Present Level of Academic Achievement and Functional Performance.Post-Secondary Transition – including student interests and transition plan with measurable goals.

Benchmark – Case Study: PLAAFP and Annual Goals

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 measurable goals.
Part 3: Rationale and Reflection
Support your rational with 1-2 scholarly resources, in addition to the CEC Code of Ethics.

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