Benchmark-Case Study PLAAFP and Annual Goals
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Benchmark-Case Study: PLAAFP and Annual Goals
Benchmark-Case Study: PLAAFP and Annual Goals
Jennifer Valle
Grand Canyon University: SPD 550
Professor Gretchen Hoff
April 26, 2023
1
Benchmark-Case Study: PLAAFP and Annual Goals
Part 1:
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Academic Strengths:
o
Ana does well in math and is currently on grade level.
Testing and Evaluations:
o
Ana has an IQ of 105 based on her results from the Woodcock-Johnson III Tests of Achievement assessment. This is within the average intelligence range.
Reading:
o
Ana scored in the low average range with an 82 based on her results from the Broad Reading Assessment. She is reading below grade level. She is reading at a seventh-grade level with 80% accuracy at 40WPM.
Writing:
o
Ana scored in the low average range with an 87 based on her results from the Broad Written Language Assessment. She can write complete sentences but struggles to write a coherent paragraph that with a topic sentence, supporting details, and a conclusion.
Math:
o
Ana scored in the average range with a 99 based on her results from the Broad Math Assessment. She scored 101 in Math Fluency and 104 in Applied Problems.
Performance in Classes:
o
Ana struggles to complete and submit homework along with classwork. Ana has received extra time from several teachers to finish classwork but is still struggling
to pass several of her classes. 2
Benchmark-Case Study: PLAAFP and Annual Goals
Language, Culture, and Family Background:
o
Ana currently lives with just her mom. Her mom was able to complete her GED and works full time. Her biological father was unable to finish high school or obtain a GED. According to her extended family history, attendance has always been a problem. Ana’s mom would like her to finish high school.
Strengths, Preferences, and Interests:
o
Ana would like to play on a high school sports team. She can easily hold a conversation with her teachers and has close relationships with her mother and grandmother.
Medical History:
o
Ana’s physical growth was slow from the second grade to the eighth grade. It has been noted by a physician that there are no other medical concerns. Ana has received regular checkups. Ana is five feet one inch tall and small for her age.
Attendance:
o
Ana had no attendance problems between kindergarten and eighth grade.
Eighth-grade Attendance:
o
Ana missed at least 50 days of school during her eighth-grade year. At the beginning of the school year, Ana missed at least one day a week. In December, Ana was late to school every day. In April, Ana stopped going to school. Ana spent most of her school time in the Guidance Counselor’s office.
Ninth-grade Attendance:
o
Ana began ninth grade by missing the first two days of class and was then missed for two weeks. 3
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Benchmark-Case Study: PLAAFP and Annual Goals
Parent and Student Input:
o
Ana’s mom does not force Ana to go to school because she is worried about her health. According to Ana, she looks like a “freak.” She complains about being judged by her peers, not being accepted, and being too small to play sports.
Community Involvement: o
Ana chooses to stay at home instead of spending time with family or in the community with other kids. PART 2: Annual Goals Academic Goals for the 2022-2023 School Year
Benchmark 1:
Reading Fluency o
Ana will raise her reading fluency to 80 WPM on an eighth-grade text. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 1:
By the end of the first quarter, Ana will raise her reading fluency to
50 WPM on an eighth-grade text. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 2:
By the end of the second quarter, Ana will raise her reading fluency to 60 WPM on an eighth-grade text. This will be measured
4
Benchmark-Case Study: PLAAFP and Annual Goals
by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 3:
By the end of the third quarter, Ana will raise her reading fluency to 70 WPM on an eighth-grade text. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 4:
By the end of the school year, Ana will raise her reading fluency to
80 WPM on an eighth-grade text. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Benchmark 2:
Written Expression o
Ana will write a coherent paragraph including a topic sentence, three details, and a conclusion sentence by achieving 90% accuracy three or more times. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 1:
By the end of the first quarter, Ana will write a coherent paragraph with a topic sentence, three details, and a conclusion sentence with 60% accuracy. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
5
Benchmark-Case Study: PLAAFP and Annual Goals
Objective 2:
By the end of the second quarter, Ana will write a coherent paragraph with a topic sentence, three details, and a conclusion sentence with 70% accuracy. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 3:
By the end of the third quarter, Ana will write a coherent paragraph with a topic sentence, three details, and a conclusion sentence with 80% accuracy. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Objective 4:
By the end of the school year, Ana will write a coherent paragraph with a topic sentence, three details, and a conclusion sentence with 90% accuracy. This will be measured by running records and weekly progress monitoring by a regular education or special education teacher.
Behavior Goals for the 2022-2023 School Year
Benchmark 1:
o
Ana will spend 80% of the school day in the general education classroom with her
peers. This will be measured by quarterly progress monitoring and attendance records by a regular education or special education teacher. 6
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Benchmark-Case Study: PLAAFP and Annual Goals
Objective 1:
By the end of the first quarter, Ana will spend 20% of the school day with her peers in the general education classroom. This will be
measured by quarterly progress monitoring and attendance records by a regular education or special education teacher.
