Ed

Present Level of Academic Achievement and Functional Performance (PLAAFP)

Ed is a four-year-old student who spends most of his time with adults. He has had few

experiences playing with children his age. Because of this, Ed's parents have enrolled him in the district's four-year old kindergarten program (4K). Ed's mom reports he likes to "have his own way" and "doesn't listen." His parents find it difficult to read stories to Ed because of his short attention span (less than three minutes). He is able to play alone with toys for two to three minutes. When with other children, he cannot share or interact with toys without adult

assistance. He becomes frustrated and bangs his toys or objects on the floor, or throws them at the other children. His short attention span and frustration level interferes with his ability to

recall information from books read to him and with learning new concepts through interaction

with toys in his environment. Ed is able to eat by himself and put on his underclothes, t-shirt and elastic band pants. He is not fully toilet trained at this time. He averages 5 to 6 "accidents" per week. Ed is able to walk, run, and jump independently. He is very active and especially likes to play on the swing set. During his first week in the 4K program, his teacher noted that Ed uses two and three word phrases and asks "what" and "what doing" questions. He needs to increase his language use to at least four to five word sentences. He also needs to learn to ask "who", "where", and "when" questions. Ed's use of incomplete sentences and minimal use of questions interferes with his ability to communicate his wants and needs, and to gain information. He understands what children and adults say to him. Annotated Text for Ed's Present Level of Academic Achievement and Functional Performance. The following annotated copy of Ed's Present Level of Academic Achievement and Functional Performance (PLAAFP) is for training purposes ONLY. It contains the following information: strengths, needs resulting from Ed's disability that affect involvement and progress in age-appropriate activities; needs resulting from his disability that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It also includes Ed's current level of academic achievement and functional performance that serve as a baseline for each of his measurable annual goals.

Ed is a four-year-old student who spends most of his time with

adults. He has had very few experiences playing with children

his age. Because of this, Ed's parents have enrolled him in

the district's four-year old kindergarten.

Baseline for Goal 2 Ed's Mom, reports he likes to "have his own way" and

"doesn't listen." His parents find it difficult to read stories to

Ed because of his short attention span (less than three

minutes).Parent concern Functional performance

Baseline for Goal 1He is able to play alone with toys for two to three minutes.

When with other children, he cannot share or interact with toys

without adult assistance. He becomes frustrated and bangs his Functional

performance Need

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toys on the floor or throws them at the other children

How disability affects involvement in age appropriate activities.

His short attention span and frustration level interferes with

his ability to recall information from books being read to him

and with learning new concepts through interaction with toys

in his environment.Ed is able to eat by himself and put on his underclothes, t-shirt

and elastic band pants.

Strength

Baseline for Goal 3 He is not fully toilet trained at this time. He averages 5 to 6

"accidents" per week.Functional performance Need

Ed is able to walk, run, and jump independently.

He is very active and especially likes to play on the swingset.

Strength

Functional

performance

Baseline for Goal 4 During his first week in the 4K program, his teacher noted

that Ed uses two and three word phrases and asks "what" and

"what doing" questions.

Academic

achievement

He needs to increase his language use to at least four to five

word sentences. He also needs to learn to ask" who","

where", and "when" questions.

Need How disability affects involvement in age

appropriate activities. Ed's use of incomplete sentences and minimal use of questions

interferes with his ability to communicate his wants and needs

and to gain information. He understands what students and

adults say to him.Will the student be involved full-time in the general education curriculum or, for preschoolers, in age-appropriate activities? Yes No (If no, describe the extent to which the

student will not be involved full-time in the general curriculum or, for preschoolers, in age-appropriate activities)

The student will participate in an alternate or replacement curriculum that is aligned with

alternate achievement standards in: (check all that apply)

__ Reading ___ Math __ Language Arts __ Science __ Social Studies _ Other (specify): NA

Special Factors After consideration for special factors (behavior, limited English proficiency,

Braille needs, communication needs including deaf/hard of hearing, and assistive technology), is there a need in any of the areas? Yes No (If yes or student has a visual impairment, attach I-5, "Special Factors" page)

Does the student's behavior impede his/her learning or that of others? Yes No

(If yes, include the positive behavioral interventions, strategies, and supports to address that behavior) Ed cannot share or interact with toys with other children. He becomes frustrated and bangs his toys or objects on the floor or throws them at the other children. In these situations he needs and responds well to adult modeling, redirection and gentle reminders.

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Does the student have communication needs that could impede his/her learning? Yes

No (If yes, include communication needs)

Ed has difficulty communicating his wants and needs and gain information. He requires

specially designed language instruction and supports to be able to ask for what he needs.

