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Mia– is above grade level for phonological skills and can read most cvc words that include all short vowel sounds. She can delete the initial sound when asked, cold take away the /c/ sound and old, on ¾ trials. She can count 1-100 and purposely count 1-50. She can name and draw simple and complex shapes as well as colors. She says her favorite color is fuchsia.

Fine Motor: Mia can manipulate a wide array of writing utensils and can color within lines of a picture. She can use Velcro but has trouble with large and small buttons. Mia can open a milk carton from the cafeteria and twist the cap for glue.  

Assignment: According to IDEA, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement within an IEP must be specific to the individual being described, and must be based on objective, measurable data. The PLAAFP should be a representation of the student’s abilities and deficits.

For this assignment, create a 200-300-word PLAAFP statement and two SMART (specific, measurable, attainable, routines-based, and tied to a functional priority) goals for one of the students you identified as having exceptionalities in your previous small group assessment assignment.

Use the pre-assessment information you obtained in conjunction with any other documented observations you might have to create a PLAAFP in your selected domains. Then create two SMART goals for the student in the domains you assessed, based on the student data you collected.

Your PLAAFP should include:

·         Student strengths.

·         Evaluations.

·         Performance in classes.

·         Any other relevant issues.

The SMART goals should include:

·         A specific, measurable skill/behavior to be achieved.

·         A specific measurement tool or assessment strategy for measuring progress.

Provide a 250-500-word rationale that defends how each goal makes sense according to the PLAAFP and how each goal is measurable.

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