Your TWS: From Assessment to

Summary:

Developing Present Levels of

Performance and Goals and Objectives

Exe 504: Session 2

Assessment and Unit

PlanningStarting Your TWS

Identify a group/studentCollect baseline data (Assessment)Write a PLOP Develop Goals and objectivesDesign Instructional Management Plan and Daily Instructional RoutinePlan for Progress Monitoring/Error Data/ Daily ReflectionDesign Daily LessonsSummary of Progress

Identify a GroupWho/What/When

Cooperating TeacherYour interests/goalsKeep 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….)

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. 

IdeasAfter 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?

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.

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.

Behavior Management Plan

Based on the tenants of Positive Behavior SupportIncludes:

Behavioral expectations and teaching examples Procedures for encouraging/discouraging behaviors For some students a behavior matrix and daily routine

expectations may be appropriate

Things to consider in your plan

Environmental ArrangementStudent ExpectationsTeaching ActivitiesAntecedents &Consequences to Increase positive behavior and decrease negative behaviorsMeasurement – Evaluation –how do you know it’s working?Data Decision Rules - How do you know when to make changes?

What now?After Assessment

I = Individualized

Steps in the processPresent Level of Performance

Then what?Goals and Objectives/Benchmarks

Then what?Services, interventions, instruction needed

The heart Drag picture to placeholder or click icon to add

The heart of IDEA is the IEP. Goals and Objectives are the heart of the IEP---or in this case your intervention plan or TWS!

What Drives Goals and Objectives???

IDEA

IEP

G/O

PlopObjective/Benchmark

Objective/Benchmark

Objective/Benchmark

Goal!

Present Level of Performance

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

Where to get info?Examine all assessment info and data collectionAsk parents and familyCaregivers, teachers

Bateman & Herr, 20061. Look at data2. Develop Lists of needs3. Prioritize4. Summarize (PLOP)

Step 1: ListsAsk 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.

You will get lists like this (these are just list 1):

Share toys and materials without crying or hittingSpeak in longer phrases or sentencesLearn to count by rote to 100 and count objects to 10Print his name without a model and copy the alphabet legiblyColor within the lines and cut on the linesUse a larger vocabularyPut on his coat, take it off and hang it up

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 upShare toys and materials without crying or hittingSpeak in longer phrases or sentencesLearn to count by rote to 100 and count objects to 10Print his name without a model and copy the alphabet legiblyColor within the lines and cut on the linesUse a larger vocabulary

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”

Step 2: Consider Time and Combine

If things on the list will take a whole year then greatIf 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

Step 3: Prioritize NeedsAn 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

Step 4: From Needs to PLOP

The team comes up with this list for Jamie (list 1 & 2):

Better self controlMore legible handwritingTo read betterA highly structured classroomAccess to a cool down area

Which ones should be addressed in the PLOP statement.

JamieJamie’s Needs

Better self control

Legible Handwriting (or printing)

Improved reading skills

PLOP?

JamieNeed

Highly Structured class

Direct Instruction

Access to a “cool down” area

Condition (no PLOP)

Highly structured calssroom

Direct Instruction

A cool down area

Where does this info go???

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 measuredParent friendly and include information and priorities agreed upon by everyone. Be team written at the IEP meeting

PLOP statements shouldn’t:

Be an exact copy of an assessment reportContain counterproductive jargonInclude unnecessary information

PLOP• Starting Point• Precise• Current• Relevant

Conditions• Services• Accommodations

• Modifications

Goals• Needs to do/not do

• Prioritized

Try again:

Put on his coat, take it off and hang it upShare toys and materials without crying or hittingSpeak in longer phrases or sentencesLearn to count by rote to 100 and count objects to 10Print his name without a model and copy the alphabet legiblyColor within the lines and cut on the linesUse a larger vocabulary

• 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

PLOP Examples

Your PLOP AssignmentGiven:

You target child or group

Your collect assessment data

Information from previous assessments or teacher report.

You WillWrite a parent friendly jargon free and strength based statement for each area of need (based on data from all sources) that:

Include results from AEPs when appropriateIncludes data from parents Includes examples of skills that are mastered and emerging

AEPS vs. BatemanBateman & Herr

Gather information

Select Potential Intervention Targets

Prioritize

Summarize Information (plop)

Goals and Objectives

Goals and Objectives

Measurable Objectives:

Conditions

Behavior

Criteria

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 curriculumTimelines by which the objective is to be attained

In one yearBy the first quarterBy February

Sometimes given situations are implicit – sometimes not:

In one year, Joe will purchase 3 grocery store items

Given a trip to a store is impliedBy the first quarter, Joe will count to 30

Given a verbal cue or given a teacher direction is impliedBy May, given a calculator, Joe will add the cost of 3 grocery store items

Is this given condition necessary to define the condition?

Behavior- specify behavior that is…

Explicit – Observable – MeasurableJoe will…

Read aloudSpell from dictationVerbally identify numbersConstruct a timelineWrite a sentenceSelect items in a store from a shopping listPlay with a peer

You DecideExplicit – Observable – Measurable?

Answer comprehension questionsAppreciate artDo math at grade levelConstruct a timelineRespect authorityPurchase a snackUnderstand the water cycle

You DecideExplicit – Observable – Measurable?

Answer comprehension questionsAppreciate art Do math at grade levelConstruct a timelineRespect authorityPurchase a snackUnderstand the water cycle

Yes!

Yes!

Yes!

No!

No!

No!- lots of parts to math

No!

Measurable CriteriaAccuracy

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)

Measurable CriteriaMastery

Without errorCan perform behavior as specified

Rote count 1-30Read and write numbers 1-10

Level of assistanceIndependentlyWith verbal prompt (physical, visual)With partial assistanceFull physical assistance

Measurable CriteriaRate

In one minuteDaily# instances in specified time

5 times per day4 times a week for 3 weeksWeekly for 2 months

Specify how and when to measure

On a weekly probe for 3 weeksOn daily work for 2 weeksFor 3 consecutive probesOn a weekly spelling testOn the chapter testIn a 30 minute classroom observation

Specify criteria that makes sense:You Decide

Joe will write a paragraph with 80% accuracyJoe will complete daily math assignments with 80% accuracyJane will count to 30 with 90% accuracy on 3 consecutive probesJane 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.

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.

Goals and Objectives (Activity)

1. Conditions (underline)

2. Behavior (box around)

3. Criteria and Evaluation Procedures (circle)

Sam’s Short Term ObjectivesBy 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.

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.

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.

Measurability- Ladders and PiesLadders

PLOP is the rung at the bottom Annual goal is the rung at the topRungs in between are objectives/benchmarks.PLOP, objectives and annual goals use the same measurement units

Bateman & Herr, 2003

Measurability- Ladders PLOP

Unexcused abesences and tardies 3 x week

ObjectiveUnexcused absences and tardies 2 x week

Annual GoalUnexcused absences and tardies less than 1 x week

Measurability- PiesPiesAnnual goal is divided into subparts or subtasks with different objectivesObjectives are discrete and cumulative, not linearPLOP is at the centerObjectives are pieces of the pie or subtasksAnnual goal is the outer

rim

Measurability- PiesPLOP

Student in unable to tell timeObjectives

Student discriminates hour and minute hand and shows direction the hands moveStudent counts by 5s around the clockStudent recognizes time to the hour and ½ hourStudent tells time to the 5 minute

Annual GoalStudent tells time to the minute

Link to State Standards