Present Level of Academic Achievement and Functional Performance (PLAAFP)

Student Name: Elli Smith Date: 5/10/2017 Page _1__of__4_

The Present Level of Academic Achievement and Functional Performance summarizes

the results of assessments that identify the student’s interests, preferences, strengths, and areas of

need. It also describes the effect of the student’s disability on his/her involvement and progress

in the general education curriculum, and for preschool children, as appropriate, how the

disability affects the student’s participation in appropriate activities. This includes the student’s

performance and achievement in academic areas such as writing, reading, math, science, and

history/social sciences. It also includes the student’s performance in functional areas, such as

self-determination, social competence, communication, behavior, and personal management.

Test scores, if included, must be self-explanatory or an explanation must be included, and the

Present Level of Academic Achievement and Functional Performance must be written in

objective, measurable terms, to the extent possible. There must be a direct relationship among

the desired goals, the Present Level of Academic Achievement and Functional Performance, and

all other components of the IEP.

________________________________________________________________________

Student’s Strengths, Preferences, and Interests

Elli Smith is a 7.8 year old girl currently in the 2nd grade. Elli was found eligible for service for

Specific Learning Disability.

According to psychological evaluation, Elli demonstrates an overall ability in the average

range. She demonstrates substantially less well developed long-term retrieval associative

memory and auditory processing, specifically phonemic awareness. These relative weaknesses
coupled with difficulties in the aspect of auditory processing, such as phonemic awareness,

which is the understanding of the smallest units of sound (phonemes), might make the

acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a

challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews,

and direct observation appears to be a challenging area. According to achievement assessment,

Elli demonstrates average oral language skills, mathematics, and written expression in the low

average range with significant deficient range. Teacher reports indicate that Elli demonstrates an

independent reading level of pre primmer 1. Her auditory comprehension is very good, but her

word attack is very poor. She has received PALS remediation and Title I supports for reading for

a period of 6 months and has made very minimal progress despite supplemental instruction

interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability-related deficits include:

Decoding

Reading

Spelling

Written language

Effect of Disability on Student

Elli demonstrates substantially less well developed long-term retrieval, associative

memory, and auditory processing, specifically phonemic awareness. These relative weaknesses

coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is

the understanding of the smallest units of sound (phonemes), makes the acquisition of reading

difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test- Third Edition (WIAT-III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79,

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90,

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93,

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency-Addition 83, Math

Fluency-Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average,

Oral Discourse Comprehension 103 Average,

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average,

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average,

Sentence Repetition 97 Average, Oral Language 91 Average,

Total Reading 69 Low, Basic Reading 75 Below Average,

Written Expression 85 Average,

Mathematics 85 Average, Math Fluency 86 Average,

Total Achievement 82 Below Average

Teacher Educational Information

 Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is

good as long as it is tested orally. She can recall story elements and information when the story is

read to her. Her word attack skills are extremely limited. She knows sounds when they are

isolated but has difficulty putting the sounds together. Her retention of words (sight words) is

very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little

growth. Language instructional level (below grade level); she has memorized certain sentence

structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the

words she is spelling. She memorizes the spelling features. Math: She is very good at adding and

subtracting and has caught on well to the strategies she has been taught. She does a great job

deciding which operation should be used and then working out a word problem. Social Studies

and Science: Elli does very well in both classes. Movement Ed.: she follows directions and does

all activities; seems to get along with everyone during class and seems to enjoy PE; appears to

love Art and Library and works well with other students.

Measurable Annual Goals, Progress Report

1. MEASURABLE ANNUAL GOAL:

GOAL: By the end of the 2017-2018 school year, Elli will utilize phonetic strategies to decode 2 nd
grade vocabulary words, within a given story with 85% accuracy in 6 out of 8 trials.

Write the SOL number related to this goal: 2.5 The student will use phonetic strategies when reading
and spelling.

