PART 1) A student’s IEP goals should be aligned with their needs described in the Present Levels of Academic Achievement and Functional Performance (PLAAFP). What type of data should a special education teacher include regarding present levels to ensure the IEP team has a comprehensive view of the student’s needs?
PART 2) Part of a students’ IEP is their transition plan. Who should have input into this section? Does this section possibly drive other outside representation to be present at the IEP meeting? If so, who could be some possible outside representatives?