PLOPs and Goals for Preschool

Shannon DunstanEarly Childhood Coordinator, Idaho State Department of Education

Carolyn KieferHead Start Collaboration Director

Assess Your Knowledge

• Survey

Following this Webinar you will be able to:

– Write a Present Level of Performance utilizing the assessment data,

– Align goals and objectives with early childhood educational standards, and

– Use the child indicators to write observable, measurable goals in IEP development.

Agenda

e-guidelines

Case Study

Ava is a 40 month old who lives with mom, dad and three older brothers. Ava’s mom is concerned about her behavior problems; Ava throws temper tantrums and screams when she gets frustrated. Ava can play appropriately with a variety of different games and toys, but will typically play alone. She looks at books and can point to simple objects both spontaneously and on request, sometimes saying the name of object if she knows it. Ava has a hard time understanding directions, but is able to imitate the actions of other children once a direction is given. Formal assessments indicated that Ava’s cognitive scores were in the normal range. She uses mostly two-word sentences often in repetition of what she was just asked or what was said to her. She was not able to repeat a full sentence presented orally by the assessor. Ava demonstrated limited ability to name objects in pictures.

Areas of Need:

• Behavior

• Social Skills – Play Behavior

• Expressive Communication

• Receptive Communication

Writing a PLOP:

Writing a PLOP:

Writing a PLOP:

Based upon classroom observations, formal and informal assessment, Ava is a 40 month old girl who scores within the normal range for cognitive function. Ava’s understanding of verbal language appears to be reflective of a typical peer of 6-18 months old – she has a hard time understanding, which is demonstrated by her lack of response to verbal instructions or directions. Currently, Ava complies with age appropriate requests only 1 out of 5 opportunities.

e-guidelines

e-guidelines

e-guidelines

e-guidelines

e-guidelines

e-guidelines

Based upon classroom observations, formal and informal assessment, Ava is a 40 month old girl who scores within the normal range for cognitive function. Ava’s understanding of verbal language appears to be reflective of a typical peer of 6-18 months old – she has a hard time understanding, which is demonstrated by her lack of response to verbal instructions or directions. Currently, Ava complies with age appropriate requests only 1 out of 5 opportunities.

IELeG: Domain 5:  Communication, Language, and Literacy Subdomain: Language, VocabularyGoal 51:  Children use receptive vocabulary.

Use responses that demonstrate an increased knowledge of specific concepts.

Writing goals

Writing a Goal

Annual Goal ChecklistComponents Description Yes No Comments

Condition Describes the conditions under which the performance is expected to occur.

Performance Describes what the learner is expected to be able to do.

Evaluation Procedure

Describes the level of proficiency that must be reached or surpassed.

Criteria Measurement of passing

Procedure Tool used to measure skill (worksheet, test, observation)

Schedule When skill will be measured(daily, weekly)

Writing a goal.

Based upon classroom observations, formal and informal assessment, Ava is a 40 month old girl who scores within the normal range for cognitive function. Ava’s understanding of verbal language appears to be reflective of a typical peer of 6-18 months old – she has a hard time understanding, which is demonstrated by her lack of response to verbal instructions or directions. Currently, Ava complies with age appropriate requests only 1 out of 5 opportunities.

IELeG: Domain 5:  Communication, Language, and Literacy Subdomain: Language, VocabularyGoal 51:  Children use receptive vocabulary.

Use responses that demonstrate an increased knowledge of specific concepts.

Ava will respond appropriately to requests during typical routines (circle, snack, freeplay, toileting, etc.) in the preschool days.

4 of 5 teacher opportunities daily for 3 consecutive days as measured daily one week a month by teacher observation checklist.

Our Goal for this webinar was for you to learn to:

- Write a Present Level of Performance utilizing the assessment data,

–Align goals and objectives with early childhood educational standards, and

–Use the child indicators to write observable, measurable goals in IEP development.

So what comes next?

Next steps…

• We’ve tried it, now you apply it.

• Anticipate a new curriculum

aligned with the Idaho Early Learning e-guidelines.