Benchmark - Plaafp and Annual Goals PDF

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This assignment covers the Present Levels of Academic Instruction and Annual Goals portion of the Individualized Education Plan...

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Running head: PLAAFP AND ANNUAL GOALS

Ana Case Study: PLAAFP and Annual Goals Deborah Wright May 13, 2020 Professor Jay Whitlow Grand Canyon University: SPD 550

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PLAAFP AND ANNUAL GOALS

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Ana is a ninth grade student currently receiving instruction in the general education curriculum. Based on her most recent assessment data, teacher observations, and interviews, it is determined that Ana is able to write in complete sentences, speak fluently with good vocabulary, and independently read 7th grade text with 80% comprehension. Data from both verbal (WISC) and non-verbal (UNIT) IQ testing, as well as the Woodcock-Johnson III Test of Achievement, place Ana in the range of average intelligence. Additionally, a reading inventory test administered by her ELA teacher revealed that Ana reads 40 WPM correctly at a seventh grade level. Ana has no behavior problems or referrals, but has had increasingly poor attendance beginning her 8th grade year. Incomplete homework assignments and difficulty keeping up with notes in class have resulted in failing grades in several of her classes. Ana maintains close relationships with her mother and grandmother and is eager to please them; finishing high school would make her the first in her family to do so. Ana struggles to maintain peer relationships and prefers the company of adults, including that of teachers and her guidance counselor. She has expressed interest in participating in sports but fears she is too small. In an interview, Ana revealed a poor self-image and low self-esteem, as well as being the victim of teasing due to her small size. Ana’s mother also reported that beginning her 8th grade year, Ana regularly complained of tiredness and lethargy contributing to her pattern of tardiness and absenteeism. Part 2: Annual Goals To help Ana achieve the greatest academic and social success in her high school career, her goals will focus on the acquisition and maintenance of positive peer relationships, improved

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attendance, and increased reading comprehension and fluency to bring her closer to performing at grade level. These goals include the following: 

To increase peer relationships, Ana will increase engagement with other students during class activities or free choice times from 0/5 opportunities to 3/5 opportunities across four consecutive trials as measured by teacher observations and student performance by 5/13/2021.

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To correct her pattern of absenteeism, Ana will reduce her number of weekly absences from 2/5 days per week to 0/5 days per week for three consecutive weeks as measured by attendance records by 5/13/2021.

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To increase comprehension of grade-level text, Ana will go from comprehending 7th grade text with 80% accuracy to comprehending 9th grade text with 60% accuracy as measured by anecdotal teacher notes, informal assessments, and student performance by 5/13/2021.

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To support fluency and comprehension, Ana will increase her words read correctly in one minute from 40WPM to 70WPM at the 7th grade level as measured by a reading inventory by 5/13/2021. Part 3: Rationale Ana’s pattern of absenteeism is likely affecting every aspect of her high school

experience, including poor academic performance and lack of positive peer relationships; she cannot hope to improve her grades or maintain friendships if she is not present to do so. Regular attendance at school should begin to improve her acquisition of new knowledge and provide opportunities for peer engagement in classroom activities and across all learning environments. Ana has expressed interest in participating in sports which will likely require consistent

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attendance and a minimum grade point average. Consequently, playing sports will also provide interactions with peers and will likely lead to a more positive self-image and improved selfesteem. Ana’s difficulty with sounding out words affects her reading fluency and comprehension; currently, she only reads 40WPM correctly at a seventh grade level. Increasing the rate at which she correctly identifies words will increase her comprehension of grade-level texts. Though she is able to comprehend text at the seventh grade level with 80% accuracy, she is still two grade levels behind. Learning to blend sounds will help her to master more advanced words, thereby increasing her ability to quickly identify grade-level words within a text. To support her fluency, Ana’s ELA teacher should continue to provide small group instruction for reading and writing and perhaps pair Ana with a more advanced reader during paired reading activities. Improvement in word recognition and reading will likely carry over into her writing as well. Often times, success towards goals is measured by teacher observations of students’ classroom performance. In addition to anecdotal notes, teachers may also provide reading inventories or curriculum based measurement probes. These probes are regularly administered on a weekly or monthly basis to track student progress and, when applicable, should be charted by students to help build intrinsic motivation. When students feel in control of their own academic success, they are more likely to work harder towards their goals and advocate for their needs, thereby increasing feelings of self-determination. Ana has expressed that she wants to make her mother happy and feel proud of her, but currently does not think she can achieve this. Providing Ana with the skills to improve her motivation and engagement will significantly help to improve her chances of graduating from high school.

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All educators should maintain high expectations of their students, advocate for their needs and successful inclusion, dedicate themselves to advancing the profession by continually seeking out professional development opportunities, maintain social justice and equity in all areas including assessments, and demonstrate professional friendliness while modeling compassion and empathy. Additionally, educators should be mindful of the individual learning and social needs of students while embracing diversity in the classroom. This mindfulness should be reflected in the interactions with students, parents, and colleagues to establish relationships of mutual respect and rapport. Showing respect for the diversity of others will help to cultivate a meaningful and productive relationship with Ana and her mother. Being familiar with Ana’s background and home life will help her teachers to embrace diversity and cast a light on different perspectives. Because Ana has experienced teasing in school due to her size or appearance, it is also important that educators not tolerate or minimize inappropriate behaviors when witnessed in the classroom or other school environment. This will help to create more inclusive environments that promote positive peer engagements. Addressing the reasons for Ana’s absences is the critical first step in moving her towards a successful academic career. With a consistent schedule in place, Ana will find greater opportunities for positive interactions with classmates across all learning environments, receive greater instruction in areas of academic concern, and increase her eligibility in participating in sports. All of these outcomes significantly improve Ana’s chances of graduating from high school, a goal Ana hopes to achieve to make her mother proud....