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Special educators must be proficient at more than simply teaching, planning, and addressing student concerns. A large portion of the special educatorÃ¢â‚¬â„¢s career will be spent creating, implementing, and reviewing IEPs in meetings with families and other professionals. Most educators find that the present level of academic and functional performance (PLAAFP) is the most essential part of the IEP because it paints a picture of the student and guides the goals, services, accommodations, and modifications within the rest of the IEP. Once a solid PLAAFP is written, then appropriate, measurable and observable goals for the student must be written.
Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
For this benchmark assignment, you will use the Ã¢â‚¬Å“Ana Case StudyÃ¢â‚¬Â to write a 250-500 word PLAAFP.
Your PLAAFP should include:
Student academic strengths
Performance in classes
Potential influences of language, culture, and family background
Strengths, preferences, and interests in nonacademic areas
Any other relevant issues
Part 2: Annual Goals
Write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include:
A specific, measurable skill/behavior to be achieved.
A specific measurement tool or assessment strategy for measuring performance on the goal.
Provide a 500-750 word rationale that clearly defends how each annual goal, assessment tool or strategy, and action steps are appropriate for Ana, based on the information and data in the PLAAFP.
In addition, using the Ã¢â‚¬Å“College of Education Professional Dispositions of Learners,Ã¢â‚¬Â identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating AnaÃ¢â‚¬â„¢s language, culture, and family background into planning and delivering instruction that meets AnaÃ¢â‚¬â„¢s academic and social-emotional development needs. In addition, what steps would you recommend to Ana, her family, and the IEP team for Ana to accomplish her goals?
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MED in Special Education
Explain how language, culture, and family background influence learning and incorporate that into planning and delivering instruction to individuals with exceptionalities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU Mission Critical 3, 5]
Use understanding of development and individual differences to respond to the needs of individuals with exceptionalities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU Mission Critical 1, 2, 3, 5]
Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2, 5]
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