Present Levels of Performance
Present Levels of Academic and Functional Performance
|PRESENT LEVELS OFACADEMIC PERFORMANCE(Includes Transition for 16 and Older)
|PRESENT LEVELS OFFUNCTIONAL PERFORMANCE(Includes Transition for 16 and Older)
|STRENGTHS OF THE STUDENT
|Huang has shown on or above grade level performance in Common Core State Standards that include science, mathematical principles, vocabulary, and handwriting. He likes to read extensive non-fiction literature. In math problems Huang is able to identify characters and mathematical operations in a math story. In literature he has advanced on identifying main idea of the story.
|Huang is very detailed. He shows strength when making logical decisions. Huang is a visual learner and pays attention to topics of his choice. He often interacts in social behavior during unstructured activities. Huang works cooperatively in small group and shares his thoughts and material.
|EDUCATIONAL INPUT FROM PARENTS, INCLUDING CONCERNS
|Parents have mentioned that Huang sometimes completes his homework when prompted. Huang no longer gets frustrated with math story problems. Huang is having difficulties identifying main idea of stories and sometimes gets frustrated. When Huang gets frustrated, he does not want to cooperate.
|Huang is starting to take initiative on self-care routine with the help of a picture schedule. Huang is starting to interact with other family members but limits his social interaction. He is participating in an after-school art program. Slowly, Huang is adjusting to changes in his routine by informing him first about any changes and the use of a picture schedule.
|RESULTS AND EXPLANATION OF CURRENT DATA, INCLUDING MOST RECENT EVALUATION
|State Literacy Assessment: Passed with AccommodationState Mathematics Assessment: Passed with Accommodation District Standardized Assessment of Skills: Passed with Accommodation Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area
|Daily Data Collection on Goals & Objectives from Current IEP: Raw data and graphic analysis indicate Progress or Mastery in all area Functional Behavior Assessment: Conducted for noncompliance
|NEEDS OF THE STUDENT
|Huang needs support in the areas of communication, reading comprehension, social skills, self-help skills and changes to routine.
|Huang has difficulties maintaining peer interactions. Other area of need includes conversation and complex instruction, social language, body language. The student needs visual cues to interpret unwritten rules or social routines. Self-care has progressed with the help of visual cues but still needs redirecting when following routines. Huang does not demonstrate long term goal-setting and planning.
|IMPACT OF DISABILITY WITH CHILD’S INVOLVEMENT & PROGRESS IN THE GENERAL EDUCATION CURRICULUM
|Huang’s disability primarily affects his cognitive and perceptual functioning. This limits his ability to understand, communicate, and learn therefore many modification and adjustments are needed for student’s educational and social progress.
|ASD affects Huang in his social interaction and hygiene routine. Huang has difficulties maintaining social interaction for a prolonged time. This also affects his behavioral skills which makes it difficult for him to concentrate in lessons.
Bourgault, D. (2008). Present levels of academic achievement and functional performance (PLAAFP/PLEP) development (Links to an external site.). Retrieved from http://www.autismcenterforeducationalservices.com/documents/PLAAPF.pdf
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