Catherine Owens
NeonMirage
IndividualizedEducProgIEPSectionY03Summer2025CO-5262025-238PM.zip[PLAAFP] Assignment Instructions (1).pdf
Present Levels of Academic Achievement and Functional Performance [PLAAFP]
Assignment Instructions (Maximum Points of 50)
Using the headers in the Georgia Department of Education model IEP (see below),
write a "Present Levels of Academic Achievement and Functional Performance" for
John Doe.
The psychological summary is from the end of third grade and the IEP meeting is
being held at the beginning of fourth grade because Mrs. Doe had surgery and this
was the first available time for her to participate.
Use the example in the Case Study on Sarah Smith as a model. Use the same
format.
Remember, do not a cut and paste from the psychological summary -- include
only information relevant (related) to determine IEP goals. That is, only include
information that support identified deficits and strengths that can be used to
support annual goal determination.
Your submission should not exceed one page in length.
Summary Psychological Report: (only relevant findings to support PLAAFP below - this should be one brief paragraph, only information linked to PLAAFP below)
Eligibility for Special Education Placement: this is a statement
Present Levels of Academic Achievement and Functional Performance
Results of initial/most recent evaluation and results of state and district assessments:
Description of academic, developmental and/or functional strengths: Description of academic, developmental and/or functional needs: Parental concerns regarding their child’s education: Impact of the disability on involvement and progress in the general education curriculum:
Review the PLAAFP Rubric posted in this module to know how you will be evaluated on this assignment.
John Doe Case Study.pdf
Psychological Summary.
Name: John Doe
Sex: Male
Grade: 4
Background
John participates in most classroom activities without significant support. However, there are occasions where he displays inappropriate behavior that interferes with his academic performance. According to his teacher, “If someone does something that he perceives as wrong, he perseverates on it.” For example, if someone acts out in class, that will have him upset for the rest of the day. He becomes inattentive, fails to complete work, refuses to participate in class, and exhibits temper tantrums.
John lives with his parents and has three siblings. He was the product of an uncomplicated pregnancy and delivery. He did, however, exhibit many delays in development. His parents report that John takes the medications Paroxetine and Straterra. He was evaluated by both a psychiatrist and a psychologist with the resulting diagnoses of attention deficit hyperactivity disorder and Asperger’s disorder.
Other information provided by his teachers report that John does not attend to details and follow directions consistently. He is easily distracted in class and does not complete most assignments on time. John has little interest in others and typically does not initiate conversations or contacts with his peers.
John achievement is on grade level in both reading and math. His skills and knowledge in these areas are sufficient for John to perform on grade level and to meet end of grade (EOG) milestones as a Proficient Learner the Georgia Milestone End-of-Grade Assessment (EOG) in third grade. His writing skills are a weakness and he does not preform at grade level expectations. John writes simple sentences and does not construct/write a meaningful paragraph. His overall EOG score in English language arts (ELA) was Developing Learner (Reading score was at grade level-Writing and Language scores depressed his overall score).
Previous Test Results
Achievement Levels:
Wechsler Intelligence Scales for Children: Fifth Edition (WISC-V) an intelligence test that measures intellectual ability
Verbal Score 98 - Average Range Performance Score 112 - High Average Range Full Scale IQ 105 - Average Range
Pragmatic Language Skills Inventory (PLSI) a norm-referenced rating scale designed to assess pragmatic language skills (language skills used in daily interactions with others, includes non-verbal communication)
Pragmatic language quotient of 94 (PLI < 89 suggests Below Average, Poor, and Very Poor) Areas of weakness identified: knowing when to talk and when to listen, understanding classroom rules, taking turns in conversations, initiating conversations, and predicting consequences of one’s behavior
Georgia Milestone End-of-Grade Assessment (EOG) Grade 3 a summative assessment that measures how well students are mastering state-adopted content standards
Content Area Scaled Score Performance Level English/Language Arts 512 Developing Learner Mathematics 570 Proficient Learner Science Not administered this grade Social Studies Not administered this grade
Diagnostic Achievement Battery: Fourth Edition (DAB-4) - Grade 3 an achievement test that measure students’ strengths and weaknesses across important areas of school achievement
Subtest/Composite Grade Equivalent Listening Composite 1.4
Synonyms 2.5
Alphabet/Phonics/Word Identification 3.4
Reading Comprehension 3.8
Punctuation/Capitalization 2.3 Spelling 2.8 Mathematics Reasoning 3.4
Mathematics Calculation 4.0
Asperger Syndrome Diagnostic Scale (ASDS) - Grade 3 a norm referenced rating scale that asks the respondent to note the presence or absence of behavior indicative of Asperger syndrome.
