BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 1

Benchmark Case Study: PLAAFP and Annual Goals

Dr. Misty J. McDowell

Grand Canyon University: SPD-550 (SPD-550-0501)

October 10, 2017

BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 2

Part I: Present Levels of Academic Achievement and

Functional Performance (PLAAFP)

Ana is a 14 year old, ninth grade student, who was referred for special education

evaluation. Ana is struggling with an escalating lack of attendance and non-passing grades in

multiple classes. In addition, she is demonstrating social withdrawal from her peers and has

outwardly expressed poor self-image/self-acceptance.

Parent Concerns:

Ana's mom was a teen parent, who received a GED. She wants Ana to be academically

successful and receive a diploma, so that she has more options than many family members.

Academic Performance

Academic Strengths:

According to her teacher, Ana is able to write complete sentences. Assessments suggest

that Ana performs within the average range for math ability, although no other information is

provided.

Academic Weaknesses:

According to her teacher, writing multi-sentence compositions, is a struggle. Ana is

unable to form a paragraph, based on an opening statement. Additionally spelling is a challenge,

for there will be multiple mistakes, even in her final draft of writing assignments.

Ana's teacher describes how that she struggles to decode words, which is detrimental to

her reading fluency and comprehension. She is currently reading at the rate of 40WPM, with

80% comprehension, of a seventh grade passage.

BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 3

Previous Academic Interventions:

Ana previously received small group instruction in both reading and writing. No data was

provided to demonstrate success or failure of this intervention. It appears, based on the referral,

that the interventions were determined to not be successful.

Evaluations:

On unknown date, Ana was administered Intelligence Quotient (IQ) testing through both

a verbal Wechsler Intelligence Scale for Children (WISC) and a Universal Nonverbal

Intelligence Test (UNIT) evaluation. Both evaluations demonstrated average intelligence (106).

On unknown date, Ana was administered the Woodcock-Johnson III-Tests of Academic

Achievement (WJIII), to evaluate her level of achievement in math, reading, and writng.

Assuming an average standard score range of 90-110, Ana scored in the average range in Broad

Math (99) and low-average (80-89) in Broad Reading(82) and Broad Written Language (87).

Subtest scores showed average results in Passage Comprehension (91), Calculation (93), Math

Fluency (101), Applied Problems (104), and Writing Samples (98). Additionally subtest scores

showed low-average scores in Letter-Word Identification (85), Reading fluency (81), Spelling

(86), and Writing Fluency (87).

Current Performance in Class:

Ana has no history of academic retention. Ana struggles to complete homework and keep

pace with class notes. Although no specific courses or grades were provided, it has been

reported that Ana is failing multiple classes at this time.

BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 4

Functional Performance:

Language/ Culture/ Family Background:

Ana is an only child, being raised by her full-time working mom, who is a single parent.

Her dad has minimal involvement in her life. During her pre-school years, Ana was cared for by

her grandmother, during the day. Because of this day-care arrangement, Ana has continued to

attend school within the district related to her grandmother's address. Ana is biracial but no

references are made to the specific race or any language needs.

Attendance:

During eighth grade Ana had progressively increasing attendance issues, starting half-

way through the first quarter. Initially she was absent one or more days per week, progressing to

an absent rate equal to her attendance rate, followed by rarely attending school, by April. When

Ana did attend school, she would work independently in the counseling office, for only 2 hours

per day, to catch-up on work. Her mom stated that Ana would refuse to get up and complained

of fatigue.

During ninth grade, Ana started the year by attending the first 2 days of school.

However, after that time she did not attend school for 2 weeks. The reason for the sporadic

attendance for this year is unknown, but her mother does not reinforce the requirement to attend

school, if Ana expresses a desire to not attend.

Behavior:

Struggles to make friends and create peer connections. No referrals, in class disruptive

behaviors, or legal interactions. Struggles to complete homework and take notes in class. Ana

describes herself as a “freak” because she is petite, odd looking, and biracial. She complains that

other students tease her, because of her size. Although Ana describes herself as being close to her
BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 5

mother and grandmother, and expressed the desire to make her mom proud, she doesn't believe

that she is capable of it. Additionally, Ana does not participate in social activities outside of

school

Previous Functional Interventions:

Although not successful, previously multiple interventions around attendance were tried.

These interventions include daily calls home, from the attendance secretary; regular 1:1

counseling; class schedule changes; formation of a consultation team. In addition, staff also tried

allowing Ana extra time to complete assignments, writing in particular.

Non-academic Preferences, Interests, Strengths, Needs (PINS):

 Preferences: Ana wants to be in school, in order to please her mother and to be able to

participate in high school sports.

