Running head: BENCHMARK CASE STUDY 1

Benchmark - Case Study: PLAAFP and Annual Goals

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BENCHMARK CASE STUDY 2

Benchmark Case Study: PLAAFP and Annual Goals

Ana is a 14-year-old ninth grade pupil. Due to a rising number of absences and failed

grades, she was recommended for assessment. Her peer socialization has also diminished, and

she has very little self-esteem and confidence. Below is a recent report of the academic and

practical success of Ana as well as her future academic priorities and a reasoning report.

Part One: PLAAFP

Strengths

Ana was a "model pupil" in her developmental education class. In both schools, she

appeared to have no administrative reports. She loves taking part in athletics. Ana respects her

instructors and connects well with adults. Her intellect is within the median category. The

Woodcock-Johnson III Achievement Tests suggested that Ana is still in the statistical average

category. In applied problems and math fluency, she ranked best.

Evaluations

Both the non-verbal (UNIT) IQ and verbal (WISC) assessments placed Ana inside the

acceptable spectrum of intelligence. It was determined that her IQ was 105. The WJIII

assessments determined that Ana is in the low reading average range, the average arithmetic

range, and the lower written language average spectrum.

Class performance

Ana has trouble keeping up and completing her homework with her notes. In many of her

classes, she has failing grades. Ana is able to write full sentences in ELA, but fails to write a

complete paragraph. Sometimes, her words are misspelled. Her comprehension fluency and

perception of comprehension was impacted by her failure to sound words out. With 80 percent

understanding, she actually reads two grade levels below her average peers.
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Potential influences of language, culture, and family background

With little interaction from her father and no siblings, Ana was raised in a single parent

family. She is very similar to her mother and her maternal grandmother. Neither of her parents

finished high school there. It was her mother who earned her GED. Ana's mother is very

supportive of her and wants Ana to be a high school graduate. Ana does have two male cousins

that are the same age, even though she has no siblings. They are also struggling with attendance.

Strengths, Preferences, and Interests in Non-Academic Areas

Ana talks with the male guidance counselor conveniently. She prefers her peers to

interact with adults. Her vocabulary is strong, and she communicates with them fluently. While

she thinks like she is "too little" to play them, she still loves sports. In either school or

neighborhood organizations, Ana does not join.

Other relevant information

Ana’s mother has raised fears about the health of Ana. Ana frequently complains about

being lethargic and tired, which has affected her attendance at school.

Part Two: Annual Goals

Goal 1

95 percent of the time, Ana will attend kindergarten. For one week, she will begin by

spending a half day and then escalate to full days.

Measurement tool

Classroom attendance will be reported to Ana's teacher for special education. When she

arrives at school and when she leaves school, she will also be required to check in with

the teacher.

Goal 2
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Ana will interact with her peers by asking questions or responding to group discussions

twice daily for ten consecutive days, given the school counselor's social skills training.

Measurement tool

With her school counselor, Ana will receive social skills training. When she participates in the

classroom, Ana's educators will be provided with slips to fill in. The slips will be collected and

logged regularly by the special education instructor.

Two Measurable Academic Goals

Goal 1

Ana shall be reading at an eighth-grade level with 80 per cent understanding, given small

group instruction and materials.

Measurement tool

Three times per week, Ana will receive tutoring after school. To determine her reading

level and comprehension, her teacher will carry out regular checks with Ana. She is going to

have Ana read a passage or book and then respond to the reading questions. The details will be

logged and given to the instructor in special education.

Goal 2

Ana will read eighth-grade level books at 80 wpm, given small group instruction and

materials as well as after school tutoring.

Measurement tool

By letting her read passages aloud, Ana's instructor will test Ana's fluency. She'll record the

details and send it to the instructor in special education.

Part Three: Rationale

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An important part of the IEP is the present level of Academic Achievement and

Functional Performance (PLAAFP) (Stahl & Karger, 2016). The PLAAFP explains the student's

abilities, skills, and interests (Williamson, 2017). It is essential for the unique education needs of

the student to be recognized. Two therapeutic targets and two learning priorities were included.

