A Manual for Writing

Present Levels of Performance

Annual Goals
&
Short Term Objectives

Rick Metheny
Allegany County Public Schools
Special Education Department
November, 2002
 The general curriculum plays an important part in developing a student’s
Individual Educational Plan (IEP). The Present Level of Academic
Achievement and Functional Performance, Annual Goals and Short Term
Objectives should reflect the needs of the student in relationship to the
general curriculum.

The question should be asked, “What is preventing this student from

learning the curriculum?”

GENERAL CURRICULUM
What is it?

• Curriculum adopted by Allegany County Public Schools.

• Refers to standards and expectations identified by the

district.

• All students should attain those standards.

• Used to measure district’s success.

• One core curriculum for all students (language arts, math, science, social studies).

• The Maryland State Department of Education provides the definition of curriculum as:
• "What students should know and be able to do."1

What it is NOT:

• Materials

• Different curricula for special education and general education students.

• A setting in which instruction is delivered.

• Instructional methodology

• The student's IEP.

Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 2 of 21
GENERAL CURRICULUM
Why is it important?

Where we were.

• As recently as the 1960’s, many students with

1 in 5 students
disabilities were not being educated at all, either with disabilities
because they were denied access to school or because educated in
they were physically in school but not being educated. public schools...
For example, the US DOE notes that “in 1970, U.S.
schools educated only one in five children with
disabilities, and many states had laws excluding
certain students, including children who were deaf,
blind, emotionally disturbed, or mentally retarded
(OSERS, 2001).”2

• Parents and advocates of school-aged children with

disabilities sued school systems and states. Two landmark
Federal court decisions, Pennsylvania Association for
Retarded Children v. Commonwealth of Pennsylvania in
1971 and Mills v. Board of Education of the District of
Columbia established that “the responsibility of States and
local school districts to educate individuals with disabilities
is derived from the equal protection clause of the
Fourteenth Amendment of the United States Constitution” 3

• As a result of those court decisions, and a growing disability rights movement, in 1975,
the Education for All Handicapped Children Act (P.L 94-142) was passed, entitling students
with disabilities to an individually designed, free and appropriate public education (FAPE)
provided in the least restrictive environment. A key purpose of this law was “to assure that
all children with disabilities have available to them…a free, appropriate public education
which emphasizes special education and related services designed to meet their unique
needs.” 4 Because that regular curriculum did not "fit" and the mandate for FAPE was for an
education that met "unique needs," the logical response of educators was to design a
curriculum for each student individually.

• While this was positive in that it targeted highly individualized instruction for students
with disabilities, it also moved students with disabilities further away from the regular
education definition of "What students should know and be able to do." Over the years,
special education has focused and specialized on meeting students' unique needs while
regular education has been moving in the direction of high expectations, standards, and
greater accountability for student progress.

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Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 4 of 21
 GENERAL CURRICULUM
Why is it important?

Where we are.
• In 1997, the Individuals with Disabilities Education Act
was up for reauthorization and testimony was received
suggesting a 'separate but equal' curriculum for students
with disabilities, focusing on meeting their unique needs has
not brought desired results. IDEA '97 went further than P.L.
94-142 in defining access for students with disabilities,
entitling students with disabilities not only access to free and
appropriate education but also access, participation, and
progress within the general education curriculum, stating,
schools must educate students with disabilities to meet the same state standards and pass
the same state-mandated assessments designed for students without disabilities. 5 IDEA
2004 went even further, requiring meaningful participation in content instruction.

• For over 20 years, special education and regular education have been moving in
generally different directions. Now we are faced with the need to bring the two together - to
meet unique needs while at the same time providing access, participation and progress in
the general education curriculum.

