PLOPs and Goals
for Preschool
Shannon Dunstan
Early Childhood
Coordinator, Idaho State
Department of Education
Carolyn Kiefer
Head 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
Present Level of
Performance
E-Guidelines
Goals
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
IEP Goals
Page
Student’s Name: Ava Preschooler
District ID: 272
Native Lang: English
District: Lakeland
Ethnicity: Caucasian
Birth Date: 3/15/2007
School: Garwood Elementary
State ID:
Grade: P
Sex: F
Age: 3
Skill Area: Communication - Receptive
1. Present Level of Performance:
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.
2. General Education Content Standard(s):
IELeG: Domain 5: Communication, Language, and Literacy Subdomain: Language, Vocabulary
Goal 51: Children use receptive vocabulary.
Use responses that demonstrate an increased knowledge of specific concepts .
3. Annual Goal (target skill and conditions):
4. Evaluation Procedure (criteria, procedure, and schedule):
Writing goals
Writing a Goal
Annual Goal Checklist
Components
Description
Yes
Condition
Describes the conditions under which the
performance is expected to occur.
Performance
Describes what the learner is expected to be
able to do.
Describes the level of proficiency that must
be reached or surpassed.
Evaluation
Procedure
Criteria
Measurement of passing
Procedure
Tool used to measure skill
(worksheet, test,
observation)
Schedule
When skill will be measured
(daily, weekly)
No
Comments
Writing a goal.
IEP Goals
Page
Student’s Name: Ava Preschooler
District ID: 272
Native Lang: English
District: Lakeland
Ethnicity: Caucasian
Birth Date: 3/15/2007
School: Garwood Elementary
State ID:
Grade: P
Sex: F
Age: 3
Skill Area: Communication - Receptive
1. Present Level of Performance:
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.
2. General Education Content Standard(s):
IELeG: Domain 5: Communication, Language, and Literacy Subdomain: Language, Vocabulary
Goal 51: Children use receptive vocabulary.
Use responses that demonstrate an increased knowledge of specific concepts .
3. Annual Goal (target skill and conditions):
Ava will respond appropriately to requests during typical routines (circle, snack, freeplay, toileting, etc.) in the preschool
days.
4. Evaluation Procedure (criteria, procedure, and schedule):
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.