Asperger Syndrome Quotient 111 Probability of Asperger Syndrome – Very Likely
• Talks excessively about favorite topics that hold limited interest to others
• Uses words and phrases repetitively • Frequently asks inappropriate questions • Has few or no friends as school • Displays limited interest in what others say or find interesting • Does not change to match the environment • Exhibits a strong reaction to change in his routine • Exhibits difficulty with handwriting
Eligibility for Special Education: other health impairment, autism and speech - Established at the end of Grade 3 based on the test results presented above.
Information for IEP Meeting - Fall Grade 4
Achievement Testing Woodcock-Johnson Achievement Battery: Fourth Edition an achievement test that measures academic achievement (what children have learned in school)
Subtest Standard Score
Percentile Rank
Classification
Reading Letter-Word Identification 93 30 Average Passage Comprehension 94 42 Average Word Attack 92 31 Average Oral Reading 88 24 Low Average
Sentence Reading Fluency 88 24 Low Average Mathematics Applied Problems 110 75 Average Calculation 93 30 Average Math Fact Fluency 97 50 Average Writing Spelling 89 24 Low Average Writing Samples 79 8 Low Sentence Writing Fluency 69 2 Very Low
State Testing: On the Georgia Milestone End of Grade (EOG) administered at end of Grade 3. In English/Language Arts a score of 525 is necessary to be identified as a Proficient Learner. John earned a 512 in English/Language Arts (Developing Learner). On Mathematics a score of 525 is necessary for the student to be identified as a Proficient Learner and John earned a 570 in this area (Proficient Learner).
Speech Language Deficits were noted in the area of pragmatics (i.e. initiating conversations, maintaining conversations, staying on topic, and interacting appropriately with peers). The Comprehensive Assessment of Spoken Language, second edition (CASL-2) administered at the end of Grade 3 revealed a super linguistic standard score of 95 (Average range) and the Test of Pragmatic Language Skills, second edition (TOPL-2) completed at the end of Grade 3 showed a language quotient of 94 (Average range). Findings from these formal assessments of language skills, however, are not consistent with John’s actual performance in the regular classroom.
Socially appropriate behavior: For the most part John exhibits socially appropriate behavior when interacting with peers and teachers. He has a few friends. He exhibits a number of inappropriate behaviors. He perseverates on an issue if he believes that somebody has done something wrong or when he does not understand a class assignment. John also has occasional temper tantrums. Since the beginning of Grade 4 only two outbursts have been observed. He also displays a short attention span and it takes multiple verbal prompts for him to complete an assignment. Currently, during a 45-minute session, it takes an average of 7 verbal prompts for John to complete an assignment. These inappropriate behaviors affect his ability to turn in assignments and lower his class grades. He needs to stay on task and complete class assignments without multiple verbal prompts from the
teacher. Changes in his routine or his seating in the classroom also contribute to John’s behavioral inappropriateness. He displays anxiety (he worries excessively about what others in the class are doing at any given moment). For example, if someone is the class does something that is not typical, he will tell the teacher what has happened. He is more off task if any of routine changes occur. He perseverates (continues to repeat or prolong something after it is appropriate to do so) on topics and this leads to him ask multiple questions about something that is inappropriate and distracting to him and others.
Writing Skills: John does not write a cohesive paragraph on a single topic. Currently when given a topic, John writes simple sentences that are in the form of a list such as “I like bugs.” and “I like games.” He does not write a paragraph with a topic sentence, three supporting details, and a concluding sentence. He needs to increase his skills in communicating in writing to meet grade level expectations. He also demonstrates below grade level expectations in his writing fluency. When given a writing prompt, currently John writes 28 words in three minutes (Grade 4 expectations 41- 46 in four minutes).
