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Present Levels of Academic Achievement and Functional Performance

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Title: Present Levels of Academic Achievement and Functional Performance


1
EXCEPTIONAL CHILDREN DIVISION
Individualized Education Program
Module 10
  • Present Levels of Academic Achievement and
    Functional Performance

2
Module Objectives
  • Demonstrate knowledge of state/federal
    requirements regarding the development of the
    Present Level of Performance.
  • Identify components of the Present Level of
    Academic Achievement and Functional Performance.
  • Provide examples for the Present Level of
    Performance that address academic and functional
    skills.

3
Policy and Resource References
  • North Carolina Policies Governing Services for
    Children with Disabilities (November 1, 2007)
  • Department of Education Federal Register (August
    14, 2006)
  • http//www.ncpublicschools.org/ec/
  • http//idea.ed.gov

4
Individualized Education Program
  • (a) General. As used in this part, the term
    individualized education program or IEP means
    a written statement for each child with a
    disability that is developed, reviewed, and
    revised in a meeting and that must include
  • NC 1503-4.1

5
Present Level of Academic Achievement and
Functional Performance (PLAAFP)
  • (1) A statement of the childs present
    levels of academic achievement and functional
    performance, including
  • (i) How the childs disability affects
    the childs involvement and progress in
    the general education curriculum or
  • (ii) For preschool children, as
    appropriate, how the disability affects
    the childs participation in appropriate
    activities

6
Academic Achievement
  • Academic achievement generally refers to a
    childs performance in academic areas (e.g.
    reading, language arts, and math) or
  • For preschool children, age appropriate
    developmental levels.

7
Functional Performance
  • Functional performance generally refers to skills
    or activities that may not be considered academic
    or related to a childs academic achievement.
  • Functional is often used in the context of
    routine activities of everyday living and are
    varied depending on the individual needs of the
    child.
  • Functional performance can impact educational
    achievement.

8
Present Levels of Performance
  • Functional performance must be addressed for
    all students within the present levels of
    performance, and in the annual goals as
    appropriate.

9
The PLAAFP Must be
  • Current
  • Relevant
  • Objective
  • Measurable
  • Understandable

10
Major Components of PLAAFP
  • Data-based student specific information related
    to current academic achievement and functional
    performance.
  • Strengths of the student.
  • Needs resulting from the disability.
  • Effects of the disability on involvement and
    progress in the general education curriculum.

11
Data-Based Student Specific Information
  • Note
  • A variety of sources must be documented.
  • Current and relevant formal evaluation data
    and/or
  • Current and relevant informal data
  • Observations and supporting anecdotal records,
  • Work samples,
  • Progress toward last years goals,
  • Concerns of parents,
  • Students desired school/post-school outcome
    goals, and
  • Input from related services providers.

12
Data-Based Student Specific Information
  • Use objective measurable terms when writing the
    PLAAFP.
  • Data from the childs evaluation is one source of
    such information.
  • Test scores that are pertinent to the childs
    diagnosis might be included, if appropriate.
  • Scores should be self-explanatory. If not, an
    explanation must be included.

13
Data-Based Student Specific Information
  • The PLAAFPs are comprehensive for each skill area
    or domain (academic/functional).
  • Test scores must be explained.
  • The PLAAFPs should be jargon-free.

14
Strengths of the Student
  • Reflect specific skills or behaviors the student
    has mastered.
  • Reflect specific skills in which the student
    performs well for the domain or area targeted.

15
Needs Resulting from the Disability
  • Needs are determined by consideration of
  • The important skills and behaviors that are
    critical for the student to learn in order to be
    able to participate and make progress in the
    general curriculum.

16
Needs Resulting from the Disability
  • Special factors
  • Needs are addressed through goals, supports and
    services, and/or accommodations.

17
Effects of the Disability
  • The PLAAFPs
  • Describe how the disability impacts the students
    involvement in the general curriculum.
  • Convey the unique challenges or barriers that
    exist for the student as a result of the
    disability.
  • Describe the current levels of independence and
    any need for assistance.

18
Present Levels of Academic Achievement and
Functional Performance
  • Activity 1

19
PLAAFP Activity 1Isabel
  • Present Level of Academic Achievement and
  • Functional Performance
  • A review of informal checklist of
    social/emotional skills, indicates that Isabel is
    very social and loves to tease her friends in a
    playful way. When required to complete difficult
    tasks, Isabel often avoids these tasks by talking
    with her friends, and it often takes 5-10 verbal
    prompts to get Isabel to begin the task. Once
    she begins, she almost always completes the
    tasks. When she is tired she exhibits extreme
    emotions uncontrollable giggling, sobbing, and
    occasional anger, approximately 5 times per week
    (according to parental and teacher report). This
    inhibits her progress in the general curriculum,
    as she needs direct instruction of social skills.

