6/16/2019 Authentic Task #2: Create PLOP and SMART GOALS - Google Docs Authentic Task: Create PLOP and SMART GOALS Choose a struggling student. Write PLOP (present level of performance) for one academic area and behavior or social/emotional area and create a SMART goal for each area of concern. Step 1: Choose a student that is presently struggling. Consider: What are the student’s current academic present levels? What data have you taken? Briefly describe the student’s educational history including past and current relevant educational data. Step 2: Collect formal and informal data on the student. Examples of Commonly Used Data Points: Reading: Reading Inventory, Formal Reading Data, Comprehension Checks, Word Lists Math: Exit Cards, Standardized Assessments, Basic fact check Writing: Writing Samples with rubrics Behavior: Behavior Charts and Checklists Step 3: Summarize the data. Include all data points, strengths and concerns. Step 4: Use the data to decide the specific areas that you would like the child to work on an explain rationale behind your decision. Choose one academic area and one other area. Why did you choose it? What did the data tell you? Examples of Areas of Concern: Academic: Reading: Comprehension, Inferential Thinking, Decoding; Math: Problem Solving, Basic Facts, Application; Written Language: Writing Fluency, Grammar, etc. Other: Behavioral, Social Emotional, Executive Functioning, Organization, Attention, Work Completion, Task Initiation Step 5: Write your S.M.A.R.T. Goals. Be sure they are measurable. Refer to the S.M.A.R.T. Goal guidelines in the module. If you’re feeling stuck writing SMART GOALS, use the attached SMART GOAL WORKSHEET and/or review the following resources: Goal Setting with your Students SMART GOALS - Understood.org WrightsLaw- IEP GOALS https://docs.google.com/document/d/1r7JfYp3egN1Xb4wMPUBQyXEEGuQYj6t7XgA86ddE0Ko/edit 1/5 6/16/2019 Authentic Task #2: Create PLOP and SMART GOALS - Google Docs RUBRIC: Writing a PLOP and SMART Goals Criteria Exceeds Expectations Meets Expectations Approaching Expectations Does not Meet Expectations Step 1: Choose a student and write a brief educational history of the student. Clear, logical explanation of educational history including areas of concern, data points and all necessary information. Clear educational history and summary of student’s existing and current data with detailed information. Vague or unclear explanation of student’s educational history or educational data. Brief or no explanation of student’s educational history or educational data. Step 2: Collect formal and informal data on the student. Clear data points taken on different days and in different ways. Clearly look at all aspects of the student in that area. Clear data points taken on different days and in different ways. Vague or unclear data. Brief or no data. https://docs.google.com/document/d/1r7JfYp3egN1Xb4wMPUBQyXEEGuQYj6t7XgA86ddE0Ko/edit Score 2/5 6/16/2019 Authentic Task #2: Create PLOP and SMART GOALS - Google Docs Step 3: Summarize the data. . Includes all relevant data and summarizes important pieces relevant to the area of concern. Includes strengths and areas of concern. Includes all relevant data and summarizes important pieces relevant to the area of concern. Vague or unclear summary of data. Missing relevant details. Brief or no relevant data. Step 4: Use Data to determine the areas of need and explain rationale. Area of need is specifically based on data collected and rationale is clear and specific. Area of need is specifically based on data collected and rationale is clear and specific. Vague or unclear of how it was determined to be an area of need. No connection between data and area of need. Step 5: Write SMART Goals SMART goals are detailed and explicit while following all of the guidelines presented in the Module and in the resources. SMART goals follow all of the guidelines presented in the Module and in the resources. Goals are vague and only meet some of the requirements. Goals do not meet the SMART goal requirements. Total: https://docs.google.com/document/d/1r7JfYp3egN1Xb4wMPUBQyXEEGuQYj6t7XgA86ddE0Ko/edit 3/5 6/16/2019 Authentic Task #2: Create PLOP and SMART GOALS - Google Docs Summative Comment: S M A SPECIFIC What do I want the student to do? MEASURABLE How will you observe the student’s progress towards the goal? ACTION WORDS How will the student show you the desired results of the annual goal? https://docs.google.com/document/d/1r7JfYp3egN1Xb4wMPUBQyXEEGuQYj6t7XgA86ddE0Ko/edit 4/5 6/16/2019 Authentic Task #2: Create PLOP and SMART GOALS - Google Docs R T REALISTIC Is the goal realistic for the student? TIME-LIMITED Is the goal attainable within the given timeline? SMART GOAL WORKSHEET https://docs.google.com/document/d/1r7JfYp3egN1Xb4wMPUBQyXEEGuQYj6t7XgA86ddE0Ko/edit 5/5 CE Credits Online Parts of the IEP To simplify all of the requirements of the IEP, in this presentation we have identified 10 essential parts of an IEP, based on The Special Needs Advocacy Resource Book by Rich Weinfeld and Michelle Davis. Some are self-explanatory and others require more explanation. CE Credits Online MODULE 4: Creating the Plan CE Credits Online MODULE OBJECTIVES • Identify and define the 10 parts of the IEP • Construct an annual goal using data from the sample PLOP that demonstrates the principles of S.M.A.R.T. goals • Distinguish between accommodations, modifications, and supplementary aids and services • Explore how a 504 Plan is developed • Identify what elements need to be included in a 504 Plan CE Credits Online MODULE 4 OVERVIEW In this module, you will identify and define the 10 parts of the IEP and learn about the type of information that goes into each section. We will explore how to develop detailed and data driven present levels of performance and use them to write measurable annual goals. Participants will construct annual goals using data from the sample PLOP that demonstrates the principles of S.M.A.R.T. goals. We will also distinguish between accommodations, modifications, and supplementary aids and services as they related to IEPs and 504 plans. We will also look at developing 504 plans, what goes into them and how they differ from IEPs. CE Credits Online Part One: Identifying Information • Name of Child & Student ID • Date of Birth • Grade • Age • Placement • School • Home Address • Parent Information CE Credits Online Part Two: Present Levels of Achievement & Functional Performance (PLOP) • This section lists the child’s strengths, weaknesses, and areas of need. • It is important to note that if there is an area of need identified, a goal must be present as well. • Areas of impact include: ▪ Reading/English, Math, Written Language ▪ Speech/Language and any other areas impacted by the student’s disability including (but not limited to): occupational therapy, physical therapy, behavior, executive functioning, attention, social skills, social/emotional, self-advocacy, independent life skills, etc. • Must be dated and include all necessary data to support the child’s present level. CE Credits Online Have you ever written present levels of performance for a struggling student? If so, what type of information did you include? List the type of data you included and the rationale behind it. If not, how would you prepare to write it? What data do you think is important to include? Consider the following student: DISCUSSION BOARD ● Samantha is a 3rd grade student who scores two years below grade level in reading. She struggles with decoding, inferential comprehension, and getting her thoughts on paper. ● Choose two supplementary aids and services that would be appropriate for her. Explain your rationale. Respond to at least one of your colleagues with a question, connection, or suggestion.
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