The first behavioral goal relates to Ana’s school attendance. Ana will attend school 95%

of the time. The case study explained that Ana missed an average of 10 days per year prior to 8th

grade. In 8th grade, her attendance began to decrease, and she missed 50 days. In addition, she

missed the first two weeks of 9th grade. Her mother reported that Ana complains of being tired

and refuses to get up for school. Ana is a relatively healthy student with no noted medical

concerns or significant medical history that would contribute to her absences. Her absenteeism is

having a negative affect on her grades. Ana will begin by attending school every day for a full

school week. After that, Ana will attend school full time. The teachers will record Ana’s

attendance and report it to the special education teacher. The special education teacher may offer

an incentive to Ana, such as for every 10 consecutive days Ana attends school, she gets a free

period to read, write, play games, or even watch a movie. The second behavioral target is for Ana

to engage with her classmates for ten straight days by answering questions or contributing twice

daily to group discussions. Ana struggles with contact with peers. She associates well with

parents, but has little socialization in the school or culture of peers. Ana meets frequently with

her school counselor. The counselor can collaborate with Ana during this period to develop self-

confidence and skills for interacting with peers. Social skills play an important part in children's

social health and well-being. School can be very stressful and an environment that students strive

to escape if students cannot build positive relationships with their peers. Developing social skills

can also help increase the attendance of Ana. A slip of paper to record Ana 's interactions in the
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classroom will be given to her teachers. For this behavior as well, an incentive program may be

included. Because Ana communicates with teachers so easily, Ana will be able to have lunch

with one of her teachers every ten times she interacts with her peers.

The first academic primary objective is for Ana to read with 80 percent comprehension at

an 8th grade level. Ana will be specifically instructed with individualized equipment in a small

group setting as well as working one on one with a tutor after school three times a week.

Working in smaller groups will assist Ana to participate in the lesson. More opportunities for

input would also be provided by small group training (Gargiulo, Metcalf & Metcalf, 2017). Ana

is actually reading with an 80 percent understanding at the 7th grade level, while she is in the 9th

grade. Her work on social skills will also be helped by the small group environment and tutoring.

Ana's second academic objective is for her to read at 80 wpm at an 8th grade level. At the 7th

grade mark, Ana actually reads 40 wpm correctly. To improve her fluency, Ana will be practicing

in small groups and with a tutor. To test Ana's comprehension and fluency in reading, the ELA

teacher may conduct daily assessments. A number of ways of calculating this can be used by the

instructor. Ana will read passages for understanding and address questions about the passage.

She might also be invited to engage and summarize what she read in comment groups about the

passage or in a publication. The findings will be sent back to the teacher in special education to

record. For fluency, to calculate the number and accuracy of words spoken, the teacher would

have Ana read a passage for one minute. She is going to record the details and share it with the

teacher in special education.

I would like to express respect for Ana and her family as a special education teacher. This

clause describes that teachers in their interactions with others should be polite, warm, and loving.

Intellectual, mental, and moral assistance can also be given (Professional Dispositions of
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Learner, n.d.). The case study leads me to conclude that in existence, Ana and her mother

suffered. Ana's father is not interested, and Ana's mother appears to want to see her daughter

excel, but she has a tough time. She's not a high school graduate and she works hard to help Ana.

Ana feels insecure and separate from her friends. I would like to hear from Ana's mother that I

understand how hard it is to raise a teenager, and mostly on my own. I would just like Ana to

know that I am a guy who is going to love her and be available to her every day and wherever

she wants me to be. In order to make teachers understand what is going on in their culture,

establishing connections with students goes further (Gillies, 2014). It will make us understand

how we can assist them and how we can assist them in supporting themselves. Students know we

care and therefore respond more favorably by showing concern and forming relationships. To

make her mother proud, Ana already needs to be in school. She is more likely to turn up for them

as well, physically and educationally, if she knows her teachers really care for her performance.
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References

Gargiulo, R. M., Metcalf, D., & Metcalf, D. J. (2017). Teaching in today s inclusive classrooms:

A universal design for learning approach. Nelson Education.

Gillies, R. M. (2014). The role of assessment in informing interventions for students with special

education needs. Taylor and Francis. https://doi.org/10.1080/1034912X.2014.878528

Professional Dispositions of Learners. (n.d.). Phoenix: Grand Canyon University.

Stahl, W. M., & Karger, J. (2016). Student Data Privacy, Digital Learning, and Special

Education: Challenges at the Intersection of Policy and Practice. Journal of Special

Education Leadership, 29(2), 79-88. https://eric.ed.gov/?id=EJ1118549

Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice.

Sage.