course 6601 section 1 assignment PLAAPFs Practice
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Course
6601
Subject
English
Date
Jan 9, 2024
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3
Uploaded by ProfessorRose5158
Evaluating PLAAPFs Practice The following PLAAPFs are examples of actual PLAAPs with student names changed. Evaluate the completeness of each example in the chart below, then save your work and submit to your instructor via instructNET. Scenario PLAAPF: Collin qualifies for services as a student with Autism and Speech Impairment. Collin took the 7th grade Reading STAAR test with small group administration and extra time as accommodations and scored a 1587 (raw score of 25/42 or 60%,) meeting the state standard scale score of 1567 or 23/42 raw questions. Collin demonstrated growth from his 6th grade STAAR (raw score 1573.) His STAAR lexile level was 950L, placing him proficient in the range of 6th grade level text. He demonstrated an ability to understand a variety of written texts across reading genres with 63% accuracy, literary texts with 44% accuracy, and informational text with 75% accuracy. Collin recently took his first 8th grade benchmark and answered 13 out of 24 questions correctly, receiving 54% (not meeting the district passing standard of answering 14 out of 24 questions correctly, or 58.3%.) He demonstrated an ability to understand a variety of text across reading genres with 50% accuracy, literary texts with 45% accuracy, and informational text with 71% accuracy. Collin receives services in the co-teach Reading classroom, where his current grade is a 71. He utilizes extra time for completing assignments, positive reinforcements, breaks, frequent feedback, and copy of class notes as accommodations. Collin took the beginning of year SRI test and measured at a lexile of 1130, which places him proficient in the range of 8th grade level text. Mrs. Wilson, Collin’s Reading teacher reported that Collin can independently use context clues to determine the meaning of unknown words, paraphrase and summarize both fiction and nonfiction text, and infer the theme of a text. Collin is making progress towards identifying implied main ideas and text structures in nonfiction text. Collin is academically on grade level in his reading, however, it was reported that he tends to rush through his work to gain access to preferred activities. Collin would benefit from taking his time on his assignments to expand his ideas out into deeper thoughts and responses. Collin will benefit from additional support within the classroom to meet his behavioral and individual needs as specified on the AU supplement. Mark Yes or No if this area is covered or addressed in the Scenario PLAAPF presented above. What helps with learning: L Data from How the disability : : Strengths & ) Limitations or ) : Information from Area/Subject : Accommodations and/or Evaluation/ impacts the general Weaknesses Listed Y Interferences : ) current teacher Modifications Testing ed. curriculum Yes-reading No Yes Yes Yes No Yes Scenario PLAAPF: According to data and teacher reports, Todd’s strengths include converting standard decimal notation into scientific notation and vice versa. According to the November 2018 benchmark data, his strengths include: - graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship. (8.4B)- communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. (8.1D) - identify functions using sets of ordered pairs, tables, mappings, and graphs. (8.5G) State Testing: May 2017 Raw Score: 20/40 (50%) Scale Score: 1626 Approaches Grade Level Benchmark: November 2017 16/22 (60%) Meets Standards Areas of Need: From teacher observation and benchmark data, Todd shows struggles in being able to select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, © Zteachu -~ 2019
to solve problems (8.1C), which is a process standard in mathematics and one that all students work on throughout the school year. He also shows struggles with Transformations, especially Rotations of figures on a grid around a point. This will be addressed again during the second semester. Mark Yes or No if this area is covered or addressed in the SCENARIO PLAAPF presented above. What helps with learning: Y Data from How the disability : : Strengths & : Limitations or ) : Information from Area/Subject : Accommodations and/or Evaluation/ impacts the general Weaknesses Listed Y Interferences : ) current teacher Modifications Testing ed. curriculum Yes-math Yes No Yes Yes Yes Yes Scenario PLAAPF: Xander participated in the English | STAAR EOC during his 9th grade year. He performed with a scaled score of 4195, raw score of 52; 76%; meets grade level. He did well on Objective 1, 3, 5, and 6. He struggled with objective 2 understand and analyze literary texts (score was 8/13) and he struggled with Objective 4- demonstrate an ability to compose a variety of written texts with a clear, controlling idea, organization, details. Xander was able to revise and edit. He was able to use textual evidence. He struggles with thesis. There is no specific writing data from his benchmarks. He did not turn in a benchmark essay in third cycle. He did turn in one in the fourth cycle on maturity in which he scored an 85. This year, Xander has taken two EOC STAAR benchmarks. On the Jan. 2018 exam, Xander scored a 20/33 at 61%. This score was an anomaly. He did very well on Objective 5 compared to his peers here at High School and across the district. However, he did poorly in Objective 1 and 3. The questions he missed were the ones that require him to inference, draw complex conclusions, and analyzing persuasive texts. On the Oct 2017 EOC benchmark, Xander scored 21/28 at 75% which was a meets grade level score. Xander was above his peers at Johnson and in the district on Objective 1. He did equal to his peers in the district on objective 2. However, he did not do well on Objective 6. Xander showed better in Objective 1 in October. However, there were only 2 questions from that objective on the test in Oct. So the Jan. test is more accurate information for assessing his Objective 1 area. He struggled with literary texts. He struggled with grammar, parts of speech, punctuation. He struggled with tone. Xander seems to take the actual EOC a bit more seriously. Xander tends to rush through tests. He knows he makes careless errors. His 2016 PSAT score was a combined 810 with 480 in evidence-based reading/writing score; 330 for math. His 2017 PSAT score was an 800 with 470; 330 math. In a year, he did not make gains on this test. He really needs to go to the website, set up an account and work through some of the problems. The website sets up specific things the student needs to go through based on the items they missed. It is an individualized plan for each student to get better at their weaknesses. Mrs. Puckett states that Xander struggles with writing conventions. He struggles with the function and use of academic language. He often writes quickly and does not use graphic organizers provided. He needs to proofread his work. Mark Yes or No if this area is covered or addressed in the Scenario PLAAPF presented above. What helps with learning: R, Data from How the disability : : Strengths & ) Limitations or ) : Information from Area/Subject : Accommodations and/or Evaluation/ impacts the general Weaknesses Listed Y Interferences : ) current teacher Modifications Testing ed. curriculum © Zteachu -~ 2019
Yes-ELA Yes No Yes Yes No Yes Scenario PLAAPF: Cathy does want to do well in her classes, but her redirection is still an ongoing issue for many teachers. According to teacher reports, she is easily distracted and cannot always gauge appropriate behavior/interactions with peers. Also at times, Cathy refuses to demonstrate her understanding unless all attention from teachers is focused on her. There have also been a few times that she has refused to be pulled out for her related services. Mark Yes or No if this area is covered or addressed in the Scenario PLAAPF presented above. What helps with learning: Data from Strengths & Limitations or ) : How the disability Information from Area/Subject : Accommodations and/or Evaluation/ impacts the general Weaknesses Listed Y Interferences : ) current teacher Modifications Testing ed. curriculum No No No Yes No Yes Yes © Zteachu -~ 2019
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