Education homework

Present Level of Academic Achievement and Functional Performance (PLAAFP)

Special Education Department

Individualized Education Program (IEP)

Student Name: Trevor Thompson Student Data/Cover Sheet (Form B) IEP Meeting Date: 03/17/19

 

Student ID: 11456765                                                  DOB: 01/12/10

PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)

Section 1: Current IEP Information

Summarize special education services the student is receiving:

Trevor is a nine-year-old boy with Autism. He currently spends part of his day in a self-contained special education classroom and part in a general education third grade classroom. He is in the special education classroom for reading, writing, and sensory breaks, and with his typical peers for social studies, science, electives, lunch, and recess. While in the general education classroom, he has a one-on-one paraprofessional. He currently receives speech services and occupational therapy services.

Section 2: Evaluation Information

Areas of Eligibility:

Special Education Primary Category:  Autism

Special Education Eligibility Category 2: Speech and Language Impairment

Special Education Eligibility Category 3:

For students with SLD only, the following area(s) of eligibility was previously determined:

State and District Assessment Scores:

Section 3: Present Level of Academic Achievement and Functional Performance

A. Cognitive (academic performance in content areas, e.g., ELA/reading/writing, math, science, social studies, technology and fine arts, as applicable)

Reading

Areas of Strengths: Trevor is able to identify all upper and lowercase letters and their sounds. He is able to identify his name when it is typed or written in print. He also has 20 sight words he has memorized. Trevor has recently started to try to sound out short 3-letter words (cat, hat, mop, and cup).

Areas of Need: Trevor needs to continue working on adding words to his sight word vocabulary and improving his word fluency and chunking skills.

Writing

Areas of Strengths: Trevor is able to pick up a pencil with his left hand and make marks on paper. He identifies where the lines are on the paper and attempts to make marks inside the lines (2-inch lined paper). Trevor is very motivated and eager to write. He tries very hard. Trevor is able to identify upper and lowercase letters. He can identify a period and draw a dot on the paper when prompted. He is able to trace large letters (this is a desirable activity).

Areas of Need: Trevor needs to continue to work on his letter formation. He needs to work on copying letters or words from a model.

Math

Areas of Strengths: Math is and always has been an area of strength for Trevor. He is able to add, subtract (with regrouping), and has started basic multiplication. He is within the average range for his grade level in math.

Areas of Need: There are no areas of need in the area of mathematics.

B.   Physical (gross motor, fine motor, vision, and hearing)

Area Strengths: Trevor is able to walk, run, jump, and bend as his same aged peers. His vision tested within the average range. Trevor would not complete the hearing test (he will not wear the headphones from the nurse's office). His parents did have his hearing tested at a young age and scores came out in the normal range. There are no concerns from the team regarding his hearing.

Areas of Need: Trevor has a hard time holding his pencil/pen in a proper grip. He struggles gripping and applying the right amount of pressure. This has also contributed to his difficulties with writing.

C.   Oral Language and Communication

Areas of Strength: Trevor is able to communicate his basic needs in 1-2 word fragments. He is able to communicate his need for the restroom, food, and other basic wants and needs. He is able to point to things and use gestures as well. Gestures and nonverbal communication is preferred.

Areas of Need: Trevor needs to work on combining more words to formulate small sentences. He avoids looking at people and it is unclear to whom he is trying to communicate. Trevor needs to work on appropriate ways to gain attention from others.

D.    Social and Emotional Behavior

Areas of Strength: Trevor is a very polite and well-liked young boy in class. He wants to be around others and often attempts to waves to peers in class and around campus.

Areas of Need: Trevor likes to be around his peers, but his self-stimulating behaviors affect his ability to be close to others. When he is happy, excited, and even content he will make flapping movements with his hands and rock back and forth with his body. When he becomes upset or frustrated, he will often shut down and become non-responsive to peers or staff for 5-10 minutes. This behavior is often Trevor sitting at his desk with his head down and eyes open staring off.

E.     Adaptive

Areas of Strength: Trevor does well with his basic independent living needs and is able to take care of basic hygiene and feeding.

Areas of Need: There are no areas of need.

Current Classroom-Based Data:

Trevor’s teacher/case manager is very pleased with the progress he has made this school year.

The teacher would like to see progress with his reading and vocabulary because she feels this will also help with his social interactions with peers.