 Interests: Ana is very interested in playing basketball or other high school sports

 Strengths: Ana verbally communicates clearly and fluently with adults, in addition to

using socially appropriate manners.

 Needs: Ana needs specially designed instruction in reading and writing, in addition to

behavior/social-emotional interventions.

Medical Information:

Although the cause is unknown, Ana experienced physical growth delay from second

through eighth grade. Ana does receive regular medical evaluations, but no significant concerns

have been found. During ninth grade it appears that physical growth has stopped, so that Ana is

5'1” and more petite than most peers.

BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 6

Part II: Annual Goals

Behavioral Goals:

1. By October 2018, Ana will have an average weekly attendance rate of 50%. Current

baseline attendance is 3 out of 14 days or 21.4%.

2. By October 2018, Ana will identify and join an organized club or group of same aged

peers, and participate in 50% of the meetings and activities. Current baseline peer-group

activity participation is 0%.

Academic Goals:

1. By October 2018, Ana will be able to read a 7th grade passage at a rate of 55 words per

minute (WPM), with a 90% comprehension, on 3 out of 4 trials. Current baseline is

40WPM, with 80% comprehension, of a seventh grade passage.

2. By October 2018, Ana will be able to write a 1 paragraph essay of 5 or more sentences,

on 3 out of 4 trials, when given a writing prompt. Current paragraph writing ability, with

prompts, is 0.

Part III: Goal Rationale

Although there is currently no medical diagnosis, Ana's poor attendance and academic

performance may be cause by multiple factors. It appears that bullying by peers about her size

may be leading to anxiety, depression, and reduced self-worth. This is furthered by academic

delays in reading and writing, as shown by formal testing and teacher observations. Her

academic delays and testing are consistent with the category of specific learning disability (SLD)

in writing and reading, potentially consistent with dyslexia. Based on this information, two

academic and two behavioral annual goals were created for Ana.
BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 7

The first behavioral goal focuses on Ana's attendance. Although educators and

administrators alike would prefer that student's attend school one-hundred percent of the time,

Ana's current attendance rate is very poor. Incomplete data was provided but based on the

description it appears that she attended three out of 14 days of school (21.4%). From this

baseline a goal of 50% attendance is achievable and yet still challenging for Ana. 50%

attendance, is not as overwhelming or potentially unrealistic as 100% attendance, making it

achievable. Additionally, this allows for potential schedule modifications, including a half-

day/reduced schedule, which may help Ana to slowly transition back to full-day academic

participation. This goal is measurable, by looking at weekly attendance averages, yet it is also

easy to monitor, for attendance should be evaluated daily or weekly at most.

The second behavioral goal focuses on Ana's fear of bullying and lack of positive peer

social interactions. By helping Ana to determine her broader interests and evaluate local clubs

and organizations, which may or may not be supported by the school, this will help Ana to

evaluate the broader scope of her own interests, values, and importance. Once Ana has looked at

the broad range of options, she can work with her case manager to determine which organization

is of the most interest to her. The goal is to help Ana determine a peer-level group that Ana can

have positive, non-judgmental interactions with. This may be possible through sports, which

Ana has already identified as an interest. However, depending on team dynamics and the level of

anxiety or stress she feels around this, it may be better to start with a community services

organization or club which utilizes her academic strengths in math. This goal is measurable by

tracking participation/attendance in organization events, achievable, and appropriate, based on

her current challenges.

BENCHMARK CASE STUDY: PLAAFP AND ANNUAL GOALS 8

Ana's first academic goal focuses on her challenges in reading. It could be made more

challenging, however, given her attendance struggles, it may be unrealistic to believe that a

higher level of progress is achievable. With specially designed instruction, focused on reading,

particularly emphasizing techniques which are often used for students with dyslexia, Ana may

easily achieve and even surpass this goal. This goal is measurable due to reading inventories and

comprehension assessments, which can be easily made part of the reading instruction program.

Ana's second academic goal focuses on writing, for Ana is currently unable to form a

paragraph. According to teachers she can create complete sentences and clearly communicate

verbally, but needs support in the format, structure, and creation of a paragraph. Again, although

a goal could be created which revolves around a multi-paragraph essay, it seems more realistic

and achievable to start with one paragraph, especially due to her attendance challenges, which

may reduce access to specially designed instruction. This goal is measurable, based on writing

samples created during instruction and realistic, given her current level of performance.

These goals are all interconnected, based on Ana's current levels and challenges. The

academic goals are achievable, but designed to help improve Ana's self-worth, through increased

academic success. Additionally encouraging Ana to engage with peers in neutral safe groups,

such as community service organizations, helps her to gain acceptance and learn her own value.

This improved confidence will also help her to be more successful academically.