How will progress toward these annual goals be measured? (Check all that apply)
_x_ Classroom Participation __x_ Observation ____ Criterion-referenced test:_____________________
____ Checklist ____ Special Projects ____ Norm-referenced test: _______________________
_x__ Class work ____ Tests and Quizzes ____Other:____________________________________
____ Homework ____ Written Reports

2. MEASURABLE ANNUAL GOAL:

GOAL: Elli will increase her oral reading fluency while reading aloud, when given a sentence at
second grade level with 90% accuracy in 8 out of 10 trials, by next annual review.

Write the SOL number related to this goal: 2.4 The student will orally identify, produce, and
manipulate various units of speech sounds within words.

How will progress toward these annual goals be measured? (Check all that apply)
_x_ Classroom Participation _x__ Observation _x__ Criterion-referenced test:_____________________
____ Checklist ____ Special Projects ____ Norm-referenced test: _______________________
__x_ Class work ____ Tests and Quizzes ____Other:____________________________________
____ Homework ____ Written Reports

3. MEASURABLE ANNUAL GOAL:

GOAL: In 5 out of 8 trials, Elli will read and answer 8/10 comprehension questions identifying the
meaning of a fictional text, with integrated 2nd vocabulary words, by next annual review.

Write the SOL number related to this goal: 2.8 The student will read and demonstrate
comprehension of fictional texts.

How will progress toward these annual goals be measured? (Check all that apply)
__x_Classroom Participation ____ Observation ____ Criterion-referenced test:_____________________
____ Checklist ____ Special Projects __x_ Norm-referenced test: _______________________
__x_ Class work _x__ Tests and Quizzes ____Other:____________________________________
_x__ Homework ____ Written Reports

Accommodation/Modifications

Accommodations/modifications provided as part of the instructional and

testing/assessment process will allow the student equal opportunity to access the curriculum and

demonstrate achievement. Accommodations/modifications also provide access to nonacademic

and extracurricular activities and educationally-related settings. Accommodations/modifications

based solely on the potential to enhance performance beyond providing equal access are

inappropriate. Accommodations may be in, but are not limited to, the areas of time, scheduling,

setting, presentation, and response. The impact of any modifications listed must be discussed.

Accommodation/Modifications

Accommodation(s)/ Location Instructional Duration

Frequency
Modification(s) (name of school ) Setting m/d/y to m/d/y
The teacher will Daily Liberty General 08/21/17-
provide visual aids Elementary Education Room 05/25/18
in instruction.
Elli will receive Daily Liberty General 08/21/17-
verbal instructions Elementary Education Room 05/25/18
An audio version of Daily Liberty General 08/21/17-
text will be provided Elementary Education Room 05/25/18
while Elli is reading.
Assessment Monthly Liberty General 08/21/17-
directions and Elementary Education Room 05/25/18
questions will be
read aloud.
An electronic Weekly Liberty General 08/21/17-
spelling editor will Elementary Education Room 05/25/18
be available for
written assessments.
 Participation in the State and Division-wide Accountability/Assessment System

Check the assessment(s) chosen for the student’s participation in Virginia’s

accountability system.

Identify the Correct State Assessment:

Elli should receive the same common core standards and testing as her peers.

X Standards of Learning (SOL) Assessments x Reading x Math x Science x History/Social

Science x Writing

 Alternative State Approved Substitute: Virginia Alternative Assessment Program (VAAP)

Services – Least Restrictive Environment – Placement

Least Restrictive Environment (LRE)

When discussing the least restrictive environment and placement options, the following must

be considered:

 To the maximum extent appropriate, the student is educated with children without disabilities.

 Special classes, separate schooling, or other removal of the student from the regular

educational environment occurs only when the nature or severity of the disability is such that

education in regular classes with the use of supplementary aids and services cannot be

achieved satisfactorily.

 The student’s placement should be as close as possible to the child’s home and unless the IEP

of the student with a disability requires some other arrangement, the student is educated in the

school that he/she would attend if he or she did not have a disability.

 In selecting the LRE, consideration is given to any potential harmful effect on the student or
 on the quality of services that he/she needs.

