Texas School for the Blind and Visually Impaired
Outreach Programs
1100 West 45th Street
Austin, TX 78756
www.tsbvi.edu
TETN #8010
O&M Measureable PLAAFP Statements
and IEPs
Presented by:
Diane Barnes, COMS
Region 13 Education Service Center
Diane.Barnes@esc13.txed.net
Developed for
Texas School for the Blind & Visually
Impaired Outreach Program
Building the
O&M
PLAAFP
Figure 1 Road barricade reads, "Building the O&M PLAAFP
Present Levels of Academic Achievement and
Functional Performance (PLAAFP)
Foundation
The student’s IEP must include a statement of the child’s present levels of academic
achievement and functional performance, including:
1a. how the child’s disability affects the child’s involvement and progress in the general
education curriculum – statements of strengths and needs
1b. for preschool children, as appropriate, how the disability affects the child’s participation in
appropriate activities
Essential Materials
Identifying instructional needs:
Figure 2 Clip art image of a light bulb signifies important information
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every IEP goal and objective is based on clearly defined PLAAFP statements
based on more than a single data source – with parent input being a requirement
reflects what the student can do, but needs further training to reach proficiency
focuses on the student’s performance, rather than the teacher’s
beyond the need for training -- identifies the specific training ‘starting point’
language (be cognizant of jargon) that is understood by parents and other ARD members
language such that should the child transfer to a new district, the transfer O&M specialist,
parent, and other ARD members clearly understand
o instructional need is defined as ‘specially-designed instruction’
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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Construction
A PLAAFP writing formula
What?
A specific focus within the broad area of need:
Need
Focus
Examples
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Business Travel (Need)
Street crossing process (Focus)
Soliciting Assistance (Need)
Human Guide (Focus)
Visual Efficiency (Need)
Distance viewing (Focus)
Assistive Devices (Need)
Monocular use (Focus)
Body image (Need)
Identifying gross body parts (Focus)
Orientation (Need)
Following verbal directions (Focus)
Orientation (Need)
Hand trailing (Focus)
At What Level?
Focus
Observable/Measurable
Action verb or group of words:
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spotted…..
labeled…..
read……
pointed to…..
turned in direction of…..
grasped……
Environmental conditions/settings, type and level of prompts, frequency and type of
behavior/performance:
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from 5 feet away
step-by-step directions
both feet on each step
school environment
fixed route to each class
non-sunny conditions
shuffled feet
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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If gray words and phrases such as the below are used, include specific identifying behaviors
towards meeting the observable and measurable criteria:
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“had difficulty with…..”
“inconsistently…..”
“was hesitant to…..”
“was overly cautious when…..”
“inefficiently…..”
“inappropriately……”
“unsafe…….”
Avoid the:
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“was not able to….”
“could not…..”
“did not…..”
Avoid the trap of:
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stating the student’s ‘ability to’ as the PLAAFP statement -- such as “Student
demonstrated the ability to improve his cane skills.”
stating the ‘category of eligibility’ as the PLAAFP statement -- such as “Student’s visual
impairment impacts his safe and independent movements.”
How We Know?
Multiple relevant data sources that support your conclusion of the student’s present level of
performance
Examples
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Parent input (required)
Student input
Teacher input
JVIB article (name the specific one)
Medical
Low Vision Report
FVE/LMA
PT/OT/ Speech therapist input
observations
TAPS Curriculum
videotaping
FIE
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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The IEP: INDIVIDUALIZED Education Plan: Goals and Objectives
The IEP must include:
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A statement of the child's present levels of academic achievement and functional
performance
Measurable annual academic and functional goals
Statement of how annual goals will be measured
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if
determined appropriate by the IEP Team: Appropriate measurable
o Goals / objectives are based on the need for specially-designed instruction:
unique training needed as a result of the impact of the child’s disability
o Special education, related services and supplementary aids and services are
based on peer-reviewed research to the extent practicable
IEP Goals and Objectives
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based on the PLAAFP
realistic to/for the student
written to reflect what the student will do, rather than what the teacher will do
written in a language that is understood by all ARD members, and (in the event it were to
occur), all members of transfer school’s ARD members
can be measured in periodic intervals against a criterion of success
can be measured without additional information
can reasonably be expected to accomplish within an annual ARD period
Required components
A. Timeframe: the amount of time in the goal period and is usually specified in the number
of weeks or a certain date for completion.
