stud 1

Student Profile 1: Alex M., Grade 3

Student Profile: Alex M., Grade 3

Background

· Age: 8 years, 4 months

· Diagnoses: Specific Learning Disability (Reading), ADHD-Inattentive

· English as Primary Language, no ESL services

· Receives 45 min/day of special education reading instruction

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Academic:  Reading below grade level (DRA: 28, Grade 1 Benchmark), struggling with decoding, fluency, and comprehension; math at grade level with occasional errors on multi-step problems.  Behavioral/Functional: Frequently off-task during independent work; demonstrates task avoidance behaviors, fidgets, and sometimes leaves seat without permission.  Social-Emotional: Engages well with peers in structured activities; becomes frustrated when tasks are challenging; reports low confidence in reading.

Academic Progress Monitoring Data

Reading Fluency (Words Correct per Minute)

Week	WCPM	Accuracy %
1	42	88%
3	45	89%
5	44	87%
7	47	90%

Math Computation Accuracy

Week	Percent Correct
1	85%
3	88%
5	90%
7	92%

Behavioral / Functional Data

Setting	Avg. Incidents per Week	Notes
Whole-group	5–7	Leaves seat, verbal refusal
Small group	2–3	Requires adult proximity
Independent work	6–8	Off-task after 3–5 minutes

Related Service Data

Speech-Language (SLP)

· CELF-5 Core Language Score: 78 (7th percentile)

· Pragmatic Language Observation: Difficulty with turn-taking, literal interpretation of figurative language

· Teacher report: Struggles explaining thinking verbally

Occupational Therapy (OT)

· BOT-2 Fine Motor Precision: 6th percentile

· Writing sample: legibility decreases after 3–4 sentences

· Classroom observation: avoids cutting/writing tasks

School Social Worker / Counseling

· BASC-3: Anxiety (Clinically significant), Adaptability (At-risk)

· Attendance impacted during high-stress weeks

Family & Student Voice

· Parent reports homework takes 2+ hours nightly

· Student reports: “School is boring, not hard”

· Teacher reports task avoidance during writing

Role-Specific Guidance

· Special Education Teacher: Focus on academic data, task avoidance, and strategies to improve reading and engagement.

· General Education Teacher: Observe classroom performance, participation, and accommodations needed.

· School Psychologist: Examine behavioral data trends and patterns.

· SLP: Evaluate language needs impacting comprehension and oral expression.

· OT: Analyze fine motor needs affecting written work.

· Social Worker: Examine emotional, behavioral, and engagement factors.

· Administrator: Consider resource allocation and service coordination.