Educational Performance That Could be Incorporated Into the PLAAFP Section of an IEP

RTI Case Study: Laney
Student Name
College/University
Courses
Professor's Name
Date
Part 1: Laney’s Educational Performance
Laney is a student with some relative strengths in her academics, but she also has difficulties that affect her success in all academic areas. As a result, Laney was introduced to the multi-tiered system of support (MTSS) framework, comprising 90 minutes of reading instruction for tier one and 45 minutes for tier two, carried out by Mrs. Jacobs. Correctly establishing the kid's academic attainment as well as functional performance allows the educator to make informed educational decisions to augment their student's learning process. The Present Level of Academic Achievement and Functional Performance (PLAAFP) is tailored to appraise how students' disabilities impact their learning, involvement, and achievement in school. This report will evaluate Laney's academic strengths, her evaluation results, class performance, language, culture, and family background influences, strengths, preferences, and interests in non-academic areas, and other relevant issues.
Laney's academic strengths are that she enjoys hands-on, especially on science projects. This is to state that rather than reading, Laney enjoys doing things. Laney also displays relative strength when filling out graphic organizers, especially on social studies tasks. She also has strength in listening to stories and answering oral comprehension questions posed for the story. The results from Ms. Jacob's assessment show that Laney has difficulty decoding. After six weeks of progress monitoring on letter-sound and sight words, using a four-point rule, she discovered that Laney's three data points fall below the goal line. Ms. Laney's evaluation also showed that Laney needed assistance when it came to reading unknown words and needed frequent reminders to stay focused and engaged in class; even though she was required to read silently, she did not manage to do so 40% of the time.
Laney's overall performance in class was greatly affected by her weaknesses, and she showed difficulties remembering and recalling what she read in her silent-sustained reading class. As a coping strategy, Laney often visits the washroom and requests to visit the nurse since she feels sick. The case study provides no information regarding Laney's culture and linguistics, but it is stated that Laney has lived with her parents and extended family during her holidays. Regarding Laney's strengths, preferences, and interest in non-academic areas, Laney is cherished by her classmates, and they have a good relationship as they play on the weekends. Laney is also expressive and can communicate her needs and ideas to people, regardless of the population size. She enjoys listening to music, dancing, and playing with her cats and dogs. Another relevant issue is tha...