Communication: John continues to demonstrate pragmatic language weaknesses in a social context within the school setting. Baseline data was collected on two different occasions for the following skills. Inconsistencies were noted during each observation; therefore, an average was calculated in order to obtain a baseline. John currently initiates conversation on an average of 4 times in one hour while in a social setting (PE, lunch). He can maintain a conversation by exchanging information with a listener 4 times in one hour. He demonstrates an understanding of social gestures when in a social context approximately 3 times in one hour. It should be noted that on one occasion, John misread a gestural cue by a student that resulted in a physical altercation between him and the other student. Grade 4 is a pivotal point for student’s social and academic life. It is during this time that social cliques begin to form and relational and social bullying and excluding are all too common. Academically, Grade 4 students are expected to be responsible for their own work and to work in groups.
Parent Concerns: Mrs. Doe attended the IEP meeting. She was concerned that John may have a tantrum behavior at school, as this has been a problem at home, and that he has so much trouble in the classroom completing his assignments. She noted that he is currently seeing a local physician and that
he is on medication for attention weaknesses (poor concentration, and impulsivity). At home and in the community, Mrs. Doe notes that she feels that is John shy (being nervous or timid in the company of others) in his interactions with others. She would like to see him initiate and maintain conversations with others on a more frequent basis and have more friends.
PLAAFP Rubric Summer 2024.pdf
PLAAFP Rubric
Criteria Exemplary 10 points
Target 8 points
Acceptable 7 points
Unacceptable 5 points
Criterion Score
Summary of Psychological Report
Summary of psychological report includes only relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish baseline for goals. No unrelated information is included. Eligibility for special education placement is provided.
Summary of psychological report includes most relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish baseline for goals. Some unrelated information is included. Eligibility for special education placement is provided generally.
Summary of psychological report includes some relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish baseline for goals. Much unrelated information is included. Eligibility for special education placement is somewhat provided.
Summary of psychological report does not include only relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish baseline for goals. Appears to be merely a "cut and paste' from psychological report. Unrelated information is included. Eligibility for special education placement is not provided or incorrect.
/10
Results of State/District Testing
Only results of recent state/district assessments relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish a baseline for goals included. No unrelated testing is included.
Most results of recent state/district assessments relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish a baseline for goals is included. Some unrelated testing is included.
Some results of recent state/district assessments relevant current performance information necessary to respond to the five areas in the PLAAFP section to establish a baseline for goals is included. Much unrelated testing is included.
A few of the results of recent state/ district assessments relevant current performance information necessary to respond to the five areas (or less) in the PLAAFP section to establish baseline for goals is included. Most of the testing included is unrelated.
/10
Description of Strengths
All strengths are tied to State/ District testing and written as measurable statements. All information necessary to write goals is included.
Most strengths are tied to State/District testing and written as mostly measurable statements. Most information necessary to write goals is included.
Some strengths are tied to State/District testing and written as somewhat measurable statements. Some information necessary to write goals is included. Some information is omitted.
Few strengths are tied to State /District testing and not written as measurable statements. Much information necessary to write goals is not included or irrelevant. Some information is omitted.
/10
Description of Needs
All needs statements are tied to State/ District testing and strength statements and written as a measurable baseline (starting point for goals). All information necessary to write goals is included.
Most needs statements are tied to State/District testing and strength statements and written as a measurable baseline (starting point for goals). Most information necessary to write goals is included.
Some needs statements are tied to State/District testing and strength statements and written as a measurable baseline (starting point for goals). Some information necessary to write goals is not included.
Few needs statements are tied to State/District testing and strength statements and most not written as a measurable baseline (starting point for goals). Most information necessary to write goals is not included.
/10
Parental Concerns and Impact of the Disability
All parental concern statements directly related to writing goals. Specific statement(s) specifically describing how the "disability" will impact participation in the general education curriculum.
Most parental concern statements directly related to writing goals. General statement(s) describing how his "disability" will impact participation in the general education curriculum.
Some parental concern statements directly related to writing goals. Vague statement(s) describing how the "disability" will impact participation in the general education curriculum.
Few parental concern statements directly related to writing goals. Appear to be merely a "cut and paste" from psychological report. Statement(s) describing how the "disability" will impact participation in the general education curriculum not relevant or incorrect.
