PLAAFP and Annual Academic Goals: The Case of Alicia

Case Study Instructions:

The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.
By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post-school options, as well as daily living skills to support independence in adult settings.
Review the “Alicia Case Study” to inform the assignment that follows.
Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:
Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
Part 2: Post-Secondary Transition – including student interests and transition plan with measureable goals.
Part 3: Rationale and Reflection
Support your rational with 1-2 scholarly resources, in addition to the CEC Code of Ethics.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]
COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]
COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]
COE 5.4: Integrate foundational knowledge and current issues to inform professional practice.
[CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); Mission Critical 1, 2, 4]
COE 5.8: Demonstrate legal, ethical, and quality requirements related to the management of confidential student information.
[CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); Mission Critical 1, 2, 4, 5]

Case Study Sample Content Preview:

BENCHMARK - CASE STUDY: PLAAFP AND ANNUAL GOALS
Student’s Name
Institution
Professor
Unit Name & Number
Date of Submission
BENCHMARK - CASE STUDY: PLAAFP AND ANNUAL GOALS
Part 1
Section 1: Academic Student Strengths/Interests
Alicia is a tenth-grade student. She covers the rest of her subjects in a general school environment, except for arithmetic and written language. Concerning academic achievement, Alicia exhibits average to above-average reading comprehension skills in her class. Her capability of analyzing multiple choice and questions requiring short answers concerning reading is also excellent. Even when she cannot properly organize her writing ideas, Alicia writes complete and well-structured sentences. Her spelling skills are excellent. Besides struggling with mathematical tasks, Alicia can understand better when these tasks are related to music or dance. Relative to functional performance, Alicia is a good dancer. She feels that when she is dancing, she has control. In addition, dance allows her to let go of some of her school-related worries. Dance and music give Alicia the motivation to do her classwork problems, for instance, mathematical tasks.
Section 2: Evaluations
Alicia is a 16-year-old schoolgirl with ADD and Dyscalculia, a math-related cognitive condition that hinders the ability to understand number-based ideas in critical thinking and problem solving, arithmetic, and fundamental math abilities CITATION Don05 \l 1033 (Deshler & Schumaker, 2005). Is there a developmental lag in the pupil? The instructor utilizes short exams to evaluate your student's progress in specific areas during progress monitoring in answering this issue. The child may be tested on a weekly or biweekly basis by the teacher. The instructor generates graphs to indicate the student's progress toward the IEP goals. The teacher has been using Woodcock-Johnson IV Tests of Achievement to assess Alicia’s academic ability in reading, numeracy, and writing skills. Alicia shows excellent performance in reading and writing, whereas she exhibits a poor understanding of mathematics. She has significant difficulties with math, yet she excels in extensive reading and written language. Alicia received a 20 on the arithmetic test, an 88 on the reading test, and a 78 on the constructed language test.
Section 3: Performances in class
The PLAAFP statement is a succinct and easy-to-understand statement that appropriately describes the student's performance in all aspects of schooling and functional activities that are impacted by her impairment. Alicia has a propensity to lose attention in class. In these situations, she usually picks up a book, but when pushed, she resumes her studies. She struggles with organizing her thoughts for writing and requires much assistance with pre-writing, improving key points, and organizing essays. She requires aid in modifying her writing, including punctuation and edits. Alicia also struggles with subject-verb agreement, her point of view, and the creation of thesis statements and main points. Alicia struggles with computation, critical thinking, converting fractions to decimals, and integrating arithmetic concepts to real-life situations in math. Her data reveals t...

Updated on January 26, 2024

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PLAAFP and Annual Academic Goals: The Case of Alicia

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