According To IDEA: The Present Level Of Academic Achievement

According To Idea The Present Level Of Academic Achievement And Funct

According to IDEA, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement within an IEP must be specific to the individual being described, and must be based on objective, measurable data. For this assignment, you will write a PLAAFP based on student observations from your previous field experiences. Keep in mind observations from a variety of activities and citing observational data on all developmental and academic area(s) where possible. In words, use the assessment information in conjunction with your observational data to complete the following: Create a statement of present levels of performance that includes information from assessments and observations as well as how the student is functioning in the classroom.

Be sure to include information for each developmental domain and the data source you used to provide the information. Create one goal for the student in any domain you would like. Identify at least two activities you would do to support this student’s development related to the goal you chose. Prepare the reflection according to the APA guidelines found in the Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

The Individuals with Disabilities Education Act (IDEA) emphasizes the importance of creating an accurate and comprehensive Present Level of Academic Achievement and Functional Performance (PLAAFP) statement within a student's Individualized Education Program (IEP). This statement serves as the foundation for developing tailored educational goals, accommodations, and interventions that address the student's unique needs. Crafting an effective PLAAFP requires careful observation, assessment, and documentation of the student's strengths and challenges across multiple developmental domains.

In my previous field experiences working with diverse students, I observed that a comprehensive PLAAFP must include detailed, objective data collected through various methods such as direct observation, formal and informal assessments, and input from educators and caregivers. For example, in assessing a student’s academic performance, I utilized literacy assessments and math skill checklists, noting their proficiency levels and areas requiring support. These assessments were complemented by classroom observations where the student demonstrated engagement, comprehension, and task completion.

In the developmental domain of cognition and learning, I observed that the student demonstrates age-appropriate problem-solving skills but occasionally struggles with applying learned concepts to new contexts. Data sources included formative assessments, student work samples, and teacher reports, revealing that the student understands grade-level content but requires supports in transferring knowledge to unfamiliar situations.

In communication and social skills, observational data indicated that the student effectively communicates with peers and adults but sometimes exhibits difficulty with pragmatic language skills, such as turn-taking and interpreting social cues. Data was obtained from anecdotal records and peer interaction observations, suggesting the need for specific social skills instruction to enhance pragmatic language use.

The motor skills domain showed that the student exhibits adequate fine motor skills in activities like writing and cutting, based on teacher observations and portfolio reviews. However, gross motor activities, such as running and balancing, occasionally pose challenges, as observed during physical education classes, indicating areas for targeted development.

Based on these observations and assessment data, the following PLAAFP statement summarizes the student's current performance: “The student demonstrates age-appropriate academic skills in literacy and mathematics but requires support in applying learned concepts to new situations. Socially, the student communicates effectively with peers and adults, although pragmatic language skills need development. Motor skills are generally adequate, with some difficulties in gross motor activities, impacting participation in physical activities.”

For the developmental domain of cognition and learning, I propose a goal: "The student will transfer learned concepts to new contexts with 80% accuracy across tasks." To support this goal, I would implement activities such as (1) scaffolded problem-solving exercises that gradually increase in complexity, and (2) real-world application tasks, like group projects or hands-on activities, to reinforce the transfer of knowledge.

Evaluating the student’s progress toward this goal would involve regular formative assessments, observation during activities, and student reflections. These methods will help determine if the student is successfully transferring learned concepts to novel situations, thereby guiding instruction adjustments.

References

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