Expert should Note : 1. To read and review assignment's instruction carefully. 2. Pay very close attention assignments 3. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

20.0 %Rationale No submission. The rationale is not related to the assignment. The rationale inadequately supports reasonable and/or measurable goal choices. The rationale supports reasonable and measurable goal choices. The rationale is comprehensive and thoroughly supports goal choices. 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language.

20.0 %IEP: Measurable Goals: Individual Needs COE: D1, C 1.2 No submission. Goals fail to be developmentally appropriate and do not respond to the individual needs of the student in the case study. Assessment tool or strategy for measuring goals fails to be described in the goals. Goals are insufficient and developmentally inappropriate and respond to the individual needs of the student in the case study. Assessment tool or strategy for measuring goals is weakly described in the goals. Goals are sufficient and developmentally appropriate and respond to the individual needs of the student in the case study. Assessment tool or strategy for measuring goals is clearly described in the goals. Goals are well-defined, measureable, and developmentally appropriate and respond to the individual needs of the student in the case study. Assessment tool or strategy for measuring goals is clearly described and well-aligned to the goals.

20.0 %IEP: Use of Data COE: D4, C 4.2 No submission. Educational decisions made in the annual goals do not relate to the assessment results provided in the case study. Educational decisions made in the annual goals do not fully reflect the assessment results provided in the case study. Educational decisions made in the annual goals generally reflect the assessment results provided in the case study. Educational decisions made in the annual goals clearly and accurately reflect the assessment results provided in the case study.

100.0 %CATEGORY 30.0 %IEP: PLAAFP COE: D1, C 1.1 No submission. The PLAAFP fails to incorporate student?s academic strengths; evaluations; performance in classes; influences of language, culture, and family background; strengths, preferences, and interests in nonacademic areas. The PLAAFP inadequately incorporates student?s academic strengths; evaluations; performance in classes; influences of language, culture, and family background; strengths, preferences, and interests in nonacademic areas. The PLAAFP adequately incorporates student?s academic strengths; evaluations; performance in classes; influences of language, culture, and family background; strengths, preferences, and interests in nonacademic areas. The PLAAFP thoroughly and adeptly incorporates student?s academic strengths; evaluations; performance in classes; influences of language, culture, and family background; strengths, preferences, and interests in nonacademic areas.

SPD-550 Case Study: PLAAFP and Annual Goals Woodcock-Johnson III Tests of Achievement Ana was given the WJIII with the following results: Cluster Score Broad Reading 82 (low average range) Broad Math 99 ( average range) Broad Written Language 87 (low average range) Subtest Scores Letter-Word Identification 85 Reading Fluency 81 Passage Comprehension 91 Calculation 93 Math Fluency 101 Applied Problems 104 Spelling 86 Writing Fluency 87 Writing Samples 98

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission. Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written academic English. 5.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style) No submission. Contains no title slide, no references section, and no correctly cited references within the body of the presentation. Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors. Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation. Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.

10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) No submission. Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of ?primer prose? indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

10.0 %Layout No submission. The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

30.0 %Presentation of Content No submission. The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Rubric: Required Components of Transition 40.0 %Required Components of Transition No submission. Presentation fails to explain the legal requirements and components under IDEA of the transition process, specifically addressing student-focused planning, student development, and family involvement consistent with evidence-based practices. Presentation weakly explains the legal requirements and components under IDEA of the transition process, specifically addressing student-focused planning, student development, and family involvement consistent with evidence-based practices. Presentation effectively explains the legal requirements and components under IDEA of the transition process, specifically addressing student-focused planning, student development, and family involvement consistent with evidence-based practices. Presentation comprehensively explains the legal requirements and components under IDEA of the transition process, specifically addressing student-focused planning, student development, and family involvement consistent with evidence-based practices.

All information presented should be consistent with evidence-based practices that are discussed in this week's readings. Be sure to cite a minimum of three scholarly resources found independently. Your presentation should include a title slide, reference slide, and presenter's notes. 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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.