Laney’s Present Level of Academic Achievement and Functional Performance

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Laney’s Present Level of Academic Achievement and Functional Performance
Correctly identifying a child’s academic achievement and functional performance enables teachers to make the best educational decisions for their students. Furthermore, the PLAAFP seeks to ascertain how a child’s disability affects the involvement and progress in school (Ruppar et al., 2022). This paper presents Laney's level of academic achievement and functional performance. Laney is a student in second grade and attends Rosa Parks Elementary School. Her teacher discovers that she has difficulty decoding words by administering silent sustained reading sessions. As a result, the teacher must work with Laney on her poor word recognition and comprehension (The IRIS Center for Training Enhancements, 2008).
Academic Strengths
Laney appears to enjoy Science and Social studies. She enjoys doing hands-on Science projects and excels at filling out Social Studies graphic organizers. Laney comprehends the stories told by teachers and can respond to the subsequent questions. She can also express her needs and explain concepts in small and large groups (The IRIS Center for Training Enhancements, 2008). In conclusion, Laney excels at tasks that require discovery or organization. She also excels at tasks that require hearing rather than reading.
Results from Evaluations
Several times during the reading sessions, Laney asked the teacher for assistance reading unfamiliar words. Furthermore, the teachers repeatedly reminded her that she had an ongoing reading assignment. Most importantly, Laney was not reading during the time allotted for reading. As a result, the results show that she is falling behind in her reading progress, which impacts her overall performance across all subjects (The IRIS Center for Training Enhancements, 2008).
Performance in Classes
When one examines Laney’s current academic performance, one notices that her achievement has decreased over time. She fails to achieve the teacher’s objectives. She also frequently avoids tasks that teachers assign to her. She is also slower than her classmates. As a result, her academic performance suffers because she is constantly distracted and finds reading difficult (The IRIS Center for Training Enhancements, 2008)...