Present Levels of Academic Achievement and Functional Performance - PowerPoint PPT Presentation

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Present Levels of Academic Achievement and Functional Performance

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  1. Present Levels of Academic Achievement and Functional Performance PLAAFP

  2. What needs to be included? • PLAAFP statements are required, at minimum, to answer the following: • What are the students present levels as related to the needs identified in the evaluation report or any previous IEP? • How does the student’s disability affect the students involvement and progress in the general education curriculum?

  3. Example: Standards Based PLAAFP • While at _______Public Schools, Student has been observed showing inconsistent interest in math. Student currently has mathematics as her first period class. This seems to be helpful on certain days as she is able to start fresh and is willing to try. However, on other days Student seems to struggle greatly with any school expectations in the morning and therefore misses her mathematics class. Staff continue to note that Student seems to be capable of the work when she is focused and able to ignore distractions. However, when Student is off task or focused on something else, little to no math work is accomplished. • Student was asked to take a math placement test for her general math class, as well as, the MAP scores computerized assessment for baseline data. On the math placement test given by Student’s math teacher, Student was able to place in Holt math book 65. Saxon Math 65 is a late 5th grade/early 6th grade math text and begins with a review of fundamental math concepts. At the beginning of Student's 8th grade year, Student was moved up to the Algebra I math book. When she is able to focus on the mathematics in the room, Student works diligently on the introduction portion of the book and asks questions when needed. According to the MAP scores computerized assessment Student placed at an early 5th grade level when she arrived at Austin Public Schools in January 2010. Her strengths seem to be with Numbers and Operations, as well as, Data Analysis and Probability. Student seems to struggle most with Algebra and Measurement, however, all of her scores are rather low. When Student took the MAP scores Test again in September 2010 her results show that she continues to struggle with mathematics. She is still placing at a Grade Level Equivalent of 5th grade and is noted as "Below Average". Her areas of concern continue to be noted as measurement and Algebra. • Parents have concerns for student’s lack of ability with adding, subtracting, multiplying and dividing. Student’s mother is also concerned that the student’s behavior is getting in the way of her learning math concepts. • In the past, Student has used touch math, multiplication charts and math manipulative to aid in her math ability. Student uses a calculator to gain access to grade level standards. • According to Minnesota Mathematics Standards, in 8th grade a student should be able to determine the distance between two points, collect, display and interpret information, determine reasonableness of an answer.

  4. Points of Clarification • Functional Performance is referred to as routine activities of everyday living. • PLAAFP must: • Include more than just test scores • Information on how the disability impacts progress and participation in the general education curriculum • Either the PLAAFP or the Annual Goal must: • Have a measurable baseline/starting point • Do not use subjective terms • Must be specific

  5. Sample of non-compliance • Martin has a full Scale IQ score or 86. He did not meet expectations on his MCA Reading or Math scores. Martin has many behavior incidents, although the severity of the incidents has lessened. • Jamal is presently a 10th grade student. Last year his grades were mostly A’s and B’s. He struggles with Writing and Spelling.

  6. Sample of Compliance • Jamal knows many mechanical rules. He correctly capitalizes and uses appropriate ending punctuation for all of his sentences. However, in a recent writing sample, he was unable to spell sight words such as “could” and “respect” as well as many of the shorter words (fine letters or less). Due o his written expression difficulties, he will need to continue work on spelling.

  7. Sample of Compliance • Martin’s intellectual abilities fall within the average to low average range. His memorization and processing speed were relatively strong, compared to lower reasoning and conceptual thinking skills. Classroom teachers noted that Martin is turning in assignments on time, responds well to redirection and is beginning to positively interact with peers. Martin has had seven behavioral incidents this school year compared to sixteen during the last school year. Five of these incidents were due to peer conflict and three of those led to disruptive behavior and his removal from the classroom. Although the severity of behavioral incidents has decreased, negative peer interactions are keeping Martin out of class, preventing him from focusing on class and thus result in him falling behind in academics.

  8. End of Course assessment