• "Access," "participation" and "progress" are verbs defined as more than simply being in
physical proximity to the general education curriculum and force us to reexamine how we
write goals and objectives and how we provide instruction. Too often, once students begin
special education it is often difficult or impossible to cross the bridge to regular education. If
students miss the presentation of content essential to the curriculum, it is unlikely they will
ever make up lost ground. " We're behind the rest of our class and we're going to catch up
to them by going slower than they are?" 6

1
Achievement Matters Most: The Final Report of the Visionary Panel for Better Schools January
2002. Accessed November 1, 2002 at http://www.msde.state.md.us/Visionary_Panel/

2
OSERS, (2001). History Twenty-five years of Progress in Educating Children with disabilities
through IDEA.
3
U.S. Department of Education, (2000) TO ASSURE THE FREE APPROPRIATE PUBLIC EDUCATION
OF ALL CHILDREN WITH DISABILITIES, Twenty-second Annual Report to Congress on the
Implementation of the Individuals with Disabilities Education Act.
4
20 USC 1401 et seq

5
U.S. Department of Education, (2001) Technical Brief: National Center on Accessing the
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 5 of 21
General Curriculum
6
Bart Simpson (1996) "You Only Move Twice".

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The Process

Present Level of • Translate evaluation

information and observations
Performance
into present levels of
performance statements.

• Describe how the disability

affects the student’s progress
in the general curriculum.

• Determine what the student

Annual Goal can reasonably be expected
to accomplish by the end of
the year.

• Determine the intermediate

steps that will assist the
Short Term student in accomplishing the
Objectives goal.

• Determine what behavior,

conditions, and criteria will be
monitored.

Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 7 of 21
 Present Level of Academic
Achievement and Functional
Performance- PLOP
Present Level of Academic Achievement and Functional Performance describe
how the child’s disability affects his or her progress in the general curriculum.

The purpose of the PLOP is to identify the student’s needs and establish a baseline
from which to develop meaningful and measurable goals.

Present Level of Academic Achievement and

Functional Performance must
1. Describe how the student’s disability affects the student’s progress in the general
curriculum (or for preschoolers, age appropriate activities).

2. Include baseline data that describe the student’s current skills.

3. Be stated in terms that are specific, measurable and objective.

4. Be stated in easily understood language (use phrases – not simply acronyms).

5. Be unique to the child.

Yes No

1. Does the PLOP address areas affected by the student’s disability?  

2. Is the PLOP stated in terms that are specific, measurable, and
objective?  

3. Does the PLOP describe current performance?  

4. Does the PLOP describe how the student’s disability affects his or her
performance in the general curriculum? (For preschool children, how the  
disability affects the child’s performance in appropriate activities.)
5. Is the PLOP understandable so that goals may easily be developed?  
6. Does the PLOP clearly provide a “snapshot” of the student?  
7. Does the PLOP prioritize and identify needs that will be written as
goals?  

8. Does the PLOP provide baseline information for each goal?  

9. Does the PLOP incorporate information from a variety of sources in an

integrated statement?  

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10. Could the PLOP pass the “stranger test”? After reading the PLOP,
would anyone be able to begin instruction or intervention?  

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 Sample Present Levels of Academic
Achievement
and Functional Performance
“What is the child doing now?”

These statements describe the effect of the student’s disability on performance in each area
affected by the disability. Present levels of academic achievement and functional
performance establish a baseline of information used in writing goals. These
statements must identify deficits, as well as current student performance.

