3. Identify a group/student
Collect baseline data (Assessment)
Write a PLOP
Develop Goals and objectives
Design Instructional Management Plan and Daily Instructional Routine
Plan for Progress Monitoring/Error Data/ Daily Reflection
Design Daily Lessons
Summary of Progress
4. Identify a Group
Who/What/When
Cooperating Teacher
Your interests/goals
Keep in mind the time frame (goal of 10 lessons)
You may need to “narrow” suggestions by asking for
more information. For example your teacher might
suggest “reading” and you may need to ask or collect
some assessment info on what parts of reading the
student needs instruction in (fluency, comprehension,
decoding….)
5. Assessment for Instruction. The first section of your work sample should identify your
unit and the assessment information that guided your unit design.
Frame your work sample with a narrative entitled "Unit Plan" or "Work Sample Plan"
in which you provide the context for your instruction. Describe your topic, why you
chose it, why it is relevant, and what you assessed and why.
Include copies of your assessment instruments.
Include your assessment results - both individual student response sheets and
summary charts.
Write your recommendations based on your assessment results of where to begin
instruction and what goals and objectives will be targeted.
6. Ideas
After talking with your cooperating professional, he
suggests working with one student on comprehension
skills. How might you assess this skill?
After talking with your cooperating professional, he
suggests working with one student on initiating
conversation with peers (social skill). How might you
assess this skill?
Money skills?
Setting the table?
7. Other things to think
about
How will you monitor progress throughout your
unit?
What will you realistically be able to teach in ten
lessons
Your assessment should lead you to the
development of goals and objectives.
8. Progress monitoring
Assessment / Student Data on learning gains resulting from
instruction, analyzed for each pupil, and summarized in
relation to pupils’ level of knowledge prior to instruction.
Daily data should be collected and summarized on data
sheets that are clearly referenced to the lesson and unit goals
and objectives.
Data should include a quantitative measure of success (% of
correct; #/#; mastery) and specific error data for analysis.
9. Behavior Management
Plan
Based on the tenants of Positive Behavior Support
Includes:
Behavioral expectations and teaching
examples
Procedures for encouraging/discouraging behaviors
For some students a behavior matrix and daily routine
expectations may be appropriate
10. Things to consider in your
plan
Environmental Arrangement
Student Expectations
Teaching Activities
Antecedents &Consequences to Increase positive
behavior and decrease negative behaviors
Measurement – Evaluation –how do you know it’s working?
Data Decision Rules - How do you know when to make
changes?
12. Steps in the process
Present Level of Performance
Then what?
Goals and Objectives/Benchmarks
Then what?
Services, interventions, instruction needed
13. The heart
IDEA The heart of IDEA is the IEP.
Goals and Objectives are the
IEP heart of the IEP---or in this case
your intervention plan or TWS!
G/O
What Drives Goals and
Objectives???
14. Present Level of
Performance
Goal!
Objective/Benchmark
Objective/Benchmark
Objective/Benchmark
Plop
15. Questions that should be
asked – Developing PLOP
What the child needs to learn to do, or to do
better by the end of the unit.
What the child need to not do by the end of the
unit
16. Where to get info?
Examine all assessment info and data collection
Ask parents and family
Caregivers, teachers
17. Bateman & Herr, 2006
1. Look at data
2. Develop Lists of needs
3. Prioritize
4. Summarize (PLOP)
18. Step 1: Lists
Ask everyone on the team to make two lists that
answer…
1. What the child needs to learn to do, or to do
better by the end of the year. Or What the child
need to not do by the end of the year.
2. What conditions does the child need (require) in
order to learn efficiently and effectively.
19. You will get lists like this (these
:
are just list 1)
Share toys and materials without crying or hitting
Speak in longer phrases or sentences
Learn to count by rote to 100 and count objects to 10
Print his name without a model and copy the alphabet legibly
Color within the lines and cut on the lines
Use a larger vocabulary
Put on his coat, take it off and hang it up
20. IF this was the final list….what now? Write a
PLOP (make up the data)
Put on his coat, take it off and hang it up
Share toys and materials without crying or hitting
Speak in longer phrases or sentences
Learn to count by rote to 100 and count objects to 10
Print his name without a model and copy the alphabet legibly
Color within the lines and cut on the lines
Use a larger vocabulary
21. Caution!
Although it is very tempting to
take these lists and turn them into
fancy counterproductive
jargon….DON’T.
