This document provides information about a student named Alicia for the purposes of developing her IEP. It includes her background information and diagnoses of ADD and dyscalculia. Her strengths include average reading skills and interest in dance, while her challenges involve focus, organization, math skills, and independence. The PLAAFP section will use this information to outline Alicia's present levels of performance, while her transition plan will address independence, employment, and post-secondary education goals based on her interests.

1. 100.0 %Criteria
10.0 %Part 1: PLAAFP
The PLAAFP thoroughly and adeptly incorporates student's
academic strengths, evaluations, performance in classes, and
any other relevant issues.
10.0 %Part 2: Present Levels for Transition COE 3.8 [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); MC2,
MC3, MC4, MC5]
Preferential learning environment, strengths and interests
relating to the transition, and areas in need of improvement for
transition are substantially described.
15.0 %Part 2: Transition Plan COE: 3.10 [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); MC1, MC2, MC4,
MC5]
The transition plan demonstrates best practices in identifying
proficient, measureable transition plan goals that are aligned
with student's interests and present levels. Also includes quality
aligned activities/services, persons/agency involved and
realistic expected dates of achievement.
10.0 %Part 3: Rationale - Justification COE: 5.1 [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); MC2, MC3, MC4]
Rationale skillfully justifies content and decisions displayed in
PLAAFP, annual goals, and transition plan, convincingly
demonstrating how they meet the needs of the student. Claims
are fully grounded in CEC Code of Ethics.

2. 15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1,
ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1,
IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]
The rationale thoroughly defends the legal, ethical, and quality
requirements related to the management of confidential student
information.
10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2,
ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h);
MC1, MC2, MC4; COE 5.4]
Reflection convincingly relates how foundational knowledge
developed relating to providing professional, ethical and legal
educational services will be used in future professional practice.
5.0 %Research
Research strongly supports the information presented. Sources
are timely, distinctive and clearly address all of the criteria
stated in the assignment.
10.0 %Organization
The content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)
Sources are documented completely and correctly, as

3. appropriate to assignment and style, and format is free of error.
100 %Total Weightage
Case Study: PLAAFP and Annual Goals Template
Special Education Department
Individualized Education Program (IEP)
Part 1: Present Level of Academic Achievement and Functional
Performance (PLAAFP)
Complete the following sections 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

4. Special Education Department
Individualized Education Program (IEP)
Part 2: Post-Secondary Transition
Present Levels of Transition
Complete the following table to begin planning post-secondary
goals for the case study student.
Think about the following present levels of transition to inform
Alicia’s transition plan.
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.
Transition Plan
I. Education/Training
Transition IEP Goal

5. One Transition Activity and One Service
(Supports transition goal)
Persons/Agency Involved
Expected Date of Outcome Achievement
II. Employment
Transition IEP Goal
One Transition Activity and One Service
(Supports transition goal)
Persons/Agency Involved
Expected Date of Outcome Achievement
III. Independent Living
Transition IEP Goal
One Transition Activity and One Service
(Supports transition goal)
Persons/Agency Involved
Expected Date of Outcome Achievement

6. 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.
References
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7. Alicia Case Study
Name: Alicia
Grade: 10th
Age: 16
Alicia is a tenth grade student with a diagnosis of Attention
Deficit Disorder (ADD) and Dyscalculia who is currently
receiving resource support for math and written expression. She
attends all other subjects within the general education
classroom. The ADD was diagnosed in second grade when her
mother noticed that Alicia couldn’t concentrate on any task. Her
ADD contributes to her inability to focus for long periods of
time as well as her ability to organize her thoughts,
assignments, and materials. Alicia was diagnosed with
Dyscalculia in the third grade when her teacher and mother
noticed how she struggled with retaining basic math facts and
comprehending word problems.
Special Education Teacher Observations:
Her special education teacher, Ms. Kauffmann, reports that
Alicia has average reading decoding skills and average to above
average reading comprehension skills. Sometimes, Alicia will
stop an activity she is required to complete and pick up a book
to read. She then has to be redirected by the teacher to get back
on task. She does particularly well analyzing multiple choice
and short answer questions related to reading content. Alicia
does have difficulty summarizing what she has read using her
own thoughts and ideas.
Alicia does write complete sentences, but struggles in
organizing her ideas for writing and needs extensive support for
pre-writing, development of topic sentences, and organization
of essays. In writing short answer questions, she does so with
few grammatical errors. When writing paragraphs and short
essays, Alicia needs help editing her own work and making

8. corrections. Punctuation errors are frequently evident. She has
excellent spelling skills, but struggles with subject-verb
agreement, correct use of point of view appropriate to the task,
and in the development of thesis statements and topic sentences.
Regarding her math skills, Alicia struggles specifically with
computation and reasoning/problem solving. In class, Alicia
shows difficulty in writing number sentences to solve a story
problem, and in determining the operations to use. She relies
on a calculator for all math computation and benefits from
extensive one-on-one support in math problem solving. She
also struggles with converting fractions to decimal notation and
applying math concepts to real-world situations. When math
problems can be related to music or dance, Alicia’s motivation
increases to work on the problem.
Teachers report that Alicia relies on staff to cue her to take her
ADD medicine at the health office after lunch. Her parents and
teachers have expressed concern that she is not independent in
this area. It is an appropriate expectation for 16-year-olds to go
to the health office without reminders. Alicia’s parents would
also like her to be more independent in remembering her
medication at home.
Evaluation:
The most recent psycho-educational evaluation report for Alicia
is in her Woodcock-Johnson III Tests of Achievement scores.
The Woodcock Johnson IV Tests of Achievement is a norm-
referenced assessment that evaluates academic skills in the
areas of reading, math, and written expression. The standard
score is 100, with a standard deviation of 15.
Alicia's most recent scores:
Cluster
Student’s Age Equivalent
(Year + Month)
Student’s Test Percentile
Student’s Standard Test Score

9. (on a 100 point scale)
Broad Reading
15 years, 8 months
22
88
Broad Math
9 years, 3 months
1
20
Broad Written Language
14 years, 3 months
7
78
Parent (s)/Guardian(s) Observations:
Over the last two months, Alicia's mother has reported that she
is reluctant to get up and get ready for school. She has missed
12 days so far this semester, and frequently complains of a
stomachache and headache. Her mother has taken her to the
doctor and there are no significant medical issues. Her mother
also reports that the struggle to get her out of bed and to school
is too great at times and will sometimes just call her in absent.
She gets up fine on the weekends.
Alicia’s mother is also concerned because Alicia is not
exhibiting any independence and is worried about her transition
after high school. Her mother knows that Alicia has some goals
for herself, but lacks the motivation to do daily tasks such as
waking to an alarm clock, initiating independent work such as
homework or chores, taking her medicine without prompting,
and organizing her materials, assignments, and her bedroom.
Alicia would like to study dance after high school. She has
always benefited from kinesthetic movement and feels it helps
her release some anxiety about school and she also states that
she feels in control when she dances. Her mother would like her
to get a part time job that would assist her in learning
independence and responsibility. Alicia’s mother would like

10. Alicia to learn some responsibility and life skills like budgeting
by having her pay small portions of bills at home such as her
phone bill. Ideally, her mother is trying to create opportunities
for her daughter so that she may eventually live independently
as an adult.
In school, Alicia has been quiet and withdrawn, not wanting to
participate in classroom or campus activities. She is reluctant to
answer questions in class and will put her head down on the
desk when called upon. Her mother and Ms. Kauffmann
speculate possible school anxiety. When asked about this
behavior, Alicia mentions that she feels overwhelmed by the
class size and likes small group activities.
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