Present Level Of Academic Achievement And Functional Performance Essay Example
Present Level Of Academic Achievement And Functional Performance Essay Example

Present Level Of Academic Achievement And Functional Performance Essay Example

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  • Pages: 5 (1103 words)
  • Published: March 31, 2022
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Our case study focuses on Ana, a student with special needs who encounters multiple challenges in school.

PLAAFP, which stands for Present Level of Academic Achievement and Functional Performance, is a process that involves the teacher's observations and evaluation of a learner (Cullinan, 2007). To start, I would focus on Ana's abilities and strengths. Regardless of her learning disability, Ana has the willingness and capability to achieve certain tasks. According to her guidance counselor, Ana is intellectually low average but highly verbal. Additionally, Ana has shown strong skills in language and communication.

This is due to Ana's ability to communicate fluently and with good vocabulary, which allows her to effectively engage with teachers. According to her class teachers, Ana can independently read a seventh-grade text with 80% comprehension. Additionally, Ana possesses a keen perception of how others view her, leadi


ng her to avoid peers who frequently criticize her. However, Ana feels comfortable and understood in the presence of adults, which is why she prefers confiding in the guidance counselor. Furthermore, Ana displays focus and determination when pursuing personal interests, such as her interest in sports.

In summary, Ana possesses self-awareness and an understanding of her own abilities. However, her performance as a learner is considered below average during evaluations. Despite being in the ninth grade, she is still unable to write a complete paragraph without errors. Her IQ score of 105 suggests that her learning capacity, comprehension ability, and manipulative skills are limited. Ana's classroom performance suffers due to increasing anxiety and depression caused by peer pressure. The negative criticism from her peers creates a hostile environment, leading to her constant absence.

Poor classroom performances have led Ana t

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believe that she is incapable of achieving anything and that she is a "freak". This perception of herself as "small" also affects her performance. Additionally, Ana's family background, being raised by a single parent (her mother) without a father or siblings, exacerbates her situation, which is particularly challenging given her condition.

She lacks a sense of belonging and is forced to play with her cousins. Her mother's presence is the main reason why she attends school, solely to please her. The fact that her grandmother taught her in kindergarten explains why going to school is difficult for her. Her grandmother, who was aware of her situation, may have been overly protective. Ana has developed an interest in games and is determined to participate. However, she faces the challenge of being mocked by her peers whenever she tries to achieve this.

The misconception that Ana is too small to play has hindered her from trying out sports. This misconception has also affected her judgment and potential in sports. However, Ana can excel in sports if she believes in herself. Unlike academics, sports interest Ana more. Unfortunately, her interest in sports may be the reason for her poor academic performance. It seems she only engages in academics to please her mother. In addition, Ana's low self-esteem is evident through her tears and constant thoughts of inferiority.

When Ana claims she is small and unable to participate in sports, others believe her. She prefers to be alone and does not spend time with friends or take part in activities with her church or youth groups. In terms of measurable behavioral and academic goals, I propose the following annual goals for Ana.

First, within one year, Ana will demonstrate the ability to write paragraphs that align with topic sentences and exhibit correct spelling. The teacher will monitor her progress through bi-weekly teacher-made tests. Second, within one year, Ana will complete her homework and actively engage in note-taking during class.

This will be monitored by the teacher through daily observation of her homework and class notes. The two goals will enable Ana to be responsible when it comes to academic work and it is certain that she will improve (Tony, 2013). On the other hand, one behavioral goal that I may suggest is that one year from now, Ana will develop self-esteem and stop thinking of herself as a “freak” or inferior. This goal will be achieved with the help of the guidance counselor.

The counsellor will meet with Ana weekly to support her in self-acceptance and encourage her to have at least one ambitious goal in her lifetime. In one year, Ana's second goal is to socialize with her peers without fear. To measure this, Ana will be placed in a group with other students during class activities. The class teacher should monitor this progress daily or weekly.


The first academic goal will be achieved by Ana through the repetitive activity of writing. Frequent practice will allow her to master essential writing skills such as grammar and punctuation. Continuous practice leads to improvement, and this special case will receive extra attention from the teacher. In the second academic goal, Ana displays reluctance towards completing homework assignments and taking notes in writing class.

The teacher will provide the necessary support for Ana to overcome her dislikes. Due to her condition, it

is important to proceed at a slower pace, which is why both academic goals will be monitored for a year. In terms of behavioral goals, Ana exhibits low self-esteem and considers herself inferior compared to her peers. The guidance counselor, who has expertise in psychology, plays a crucial role in helping Ana develop self-love. Ana feels at ease talking to the counselor and sees them as a trusted confidant, which encourages her to build the courage needed to face others.

The teacher may find it challenging to apply the second behavioral goal due to Ana's preference for solitude. However, it is essential to acquaint her with her peers as there may not be any alternative. Socialization occurs when individuals establish relationships with others, enabling them to gain a better understanding of their peers and ultimately recognize the benefits of interpersonal connections.

In my opinion, Ana, as a learner, has the potential to discover herself and learn about the people around her. It is important to note that loneliness is not a desirable behavior, especially for a special needs learner like Ana. Teachers, parents, and guidance counselors should collaborate and support Ana in pursuing her dreams and future, just like any other child in school.


  1. Cullinan, D. (2007). Students with emotional and behavioral disorders: An introduction for teachers and other helping professionals. Upper Saddle River, NJ: Pearson.
  2. Tony D. (2013). Effectively Addressing Behavioral Concerns within the Individualized Education Program; Special Education Leadership Institute
  3. Hallahan D. (2012).

The book "Exceptional Learners" is published by Pearson Education in Boston.

Its ISBN is 978-0-13-703370-6.

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