Benchmark Case Study PLAAFP Annual Goals

Benchmark Case Study: PLAAFP & Annual Goals

Grand Canyon University:

Benchmark Case Study: PLAAFP & Annual Goals

Part One – PLAAFP

Ana’s Present Level of Academic Achievement and Functional Performance (PLAAFP) specifies:

Strengths

Ana had a great foundational skill in place as she was the “model student” in her developmental years. Ana loves sports and desires to play. Ana also communicates well with adults, in turn making it easy to talk to her teachers, mom, and grandmother. Ana’s intelligence range is at average. On the Woodcock-Johnson III Tests of Achievement, Ana’s math score results were average as well.

Evaluations

Ana’s teachers administered IQ test both verbal, nonverbal and results were that she fell in the average range.

Performance in Class

Ana’s absences affects her performance in her classes. From the latter half of 8th grade to 9th grade, Ana’s attendance has increased tremendously. When Ana is present in class, she doesn’t socialize with her peers, but holds conversations with her teacher with ease. Academically, Ana can structure sentences, but can’t structure a full paragraph. She is able to read a 7th grade text with comprehension.

Influences of Language, Culture, and Family Background

Ana has a strong, supportive family background with her mother who tries tirelessly encouraging her to attend school daily. Ana has no relationship with her father unfortunately, but

has male-figures in her life. There is a history of members in her family who did not graduate or received their GED. Ana’s mother is trying to break the cycle in their family and keep Ana motivated to attend school and eventually graduate.

Strengths, Preferences, and Interests in Non-Academic Areas

In an interview with her guidance counselor, Ana shared her interest in being apart of her school’s sports team. Ana is very well mannered to authority figures, has great vocabulary and speaks very well. Ana is very inquisitive.

Part 2: Annual Goals

Two Measurable Behavioral Goals

Ana will maintain regular school attendance and reduce the number of absences by 25%.

Ana will begin communication with others by asking questions to at least 2 students a day.

Two Measurable Academic Goals

Ana will read on grade level.

Ana will be able to summarize an 8th grade level text and build to a 9th grade level text with 80% accuracy.

Part 3: Rationale

The Present Level of Academic Achievement and Functional Performance (PLAAFP) is critical because it clearly gives a description of Ana’s abilities, interests, and skills as it relates to her evaluation. The two behavioral goals included: that Ana would maintain regular school attendance and reduce the number of absences by 25%. According to the case study, Ana’s

attendance decreased drastically. In 8th grade, she had missed 50 days of school and even moreso missed the first several weeks of school in 9th grade. Ana begin giving her mom excuses as to why she didn’t want to attend school. With this goal in place, Ana is challenged to attend school regularly. The teachers and/or IEP team could offer strategies or incentives to Ana and her mother to increase her attendance. Staff at Ana’s school can implement a school wide emphasis placed on attendance. The second measurable behavioral goal included social interaction with Ana’s peers. According to the case study, Ana is very inquisitive and can speak fluently and with ease with adults. That same energy and communicative skills need to be transferred in her interaction with her classmates daily. Ana’s concerns and issues come from being self-confident among her peers because of her size. Ana is being challenged to initiate communication with her classmates. This will build her confidence, motivate her to attend school regularly and will make her feel like a integral part of the class and school. As it pertains to her academic goals, I believe that where Ana is academically has a vast effect on her school attendance. I believe that the goals go hand in hand.

Reading strategies should be implemented and Ana’s progress should be monitored to see her results. Based on the data, strategies should be strictly enforced to see better results in reading. Writing skills should be implemented as well. All of these goals enforced should make for a more well-rounded student in Ana.