Objective 2:
By the end of the second quarter, Ana will spend 40% of the school day with her peers in the general education setting. This will be measured by quarterly progress monitoring and attendance records by a regular education or special education teacher.
Objective 3:
By the end of the second quarter, Ana will spend 60% of the school day with her peers in the general education setting. This will be measured by quarterly progress monitoring and attendance records by a regular education or special education teacher.
Objective 4:
By the end of the school year, Ana will spend 80% of the school day with her peers in the general education setting. This will be measured by quarterly progress monitoring and attendance records by a regular education or special education teacher.
Benchmark 2:
o
By the end of the school year, Ana will start a conversation with her peers in four out of five opportunities. This will be measured by anecdotal notes, running 7
Benchmark-Case Study: PLAAFP and Annual Goals
records, and weekly progress monitoring by a regular education or special education teacher.
Objective 1:
By the end of the first quarter, Ana will start a conversation with her peers in one out of five opportunities. This will be measured by
anecdotal notes, running records, and weekly progress monitoring by a regular education or special education teacher.
Objective 2:
By the end of the second quarter, Ana will start a conversation with her peers in two out of five opportunities. This will be measured by anecdotal notes, running records, and weekly progress monitoring by a regular education or special education teacher.
Objective 3:
By the end of the third quarter, Ana will start a conversation with her peers in three out of five opportunities. This will be measured by anecdotal notes, running records, and weekly progress monitoring by a regular education or special education teacher.
Objective 4:
By the end of the school year, Ana will start a conversation with her peers in four out of five opportunities. This will be measured by anecdotal notes, running records, and weekly progress monitoring by a regular education or special education teacher.
8
Benchmark-Case Study: PLAAFP and Annual Goals
Part Three: Rationale
Ana’s reading fluency goal is appropriate because she needs to develop her reading skills to grow academically. “Fluency is the ability to read a text accurately, quickly, and with expression. Reading fluency is important because it provides a bridge between word recognition and comprehension” (Walczyk, 2007). Currently, Ana is reading at a seventh-grade reading will with 80% accuracy. Ana also has a difficult time recognizing different words. It will be beneficial for Ana to develop her reading skills to begin closing the educational gap between her and her peers that are in the general education classroom. Setting goals and monitoring progress will help her gain access to the general education curriculum. “Using fluency norms to set appropriate goals for student improvement and to measure progress toward those goals can be a powerful and efficient tool to help educators make well-informed and timely decisions about the instructional needs of their students, particularly the lowest performing, struggling readers,” (Walczyk, 2007). Data needs to be obtained and analyzed by Ana’s teacher so they can make appropriate decisions to help her make progress toward her goals. The goal of writing a cohesive paragraph is an appropriate goal because Ana needs to improve her writing to grow academically. Ana’s teachers report that she is capable of writing a sentence, but struggles to include a topic sentence, details, or a conclusion in a coherent order. Ana’s lack of ability to write coherent paragraphs is affecting her ability to pass her classes. Ana needs to learn to write effectively to have access to the general education curriculum which is broken down into smaller parts to be more obtainable. Progress is monitored weekly so adjustments can be made as needed. Ana may benefit from writing her goals and personal progress in a journal. “Journaling allows you to create and maintain a dialogue with yourself 9
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Benchmark-Case Study: PLAAFP and Annual Goals
about your goals —what they are, how you will reach them, and your progress and challenges along the way. Articulating and tracking your goals in writing makes them real, increasing your motivation and personal accountability” (Fritson, 2008). A disposition that I would incorporate into my teaching for Ana would be compassion. Ana’s teacher needs to work to build a positive and trusting relationship with her mom to help her to understand how important it is to be present at school and how much she is missing out on by not being there. I would also work with Ana in communicating with her peers and making friends. It would be simple to criticize and make judgments about Ana and her mother for her academic and social struggles, but instead GCU Professional Dispositions state that we must act with compassion and love for her and her family (Cox, 2021). Finally, I would make suggestions to Ana, her mother, and the IEP team to help with her academic growth and development. This would all be accomplished privately and discreetly. Ana
and her mother would be included in all IEP meetings to help them both advocate for what Ana needs. I would include Ana in her progress monitoring and in setting obtainable goals that she can be proud to achieve. Ana will benefit from having reading and writing accommodations in the classroom to assist her in making progress toward her goals. As a special educator, I must find appropriate services to help Ana, because “special education is a service and not a place” (Hockenbury, 2007). 10
Benchmark-Case Study: PLAAFP and Annual Goals
References
Cox, K. R. (2021). Theory of Mind, Professional Dispositions, and Students with Autism (Doctoral dissertation, Grand Canyon University). Fritson, K. K. (2008). Impact of Journaling on Students' Self-Efficacy and Locus of Control. Insight: A journal of scholarly teaching, 3, 75-83. Hockenbury, J. C., Kauffman, J. M., & Hallahan, D. P. (2000). What is right about special education. Exceptionality, 8(1), 3-11.
Walczyk, J. J., & Griffith Ross, D. A. (2007). How important is reading skill fluency for ‐ comprehension? The Reading Teacher, 60(6), 560-569. 11