PLAAFP and Academic and Behavioral Goals to Improve Reading and Writing Skills

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Part I: PLAAFP
Based on the information provided, Ana is struggling with various challenges in her life that impact her academic performance and attendance at school. Her mother’s single-parent status and the absence of a father may contribute to her difficulties socializing with peers and feeling accepted. Additionally, her delayed physical growth and feelings of being different from her peers may affect her self-esteem and motivation to attend school. Ana’s medical history seems relatively standard, but her delayed physical growth from second to eighth grade may cause concern. Her school attendance history shows increased absences and tardiness in eighth grade, which has continued into ninth grade. Ana’s grades in several classes need to be improved, and she is having difficulty completing homework and keeping up in classes.
The results of her testing and evaluation show that she has an average intelligence level with low average scores in broad reading and written language. She has difficulty sounding out words, affecting her reading fluency and comprehension. Her ELA teacher provides small group instruction for reading and writing. However, she still needs to complete paragraphs that follow the topic sentence and often misspells words. Thus, interventions have been implemented to support Ana, including daily calls from the attendance administrator, 1-to-1 sessions with the guidance counselor, after-school tutoring sessions, and extended time to complete tasks and assignments. However, Ana has missed many of these sessions due to absences.
Ana’s low self-acceptance and feelings of being different and odd-looking may affect her motivation to attend school and socialize with peers. It is essential to involve Ana in the decision-making process and provide her with support to address her concerns and feelings. A referral for special education may be necessary to provide her with the additional support she needs to succeed academically and socially.
Part II: Academic and Behavioral Goals
Academic Goals:
Goal 1: By the end of the semester, Ana will increase her reading fluency rate to 100 words per minute with at least 95% accuracy.
Baseline: Ana’s reading fluency rate is 40 wpm with 80% accuracy.
Measure: Ana will complete a reading fluency assessment using a grade-level text.
Progress Monitoring: Ana’s reading fluency will be assessed weekly using grade-level texts.
Schedule: Progress will be measured weekly for the semester.
Goal 2: By the end of the semester, Ana will improve her math problem-solving skills by accurately solving 80% of grade-level word problems independently.
Baseline: Ana currently accurately solves 50% of grade-level word problems independently.
Measure: Ana will complete a grade-level math word problem assessment.
Progress Monitoring: Ana’s math problem-solving skills will be monitored...