 The student with a disability shall be served in a program with age-appropriate peers unless it

can be shown that for a particular student with a disability, the alternative placement is

appropriate as documented by the IEP.

Free Appropriate Public Education (FAPE)

When discussing FAPE for this student, it is important for the IEP team to remember that FAPE
may include, as appropriate:

 Educational Programs and  Nonacademic and Extracurricular Services and

Services Activities
 Proper Functioning of Hearing  Physical Education
Aids  Extended School Year Services
 Assistive Technology  Length of School Day
 Transportation

Special Education Services

Identify the service(s), including frequency, duration, and location that will be provided

to or on behalf of the student in order for the student to receive free appropriate public education.

These services are the special education services and as necessary, the related services,

supplementary aids and services based on peer-reviewed research to the extent practicable,

assistive technology, supports for personnel*, accommodations and/or modifications* and

extended school year services.* The student will receive that will address area(s) of need as

identified by the IEP team. Address any needed transportation and physical education services

including accommodations and/or modifications.

Service Page Table:

Special Education Location Instructional Duration

Frequency
Service(s) (name of school) Setting m/d/y to m/d/y
Elli will participate Daily Liberty Elementary Resource 08/21/17-
 in small-group Room 05/25/18
reading.
One-on-one spelling Weekly Liberty Elementary Resource 08/21/17-
instruction with Room 05/25/18
phonetic awareness.
Small group Bi-weekly Liberty Elementary General 08/21/17-
remedial phonetic Education 05/25/18
and fluency. Room

Effect of Disability on the Student

Elli demonstrates substantially less well developed long-term retrieval, associative memory, and
auditory processing, specifically phonemic awareness. These relative weaknesses coupled with
difficulties in aspects of auditory processing, such as phonemic awareness, which is the
understanding of the smallest units of sound (phonemes), makes the acquisition of reading
difficult as well as the spelling of unfamiliar words.

Placement Decision

Based upon identified services and the consideration of Least Restrictive Environment (LRE)
and placement continuum options, describe in the space below the placement decision. This
explanation of the placement decision should reflect the services outlined in the Service Page.
Additionally, summarize the discussions and decision around LRE and placement. This must
include an explanation of why the student will not be participating with students without
disabilities in the general education class(es), programs, and activities.

Explanation of Placement Decision: This section must narratively explain the services
outlined in the Service Page Table.
According to Elli’s Teacher Education Information in her PLAAFP, she is already

receiving Tier I intervention and is making little progress. Thus, it is appropriate for her to

move into Tier II instruction with small groups of her peers working on remedial skills for

reading. These types of programs have been shown successful for students with learning

disabilities (Kirk, Gallagher, & Coleman, 2015). Since her acquisition of phonemes is

affecting both reading and spell, focusing on both areas can help support phonetic awareness.

Involvement with peers in the general education classroom is also important for students with

learning disabilities so it is important for Elli to have as much involvement in the general

education setting. She will participate in reading small groups. Elli will receive all instruction
 at Liberty Elementary. She will spend the majority of her time in the general education

classroom. She will receive remedial instruction on a weekly or biweekly basis to increase her

reading ability to catch up to her peers, this will be done in a small group setting with others in

her class receiving instruction.

Services – Least Restrictive Environment – Placement Continued

No single model for the delivery of services to any population or category of children with
disabilities is acceptable for meeting the requirement for a continuum of alternative placements.

All placement decisions shall be based on the individual needs of each student. The team may
consider placement options in conjunction with discussing any needed supplementary aids and
services, accommodations/modifications, assistive technology, and supports for school
personnel. In considering the placement continuum options, check those the team discussed.

Placement Continuum Options Considered (check all that have been considered):

Check the services considered in the LRE placement. Review LRE as these services should
be reasonable considerations based on Elli’s PLAAFP.

x general education class(es) (general education classroom, inclusion, co-teaching)

x special class(es) (resource, self-contained)
___ special education day school
___ state special education program / school
___ residential facility
___ home-based
___ hospital
___ other (describe):