Reading Kindergarten First Grade Readiness Scale

Cindy is functioning at a 40-month level
compared with peers from the KFGRS.
Cindy can match same letters; however, she
cannot label alphabet letters.
Cindy's reading comprehension skills are
below same age peers based on reading
benchmarks (2.5). She displays weak
decoding skills for words presented in lists
or text format.
Student obtained a reading benchmark of
1.3. The student only reads Consonant Verb
Consonant (CVC) and Consonant Verb
Consonant Verb (CVCV) words.
Michaels's reading level is at a 4.5 grade
equivalency. He has difficulty reading across
curriculum areas and deriving meaning from
passages read.
The student’s word attack skills are at a 1.5
grade level. He is unable to blend letters,
identify word chunks, and recall basic sight
words.
Al is reading at a 2.2 reading level as
measured by the WJ-III. He is having
difficulty with phonemic awareness and
comprehension skills.
Cindy’s reading fluency for course material
is slower than chronological age peers. She
reads word for word when reading
sentences and paragraphs. She repeats and
sounds out words read.
(KFGRS). She recognizes numbers 1-5. She
has difficulty counting objects.
Betty is currently adding and subtracting 2
digit #’s without renaming. Test score on
the WJ-3 is 2 years below same age peers.
She understands addition and subtraction
concepts but has difficulty transferring
these concepts to word problems.
John can add and subtract 1 and 2 digit
numbers. He cannot add and subtract
numbers involving regrouping.
Cindy’s math skills are 2years below her
chronological age peers. She can do single
and double addition/subtraction problems
with no regrouping. She completes
problems using multiplication facts 1-5.
Laura recognizes and uses multiplication
facts. She has difficulty completing word
problems.
Cindy can state multiplication and division
facts. When completing multiple step word
problems, Cindy does not integrate
multiplication and division facts for problem
solving.
Based upon Mattie's last reading
benchmark, she is reading at a 2.1 level.
She has difficulty with graphonic cues.
Al recognizes numerals 0-1000 but has
difficulty with basic addition and subtraction
facts.

Math Written Language

Cindy is functioning at the 40-month level Cindy can trace lines and circles. She cannot
when compared with peers from the produce alphabet letters.
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Kona writes simple sentences. She does not
combine sentences to form understandable
paragraphs.
Kona’s broad written language skills are
three years below her chronological age
peers. She can write a paragraph with a
topic sentence, but she does not combine
paragraphs to complete an essay or written
report.
Student can write sentences related to
instructional materials; however, sentences
are short, lack detail, and syntax.
Fred is currently functioning at a 10-year-old
age level in written language. He is able to
write simple sentences but has difficulty
with paragraph development.
Al can construct a simple 4-5-word
sentence. He does not demonstrate
understanding of punctuation and
capitalization.
Mattie is writing 3-4 sentence paragraphs.
She often has grammatical errors especially
with punctuation.
Spelling
Kona can spell words at a level 2 years
below her chronological age peers. She has
difficulty with spelling multi-syllable words.
Al can spell words at a beginning second
grade level as measured by the WJ-III. He
does not demonstrate an understanding of
spelling patterns.
Receptive Language
Cindy functions at 36 m. level; she identifies
primary colors, difficulty following
prepositional phrases.
Kona follows one and two-step directions.
She does not follow a sequence of directions
to complete a task.
Expressive Language
Cindy is functioning at a 36 m. level. She
combines words and phrases; however, she
does not answer “wh” questions.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives
Articulation errors are noted in
conversational speech with peers and staff.
On the test , Cindy's expressive
language skills are at the age level. She
speaks in two word sentences.
Social/Emotional Behavior
Cindy enjoys all social gatherings, but she
does not follow directions to transition
from one activity to another. Cindy
exhibits negative reactions to peer
questioning and verbal comments.
Those reactions include shouting,
shoving others, and throwing items.
Al has difficulty establishing and
maintaining friendships in the school
setting.
Personal/Adaptive Behavior/Self-Help
Cindy can wash her hands with hand over
hand assistance; however, she does not
perform these steps independently.
Kona is functioning at a level below her
chronological age. She can take care of her
toileting needs; however, has difficulty with
snapping, zipping, and buttoning clothing
items.
Pre-Vocational/Vocational
Kona can complete a simple packaging task
with prompts to continue working; however,
she does not work independently for periods
of time over 10 min.
Motor Skills
Cindy can walk up/down steps, but she does
not alternate feet.
Rick can correctly form 50% of upper and
lower case alphabet letters. He exhibits poor
spacing between letters.
Other
As determined by the LAP assessment in the
areas of fine motor and readiness skill, Rick
demonstrates a 25% delay. (This PLOP
relates only to pre-school children who have
been given the LAP Assessment.)
Cindy can stack a 3-cube tower. In addition,
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she can recognize the color red, and she can identify one shape

Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 12 of 21
 Annual Goal
An annual goal describes what the student can reasonably be expected to do within one IEP
year.

The IEP must include a statement of measurable annual goals related to:

• meeting the child’s needs that result from the child’s disability.

