Present Level of Academic Achievement and Functional Performance (PLAAFP)

Sec 300.320(a)(1)

(1) A statement of the child’s present levels of academic achievement and functional performance, including—

(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

Narrative about the aspects that impact the student's performance in physical education including:

• Background information

• Personal attributes and learning styles

• Abilities regarding the physical, cognitive, and affective skills

• Difficulties the student demonstrates related to performance of the physical, cognitive, and affective skills

• Personal interests

• The student's engagement in physical activity, recreation, or leisure outside of school.

Consider:

• Skills aligned to the grade level curriculum, but are developmental appropriate.

• Social/Emotional behaviors displayed

• Sensory Awareness and processing

• Instructional Supports: wait time, visual aids, augmentative and alternative communication devices, breaking out instructional content, preferred seating, structural design of the environment, routines, assistive mobility equipment, etc.

Sample Present Level of Academic Achievement and Functional Performance

Background:

Samuel is an eight year old students attending general physical education with his same age peers in the 3rd grade. Samuel receives modified curricular content aligned to the general education curricular standards and report card grades on modified standards. He has been identified as having left side hemiparesis (orthopedic impairment), visual impairment (Strabismus), and an intellectual disability. Samuel benefits from wait time for processing information; specific auditory cuing and directions; content broken down and presented in parts; having written materials read to him; preferred seating with close proximity to the teacher; a chair to sit in during instruction and when he becomes fatigued; modified equipment and environmental accommodations (i.e: decreasing the size of the playing field).

Body Awareness and Coordination:

Samuel is able to touch various parts of his body. He'll use his right hand first, but if prompted will use his left hand. When songs are slow, he can coordinate his body movements to sequence movements to music such as walking forward, backwards, to the side, turning, and arm movements to the greatest extent that his range of motion will allow him to. He benefits from having the steps verbally called out and for close proximity visual model. Samuel will perform a log roll to either side in order to knock down targets placed randomly throughout the room. Samuel displays an appropriate understanding for his body in general and personal space. He is able to maneuver through a crowded space with balance and without bumping into anyone. He is respectful of his peers' personal space

Locomotor Skills:

Samuel is able to walk with balance, while changing speed and direction for short spurts. He fatigues quickly. When he starts to move quickly, Samuel will apply his weight to his right leg (strong side) and take a stride forward with his left. He'll momentarily apply weight on his left, bringing his right leg parallel and repeat the performance. This movement is done with little bend in his legs or arms. Samuel is not demonstrating the movement patterns of a run such as bend in the legs, arms, and arm movement in opposition of his legs. Samuel will demonstrate a sliding pattern slowly with segmented movements. He has not demonstrating the marching or step-hop patterns for skipping. Samuel is able to perform some of the skills leading to a gallop by maintaining his right leg in the front. Samuel is not yet able to demonstrate hopping on either foot. He can jump in place with hesitation between jumps.

Non-Locomotor Skills:

Samuel can momentarily balance on his right foot and is not able to balance on his left foot. He struggles to balance in various body positions (2 hands - 1 foot, 2 feet - 1 hand, 1 hand - 1 foot). He attempts, but struggles to imitate bilateral movements (2 hands up and left hand up and the right hand down). Samuel will imitate unilateral body movements using his right right. He will bend over to touch his toes. Samuel is rigid in the core and has difficulty twisting.

Object Control Skills:

Samuel's visual impairment impacts his ability to focus on moving objects especially if there are variables as to when the object is approaching, the height, speed, size, and direction the object is approaching. He is able to hold a short handle paddle in his right hand and swing to strike a stationary or suspended ball. Samuel is not demonstrating an ability to hold a long-handled implement with two hands, but if light enough he can hold it in his right hand. When swinging an implement, at times Samuel struggles to maintain his standing balance. He has demonstrated success at upper torso twisting when sitting in a chair to strike a stationary object. He also benefits from a ball that has bells in it or a beeper ball and a target that is beeping. Prior to swinging at a target, Samuel benefits from walking over to the target to know the distance he is striking from. Samuel will put his hands out in preparation and will catch with his arms and body an 8 inch ball tossed from 5 feet away. He will focus on and stop a ball with bells or a beeper, rolling to his midline from a distance of 10 feet away. Samuel will locate and retrieve a ball if it rolled past his right or left side. He benefits from more practice on catching an auditory ball rolling in is direction. Samuel has not demonstrated catching a 3" to 5" ball from any distance yet. Samuel will weight shift onto his right foot to kick a stationary ball with his left. He will follow the ball, stop it with his right hand and kick it again. He is not demonstrating his ability to dribble a ball with his feet. He benefits from an auditory ball that is adapted to be slow and not roll far per kick. Samuel will throw a tennis ball over hand with direction using his right hand for a distance of 10 feet. The force production mainly comes from his elbow with the trajectory of the throw straight or downward. He rotates his shoulder to bring his arm up, steps with the right foot (same side) and does not demonstrate a follow through with the upper torso rotation. Samuel is able to hold an 8" ball in two hands and hurl it forward for a distance of 2 feet by pushing the ball forward from his chest. Samuel will toss a beanbag forward to a target 6 feet away using his right hand. He steps with the right foot (same side). Samuel is able to dribble a ball with his right hand while standing in place 5 consecutive times before losing control. He is not able to walk and dribble with his hand. He pushes the ball downward so it bounces up around his waist. He is not demonstrating any control to dribble with his left hand.

Personal/Social:

Samuel enjoys socialization with his peers. He has a great attitude and works hard. Samuel rarely displays off-task behaviors. Samuel has been with his peers since kindergarten and they have grown to become understanding of his capabilities and helpful when he struggles. Participating in team-based games that include complex fast pace movements, variables, and object control are difficult for Samuel and if not the game is not modified, his peers struggle to include him. Samuel benefits from having rules eliminated and added, the playing field decreased, targets increased, auditory balls and verbal communication, and decreasing the variables (changes) to be more predictable. Samuel routinely plays with three friends at recess and are usually found throwing a ball or playing on the playground equipment.

Sensory Awareness/Processing:

Samuel does not display sensory defensiveness and benefits from a multi-sensory approach to his learning. Visuals should be presented with contrast against a black background and font on worksheets should be increased to size 24. Instruction should be provided verbally with clear explicit directions and equipment should have auditory sound sources. He benefits from a setting that has dim lighting and should be allowed to wear sunglasses when outside on very sunny days and the glare of the sunshine will make it harder to focus. He should receive ample opportunity to practice balancing and deep pressure activities to support his proprioceptive system.

Community Engagement:

Samuel is enrolled in the local children's movement gym designed to improve the balance, coordination, body awareness, and strength. The program has physical therapist, occupational therapists, and therapeutic recreation professionals. Samuel also participates in multiple programs at the local youth center including: open gym, aquatic classes, and arts and crafts.