The Current Academic Performance Level and Functional Performance

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

A crucial part of the Individualized Education Plan (IEP) process, the Current Academic Performance Level and Functional Performance (PLAAFP) describes a student’s current performance and the effect of any disabilities or learning limits. Analyzing Ana’s strengths, evaluation, prospective influencers, and non-academic domains can help us assess her PLAAFP in this instance (McCreary et al., 2019). In both reading and writing, eighth-grader Ana succeeds at grade level. She has trouble with math, especially division, and multiplication, and needs extra help to learn these concepts. Ana is driven and interested in all her courses, and she has made great strides in refining her analytical and problem-solving abilities.

Discussion

Ana excels in the classroom due to her active participation and crystal-clear communication of her views. She listens attentively and demonstrates respect for her teachers and classmates. She is a natural leader who motivates people to give their best efforts and pursue success. Language and culture have a significant influence on Ana’s academic success. She is a Hispanic woman who does not speak English as a first language. Although she has made impressive progress in learning English, she still needs assistance comprehending complicated terminology and idiomatic idioms (Dr. Sadaf Jabeen et al., 2020). Ana enjoys learning about various cultures and traditions and is proud of her Spanish ancestry.

Ana’s PLAAFP demonstrates that she is a highly engaged and motivated student who reads and writes at grade level. She needs extra help to learn math concepts, particularly multiplication, and division. Her linguistic and cultural background significantly impacts Ana’s academic performance, and she needs assistance comprehending complex terminology and idiomatic expressions.

Ana’s reading fluency will be increased by 20 words per minute (wpm) over the following six months; her baseline reading fluency rate is 80 wpm. Measurement. After six months, a standardized reading test will be used to assess Ana’s reading fluency rate. Via brief evaluations, Ana’s teacher will regularly check on her development. In addition, Ana’s parents will use reading tools provided by the school to track Ana’s progress at home. Every Friday for the next six months, a progress monitoring program will take place, and after those six months, a final assessment will be given. Regarding the Objectives of getting at least 80% on three consecutive math exams throughout the following three months, Ana will advance her ability to solve mathematical problems. Ana’s teacher will keep track of her development by giving her tailored training and extra practice resources.

One of the most crucial character traits I would want to exhibit in a special education teacher is a dedication to diversity and tolerance. This attitude is essential to enable me to consider Ana’s language, culture, and family history while developing lesson plans and delivering instruction that supports their academic and social-emotional needs (McCreary et al., 2019). The necessity of deepening one’s understanding and appreciation of diversity and inclusivity in all facets of teaching and learning is emphasized in Ana’s College of Education Profession Examination (Dr Sadaf Jabeen et al., 2020). This entails appreciating and valuing every learner’s distinctive talents and skills and comprehending and removing obstacles that might stand in Ana’s way due to color, ethnicity, language, and tradition.

There are various effective ways and tools for incorporating Anas; language, culture, and family history into instruction. The above means and techniques may consist of culturally sensitive education. This effective ways strategy entails creating teaching responsive to Ana’s particular needs and skills and anchored in her cultural experiences and backgrounds. These ways may entail utilizing instructional methodologies that are in line with the cultural norms and practices of Ana, using culturally pertinent materials and resources, and creating a welcoming climate in the classroom that promotes inclusivity and diversity.

Including families in the educational process can be an effective way to assist Anas’ academic and social-emotional growth. This method may entail keeping parents and caregivers informed about her progress regularly, including families in decision-making processes like IEP meetings, and offering tools and assistance to families to help them reinforce learning at home (Dr. Sadaf Jabeen et al., 2020). Language support: Techniques like bilingual instruction, translation services, and language immersion programs can help Ana, an English language learner (ELL) who speaks languages other than English. These techniques can assist language Ana in acquiring language abilities necessary for academic and social success.

Anas’ academic and social-emotional development needs and her particular strengths and challenges should be considered while formulating annual goals and action plans. This action could entail carefully collaborating with Ana, her parents, and the IEP team to pinpoint areas of need and create tailored interventions to assist Anas’ development. For me to help Ana, her parents, and the IEP team achieve her objectives, there are some measures to take: A thorough evaluation of Anas’ strengths and weaknesses should be carefully evaluated before goals are defined. These domains should include intellectual, social-emotional, and behavioral ones. Creating SMART objectives: Specific, Measurable, Achievable, Relevant, and Time-Bound goals should be set (SMART). This domain entails establishing precise objectives that can be monitored and followed throughout time and align with Ana’s unique requirements and skills.

Conclusion

After objectives have been established, it is critical to make detailed plans that will assist Ana in achieving their goals. The learning environment may need to be changed, additional assistance or resources may need to be provided, and particular instructional strategies or interventions may need to be identified (Dr. Sadaf Jabeen et al., 2020). Monitoring progress: It is critical to track how well Ana is doing in reaching her objectives and modify instruction or interventions as necessary.

References

Dr. Sadaf Jabeen, Dr. Mubashira Khalid, & Dr. Tahira Kalsoom. (2020). Relationship between parental involvement, students’ performance goal orientation and academic achievement at elementary level. Sjesr, 3(2), 329–337. Web.

McCreary, C., Miller-Perrin, C., & Trammell, J. (2019). Past sports participation, self-efficacy, goal orientation, and academic achievement among college students. Psi Chi Journal of Psychological Research, 24(3), 194–204. Web.

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The Current Academic Performance Level and Functional Performance

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