Dan

Present Level of Academic Achievement and Functional Performance (PLAAFP)

Dan is a fourth grader who has a good sense of humor and is accepted by his peers. Dan can suc- cessfully participate in the fourth grade math curriculum without special education support. He does well in general education science and social studies, but needs help with independent reading and writing assignments. Dan experiences success when provided with an assignment notebook, reading of tests, reading support for long text passages assigned to be completed independently within a short time period, and assistance from a peer or teacher for written assignments. Dan has difficulty with reading. He can identify most letters and letter combinations in isolation, but struggles to apply decoding strategies to unfamiliar words when reading text. This affects his oral reading rate, which is slow and labored. Dan cannot independently read textbooks used in his 4th grade classes. Dan accurately reads and comprehends 95 words per minute given graded passages at the second grade level; his independent reading level. His fluency in 4th grade passages is poor; He averages 55 words read correctly per minute with less than 75% comprehen- sion. Students in 4th grade are expected to read passages with 90-100% comprehension at the rate of 120-150 words per minute. Dan demonstrates good listening comprehension. He understands academic content at grade level following large and small group instruction, and when text is read to him by a peer, staff, or computer based text reader. He is able to report facts and make inferences from listening at a level expected of students in his grade.

Dan also has difficulty with writing and following complex oral and written directions. When he doesn't understand what to do in class, he generally picks up on cues from peers around him. Dan can successfully follow 1 and 2-step directions without support. However, when instructions are more complex, he sometimes needs help. This makes it hard for him to follow classroom activities and assignments. His written work contains many spelling errors, lacks necessary punctuation, and his sentences are generally short, 3-5 words in length. He cannot yet write a paragraph without assistance. He does respond well to peer or teacher pre-writing and editing assistance and is beginning to learn to use computer based spell-checking and editing software.Dan's parents are concerned about his reading and writing skills and feel he needs help in these areas. They also notice his difficulty in following directions. They are happy with his grades in math and his comments that he has friends in school.

Annotated Text for Dan's Present Level of Academic Achievement and Functional Performance. The following annotated copy of Dan's Present Level of Academic Achievement and Functional Performance (PLAAFP) is for training purposes ONLY. It contains the following information: strengths, needs resulting from Dan's disability that affect involvement and progress in the general education curriculum; needs resulting from his disability that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It also includes Dan's current level of academic achievement and functional performance that serve as a baseline for each of his measurable annual goals.

Dan is a fourth grader who has a good sense of humor and is accepted by his peers. Dan can successfully participate in the fourth grade math curriculum without special education support. He does well in general education science and social studies...

Strength

Functional performance Academic achievement

How disability affects involvement in general curriculum.

How disability affects involvement in general curriculum.

Baseline for Goal 1

How disability affects involvement in general curriculum.

He needs help with independent reading and writing assignments. Dan experiences success when provided with an assignment notebook, reading of tests, reading support for long text passages assigned to be completed independently within a short time period, and assistance from a peer or teacher for written assignments.

Dan has difficulty with reading. He can identify most letters and letter combinations in isolation, but struggles to apply decoding strategies to unfamiliar words when reading text.

This affects his oral reading rate, which is slow and labored. Dan cannot independently read textbooks used in his 4th grade classes.

Dan accurately reads and comprehends 95 words per minute given graded passages at the second grade level; his independent reading level. His fluency in 4th grade passages is poor; He averages 55 words read correctly per minute with less than 75% comprehension. Students in 4th grade are expected to read passages with 90-100% comprehension at the rate of 120-150 words per minute. Dan demonstrates good listening comprehension. He understands academic content at grade level following large and small group instruction, and when text is read to him by a peer, staff, or computer based text reader. He is able to report facts and make inferences from listening at a level expected of students in his grade. Dan also has difficulty with writing and following complex oral and written directions. When he doesn't understand what to do in class, he generally picks up on cues from peers around him.

Dan can successfully follow 1 and 2-step directions without support.

