Grand Canyon University PLAAFP and Annual Goals Case Study Discussion

Grand Canyon University

Question Description

Details: Read the case study to inform the assignment that follows and prepare this assignment according to the APA guidelines found in the APA Style Guide

Case Study: Ana, is in the 9th grade, Age 14

Background Information

Ana's mother, who became pregnant while in high school, is a single parent who completed her GED after Ana's birth. Her mother works full-time. Ana's parent never married and her biological father has had very limited contact with her. Ana has no siblings, but does have two male same-age cousins. Her mother wants Ana to finish school, as she wants her to be different from other family members.

Medical Information

Ana had delayed physical growth from second grade to eighth grade. Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.

School History

Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother's neighborhood and has had no grade retentions.


Ana has missed an average of 10 days of school from grades K through 7. She had 50 days of absence in grade 8 and missed the first several weeks of grade 9. Ana has had no disciplinary referrals in any grades up to present time.

Grade 8 (last academic year)

Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. By this time, a pattern of tardiness to school in the morning also began. Ana's mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.

Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.

Grade 9 (current academic year)

Ana's physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.

Testing and Evaluation

Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.

Woodcock-Johnson III Tests of Achievement

Please see attachment below.

Classroom Teacher Input

Ana’s English teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a teacher given reading inventory, Ana reads 40WPM correctly at a seventh grade level.

Interventions Prior to Special Education Referral

  • Attendance secretary makes daily calls to home
  • 1-to-1 sessions with guidance counselor
  • Building consultation team
  • Schedule changes
  • Truancy petition to Juvenile Court Intake
  • Small group instruction for reading
  • Small group instruction for writing
  • Extended time to complete writing tasks

Reason for Referral

Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept.


Guidance Counselor:

- Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office; says she wants to be in school to please her mom and to participate in sports; tells the guidance counselor she likes him.


- She does not insist Ana go to school or leave the house if she does not want to.


- Says she thinks she is a “freak” – tiny, odd looking, biracial

- Says other kids make fun of her because she is so small

- She tears up when she talks about herself; voice quivers

- She acknowledges adults (smiles, “thank you”, responds to questions)

- Says she likes adults, would rather talk with adults than peers

- Does ask questions, initiates comments with adults

- Has a good vocabulary and speaks fluently

- Says she wants to make her mother happy and proud of her, but does not think she can

- Says she likes sports, but is “too small” to play them

- Says she is “close” to mother and grandmother


Ana has had no law enforcement involvement and no court appearances. She has had no formal placements out of home and does not spend time with friends or participate with church or youth groups.


Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)

Using the Ana Case Study information, write a 400-500-word Present Level of Academic Achievement and Functional Performance (PLAAFP).

Your PLAAFP should include:

  • Student strengths;
  • Evaluations;
  • Performance in classes,
  • Influences of language, culture, and family background;
  • Strengths, preferences, and interests in nonacademic areas; and
  • Any other relevant issues.

Part 2: Annual Goals

Write two measurable behavioral goals and two measurable academic goals for Ana. Goals should include:

  • A specific, measurable skill/behavior to be achieved in this goal; and
  • A specific measurement tool or assessment strategy

In addition, include a baseline for each goal that identifies the present level of the student related to the skill stated in the goal.

Part 3: Rationale

Provide a 375-500-word rationale that clearly discusses and defends how each annual goal makes sense based on the PLAAFP and also how each goal is measurable.

BAR Woodcock-Johnson Scores



Broad Reading

82 (low average range)

Broad Math

99 (average range)

Broad Written Language

87 (low average range)

Subtest Scores

Letter-Word Identification


Reading Fluency


Passage Comprehension




Math Fluency


Applied Problems




Writing Fluency


Writing Samples


Final Answer

Good luck in your study and if you need any further help in your assignments, please let me know.Goodbye

Running Head: PLAAFP and Annual Goals

PLAAFP and Annual Goals
Student’s name:
Institution Affiliates:


PLAAFP and Annual Goals


Part 1: Present Level of Academic Achievement and Functional Performance
Student Strengths:
Ana is a social student who enjoys working together with her teachers and also enjoys
playing sports. Ana loves making her mother proud and happy. Taking into consideration about
her strength, we can say that she is gifted in math.
Parent Concerns:
Her mother has earlier opined that she needs Ana to finish learning and get her diploma.
The mother is worried about her being lethargic and same time being continually exhausted. It
makes Ana refuse to wake up early in the morning and get ready to go to school.
Impact Statement:
Ana has challenges with concentration during the self-sufficient operation and attending
tutorial lessons. These challenges are difficult for Ana to concentrate on class guidance,
comprehend theories being explained, and attain abilities which depend on prior enclosed
guidance and comprehend or complete homework requirements.
Ana was handed the Woodcock-Johnson III Tests of Achievement with the following test
Broad reading: 82 which signifies low average range
Letter word identification 85
Reading fluently 81
Passage understanding 91
Broad match: 99 which signifies average range
Calculation 93

PLAAFP and Annual Goals


Math fluency 101
Applied problems 104
Broadly written language: 87 which signifies low average range.
Spelling 86
Writing samples 98
Writing fluency 87
Ana was also handed the verbal WISC and the nonverbal UNIT IQ questions. The two
assignments put Ana in the standard intelligence range of 105 IQ.
Taking into consideration of math, Ana is operating at the standard range as compared to
her friends. Also, on reading, Ana is operating at a lower average range as compared to her
friends. It is because Ana struggles to an outspoken word. In return, this challenge affects her
comprehension skills and reading fluency. Due to this, she can be able to read the seventh grade
by herself and attain an eighty percent comprehension. It means that she can read 40 WPM at the
seventh-grade level.
Additionally, considering writing, Ana is operating on a low-level average as compared
to her friends. Although she can complete a sentence when writing, it becomes difficult for her to
write a sentence in full that follows under a topic sentence. Furthermore, she has complexity
when it comes to common spelling of words and most of the times she would spell incorre...

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