1. SAMANTHA SAMANTHA Present Level of Academic Achievement and Functional Performance A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She initiates and responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills. A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She initiates and responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills.

2. PLAAFP Component PLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Anecdotal log of observations 2. Strengths of the student Speaking using words and phrases, initiates and responds to greetings 3. Needs resulting from the disability Use sentences and phrases when speaking to initiate conversation 4. Effects of the disability on involvement and progress in the general education curriculum Communicating in the general education setting and social skill development

3. Anthony Present Level of Education Performance: A review of curriculum based measures indicate that Anthony, a ninth grade student, can read 150 words per minute of connected text with 100% accuracy, which is within the range of words per minute established for typical peers in the fifth grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects.

4. PLAAFP Component PLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Curriculum based measures 2. Strengths of the student Determines the meaning of unknown words by reading words in context and applying word structures 3. Needs resulting from the disability Reading fluently for comprehension 4. Effects of the disability on involvement and progress in the general education curriculum Affects his ability to comprehend grade level content area subjects.

5. Herbie  As a table group, use the Teacher Input for Developing PLAAFP to: Develop a PLAAFP Develop a PLAAFP Write Annual Goal(s) Write Annual Goal(s)

6. Herbie Present Level of Academic Achievement and Functional Performance Present Level of Academic Achievement and Functional Performance Based upon classroom informal math assessment, Herbie can add and subtract with positive integers to solve one step equations. Based on class assignments, Herbie can identify 2 dimensional figures and solve for perimeter and area for squares, rectangles, and triangles. He cannot compute negative integers or solve multistep equations. Herbie cannot identify 3 dimensional figures or compute volume. These skill deficits impact his ability to apply his knowledge to the algebra curriculum. Annual Goal: Herbie will solve addition and subtraction problems with negative integers with 80% accuracy. Annual Goal: Given three dimensional figures, Herbie will cube, sphere, cylinder, and cone on 4 of 5 attempts.