
meet unique needs while at the same time providing access, participation and progress in
the general education curriculum.
• "Access," "participation" and "progress" are verbs defined as more than simply being in
physical proximity to the general education curriculum and force us to reexamine how we
write goals and objectives and how we provide instruction. Too often, once students begin
special education it is often difficult or impossible to cross the bridge to regular education. If
students miss the presentation of content essential to the curriculum, it is unlikely they will
ever make up lost ground. " We're behind the rest of our class and we're going to catch up
to them by going slower than they are?" 6
1
Achievement Matters Most: The Final Report of the Visionary Panel for Better Schools January
2002. Accessed November 1, 2002 at http://www.msde.state.md.us/Visionary_Panel/
2
OSERS, (2001). History Twenty-five years of Progress in Educating Children with disabilities
through IDEA.
3
U.S. Department of Education, (2000) TO ASSURE THE FREE APPROPRIATE PUBLIC EDUCATION
OF ALL CHILDREN WITH DISABILITIES, Twenty-second Annual Report to Congress on the
Implementation of the Individuals with Disabilities Education Act.
4
20 USC 1401 et seq
5
U.S. Department of Education, (2001) Technical Brief: National Center on Accessing the
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 5 of 21
General Curriculum
6
Bart Simpson (1996) "You Only Move Twice".
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 6 of 21
The Process
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 7 of 21
Present Level of Academic
Achievement and Functional
Performance- PLOP
Present Level of Academic Achievement and Functional Performance describe
how the child’s disability affects his or her progress in the general curriculum.
The purpose of the PLOP is to identify the student’s needs and establish a baseline
from which to develop meaningful and measurable goals.
Yes No
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 8 of 21
10. Could the PLOP pass the “stranger test”? After reading the PLOP,
would anyone be able to begin instruction or intervention?
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 9 of 21
Sample Present Levels of Academic
Achievement
and Functional Performance
“What is the child doing now?”
These statements describe the effect of the student’s disability on performance in each area
affected by the disability. Present levels of academic achievement and functional
performance establish a baseline of information used in writing goals. These
statements must identify deficits, as well as current student performance.
Cindy is functioning at the 40-month level Cindy can trace lines and circles. She cannot
when compared with peers from the produce alphabet letters.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 10 of 21
Kona writes simple sentences. She does not Articulation errors are noted in
combine sentences to form understandable conversational speech with peers and staff.
paragraphs.
On the test , Cindy's expressive
Kona’s broad written language skills are language skills are at the age level. She
three years below her chronological age speaks in two word sentences.
peers. She can write a paragraph with a Social/Emotional Behavior
topic sentence, but she does not combine
paragraphs to complete an essay or written Cindy enjoys all social gatherings, but she
report. does not follow directions to transition
from one activity to another. Cindy
Student can write sentences related to exhibits negative reactions to peer
instructional materials; however, sentences questioning and verbal comments.
are short, lack detail, and syntax. Those reactions include shouting,
shoving others, and throwing items.
Fred is currently functioning at a 10-year-old
age level in written language. He is able to Al has difficulty establishing and
write simple sentences but has difficulty maintaining friendships in the school
with paragraph development. setting.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 12 of 21
Annual Goal
An annual goal describes what the student can reasonably be expected to do within one IEP
year.
The IEP must include a statement of measurable annual goals related to:
• meeting the child’s needs that result from the child’s disability.
• meeting each of the child’s other educational needs that result from the child’s disability.
Yes No
1. Does the annual goal describe what the student can reasonably be
expected to accomplish within one IEP year?
2. Are annual goals developed for each critical area of need identified in
the PLOP?
3. Are annual goals developed for a critical area of need that is not
identified in the PLOP?
4. Does the annual goal reflect behavior that can be measured and
monitored?
5. Does the annual goal meet the student’s needs that result from the
disability and enable the student to be involved and progress in the
general curriculum?
6. Does the annual goal meet each of the student’s other education
needs that result from the disability?
7. Could the annual goal pass the “stranger test”? Could someone who
did not write the annual goal use it to develop appropriate instructional
plans and assess student progress?
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 13 of 21
Sample Annual Goals
“What should the child be doing?”
Annual goals are directly related to the Present Levels of Performance. If the IEP lists
Present Levels of Performance, there must be goals to address these present levels. These
goals describe what the child can reasonably be expected to accomplish within 12
months with specially designed instruction and related services. Annual goals must
address: (A) direction of the behavior, (B) the area of need, and (C) level of
attainment.
Cindy will identify and name all presented John will apply regrouping skills to calculate
alphabet letters with 100% accuracy over 5 and solve simple addition and subtraction
trials as measured by teacher checklist. problems that involve 1 and 2 digit numbers
with 80% accuracy.
Student will read at a 2.3 reading level as
measured by benchmark reading Mike will be able to calculate simple word
assessment. problems that do not require renaming. He
will achieve 90% accuracy level as
Using reading strategies, Cindy will determined by teacher assessments.
demonstrate reading comprehension skills
by answering questions about reading The student will demonstrate number
passages. She will progress from 2.5 level recognition and basic math skills. The
through 3.5 level as measured by teacher student will achieve 80 % accuracy as
tests and observation. measured by teacher tests and
assignments.
Cindy will demonstrate increased reading
speed/fluency from baseline reading sample Laura will complete word problems in her
through 4th grade level reading assignments classroom and homework assignments. She
as measured by teacher checklists and will achieve 80% accuracy on in class tests.
observations.
Al will demonstrate basic addition and
Cindy will read and spell 5th grade content subtraction facts 0-20 at a 90% accuracy
words with 80% accuracy as measured by level as measured by teacher assessments.
tests and assignments.
