Case Study Plaafp And Annual Goals Coursework Example

Case Study; Individual Education Program
Student’s Name
Institution
Course
Date
Part: 1
Alicia is a special case who needs close supervision not that she cannot do it by herself but because she requires someone to help her do things in the right way. Looking at the strengths Alicia has, there is possibly room for improvement. From her special education teacher, Alicia has good skills in reading comprehension and reading decoding. She can as well do some analysis of questions with multiple choices and short answers based on the reading content. She is also able to write complete sentences with somehow good skills in spelling.
However, Alicia still cannot do a few things on her own. She needs assistance all through especially in the organization of essays, pre-writing, and development of topic sentences. She cannot edit her work. Therefore, she needs to be directed on how to do this among other several grammatical issues that are a challenge to her. With math, computation and reasoning are hard for her. The conversion of fractions to decimals and application of the concept of math in real world situation is a struggle.
Her performance in class is average and sometimes above average when referring to individual subjects of study. It is only in broad math where she has underscored. The standard scores in almost all areas of academic skills are above average, and this shows Alicia has the potential to even perform better in reading, math, and written expression. If her special education teacher would identify the areas, she is performing poorly definitely she will help her improve more especially on grammatical issues such as punctuation mistakes and issues to do with computation in math(Friend, 2010).

She is required to balance her performance regarding skills in all areas.
Part: 2
Alicia’s Individualized Education Program (IEP) needs to be improved through the definition of well identified behavioral and academic goals. Behavior and academic work are two separate issues in her education though the academic aspect depends on behavior (Friend, 2010). These goals are only drafted from the current performance and behavior of Alicia in class, and they are different when focusing on the objectives they intend to meet. The following are the two academic and behavioral goals that need to be drafted for Alicia’s IEP with each having its rationale and the assessment strategy.
Part: 3
Behavioral Goals
• Alicia needs to be subjected to one-to-one instructions and individualized materials for her to increase the skills in computation of math
From the case study; it is evident that Alicia has problems with problem solving and computation in math. She is unable to write number sentences and determine operations to use. She does not have to rely on a calculator all the time but needs to improve on her interaction with her teacher. This is the annual goal is sensible in a way that when instructions are issued to her with personal materials to support her, she will probably improve her skills in the computation of math. The level of impact this goal will have on her will determine how measurable it is for instance if she will start solving most math problems by herself without difficulties.
• Modifying the learning environment in support of the practice of behaviors that are expected to be performed by Alicia
Sometimes some behaviors are influenced by the learning environment. This annual makes sense in that when Alicia’s teacher will discover the possible influences of environment on her student; she will be able to make changes to avoid future difficulties in learning (Friend, 2010). For instance, this may be by dissociating Alicia from destructors such as bad peer company and getting her alienated to skillful class work activities. Of course, this will be measurable if the adjustments in the context in which learning is carried out will have positive impacts on Alicia.
Academic Goals
• In the next psycho-educational evaluation report Alicia will be able to convert fractions to decimal notation and apply math in real-world situations
Perhaps Alicia’s parents are supposed to help their daughter do some assignments especially in applying the math concept in real life situation to ascertain whether she understands what she was taught back at school. This is part of broad math where she is performing very dismally, and therefore it will be prudent if she records improvement in the next evaluation of class performance (Roger & Pierangelo, 2014).
• By the end of the semester, Alicia will be able to write grammatically correct responses for short-answer questions, edit her work and be able to punctuate her work appropriately.
It will be an achievement to have Alicia writing short answers without grammatical errors, do corrections on her written work and put a correct punctuation mark in essays where necessary. This goal will be measurable if she will be able to do this at the end of the semester through her interaction with her special education teacher as expected. Professionally there should always be ways to alter the performance of a student by a teacher (Roger & Pierangelo, 2014). Therefore, these goals give Alicia’s teacher a reminder that she needs to support her student improve her behaviors and academic work.
 

References
Friend, Marilyn (2010). Special Education: Contemporary Perspectives for School Professionals. Englewood Cliffs, N.J: Prentice Hall
Roger, G, & Pierangelo, G (2014). Transition Services in Special Education. Pearson Education, INC.