STUDENT NAME:____Jenna Sample_____________________DATE OF MEETING:______10/06/09____________

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

Complete for initial IEPs and annual reviews.

When completing this page, include all areas from the following list that are impacted by the student’s disability:
academic performance, social/emotional status, independent functioning, vocational, motor skills, and speech
and language/communication. This may include strengths/weaknesses identified in the most recent evaluation.
Student’s Strengths

Jenna has strengths in organization, reading decoding, spelling and punctuation, and math calculation. Her locker
and binder are always organized, and she uses her assignment notebook every period. Her handwriting is
th
impeccable. She can decode text fluently up to the 7 grade level and is comfortable enough with decoding that
she will volunteer in small classes or groups to read aloud. She knows all of her basic math facts up to the 12’s.
She can multiply 3 digits by 3 digits, and divide by double digits without the use of a calculator.
Jenna is also very artistic and enjoys projects where she can draw. She is currently taking a sculpture class. Her
art is very precise and neat, and she takes pride in what she does (to the point of re-doing something if she feels it
is “messy”).
She has one very good friend – a neighbor. She enjoys science fiction and is interested in animals and art. Jenna
wants to do well in school.

Parental Educational Concerns/Input

Jenna’s mother expresses concerns about her reading comprehension, at home, as well, explaining that Jenna often
needs clarification of stories they read together or simplification of directions for games. She is also concerned with
Jenna's inability to comprehend social cues at times, and the fact that she does not seem to understand written or
verbal irony. Jenna takes everything literally, which her mother feels impacts both her reading and social
comprehension (lack of understanding of idioms, sarcasm).

Student’s Present Level of Academic Achievement (Include strengths and areas needing improvement)

Reading - - Jenna is a strong decoder and can read most any grade-level text she is presented with, though she
does stumble over new or multi-syllabic words occasionally, and will then guess a similar word she knows ("carnival"
for "carnivore"). In small groups where she feels comfortable, such as in her resource class, she will volunteer to
read aloud often. However, she often does not understand material she reads, even when read to her. Text must be
simplified and read in chunks, and visual comprehension strategies such as mapping must be used for simple
comprehension. She has extreme difficulty with inferential comprehension. For example:
Reading strategies that have been shown to increase her comprehension include connection to her life, accessing
background knowledge, and use of comprehension strategies such as mapping that link to her visual strengths,
though she lacks the skills to do these independently.
Writing - Jenna's spelling and punctuation are on grade level, aided by her good phonemic awareness. Her writing
is extremely neat. However, she has difficulty getting started, elaborating, and staying focused on topic. For
example, on her ISAT reading extended response she scored a one out of a possible four on the rubric. As a result,
and since writing tasks are getting more complex and longer as she progresses in school, she often resists doing
writing assignments and can become defiant when offered help. She does best when she can have 1:1 help getting
started with a graphic organizer to help her. Pictorial organizers work best.
Math - Jenna knows all of her math facts up to the 12's. She can multiply 3 digits by 3 digits and divide by double
digits without the use of a calculator. She has some difficulty with math reasoning, particulary with word problems,
but once explained to her she does well on her own solving the problem. She is particularly strong in geometry, as
reported by her math teacher.
STUDENT NAME:____Jenna Sample_____________________DATE OF MEETING:______10/06/09____________
Student’s Present Levels of Functional Performance (Include strengths and areas needing improvement)

Strengths: Jenna is very artistic and enjoys projects where she gets to draw or be creative. Her art and handwriting
are very precise and neat, and she takes pride in what she does (to the point of re-doing what she sees as "messy").
Areas in need of improvement: Jenna's greatest challenge in functional performance is that she has great difficulty
processing oral language. This impacts all areas of her school life, including:
*Teachers report that Jenna has difficulty paying attention to and remembering information that is presented orally.
She needs a significant amount of time to process verbal information and can have trouble with multi-step directions.
She can at times seems to be ignoring you when she is, in fact, trying to process what has been said. If she is not
given enough wait time she can get frustrated and angry, which has resulted in discipline at school. However,
Jenna wants to do well in school and is disappointed in poor grades. She is a generally kind student who gets along
with her teachers, unless she is frustrated with an academic task, at which point she can become verbally defiant.
*Jenna is a bit awkward socially due to her difficulty processing oral language. She is typically shy, even with adults,
but will speak up in small classes where she knows the teacher and students well. She dreads being called on in
larger, general education settings, and will become visibly upset when it occurs. She does have one very good
friend, a neighbor, whom she interacts with at school and at home.
*She frequently falls behind in class and misses instruction because she is working hard to process a direction /
note while the next one is being given. Often, when she falls far enough behind, Jenna daydreams in class and has
trouble remembering what is presented.
Jenna tries very hard, but, due to previous, sometimes harsh reactions to what may appear to be inattentiveness and
a lack of effort to those unaware of her verbal processing difficulty before her SLD diagnosis, she is intimidated by
teachers and will often sit in class rather than ask what to do next or for help.
Describe the effect of this individual’s disability on involvement and progress in the general education curriculum and the
functional implications of the student’s skills.
• For a preschool child, describe the effect of this individual’s disability on involvement in appropriate activities.
• By age 14½, describe the effect of this individual’s disability on the pursuit of post-secondary expectations (living,
learning, and working).

Jenna difficulty with reading comprehension results in difficulty with assignments in all classes that require grade-
level text independent reading and comprehension. As such, text may need to be simplified for Jenna so that she
can have access to the same curriculum using different materials.
Jenna's difficulty expressing her ideas in writing can result in poor grades since most assessments of learning
involve writing.
Jenna's verbal processing deficit impacts her ability to comprehend verbal instructions and impacts all aspects of
her school day. It is necessary for her case manager to conference with teachers to explain this deficit. In addition,
steps and instruction may need to be repeated, slowed down, and simplified, This processing deficit affects her
ability to process lecture material, and it may need to be reviewed later. She should be provided with copies of
lecture notes or cloze note passages to fill in so she can concentrate on the lecture. Visual cues, such as pictures or
diagrams, should be used whenever possible during lectures.