Annual Measurable Goals Measurable level of

attainment (Referenced to the Wisconsin Model Early Learning Standards, 2008

Edition)

Goal 1: While playing with at least one other student, Ed will share and

interact with toys without banging or throwing them without adult

assistance five times per day for 10 minutes by May 15. (Social and

Emotional Development, C. Social Competence, C.EL. 2,3)

Benchmarks:

1. Ed will play next to another student using different toys for 10

minutes without throwing the toys with adult assistance at least once

per day by October 15.

2. Ed will play with another student using the same toys for 10 minutes

without banging the toy with adult assistance by November 15.

3. Ed will play with other students using the same toys for 10 minutes

without throwing or banging the toys without adult assistance at

least once per day by January 5.

4. Ed will play with one other student, sharing and interacting with

toys, at least five times per day for at least five minutes without adult

assistance by March 15.

Procedures for measuring progress toward the annual goal:

1. Data recording twice per week of Ed's play behavior during play

activities in the classroom and on the playground.

2. Weekly anecdotal records of play behavior during group play

activities in the classroom and on the playground.

When periodic reports about student progress toward meeting the

annual goal will be provided to the parents:

1. Two times per month phone contact or personal visit with parents.

2. IEP progress notes quarterly.

Measurable level of attainment (Referenced to the Wisconsin Early

Learning Standards, 2008 Edition)

Goal 2: Ed will listen and attend to individual and small group

activities for at least 10 minutes 4 of 5 opportunities. (Approaches to

Learning, A. Curiosity, Engagement and Persistence, A.EL. 2, 3;

Language Development and Communication, A. Listening and

Understanding, A.EL. 1, 2)

Benchmarks:

1. Ed will join friends or family to listen to a story for 5 minutes at least

three times per week by November 15.

2. With adult prompts, Ed will maintain focus while participating in a

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small group activity for 7 minutes by December 15.

3. When interacting with materials in a teacher directed small group

activity, Ed will maintain focus for at least 10 minutes at least three

times per week by February 15.

4. Ed will listen and attend to a 10-minute activity at least three times

per week that includes a story and discussion by March 15.

Procedures for measuring progress toward the annual goal:

1. Target one story time, one small group and one individual activity

twice weekly to record time of attending to activity.

2. At least weekly anecdotal records of attending to activities.

When periodic reports about student progress toward meeting the

annual goal will be provided to the parents:

1. Two times per month phone contact or personal visit with parents.

2. IEP progress notes quarterly.

Measurable level of attainment (Referenced to the Wisconsin Early Learning Standards,

2008 Edition)

Goal 3: Ed will use the bathroom so he has no accidents during the day.

(Health and Physical Development A. Physical Health and development,

A.EL.1c; Language Development and communication, B. Speaking and

Communication, B.EL. 2a)

Benchmarks:

1. With adult assistance, Ed will use the toilet at regular intervals daily

by November 1.

2. Ed will tell an adult when he needs to use the bathroom, having no

more than four accidents per week by December 1.

3. Ed will tell an adult when he needs to use the bathroom, having no

more than two accidents per week by April 1

Procedures for measuring progress toward the annual goal:

1. Daily data recording of Ed's telling an adult when he needs to use the

toilet and/or uses the toilet by himself.

When periodic reports about student progress toward meeting the

annual goal will be provided to the parents:

1. Two times per month phone contact or personal visit with parents.

2. IEP progress notes quarterly.

Measurable level of attainment (Referenced to the Wisconsin Early Learning Standards,

2008 Edition)

Goal 4: Ed will increase his use of language by using 4-5 word

sentences when he talks with adults and students 75% of opportunities.

(Language Development and Communication B. Speaking and

Communication, B.EL.2a, 2b, 2c)

Objectives:

1. With the assistance of picture cues, Ed will use 4-5 word sentences

when he tells a story or talks to his family 75% of opportunities.

2. Using verbal models and visual cues, Ed will ask "who, where and

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when questions" when he needs information from an adult or a

student 90% of opportunities.

3. Using verbal models and visual cues, Ed will use "no, not, can't,

don't" within a sentence that contains a noun and a verb and 4-5

words 90% of opportunities.

Procedures for measuring progress toward the annual goal:

1. Language sample once every three months.

2. Data recording twice weekly of asking questions, using negative

sentences and using plurals.

3. Anecdotal records of Ed's use of language.

When periodic reports about student progress toward meeting the

annual goal will be provided to the parents:

1. Two times per month phone call or personal visit with parent.

2. IEP progress notes quarterly.

Question of the assignment

Summarize what you learned from this student's IEP that will help you both continue and adapt this IEP. Use each student's name as a header in the document for that part of the assignment. Be specific, explaining details about present level of performance, goals, and services (special education, related services, supplementary aids and services such as accommodations.