Written Language
The student will demonstrate the use of
graphonic cues up to a 3.1 reading level by Cindy will write upper and lower case
_/_/__ as measured by teacher assessments alphabet letters using proper form when
and observations. requested. She will achieve 80% accuracy
by successfully completing 4/5 trials for
Al will increase comprehension skills to a 3rd each letter.
grade level as measured by teacher made
assessments. Al will write paragraphs using correct
punctuation and capitalization as measured
Math by teacher’s daily scores for written work.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 15 of 21
Expressive Language the time as measured by the school's
established point program.
Cindy will answer “wh”questions concerning
activities, events, and stories read to her by Student will demonstrate completion of
answering 4/5 questions. class and homework assignments 4/5 days
as measured by the teacher's records and
Cindy will lengthen verbal speech to 4 – 5 observations.
word sentences using proper syntax in
conversation with staff and peers 80% of Personal/Adaptive Behavior/Self-Help
the time as measured by teacher
observations and speech therapy logs. Following a hand washing sequence, Cindy
will wash her hands independently 5/5 trials
Social/Emotional Behavior as measured by the teacher's checklist.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 16 of 21
Short Term Objectives – STO
Short Term Objectives are intermediate steps that the child will use to reach the
annual goals from the present level of performance. All annual goals will have
more than one short term objective.
The IEP will include a statement of measurable annual goals that will include
benchmarks or short-term objectives related to:
• meeting the child’s needs that result from the child’s disability to enable the
child to be involved and progress in the general curriculum.
Yes No
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 17 of 21
Sample Short Term Objectives
“What are the intermediate steps to achieve each goal?”
Short-term objectives are measurable intermediate steps between a student’s present level of
performance and the annual goal. Short-term objectives are the logical breakdown of the major
components of an annual goal.
Reading
Sam will use supporting detail sentences in
When presented out of sequence, Cindy will paragraph development with 80% accuracy.
identify uppercase alphabet letters 5/5 trials Receptive Language
for each letter presented.
Cindy will follow prepositional phrase
Cindy will identify the topic of a paragraph instructions by demonstrating directions
with 80% accuracy. given by the speech therapist. She will be
given signal words such as “in, to, on, and
John will read a three paragraph-reading under" for these activities. Cindy will
sample at 3rd grade level in ________min. complete these activities with 80% accuracy
without verbal prompt. for each phrase.
Jim will read weekly assigned classroom Cindy will follow two-step verbal directions
selections in __________ and correctly answer in the class/school setting 90% accuracy.
8 of 10 end of the chapter questions.
When verbally questioned about prior
Math knowledge material, Mike will correctly
answer with 80% accuracy.
Cindy will count sets of objects with 5 items
or less with 100% accuracy for each set 5/5 Mike will follow a two-step verbal direction
trials. given by staff 80% of the time.
Tim will identify and define key words in Cindy will verbally describe pictures
math word problems with 80% accuracy. presented using adjectives and action words
in 5 of 5 trials.
Written Language
Cindy will answer questions concerning an
Cindy will copy her name from a model with object, activity, or event with 3 – 4 word
100% accuracy. phrases in 5 of 5 trials.
Dan will write a sentence using correct Cindy will use 4 to 5 word sentences in
punctuation with 100% accuracy. conversation with staff.
Rick will write a 3 – 6 word sentence using By using a variety of self-care items, Cindy
proper letter formation and spacing. will locate items she needs to brush her
Social/Emotional Behavior teeth with 80% accuracy.
Tim will make appropriate comments in the Kathy will sort clothes light colors from dark
class setting without using profanity in colors in a laundry basket with 100%
____of ____ interactions. accuracy.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 19 of 21
Examples:
Present Levels of Performance – Annual Goals –
STO
Present Level of
Annual Goal Short Term Objectives
Performance
Al will demonstrate
the verbal and 1. Al will make appropriate comments in the
nonverbal skills that class setting without using profanity in ____ out
enable him to of ____ interactions.
Al has difficulty
appropriately
establishing and
interact with peers /
maintaining friendships
adults 8 of 10 times
in the school setting. 2. Al will respond appropriately when given
per day as
peer recognition by saying "thanks," or smiling
measured by
in ____ of ____ interactions.
teacher's anecdotal
records.
Present Level of
Annual Goal Short Term Objectives
Performance
Present Level of
Annual Goal Short Term Objectives
Performance
Bob will
demonstrate 1. Given a topic or title, Bob will make
Bob reads at a 4.0
comprehension of predictions about the reading passage by
grade equivalency
reading utilizing key words.
level. He has difficulty
assignments by
reading across
answering
curriculum areas and
questions with 80% 2. Given a question, Bob will use text to gather
deriving meaning from
accuracy as specific information to answer the question
passages read.
measured by asked.
teacher
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 20 of 21
3. Given a reading selection, Bob will read the
selection and retell elements of the passage
read with 80% accuracy.
assignments. 4. Given a reading assignment, Bob will answer
questions related to the assignment with 80%
accuracy.
Analysis
analyze arrange
combine construct
create design
detect develop
explain group
infer order
relate separate
summarize transform
formulate generalize
Application
apply calculate
classify complete
demonstrate employ
examine solve
use utilize
relate practice
illustrate
Comprehension
associate classify
compare compute
contrast describe
differentiate discuss
distinguish estimate
extrapolate interpret
interpolate predict
translate
Knowledge
count define
draw identify
list name
point quote
read recall
recite recognize
record repeat
state tabulate
trace write
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 21 of 21
SIMPLE