Details: 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. Part 1: Present Level of Academic Achievement and Functional     Performance (PLAAFP) Complete the following in 250-300 words for the case study student. Section 1: Academic Student Strengths/Interests Section 2: Evaluations Section 3: Performance in   Classes Section 4: Other Relevant Issues Part 2: Post-Secondary Transition Consider emotional, social, and academic concerns to be successful post-secondary. Preferential Learning Environment Strengths/Interests     Relating to Transition Areas in Need of Improvement for   Transition Based on age appropriate transition assessments, include measurable   transition IEP goals and transition activities/services appropriate   for the student’s post-secondary preferences, strengths, and needs.  Education/Training Employment Independent   Living Part 3: Rationale and Reflection Provide a 500-750 word summary addressing the following: Rationalize your PLAAFP, annual goals, and transition plan     choices, citing the CEC Code of Ethics. Discuss and defend     the legal, ethical, and quality requirements related to the     management of confidential student information, such as the     information displayed within a PLAAFP or transition plan. Reflect on how you will use the foundational knowledge and     current issue you have researched during the development of this     assignment to improve student learning in your future professional   practice. Support your rational with 1-2 scholarly resources, in addition to   the CEC Code of Ethics. College of Education (COE) program competencies and national     standards assessed in the benchmark assignment: COE 3.8:  Consider individual abilities, interests, learning environme ...

1. Details:
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.
Part 1: Present Level of Academic Achievement and Functional
Performance (PLAAFP)
Complete the following in 250-300 words for the case study
student.

2. Section 1: Academic Student Strengths/Interests
Section 2: Evaluations
Section 3: Performance in Classes
Section 4: Other Relevant Issues
Part 2: Post-Secondary Transition
Consider emotional, social, and academic concerns to be
successful post-secondary.
Preferential Learning Environment
Strengths/Interests Relating to Transition
Areas in Need of Improvement for Transition
Based on age appropriate transition assessments, include
measurable transition IEP goals and transition
activities/services appropriate for the student’s post-secondary
preferences, strengths, and needs.
Education/Training
Employment
Independent Living

3. Part 3: Rationale and Reflection
Provide a 500-750 word summary addressing the following:
Rationalize your PLAAFP, annual goals, and transition plan
choices, citing the CEC Code of Ethics.
Discuss and defend the legal, ethical, and quality
requirements related to the management of confidential
student information, such as the information displayed within
a PLAAFP or transition plan.
Reflect on how you will use the foundational knowledge and
current issue you have researched during the development of
this assignment to improve student learning in your future
professional practice.
Support your rational with 1-2 scholarly resources, in addition
to the CEC Code of Ethics.
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 disabilities.
[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); GCU Mission Critical 2, 3, 4, 5]

4. COE 3.10:
Develop and implement a variety of education and transition
plans for individuals with disabilities 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); GCU 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); GCU 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); GCU Mission Critical
1, 2, 4]
COE 5.8:
Demonstrate legal, ethical, and quality requirements related to
the management of confidential student information.

5. [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1,
IGC.6.K1, IGC.6.K6; InTASC 5(k); GCU Mission Critical 1,
2, 4, 5]