Texas School for the Blind and Visually ImpairedOutreach Programs1100 West 45th StreetAustin, TX 78756www.tsbvi.edu

TETN #8010 O&M Measureable PLAAFP Statements and IEPs

Presented by:Diane Barnes, COMSRegion 13 Education Service CenterDiane.Barnes@esc13.txed.net

Developed forTexas School for the Blind & Visually Impaired Outreach Program

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

FoundationThe 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 MaterialsIdentifying instructional needs:

Figure 2 Clip art image of a light bulb signifies important information

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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Figure 1 Road barricade reads, "Building the O&M PLAAFP

Building the O&M

PLAAFP

ConstructionA PLAAFP writing formulaWhat?

A specific focus within the broad area of need:

Need Focus

Examples

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:

spotted….. labeled….. read…… pointed to….. turned in direction of….. grasped……

Environmental conditions/settings, type and level of prompts, frequency and type of behavior/performance:

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:

“had difficulty with…..” “inconsistently…..” “was hesitant to…..” “was overly cautious when…..” “inefficiently…..” “inappropriately……” “unsafe…….”

Avoid the:

“was not able to….” “could not…..” “did not…..”

Avoid the trap of:

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

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: 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 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 componentsA. 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 / improvingD. 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

ascend travel to maintain execute establish

label reach for & grasp verbally distinguish cross make

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

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

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

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

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

End of the first semester End of annual period End of 3rd reporting period

Examples of optional Goal writing structureThis type of structure is acceptable for stating GOALS only; refer to the above examples when writing OBJECTIVES.

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)

Student (who) will demonstrate (will do) progress in orientation skills (what) by mastering objectives (how well) as outlined (under what conditions)

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

TETN#8010 O&M Measureable PLAAFP Statements and IEPs - Barnes

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Alphabetize Answer Arrange Ask Bring Chart Chooses Compare Compile Completes Compose Contrast Contribute Correct Count

Create Decode Define Demonstrate Describe Determine Differentiate Discriminate Does not – Edit Explain Follow Generate Give Greet

Identify Include Initiate Imitates Label List Maintains Make Match Name Organize Outline Paraphrase Points Pronounce

Provide Read Record Retell Says Select Self correct Share Solve Speak Spell Summarize Type Volunteer

Quality 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 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

CriteriaFrequency ___ X a day ___ X in ___ minutes Each day ___ consecutive days Fewer than ___ min. per week Whenever it appears

Duration For ___minutes For ___ repetitions in ___ amount of time Accuracy ___% of the time ___ out of ___ trials No more than ___ errors No more than random error

Latency / Speed 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

Intensity With ___ lbs. of pressure or force

ConditionsLocation 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

Givens 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

Miscellaneous 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: comprehend enjoy feel increase

improve know listen learn

manipulate (how?) 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 servicesIDEA 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 Processhttp://framework.esc18.net/

Wrightslaw – Special Education Law and Advocacyhttp://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 CEChttp://education.uncc.edu/rbwhite/SPED5175/Lignugaris%20IEP.pdf

IEP power wordshttp://swosha.org/download/iepgoals.pdf

TAPS O&M Curriculum

Southwest Ohio Special Education Regional Resource Centerhttp://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 curriculumhttp://www.p12.nysed.gov/specialed/nyssb/departments/oandm_home.html

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

"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

Figure 3 TSBVI Outreach Programs logo