B. Conditions: circumstances under which the target behavior is to occur; the manner in
which progress is to be monitored / how the behavior is to be measured
C. Behavior: the specific performance that is in need to changing / improving
D. Criterion: how much, how often, or to what standard the behavior must occur in order to
demonstrate that the goal/objective has been achieved as written -- the amount of growth
that is expected.
 The above can be addressed in any order
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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A strategy for Goal and Objective construction
Student……
Will _______? (the specific action)
BEHAVIOR Examples
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ascend
travel to
maintain
execute
establish
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label
reach for & grasp
verbally distinguish
cross
make
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visually locate
turn in direction of
complete
detect
self-correct
 Avoid non-measurable words such as: increase, improve, explore, demonstrate the
ability to, develop – unless followed by clarifying information that is observable and
measurable
What? (related to the area of need: the specific performance)
Examples
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stairs with and without handrails
environmental sound source
informational signs with symbols
and words
school’s daily traveled routes
objects associated with routine
activities
body in direction of compass
direction
city bus transportation
landmarks from clues
4-turn route directions
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alternative routes (of school daily
schedule)
destination address (to taxi driver)
eye gaze on shiny object
who, what, where questions
stop sign controlled streets
terrain changes (curbs, stair w/
handrail)
human guide arm position
directional turns (left, right)
diagonal cane technique
How Well? (how many, the percentage of a whole, how often, how far, type/frequency of
prompts )
CRITERION Examples
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7 of 10 trails in a 6 week period; maximum of 2 verbal and/or physical prompts
5 consecutive times for 3 different areas, minimum of 2 with handrail; prompts; within
a 9 week period; physical prompts only
twice within a school week; self re-orientation on 3 of 6 routes
Independently, 7 of 7 routes, during a full school week
10 landmarks / 10 cues; 80% of each without prompts; repeated during 2 O&M
sessions
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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Under what conditions? (accommodations -- tools used, type/level of person supports;
environmental settings, weather conditions)
CONDITIONS Examples
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community based
using diagonal cane
using monocular; physical assistance with focusing
with hand/under hand assistance
using visual cue cards developed by teacher
school and business environments
during O&M lessons
when provided with physical correction
during routine school indoor travel
night time travel
from between10 – 20 feet
in congested hallways
By When? (date of targeted completion)
TIMEFRAME Examples
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End of the first semester
End of annual period
End of 3rd reporting period
Examples of optional Goal writing structure
This type of structure is acceptable for stating GOALS only; refer to the above examples when
writing OBJECTIVES.
