Jacob is a 10-year-old 5th grader that has always had difficulty in the area of reading. When Jacob was in 3rd grade he was identified as dyslexic and has received dyslexia services for two years. Due to the limited progress in the dyslexia program, Jacob was referred this year for a special education evaluation. The evaluation indicated that Jacob has a pattern of strengths and weaknesses in his cognitive profile. The evaluation showed that Jacob's oral and receptive language skills are a strength. All areas of reading are deficient. Writing skills are also low. He qualifies as a student with a learning disability in the areas of Basic Reading Skills, Reading Comprehension, and Reading Fluency.

In reading, Jacob's reading fluency rate has increased slowly, but has not progressed to the rate or accuracy expectations beyond the second grade (89 wpm). He does much better with picture cues and simple high frequency words at 75% accuracy at grade level. Jacob is proficient with grade level oral vocabulary (85% accuracy). His reading comprehension is significantly below grade level. He can read and comprehend 2nd grade text at 75% accuracy, but when given grade level reading passages, he comprehends at 40% accuracy. He is able to answer comprehension questions when grade level passage is read to him at 80% accuracy. He has difficulty spelling grade level words correctly (60% accuracy) and writing complete sentences (50% accuracy). He consistently capitalizes the first letter in a sentence and uses ending punctuation at 80% accuracy. He is inconsistent in other rules of capitalization, such as proper nouns.

Jacob's teachers describe him as a "sweet boy who tries hard", but has difficulty with organizational skills and daily loses classwork and supplies. Jacob has no problems with independent grade level oral activities. However, when faced with reading a grade level passage independently and answering questions in a written form he has started saying he can't do it. This is new behavior for him and his teachers and parents fear that he is starting to get frustrated with school. He has expressed interest in joining the basketball team at middle school but has told his teachers that he worries the "work will be too hard".

Use the information above from Jacob's Educational Background to develop a PLAAFP and Goals for him on the PLAAFP and Goals template.

Step 1: Use the organizer to help build the PLAAFP for Jacob

Content Area Measurable Strength Measurable need

(data helpful, but not necessary) (include usable baseline data)

Academic: Reading

(List specific skills in this area)

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Functional:

(List specific skills in this area)

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Step 2: Use the information from the organizer to complete the sections of the PLAAFP below

a. Description of academic, developmental and/or functional strengths:

b. Description of academic, developmental and/or functional needs:

c. Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities): (What does Jacob's learning Disability look like?)

Step 3: Use the information from the needs section for the PLAAFP to create SMART goals for Jacob.

Timeframe Condition Behavior Criteria with mastery level

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