Reference no: EM133445949

Case Study: Observe and collaborate with a secondary special education teacher who case manages at least one 6-12 grade student with a postsecondary transition plan included in their IEP. Then choose one other professional to collaborate with who is also involved in the student's transition services (i.e., transition coordinator, stakeholders in industry of student's professional interests, occupational therapists, college and career service specialist, etc.).

Review the IEP with the secondary special education teacher, and if possible, an additional service provider that would be collaborating with the student/family in their transition plans. Discuss the purpose of the postsecondary transition plan. Review the current Present Levels of Academic Achievement and Functional Performance (PLAAFP) with the special education teacher and how the information in the PLAAPF aligns with the transition plan. Use the discussion points in the summary below to guide your discussion. If possible, participate in discussing the transition plan with the student and/or parent.

Questions:

• Describe the age appropriate transition assessments and how they were used to develop the transition plan.
• Describe at least three age appropriate transition goals and at least one artifact used to measure the successful completion of each goal.
• Describe a minimum of two strategies used by the special education teacher to involve the student in their transition planning.
• Describe at least one example of how the special education teacher plans to support the goals in the transition plan.
• Describe at least one example of how the special education teacher can help the students' classroom teachers support the goals in the transition plan.
• Describe evidence, if any, of collaboration with outside service agencies. What additional service agencies are available for students and families during this transition period? Research with your mentor teacher additional collaboration opportunities and agencies that could support students and families if none are provided.
• Describe at least three age appropriate transition goals and at least one artifact used to measure the successful completion of each goal.
• Describe a minimum of two strategies used by the special education teacher to involve the student in their transition planning.
• Describe at least one example of how the special education teacher plans to support the goals in the transition plan.
• Describe at least one example of how the special education teacher can help the students' classroom teachers support the goals in the transition plan.
• Describe evidence, if any, of collaboration with outside service agencies. What additional service agencies are available for students and families during this transition period? Research with your mentor teacher additional collaboration opportunities and agencies that could support students and families if none are provided.