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SPD 300 Topic 7 Benchmark Case Study GCU
SPD 300 Topic 7 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 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]
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