Tate J.

Hedtke
SPED 610
Assignment #2
Standards #2
Cross Categorical Special Education/ Learning Disabilities
Middle Adolescence- Early Adulthood
Artifact Summary:
The following paper is a PLAAFP written based on a three year re-evaluation in my school
district. This particular student has a very interesting, and difficult history which has resulted in
several academic and social issues.

Student's Strengths:
Cody is a very fun person, with strong social skills. He is sharp as a tack when he wants to be
and has something to strive towards.

Guardian Concerns:
Lisa Olson reports that Cody is very disorganized and has been having difficulties with the
transition between special education teachers as case managers has been difficult. Cody has
recently changed medications for ADHD that has affected his mood and effort in school as well.

Academic Achievement:
Academics:
Math:
Cody is currently earning a D+ in algebra 1B. Cody has also recently scored a 224 on his spring
NWEA tests, which puts his level at that of a typical 6th grade student. Cody has difficulties with
complex, multiple step problems and memorizing his facts. He lacks motivation to complete
even the easiest of assignments, and puts forth little effort on tests and quiz's. His broad math
skills tested within the 36th percentile with his Math Calculation skills in the 44th percentile and
his Math Reasoning skills in the 31st.

English:
Cody's grades have fluctuated between F's and D's in English, mainly due to his lack of
motivation towards finishing assignments. He scored a 223 on his spring reading tests which puts
him at a 10th grade level. Cody has a difficult time competing assignments mainly due to his

interest in the subject. He has extremely high oral language and oral expression skills but
struggles with writing, and formulating ideas.

Graduation:
Cody is currently on track to graduate with his peers in the spring of 2016.

Behavior:
Cody rarely gets in trouble in classes, but his behavior is of concern. Cody lacks restraint when
he does not get along with a teacher or aide, and is frequently rude and disrespectful not only to
teachers and aides but students in class as well. From time to time Cody does not associate well
with students in class when they disagree on a topic or are engaged in an argument or debate.
Cody frequently refers to these comments as "jokes" or as him "just kidding," but his actions are
rarely taken that way. He frequently makes snide comments under his breath. Cody can be very
mature above his age when he is feeling well and things are going his way, but as soon as a
disagreement begins or he does not get along with a staff member, he begins to act out and his
behavior degrades dramatically.
No formal behavior plan is needed. Staff members need to be advised to allow Cody little
slack and discourage his negative behaviors. He shows no aggression and is not believed to be a
physical threat to himself or others.
Cody needs to be constantly encouraged to produce his best work and to put forth his best
effort. Cody's behavior and attitude seems to negatively affect his learning and academic
performance greatly. He is constantly distracted and puts little effort into his daily school work.
Cody needs to be constantly prodded in a one on one setting in order to complete projects and

assignments, and commonly requires threats from home such as having his cell phone taken
away in order to improve his grades. Cody is perfectly content with receiving Ds and the
occasional F.

Functional Performance:
Jobs and Job Training:
Cody reports that he has earned money working on the family farm.

Recreation and Leisure

Cody enjoys spending time at friends houses, attending the movies and spending time alone
relaxing. He enjoys listening to music, watching movies and television and browsing the internet.

Home/ Independent Living

Cody does not have great experience in cooking, but he can prepare meals for himself, use the
microwave as well as stove top and oven to cook a variety of foods and baked goods. Cody can
manage all of his own hygienic needs. Cody will need assistance someday working on banking
skills. He does not have a great deal of experience making his own appointments, but has made
his own hair appointments in the past and could easily learn to handle medical appointments.
Cody reports that he will need assistance with cleaning, home repairs, paying bills, car
maintenance, and budgeting when he lives in his own house someday with a roommate.

Community Participation
Cody belongs to the Art Club and Library Club's at school, and spends time at his church.

Post-Secondary Training & Learning Opportunities

Cody has changed his mind several times over the past school year about his post-secondary
educational pursuits. He has reported that he would like to work as a nurse, psychologist, and
most recently an electrical engineer. At this Cody's guardian Lisa feels apprehensive about Cody
attending a four year institution, due to his lack of motivation and interest in his education. She
would like to see him pursue a technical certification.

Goals
1) Cody will increase his NWEA math scores from that of 223 in spring of 2014 to that of
240 in spring of 2015.

2) Cody will increase his NWEA reading scores from a 224 in spring of 2014 to that of 235
by spring of 2015.

3) Cody will accept assistance from staff and aides 9 out of 10 times at the recommendation
of staff and aides on the first prompt without disagreement.