Family Input on Student’s Current Performance:

· The parents are very pleased with their son’s progress.

Summary of Work Habits:

· Trevor is a very hard worker and eager to please others. When he is given a task, he is quick to start it. He can become distracted, but he can be easily redirected. Trevor works best independently in 10-15 minute increments.

Special Education Department

Individualized Education Program (IEP)

Student Name: Trevor Thompson Student Goals and Performance Objectives IEP Meeting Date: 3/17/19

Student ID:  11456765 Progress Report           DOB: 01/12/10

 

Skill Area: Reading/Vocabulary

Standard:

Phonics and Word Recognition

3.RF.3 - Know and apply phonics and word analysis skills in decoding one-syllable or multisyllabic words.

Annual Goal: By March of 2020, Trevor will be able to sound out 4-letter words by using the chunking method for 8 out of 10 words. Data will be collected twice a month using teacher-made assessments.

Baseline Level of Mastery: Trevor is currently able to sound out 3-letter words.

Service Provider(s) for this goal:

 

Skill Area: Writing

Standard:

3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Annual Goal:

By March 2020, during classroom activities and therapy handwriting sessions, Trevor will have improved writing legibility by forming lowercase letters with distinct height differences between the tall and short letters, putting the letters g, j, q, p, and y under the writing lines, and putting the letters within 1/16” of the baseline, leaving an adequate ½ inch space in between words, and drawing an individual with 10 salient features. Accuracy is at 85% (measured once each month for 3 straight months.)

By March 2020, during writing activities and sessions with the Occupational Therapist, Trevor will legibly write words and letters by copying from a model, forming both uppercase and lowercase letters within 1/16 inches from the baseline and appropriate spacing between words using a weighted pencil grip with 85% accuracy, measured each month, for three consecutive months.

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

Skill Area: Math

Standard:

Annual Goal:

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

Skill Area: Social/Emotional

Standard:

3.SL.1b

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Annual Goals:

By March 2020, Trevor will place head down on his desk or go to quiet space when overwhelmed with only one verbal prompt, decreasing the amount of time needed to calm down by 50% of the baseline.

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

 

Skill Area: Oral Language and Communication

Standard:

3.SL.1b

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Annual Goal:

By March 2020, Trevor will participate in discussions and activities with peers and adults in the classroom by asking at least one question or responding with a relevant contribution to the task at hand at least 10 times per week, using cue cards or support from the paraprofessional.

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

Skill Area: Adaptive

Standard:

Annual Goal:

Baseline Level of Mastery:

Service Provider(s) for this goal:

 

Special Education Department

Individualized Education Program (IEP)

Student Name: Trevor Thompson Services and Environment (Form I)   IEP Meeting Date: 3/17/19

 

Student ID: 11456765 DOB:  01/12/10

SPECIAL EDUCATION SERVICES TO BE PROVIDED Special education services necessary to meet special education goals and objectives during the school calendar year.

The child is in need of specially designed instruction in the following areas:

Special Education Services	Instructional Setting/ Location	Start Date	Frequency	Provider	Duration/End Date
Reading/ Vocabulary	Special Education Classroom	3/17/19	200 min/month	Sped Teacher	3/16/20
Writing	Special Education Classroom	3/17/19	200 min/month	Sped Teacher	3/16/20
Social/ Emotional	General Education Classroom	3/17/19	90 min/month	Sped Teacher	3/16/20
Communication	General Education Classroom	3/17/19	90 minutes/ month	SLP/SLPA	3/16/20
Occupational Therapy	General Education Classroom	3/17/19	30 minutes/month	OT	3/16/20

Supplementary Aide
Paraprofessional Support	General Education Classroom	3/17/19	180 minutes a day	Paraprofessional	3/16/20
Quiet area in the back of the room when over stimulated	General Education Classroom	3/17/19	As needed	Paraprofessional to provide cues for behavior and prompts to use quiet area if needed.	3/16/20
Cue cards with questions and conversation starters	General Education Classroom and Special Education Classroom	3/17/19	2 X per day with prompts from the paraprofessional	Speech and Language Therapist, SLPA, Special Education Teacher, Paraprofessional support	316/20
Weighted pencil grasp	General Education Classroom and Special Education Classroom	3/17/19	When writing	Occupational Therapist Paraprofessional to provide cues and models of words and letters as needed.	3/16/20

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© 2024. Grand Canyon University. All Rights Reserved.