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PLOP must be written tactfully as parents will be reading them too. It must be jargon free too as parents or guardians might not be able to understand what are the terms. It is also best to leave the child's diagnosis especially it will not affect the problem the child is going through. I felt slightly confident to write a PLOP or an AG but still shaky probably when it comes down to writing BM/STO. It is always best to include the student's strengths first followed by the weaknesses or difficulties.

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I now understand that to write a PLOP, it requires me to draw information from several sources. It should include teacher observations and objective data, such as test results and scores. A PLOP is only useful when it it clearly written and includes specific details of student's current abilities, skills, weaknesses, and strengths.

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Lesson was very interesting and intense as we had to write out AG and STOs based on a case study with the given information.
What I learnt was PLOP has to be objective and describes the student strengths and areas of difficulties accurately without using jargon that might confuse the other stakeholders involved.
As we went though each group work, there were "Aha" moments as I realised how we overlook many details that are crucial in helping us craft out our AG and STOs. It gave me a deeper understanding of the importance of writing a good IEP.

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It's important that as we write our PLOP, it's very crucial we remain objective and to describe the student's strengths and needs without using any jargon that may confuse some readers. As writers, it would be good practice to check what we've written down and to question each piece of information as to whether it's understandable if we were, for example, a parent.

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The AHA moment really AHA when Dr Ow went to our breakout room.  We thought that our PLOP and AG is specific enough but unfortunately is not. She highlighted the word LEARN need to be specific.

* How the child going to learn?
* What methods/strategies used to make the child learn?

In the near future, when I am writing PLOP for my students, I need to be clear and not only specify but describe the details as well.

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When writing the PLOP, no diagnosis is required. The PLOP must be clear and describe how the child’s disability affects his learning. If there is any missing information, effort should be made to clarify the data collected.

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PLOP does not have to include the diagnosis of the student. A diagnosis such as Autism Spectrum Disorder is very broad. No two students diagnosed with Autism are the same. Each student will have his/her own strengths and weaknesses, his/her unqiue struggles. Hence, a diagnosis is not necessary in a PLOP but the measurable details regarding the student's academic/behavioural struggles need to be stated clearly.

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I understood the PLOP better after the tutorial today and realized that a specific diagnosis is not necessary.

It will be good to write from the strengths to the weakness and that helps identify and achieve a good annual goal.

I also learned that STO must be as specific as possible.

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In PLOP, we don't have to include the diagnosis. If you were to include the diagnosis, do not leave it vague. Explain how is the disability affecting the specific domain. To be more clear and specific in the STO so that everyone who is reading and involve will understand.

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What I have learnt from today's tutorial is essentially to be as clear and precise as possible. The critic and feedback activity as a class did help me to clarify my understanding and doubts as well as helps me to be a better writer for PLOP and AG in future.

My takeaway is, when writing PLOP, it is important to address the behaviour and strength of the student before stating the difficulties the student faces.

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Have a great learning today from the class critic session. Many things become clearer and have a better idea on how to craft the statement. When writing PLOP, it must be clear to know what the issue is after reading. Always state what behavior the child exhibits in different domains (write the strength first) instead of solely the diagnosis. It must be measurable and observable. I did not realize that given a time frame to complete a task may cause anxiety. I will be more mindful on this. I will also keep in mind that my PLOP must be understandable and clear for anyone who reads it.

Teamwork allows us to see things from different perspective and this will support the clarity when writing PLOP or annual goal.

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My AHA moment is when I learned that I can leave out the diagnosis of the child when writing the PLOP. However, it is pertinent to state the strengths and areas of needs for the child's developmental progress and/or milestone specifically. For instance, for a child who can recognise the letters of the alphabet (Uppercase/Lowercase), what are the specific letters that the child can read and whether he/she needs any verbal prompts. Thus, based on this understanding, to develop a SMART goal to help him/her progress in recognising letters of the alphabet before moving on to learn words recognition for his/her academic learning.

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It is impossible to write an IEP without identifying issues within a targeted Domain. The strengths and issues are described through PLOPs which are in turn used to formulate solutions through objectifiable goals.

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I have a better understanding of PLOP now.

Diagnosis is meaningless if it does not explain the difficulty of the child in a precise manner. It should be current, objective, measurable and clearly understandable. If there is any missing information that is limiting the precision of my PLOP, efforts should be made to collect data and refine PLOP.

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I now understand the importance of being specific in the annual goals as it can be ambiguous when not stated clearly leading to different interpretations of the AG and confusion. Also, PLOPs should not contain any jargons as well and should highlight what the child is able to do and provide cues on what needs to be focused on.

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The PLOP must be specific and easy to understand. A diagnosis is not necessary for for a good PLOP.

It should include both positive and measurable behavior, so we can write the AG.

Details on the behavior or specifics on the progress would be ideal.

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I have a much better idea on how to write a good PLOP now!

Have to admit that I was confused with linking each domain to 1 plop. So from today's tutorial, my "aha" would be to write 1 GOOD PLOP keeping in mind that it must be current, objective, measurable and understandable.

Steps noted:
1) First lay out all the domains
2) Gather information from each domain
3) Objectively craft out PLOP ( 1-2 para, max 3). Strengths first.

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This tutorial session allows me to put into practice how to write PLOP, AG and STO (next lesson).

Through the discussions and sharing from the different groups, I learnt that we have to be very specific and provide a good summary of what are the child's strength, the difficulties he/she is facing and what causes the difficulties/needs (do not just state diagnosis - it has to be jargon free and have to be elaborated on clearly).

I like the fact that we are given a lot of time to discuss and "critic" as I am someone who needs a lot of examples and assurance that I am on the right track. Still trying to digest what was shared but it is definitely much clearer than before. Thank you, Dr Liz and friends!

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My aha moment came in during the discussion where we had to write as our reader. We must ensure that as we write in our PLOP, there must be full clarification on the strengths, weaknesses and context of how these will affect the student in question.

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The IEP team must work closely together to write the PLOP. If there is a gap or missing info, we need to go and find out and not assumption on them. And try not to use jargon that people will not understand.
With a good PLOP, it will help the team to come up with the AG and STO in the domain of needs to help the student.

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When writing a PLOP, I have to ensure that it is written clearly without any jargons as it will be seen by the different stakeholders supporting the child. We won't have to include the diagnosis. Instead, we can elaborate more on how it affects the child.

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A PLOP does not focus on diagnosis, but be descriptive on areas with issues and difficulties. Specifics on how - in what way? why - reason for behaviour.

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we can leave diagnosis out from PLOP! especially if it will not make a differnece to the problem the student is facing.

i must try my best to ensure that the PLOP is written as "nicely" as possible due to the fact that parents will be reading about their child

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Indicating the diagnosis in the PLOP does not explain much, especially when comes to student with autism. Thus, need to indicate more information that describe the student's behaviour that affecting the domain area.

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After today's session, I feel a little more assured about writing PLOPs and AGs for IEPs.

A team effort is also essential, as different people will have different views when analyzing a particular case. Through the various perspectives, the team is able to discuss the various points so that the PLOP is clear and so that whoever is reading it is able to know the accompanying goals for the student.

I believe it is also important to remember that regardless of the difficulties that the student faces, we should include positive statements and highlight the student's strengths.

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Aha!

When writing the PLOP, clarity is key.

Start with a positive note about the child and then talk about the undesired behaviour that will be targeted. Focus on 1 behaviour first, not on everything that we consider as being wrong.

Be explicit about the expected / desired behaviour. Clarity being key again.

When observing the child, ensure that the desired behaviour is repeatedly exhibited on a number of consecutive days, and not just on one off occasions.