# Benchmark: Case Study PLAAFP and Annual Goals

Benchmark – Case Study: PLAAFP and Annual Goals

Grand Canyon University: SPD – 550 – 0500

Benchmark – Case Study: PLAAFP and Annual Goals

Part 1: Present Level of Academic Achievement and Functional Performance

Student Strengths

Ana is a very friendly student who enjoys playing sports and working one on one with her teachers. She loves making her mom happy and proud of Ana. Her academic strength is in Mathematics.

Parent Concerns:

Mom has previously stated that she wants Ana to finish school and receive her diploma. Mom is also concerned about Ana being constantly tired and lethargic. Ana refuses to get up in the morning to get ready for school.

Impact Statement:

Ana has difficulties with following through on independent work and attending to the lessons. These difficulties make it hard for Ana to focus on classroom instruction, understand concepts being discussed, acquire skills that depend on previously covered instruction and understand/complete assignment requirements.

Test Scores: Ana was given the Woodcock-Johnson III Tests of Achievement with the following results:

Letter-Word Identification: 85

Passage Comprehension: 91

Calculation: 93

Math Fluency: 101

Applied Problems: 104

Broad Written Language: 87 (low average range)

Spelling: 86

Writing Fluency: 87

Writing Samples: 98

Ana was also given the verbal WISC and the non-verbal UNIT IQ testing. Both tests placed Anna in the average intelligence range with an IQ of 105.

Math: Based on the Woodcock-Johnson III Tests of Achievement, Ana is functioning at the average range compared to her grade level peers.

Reading: Based on the Woodcock-Johnson III Tests of Achievement, Ana is functioning at the low average range compared to her grade level peers. Ana struggles with sounding out words. This affects Ana’s reading fluency and comprehension skills. Ana can independently read a seventh grade text with 80% comprehension. Ana reads 40WPM correctly at a seventh grade level.

Writing: Based on the Woodcock-Johnson III Tests of Achievement, Ana is functioning at the low average range compared to her grade level peers. Ana is able to write complete sentences. Ana is unable to complete a paragraph that follows a topic sentence. She also has difficulty with spelling and often spells words incorrectly on final drafts.

Functional Performance:

Ana is able to communicate her wants and needs and they commensurate amongst her peers.

Social/Behavioral:

K through 7th grade, Ana has missed an average of 7 days. In 8th grade, Ana missed 50 days and so far this year she has missed the first several weeks of school. Ana is unable to work alone. When she has individual work to complete, it doesn’t get completed. Ana does well when she is able to sit next to an adult to complete her work. Ana often needs prodding to complete work. She has trouble finishing homework and keeping up with notes in classes and has failing grades in several classes. Behaviorally, there are no problems or referrals. Ana has no law enforcement involvement and no court appearances. Ana has difficulty making friends and does not spend time with friends. She also does not participate in any youth or church groups.

Part 2: Annual Goals

Goal 1: Behavioral/Social

Ana will attend school regularly, beginning with 2 classes per day to 8 classes per day, 8 out of 10 days.

Baseline:

Goal 2: Behavioral/Social

• Ana had stable attendance (average 10 days per year) through 7th grade
• Absent 50 days in 8th grade
• Attended 2 days so far in 9th grade. She refuses to come to school.
• Mother allows her to stay home.
• Increase of absences appears to be associated with physical changes of adolescence.

Ana will initiate peer interactions (e.g., greet a peer, respond to peer greetings, ask questions, initiate conversations, participate in discussions) during structured and unstructured situations from 0% to 50% of the opportunities, 8 out of 10 days.

Baseline:

• Ana’s social interactions have dropped as her attendance has decreased.
• She’s not participating in any youth or church activities.
• Does not initiate or respond to peer attempts to engage her in conversations or activities.
• Smiles and converses with adults but not with peers
• Cooperative with adults (i.e. usually follows directives, requests)
• Expresses concern over appearance and visibly uncomfortable with size and appearance (e.g. she thinks she’s tiny, odd looking, biracial, says other kids make fun of her, she tears up when she talks about herself, voice quivers)

Ana will use graphic organizers and other writing tools to generate, plan, organize ideas and complete an expository paper from 0% accuracy to 50% accuracy on 3 out of 4 final writing assignments.

Baseline:

• Woodcock Johnson Writing Fluency – 87
• Average intelligence
• Unable to complete a paragraph that follows the topic sentence
• Able to write complete sentences

Ana will explain the relationship between: characters, plot, setting, tone, point of view and theme when given a literary passage and graphic organizer from 80% accuracy to 100% accuracy 3 out of 5 opportunities.

Baseline:

Part 3: Rationale

• Woodcock Johnson – Broad Reading – 82 low average range; Passage comprehension – 91.
• Average Intelligence
• Has difficulty sounding out words which effects comprehension skills