Read the case study to inform the assignment that follows. Case Study: Alicia  6th grade, Age 11 Alicia is a sixth grade student currently receiving resource support for math and written expression. She attends all other subjects within the general education classroom. Her special education teacher, Ms. Kauffmann, reports that Alicia has average reading decoding skills and average to above average reading comprehension skills. She particularly does well analyzing multiple choice and short answer questions related to reading content. Alicia does have difficulty summarizing what she has read using her own thoughts and ideas and relies heavily on visual supports to aid in comprehension. Alicia does write complete sentences but struggles in organizing her ideas for writing and needs extensive support for pre-writing, development of topic sentences, and organization of essays. In writing short answer questions, she does so with few grammatical errors. When writing paragraphs and short essays, Alicia needs help editing her own work and making corrections. Punctuation errors are frequently evident.  She has excellent spelling skills, but struggles with subject-verb agreement, correct use of point of view appropriate to the task, and in the development of thesis statements and topic sentences. Regarding her math skills, Alicia struggles specifically with computation and reasoning/problem solving. In class, Alicia shows difficulty in writing number sentences to solve a story problem, and in determining the operations to use.  She relies on a calculator for all math computation and benefits from extensive one-on-one support in math problem solving.  She also struggles with converting fractions to decimal notation and applying math concepts to real world situations. T he most recent psycho-educational evaluation report for Alicia is in her Woodcock-Johnson III Tests of Achievement scores. The Woodcock Johnson III Tests of Achievement is a norm-referenced assessment that evaluates academic skills in the areas of reading, math, and written expression. The standard score is 100, with a standard deviation of 15. Alicia's most recent scores: Cluster Age Equivalent (Year + Month) Percentile Standard Score (100) Phonemic Awareness 11-3 43 97 Oral Language Expression 9-8 24 90 Verbal Ability 13-2 67 107 Broad Reading 9-10 22 88 Broad Math 5-6 <1 12 Broad Written Language 8-9 7 78 Over the last two months, Alicia's mother has reported that she is reluctant to get up and get ready for school. She has missed 12 days so far this semester, and frequently complains of a stomachache and headache. Her mother has taken her to the doctor and there are no significant medical issues. Her mother also reports that the struggle to get her to the bus stop or in the car to go to school is too great at times and will sometimes just call her in absent. In school, Alicia has been quiet and withdrawn, not wanting to participate in classroom .

1. Read the case study to inform the assignment that follows.
Case Study: Alicia
6th
grade, Age 11
Alicia is a sixth grade student currently receiving resource
support for math and written expression. She attends all other
subjects within the general education classroom.
Her special education teacher, Ms. Kauffmann, reports that
Alicia has average reading decoding skills and average to above
average reading comprehension skills. She particularly does
well analyzing multiple choice and short answer questions
related to reading content. Alicia does have difficulty
summarizing what she has read using her own thoughts and
ideas and relies heavily on visual supports to aid in
comprehension.
Alicia does write complete sentences but struggles in organizing
her ideas for writing and needs extensive support for pre-
writing, development of topic sentences, and organization of
essays. In writing short answer questions, she does so with few
grammatical errors. When writing paragraphs and short essays,
Alicia needs help editing her own work and making corrections.
Punctuation errors are frequently evident. She has excellent
spelling skills, but struggles with subject-verb agreement,
correct use of point of view appropriate to the task, and in the
development of thesis statements and topic sentences.
Regarding her math skills, Alicia struggles specifically with

2. computation and reasoning/problem solving. In class, Alicia
shows difficulty in writing number sentences to solve a story
problem, and in determining the operations to use. She relies
on a calculator for all math computation and benefits from
extensive one-on-one support in math problem solving. She
also struggles with converting fractions to decimal notation and
applying math concepts to real world situations.
T
he most recent psycho-educational evaluation report for Alicia
is in her Woodcock-Johnson III Tests of Achievement scores.
The Woodcock Johnson III Tests of Achievement is a norm-
referenced assessment that evaluates academic skills in the
areas of reading, math, and written expression. The standard
score is 100, with a standard deviation of 15.
Alicia's most recent scores:
Cluster
Age Equivalent
(Year + Month)
Percentile
Standard Score (100)
Phonemic Awareness
11-3
43
97

3. Oral Language Expression
9-8
24
90
Verbal Ability
13-2
67
107
Broad Reading
9-10
22
88
Broad Math
5-6
<1
12
Broad Written Language
8-9

4. 7
78
Over the last two months, Alicia's mother has reported that she
is reluctant to get up and get ready for school. She has missed
12 days so far this semester, and frequently complains of a
stomachache and headache. Her mother has taken her to the
doctor and there are no significant medical issues. Her mother
also reports that the struggle to get her to the bus stop or in the
car to go to school is too great at times and will sometimes just
call her in absent.
In school, Alicia has been quiet and withdrawn, not wanting to
participate in classroom or campus activities. She is reluctant to
answer questions in class and will put her head down on the
desk when called upon. Her mother and Ms. Kauffmann
speculate possible school anxiety.
Part 1: Present Level of Academic Achievement and Functional
Performance (PLAAFP)
Using the Alicia Case Study information, assume you are asked
to lead drafting a 250-300 word Present Level of Academic
Achievement and Functional Performance (PLAAFP) for
Alicia’s IEP.
Your PLAAFP should include:
Student strengths.
Evaluations.
Performance in classes.

5. Any other relevant issues.
Part 2: Annual Goals
Further, assume you are asked to lead drafting two measurable
behavioral goals and two measurable academic goals for
Alicia’s IEP.
The research-based goals should include:
A specific, measureable skill/behavior to be achieved in this
goal; and
A specific measurement tool or assessment strategy.
Part 3: Rationale
Provide a 250-500-word rationale that clearly discusses and
defends how each annual goal makes sense based on the
PLAAFP and how each goal is measurable. Cite professional
Ethical Principles and Professional Practice Standards in
rationalizing your choices.
Prepare this assignment according to the APA guidelines found
in the APA Style Guide, located in the Student Success Center.
An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.

6. You are required to submit this assignment to LopesWrite.