“Share toys and materials” does
not need to be changed to
“transition from parallel to
interactive, cooperative play with
peers”
22. Step 2: Consider Time and Combine
If things on the list will take a whole year then
great
If not, ask “Could it be part of a larger cluster of
skills?”
These questions can be asked as you are making
your own list or as a discussion at the IEP/IFSP
meeting
23. Step 3: Prioritize Needs
An IEP/IFSP should have approximately 2-5 goals
that address the child’s most unique needs.
The team should prioritize goals so that if goals
are met early new ones can be added if
appropriate
24. Step 4: From Needs to
PLOP
The team comes up with this list for Jamie (list 1
& 2):
Better self control
More legible handwriting
To read better
A highly structured classroom
Access to a cool down area
Which ones should be addressed in the PLOP statement.
26. Jamie
Need Condition (no PLOP)
Highly Structured class Highly structured
calssroom
Direct Instruction
Direct Instruction
Access to a “cool down”
area A cool down area
Where does this info go???
27. PLOP statements should:
Precise – Addresses needs (areas goals will be written for)
Current (don’t list test scores from 2 years ago.
Provides a starting point at which progress can be
measured
Parent friendly and include information and priorities
agreed upon by everyone.
Be team written at the IEP meeting
28. PLOP statements
shouldn’t:
Be an exact copy of an assessment report
Contain counterproductive jargon
Include unnecessary information
29. PLOP Conditions Goals
• Starting Point • Services • Needs to do/not
• Precise • Accommodations do
• Current • Modifications • Prioritized
• Relevant
30. Try again:
Put on his coat, take it off and hang it up
Share toys and materials without crying or hitting
Speak in longer phrases or sentences
Learn to count by rote to 100 and count objects to 10
Print his name without a model and copy the alphabet legibly
Color within the lines and cut on the lines
Use a larger vocabulary
31. • Tantrums an average of 50 minutes a week, usually between 2 and
5 pm.
• Jamie independently walks about 4 steps without falling.
• Assists in dressing self by pulling pants up and shirt down
• During assessment activities Jamie lifted his head and chest off
surface with weight of arms on 3 occasions. Mom reports that he
does this often while giggling and laughing with his brother.
• Mom reports that Jamie assumes creeping position at least once a
day.
• Jamie has been observed at home and at daycare turning a picture
book right side up
32. Your PLOP Assignment
Given: You Will
You target child or group Write a parent friendly jargon free
and strength based statement for
each area of need (based on data
Your collect assessment from all sources) that:
data Include results from AEPs
when appropriate
Information from previous Includes data from parents
assessments or teacher Includes examples of skills
report. that are mastered and
emerging
33. AEPS vs. Bateman
Bateman & Herr
Gather information
Select Potential Intervention Targets
Prioritize
Summarize Information (plop)
Goals and Objectives
36. Conditions:
The situation in which the measurement takes
place
When presented with a randomly selected passage…
Material in which the students performance is
measured
From 4th grade general education curriculum
Timelines by which the objective is to be attained
In one year
By the first quarter
By February
37. Sometimes given situations are
implicit – sometimes not:
In one year, Joe will purchase 3 grocery store items
Given a trip to a store is implied
By the first quarter, Joe will count to 30
Given a verbal cue or given a teacher direction is implied
By May, given a calculator, Joe will add the cost of 3
grocery store items
Is this given condition necessary to define the condition?
38. Behavior- specify behavior that is…
Explicit – Observable – Measurable
Joe will…
Read aloud
Spell from dictation
Verbally identify numbers
Construct a timeline
Write a sentence
Select items in a store from a shopping list
Play with a peer
39. You Decide
Explicit – Observable – Measurable?
Answer comprehension questions
Appreciate art
Do math at grade level
Construct a timeline
Respect authority
Purchase a snack
Understand the water cycle
40. You Decide
Explicit – Observable – Measurable?
Yes!
Answer comprehension
questions No!
Appreciate art No!- lots of parts to math
Do math at grade levelYes!
Construct a timelineNo!
Respect authority Yes!
Purchase a snack No!
