PLAAFP Formulation and Recommendations Subject


PLAAFP FORMULATION AND GOALS

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PLAAFPFormulation and Recommendations

Subject

PLAAFPFormulation and Recommendations

The presentlevel of academic achievement and functionl performance (PLAAFP)offers a learner’s summary of academic achievement and functionalperformance. Academic achievement is simply how the student is doing.Functional performance is the ability of a student applying acquiredacademic skills in different ways. Its main purpose is identifyingthe special needs a child might have and the special education to beoffered. PLAAFP aims at engaging students and parents in Individualducation Program (IEP). It also aims at establishing a discussioncontext by IEP and builds up a foundation for decision making(Benson,N., &amp Taub, G. E, 2013).

Anais a 14-year-old girl who loves her company. She has delayed physicalgrowth since grade 8. After a medical check-up, no significantmedical problems were seen. Ana enjoys her conversation with adults,and she can respond to them more freely. She does not have many peerfriends and does not spend any time with friends or participate inany youth groups. Ana has two male cousins of her age, but she doesnot like their company. At school, she has trouble making and keepingfriends, but she enjoys her teacher`s company. She is an averagestudent intellectually. She is not fluent in reading and average inbroad math. Ana is below average in written language and has aproblem in making her final draft since she makes spelling mistakes.She is good at math fluency and applied problems. Ana does not enjoyschool and most of the time she is always absent. Her absenteeismranges from one every week and later increases to two at grade 8. Shecomplains of tiredness and refuses to dress up. She says she goes toschool to please her mother. Ana arranged to stay up to two hours atthe guidance office alone to complete her work independently. Atgrade nine Ana does not attend school for two weeks thus, she fallsinto a problem of completing her homework and keeping up with notes,her grade fall in several classes as a result of absenteeism (Benson,N., &amp Taub, G. E, 2013).

Anacan write complete sentences and has difficult in making a paragraphpreceding sentences. She often makes spelling mistakes in her finaldraft. Also, she has difficulty in sounding words making her not tobe fluent in reading hence affecting her reading comprehension. Herreading pace is very slow due to lack of fluency. Her grandmothertook care of Ana before joining schools. She believes that her motherand grandmother are the most important people in her life. Herbackground contributes much to the reason why she finds comfort inadults company. Her mother wants her to be different from otherfamily members. Ana withdrawal symptoms come from the fact that shebelieves that she is tiny, odd-looking biracial. She says other kidsat school make fun of her because she is tiny. She loves the sportbut can’t play because of her size. Ana tears up, and her voicequivers when she speaks about herself (Benson,N., &amp Taub, G. E, 2013).

There are several measurablegoals that Ana can achieve that is academic and behavioral. Ana willachieve a fluent reading score at the 10thgrade when reading a series of short passages silently.

Whenthe year comes to an end, Ana will be able to use her sentence andclause skills to construct a full paragraph.

In12 months, Ana will establish and maintain a friendship with peersduring free time and youth organizations across six free choiceactivities.

Anawill improve on her perceptive skills in six months of working on herperceptual discrimination skills (Benson,N., &amp Taub, G. E, 2013).

Inthe first goal we see Ana be reading fluently by 10thgrade, this will be achieved by continuous practices of silentreading.Silent reading helps in vocabulary enhancement since one canread slowly and comprehend reading skills and practice them. Silentreading will also help her build vocabulary and become moreproficient. Secondly, Ana’s ability to construct a paragraph willbe achieved through the knowledge of creating sentences. Theknowledge will enable her to link up sentences coming up with fullcomplete paragraphs. Reading help one improve writing skills becauseone can observe and learn the structure of paragraphs. Here the goalis made measurable by specifying the period that will be used to forthe goal to be realized. Thirdly, Ana will be able to interact freelywith her peers over free time this will happen when given theopportunity to create a good rapport with someone of her age who willenable her realize herself and find comfort in her peers. When Anagets exposed to more children of her age, she will be able toself-actualize and realize that people are all unique in differentways. Fourthly, When she can interact with her peers, freely she willstop being pessimistic other kid make fun of her. She will also beable to gain her self-esteem and know that her size is not anobstacle to the kind of friends she should have. Her perspectiveskills will be highly actualized, and she will stop tearing up andquivering when talking about herself (Benson,N., &amp Taub, G. E, 2013).

References

Benson,N., &amp Taub, G. E. (2013). Invariance of Woodcock-Johnson IIIscores for students with learning disorders and students withoutlearning disorders.&nbspSchoolPsychology Quarterly,&nbsp28(3),256.