GROUP 1 - Revised PLAAFP

Members:
Alberto, Alyssa Armil B. Espinosa, Leiydilynn C. Asis, Frances
Jeramae P. Poniente, Cid Erick R.
Bobis, Glaiza A.

LEGEND:
o Text – Word/s to use
o Text – Improve construction.
o Text – REMOVE.

INTRODUCTION
JC is a fifth-grade student who receives general and special education services in his school. JC demonstrates
sub-average levels in his functional academics that adversely affect his educational performance. His limited abilities in
certain basic skills make it difficult for him to achieve level-appropriate standards of academic proficiency. Great
Construction!

COGNITIVE PROCESS (Critical Thinking)

JC shows difficulties in organizing his ideas and abstract thinking. His manifested challenges in logically
sequencing his thoughts and applying subjective concepts affect his reasoning and problem-solving ability.

Suggestion/s:
 Improve the specificity of this present level to make it easier for you to formulate goals and benchmarks.

ACADEMIC (Arithmetic)
JC exhibits his need for assistance in understanding abstract concepts even though he shows enthusiasm towards
math. His Arithmetic score on the Wide Range Achievement Test shows Formal assessment indicates sub-average result
and a grade score that does not correspond to his current level. His result in the Learning Disabilities Diagnostic
Inventory places him on an average achievement level. Despite this JC struggles in arithmetic.

ACADEMIC (Reading)
The student is exhibiting challenges in reading. It manifests when he retells a story and removes inflectional
endings when reading. He also interchanges words as he reads. This difficulty affects his functional academic
performance.

Suggestion/s:
 Provide additional information about the child’s present levels in reading. Utilize his test interpretation in the
Brigance Sight Words inventory.
 Improve the specificity of this present level to make it easier for you to formulate goals and benchmarks.

ACADEMIC (Writing)
The learner exhibits challenges in spelling words and forming complete sentences. He omits punctuation marks
and inflectional endings which cause changes in grammatical structures.
Great Construction!
 LANGUAGE (Receptive)
The learner displays difficulty in decoding nonwords. As a result, JC struggles to comprehend and identify new
words. What kind of words?

LANGUAGE (Expressive)
JC struggles in organizing his ideas logically. Hence, he tends to use shorter words to convey his thoughts during
discussion. Great Construction!

Suggestion/s:
 Interrelate his difficulties in receptive and expressive language to make it easier to formulate goals and
benchmarks.

SOCIO-EMOTIONAL (Interpersonal Relationship)

The student is a Hispanic male but his primary language is English. This affects his social skills even though
he enjoys being with his peers. JC is sociable and enjoys talking with his friends. Yet, he feels embarrassed whenever
he misses something.

Suggestion/s:
 Statements do not side with each other. Improve construction.

CHILD’S INTEREST AND LEISURE ACTIVITIES

JC does well when it comes to fine motor activities, whether it is making arts or solving puzzles. The student
displays enthusiasm when interacting with others and has great ability to interpret spoken language. (Statement
contradicts his present levels in receptive language.) His articulation skills, ability to comprehend stories when read to,
and general auditory talents are exceptional. Also, he communicates effectively in various methods. (Statement
contradicts his present levels in expressive language.)