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Read the case study to inform the assignment that follows.
Case Study: Alicia
grade, Age 11
Alicia is a sixth grade student currently receiving resource support for math and written expression. She attends all other subjects within the general education classroom.
Her special education teacher, Ms. Kauffmann, reports that Alicia has average reading decoding skills and average to above average reading comprehension skills. She particularly does well analyzing multiple choice and short answer questions related to reading content. Alicia does have difficulty summarizing what she has read using her own thoughts and ideas and relies heavily on visual supports to aid in comprehension.
Alicia does write complete sentences but struggles in organizing her ideas for writing and needs extensive support for pre-writing, development of topic sentences, and organization of essays. In writing short answer questions, she does so with few grammatical errors. When writing paragraphs and short essays, Alicia needs help editing her own work and making corrections. Punctuation errors are frequently evident. She has excellent spelling skills, but struggles with subject-verb agreement, correct use of point of view appropriate to the task, and in the development of thesis statements and topic sentences.
Regarding her math skills, Alicia struggles specifically with computation and reasoning/problem solving. In class, Alicia shows difficulty in writing number sentences to solve a story problem, and in determining the operations to use. She relies on a calculator for all math computation and benefits from extensive one-on-one support in math problem solving. She also struggles with converting fractions to decimal notation and applying math concepts to real world situations.
he most recent psycho-educational evaluation report for Alicia is in her Woodcock-Johnson III Tests of Achievement scores.
The Woodcock Johnson III Tests of Achievement is a norm-referenced assessment that evaluates academic skills in the areas of reading, math, and written expression. The standard score is 100, with a standard deviation of 15.
Alicia’s most recent scores:
(Year + Month)
Standard Score (100)
Oral Language Expression
Broad Written Language
Over the last two months, Alicia’s mother has reported that she is reluctant to get up and get ready for school. She has missed 12 days so far this semester, and frequently complains of a stomachache and headache. Her mother has taken her to the doctor and there are no significant medical issues. Her mother also reports that the struggle to get her to the bus stop or in the car to go to school is too great at times and will sometimes just call her in absent.
In school, Alicia has been quiet and withdrawn, not wanting to participate in classroom or campus activities. She is reluctant to answer questions in class and will put her head down on the desk when called upon. Her mother and Ms. Kauffmann speculate possible school anxiety.
Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
Using the Alicia Case Study information, assume you are asked to lead drafting a 250-300 word Present Level of Academic Achievement and Functional Performance (PLAAFP) for AliciaÃ¢â‚¬â„¢s IEP.
Performance in classes.
Any other relevant issues.
Part 2: Annual Goals
Further, assume you are asked to lead drafting two measurable behavioral goals and two measurable academic goals for AliciaÃ¢â‚¬â„¢s IEP.
The research-based goals should include:
A specific, measureable skill/behavior to be achieved in this goal; and
A specific measurement tool or assessment strategy.
Provide a 250-500-word rationale that clearly discusses and defends how each annual goal makes sense based on the PLAAFP and how each goal is measurable. Cite professional Ethical Principles and Professional Practice Standards in rationalizing your choices.
You are required to submit this assignment to LopesWrite.
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