/5
Overall Quality of Assignment
Exemplary 5 points
Target 4 points
Acceptable 3 points
Unacceptable 2 points
Criterion Score
Grammar/ Mechanics
Correct use of person first language. No errors in grammar, spelling, capitalization and abbreviations correctly provided. Overall presentation of information easy to read and presented coherently. Adheres to page limit requirement. No cut and paste from psychological report.
Correct use of person first language. a few (one or two) errors in grammar, spelling, capitalization and abbreviations correctly provided. Overall presentation of information readable and presented mostly organized. Mostly adheres to page limit requirement. A few cut and paste from psychological report.
Mostly correct use of a person first language. More than a few (three or more) errors in grammar, spelling, capitalization and abbreviations not correctly provided. Overall presentation of information somewhat readable and presented Somewhat organized. Exceeds page limit requirement by more than a few lines. Much cut and paste from psychological report.
Many errors in use of person first language. Many (four or more) errors in grammar, spelling, capitalization and abbreviations not correctly provided. Overall presentation of information difficult to read and presented somewhat unorganized. Exceeds page limit requirement by more than a half page. Mostly cut and paste from psychological report.
/5
Total /50
IEPSampleForm FINAL revised June 2021.docx
Student Name: ____________________________________________________________Meeting Date: __________________________________________________
Student Name: ____________________________________________________________Meeting Date: __________________________________________________
__________________SCHOOL SYSTEM
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
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IEP Meeting Date: |
Purpose of IEP Meeting: Initial Annual Review Amendment |
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TEAM MEMBERS IN ATTENDANCE
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ADDITIONAL MEMBERS |
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Parent: |
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Parent: |
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Local Education Agency Representative (LEA): |
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Special Education Teacher: |
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Regular Education Teacher: |
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Student (age 18 or if transition is being discussed): |
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Agency representative (responsible for transition services): |
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I. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
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Results of initial or most recent evaluation and results of state and district assessments: |
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Description of academic, developmental and/or functional strengths: |
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Description of academic, developmental and/or functional needs: |
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Parental concerns regarding their child’s education: |
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Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities): |
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II. CONSIDERATION OF SPECIAL FACTORS
a) Does the student have behavior which impedes his/her learning or the learning of others? Yes No
If yes, consider the appropriateness of developing a Behavior Intervention Plan.
Behavior Intervention Plan developed? Yes No
Refer to Behavior Intervention Plan for additional information.
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b) Does the student have Limited English proficiency? Yes No
If yes, consider the language needs as related to the IEP and describe below.
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c) Does the student have blindness/visual impairment? Yes No
If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille is not appropriate for the student after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future needs for instruction in Braille or the use of Braille. Describe below.
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d) Does the student have communication needs? Yes No
If yes, consider the communication needs and describe below.
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e) Is the student deaf or hard of hearing? Yes No
If yes, consider and describe the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. Describe communication needs below.
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f) Does the student need assistive technology devices or services? Yes No
If yes, describe the type of assistive technology and how it is used. If no, describe how the student’s needs are being met in deficit areas.
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g) Does the student require alternative format for instructional materials? Yes No
If yes, specify format(s) of materials required below.
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Braille Large type Auditory Electronic text
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III. TRANSITION SERVICE PLAN
A transition service plan must be completed no later than entry into 9th grade or by age 16, whichever comes first, or younger, if determined appropriate by the IEP team and updated annually.
Has the team determined that the student needs a transition service plan? Yes No
If yes, complete the Transition Service Plan below.
Name Date
Student Name:__________________________________________ Meeting Date:____________________________________
Student Name: _________________________________ Meeting Date: _______________________
Georgia Department of Education
August 2007
Page 4 of 8
rev: June 2021
IV. MEASURABLE ANNUAL GOALS
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Measurable Annual Goals: Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability. |
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REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
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V. MEASURABLE ANNUAL GOALS & SHORT TERM OBJECTIVES/BENCHMARKS
Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability.
MEASURABLE ANNUAL GOAL:______________________________________________________________________________________________________________________________________________
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Short term objectives/benchmarks: Measurable, intermediate steps or targeted sub-skills to enable student to reach annual goals. |
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REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
rev: June 2021
VI. STUDENT SUPPORTS
To advance appropriately toward attaining annual goals; to be involved and progress in the general curriculum; to be educated and participate with other children in academic, nonacademic and extracurricular activities, the following accommodations, supplemental aids and services and/or supports for school personnel will be provided:
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Instructional Accommodations |
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Classroom Testing Accommodations |
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Supplemental Aids and Services |
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Supports for School Personnel |
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VII. ASSESSMENT DETERMINATION FOR DISTRICT AND STATEWIDE ASSESSMENTS FOR GRADES K-12
a) The student will participate in the following regular required assessments (Each state mandated test and subtest must be considered individually and documented below).