However, when instructions are more complex, he sometimes needs help. This makes it hard for him to follow classroom activities and assignments.

His written work contains many spelling errors,lacks necessary punctuation, and his sentences are generally short, 3-5 words in length. He cannot yet write a paragraph without assistance.

He does respond well to peer or teacher pre-writing and editing assistance and is beginning to learn to use computer based spell-checking and editing software. Need

Academic achievement

Strength Academic achievement

Need

Strength Functional performance

Strength Need

Need Academic achievement

Strength

Baseline for Goal 3

How disability affects involvement in general curriculum.

Baseline for Goal 2

Draft September 2010

26

Dan's parents are concerned about his reading and writingParent concernskills and feel he needs help in these areas. They also notice his difficulty in following directions. They are happy with his grades in math and his comments that he has friends in school.

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)

Instruction provided in the special education resource room will expand upon and reinforce the core general education curriculum for Dan's grade.

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 need assistive technology services or devices?Yes No (If yes, specify

particular device(s) and service(s))

Dan is beginning to learn how to use computer based text reading and written language support software. Continued instruction in the use of such technology is needed to help Dan complete school work more independently.

Annual Measurable Goals

Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards)

Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards)

Goal 1:Dan will apply decoding strategies to improve his reading fluency of 4th grade passages to 90 words read correctly per minute with 90% comprehension.

Procedures for measuring progress toward the annual goal:

Weekly timed oral readings where Dan's use of decoding strategies is recorded, Log observations about Dan's reading of classroom materials.

When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1.Monthly phone or email correspondence with parents. 2. Written progress report at the time report cards are distributed.

Goal 2:Dan will write a paragraph of at least five, 8-10 word sentences with no more than one error in spelling and punctuation after editing.

Objectives:

With individualized instruction, Dan will apply strategies including phonetic analysis and word families to spell unfamiliar words.

Using a spell checker and writing support software, Dan will edit his writing and make spelling corrections.

Using an explicit writing process strategy and teacher assistance,

Draft September 2010

27

Measurable level of attainment (Referenced to fourth grade Wisconsin Academic Standards)

Dan will plan and write a paragraph on a topic using correct

grammar, punctuation and spelling. 4. With a peer editor or teacher, Dan will review writing assignments

and make needed corrections.

Procedures for measuring progress toward the annual goal:

Weekly analysis using district writing rubric on 2 writing samples to assess spelling, punctuation and writing strategies.

Quarterly interviews with Dan to assess the effectiveness of spelling and writing strategies being used and make refinements.

Weekly recording of the accuracy of two or more peer edited writing assignments Dan completes.

When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Monthly phone or email correspondence with parents. 2.Written progress report at the time report cards are distributed.

Goal 3:Dan will demonstrate understanding of 3 or 4 step classroom directions by following them without teacher prompting in 4 of 5 opportunities.

Procedures for measuring progress toward the annual goal:

Anecdotal records of Dan's use of clarifying questions and teacher

prompting.

Bi-weekly regular classroom observation charting of the number of

steps Dan can follow in performing classroom activities.

When periodic reports about student progress toward meeting the annual goal will be provided to the parents: 1. Monthly phone or email correspondence with parents. 2.Written progress report at the time report cards are distributed.

Participation in Statewide Assessments

The student will be in (circle) 3d, or 4th, or 5th, or 6th, or 7th, or 8th, or 10th grade when the Wisconsin Knowledge and Concepts Examination-Criteria Reference Test (WKCE-CRT) is given. (Check only one of the two boxes below.)

The student will be taking the WKCE for all content areas required at this grade level. (For students taking the WKCE, complete the assessment and accommodations grid below. Document the accommodations, if any, needed for each of the content areas for students taking the WKCE.)

OR The student will be taking the WAA-SwD for all content areas required at this grade level. If yes, the

Wisconsin Alternate Assessment (WAA) Participation Checklist is included with the IEP. For students taking the WAA-SwD document the accommodations, if any, needed for the alternate assessment.

Question to the homework 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.