PLAAFP

"Cindy demonstrates letter sound fluency expected for her grade level, and she uses expression when reading recognized sight words aloud. Cindy utilizes quality reading strategies, such as supporting her reading rate and comprehension of text by tracking with her finger, identifying and underlining key terms, and re-reading text selections when she does not understand the material."

"When engaged in a writing task involving a preferred topic or when he has been provided with a graphic organizer to organize his writing ideas, Declan typically writes at approximately the same rate that would be expected of a typically developing peer."

"In the area of social awareness, Manuel appears to demonstrate empathy and perspective taking skills that are typical of non-disabled same-age peers. He responds appropriately to concerns expressed by peers and adults in his classes. During unstructured or apparently preferred activities, Manuel typically follows instructions quickly and without argument."

"When presented with an unrehearsed level 4 reading passage with one minute to read, Cindy currently reads at a rate of 85 words correct per minute. A non-disabled same-age peer would be expected to read 150 words correct per minute on level 4 reading passages."

"Curriculum Based Measures of writing are an ongoing measure of a student's writing skills. The student is given a partial topic sentence, one minute of think time, and three minutes to write. Scoring procedures measure correct word sequences (CWS), which is defined as two adjacent words that are syntactically and semantically appropriate as well as correctly spelled. At this time, when given a story starter with one minute to think followed by three minutes to write, Anquan has obtained a median score of 8 CWS. The target score for a non-disabled same-age peer would be 22 CWS."

"Manuel needs to develop greater proficiency in the skill of following instructions. He struggles to generalize the skill, particularly to settings and activities that place heavy demands on his ability to self-regulate his emotions and attention. Observers assess Manuel's performance of this skill by determining if he (1) Remained silent or said an affirmative word/phrase, such as “Okay." and (2) Without delay, did what he had been instructed to do. On a rating form based on the skill steps listed, designed to assess the rate at which Manuel performs this skill when presented with opportunities, and completed by all of his classroom teachers, Manuel currently obtains a rating of 56%. A non-disabled same-age peer would obtain a rating of 85-100%, indicating expected proficiency."

"Cindy needs to develop greater proficiency in her reading fluency skills because this will help her to access and learn from reading activities in all instructional areas throughout her school day."

"Declan needs to increase the rate and accuracy of his writing because it will allow him to meaningfully participate in writing activities in core academic classes and elective classes during his school day. Increasing his proficiency in spelling and punctuation skills will also reduce the number of instances throughout his school day where Anquan currently pauses his writing to ask an adult or peer for assistance."

"Manuel needs to increase his level of proficiency with the skill of following instructions because this will increase his capacity to meaningfully participate in his classes and in routines throughout the school day. Following instructions appropriately throughout his school day will also help Manuel to build and maintain positive relationships with authority figures in the school setting."

"Cindy's inability to read at an expected rate and level of accuracy affects her capacity to finish reading assigned text with the same speed as her peers during whole group instruction and to comprehend text sufficiently, after one reading, to meaningfully participate in group discussion questions."

"Declan’s inability to write at an expected rate and level of accuracy affects his capacity to take notes, complete worksheets, and participate in story activities with the same speed as his peers during whole group instruction. In order to produce written work with expected spelling and punctuation, Declan must also stop frequently to request assistance from a peer or adult in the classroom."

"Manuel’s inability to follow instructions at an expected level of proficiency affects his capacity to initiate engagement in group activities, maintain engagement when an activity is less preferred, and to respond appropriately to correction."

Post Secondary Education & Training

• "Kelly can identify several realistic post-secondary education options. She would like to attend a post-secondary educational facility and study chemical/mental health counseling. She has researched one college with a relevant program online, but she has not toured any colleges or universities. Kelly is planning to attend college tours with her family this summer. She knows that she will need to take the ACT in order to apply to a college, and she is planning to study for the test next fall and take the test next spring. In order to be successful and cope with the demands of higher education, she will need to increase her ability to accept feedback appropriately."