Specific Testing Accommodations (Accommodations used for assessment must be consistent with accommodations used for classroom instruction/testing and specified in the IEP. Some accommodations used for instruction may not be allowed for statewide assessment. Refer to the GaDOE Student Assessment Handbook for the only allowable accommodations. Conditional accommodations are only allowable for students who meet eligibility criteria.) All subtests must be considered individually.
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b) Complete the following steps c) d) to determine if the student will participate in the Georgia Alternate Assessment (GAA) Eligibility Criteria for the Georgia Alternate Assessment 2.0 (GAA) Step I: Review the Eligibility Criteria for GAA Prior to reviewing the eligibility criteria for GAA, the Individualized Education Program (IEP) team must understand all assessment options, including the characteristics of each assessment and the potential implications of each assessment choice. The GAA 2.0 is intended for students with the most significant cognitive disabilities. Instruction for these students is based on alternate academic achievement standards, which are aligned to the Georgia Standards of Excellence at a reduced depth, breadth, and complexity. Beginning with students who enroll in ninth grade for the first time on or after the 2020-2021 school year, students who participate in the GAA 2.0 will be eligible for the state-defined alternate diploma rather than the regular high school diploma (SBOE 160-4-2-.48). According to O.C.G.A § 20-2-281, school districts are required to follow the procedures specified in the applicable test administration materials. As a result, the IEP team must use this form to document its assessment decisions. If GAA is being considered, the IEP team must review the four criteria below and select Yes or No if applicable to the student. To be eligible to participate in GAA, the answer to all four of the questions below must be Yes. If the answer to any of the questions is No, the student is not eligible to participate in GAA and must participate in the Georgia Milestones Assessment System. Each Yes answer requires a justification that contains evidence that the student meets the criteria.
Eligibility Criteria for the Georgia Alternate Assessment 2.0 (GAA) Step II: Assurances
Will the student participate in the Georgia Alternate Assessment (GAA) Yes No
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VIII. SPECIAL EDUCATION: Instruction/Related Services in General Education Classroom/Early Childhood Setting
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Options Considered |
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Consultative |
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Collaborative |
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Co-teaching |
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Related Services |
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IX. SPECIAL EDUCATION: Instruction/Related Services Outside of the General Education Classroom
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Separate Class |
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Separate School |
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Home Instruction |
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Residential |
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Related Services |
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X. The explanation of the extent, if any, to which the child will not participate with peers without disabilities in the regular class and/or in nonacademic and extracurricular activities:
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XI. EXTENDED SCHOOL YEAR
a) Are extended school year services necessary? Yes No
If yes, complete the section b and c below.
b) Services
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c) Goals to be extended or modified:
MEASURABLE ESY GOALS
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Measurable Annual Goals: Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability. |
Criteria for Mastery |
Method of Evaluation |
Progress At Reporting Period |
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REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
XII. DOCUMENTATION OF NOTICE OF IEP MEETING
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1st Notification |
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Invitation Phone Call In Person Reminder notice Other: |
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2nd Notification |
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Invitation Phone Call In Person Reminder notice Other: |
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3rd Notification |
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Invitation Phone Call In Person Reminder notice Other: |
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XIII. PARENT PARTICIPATION IN THE IEP PROCESS
The following documents were provided to parent(s):
· Parental Rights in Special Education
· Individualized Education Program (IEP)
· Eligibility Report(s)
· Evaluation
· Other:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If parent did not attend the meeting, complete below:
On _____________the documents were: Mailed Given In Person Sent via Student Other______________
rev: June 2021
Table of Contents.html
| Individualized Educ Prog (IEP) Section Y03 Summer 2025 CO - Present Levels of Academic Achievement and Functional Performance Assignment Instructions and Resources
1. PLAAFP Assignment Instructions 4. IEPSampleForm FINAL revised June 2021 |