Understand the water cycle
41. Measurable Criteria
Accuracy
Use % but…
Beware of the mindless 80%
accuracy or the unachievable 100%
Non Example: Given a short
paragraph, James will be able to
identify the main idea with 95 %
accuracy.
95% of all paragraphs given?
95% of main idea?
Prefer the use of # of instances
out of # of tries (4 out of 5
times)
42. Measurable Criteria
Mastery
Without error
Can perform behavior as specified
Rote count 1-30
Read and write numbers 1-10
Level of assistance
Independently
With verbal prompt (physical, visual)
With partial assistance
Full physical assistance
43. Measurable Criteria
Rate
In one minute
Daily
# instances in specified time
5 times per day
4 times a week for 3 weeks
Weekly for 2 months
44. Specify how and when to measure
On a weekly probe for 3 weeks
On daily work for 2 weeks
For 3 consecutive probes
On a weekly spelling test
On the chapter test
In a 30 minute classroom observation
45. Specify criteria that makes sense:
You Decide
Joe will write a paragraph with 80% accuracy
Joe will complete daily math assignments with 80%
accuracy
Jane will count to 30 with 90% accuracy on 3 consecutive
probes
Jane will interact appropriately with peers 90% of the time
on 3 weekly 30 minute observations.
Fred will compute answers to 18 out of 20 division facts in
1 minute on weekly time tests.
46. How do you determine annual goal?
Behavior expected by the goal date. For
example…
The student who currently reads 50 wpm with 4 or fewer
errors might be expected to read 90 wpm with 4 or fewer
errors in one school year.
The student who currently counts 1-5 might be expected to
count to 20 in one school year.
47. Goals and Objectives (Activity)
1. Conditions (underline)
2. Behavior (box around)
3. Criteria and Evaluation Procedures
(circle)
48. Sam’s Short Term Objectives
By Nov 2007, given 2nd grade DORF passages, Sam will read
35 correct words/min. with 4 or fewer errors.
By Nov 2007, Sam will follow written and oral directions at first
request within 30 seconds on 3 weekly 30 minute classroom
observations.
By Jan 2008, Sam will blend CVC, CVCC, and CCVC words
(hug, sand, plan) with 90% accuracy on 3 consecutive 10 word
probes.
By April, Sam will complete 2 digit addition and subtraction
problems with renaming with 85% accuracy on daily work for 2
weeks.
By June 2008, Sam will write a narrative paragraph, minimum 5
sentences with correct grammar, spelling, and punctuation as
measured by 90% CWS.
49. Sam’s Short Term Objectives
By Nov 2011, given 2nd grade DORF passages,
Sam will read 35 correct words/min. with 4 or
fewer errors.
By Nov 2011, Sam will follow written and oral
directions at first request within 30 seconds on 3
weekly 30 minute classroom observations.
50. Sam’s Short Term Objectives
By Jan 2012, Sam will blend CVC, CVCC, and CCVC
words (hug, sand, plan) with 90% accuracy on 3
consecutive 10 word probes.
By April, Sam will complete 2 digit addition and subtraction
problems with renaming with 85% accuracy on daily work
for 2 weeks.
By June 2011, Sam will write a narrative paragraph,
minimum 5 sentences with correct grammar, spelling, and
punctuation as measured by 90% CWS.
51. Measurability- Ladders and Pies
Ladders
PLOP is the rung at the bottom
Annual goal is the rung at the
top
Rungs in between are
objectives/benchmarks.
PLOP, objectives and annual
goals use the same
measurement units
Bateman & Herr, 2003
52. Measurability- Ladders
PLOP
Unexcused abesences and tardies 3 x week
Objective
Unexcused absences and tardies 2 x week
Annual Goal
Unexcused absences and tardies less than
1 x week
53. Measurability- Pies
Pies
Annual goal is divided into
subparts or subtasks with
different objectives
Objectives are discrete and
cumulative, not linear
PLOP is at the center
Objectives are pieces of the pie
or subtasks
Annual goal is the outer
rim
54. Measurability- Pies
PLOP
Student in unable to tell time
Objectives
Student discriminates hour and minute hand
and shows direction the hands move
Student counts by 5s around the clock
Student recognizes time to the hour and ½
hour
Student tells time to the 5 minute
Annual Goal
Student tells time to the minute