• enabling the child to be involved and progress in the general curriculum.

• meeting each of the child’s other educational needs that result from the child’s disability.

Annual goals must

1. Describe what the student is expected to do in one IEP year.

2. Relate to Present Levels of Performance.

3. Reflect skill development specific enough to be measured by short-term objectives.

4. Serve as basis for instruction.

5. Be stated in easily read language (no acronyms).

6. Be unique to the child.

Yes No

1. Does the annual goal describe what the student can reasonably be
expected to accomplish within one IEP year?  

2. Are annual goals developed for each critical area of need identified in
the PLOP?  

3. Are annual goals developed for a critical area of need that is not
identified in the PLOP?  

4. Does the annual goal reflect behavior that can be measured and
monitored?  
5. Does the annual goal meet the student’s needs that result from the
disability and enable the student to be involved and progress in the  
general curriculum?
6. Does the annual goal meet each of the student’s other education
needs that result from the disability?  
7. Could the annual goal pass the “stranger test”? Could someone who
did not write the annual goal use it to develop appropriate instructional
plans and assess student progress?  

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 Sample Annual Goals
“What should the child be doing?”

Annual goals are directly related to the Present Levels of Performance. If the IEP lists
Present Levels of Performance, there must be goals to address these present levels. These
goals describe what the child can reasonably be expected to accomplish within 12
months with specially designed instruction and related services. Annual goals must
address: (A) direction of the behavior, (B) the area of need, and (C) level of
attainment.

Reading each number.

Cindy will identify and name all presented
alphabet letters with 100% accuracy over 5
trials as measured by teacher checklist.
Student will read at a 2.3 reading level as
measured by benchmark reading
assessment.
Using reading strategies, Cindy will
demonstrate reading comprehension skills
by answering questions about reading
passages. She will progress from 2.5 level
through 3.5 level as measured by teacher
tests and observation.
Cindy will demonstrate increased reading
speed/fluency from baseline reading sample
through 4th grade level reading assignments
as measured by teacher checklists and
observations.
Cindy will read and spell 5th grade content
words with 80% accuracy as measured by
tests and assignments.
The student will demonstrate the use of
graphonic cues up to a 3.1 reading level by
_/_/__ as measured by teacher assessments
and observations.
Al will increase comprehension skills to a 3rd
grade level as measured by teacher made
assessments.
Math
John will apply regrouping skills to calculate
and solve simple addition and subtraction
problems that involve 1 and 2 digit numbers
with 80% accuracy.
Mike will be able to calculate simple word
problems that do not require renaming. He
will achieve 90% accuracy level as
determined by teacher assessments.
The student will demonstrate number
recognition and basic math skills. The
student will achieve 80 % accuracy as
measured by teacher tests and
assignments.
Laura will complete word problems in her
classroom and homework assignments. She
will achieve 80% accuracy on in class tests.
Al will demonstrate basic addition and
subtraction facts 0-20 at a 90% accuracy
level as measured by teacher assessments.
Written Language
Cindy will write upper and lower case
alphabet letters using proper form when
requested. She will achieve 80% accuracy
by successfully completing 4/5 trials for
each letter.
Al will write paragraphs using correct
punctuation and capitalization as measured
by teacher’s daily scores for written work.

Cindy will count sets of objects that include

up to 20 items with 100% accuracy. This Receptive Language
will be measured by teacher checklists and
class assignments. Cindy will follow directions to complete
activates involving prepositional phrases
When shown in random order, Cindy will 80% of the time for each phrase presented
name numbers 1-50 with 100% accuracy for as measured by teacher/therapist logs.
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By responding to age appropriate oral
directions and /or sequencing events, Mike
will follow directions 80% of the time as
measured by speech therapy logs.

Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 15 of 21
 Expressive Language
Cindy will answer “wh”questions concerning
activities, events, and stories read to her by
answering 4/5 questions.
Cindy will lengthen verbal speech to 4 – 5
word sentences using proper syntax in
conversation with staff and peers 80% of
the time as measured by teacher
observations and speech therapy logs.
Social/Emotional Behavior
Cindy will transition among activities in the
pre-school setting by following directions
from adults by 9/25/03.
Al will demonstrate the verbal and
nonverbal skills that enable him to
appropriately interact with peers and adults
8 out of 10 times per day as measured by
teacher’s anecdotal records.
With reminders the student will remain in
compliance with established rules 100% of
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives
the time as measured by the school's
established point program.
Student will demonstrate completion of
class and homework assignments 4/5 days
as measured by the teacher's records and
observations.
Personal/Adaptive Behavior/Self-Help
Following a hand washing sequence, Cindy
will wash her hands independently 5/5 trials
as measured by the teacher's checklist.
Motor
Cindy will walk up and down stairs
alternating feet during the school day as
measured by the teacher's observations,
and checklists.
Rick will write classroom assignments using
correct letter formation and spacing
between letters with 100% accuracy on
written work.
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 Short Term Objectives – STO
Short Term Objectives are intermediate steps that the child will use to reach the
annual goals from the present level of performance. All annual goals will have
more than one short term objective.

The IEP will include a statement of measurable annual goals that will include
benchmarks or short-term objectives related to:

• meeting the child’s needs that result from the child’s disability to enable the
child to be involved and progress in the general curriculum.

Short term objectives must

1. Describe the behavior the IEP Team wants the student to be able to perform. (Uses
specific terms such as to name, to list, to count, to write, to compare, to complete, etc.)
2. Indicate the conditions (who, what and where) in which the student will be expected to
perform.
3. Specify the level of performance the student will need to meet the objective (criteria).
4. Be stated in easily read language (no acronyms).
5. Be unique to the child.

Yes No

1. Is the STO a measurable and intermediate step between the

present levels of educational performance and the annual goal?  
2. Does the STO include the basic parts: the “who,” “what,” and
“when” to describe the behavior the IEP Team wants the student  
to be able to perform?
3. Does the STO provide a way to demonstrate whether the
student is making progress?  

4. Does the STO specify the level of performance (criteria) to be

accepted as successful attainment of the objective?  

5. By using the STO as a basis for instruction, can a detailed

instructional plan be developed for the student?  
6. Is the STO stated in behavioral terms? Does the STO provide a
definition of what is to be covered in the student’s special  
education program?

7. Is there more than one STO for each annual goal?  

8. Does the STO include the evaluation procedure that will be
used to measure achievement and the frequency of the  
evaluation?
9. Could the STO pass the "stranger test"? Is the STO observable,
measurable, and easily understood by everyone?
 

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 Sample Short Term Objectives
“What are the intermediate steps to achieve each goal?”
Short-term objectives are measurable intermediate steps between a student’s present level of
performance and the annual goal. Short-term objectives are the logical breakdown of the major
components of an annual goal.
Reading
When presented out of sequence, Cindy will
identify uppercase alphabet letters 5/5 trials
for each letter presented.
Cindy will identify the topic of a paragraph
with 80% accuracy.
John will read a three paragraph-reading
sample at 3rd grade level in ________min.
without verbal prompt.
Jim will read weekly assigned classroom
selections in __________ and correctly answer
8 of 10 end of the chapter questions.
Math
Cindy will count sets of objects with 5 items
or less with 100% accuracy for each set 5/5
trials.
When shown each number in random order,
Mark will name numbers 1-10 with 100%
accuracy.
Al will complete addition problems using
numbers 0-10 with 90% accuracy.
Tim will identify and define key words in
math word problems with 80% accuracy.
Written Language
Cindy will copy her name from a model with
100% accuracy.
Dan will write a sentence using correct
punctuation with 100% accuracy.
Rick will write a topic sentence to begin a
paragraph from a prompt given by the
teacher with 80% accuracy.
When presented with a topic, Sam will write
sentences in a logical sequence with 80%
accuracy.
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives
Sam will use supporting detail sentences in
paragraph development with 80% accuracy.
Receptive Language
Cindy will follow prepositional phrase
instructions by demonstrating directions
given by the speech therapist. She will be
given signal words such as “in, to, on, and
under" for these activities. Cindy will
complete these activities with 80% accuracy
for each phrase.
Cindy will follow two-step verbal directions
in the class/school setting 90% accuracy.
When verbally questioned about prior
knowledge material, Mike will correctly
answer with 80% accuracy.
Mike will follow a two-step verbal direction
given by staff 80% of the time.
Expressive Language
Cindy will request items or toys using
complete sentences with verbal prompts
from staff 80 % of the time during the
school day.
Cindy will verbally describe pictures
presented using adjectives and action words
in 5 of 5 trials.
Cindy will answer questions concerning an
object, activity, or event with 3 – 4 word
phrases in 5 of 5 trials.
Cindy will use 4 to 5 word sentences in
conversation with staff.
Motor
Rick will write all alphabet letters with
accuracy.
Rick will use proper spacing between upper
Page 18 of 21
and lower case letters. Cindy will respond appropriately when given
recognition by staff by saying “thank you,”
Rick will copy a 3 – 5 word sentence using or smiling on ______of _____interactions.
correct letter formation and spacing. Personal/Adaptive Behavior/Self-Help

