Student PLAAFP

Kara Suckow
EDUC 627/629/631
INDIVIDUALIZED EDUCATION PROGRAM: PRESENT LEVEL
OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Form I-4 (Rev. 9/13)

Name of Student

Annika F.

Describe the students strengths and the concerns of the parents about
the students education.
Annika is a friendly and funny young lady who says she enjoys school. She enjoys
visiting with her teachers and friends, and sharing her cookbooks and animal cards.
Annika sometimes has issues meeting new people, and can come off as rude to
others. Social skills is an area she will continue to receive support in. Annika feels
that her strengths at school are eating, cooking, having fun, and taking care of the
classroom guinea pigs. She prefers to work with teacher assistance. Annika is able
to compete 1-step tasks with little assistance. She is typically prepared for class
time to start and only requires minimal prompts to initiate tasks. Annikas parents
report that she can use her phone independently, and successfully completes
personal hygiene tasks independently. She is able to problem solve and enjoys
helping others, especially her classroom peers who also have intellectual and
physical disabilities. Annika is able to keep track of her daily schedule, and typically
follows that schedule throughout her day. Students in 9th grade take the district
wide assessments without accommodations. Annika has significant learning
discrepancies from her peers and this requires her to participate in the Iowa
Alternative Assessment for reading, science, math and written language.
Parent Concerns: (Based on Parent Inventory and Interview) Annika's
parents are concerned about her negative behaviors. They specifically
shared that she is starting to develop some behaviors that are typical of
teenagers. When Annika is having a difficult time and is throwing a fit, she
sometimes needs to cry and get it out before she can talk about it and move
on. They also shared that they feel some of this could be caused by her
hormones. They also would like for us to continue programming at school to
help her be as independent as possible. There was a situation where she was
being picked on bus but the bus driver stepped in and handled the situation
and things have been better since.
Describe the students present level of academic achievement and
functional performance including how the students disability affects
his or her involvement and progress in the general education
curriculum.
For preschool children, describe how the disability
affects involvement in age-appropriate activities. (Note: Present

level
of
performance must
include
corresponds with each annual goal)

information

that

Reading: In reading Annika is currently reading at a 1st-2nd grade

level. She generally relies on her sightword knowledge when she reads.
She continues to develop her understanding of basic word families. She
requires that all grade level material be read aloud to her. In addition
assignments written at grade level need to be simplified to help Annika
understand more complex vocabulary ideas. She doesn't have all of
the background knowledge to understand the grade level material so
work needs to be modified for her. She also struggles greatly with
topics or tasks that are abstract.
Writing: In the area of writing she is learning to write a simple
sentence of 4-6 words as well as functional writing such as the date,
making lists such as for groceries, writing short notes to others, and
also knowing her personal information. This makes it difficult for her
complete grade level writing assignments without significant
modifications to the assignments. She should be allowed to dictate her
ideas to an adult. Again, if she can not relate to the topic or if it has no
meaning to her, she struggles with the work. She also struggles greatly
with topics or tasks that are abstract.
Math: In math Annika has made gains in her ability to count with oneto-one correspondence, subtract numbers, count money, and tell time.
She has difficulty understanding number sense skills and remembering
the steps to solve basic math problems. She requires math instruction
specially designed for math ability. She also struggles greatly with
topics or tasks that are abstract.
Behavior: Annika has continued to make great progress in her
behavior at the high school. However, her behavior does at times
prevent her from being involved in the general education setting and
making progress in the general education curriculum. She continues to
have some meltdowns but is able to process through them without
throwing objects or messing up the classroom. She at times falls into
her imagination when upset and will get disrespectful but if given time
and repeated expectations she has been able to fix the problem
without further incident. She needs time to process expectations and
choices when possible. She is most successful when things are
preplanned for her and explained ahead of time as well as when
expectations are very clear. She also benefits from having the adults
working with her all be on the same page and also use only clear and
simple steps when she is frustrated. She does well when frustrated
when she has a list of things she needs to do and also if no one
engages in conversations while she is having trouble. She benefits
from given directions when she is struggling with her behavior in the
form of "first ___, then____". She also benefits greatly from having a

visual schedule (listed out by class period) and work system for each
class period or task so she knows what to expect.