• "Ten years from now Robert would like to work in the field of graphic design. He would like more information about how to apply to college and ways to pay for it. He has a college savings account with some contributions from his parents and some savings from his current part-time job. Robert reported that he will need to apply to financial aid in order to pay for college. He attended a class-wide presentation by the school's counseling department that included information on financial aid options, but he indicated that he will need to work with an adult in order to learn more about his options. Robert indicates that his school year is going well and that he enjoys his classes. He continues to feel math and reading can be difficult at times. Robert indicated no awareness of how disability support works in post-secondary education and what his options for support would be at a college or university."

Employment

• "Myla reports she has never had a job, filled out an application, or had a job interview. She believes that she probably has a social security card, but does not know where it is located. Myla has not had much volunteer or work experience. She has watched her sister as a babysitter and reports that it was required, but not too enjoyable for her. Myla would like to get a job this summer to earn money for driver's education. She indicates that she would like to work at a job that is not too social, possibly stocking shelves at a local store. Myla feels her job-related strengths are that she is punctual and follows directions well. She indicates that she does not like being around people and would prefer a job where interactions with the public are minimal. In the future, Myla would like a job where she can create art and use the computer, possibly a career in graphic design."

• "Norman has not yet had any formal work experiences nor has he volunteered. He has not yet had the opportunity to engage in an interview and given his verbal skills he would likely find an interview incredibly challenging. At the present time, both Norman and his mother are unsure as to what type of activities he would enjoy doing for work. Looking ahead to the future, it will be important for Norman to control his behavior at all times when at a work site. Employment could become an unsuccessful experience if Norman demonstrates his current behavioral challenges. They would interfere with his productivity and safety as well as that of his co-workers."

Home Living

• "Brandon is able to make simple meals for himself, including macaroni & cheese, waffles, and pizza. He goes grocery shopping with his mom or dad and occasionally makes independent purchases of milk or eggs at the local gas station. Brandon reports that he would like to move away from home  at around age 22, once he has completed college courses and has a job. He is able to correctly estimate the cost of a one bedroom apartment. Brandon is responsible for managing his own money, does not have a checking account, and is unsure whether he has a savings account. He reports that he does not know how to write checks or balance a checkbook. Brandon occasionally uses his parents' credit cards for small purchases; he must get permission before using one. He is aware of emergency services, and indicates he knows who to contact in case of an emergency. Brandon has an alarm clock but typically needs help from his mom to get up in the morning. He reports that he has observed his mom doing laundry, but does not do his own at this time."

• "Alyssa currently lives at home with her parents. She completes most self-care activities independently. She may need reminders about grooming and personal hygiene. Alyssa can prepare simple meals that require little or no cooking. She can use the microwave for specific foods that Alyssa often prepares (e.g., popcorn, hot dogs). She struggles with knowing how to plan and prepare balanced meals that provide good nutrition."

Community Participation

• "Greg rides the bus to school and accesses his community by asking his parents for a ride, walking, or riding his bike. He is familiar with popular places in his community and indicates he knows how to access them. Greg does not have his driver's license and hopes to take the class this summer if he is able to save money to take it."

• "Ashley can access her bank, church, hospital, library, gas station, and post office independently. She can make simple purchases at the convenience or grocery store. She knows where many places are in the community but needs assistance in accessing most services. Ashley has her driver’s license, and she uses the family’s car to run errands and go to work on the weekends."

Recreation & Leisure

• "Wendy indicates she does not participate in any extracurricular activities and prefers indoor activities such as playing video games, watching TV, drawing, and using the computer. She has one or two close friends and it is difficult for her to get to know people. In her free time Wendy reports that she enjoys playing video games and watching TV. She feels one thing that she does well is drawing."

• "Joe is an active member of the youth choir at his church, and he also plays on the school’s basketball team. He has 3-5 friends that he considers “close.” Joe spends time with these peers at least once a week outside of school. When he has free time, Joe enjoys going for hikes, skateboarding, and playing video games."