20
Informal checklist of social/emotional
skills, parent and teacher report
Very social, loves to tease kids in a playful way
Difficulty beginning tasks, demonstrates extreme
emotions when tired
Inhibits progress in general curriculum, requires
direct instruction
21
SAMANTHA
  • Present Level of Academic Achievement
  • and Functional Performance
  • A review of speech/language anecdotal log of
    observations indicates that Sam speaks using
    words and phrases. She doesnt use complete
    sentences or questions when speaking. She
    initiates and responds to greetings
    appropriately. She doesnt verbally express
    herself to gain others attention. Instead she
    grabs others and/or their clothing (e.g. hats,
    jackets) to initiate conversation or join in a
    group. These skill deficits affect her ability
    to communicate within the general education
    setting and develop appropriate social skills.

22
Anecdotal log of observations
Speaks using words and phrases, initiates and
responds to greetings
Uses sentences and phrases when speaking to
initiate conversation
Communication in the general education setting
and social skill development
23
Anthony
  • Present Level of Academic Achievement
  • and Functional Performance
  • A review of curriculum-based measures indicates
    that Anthony, a fourth grade student, can read 80
    words per minute of connected text with 100
    accuracy, which is within the range of words per
    minute established for typical peers in the
    second grade. Anthony demonstrates a relative
    strength in determining the meaning of unknown
    words by reading words in context and applying
    word structures (prefix, base words, suffix).
    Anthonys limited attention span and
    distractibility can detract him from completing
    assigned tasks, focusing on the details of
    reading passages/assignments and remaining on
    task.

24
Curriculum-based measures
Determines the meaning of unknown words by
reading words in context and applying word
structures
Reading fluently for comprehension
Limited attention span impacts ability to focus
on the details of reading passages completing
assignments
25
Herbie
  • Present Level of Academic Achievement
  • and Functional Performance
  • Based upon informal classroom math
    assessment, Herbie can count to 50, count objects
    to 50, recognize and write numerals 0-9, and
    group objects in sets. He recognizes a line,
    square, and circle, but not a rectangle or
    triangle. He cannot add or subtract 2 digit by 1
    digit problems without regrouping. These skill
    deficits impact his ability to apply his
    knowledge to the third grade curriculum.

26
Informal classroom math assessment
Counts to 50, recognizes and writes numerals 0-9,
groups objects in sets, recognizes basic shapes
Adds and subtracts 2 digit numbers without
regrouping, Identifies rectangle and triangle
Affects his ability to apply math knowledge to
the 3rd grade curriculum
27
Jack
  • Present Level of Academic Achievement
  • and Functional Performance
  • Based on informal teacher assessment and review
    of observations from anecdotal record, Jack can
    sort one dollar bills, up to four dollars. Jack
    is unable to make coin combinations to equal one
    dollar. This affects his ability to calculate
    and problem solve in the general curriculum as
    well as in daily life skill activities.

28
Informal teacher assessment, review of
observations from anecdotal record
Sorts one dollar bills, up to four dollars
Combines coins to make one dollar
Affects his ability to calculate and problem
solve in the general curriculum as well as in
daily life skill activities.
29
Amelia
  • Present Level of Academic Achievement
  • and Functional Performance
  • Amelia engages in leisure activities by
    herself for up to 30 minutes based on a daily log
    of observations. She does not initiate play with
    her peers, and only plays alongside others when
    they have toys that are interesting to her. She
    often takes those toys rather than ask for a turn
    (on average 4 times per day). Amelias social
    skills interfere with her educational performance
    and development of relationships to work and play
    cooperatively with others.

30
Daily log of observations
Engages in leisure activities by herself for up
to 30 minutes
Initiates/joins in leisure activities with other
children appropriately
Social skills interfere with her educational
performance and development of relationships to
work and play cooperatively with others.
31
Oliver
  • Present Level of Academic Achievement
  • and Functional Performance
  • According to a log of teacher
    observations/anecdotal records, Oliver continues
    to struggle to create a product about a personal
    event as it relates to text (Competency 8.1). He
    has improved his recall of personal events. He
    has worked on creating text about his personal
    experience by assembling photo journals of events
    he has participated in. He currently is able to
    then add one or two words to describe the remnant
    or photo. Relating those events to a text is
    frustrating for Oliver in the general curriculum
    because it is hard for him to make comparisons.

32
Log of teacher observations and anecdotal records
Recalls personal events
Creating text using descriptive words
Affects ability to make comparisons creating
frustrations in the general curriculum
33
Present Level of Academic Achievement and
Functional Performance
  • BOTTOM LINE
  • The present level of performance is the
    cornerstone of the IEP. It is the source that
    drives other IEP components. It is the statement
    that links all components of the IEP together.
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