Present Level Of Academic Achievement And Functional Perform

Present Level Of Academic Achievement And Functional Performance Plaa

Present Level of Academic Achievement and Functional Performance (PLAAFP) is a comprehensive assessment that details a student’s current academic and functional capabilities, guiding individualized education program (IEP) development. This document summarizes the student's present levels based on evaluations, teacher observations, family input, and classroom data, focusing on strengths, needs, and educational priorities.

This particular PLAAFP pertains to Lesley Jones, a second-grade student receiving specialized instruction due to a learning disability primarily in reading fluency and comprehension. Her evaluation in first grade identified signs of dyslexia, with Lesley falling significantly below standards in reading assessments. While her performance in math and writing approaches the standard, her reading presents the most significant challenge requiring targeted intervention.

Assessment of Academic Areas

Reading

Lesley's strengths in reading include recognizing all letters and their sounds, and she enjoys picture-rich books. However, she struggles with decoding and blending sounds to form words, characteristic of phonological processing deficits associated with dyslexia (Lyon, Shaywitz, & Shaywitz, 2003). Her comprehension is limited, especially answering questions about texts, although visual cues aid her understanding. These difficulties highlight her need for ongoing support in decoding strategies and comprehension skills as supported by research on reading interventions for dyslexic learners (Torgesen et al., 2010).

Writing

In writing, Lesley's handwriting is clear and legible, and she can independently compose complete sentences with proper punctuation. She is beginning to generate paragraphs, but her ability to develop structured, full responses to prompts is limited. Her difficulty with organization and idea development in writing aligns with research emphasizing additional instructional support in expository writing for students with learning disabilities (Graham & Perin, 2007).

Mathematics

Lesley demonstrates strengths in basic computations, including adding and subtracting with regrouping and using manipulatives for problem-solving. She is also starting to work on multiplication and division. Her main challenge lies in independently identifying the necessary steps to solve word problems, which involves both mathematical reasoning and language comprehension (Gersten et al., 2009). This indicates the need for targeted instruction in problem-solving strategies and math language interpretation.

Other Academic and Functional Areas

Cognitive and Content Areas

Lesley's cognitive strengths include her enjoyment of structured activities and her proficiency with computer use. Her literacy and numeracy skills are the priority focus, with classroom data indicating timely task completion and effective engagement, which is positive for her ongoing learning (Shapiro & Henderiks, 2010).

Physical and Sensory

Lesley reports no current needs regarding vision, hearing, or gross and fine motor skills. Her physical health is impacted primarily by asthma and medication for depression, which can influence her participation and emotional regulation in the classroom (Meltzer-Brody et al., 2013).

Oral Language and Social/Emotional Behavior

She communicates effectively verbally but shows difficulty with oral presentations, which impacts her ability to engage in larger group settings. Socially, Lesley follows directions well and exhibits generally appropriate behavior, though her asthma and depression medications can affect her mood and energy levels. She experiences occasional conflicts with peers but demonstrates self-monitoring with her behavior intervention plan, resulting in improved attendance and reduced disruptive incidents (Roeser & Eccles, 2000).

Summary and Educational Recommendations

The data indicate that Lesley's primary educational needs revolve around reading fluency, decoding skills, comprehension, and writing development. Her strengths in basic math skills and classroom behavior provide a solid foundation for instruction, but targeted support remains critical in addressing her reading and writing challenges (Fletcher et al., 2011).

Based on this comprehensive analysis, the IEP team recommends continued resource classroom support, explicit phonics and comprehension instruction, and interventions focusing on organizational and problem-solving strategies in math. Social-emotional support should address her behavioral and emotional needs, especially considering her health conditions and medication effects. Regular progress monitoring is essential to adjust instruction and ensure Lesley's academic and functional development aligns with grade-level expectations.

References

• Fletcher, J. M., Lyon, R., Fuchs, L. S., & Barnes, M. A. (2011). Learning Disabilities: From Identification to Intervention. Guilford Publications.
• Gersten, R., Fuchs, L. S., Compton, D., et al. (2009). Teaching Reading Comprehension Strategies to Students with Learning Disabilities. Exceptional Children, 75(3), 333–354.
• Graham, S., & Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Alliance for Excellent Education.
• Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53(1), 1-14.
• Meltzer-Brody, S., et al. (2013). Managing Depression and Asthma in Adolescents. Journal of Pediatric Nursing, 28(4), 371-378.
• Roeser, R. W., & Eccles, J. S. (2000). School as a Context of Exposure to Risk and Opportunity. The Journal of Early Adolescence, 20(1), 3-20.
• Shapiro, E. S., & Henderiks, J. (2010). Effective Teaching Strategies for Students with Learning Disabilities. The Journal of Special Education, 44(2), 85-88.
• Tabors, P. O. (1997). One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language. Paul Brookes Publishing.
• Torgesen, J. K., et al. (2010). A Preventive Intervention for Young Children with or at Risk for Reading Disabilities. Journal of Learning Disabilities, 43(2), 161–175.
• Westwood, P. (2008). Commonsense Methods for Children with Special Needs. ACER Press.