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questions about fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (e.g., science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting what she has read to real-world examples. This is notan example of a high-quality PLAAFP statement. Identify the elementsthat are missing or incomplete. For those that are incomplete, discuss information that should be included. The statement from PLAAFP doesn't really describe the impact Bella's condition will have on her inclusion in the curriculum of general education. The argument discusses the relation between reading and real-word instances, but it does not directly talk about the issues in the program posed to the individual. However, this claim does not discuss the yearly target nor the additional special education programs necessary to meet the implemented goal. The description ofBella's count of 100 WPM only introduces its benchmark. This data is limited but may include more detailed and observable details in the PLAAFP statement.
Based on the PLAAFP statement, Bella’s IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will