Rick will write a 3 – 6 word sentence using By using a variety of self-care items, Cindy
proper letter formation and spacing. will locate items she needs to brush her
Social/Emotional Behavior teeth with 80% accuracy.

Tim will make appropriate comments in the Kathy will sort clothes light colors from dark
class setting without using profanity in colors in a laundry basket with 100%
____of ____ interactions. accuracy.

Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 19 of 21
 Examples:
Present Levels of Performance – Annual Goals –
STO

Present Level of
Annual Goal Short Term Objectives
Performance
Al will demonstrate
the verbal and 1. Al will make appropriate comments in the
nonverbal skills that class setting without using profanity in ____ out
enable him to of ____ interactions.
Al has difficulty
appropriately
establishing and
interact with peers /
maintaining friendships
adults 8 of 10 times
in the school setting. 2. Al will respond appropriately when given
per day as
peer recognition by saying "thanks," or smiling
measured by
in ____ of ____ interactions.
teacher's anecdotal
records.

Present Level of
Annual Goal Short Term Objectives
Performance

1. Kona will write a topic sentence to begin a

Kona will write a
paragraph from an instructional prompt 80% of
paragraph with a
the time.
topic sentence,
Kona writes simple
supporting
sentences. She does
sentences, and a
not combine sentences 2. Given a topic sentence, Kona will write 3
concluding
to form understandable supporting sentences in logical sequence.
sentence as
paragraphs.
measured by
3. Given a topic sentence and supporting
writing assignments
sentences, Kona will write a concluding
and homework.
sentence 80% of the time.

Present Level of
Annual Goal Short Term Objectives
Performance
Bob will
demonstrate 1. Given a topic or title, Bob will make
Bob reads at a 4.0
comprehension of predictions about the reading passage by
grade equivalency
reading utilizing key words.
level. He has difficulty
assignments by
reading across
answering
curriculum areas and
questions with 80% 2. Given a question, Bob will use text to gather
deriving meaning from
accuracy as specific information to answer the question
passages read.
measured by asked.
teacher
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 20 of 21
 3. Given a reading selection, Bob will read the
selection and retell elements of the passage
read with 80% accuracy.
assignments. 4. Given a reading assignment, Bob will answer
questions related to the assignment with 80%
accuracy.

Action Verbs to Assist in Writing Objectives

COMPLEX
Synthesis
integrate prescribe
produce plan
prepare organize
propose specify

Analysis
analyze arrange
combine construct
create design
detect develop
explain group
infer order
relate separate
summarize transform
formulate generalize

Application
apply calculate
classify complete
demonstrate employ
examine solve
use utilize
relate practice
illustrate

Comprehension
associate classify
compare compute
contrast describe
differentiate discuss
distinguish estimate
extrapolate interpret
interpolate predict
translate
Knowledge
count define
draw identify
list name
point quote
read recall
recite recognize
record repeat
state tabulate
trace write
Writing Present Levels of Performance, Annual Goals, & Short Term Objectives Page 21 of 21

SIMPLE