Present Level of Academic Achievement and Functional Perform ✓ Solved

Section 1: Current IEP Information

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

Section 2: Evaluation Information

Trevor is primarily identified under Autism with a secondary eligibility of Speech and Language Impairment. His performance in state assessments indicates he is functioning at grade level in mathematics but requires ongoing support in reading and writing.

Section 3: Present Level of Academic Achievement and Functional Performance

A. Cognitive: In reading, Trevor can identify letters and sounds, recognize his name, and has memorized 20 sight words but needs to enhance his sight vocabulary and word fluency. In writing, he shows motivation and can make marks on paper but struggles with letter formation and copying from a model. In math, he demonstrates strengths in basic operations and is performing within an average range for his grade.

B. Physical: Trevor's gross and fine motor skills are age-appropriate, though he has difficulty holding writing instruments correctly.

C. Oral Language and Communication: Trevor can express basic needs but needs to work on combining words into sentences and improving his social communication skills.

D. Social and Emotional Behavior: Trevor is well-liked but exhibits self-stimulatory behaviors that hinder peer interactions. He shuts down when overwhelmed and requires strategies to manage frustrations.

E. Adaptive: Trevor manages basic daily living tasks independently, with no current needs identified in this area.

Current Classroom-Based Data:

Trevor's teacher is pleased with his progress, especially in relation to communication and social interactions.

Family Input:

Trevor's family expresses satisfaction with his progress, noting his hard work and positive attitude.

Student Goals and Performance Objectives:

Goals have been established for reading, writing, social/emotional behavior, and oral language communication with specific annual objectives and baselines, indicating areas for growth.

Special Education Services:

Trevor receives specially designed instruction and related services to support his educational goals, including targeted reading and writing instruction, occupational therapy, and paraprofessional support throughout his school day.

Paper For Above Instructions

Introduction

This paper discusses Trevor Thompson's Present Level of Academic Achievement and Functional Performance (PLAAFP) as part of his Individualized Education Program (IEP). By evaluating Trevor's strengths and weaknesses across various domains, appropriate modifications and specially designed instruction (SDI) can be articulated to support his learning in an inclusive classroom environment.

Cognitive and Academic Performance

Trevor’s PLAAFP indicates that he has specific strengths and needs related to his cognitive and academic performance. His ability to recognize letters and sounds reveals a foundational skill that can be built upon to enhance his reading abilities. Given that he recognizes 20 sight words, tailored interventions focusing on expanding this vocabulary and improving word fluency are crucial. For instance, utilizing phonics games or interactive reading sessions can help Trevor meet his reading objectives as outlined in his annual goals.

In writing, Trevor's eagerness and motivation are evident; however, persistent support in letter formation and copying from models is necessary. Incorporating multisensory writing techniques, such as using textured letters or digital writing tools, can assist him in mastering these fundamental skills.

Mathematically, Trevor excels, demonstrating strong competency in addition and subtraction, which suggests he can handle more complex problems. Continued positive reinforcement in mathematical tasks will further solidify his skills while preparing him for future challenges.

Physical Performance

Trevor’s gross motor skills are age-appropriate, although his fine motor grip presents challenges. Implementing activities that enhance grip strength, such as using adaptive writing tools or pencil grips, will be vital in tackling his writing difficulties. Therefore, providing Trevor with the necessary tools to improve his fine motor skills will address the areas identified in his PLAAFP.

Oral Language and Communication

Trevor's communication abilities highlight both strengths and areas for development. He communicates basic needs yet relies heavily on gestures. To assist him in developing more complex sentences and effective social communication, regular practice with peer interactions, possibly facilitated through structured play or small group discussions, is recommended. Engaging in role-playing scenarios can also bolster Trevor's confidence in expressing himself verbally.

Social and Emotional Development

Socially, Trevor is polite and seeks peer interactions; however, self-stimulatory behaviors can be barriers to social engagement. It is essential to provide Trevor with coping strategies, such as scheduled breaks or a quiet corner he can retreat to when overwhelmed. This approach will aid him in self-regulating during challenging situations, according to the objectives set forth in his IEP.

Modifications to Support Learning

Considering Trevor’s unique profile, the following modifications would be apt:

1. Visual Supports: Utilize visual schedules and cues to help Trevor understand the flow of the class activities, enhancing his engagement and participation.

2. Small Group Work: Structure learning opportunities in smaller, more controlled environments that allow Trevor to collaborate with fewer peers, reducing distractions and supporting focused interactions.

3. Interactive Tools: Implement digital software or applications that emphasize phonetic sounds and letter formation to address his reading and writing needs while consolidating learning through technology.

The rationale for these modifications is grounded in Trevor's specific learning needs highlighted in the PLAAFP. By employing visual supports, we can mitigate confusion, while small group settings create opportunities for Trevor to communicate with peers more effectively. Interactive tools will provide an engaging platform that meets his needs for learning.

Specially Designed Instruction (SDI)

An effective SDI activity could include guided reading sessions utilizing leveled texts where Trevor can practice sight words and reading fluency in a supportive small group. This activity allows direct instruction tailored to his reading goals while promoting confidence through positive peer interactions. Emphasizing a structured environment for practicing reading aligns with Trevor's PLAAFP and supports his annual goals.

The rationale for selecting this activity lies in its targeted approach to improving both reading skills and social interaction. With guided literacy tasks, Trevor can work toward meeting his individualized objectives in a setting conducive to his learning style.

Collaboration with General Education Teachers

Collaborating with general education professionals will be essential for supporting Trevor's educational experience. Co-planning strategies may include regular meetings to discuss curriculum adaptations and aligning effective teaching strategies that benefit Trevor and other students. Open lines of communication should be sustained to ensure ongoing support and feedback regarding Trevor’s progress.

Evaluation strategies will involve using formative assessments to track Trevor's growth in specific skill areas and adjust instructional methods as necessary. Progress monitoring will involve consistent documentation of his learning milestones in collaboration with all educational team members, aiding in ensuring that Trevor remains on target to meet his IEP goals.

Reflection

As a special education teacher, it is crucial to ensure that students with exceptionalities, including Trevor, have equitable access to education. This includes providing support in inclusive settings where students without exceptionalities may also benefit. Ethical considerations arise when implementing interventions that respect the rights of all students while maximizing their experiences devoid of stigma or undue labels. Legal obligations affirm that educators must cater to diverse learning needs within inclusive classrooms.

One effective co-teaching model is the "One Teach, One Observe" approach, in which one teacher leads the instruction while the other observes and monitors student responses. This model allows for targeted interventions and real-time support for students like Trevor. Alternatively, a collaborative teaching model, such as "Station Teaching," enables differentiation by allowing diverse groups to rotate through focused learning stations, facilitating engagement while meeting individual needs. Each model effectively aligns with IEP standards and promotes appropriate instructional practices.

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