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Present_Levels_of_Educational_Performance.docx Present Levels of Educational Performanc

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Present_Levels_of_Educational_Performance.docx Present Levels of Educational Performance Grand Canyon University: SPD 531 “ Assessment and Eligibility in Special Education: Mild to Moderate Dis... ability Present Levels of Academic Achievement and Functional Performance Laney is friendly and well-liked by her peers and adults. She is a second grader that has experienced learning concerns. School concerns for Laney include: decoding, understanding words and retaining information. Laney receives Tier 2 interventions in the area of reading with an emphasis on decoding. The team at Rosa Parks Elementary School noted some of Laney™s strengths as: she gets along well with her classmates. After listening to a story/information being read, Laney correctly answers oral comprehension questions. Laney completes her graphic organizer in social studies. In science class, she enjoys activities that are hands-on. Laney is able to clearly explain ideas in both small and large group instruction and she communicates her needs when needed. Input from parent(s): Laney™s parents express concern regarding her struggles in reading . Laney enjoys holidays with her extended family and lives with her parents. She spends her weekends playing with peers . Laney enjoys listening and dancing to music and playing with her pets. There are no indicators of hearing and vision impairments in Laney™s medical history. Present level of academic achievement: Reading: Reading assessment showed decoding as a deficiency. The data for Laney fo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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