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Student (who) will demonstrate (will do) measurable progress in the area of orientation
and mobility (what) by mastering the below objectives (how well) as outlined (under
what conditions)
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Student (who) will demonstrate (will do) progress in orientation skills (what) by
mastering objectives (how well) as outlined (under what conditions)
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Student (who) will build (will do) concepts and skills related to independent travel (what)
by mastering all objectives (how well) as outlined (under what conditions)
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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Writing Measurable Goals and Objectives
Learner Performance
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Alphabetize
Answer
Arrange
Ask
Bring
Chart
Chooses
Compare
Compile
Completes
Compose
Contrast
Contribute
Correct
Count
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Create
Decode
Define
Demonstrate
Describe
Determine
Differentiate
Discriminate
Does not –
Edit
Explain
Follow
Generate
Give
Greet
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Identify
Include
Initiate
Imitates
Label
List
Maintains
Make
Match
Name
Organize
Outline
Paraphrase
Points
Pronounce
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With Assistance
With Minimal Assistance
Instantly And Correctly
Fluently
At A Level Judged Satisfactory By
His Teacher
No More Than One Redirection
With A Score Of ___ From The ___
Grade Writing Rubric
Provide
Read
Record
Retell
Says
Select
Self correct
Share
Solve
Speak
Spell
Summarize
Type
Volunteer
Quality
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Independently
With Prompts
Verbal
Visual
Physical
Gestural
With Correct Capitalization
With Correct Punctuation Marks,
Commas …
With A Main Idea And Three
Supporting Details
All Legible
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TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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Criteria
Frequency
Latency / Speed
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___ X a day
___ X in ___ minutes
Each day
___ consecutive days
Fewer than ___ min. per week
Whenever it appears
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Within ___ minutes from a verbal prompt
___ words per minute
___ letters per minute
 In less than ___ minute
___ seconds or less
Complete work in ___ minute
Within ___minutes of a verbal prompt
Duration
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For ___minutes
For ___ repetitions in ___ amount of time
Accuracy
___% of the time
___ out of ___ trials
No more than ___ errors
No more than random error
Intensity
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With ___ lbs. of pressure or force
Conditions
Location
Givens
Miscellaneous
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During lunch
In large group math class
In small group setting
In a 1:1 setting
During free play / time
Across environments
During timed readings
In a book-sharing routine
In the community
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Given ___ paragraphs
Given pictures
Given unfamiliar material
Given stimulus
words/letters
Given a topic
Given a story starter
Given CVD words
Given a calculator
Given a model
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With peers
With adults
With ___ software
With ___ grade
vocabulary
With 2 hands
With a 2-key hit
sequence
Through use of ___
strategy / behavior
In expository writing
In grade level text /
material
Non-measurable:
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comprehend
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enjoy
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feel
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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increase
improve
know
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listen
learn
manipulate (how?)
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participate (how?)
realize,
understand
(adapted from Chalfant and McGraw 4/04)
RESOURCES
O&M Code of Ethics (Commitment to Student: 1.2, 1.5, 1.6, 1.7, 1.9, 1.11)
www.acvrep.org/.../CODE%20OF%20ETHICS%20FOR%20OM%20Specialists.doc
§300.24 Related Services: O&M services
IDEA 2004 Regulations
FIE to IEP workshops and resources: ESC XIII Access to General Curriculum consultants
TEA: Standards based IEPs Q&A
Legal Framework for the Child Centered Special Education Process
http://framework.esc18.net/
Wrightslaw – Special Education Law and Advocacy
http://www.wrightslaw.com/
Texas Project First -- a project of the Texas Education Agency and is committed to providing accurate
and consistent information to parents & families of students with disabilities.
http://www.texasprojectfirst.org/
Writing Better Goals and Short-Term Objectives or Benchmarks: TEACHING Exceptional Children,
Vol. 34, No. 1, pp. 52-58. Copyright 2001 CEC
http://education.uncc.edu/rbwhite/SPED5175/Lignugaris%20IEP.pdf
IEP power words
http://swosha.org/download/iepgoals.pdf
TAPS O&M Curriculum
Southwest Ohio Special Education Regional Resource Center
http://www.hcesc.org/resources/FederalStateLaws/DraftingtheIEPsteps4,5,6ppt.ppt
New York State School for the Blind: Orientation & Mobility IEP Objectives Bank & Evaluation
Checklist – tied to the New York State Learning Standards, the NYSSB curriculum
http://www.p12.nysed.gov/specialed/nyssb/departments/oandm_home.html
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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O&M Goals Bank (Colorado Department of Education Work Committee) – O&M areas broken down
by grade level; incorporates several resources to include TAPS –
http://www.cde.state.co.us/cdesped/download/pdf/blv-OMGoalsObjectives.pdf
Anne Arundel County Public School in search engine – there are two options: click on the one that is
not the Braille version
www.tsbvi.edu/attachments/resources/oandm.doc http://www.swosha.org/download/iepgoals.pdf
Figure 3 TSBVI Outreach Programs logo
"This project is supported by the U.S. Department of Education, Office of Special
Education Programs (OSEP). Opinions expressed herein are those of the authors and
do not necessarily represent the position of the U.S. Department of Education.
Figure 18 IDEA logo
TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes
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